Case Studies

Unit Two: Module 6

1. The project-based unit would be considered a constructivist approach to learning because
it had the students make something that resembled what they learned. It was something
that could help them learn the connection of information as they were in the process of
putting it together. This allows them to give the material meaning that relates to them.

2. It was necessary for Mr. Morales to break down the project into smaller, more
manageable steps because in the stage of concrete-operational, which is the stage they are
in, they think logically and systematically and have to work with concrete things which
are laid out steps of how to go about doing something.

3. No, I would not have expected the students’ self-evaluations to be so superficial because
those are typical of the stage before it, pre-operational, not the concrete-operational stage
that they are currently in.

4. This format exemplifies this social construction of knowledge by having students with
different knowledge and perspective come together to decide what they should include
and what is important.

5. The “research team” activity might stimulate disequilibrium in students because the
thoughts of others might be different from their own. They may have differences in
opinions on what information was important to include so this would force them to try to
find a balance between what they think and what their team thinks. Assimilation would
be involved in this activity by the students putting the new information into what they
already knew. Accommodation would be involved in this activity by the students
modifying the way a concept is thought of or of what previously existed so that it reflects
the needed change in structure.
Unit Three: Module 10

1. The cluster seating for this group of students was hurting their ability to pay attention
and learn the material being taught. They were talkative and became silly when Mr.
Lindsay came around. This was hurting their test scores in math as well as Sara who
could not concentrate when Billy, Jason and Megan were talking. I think that he
should change the seating arrangement so that all three of them will be seated in
different tables in the room.

2. They did not pay attention to the information given because they were too busy
talking, so the information never got transferred into their working memory which is
where the information is put to use. Also, the group that they were seated with were
acting goofy which made learning a lower priority than other things they were doing.

3. Mr. Lindsay could use a meaningful learning strategy by having his students put their
math problems in their own words which would be effective to get their attention and
connect it to their daily life. Also, he can use different visual imagery strategies such
as graphs, charts and pictures which can illustrate the points he wants to make.

4. Mr. Lindsay could have used maintenance and elaborative rehearsal as well as
chunking or visual imagery to help her acquire the procedural knowledge necessary to
complete the problems successfully. To encourage maintenance rehearsal he could
have explained to her the importance of repeating the information over and over
again. To express elaborative rehearsal, he could have linked some old information
they learned in previous years or even the beginning of the school year to the new
information. Chunking is a good organizational strategy that can be used to group bits
of information in a meaningful way, which can be helpful in the subject of math.
Lastly, he could have used visual imagery such as drawings or graphs that
demonstrated a visual image to help her remember the content.

5. It is wise to restrict calculator use in the lower grades, until the student knows their
basic facts and can add, subtract, multiply, and divide even large numbers with pencil
& paper. This can build number sense as well as mental calculations. The occasional
time when it should be used is for projects or when learning specific mathematical
concepts. Also, to check homework and just to play with it, get a sense of how it
works because it is a very helpful tool in today's society.
Unit Five: Module 15

1. The value that Carter has for writing is intrinsic value. This value is satisfying
interest, curiosity, or enjoyment. The writing is supposed to be for his enjoyment
and to write about things he likes. He is expected to write his papers to the best of
his ability.

2. I think the easiest to motivate would be Shanti and Mason. Shanti gets to work
right away and completes her work the right way. She doesn't argue and she
actually enjoys writing. Mason has a learning disability, but he is always working
hard. Mrs. Okuda goes by him to help him and he is busy at work. The hardest
child to motivate would be James I would say. He does not enjoy writing and he
just writes to complete it, not to make it good. It's hard to motivate people who
just don't want to do something and have another thing on their minds.

3. James- Controllability, James has the responsibility for the cause of his success or
failures. He doesn't work hard and gets what he puts in. The amount of effort he
puts in leads to positive expectations for future performance. His future
motivation is not likely to be affected by attributing success to uncontrollable
cause such as luck. Mason- Locus, is where we place the cause of the outcome.
Mason never asks for help from the teacher. When he succeeds, he will have
higher self- esteem and self- confidence. In the future he will want to succeed
more so that he feels that confidence again.

4. These elementary students are less optimistic. They are more accurately reflect
teachers evaluations. They take teacher evaluations more serious. They begin to
make social comparisons. They also begin to make comparisons on their grades
with their peers.

5. Some ways to reduce Carter's anxiety about his writing could be:
6. -improve his perceptions of his abilities
7. -provide clear instructions
8. -teach him about writing skills
9. -use relaxations techniques before he begins writing
10. -relax time limits and provide instructions that reduce worries about being
evaluated
Unit One: Module 4

1. Based on the case study I would speculate that the children are in the first level of
Kohlberg’s theory. The preconventional theory is a self-interested view of right and
wrong. An example is given in the textbook of “If you are nice to be, then I will be nice
to you”. In my opinion this would be the stage they are in because both sets of students
have instances where they are getting along. One student seems to be set off by the
action of the other which leads me to believe that this stage would be accurate.

2. Ms. Barone attempts to promote moral development in the postconventional level in

trying to have the students establish personal convictions as to what type of behavior is
right or wrong. Ms. Barone’s attempt to establish a feeling of right and wrong is
understandable, however, if the students believe their actions were justified they might
not consider that they are acting in an inappropriate manner.

3. In the situation with Kashi and Patricia, Ms. Barone tells the girls to “get along and speak
nicely to each other” with Bill and Zach she exclaims “you should be ashamed of
yourselves for talking to each other that way”. In both cases Ms. Barone is showing
examples of self-reflective role taking and empathy for another’s feelings. Ms. Barone is
trying to get each set of students to reflect and think about how their words and actions
might be making the other feel.

4. Bill’s responses of “I am tired of you always bumping in to me”, and “I didn’t hurt you or
anyone else” show cognitive deficits in his moral thinking. The first response is
externalizing blame; individuals will see themselves as a victim. The second response
shows mislabeling or minimizing, individuals will escape responsibility for their actions
by viewing their behavior as less than serious.

5. Parents are the figures that children will learn from when it comes to moral development.
The children of parents who are consistent in their discipline and provide reasons for
misbehavior and consequences are more likely to exhibit higher levels of empathy and
social responsibility. Parents need to set the standard for how the children will behave. In
Bill’s case, the father would have to refrain from making comments about Zach or other
student’s parents in regards to the name calling. Kashi’s and Patricia’s family should
continue in their positive support of their children so that can grow up to have a high
moral standard.