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EPR 363 Case Study
Introduction:
In EPR 363, Psychological Foundations of Education - II, each student is required to conduct a case study of one child. This case study involves observing the child, asking questions to the child and parent, and drawing conclusions based on both one's observations and answers to questions. In an effort to facilitate your case study, below I have produced a set of questions that will serve as a point of departure for your observations, questions, and ultimately the formal case study writeup that must be submitted to me through Livetext. Although there is no time limit as to how long one must observe in order to gain the information necessary, I would say that, at a minimum, five hours of observations would be necessary, as that is a requirement of this case study, and a question is specifically asked of you regarding this at the very end of the case study. You need to spend a minimum of five hours working with your child. A scoring rubric is used by which you will be evaluated. If there are any questions about this template and its contents or the rubric, please do not hesitate to ask me. Draft Due: To be Announced in Class and in Your Syllabus; Final Copy Due: To Be Announced in class and in Your Syllabus.
Directions:
Please answer each question in each section throughout this case study in the order the questions are asked. You will lose point value if you do not do this, as the rubric for scoring is built to accommodate this. Please also be aware that poor writing (for example, incomplete sentences, misspelled words, improper punctuation) can result in you being referred to EDU 210. The referral to EDU 210 can necessitate that you take it before you continue to take additional classes in the Pre-TEP program. It is possible you can take it the next semester as you are taking other classes, but the best thing to do is write down your thoughts carefully, save them, and go back and look them over after your work gets "cold" to check for writing errors. If you should have questions, etc. your writing, please feel free to speak with me.You are welcome to have someone outside who knows good writing standards to review this case study before you submit to me.
| <nobr>INTASC.2 </nobr> | STANDARD: The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development. |
| <nobr>INTASC.2.B </nobr> | K: The teacher understands that students' physical, social, emotional, moral, and cognitive development influence learning and knows how to address these factors when making instructional decisions. |
| <nobr>INTASC.2.D </nobr> | D: The teacher appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and he/she is committed to help them develop self-confidence and competence. |
Learning Outcome #2: Knowledge of Development and Learning
02.K Knowledge and Understanding: Demonstrates an understanding of how individuals learn and develop over time.
02.P Performance and Skills: Demonstrates an ability to provide learning opportunities that support the learner’s stages
of development.
Textbook Entitled: Educational Psychology and Human Development: A Practical Approach. Editor: Maxie P. Kohler, Ph.D.
Insert name of child here.
5) Name and Address of Parents:
Insert here the name of both parents and whether they live together or not. If they do not reside together, tell where each resides.
Insert here the exact telephone number of parent with whom this child lives to include area code. If alternate telephone numbers, like cell phone numbers, are available, please give them.
7) Is This Child Any Relation To You? If so, what?
DO NOT DELETE QUESTIONS BELOW. Each question in this section counts one point each for a total of 9 Points. For five or more errors in writing, you will lose five points which cannot be regained on rewrite.
Below, in paragraph form, answer the following questions:
1) Is there anything unusual about this child's height or weight relative to others his/her age?
2) Is he/she developing normally, compared to other children, as best you can tell?
3) Does he/she wear glasses, hearing aids, or other types of sensory devices?
4) Does he/she possess good eating habits, or does he/she have any of the eating problems as mentioned in your textbook?
5) Does he/she get an adequate amount of physical activity and exercise?
6) Does he/she get an adequate amount of rest and sleep?
7) Does he/she engage in any "health compromising behaviors" as are mentioned in your textbook?
8) Does he/she have any "special physical needs" as are mentioned in your textbook?
9) Do you believe his/her gross and fine motor coordination are in the normal range for someone his/her age?
Below, in paragraph form, answer all the questions above fully. Be sure to use proper writing skills, AND DO NOT DELETE QUESTIONS ABOVE. PLEASE USE A COLOR TYPE TO SEPARATE YOUR WRITING SECTION FROM THE QUESTIONS ABOVE.
DO NOT DELETE QUESTIONS BELOW. Questions #1 and #2 count 2 points each. Question #3 counts 6 points total (2 points for each example and explanation of those examples), and Question #5 counts 6 points (three points for each example and discussion of those examples). All other questions count one point each, for a total of this section of 21 Points. For five or more errors in writing, you will lose five points which cannot be regained on rewrite.
Below, answer the following questions in paragraph form:
1) Relative to Piaget's theory, what stage, according to this child's age, would he/she be in presently?
2) According to his/her actual development, in what stage of Piaget's theory would you classify this child? (Clue: Theory and reality are not always the same)
3) Give three examples of what this student can do that lets you know he/she is in this stage? (Do not use "conservation" to answer this question, as it will be addressed in #4 below).
Choose THREE from the following examples to use from the appropriate stage your child is in currently:
Preoperations: Centration, Egocentrism, Transductive Thinking, Animistic Thought, Focus on Appearance, Static Reasoning, or Irreversibility.
Concrete Operations: Decentration, Reversibility, Classification, Class Inclusion, Seriation, or Concept of Number.
Formal Operations: Hypothetical Reasoning, Deductive Thought, Inductive Thought, "Thinking in terms of Possibilities," testing hypotheses, solving mathematical word problems, understanding negative numbers, understanding what it means when a temperature is below zero, understanding the following: fractions vs ratios vs decimals, understanding negative numbers, understanding that numbers go to infinity in both directions. Also, you may use David Elkind's concepts of the following aspects of adolescent cognitive development: Adolescent Egocentrism, Invincibility Fable, Personal Fable, or Imaginary Audience.
4) Can this child conserve?
5) Relative to conservation, give TWO examples of conservation tasks he/she was able to answer correctly or he/she could not correctly perform? Choose from the following: Conservation of Matter, Liquid, Number, and Length. BE SURE TO DESCRIBE YOUR INTERACTION WITH THE CHILD SO I CAN DISCERN HOW YOU ARRIVED AT YOUR DECISION RELATIVE TO YOUR CHILD'S ABILITY (OR INABILITY) TO CONSERVE.
6) Is he/she on track academically?
7) Does this child suffer from any type of identified learning problem?
8) Are there any speak/language problems? If so, what?
9) Do you believe has successfully mastered all of the stages of Piaget's theory prior to this stage that he/she is currently?
Below, in paragraph form, answer all questions above fully. Be sure to use proper writing skills, AND DO NOT DELETE QUESTIONS ABOVE. PLEASE USE A COLOR TYPE TO SEPARATE YOUR WRITING SECTION FROM THE QUESTIONS ABOVE.
1) Relative to Erikson's theory, what stage, according to this child's age, would he/she be in presently?
2) According to his/her actual development, in what stage of Erikson's theory would you classify this child?
3) Give THREE examples of what this child is able to do that lets you know he/she is in this stage? (Clue: Remember what we discussed in class relative to Erikson's theory. Pull from your notes also, as well as your textbook on this question. Again, theory and practice are not always the same).
4) Does this child have any psychosocial problems that cause him/her difficulty?
5) Does this child have friends?
6) Is there any one (parent, teacher, child, etc) with whom this child has difficulty interacting?
7) Do you believe has successfully mastered all of the stages of Erikson's theory prior to this stage that he/she is currently?
DO NOT DELETE QUESTIONS BELOW. Below, in paragraph form, answer the following questions. Questions #1 and #2 count 2 points each. Question #3 counts 6 points total (2 points for each example and explanation of those examples), and all other questions count one point each, for a total of this section of 12 Points. For five or more errors in writing, you will lose five points which cannot be regained on rewrite.
1) Relative to Kohlberg's theory, what level, according to this child's age, would he/she be in presently?
2) According to his/her actual development, in what stage of Kohlberg's theory would you classify this child?
3) Give THREE examples of what this child is able to do that lets you know he/she is in this stage?
Examples:
Preconventional Level: A) Is this child motivated to behave appropriately because he/she is afraid of being punished?
B) Is this child motivated to behave appropriately because he/she wants a reward for behavior?
C) Is this child motivated by making sure his/her wants, needs, desires, etc. are obtained?
Conventional Level: A) Is this child motivated more by what his/her parents or other significant individuals think of him/her?
B) Is this child motivated more by what his/her friends will think of him/her?
C) Is this child motivated regarding making sure he/she obeys rules in school, rules at home, etc.?
D) Are they motivated by what they consider their "duty" or "obligation?"
Postconventional Level: A) Is this student motivated regarding "keeping their word," "trust" others have in them, or regarding what is best for others?
B) Is this student motivated regarding what they think is right based on their beliefs, values, and their conscience?
C) Is this student motivated regarding helping others versus mainly helping themselves?
4) What individuals do you think are major influences on this child's moral development, and why?
5) What appears to be the motivating force in their moral development?
Below, in paragraph form, answer all questions shown above. Be sure to use proper writing skills, AND DO NOT DELETE QUESTIONS ABOVE. PLEASE USE A COLOR TYPE TO SEPARATE YOUR WRITING SECTION FROM THE QUESTIONS ABOVE.
DO NOT DELETE QUESTIONS BELOW. Each question in this section counts one point each for a total of 7 Points. For five or more errors in writing, you will lose five points which cannot be regained on rewrite.
In this section, I would like for you to judge the standards and outcomes noted earlier. If you need to, please refer back to the Standards section presented earlier in this template. I would also like for you to evaluate this experience against the standards and outcomes by answering several questions. Each question MUST be answered to receive full credit.
1. Judge the standards listed under the "Standards" section earlier:
A. Did knowing that this assignment was tied to larger standards and outcomes help you to understand why this assignment was made?
B. Do you believe these standards and outcomes related to human development will help you to become a better teacher? If so, how?
2. Use the standards and outcomes to judge the quality of the work you just completed by doing this case study:
A. On which parts of the case study do you believe you did an excellent job? Why?
B. On which parts of the case study do you believe your work was not at the level you desired? Why?
C. Which parts of this case study, if any, do you believe did not meet the standards?
D. After having completed this case study, which parts of human development do you believe are more understandable to you?
E. After having completed this case study, which parts of human development are not as understandable to you as you previously thought?
Below, in paragraph form, answer all questions above fully. Be sure to use proper writing skills, AND DO NOT DELETE QUESTIONS ABOVE. PLEASE USE A COLOR TYPE TO SEPARATE YOUR WRITING SECTION FROM THE QUESTIONS ABOVE.
As there is a five-hour minimum requirement for working with the child or adolescent, please answer the following question:
Did you spend at a minimum of five hours with the child (or adolescent) on which you wrote this case study?
Below please type your answer of "Yes" or "No."
To see your score based on the rubric for this case study, please click on the attachment below.
In this course students learn about the development of school age children. After having completed this course I feel I have a better understanding of human development. To see my case study done in this course click the links below.
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Please see attachments for High Stakes Assignments
This course focused on multiple ways of instruction to help teach students with all different types of learning. I feel like doing this unit helping me understand lesson planning from an educational perspective. As an undergraduate student I feel like I have reached the emerging initial category on the rubric for this assignment. To view my unit click on the attachments below.
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This section contains sample lesson plans I made in the course Elementary Music Methods. I taught these lessons at Greystone Elementary. To view these documents click on the attachments below.
