Case Study Name:

Helicopter Parents

Group Members:

Jamee Schmitzer, Tai Christensen, Madi Williamson, Maria Gamez

A. Learning Objectives: Students will… (at least 3-4 objectives needed—think about
Bloom’s verbs here)

Students will evaluate the multiple points of view of the Helicopter Parent using an expert and
create a timeline in groups of four.

I figured this could be helpful at the end of the lesson to discuss in their table groups how to
combat a helicopter parent. A solution to handling the helicopter parent is to great a timeline or
schedule of when you will communicate the parent/student’s needs. I can ask “As future
educators, we need to get a head of the helicopter parents. What times of the day and ways of
communication will you use as a teacher? Discuss in your table groups”.

Students will gather what they have learned about the Helicopter Parents using the in class
discussions and reflect using one single word take away.

Students will remember the patterns of the Helicopter Parent using an article and create an email
in groups of four.

The students can practice composing an email to a helicopter parent or to admin about problems
with a helicopter parent.

Students will list the big idea of the Helicopter Parent using an expert and create a dialogue in
groups of 2.

As the teacher, we can point out how to identify a helicopter parent per the article we have found
and then have the two students play the role of teacher and parent to recreate that conversation of
how to approach boundaries as the teacher.

B. Activities/Procedures: 4+ activities -- be specific enough that a substitute could follow

this

How am I feeling / What am I thinking (Exit Ticket)

Distribute one sticky note to each student.

Students draw a line (vertically, horizontally, or diagonally) to divide the sticky note in half.

On one half of the sticky note, students draw how they feel about the content that they have
explored.

On the other half, students write a sentence explaining what they understand or think now. This
could be a question or a comment that they have regarding their learning or a description of the
experience itself.

Students can share feelings, thoughts, or questions that they recorded. (Sharing should be
optional for all students, not a requirement.)

Students place sticky notes on the board, door, wall, or other flat surface.

Collect the sticky notes that your students created and reflect on their feelings, thoughts, and
questions regarding the topic or concept.

AGREEMENT CIRCLE

Students will form and stand in a circle

Statements will be read to the students, they will be given a few seconds to think over the
statements and they will have to agree or disagree.

Students that agree will move into the circle, students that disagree will stay outside.

The students then will have to create groups within their proportion.

They’ll discuss, and defend their opinions.

We’ll note the changes, and repeat it with other statements.

CLAIM CARDS

SUMMARY

This strategy consists of a set of cards that each contain a different claim about a phenomenon,
object, event, belief, or idea. Students evaluate each claim and then select the best one(s) based
on the evidence they used to support the claim.

PROCEDURE

Divide the class into small groups according to the number of cards

Distribute a set of cards to each group so each student in the group has one card.
Students take turns reading the claim on their card to the group and describing the evidence that
supports or refutes it.

After students share their claim and evidence, others in the group can add to the support or
rebuttal of the claim.

After all the claims have been discussed, each group selects the “best claim” for the
phenomenon, event, belief, or idea being considered.

Each group shares its best claims and evidence in a whole-class discussion.

Fiction in the Facts

As in the game "Two Truths and a Lie," two factual statements and one fictional statement are
displayed for students to evaluate. Students justify the identification of a false fact within a set of
content area-specific statements. In this strategy, students use critical thinking to differentiate
between fiction and fact and compose a brief statement that justifies their decision.

PROCEDURE

Display three statements relating to specific content area knowledge. Two of these statements
should be factual, one should be false.

Once statements are displayed, ask students to examine them. The statements should be read
critically, looking for elements of truth as well as discrepancies.

Give students time, either working individually or in small groups, to determine which statement
in the set of three is a false statement.

Once students have identified the false, or fictional, statement, they will compose a brief
paragraph (2-3 sentences) justifying how they know that statement is false and how they know
the others to be true.

Students share how they identified the fiction in the facts through a whole-class discussion or
individual written exit tickets.

C. Assessment(s): 2+ assessments (at least 1 formative & 1 summative) Tie them back to
your objectives

(Formative): KWL Chart - review what the students Know and Want to know.

(Summative): Finish the “L” portion of the KWL CHART

D. Materials:

-Sticky notes

-Writing utensil

-Note cards

E. APA Reference section:

Byrd, I. (n.d.). The Differentiator. Retrieved November 3, 2019, from

https://www.byrdseed.com/differentiator/.

Search & filter strategies. (n.d.). Retrieved November 3, 2019, from

https://learn.k20center.ou.edu/strategies​.
Statements for the Agreement Circles

- I’m familiar with the term “helicopter parents”

- As the teacher I will call the parent a helicopter parent, so they know they’re being

problematic

- I would do whatever it takes to make sure my child/ student pass

- I will excuse, or exemplify students on a case to case basis.

- I will be firm with my syllabus, all students are held equally accountable.

The presentation:

Intro - Jamee including the KWF

We then each need to teach / carry out the activity we chose for the class.

Conclusion - Jamee including the KWF

Students will list the big idea of the Helicopter Parent using an expert and create
a dialogue in groups of 4.

Students will evaluate the multiple points of view of the Helicopter Parent using
an expert in groups of four.