Rationale for Case Study

Standards:

DPI Standard 3, Indicators 3, 4, 5, 6

DPI Standard 14, Indicators 1

DPI Standard 16, Indicators 8, 9, 10

Context
I completed the Case Study for CI3000 – 416 for Dr. Julie Horton in the spring of 2007 as a Block I requirement.  The case study included observations, field notes, interviews, and my own reflection regarding my education in the schools. I was an intern in Mrs. Brame’s 1^st/2^nd grade class at North Wilkesboro Elementary School.  Out of the 20 students in this class, I chose a student of the Latino population to observe for this case study.  I was in this school for eight days and spent the majority of my time observing this child, asking questions about her, interviewing her, and researching this population by reading the culture report, on Latinos, that was finished earlier in the semester.  

Impact
This case study on this one child is a helpful teaching tool that provided me with an in-depth look at how I can be helpful to a student from this particular culture.  I can use this information in the future to help me understand the Latino culture that is present in a lot of classrooms.  I will also be able to use the knowledge gained from this study to understand how there are multiple cultures in classrooms and how to teach a diverse classroom.  Not only will I have the knowledge of diverse cultures, but the knowledge of diverse learning styles.  This project also helped me to learn more about the common stereotypes, which will help me, as a teacher, to not label students.  Being able to recognize stereotypes and background information about a culture, will help me become aware of how to treat and teach diverse students in the classroom. 

Alignment
My Hispanic case study aligns with several North Carolina Department of Public Instruction Standards.  Standard 7, Indicator 3 says that “Teachers should promote new learning by using students’ knowledge, misconceptions, and interests when designing lessons.” I have met this standard by coming up with a lesson for my student that focused on her interests and learning style.  I was able to know her interests because I spent lots of time observing and interviewing her.   DPI Standard 7, Indicator 4 was met by coming up with a lesson that used a variety of materials and teaching strategies for all learners, especially the student that I studied.  I met DPI Standard 7, Indicator 5 by also creating this lesson.  This lesson required students to critically think.  It also addressed a specific content area.  DPI Standard 7, Indicator 6 was met by being able to create a lesson that catered to the needs of an individual student.  I met Standard 14, Indicator 1 by observing and understanding the background and how it affects my student.  I was able observe and show things during internship and case study report.  I met Standard 16, Indicator 8 by using the CRD on Latinos to learn about my student that I studied while interning.  The information that I learned from the CRD helped me when I went into the classroom, as well as writing this case study.  I met Standard 16, Indicator 9 by talking with my partner in the classroom to find out more about my student.  By doing this, I was able to have a better knowledge of my student when doing this case study.  DPI Standard 16, Indicator 10 was when I spoke with some of my student’s teachers.  They were able to give me extra background that I needed.