ED 312A - Case Study 1 - Development

Case Study Description

1st year Arts & Communication/Digital Media 1

This course is designed to introduce the student to the digital media industry. The coursework covers web design,
animation, graphic design, photography, and video production. Students receive hand-on experience using industry
software and equipment.

The Period 2 class consists of 13 students, Freshmen, Sophomores, and Juniors. About half are returning students and
the other new to the class. We are a Title I school and most of our students come from low-income families. Several
students are living with a single parent. 3 SPED students.

This year -building program, training students to use new equipment, starting new productions
Students receive SEL coursework and Secondary Norms classroom behavior expectations

13 students - 8 female, 5 male

9th grade - 6
10th grade - 5
11th grade - 2

Brain Development

Section 1: Expected Section 2: Case Study Section 3: Teaching Strategy

Our brain works by sending information
between tiny neuron cells. The neurons
communicate by sending electrical
signals and chemicals to each other
through synapses. Early on our brains
have an abundance of neurons, more
than we need, called overproduction.
The neurons that are used grow, the
ones that are not used die off, a system
of pruning. The brain continues to grow
and the neurons and synapses continue
to develop. The brain develops gradually
and orderly, but different people will
develop at different rates.
As the adolescent brain is developing the
student is learning to control their
behavior and becoming more focused
and organized. But, as we know,
adolescents will frequently display risky
and impulsive behavior. This may be
because the limbic system, what affects
our emotions and risk taking, develops
faster than our prefrontal cortex, which
affects our judgment and decision
making. Adolescent prefrontal cortex not
Students in this case study have
“expected” in brain development.
Students are
Most students act and react to their
environment in an “expected”
70% of students think that they behave
properly at school
Students said that they often feel that
they do not think things through before
they act.
In this case study 90% of the students
knew the classroom policies and
procedure. The classroom has classroom
expectations up on the walls.
Students are very responsive to reward
system
Classroom procedures and policies where
partially made up by the students.
Discussion at the beginning of the year of
Reduce negative risk-taking behavior by
establishing class policies and
procedures, and creating routines.
Promote positive risk-taking behavior by
giving students time/activities to explore
class concepts
Allow for error in behavior and emotions
since students often are still learning how
to control and understand these
situations
Have a reward or token system for
behavior like homework passes or free
time.
fully developed until the 20’s.
Impulsivity
So expected to have emotional responses
and misbehavior due to the fact students
are not thinking of the outcome of a
scenario or consequence to an action.
I expect students to be somewhat
responsive to rewards system being set
up due to the limbic system, an area of
the brain that is involved with
reward/pleasure-seeking behaviors is
well developed by the time the students
reach adolescence.
Section 1: Expected
Four factors that influence changes in
thinking: biological maturation, activity,
social experiences, equilibrium
. Students are able to argue two or more
Two basic tendencies: organization and
adaptation
Piaget Stages of Cognitive Development
- Sensorimotor
- Preoperational
- Concrete Operational
- Formal Operational
I expect my students to have full
comprehension development and be able
to understand several points of view due
to being in the Formal Operational phase.
Section 1: Expected
Vygotsky believed that our cultural
setting greatly influenced our cognitive
development. Vygotsky explained that
our higher level thinking was actually
developed from earlier interactions with
others. These social interactions
co-construct thinking processes that are
then internalized. We first learn things
on a social level then apply what we
learned on an individual level.
Vygotsky believed that cultural tools
were important to learning and cognitive
development. This includes technical
what classroom norms should be and
how and what consequences students
will receive for not flowing expectations.
Students were given voice in these
manners.
Cognitive (Piaget) Development
Section 2: Case Study
Students are learning to be organized
and prepared
points of view of a topic
Due to being in stages not all students
will be at same level depending on age
Cognitive (Vygotsky) Development
Section 2: Case Study
Due to different social interactions
growing up, students will be cognitively
different
Most of my students are social and feel
much more comfortable learning a new
skill when working in a group setting.
Some students do not like working in
groups and will complain or even refuse
to work with others.
Section 3: Teaching Strategy
Consider the students biological
maturation. The student may not be
ready for higher level projects.
Promote students desire to organize.
Delivering lessons like file management
allows students to build their
organizational skills.
Keep the students active. Hands-on
learning. Block schedule, labs.
Lessons/curriculum that: Challenge
students, reinforce concrete operational
thinking, let the student develop their
hypothetico-deductive reasoning
Section 3: Teaching Strategy
Create a positive and productive learning
environment.
Create group work for students.
Introduce concepts in a group setting
then allow students to internalize the
information in an individual setting.
Use of technical tools. Class is centered
around how to effectively use production
equipment. Creating productions
Emphasize speech and verbal
communications, recognize speech
tools. influence on cognitive development.

I expect my students will learn from

seeing and interacting with myself and
their peers.

Self/Social Development

Section 1: Expected Section 2: Case Study Section 3: Teaching Strategy

Bronfenbrenner’s biological model of
development is used to identify the
physical and social contexts we live in.
The model is separated by direct and
indirect influences. As an educator, this
model tells me that everything in the
students life has the potential to
influence a students learning and
development.
Even though the case study group comes
from a small community there is a wide
range of behaviors based on their family
influences and different parenting styles.
Students in the case study have low
self-confidence
Allowing cultural projects so students can
share their identity and be proud of it
Incorporate SEL curriculum
Listen to students

I would expect that my students will

display different behavior based on their
family influence and parenting style they
recieve.

Erickson believed that the society we

lived in influenced our development, and
that our experiences in society build our
self concept and identity. Erickson
created a framework, the Eight Stages of
Psychological Development, that
describes the psychological crisis that we
all must go through in our lives. Starting
at birth and spanning to late adulthood,
each stage represents a different
psychological crisis that we are faced
with. The way we solve the crisis
influences the way we will behave in the
future.

Moral Development

Section 1: Expected Section 2: Case Study Section 3: Teaching Strategy

At a young age we develop a theory of
mind, or an understanding that there are
other people too. As the theory of mind
develops so does the understanding of
intention of other, and the child begins to
create moral reasoning, developing a
sense of right and wrong.
I have observed that our students have a Continue SEL and HA/BREATH instruction
strong sense of right and wrong. The
culture promotes it and the school Include lessons on moral development
provides SEL curriculum and gives relative to the unit/industry
teachers and students training on
HA/BREATH.
In my class I feel that all of my students
understand right from wrong and have
developed good morals, but that doesn’t
mean that they always behave right.