Case Study Form Student: Erin Strong Teacher: Jennifer Wilson

Date:

11/28/2011

Observation
1. Erin does not stay on task and has difficulty completing writing assignments. 2. Erin shows frustration, sadness and sometimes anger when attempting to write.

Interpretations
Perhaps Erin is finding the content or activities too difficult. Maybe Erin finds that the assignment or activity type is not engaging or relative to her life. It seems that Erin finds it difficult to seek out help when needed.

Hypothesis (always a question)

If I provide Erin with choices in completing assignments will she be able to stay better on task? If I provide Erin with activities tiered toward her ability will her frustration ease? If I provide Erin with more time will she complete the task at hand?

Curricular Decisions
Allow Erin more time to complete task at hand. Allow Erin to complete assignment tiered toward her abilities and to show learning in different ways. Scaffold her learning. Allow Erin to work with small cooperative groups.

Outcomes
Small cooperative groups, and one on one activities with differentiated instruction improved both Erins reading and writing abilities Erin is now more focused, completes most tasks in a timely manner, and exhibits much less frustration. She is no longer despondent when required to complete writing assignments.