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CASE STUDY ANALYSIS

CASE STUDY ANALYSIS. The Challenge of Teaching Students at Different Levels Katie, Deby, Mo, Mike, and Rob Case Study B. Summary of Case Study. Karen Ellison has been a 6 th grade teacher for 8 years.

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CASE STUDY ANALYSIS

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  1. CASE STUDY ANALYSIS The Challenge of Teaching Students at Different Levels Katie, Deby, Mo, Mike, and Rob Case Study B

  2. Summary of Case Study • Karen Ellison has been a 6th grade teacher for 8 years. • Her class reading ability is divided, with 2/3 at or near grade level, and 1/3 below 2 to 3 years below grade level. • She is challenged with how to teach the class essential reading and writing skills. • Currently, she tries to have everyone read the same level material in a large group setting, but it is not working.

  3. Ms. Ellison’s Dilemma • The students with higher reading ability want to read books and enjoy reading aloud. • The students with lower reading ability would rather work in their workbooks and are embarrassed when they have to read aloud. • Karen is boring the higher level students and the lower level students are struggling and discouraged.

  4. Identifying the Problems • Karen fails to address the differentiated nature of her class • Respect is non-existent in the classroom • She doesn’t take steps to correct behavior • Fails to engage in metacognition regarding her lesson plans and methods

  5. Solutions • Implement differentiated learning in the classroom • Use metacognition to redesign her lesson plans to be more aware of her students’ abilities and learning styles. • Group work, with same levels for reading comprehension. Each reading group will read a story that is designed for their reading level in order to improve. • Jigsaw group work with different levels to explain your group’s story and to talk about the similarities and differences.

  6. Learning Theories • Vygotsky’s Zone of Proximal Development • Metacognition • Transfer: • High Road Transfer- purposely and consciously apply general knowledge, reading comprehension • Low Road Transfer – automaticity, workbooks • Intrinsic Motivation/Extrinsic Motivation • Bolstering Student (and Teacher) Self-Efficacy

  7. Understanding the Difference…

  8. PQ4R Theory • Preview: Survey/Preview the material to be read • Question: Develop Qs based on the outline of section headings to better understand key concepts. • Read: While reading the assigned chapter, students attempt to answers the Qs they developed. • Reflect: Taking breaks from the reading material and relate the new info to prior knowledge and examples. • Recite: Rehearsing information • Review: mentally think through the chapters Educational Psychology Theory and Practice by Slavin, 1994

  9. Conclusion • Karen needs to recognize that her students have diverse needs at this stage in their development. • Students that are held back doing workbook activities and not being challenged, then they will not be motivated later on. • She needs to recognize that her lessons need to cater to the needs of the students with reading comprehension at almost a 7th grade level at the same time as a student still at a 3rdgrade level.

  10. Question & Answer • If you were Karen, what would you have done differently? • Which theory do you think best applies to this case study? • Did you have any teachers that were successful in improving the low level learners while still exciting and challenging the high achievers? If so, how did this work?

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