Education Two Part Assignment

EDUC 220 Case Study Responses

At the beginning of each unit in the text, there are 4 different case studies based on specific learners: Early Childhood, Elementary School, Middle School, and High School. You are to choose one level of learner in each unit and respond to the following.

· After reading your case study, read the modules in the assigned unit. As you are reading make at least 5 connections between the case study you read and the module content for all the modules you are assigned to read in the unit. The connections can be examples or non-examples of the theories or suggested practices in each unit.

· After reading all the assigned modules in the unit, respond to the “Reflect and Evaluate” questions for only the module listed in the assignment title in Canvas.

Please use the following format for your responses: [Adjust number of responses where needed; this is a model, and the number of responses in text may change from one unit to the next.]

Course: EDUC 220

Unit # and Title: Unit 2 The Developing Learner

Case Study level and title: Middle School: Frogs

· Connections

· 1. According to Piaget, social interaction is crucial for older children's and adolescents' development of reasoning.

· 2. The formal operational stage's second stage, when children learn to think in a way that enables them to solve problems without concrete representations, is about to begin for middle schoolers.

· 3. According to Vygotsky, children learn about the wider world when interacting with other children.

· 4. The zone of proximal development can assist teachers in determining what a pupil is capable of learning alone and what learning assistance they will require.

· 5. When preparing activities for pupils, teachers should consider their developmental stage.

· Module # and Title

· Reflect & Evaluate Responses

In my opinion, Ms. Thesdale should determine the student's learning level. Some students might still be in the concrete operational stage. However, the majority are likely only beginning their formal operational stage.

2. Before starting the dissection process, Ms. Thesdale could ask her students to explain how they think the frog would be similar to or different from a human. This will allow them to examine the frog and confirm or deny their initial observations.

3. Students can develop at a greater level when they work in a group because they receive guidance from peers who are further along in their development. Pairing lower-level pupils with peers who will push them to get better scores is crucial. Some pupils will welcome this assignment and wish to assist others, while others will not.

4. I do not believe Jay and Vincent were ready to assist Tyler in advancing his learning. They focused more on finishing the task than preventing him from learning. Alanna, Yumi, and Keon would have made better partners for Tyler. They could have kept him on track by assigning him a new activity, like dissection. If someone had given Tyler advice on what to write, he may have also taken notes. Tyler could advance to a higher level with a companion operating at a higher developmental level.

5. Ms. Thesdale could inspire the pupils by having them write about what they hope to discover during the frog's dissection before getting started. She could explain to them how their bodies can help us determine what would be in a frog's body. Zygotsky argued that "teachers should present students with problem-solving activities that allow them to use scientific concepts in practical ways" (Durwin, 2020). She might also show them a schematic of a frog and ask them to name the various parts instead of using a book to tell them the names of the listed body parts.

The purpose of this assignment is to help you learn about the following content from Cisero Durwin and Reese-Weber (2020), and apply it to a classroom scenario:

· Unit 3: Learning Theories

· Module 9: Social Cognitive Theory

Action Items

1. Download the  Case Study Response document  Download Case Study Response document to record your answers.

2. Select a case study related to a grade/age level of interest from the beginning of the assigned unit.

3. Read all the modules in the assigned unit. As you are reading, make connections between the case study you read and the module content. Record 5 connections in the Case Study Response document.

4. Respond to the “Reflect and Evaluate” questions at the end of the module listed in the Purpose section above. Use the  Responses to Case Studies Reference Table  Download Responses to Case Studies Reference Table to ensure you answer the right questions.

5. Submit the completed first draft of your assignment. Your work will automatically be checked by Turnitin.

6. Access your Turnitin report by reviewing your Submission Details for this assignment. Revise your work as needed based on the feedback.

7. By the due date indicated, re-submit the final version of your work.

Case Study Please read and answer question

Miss Rana (RAH-nah) is the head teacher at the local preschool for at-risk children. The preschool is state funded and typically includes children ages 3 to 5 from lower socioeconomic homes, from single-parent families, and/or with developmental delays. Arriving early one morning to prepare the art area for a sponge-painting activity, Miss Rana begins setting up space for pairs of children to share art materials. Miss Amber, the assistant teacher, arrives and provides the list of paired children she has prepared for the art project.

Miss Rana reads the list and says, “I’m glad to see you paired Reagan and Emily for art. Emily has been so reluctant to participate in art ever since that day when she spilled the paint all over Billy’s shoes.”

“Yes,” Miss Amber replies. “I thought it would be a good idea. Reagan loves art. I just hope she can keep her hands to herself today.”

Reagan, a 3-year-old, is one of the youngest children in the preschool. Unlike the parents of many of the students, Reagan’s parents are married and highly educated. Reagan qualified for the preschool due to a severe speech impairment. She was very hard to understand at the beginning of the school year, but her daily sessions with the school speech pathologist have resulted in markedly improved speech over the first 3 months of the school year. Although Reagan generally is a well-behaved child, during circle time she has a habit of pinching the children sitting next to her on the rug. Reagan does not attempt to conceal her misbehavior and readily admits to it if confronted by her teachers. Miss Rana and Miss Amber first tried ignoring the behavior, but that only resulted in a number of other children pinching their classmates. They have also tried telling her to stop pinching the other children and have even removed her from the rug area a few times, with no result. Recently, they decided to give Reagan a sticker at the end of the day contingent on no instances of pinching anyone. Stickers typically are used as special rewards when a child does something that deserves recognition. Only once during the past 3 weeks has Reagan earned the sticker—every other day she has pinched at least one child. Yesterday afternoon, Miss Rana and Miss Amber discussed the issue again and decided to try yet another strategy. They hope to “catch” Reagan early in circle time, before she has a chance to pinch, praise her for keeping her hands to herself, and then every couple of minutes praise Reagan and the other children for keeping their hands to themselves.

As the children begin to enter the classroom, Miss Rana gives her usual morning greeting: “Good morning, boys and girls!”

Emily enters the room and quietly walks to her space along the wall, where she hangs her coat on the hook and places her book bag below her name. As Emily sits down at her special spot on the rug, Miss Amber greets her. “Hello, Emily. I sure like the way you put your things away and sat down. You look ready to begin this morning.”

As usual, Emily does not respond to this praise. However, a number of other children who were wandering off to inspect the art supplies quickly scramble to their own special spots on the rug. Reagan has just sat down, and Miss Rana quickly says, “Reagan, I like the way you have your hands in your lap—look, everyone—Reagan is giving a wonderful example of how to sit with our hands to ourselves during circle time.” Reagan’s face clearly displays her pride at being the good example.

Circle time includes doing the calendar and weather, followed by Miss Amber reading the morning book. Miss Amber holds the children’s attention during the story by asking them to clap each time they hear the word leaf. The teachers praise Reagan a number of times—along with many of the other children—for sitting with her hands to herself and for clapping along with the story. After she finishes reading, Miss Amber says, “Yesterday, we read a different story about leaves. How is today’s story like that one? How is it different from the one we read yesterday?” Several children raise their hands to share their ideas. Following circle time, the children are told who will be their partner for art that day and are sent to the space designated for them. Miss Amber stands in front of four pairs of children, while Miss Rana stands in front of the other four pairs of children. “Eyes up here,” Miss Rana says, as she notices some of the children whispering to each other. Each teacher holds up the art supplies and demonstrates how to gently put the leaf-shaped sponge into the paint tray and then gently place the sponge on their large piece of paper. Miss Rana tells the children to begin painting and quietly observes the interactions between Reagan and Emily.

Reagan asks Emily, “Do you want the red paint first?”

“Um, you pick,” Emily quietly replies.

“Red is my favorite color,” says Reagan. When Emily does not respond, Reagan asks, “What is your favorite color?”

Emily answers, “I don’t know. I guess pink.”

Emily has too much paint on her sponge and gets too much paint on her paper. Under her breath, she says: “I can’t do it.”

Miss Rana approaches and offers a few words of encouragement.

Reagan, mimicking the teacher, offers similar comments, such as, “I like it, too.”

The two children continue to talk and share the art supplies. As Miss Rana walks around the room to provide assistance, she notices that Reagan and Emily are talking and giggling. She thinks about how she has never heard Emily giggle during class.

Miss Rana quickly takes the opportunity to encourage Emily: “You are doing a wonderful job! You are quite a little artist!”

· Unit 4: Cognitive Processes

· Module 12: Transfer of Skills and Knowledge

Action Items

1. Download the  Case Study Response document  Download Case Study Response document to record your answers.

2. Select a case study related to a grade/age level of interest from the beginning of the assigned unit.

3. Read all the modules in the assigned unit. As you are reading, make connections between the case study you read and the module content. Record 5 connections in the Case Study Response document.

4. Respond to the “Reflect and Evaluate” questions at the end of the module listed in the Purpose section above. Use the  Responses to Case Studies Reference Table  Download Responses to Case Studies Reference Table to ensure you answer the right questions.

5. Submit the completed first draft of your assignment. Your work will automatically be checked by Turnitin.

6. Access your Turnitin report by reviewing your Submission Details for this assignment. Revise your work as needed based on the feedback.

7. By the due date indicated, re-submit the final version of your work.

CASE STUDIES EARLY CHILDHOOD: 100TH DAY

Ms. Prendergast is a kindergarten teacher at one of many suburban elementary schools. She has an excited bunch of eager learners this year and has been looking forward to today—the annual 100th day celebration. From the beginning of the school year, children have been counting the days of school as a way to learn about number concepts, sequencing, and grouping. Each year on the 100th day of the school year, students are asked to bring 100 of something. Projects in the past have included 100 safety pins on a shirt, 100 buttons glued on a shirt in the shape of “100,” or 100 pennies in a bag. Much of the day is spent counting the children’s projects to be sure there are 100. Ms. Prendergast loves to see how creative the children can be with their projects.

“Good morning, boys and girls,” says Ms. Prendergast. She claps three times and the children clap back in unison to indicate they have heard her and are paying attention. “Please have a seat on the carpet. I have a special book to read today.”

Jose asks, “Ms. P, when are we goin’ get to show our projects?”

Ms. Prendergast replies, “We are going to take turns throughout the day. But first, I want to read you this special book.” She lifts the book high in the air and reads the title, 100 Days of School by Trudy Harris. Many of the children seem excited but quickly sit down in their designated spots on the carpet. Ms. Prendergast begins by asking with a smile, “What do you think this book is about?”

Sophia waves her hand enthusiastically to indicate she knows the answer. Once called upon, she says, “My mom has this book, so I know it tells how to count lots of things to 100—even legs on icky bugs!”

Ms. Prendergast says, “Well, let’s get started.” She reads the book to the children, stopping periodically to ask what they think will happen next or to ask one of the children to summarize the previous few pages.

Sophia seems to forget that the rest of the class hasn’t read the book. When Liam guesses what might happen next, Sophia says in an irritated tone, “That’s not right. You know the next thing they count is dots on the clown!” Ms. Prendergast gently reminds Sophia that Liam wouldn’t know that because he hasn’t read the story before.

One example in the book includes 10 children taking off their shoes. Ms. Prendergast asks, “How many toes would there be?”

Liam shouts out, “100!”

She then asks, “What if I have 10 children raise one hand in the air? How many fingers would there be?”

Liam quickly shouts out again, “100!”

Ms. Prendergast smiles and says, “Well, there would only be 10 hands with five fingers. So who else thinks they might know how many fingers would be in the air?”

After a few seconds of silence, Aubrey, a very shy but bright girl, slowly raises her hand. When called on, she says, “50 because that’s half of 100, and there are half as many fingers as toes.”

“That’s correct. What a good strategy to figure out the answer!” says Ms. Prendergast. She then continues reading. When they have finished reading the book, Ms. Prendergast randomly selects five names from her “hat” to decide who will show their 100th day projects first.

Lily is the first name drawn. She brings to the front of the carpet area a rather large box. She pulls out five stacks of red plastic cups and carefully counts 20 cups in each stack. Next is Jaxson. He brings four small bags of bubble gum and counts 25 pieces in each bag. Ms. Prendergast is impressed and notes to the other children that these students separated the items into smaller piles. The third name drawn is James. Ms. Prendergast is immediately concerned because James seems to have little support from his parents with out-of-school work and projects. Last week when Ms. Prendergast asked each of the children to privately come up to her desk and whisper what they were planning for their 100th day project, James didn’t have any ideas. As James walks to the front of the room without a box or bag, she really starts to wonder what he is going to do.

James starts pointing to some of the children asking them to join him: “Oliver, come stand up here with me.” When he has invited nine students, he asks them to put both their hands straight out in front of them. He begins to count their fingers until he hits 90 and then uses his own fingers for the last 10. Most of the students seem annoyed that he didn’t bring something to class, but Ms. Prendergast begins to clap for James and says, “How very creative, James!”

Ms. Prendergast announces that as a treat for today, she has 100 stickers to give them. “Boys and girls, there are 20 of you. How many stickers do I give each of you so that everyone gets the same number? How many stickers do each of you get?” The children look bewildered. This seems like a totally different problem than grouping objects to make 100. “Does anyone have a way to solve it?” Ms. Prendergast asks the class.

Monish suggests, “Why don’t we pass out one sticker to each of us and keep going until there are no more left?

“I like your thinking, Monish,” Ms. Prendergast replies. “Before we do that, does anyone see how one of the 100th day projects presented today could be used to help solve our problem?” The children still don’t seem to catch on. “OK, I’ll give you a hint—red cups,” she says.

“Oh!” many of the children exclaim.

Lily shouts, “Five stickers! Just like my plastic cups!”

“Great thinking, Lily,” Ms. Prendergast compliments. “Because you and Monish had such wonderful ideas, you can both pass out the stickers.” The classroom fills with chatter as the pair distributes stickers.