EDUC 558 Practicum Case Study 2 2013 Zackary Rice

I.

Introduction to Case Study

Background Information I will be conducting this case study in a self-contained program for students who are in grade 6-12 and whose primary exceptionality is either an Emotional Disturbance or Behavior Disorder label. The school is located in a small town in northeastern Kansas, and it has approximately 350 students. The student who will be the focus of this case study is a 17-year-old Caucasian female who is a junior in high school who will be known as Jenny in an effort to protect the students identity. Jenny has been attending this school in this setting for approximately 2 months. Prior to attending this school, Jenny was in an alternative school setting for six hours per day where she worked with teachers and mental health professionals. Before attending school in this setting, Jenny had attended a typical high school in a suburban setting where she was receiving services for an Emotional Disturbance label. She was removed from this setting into the alternative setting after being involved in an incident of violence toward a peer. Since she has started receiving the appropriate mental health support, Jenny has shown an improvement in her attitude, which used to be rather negative involving school, as well as her willingness to work toward her goal of graduating on time, as she has stayed on track in terms of earning credits despite her recent history. Present Levels of Performance In Jennys Sociology class, which is being taken through an online curriculum program called E2020, she currently has a grade of 78% with 68% of the first half of this course completed, which just ahead of her target rate of 65% if she is to finish by May 17, which is the last day of school. Jenny began attending this school in late February, which shows how impressive her level of work has been in terms of completing her Sociology. According to a recent San Diego Quick Assessment, Jenny is reading at an 8th grade level, but she has shown willingness to try and read to improve her abilities. After completing the San Diego Quick Assessment, Jenny remarked that she was no good at reading and that she knew she read below her grade level. Despite the fact that Jenny lacks a strong level of confidence in her ability to read, she openly states that she would like to improve her ability and is very receptive to additional assistance as well as extra practice. Also of note is that Jenny was recently working in a job tryout in which she worked in the school kitchen to learn entry-level job skills. Jenny worked in this job tryout setting for approximately one month before deciding she would rather focus on her online courses and try to complete them because of the fact that she enrolled in this Zackary Rice 1

school late in the semester. Since discontinuing her participation in the job tryout, Jenny has been able to work on her online courses with much less stress due to the fact that she does not feel that there is not enough time in the day, as she had felt when she worked for an hour in the school cafeteria. In terms of behavior, Jenny very rarely causes any behavior problems, which is a major change that has come as a result of the treatment she received in her previous placement. And, when she does cause a disruption, she generally does a good job of taking a few minutes to recollect her thoughts and emotions and then apologizes to anyone else that was involved. Overall, Jenny is a pleasant student to be around due to the fact that she is willing to improve her abilities and admit when she has made a mistake and then move on. One final thing to keep in mind with Jenny, though, is the fact that when it comes to her way of thinking she often struggles with more intricate themes or higher levels of thinking but is often able to grasp more concrete facts with greater ease. When given a pretest with 14 terms from the upcoming units on personality development and the social self, Jenny was a little nervous to do the pretest since she had not covered the units yet, and she mentioned multiple times that she really does not like to fail tests, which I explained to her if she didnt receive the score she wanted, it would not hurt her grade due to the fact that it is just a pretest and it gives us an idea of what we need to work on the most so she receives the score she wants at the end of the unit. After hearing this, Jenny was able to focus on the pretest and managed to match nine of out 14 terms with their correct definitions for a score 64.3%. II. Statement of Objective to be Addressed Objective Due to fact that Jenny managed to score a 9/14 on her pretest without having seen the terms prior to taking it, along with the fact that she often struggles with higher-order thinking, especially in less concrete terms, the Common Core standard that I have chosen to guide this unit is CCSS.ELA-Literacy.RL.11-12.1, which states that the student will need to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain (Core Standards, 2012). The IEP goal that will also serve as a guide throughout this unit states When given a reading passage at the 9th grade level, Jenny will correctly answer 8 out of 10 questions on 4 out of 5 data days, by 10/10/2013. While Jenny is slightly behind in this goal because of the fact that she is currently reading at an 8th grade level, this will serve as a backbone of the study as we work to improve her reading ability. Now, for this unit in which we will be playing Kates Vocabulary Game, the goal is that by April 26, 2013, Jenny will correctly identify key Sociology terms from the sections covering Personality Development and the Social Self with 85% accuracy. This would be a nearly 21% improvement over her score of 64.3% on the pretest which serves as her baseline ability.

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EDUC 558 Practicum Case Study 2 2013 Zackary Rice

III. Specific Description of Lesson Plan Instructional Plan During this unit, I will be working with Jenny on her Sociology class while also playing Kates Vocabulary Game to help solidify her understanding of the terms and concepts that are presented throughout the unit. The unit that will be the focus of the card game will be split up into two sections: Personality Development and The Social Self. The first section focuses primarily on the development of a persons personality and the factors that play into that, while the second section focuses more on what factors play into a person integrating into society and becoming a member of that society, while analyzing their own roles, how others see them and how they see the roles of other members of society. At the beginning of the unit, I will administer a pretest to see how much Jenny knows about this topic, while also introducing her to Kates Vocabulary Game so she knows what to expect later on in the unit as we will need to apply the rules when we play the game. After this, I will work through each section with Jenny, allowing her to work independently as often as possible, for example, on the quizzes and the homework activities that are a part of the online curriculum. On alternating days, I will play the card game with Jenny as well as her classmate Jared. Their performance in the game, both in terms of how to play as well as in how well they are able to match family cards to target cards will serve as an ongoing informal assessment that will allow me to make any changes necessary or give extra instruction where necessary, if at all. It is my hope that the card game will serve as a reinforcement for what Jenny is learning throughout the unit and will help lead to the meeting of the objective, which is that Jenny will be able to identify key Sociology terms with 85% accuracy. Other assessments that will be done throughout the unit are on the two section quizzes that Jenny will take. Each quiz will consist of 10 multiple-choice questions over material that will have been covered in the instructional videos earlier at the beginning of each section. An acceptable score that will allow Jenny to progress on to the next section will require answering 7 out of 10 questions correctly. The formative assessment, however, will come at the end of the unit after playing Kates Vocabulary Game three times and finishing each section. This assessment will be the same as the pretest and will consist of 14 definitions which Jenny will need to match to the corresponding term with an accuracy of 85% or better to have met her objective for the unit. To meet the objective of 85% or better would require Jenny to answer 12 or more correctly out of the 14 questions.

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Lesson Plans End of case study objective: By April 26, 2013, Jenny will correctly identify key Sociology terms from the sections covering Personality Development and the Social Self with 85% accuracy. On the pretest covering these terms, Jenny was able to identify the terms with an accuracy rate of 64%. 04/15/2013: 30 Minutes with Jenny Lesson objective: Jenny will take a 14-question pretest in which she will match definitions with their corresponding definitions from the Sociology sections covering Personality Development and the Social Self. Instructional actions: I will make sure Jenny understands that it is important that she try her best on the pretest, but that it will not reflect poorly on her or her grade if she does not do as well as she wishes, as it will serve as a tool of figuring out what she knows and what she still needs to learn from the upcoming units. Planned student engagement: Jenny will take a 14-question pretest over the upcoming Sociology units: Personality Development and the Social Self. Assessment: The pretest Jenny takes will serve as todays assessment. Reflection: After she was able to focus on the pretest and understood that the pretest would not negatively affect her if she did not do as well as she wanted, she did a good job of trying to figure out if there were any terms that seemed obvious by their names. Overall, I was pleased with her level of effort and her results as well, as she was able to answer 9 out of 14 correctly, which is an accuracy rate of 64%.

04/16/2013: 30 Minutes with Jenny and Jared, who will be playing the card game with us as well Lesson objective: Jenny and Jared will learn how to play Kates Vocabulary Game. Instructional actions: Ill cover the PowerPoint presentation with Jenny and Jared, asking them questions as I go, and allowing them to ask questions as well, to make sure they understand how we are going to be playing the game. Planned student engagement: Jenny and Jared will view and listen to the presentation. If they have any questions regarding the Sociology terms that are going to be used or the card game itself, then we will address those. Assessment: I will be able to assess whether or not Kates Vocabulary Game makes sense to Jenny and Jared based on the way they respond to or ask questions. 4 Zackary Rice

EDUC 558 Practicum Case Study 2 2013 Zackary Rice

Reflection: Jenny and Jared both did a good job of paying attention and they showed interest in the opportunity to play a game and get away from the traditional day which consists in large part of working at a computer on their online courses. They seemed to welcome the chance to participate in something different, yet still related to the class. 04/17/2013: 40 Minutes with Jenny Lesson objective: Jenny will begin the unit on Personality Development, taking notes over the vocabulary terms and then by watching the instructional video. Instructional actions: The student will write or type each vocabulary term along with its definition. Following this, the student will view the instructional video, asking questions if necessary. Planned student engagement: -1-on-1 work with Jenny -Jenny will practice her terms independently Assessment: I will assess whether or not Jenny understands each definition based on her own rewording of the terms. While we watch the instructional video, I will pause throughout the video to ask Jenny questions or to clarify anything she may have trouble understanding. Reflection: Overall, the lesson went fairly decent. At first there was some frustration with the terms and the instructional video, but allowing Jenny to take her time on it instead of just watching the instructional video without taking momentary breaks.

04/18/2013: 30 minutes with Jenny and Jared Lesson objective: The students will show their understanding of the terms through playing Kates Vocabulary Game Instructional actions: We will play Kates vocabulary game for 30 minutes. Planned student engagement: -The students will play a group game

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Assessment: I will assess Jennys knowledge of the terms based on how well she is able to match each family card with its target card. Reflection: Jenny and Jared showed a good understanding of how to play the card game and they continued to welcome the change of pace away from the more typical online work that they are used to. They both did a good job of remembering to politely ask the other for their cards when they had a card that matched a target card that had already been selected. As far as the terms go, the terms that gave the most trouble were Sociobiology, Aptitude, Generalized Order and Looking-Glass Self. Overall though, both Jenny and Jared did a solid job with the game considering the terms are still fairly new to them.

04/19/2013: 40 minutes with Jenny Lesson objective: Jenny will complete the homework/practice assignment online, which consists of 10 questions from the video, which Jenny will respond to with 1-2 sentences each. Following completion of the assignment, Jenny will work independently on the section quiz, which will consist of 10 multiple-choice questions from the material covered in the instructional video and the homework/practice assignment. Instructional actions: Jenny will complete the homework activity, and then move on to the quiz over the section covering Personality Development. Planned student engagement: -1-on-1 work with Jenny on the homework activity if my assistance is need. -Jenny will work independently on the section quiz Assessment: I will assess whether or not Jenny is showing an understanding of the material based on the answers she types on her homework/practice activity, as well as on her quiz. To move on to the next unit, a 7 out of 10 is needed on the section quiz. If Jenny does not answer 7 out of 10 correctly, she will have the opportunity to go back and restudy her notes before retaking the quiz. Reflection: Jenny showed an acceptable level of understanding both in the homework activity, but also one the section quiz, which she scored a 70% on by answering 7 of 10 questions correctly. Of the three questions that she missed, one was considered with aptitude, which she struggled with during the card game yesterday. The other two questions that she missed were both concerned with the role heredity and nature play in the development of ones personality. Each question had more than one possible answer, which she missed by showing a partial understanding of concept by picking one of the two correct answers, rather than picking the choice that said Both a and b. 04/22/2013: 30 minutes with Jenny and Jared 6 Zackary Rice

EDUC 558 Practicum Case Study 2 2013 Zackary Rice

Lesson objective: The students will show their understanding of the terms through playing Kates Vocabulary Game Instructional actions: We will play Kates vocabulary game for 30 minutes. Planned student engagement: -The students will play a group game Assessment: I will assess Jennys knowledge of the terms based on how well she is able to match each family card with its target card. Reflection: There was a slight improvement in the ability of both Jenny and Jared to correctly match the family cards with their corresponding target card. However, Jenny and Jared both continued to struggle with Generalized Order and Sociobiology. At the end of the game, I decided to pull out the cards that went along with Generalized Order and Sociobiology and go over each definition in hopes of helping them remember it better now that they had a chance to look at each definition without guessing which term it goes with. Another thing I noticed during this game was that the gameplay was much smoother than the first time we played the game as the students were not only more comfortable with the format of the game, but also with the majority of the terms.

04/23/2013: 45 minutes with Jenny Lesson objective: Jenny will type up the vocabulary terms for this unit, which covers The Social Self. After this, Jenny and I will go over the instructional video for the section. Instructional actions: After copying down the vocabulary terms, Jenny will watch the instructional video, asking any questions as needed. If it appears that she does not understand something in the video, I will take a moment to clarify anything that needs clarification. Planned student engagement: -1-on-1 work with Jenny -Jenny will practice her terms independently Assessment: As I am working with Jenny, I will stop to ask her questions to make sure she is understanding the material, helping explain anything that she needs further explanation on. Zackary Rice 7

Reflection: Overall, this was a fairly successful lesson as Jenny was able to grasp the content a little easier than she was able to grasp the material from the previous section over Personality Development. Jenny had several questions throughout the duration of the video just to make sure she understood it well, which the majority of the questions showed me that she was making a strong effort to understand the material and it is definitely making a positive difference.

04/24/2013: 30 minutes with Jenny and Jared Lesson objective: The students will show their understanding of the terms through playing Kates Vocabulary Game Instructional actions: We will play Kates vocabulary game for 30 minutes. Planned student engagement: -The students will play a group game Assessment: I will assess Jennys knowledge of the terms based on how well she is able to match each family card with its target card. Reflection: As I had hoped, today was again smoother than the first two days that we played the card game. This time, there was still some struggle with the term Generalized Order, but Jenny was able to figure out when taking the time to look at the definition on the card she drew and then look at the other target cards available which allowed her to rule out the ones that were obviously not a match.

04/25/2013: 40-45 minutes with Jenny Lesson objective: Jenny will finish off the section covering The Social Self, which will consist of a 10-question homework/practice activity covering the material presented in the video, for which she will be required to answer each question with 1-2 sentences, as well as 10 multiple-choice questions for the quiz, which she will need to score a 7/10 or better to progress. Instructional actions: Jenny will work on the homework activity, asking for my help if needed, and then work independently on her quiz. Planned student engagement: -1-on-1 work with Jenny on the homework activity if my assistance is need. -Jenny will work independently on the section quiz Assessment: Based on her answers on the homework activity and the quiz, I will be able to tell whether or not Jenny is able to grasp the content that has been presented in the 8 Zackary Rice

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previous days. If she is able to score a 7/10 on her quiz, then she will be able to move on, but if not, she will be given a chance to restudy her material, and then try again on the quiz. Reflection: Jenny again scored a 7 out of 10 on her quiz. This time, one of the questions she missed was a True/False question regarding the definition of looking glass self involving a non-active process, which she stated was true, when the accurate response would have been false due to the fact that it is an interactive process. Another question was missed due to her mixing up the definitions of looking glass self and role taking. The third question she missed involved what makes an individual a member of society, which was concerned with socialization. This was interesting to me due to the fact that Jenny had not previously struggled with the term Socialization when we have played the card game. The explanation for this, in my belief, is that the question relied more on inferences made based on the definition of socialization, which is something that is difficult for Jenny, as she typically finds concrete thinking more to her liking.

04/26/2013: 20-25 minutes with Jenny Lesson objective: Jenny will complete the posttest, which is the same quiz she took as a pretest. Instructional actions: Before giving Jenny the test, I will let her know that this is the same as the pretest she took prior to beginning the unit and it will help us measure how what he has learned in the unit and if the card game helped improve her knowledge of the terms presented in this unit. Planned student engagement: Jenny will take a 14-question matching quiz over the key terms form this unit. Assessment: I will assess whether or not the card game helped Jennys understanding of the terms or not based on whether her score improves upon her pretest score to the objective set at the beginning of the study. Reflection: At first, Jenny seemed unsure of whether or not she would want to take the quiz, but when I assured her that it was the same as when we played the card games and she did just fine with the definitions then, she was more confident in her ability to successfully complete the quiz. After completing the posttest, Jenny was excited to find that she had indeed matched all the definitions to the correct terms, for a score of 100%. I asked her if there were any that were harder than the others and she told me the 8th question was, which not surprisingly was the definition for Generalized Order. However, Zackary Rice 9

she informed me that she decided to skip past that particular question and answer all the ones she was positive she knew, which allowed her a better chance to answer the question correctly, which she ended up doing, after all

IV. Implementation of Instruction Instruction While there were not many behavior or management issues that presented themselves throughout this particular unit, one issue that did arise was Jennys motivation level to work on the key terms for the unit. Part of the reason for this stems from the fact that while she is able to understand very well the concrete part of the definitions having specific meanings, she is aware of the fact that she reads below her grade level and often becomes embarrassed by this. Or, when reading a section or even when reading the family cards when we played the game, she would say things such as Im so bad at reading or other negative self-directed comments when she would stumble on a word or phrase. To correct this, I would just remind her that stumbling over a word does not make her bad or not any good at reading, it just means that she isnt familiar with that word, which is okay, but it is not acceptable to give yourself or anyone else putdowns just because she doesnt like her current ability. Another issue that did arise, although not necessarily a negative issue was the fact that after nearly lesson, Jenny would ask if we could play the card game again, but I explained that we only needed to play the game a few times throughout the unit. The first couple of times that she asked if we could play the game on days that we were not scheduled to play the game, she misunderstood me telling her we would not play that day as a reprimand for her work. Once she understood that it was just not in the plans to play it more than three times and it had nothing to do with her being in trouble, which she was not, then she was much more understanding. One thing I noticed during this unit that the game itself served as motivation for Jenny to progress through the unit so we could continue to play the game as we moved through the unit. The reason for this is that Jenny is a very social individual who loves to interact with others, whether it just through speaking to them or playing games with them. This game was a great fit for Jenny because it allowed her an outlet to express herself socially, while also working toward her goal of completing the unit and scoring an 85% or higher on the posttest. As we progressed through the unit, it became evident that Jenny was making appropriate progress toward her goal of identifying the terms with 85% accuracy or better. The first time we played the game, it was apparent that some of the terms, such as Generalized Order, Aptitude, Sociobiology and others were more difficult for Jenny. However, the second time we played the game, Jenny had cut down on the number of terms that she struggled with, although still struggling with the terms Sociobiology and 10 Zackary Rice

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Generalized Order. To combat this, I singled out those terms in order to help Jenny see what the definition was instead of her taking a shot in the dark without having been assisted with it. This was a great help, as evidenced the next time we played the card game, as well as when Jenny took the posttest and was able to accomplish a perfect score.

V. Assessment of Progress Assessment After Jenny completed the unit by taking the posttest, which was the same 14 question test that she had taken at the beginning of this unit, I was excited to find that she had scored a 100% on matching the terms with their matching definitions, where the goal had been that she would be able to do this by answering 12 of the 14 correctly for an accuracy rate of 85%. Originally, Jenny had scored a 64% on her pretest and was able to make it past her quizzes by scoring the minimum of 70% on each one, so this was a major improvement, especially on her pretest. While her quiz scores were not as high as I had hoped and thought they may be as a result of playing the card game, it is my belief that this can be partially attribute to the fact that some of the questions she struggled with either had multiple answers, of which she only chose one of the correct answers rather than both, or they were true/false format and only a slight detail had been changed from the definitions, making it false, although appearing to be true if not read carefully enough, which happened to her. Another important detail to remember is that as the unit progressed, Jennys performance improved each time she played Kates Vocabulary Game, and it was evident by the ease with which she matched the majority of the family cards to their target cards that she was becoming more comfortable with the material. Also encouraging was the fact that she persevered throughout the unit even though there were several times in which Jenny felt overwhelmed by the number of terms that she did not know right away or that she was having trouble learning, such as the terms mentioned many times above.

VI. Reflection Overall, I was pleased with the success of this unit, as Jennys achievement was actually higher than the objective that had been stated at the beginning of the unit, by scoring a 100% on the posttest, when the goal was to score an 85%. While it is not Jennys final score alone that makes this unit a success, it played a huge role in determining whether or not the unit would be viewed as a success. Also successful was the fact that Jenny showed perseverance many times throughout the unit when doubt Zackary Rice 11

began to get the best of her in terms of wondering whether or not she would be able to master the content or not. Part of the reason for this is due to the fact that I made it clear through my actions that I was not going to merely let her just attempt all of this on her own if she needed help. Because of the fact that she felt she could trust me to help her whenever needed, she was more willing to take a leap of faith in terms of pressing on when she may have felt unsure of herself. While I believe the unit as a whole was a success for the fact that Jenny was able to go above and beyond the original objective set for her, there are a couple things I would add in the future to help add to the learning of the material. Throughout the unit, there were a few different terms that really gave both Jenny and Jared trouble. While I believe the extra attention I gave to the terms was helpful, as evidenced by the improvement the next time we played the card game, as well as on Jennys posttest results, I believe it would have been even more helpful to have a session where we go over the definition of any troubling terms, and then work as a group to brainstorm different examples or contexts in which we could use that term until it is obvious that each student is showing an improved grasp of the term or terms. Another potential option in a unit like this, since this particular unit is concerned with socialization of the self and how a person sees themselves as well as how they believe others view them, would be to take terms and apply it to themselves by describing how they believe others see them, which would be their looking-glass self, for example. Other examples could be to list areas in which they have a solid aptitude, whether it is in academics, mechanics or anything else, or to list what it may be like to take on the roles of others. This would help the students to gain a higher understanding of the material by applying it to themselves, which would in turn make the content that much more close to home and easier to recall later on.

VII. Resources Common Core State Standards Initiative. (2012) Retrieved April, 13 2013 http://www.corestandards.org/ELA-Literacy/RL/11-12/1

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EDUC 558 Practicum Case Study 2 2013 Zackary Rice

A. Personality B. Heredity C. Instinct D. Sociobiology E. Aptitude F. Feral Children G. Socialization

H. Self I. Looking-glass Self J. Role-taking K. Significant Others L. Generalized Order M. I N. Me

1. _______ the transmission of genetic characteristics from parents to children 2. _______ taking or pretending to take the role of others. 3. _______ wild or untamed children 4. _______ the unsocialized, spontaneous, self-interested component of the personality and selfidentity 5. _______ refers to the conscious awareness of possessing a distinct identity that separates us from other members of society 6. _______ the sum total of behaviors, attitudes, beliefs, and values that are characteristic of an individual 7. _______ the capacity to learn a particular skill or acquire a particular body of knowledge 8. _______ Internalized attitudes, expectations, and viewpoints of society that we use to guide our behavior and reinforce our sense of self 9. _______ Refers to a part of the identity that is aware of the expectations and attitudes of society; the socialized self 10. _______ Specific people, such as parents, brothers, sisters, and other relatives, who have a direct influence on our socialization 11. _______ refers to an unchanging, biologically inherited behavior pattern 12. _______ An interactive process through which individuals learn the basic skills, values, beliefs, and behavior patterns of society 13. _______ The systematic study of the biological basis of all social behavior 14. _______ refers to the interactive process by which we develop an image of ourselves based on how we imagine we appear to others

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Personality

Heredity

Instinct

Sociobiology

Aptitude

Feral Children

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EDUC 558 Practicum Case Study 2 2013 Zackary Rice

Socialization

Self

Looking-Glass Self

Role-Taking

Significant Others

Generalized Order

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Me

16

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The sum total of behaviors, attitudes, beliefs and values that are characteristic of an individual

The transmission of genetic characteristics from parents to children

The systematic study of the biological basis of all social behavior

The capacity to learn a particular skill or acquire a particular body of knowledge

Wild or Untamed Children

An interactive process through which individuals learn the basic skills, values, beliefs, and behavior patterns of society

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The conscious awareness of possessing a distinct identity that separates us from other members of society Specific people, such as parents, brothers, sisters, and other relatives, who have a direct influence on our socialization
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The interactive process by which we develop an image of ourselves based on how we imagine we appear to others Internalized attitudes, expectations, and viewpoints of society that we use to guide our behavior and reinforce our sense of self

Taking or pretending to take the role of others

The unsocialized, spontaneous, selfinterested component of the personality and self-identity

EDUC 558 Practicum Case Study 2 2013 Zackary Rice

An example of this would be a child getting the same hair or eye color as a parent

The part of the identity that is aware of the expectations and attitudes of society; the socialized self

An unchanging, biologically inherited behavior pattern

The opposite of this would be children who are calm and tame

An example of this would be a person who has the ability to learn how to fix cars

The traits that make you who you are make up your _______________.

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