Mr. Jones & Ray Case Study 4.

Zach Zimmer, Samantha Wilson , Maria De Jesus Coronel Bucio

National University
 Part I: Ray

1. Data:
Student’s Name/Grade: Ray
Disability designation(s):

Strengths Needs Interests Preferred Ways of

Learning

● Speaks Spanish ● Language # Visual learning Visual *

● Speaks English ● Hearing aid # Kinesthetic
● Good attendance ● IEP Working on
● Does HW well ● Socialization # motorcycles*
● Intermediate ESL ● Memory
● Visual learner retention
● Mechanically learning skills#
inclined * ● Anger
management#
● ESL
 What about these It is important to
data points will be take into account
the type of learner
salient in the
he is combined with
selection of his impairments
methodology? (visual/ kinesthetic)
Explain in the box along with being an
to the right. English Learner.
(Maximum 150 Because he has
words) memory loss
issues, it’s
important to
choose a model to
make it easier for
him to recall
information later
on. This would also
mean that we
choose a model
that has direct
teacher input over
more student led
input.

2. Model of Teaching:

A. The behavioral model focuses on observable behavior and directing behavior

through a system of punishments, rewards and reinforcers (Salvin, 2018). The

information processing model is the largest umbrella and focuses on learning styles.

The personal model looks to develop self-efficacy and self-directed learner by

highlighting the individual’s role in shaping learning (Wilson). Social theories expand on

behavioral approaches placing a stronger emphasis on the roles of social environment

and cues on learning and development (Salvin, 112).

B. Information Processing Family of Models would be best for Ray because of his IEP

and language barriers. Memorization and concept formation is something that he needs

help with. He needs assistance with drawing things from short-term into long-term

memory and back out which this model focuses on (Ferguson). I would not choose
Social Family of models first but it would be the second choice because it offers a

chance to interact with others in competition and collaboration (Ferguson). Humanist

approach is not one to be chosen because he needs more support and neither with

behaviorist because he isn’t a behavior issue.

3. Methodology:

Advanced Organizers is what we would utilize. Due to Ray’s memory loss, Ausbel’s use

of advance organizer is best for Ray in the following ways: increase on task behavior;

help him take in information because he will be listening to fill in the blanks; it is tactile

and requires writing it assists with storage of information in the brain; and the complete

organizer acts as a study guide (Ferguson).

4. Objectives:

Socialization-We think that it’s important for Ray to be able to interact with his peers so

we decided the main goal is socialization for him. He is hindered by his age and his

differently abled status and this makes him feel like he cannot interact with his peers in

the class. We would like for him to participate more by answering questions in class and

participating in group discussions.

Academic-Ray needs to get up to grade level which means both academically and in his

ESL. We chose this because he is older than all the other students, gets lower grades,

and is behind his peers in the class. Academically he should be ahead of his

classmates but he has challenges because of his head injury, his hearing, and his

language. We would like him to be at grade level with everyone else.

5. Assessment and Evaluation:

Socialization-to assess this he would be able to answer questions in class when he is

called at least 4 out of 5 times, about 80 percent of the time. He does not necessarily

have to give the correct answer but he is able to speak up and give some type of

answer in front of his other peers. Likewise, he participates with his groups in

collaborative assignments. Also, he is able to see the benefit of competitive

assignments. He discontinues his outbursts of anger in class.

6. Classroom Management

Many of the kids in the class are being overlooked with current implantation styles in the

classroom so implementing a Universal Design for Learning should come into play.

Implementing tactile math, usual visual learning tools and instruct more review session

to help the students who are behind in the class would be a good idea since this class is

not designed to teach everyone. Also implementing a diversity program would be a

great option for the students which might include teaching about math and science

professionals who are of a diverse background, including minorities and women, or

teaching lessons from multiple perspectives. Lastly, we think implementing an equality

pedagogy is a good idea which includes learning about minorities, people who are

differently abled, and people with trauma due to their family history or past. This would

be very beneficial to the teacher and the class. The teacher would be able to relate and

assist students better when they are suffering from different hardships whether its

abuse from each other or by people or circumstances in their own lives.

7. Communication and collaboration:

It’s important to collaborate with the following professionals for Ray:

His parents- because we are a team trying to get him the best education possible given

his health circumstances.

Behaviorist- for his anger outburst

Resources Specialist- find out if there are any resources that would be able to help him

out in terms of his hearing aids

Someone for speech- since he is hearing impaired he has trouble speaking and this

may relate to why he won’t talk in class

ESL teacher- to help him get connected to ESL services and teach him English

IEP programming- to better serve him with his IEP

8. Parent notification:

A. His parents may be feeling a sense of loss for the son they had before his injury,

along with grief and sadness over the situation. They could be feeling some guilt as well

because he was injured in a car accident that may have been the parent’s faults, which

is why they have a sense of sadness. They might feel like they are in denial about his

injuries and how bad things are now but they may feel relief that someone cares for him

and his well-being.

B. You would want to communicate with Rays parents to get a sense of how things are

like at home and how they are feeling and then talk to them about his educational goals

and how to help him in school. Since he is not doing as well in math then he is in his

other classes so having the teacher make suggestions for how to improve his math

study habits, look into getting a tutor, or change his IEP to get him to have extra help in

class.
C. Communication would be best via a translator, which would be the most effective.

The next best thing would be to communicate to them at home in English and Spanish

from a paper and electronically so that way they could receive the communication.

Parent teacher conference, one on one with a translator.

Part II: The Other Six Students

1. Given the Needs identified for Marta, which need do you think should be
addressed first by Mr. Jones? Why do you think so? Which teaching Model and
Methodology would most help Marta with this need within Mr. Jones’ class? What
is your rationale for this answer?
If you were to have Marta work with a partner, who would you select and why?
The first need which needs to be addressed for Marta is her limited ability to

articulate her knowledge, thoughts and understanding of the material or the lack thereof

in the target language- as per Week 3’s More Data Summary, Marta is proficient-

exceptionally bright in figuring out the subject matter just by accessing samples from

the textbook. As an identified English Language Learner/Limited English Proficient

student who lacks support at home, she needs to have the ability to access an English

sheltered environment at school. In my opinion, teaching model and methodology which

will be most helpful to Marta is both Collaboration and the Information Processing

Family of Models. These two would be best because of her existent language barriers

and the need to have a partner able to assist in providing immediate feedback. I would

also include a triad-peer collaboration, mentoring and tutoring model in which Marta and

a couple of classmates- Aracely being one of them, can help each other by sharing their

strengths & knowledge to better build up on each others existen abilities and support

those areas of need. The third person will act as a facilitator, to ensure all members of
the team stay focus and on task, while providing this person with the opportunity to

socialize with the team, perhaps Bill would be a good fit as he would also benefit from

this cooperative learning environment.

2. Given Dillon’s interests in computers, how could Mr. Jones incorporate Dillon’s
interests in computers into his instructional plan for the class? Why do you think
so? If you were to have Dillon work with a partner, who would you select and
why?
Dillon’s interest in computers and technology, specifically as it relates to

animation and computer graphic design, would perfectly complement his learning style-

Auditory, Visual & Kinesthetic, with having him use an Inquiry Based Learning model.

Perhaps Mr. Jones can implement “inquiry assignments” to each one of his initial unit

lesson, which then can serve as part of a cumulative binder/portfolio showcase to

highlight Dillon’s interest in computers, technology, animation and its gradual

incorporation to the curriculum. Incorporating Dillon’s interest in computers and

technology will also benefit when implementing with other visual and auditory learners.

One way is to have students like Dillon engaged in class is to have them create a

personal blog which will incorporate topic research, creation of video and/or audio

recordings, and articles and/or information summaries.

An ideal partner to pair Dillon with would be Steve, as we have being made

aware Dillon is very well-liked and possesses a nate sociable personality- “the social

butterfly of the class” Dillon’s interest in computers will be an ideal fit to help Steve as

he relays on both high tech and sophisticated software and hardware in order to

participate and complete work assignments. Technology based collaboration and peer

cooperation will help both Dillon and Steve meet their interest and learning needs, while
providing room for academic growth as well- Dillon is a B/C grade student while Steve is

an A grades student. Pairing this two students as part of a collaboration duo, will

provide ongoing sheltered and structured learning opportunities which will increase their

chances to improve on their individual areas of need- Steve’s socialization with peers

and Dillon’s modulation on attention & self-focus.

3. Given that one of the Strengths identified for Bill is that he is social and makes
friends easily, how could Mr. Jones capitalize on this to support others in the
class? What is your rationale? If you were to utilize one of Bill’s strengths to help
others in the class, do you think this would have a negative impact on Bill? What
is your rationale for your statement? If you were to have Bill work with a partner,
who would you select and
why?

I would consider Bill to be an MVP (Most Valuable Peer) as he has being

exposed to and is familiar with various cultures, languages, and living experiences, as

well as he has demonstrated discipline, self-focus, and balance both academically and

socially. Bill is an excellent asset to potentially become a peer mentor to many of his

struggling classmates, specially Gina, who has the potential to excel in academics while

improving student centered self-modulation abilities. Since Bill has a strong family

structure, a well-rounded vision of what life is like in terms or personal accountability

and strong sense of responsibility, he can be a good role model to other students as

well, not just Gina- such as Ray who sees his current disabilities/special learning needs

as barriers impossible to overcome, defining who he could be academically. I would

select either Gina or Ray as his partner as both of these students can benefit from his

abilities.
4. What must Mr. Jones do, now that one of the students has told him Gina is
being molested by her mother’s boyfriend? When should he do this? Why?
Identify at least 2 things that would likely happen if he does not do this? Do you
think Gina’s molest has any impact on her attitude? Discuss. If you were to have
Gina work with a partner, who would you select and why?

As an experienced mandated reporter for over two decades, I firmly believe Mr.

Jones should act very cautiously given the level of information he has being entrusted

with one of his students- second hand account of a suspected sexual molestation, with

Gina as the victim. One of the things I would recommend Mr. Jones do is write down in

detail and as objectively as possible all the information previously provided to him , in

preparation for a verbal and written report to the appropriate authorities. Mr. Jones

should share this information with appropriate school staff- school principal, school

psychologist, school nurse, etc., to ensure existent school & district policies and

procedures are followed after primarily following CA State Laws.

Mr. Jones also has to keep in mind the students’ trust, level of confidentiality but

most important student safety, so this must be reported in a timely fashion. As per the

State of California’s existent Mandated Reporter Laws, a mandated reporter is required

to call the local Police Department or Child Protective Services/Child Welfare Services

(CPS/CWS) agency in the city where the reporting incident occurred immediately or as

soon as practically possible, followed by a written report within 48 hours. Mr. Jones

should be aware that if he does not report such information as required, he is at risk of

losing his teaching credential, as well as to be found guilty of a misdemeanor

punishable by up to six months in jail and/or up to a $1,000 fine (California Penal Code
Section 11166[c]). Furthermore, if such allegations are true, tragically, Gina will continue

to be victimized. As mentioned in one of my group assignment responses during week 3

of this course, I firmly believe that Gina’s overall behavior in school and all other

environments outside of her home is triggered by this ongoing molestation incidents.

Sadly, children who are victims of sexual abuse grow too fast- Asynchronous

Development. If I were to have Gina work with a partner in class, I would at first select

another female classmate, perhaps Aracely, then add Bill to the mix, as Gina will most

likely need to rebuild her trust in the opposite sex. Providing Gina with opportunities to

establish healthy relationships with others, specially with good and constructive role

models of the opposite sex will ensure she is successful at building lasting and healthy

relationships away and far beyond from what she has experienced so far.

5. What are some of the experiences that set Rukhsana apart from others inthe
class? How do you think they set her apart? How might these experiences be
ameliorated in Mr. Jones’ class? (Maximum 150 words)Which teaching Model and
Methodology would most ameliorate the effects of Rukhsana’s experiences?
What is your rationale for this answer? Would this type of instruction be
inappropriate for other students in the class? Why? (Use citations to support
your answer.) (Maximum 75 words) If you were to have Rukhsana work with a partner,
who would you select and why? (Maximum 50 words)

Rukhsana and her family have experienced traumatic events for several years. She has

undergone several adverse childhood experiences since a very young age- as a child who

witnessed and lived the devastation of war in her home country, the loss of loved ones such as

her uncle, and persecution due to her religious identity. Rukhsana knows first hand how difficult

is to have lost everything know to her and have to rebuild from zero- loosing her home, friends,

family, language, etc. Mr. Jones should implement a Holistic Education methodology approach

which will not only benefit Rukhsana but other students as well who will learn to deal with loss
by learning to develop effective coping mechanism. Understanding that support which once

came from traditional institutions such as families, religion, etc. and learning to replace it by

holistic methods of education- learning of human goodness, personal greatness, and the joy

of living both in trials and in successes. This methodology approach can effortlessly be

paired with the Social Family of Models of Teaching: Cooperative Learning (Johnson &

Johnson) as most students can greatly benefit from learning interactions and opportunities

such as group based activities- discussions, guided reading, presentations, etc.

I would pair Rukhsana with Dillan, as English is his first language, he is a slightly

above average student who possesses good study skills such as listening and note taking. He is

an all-American boy, who can share his cultural-family and local life experiences, insight

information about the local community, etc. as Dillan is born and raised locally.

6. Given the Needs identified for Steven, which need to do think should be addressed
first by Mr. Jones? Why do you think so? How does this relate to Steven’s IEP? Which
teaching Model and Methodology would most help Steven with this need, within Mr.
Jones’ class? What is your rationale for this answer? Would this type of instruction be
inappropriate for other students in the class? Why? If you were to have Steven work with
a partner, who would you select and why?

Steve’s most pressing need, which Mr. Jones should prioritize for addressing first is the

current lack of social interaction with all his peers. The level of isolation he is experiencing is

listed in Steve’s current IEP, which has a primary goal to work in “making and keeping friends.”

This seems as a tall order as many students are not aware of what it entails to suffer from

Cerebral Palsy since birth. Once again, Steve like many other students in Mr. Jones will

tremendously benefit from the Social Family of Models of Teaching: Cooperative Learning, as it

will provide them with opportunities to interact with one another at various levels, but most

important of all will provide them with the opportunity to identified the many similarities they all

share to value and share what makes them unique individuals. This type of learning instruction
will be appropriate for most students in a general education class as most students battle with

their own personal challenges, both academically and social.

If I had the opportunity to pair Steve with another student in class, I would ideally

pair him with Dillon, as mentioned in question #2 of this section, as Dillon can benefit

from learning a thing or two about science and will definitely be able to put his computer

and technology skills to use when collaborating with Steve.

 Part III: The Class as a Whole
1. The CDC recently published a study that found between 2014 and 2016, the

prevalence of developmental disabilities among kids ages 3 to 17 increased from

5.76 percent to 6.99 percent. Children being diagnosed with learning disabilities

increases every year. Teachers often fall into a pattern of believing that if

children are not understanding the material they must have some type of learning

disability. This is profoundly false. A lecturer from Harvard, David Rose, found

that often times it was not the children’s mental capacity that was struggling to

grasp material, often times the curriculum was to be blamed. UDL is the solution

he come up with. UDL is a great strategy that allows a teacher to support all the

students in the classroom. With classrooms becoming increasingly diverse,

offering multiple means of engagement, representation, and expression ensures

that all the children will have an avenue to learn.

There are many benefits to implementing UDL into the classroom, however every

strategy has its downsides. One of the toughest hurdles for UDL to overcome is

the standardized testing. Standardized tests does not differentiate, so inevitably

some students are going to struggle with this from of testing while others will

thrive. Another downside of UDL is it demands a lot of time from the teacher to

implement. A teacher must go above and beyond to implement UDL in their

classroom. Always mixing it up by using PowerPoints, lecturing verbally,

composing worksheets, simulating group discussions takes a lot of extra time.

2.
Model and Methodology 2 Ways you could have 2 Ways you could have 2 Ways you could have
Multiple Means of Multiple Means of Multiple Means of
Representation within Expression within this Engagement within this
this Methodology Methodology Methodology

Behavioral Family of Models of Teaching: ● Lecturing about ● Completing a ● Post grades on the
Elements of Effective Instruction (Hunter)* new topic off a worksheet provided window (use student
PowerPoint by the teacher ID for anonymity)
● Having a teacher ● Completing ● Giving a typical
demonstrate and questions in the paper/pencil test after
modeling how to textbook the unit is complete
perform a
skill/behavior. For
example a PE
teacher
demonstrating the
proper technique
when kicking a
soccer ball

Information Processing Family of Models of ● Students read a ● Complete a display ● Have students
Teaching: Advance Organizers (Ausubel)* short passage on a board compiling what working towards an
topic (without students end of the unit project
teacher guidance) discovered/learned that they will be
and formulate on the particular task presenting. For
questions/main ● Completing a venn example: have
ideas on there own diagram expressing students complete a
● Giving students differences and free throw
clear/ well-defined similarities between percentage project.
cues to remember a two seperate topics Have students
skill. For example, determine how a
the concept of teams free throw
BEEF (Bend Knee, completion
Elbow, Extension, percentage affects
Follow-through) is a their win rate.
great tool for ● Have students
students to perform a science
remember proper experiment where
technique for a free they conduct the
throw. experiment without
knowing what the
outcome is going to
be. After performing
the experiment
students will log and
talk about what they
observed.

Personal Family of Models of Teaching: ● Meet one on one ● Role play situations ● Talk about a story
Non-Directive Teaching (Tenenbaum)* with a student who are a great with the students
is having problems. technique. Have about how treating
 Then they will students act out peers differently hurts
discuss the scenarios in groups others
problem, come up of how to handle ● Show them a video of
with possible certain scenarios a story of how a
strategies to (fighting, bullying, person’s life was
overcome the etc.) affected by bullying
problem, etc. ● Complete a chart
● Have a group differentiating
meeting amongst between
peers and discuss inappropriate
acceptable ways to behavior and
treat their peers. appropriate behavior
Also discuss what towards peers
forms are not
acceptable ways to
treat classmates.

Social Family of Models of Teaching: ● Group discussion ● Group presentations ● Group Discussion
Cooperative Learning (Johnson & about some of the on the designated amongst the class
Johnson)* benefits of physical topic in front of the (circular seating)
activity (structured class ● Have students help
by the teacher but ● Group created video you develop the rules
letting students that is presented to of the classroom
guide the direction) the class through discussions
● Reading together in ● Have a discussion
groups and coming with the students
together to develop about what topics
main points of the interest them
passage/essay
3. My signature attests to the following:

a. I did my fair share of the work on this assignment.

b. Each of my partners did his/her fair share of the work on this assignment.

c. None of the work on this assignment was copied or plagiarized.

d. The team came to consensus, an agreement we can each live with and

support, on each response to this Signature Assignment.

/s/ Zach Zimmer, Samantha Wilson, Maria De Jesus Coronel Bucio

 References

Ferguson, B.T. (2018). Class Packet. Retrieved from

https://nu.blackboard.com/bbcswebdav/institution/National%20University/Nationa

l%20University%20Online%20%28NUO%29/ITL%20-

%20Inspired%20Teaching%20and%20Learning%20%28NUO%29/ITL%20606/C

ourse-Resources/ITL606%20CLASS%20PACKET%202014.pdf?

Slavin, R. (2018). Educational Psychology: Theory and Practice, 12th edit. Upper

Saddle River, NJ: Pearson

Wilson, Leslie (n.d.) The Second Principle. Retrieved at

https://thesecondprinciple.com/teaching-essentials/models-of-teaching/

Advanced Organizers. Retrieved at https://study.com/academy/lesson/advanced-

organizers-in-the-classroom-teaching-strategies-advantages.html

Zablotsky, B., Black. L., Blumberg, S. (November 2017). Estimated Prevalence of

Children With Diagnosed Developmental Disabilities in the United States, 2014–

2016. Retrieved from: https://www.cdc.gov/nchs/data/databriefs/db291.pdf

Child Abuse Identification & Reporting Guidelines. Retrieved from:

https://www.cde.ca.gov/ls/ss/ap/childabusereportingguide.asp

Asynchronous Development in Children. Bainbridge, C., Jan. 24, 2019. Retrieved from:

https://www.verywellfamily.comasynchronous-development-1449172
What is Holistic Education? Retrieved at:

http://www.teach-nology.com/teachers/methods/holistic/