Rationale for Case Study
Context: I completed this assignment for the SPE 3000 class, Learner Diversity, in the spring of 2007. I constructed an observation and interview for my case study with Jose, a male student in a Kindergarten class to learn more about him. This assignment was advised by Dr. Nancy Mamlin.
Impact: This case study will help me become a better teacher in the future. I learned many things about all types of different students. Especially about Jose who is five years old boy who is in kindergarten. Jose lives in poverty and is Hispanic so he meets two of the culture reports. Through observation and interviews I conducted my case study on him and found many interesting things. He is such a remarkable boy and he has overcome many odds. This case study has helped me learn new skills to become a better teacher and help assist my students who may be Hispanic, living in poverty, blind, etc.
Alignment: I have met the following NCDIP standards:
Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator 3: Teacher promotes new learning by using students’ prior knowledge, misconceptions, and interest when designing lessons.
I met this standard by knowing the common misconceptions and stereotypes and looking for these in my case study to see if my student possesses any of these untrue traits.
Indicator 4: Teacher implements a variety of teaching and communication strategies for instruction.
I met this standard by placing the student into centers so that he has a variety of teaching methods in each center in his writing workshop.
Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.
I met this standard by having the students in centers for their writing workshops this helps them learn in many different ways such as playing educational writing games, creative writing, writing around the room, etc.
Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.
I met this standard by providing students with English/ Spanish translation if needed. Most of the objects in the classroom are labeled in both English and in Spanish.
Standard 14: Elementary teacher develop strategies t address topics that are controversial to diverse groups.
Indicator 1: Teachers understand and respect that families and communities may be diverse attitudes about the educational process.
I met this standard by understanding that this community was very diverse and so will the community I hope to teach in one day. I understand that some parents may not feel that school is important and their children should be working to help pay bills and provide food. I understand that many families have different beliefs on education.
Indicator 4: Teachers explore multiple viewpoints and respect values consistent with democratic community by recognizing and valuing the family roles in educating children of diversity.
I met this standard by observing my teachers with conferences and while speaking to the parents of these children. She set a good example on how to get the students’ parents involved.
Indicator 5: Teachers discourage prejudice, derogatory comments and stereotypical perspectives by modeling and selecting bias free instructional materials.
I met this standard by having no prejudices and not accepting children to make fun at other children for being different. Although this was not a problem in my kindergarten class because they are all very open to diversity because they are so young.
Indicator 6: Teachers search for more effective means of educating all students in creating effective instructional goals, methods, materials, and skills that match the diversity of students.
I met this standard by researching classroom practices I could use in the classroom with poverty stricken and Hispanic children. This provided a more effective mean to help the students succeed in school.
Standards 16: Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy uses and supporting professional development. Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideas in their students.
Indicator 8: Teachers research and learn to apply best practices in elementary education and participate in the dissemination of those ideas.
I met this standard by searching classroom practices to help my diverse student’s succeed and feel more comfortable in my class.
Indicator 9: Teachers understand the importance of collaborating with colleagues to strengthen content, research, and pedagogy as well as with the community to provide quality instruction that meets state competencies.
I met this standard by understanding that it is very important to communicate with co-workers to share ideas on how to make your learning community more effective for the students and that helps meet the state standards. I did this by having conversations with my partner, Sarah Johnson.
Indicator 10: Teachers advocate for the rights and welfare of their students by involving appropriate school and community human resources in meeting the individual needs of each student.
I met this standard by providing the students with services like free and reduce lunches and the ESL programs. These programs help the students learn more affectively.
Author:
Angela Morgan
Last modified:
4/13/2008 4:43 PM (EST)
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