S Schar Case Study

EDUC 613 0 Case Study of a Learner
Case Study of a Learner

EDUC 613 Fall 2012 George Mason University ASTL Program
Susan Schar
12/13/2012
Section I: Descriptive Discussion
Overview of case study

This case study is a comprehensive look at the learning behavior and background of a student that I have known for almost three years. She began Montessori School at the age of three. Three-year-olds begin in Montessori as Primary students. Primary extends from the age of three to the age of six. The Montessori method describes this as a cycle that extends throughout, what Dr. Montessori, called a sensitive period or stage of development. It is through this cycle that the student begins as an acolyte and develops into a leader and mentor to other students by the end of that sensitive period or cycle. It is my desire to see the development of a successful child through the Montessori Method. This goes without saying. However, it is also my hope to lay the foundation for further study involving the establishment of a proper and effective paradigm for, electronic and otherwise, ongoing portfolios for evaluation and identification for talent development programs. It is my assertion, and that of many others, that high-value testing and stressful checklists for parents and educators is counterproductive to the gifted and talented identification process. It is essential that a profound and deep analysis of students begin as young as possible for program placement. Ultimately, this will lead to a greater representation of underrepresented groups in our talent development programs, a more conclusive answer to a childs development and matching within these programs, and a more reflective evaluation process of that program.
o Why was this student selected? Who are they?

One, this child was picked for this case study because she has been egging on the teacher for harder and harder work but refuses to practice new skills to mastery. Her motivation might be an issue. Two, she does not want to follow through on her work. She is driven to start something but does not want to finish it. Recently, she began a work on dynamic addition and took three weeks to complete it. Three, she seems to be navigating her social environment but how effectively?
Physical description
Julia Kid is a Caucasian female from a two parent, full time working, household. She is fiveyears-old and in excellent health. She is always well-dressed with her hair combed and clean clothes. The family speaks English at home. Extended family visits often and there are grandparents and cousins. The parents seek cultural enrichment. The father travels worldwide, frequently. Mother has recently gone back to work and the teacher seems to feel that the child is sometimes creating phantom illnesses for attention.
Background
Julia is an affectionate child that seems to have grown tremendously since I first met her. When she first began in Montessori she would not shake my hand in the morning and used language such
EDUC 613 2 Case Study of a Learner as: her bottom itchedfor going to the bathroom, wa-wawater, and wee weefor the swing. The Primary classroom was and is her first school experience. At three she rarely worked with other children and was most content to work alone or with the Lead Directress. Today she freely gives hugs, works with others, and speaks clearly. Her only educational disruption occurred last year. Her prior Montessori School closed abruptly in February 2012. Julia moved with the same teacher to another Montessori school where she attends today. Her teacher reports that there seemed to be no effects from the transition with Julia and learning resumed uninterrupted in a new setting with the same materials.
Setting
The setting of this study is intimate. Julias current Montessori school is small with only one primary class and a handful of toddlers. There are four Kindergarteners in her school but the Primary classroom is set-up where she regularly interacts with three and four-year-olds. There are 19 children in the school. Of the 19, seven are Asian and 12 are Caucasian. The school has ten girls and nine boys. In Montessori, a five or six-year-old stays all day with a break for lunch. There are two extended work periods in the day. Mornings are mixed age and afternoon is just for five and six-year-olds. There are three full-time toddlers and two Primary students that sometimes are grouped with the toddlers. The classroom is set-up as one large room with opportunities for learners to sit alone, with one other, or three other children depending on their needs. Children can also work on the floor using clipboards. Montessori classrooms always mandate that any work done on the floor also be done on a work mat. These small rugs are used for delineation. This lets the learner and all other students in the classroom know where that childs work ends and another begins. No one is allowed to touch another childs work no matter how long it sits on the work mat. http://www.amshq.org/ http://www.montessori-science.org/Montessori-Genius/Lillard_Montessori_flyer.pdf Montessori is a teaching method focusing on the whole child. Dr. Maria Montessori was the first female physician in Italy and lived over 100 years ago. She began her trials of her new teaching method in the lower income neighborhoods of Rome. The child is taught independence in their learning and their environment. Children are scaffolded through beginning skills such as shoe polishing, buttoning, spreading butter, and pin punching; for example. The premise is not only to teach basic life skills but to establish an environment where the child gains greater and greater independence for their own self-care. This is to establish responsibility and selfefficacy. This model is fundamentally constructivist and discovery oriented. Currently there are two schools of Montessori. These are Association Montessori Internationale (AMI) and the American Montessori Society (AMS). The American Montessori Society allows for more creativity within the roles of the Lead and Assistant Directress (teachers). Each Montessori classroom has two teachers. Fundamental to the Montessori classroom, whether AMI or AMS, are five basic tenets. One, a mixed age classroom. The first classroom is usually primary. This age range spans three to six years-
EDUC 613 3 Case Study of a Learner old. Elementary school is also divided into two parts. First, is lower elementary. This includes six through eight-year-olds. Second, upper elementary. This includes nine through eleven-year-olds. It is rare to see a Montessori School with children much older. However, Clark Montessori in the Cincinnati Public Schools is a magnet school for 7-12 graders who have previous Montessori experience. Clark Montessori is the first public Montessori high school in the nation. Two, student choice is fundamental within the confines of teacher monitored work or activities within the classroom. It is rare to see a whole group activity or any direct instruction in the Montessori classroom. Sometimes there may be a brief morning meeting, but students work in small groups or dyads almost 100% of the time. Often, with older children, each child will have a work plan that the teacher and the student agree on. The child is responsible for the pacing and completion of work within the designated work period. Three, these uninterrupted work periods are often very long so that flow will not be interrupted by transitions. The point is to train the child to concentrate. Concentration is achieved three ways. First, work should be interesting and hands-on. Second, work cycles should be three hours long. Dr. Montessori postulated that a three-hour work cycle allowed for a child to tune into inner guides. Adult interruption of the work cycle would prevent a child from developing attunement to that inner guide. This does not mean sitting for three hours. This means concentrated work with stretch or bathroom breaks, but no recess or specials. Dr. Montessori believed that interruptions to the learning process sent a message to the child that prolonged concentration would not benefit their education. Third, visitors and parents are discouraged from interrupting this time. In the same vein Dr. Montessori believed that all work should be done at school. If a child receives verbal praise or correction for their work then they may then work on something to continue the praise from their parents as opposed to working due to their own intrinsic voice, or mastery. Extrinsic interferences of any kind (including reinforcements) are discouraged since they interfere with the development of the inner voice. Four, Montessori is constructivist and discovery oriented in a most fundamental way. The attraction of the materials is essential to the work period and the making of meaning. Many constructivists such as Dewey and Piaget did not leave a curriculum behind for teachers to follow. Unfortunately, most schools today can offer little as truly constructivist teaching in methods or application. Most schools still function with a factory or empty-vessel method of teaching. Montessori is an alternative to that. Five, Montessori classrooms have specialized materials that all Lead Directresses have had intensive training in. The Directresss primary role is that of observer. A Directress must be attuned to the childs readiness in relation to classroom activities. This is true within all schools of Montessori. The difference between AMI and AMS is what happens after training ends. Teachers who have trained in AMI tend to be more legalistic in their view of the materials. There are no additional materials used and the pedagogy is quite dogmatic and fundamental. Teachers who train in AMS tend to expand on the materials with additional supplies and lessons that are in the spirit of Montessori without having been developed by Dr. Montessori herself. All of these materials are developed to draw in the child and are multi-layered. The materials in the classroom can be as simple as possible for a three-year-old or as deep as the understanding of a five-year-old. It is under the Directresss expertise that a child delves deeply
EDUC 613 4 Case Study of a Learner into their own understanding and knowledge. At the end of a three-year-cycle a child has an intimate understanding of all the work in the classroom as a rich base of prior knowledge for the next adventure.
Brainstorming: Worksheet for Data Sources

Information Sought Photo Study of Ability to work for a sustained one complete period towards task completion or (11/14/12) mastery on one task. Where is her Parent motivation Interview(s) originating? Is she Observation/ performance or Parent mastery focused Interview(s) in her motivation? Where is her locus of control? How do her Observation/ interests affect Teacher her classroom Interview work choices? Work samples Is she showing consistent/ stadial growth? Bursts of growth? Parent survey Family milieu? Pressures to perform coming from home? What are her Student academic interest tour interests in the classroom? Data Source Learning Factors Addressed cognitive and metacognitive/motivational and affective/ developmental and social (Appendix F)
cognitive and metacognitive/motivational and affective/individual (Appendix B) individual/motivational and affective (Appendix A) (Appendix B)
motivational and affective/developmental and personal /individual (Appendix A) (Appendix C) cognitive and metacognitive/developmental and social/individual (Appendix D)
individual/developmental and social/cognitive and metacognitive (Appendix B) motivational and affective/ individual/developmental and social (Appendix E)
LEGEND FOR APPENDICES

Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Observation notes Parent interview Teacher interview Work samples Student interview Micro study of one task Montessori Materials movie ongoing 10/10/12 10/4/12, 10/23/12, 11/8/12, 12/7/12 ongoing 11/9/12 11/14/12 Contact Susan Schar for URL
Summary
There is always considerable difficulty in deciding where to begin in qualitative research. It is my hope that this study can create a basis for further research as part of a longitudinal study that will merge into the identification process of my subject as a third grader. There are several learning factors that I would lie to pursue with this case study. Some are more pressing than others. They are: (a) cognitive and metacognitive; (b) developmental/social; and most importantly to this study, (c) motivational/ affective. I will briefly discuss the individual factor as a means of conclusion, and develop a more refined explanation of each factor as I define the questions. Question one is, How is her development related to her age? Is she asynchronous? This question is a baseline question that may or may not be used for further research. The learning factor here is developmental/social and addresses the needs of students to have opportunities and constraints for learning. It is my assertion that this child is well ahead of her peers, and that further study would show that. This question also relates to question five that states, Is she showing consistent/stadial growth? Or bursts of growth? The learning factor here piggy backs on the prior question and the developmental factor but also includes cognitive and metacognitive; developmental/social; and individual factors. Explorations here revolve around metacognitive strategies exhibited by the learner over time and the context of learning since she has a unique learning environment (Montessori Method). Developmental/social factors are in play because of the social influences on her learning due to her work with peers. Individual factors are inherent to this question due to the fact that the learner has different capabilities and preferences for learning that she can exercise fully within the constructivist model that she learns in.
EDUC 613 7 Case Study of a Learner Question two is the most pressing question for the learners teacher. This question is, Where is her motivation originating? This question is primarily one relating to the motivational/affective factor. These are the motivational and emotional influences on learning. It is through preliminary observation that motivations for the child may not be altogether intrinsic. There are other factors within this question such as individual and cognitive/metacognitive based primarily on her learning filters and the learners goals within her learning process. Again, one question amplifies another. Question three says, Is she performance or masteryoriented in her motivation? Where is her locus of control? These questions are based mostly on the motivational/affective factor but are supported by, again, the learners filters and capabilities. Lastly, is question four. The question is, How do her interests affect her classroom work choices? This is mostly related to her motivation and developmental/social factors but is also related to individual factors. Since she has mostly free choice in the classroom there could be many influences on every work choice she makes in her learning environment. The results of her motivation and effort are intimately tied to the scaffolding she receives from the Directress within her environment (motivational/affective). This guided practice could be motivated from anything from her relationships with her peers (developmental/social) and Directress to her individual differences in learning such as strategies she has learned at home as prior experience or heredity.
Section II: Analysis
Introduction and abstract It has become obvious through observation that the Julia Kidd case can be looked at through three main learning factors. They are: (a) cognitive/metacognitive, (b) developmental/social, and most importantly, (c) motivational/affective. The first area of interest for this study is her motivation and affective filters. Second, is the cognitive and metacognitive factor. Third, would be her developmental and social progress. My conclusion focuses on our externally motivated learners environmental and nurture environment. This is where her motivation can be seen through the individual learning factor. In summary, we have a seemingly bright student with lagging self-regulation and self-efficacy. This appears to be impeding her academic and social progress. Her social skills have been strained for some time and may be due to underachievement or immaturity in relation to her peers. Specifically this has caused her to rebel against academic pressure. Her personal motivation seems continuously focused on a miseducative learning environment where her constant disequilibrium due to social immaturity is keeping her substantial abilities at bay. She might lack emotional intelligence and is unable to work within her ZPD due to these underlying issues. The categories I use here are different than those that are used in class. Independent research into APA Learner-Centered Principles showed me that the revised 1997 categories work better for the analysis of my particular learner. (See attached)
MOTIVATIONAL AND AFFECTIVE FACTOR
Hypothesis It is my hypothesis that our child is mostly extrinsically motivated, and lacks intrinsic motivation. If she is usually motivated through adult or peer approval (performance goals) then this may have led to underachievement (Appendices B and C). This learner needs interventions to address her underachievement and self-efficacy specifically and her emotional states inclusively. Way of Learning It is difficult to say whether or not this child suffers from underachievement specifically or a lack of intrinsic motivation generally. She is still very young. Based on her readiness that I have observed over the years she is a seemingly bright child who appears capable to learn with no obvious learning difficulties (Appendix A). However, Banduras theories of reciprocal determinism and our learners emotional states mix into a scene where Julias emotional states and her lack of self-efficacy are prohibiting her achievement (Jensen, 2005; Bandura explains that a students self-efficacy or belief in their own learning often correlates with a students high achievement in school; Onate, Schar, &
EDUC 613 2 Case Study of a Learner Williams, 2012). In addition, many of her behaviors in the classroom seem to correlate with many of the antisocial behaviors of underachievers (Rimm, 2008). According to her teacher Julia will often be overly aggressive to others, deceptive, conniving, and can be verbally abusive to achieve what she wants (Appendix C). Julias teacher relayed an incident to me. Recently, Julia brought a backpack to school. The backpack was full of four books and four stuffed animals. She was asked not to bring them again but had anyway despite the teacher having spoken with mom and expressing her concern. Mom shrugged and said she tried but child did it anyway. (Teacher perceives this as the mom not exercising proper control of her child.) Later, when the backpack was brought back yet again the younger sister asked for a book. Julia said, No, and told her sister, you wouldnt share your dog with me at home so I wont share my book. The teacher told me that this is just one example of Julias meanness. The teacher went to great lengths to point out that Julia was, not a nice child to either her classmates or sibling. I also observed harsh interchanges with classmates when they came near her during work periods when she did not want to be bothered, but I also saw interchanges that were very congenial (Appendix A). The teacher has also mentioned that the family is encouraging Julia to try Mathematics lessons in the class that are beyond her current motivation or scope. The parents themselves mentioned in their interview that they are anxious to have her do well in Math and Science. This was despite the fact that when given a list of eight activities that their daughter would choose to do, they, themselves, marked math as her least favorite. A learning style inventory was conducted as well. This observer found that Julia was more animated when concrete language arts and geometric materials were discussed and manipulated; but not math (Appendix E). The parents also mention that, she doesnt like to fail or be less than completely right. (Appendix B) Consequently, Julia is not interested in practicing most material, and especially math material, to completion; let alone mastery. This was seen repeatedly in her work where she would show me work she had mastered several years ago. For example, she was quite proud of completing the North America map. Fair enough. However, I have known her long enough to know that she mastered that work some time ago. What I did not see was her extend those skills towards the United States, or Asia maps. Those two maps are completed by Kindergarteners only (Appendix A). Julias uneven social skills, lack of self-efficacy, rebellion, low motivation, avoidance, and poor functioning in competition are all characteristics of gifted underachievers (Davis, Rimm, & Siegle, 2012; Rimm, 2005). This is in stark contrast with her teachers perception that her abilities are far beyond her current performance. There were close to a dozen observations done of Julia. On only one instance did this researcher see her work independently, and that was the first time I observed her when she may have been trying to be on her best behavior. Whole blocks of 30 and 60 minute work times were consumed with visiting and arguing with friends; cleaning up and getting out work; kicking work and cleaning it up; visiting the bathroom; and countless other means of task avoidance (Appendices A and F). The most telling encounter was on 11/14/12. I decided to conduct an intense micro study of one work period as an example of her overall work style. When I had asked her why she hadnt worked on
EDUC 613 3 Case Study of a Learner dynamic addition with Golden Beads since my first visit on 10/4/12, she replied, I dont want to do that. It takes a long time. I dont like work that takes a long time. (Appendix A) I told Julia that, sometimes work takes a long time to practice and get good at it. She reiterated, I dont like work that takes a long time. It was then that she brought out the Hundreds Board. For almost an hour (10:37-11:12) I observed as she talked with friends; started the work, incorrectly, and stopped; rolled on the floor; asked for help; kicked the work; tried to organize; and finally put the work away (Appendix F). The Hundreds Board is work that she mastered two years ago when I co-taught in her class. A follow-up interview with her teacher at the conclusion of this study emphasized again that despite Julias apparent abilities she continues to refuse work that she has shown readiness for (Appendix C). Julia insists that she likes math (Appendix E), but she has not practiced or mastered any new Montessori Math material from 10/4/12-12/7/12. Recommendations Through her clinical practice Dr. Sylvia Rimm has identified and treated countless underachievers. First, her Trifocal Model for underachievers should be applied to this learner. The Trifocal Model has six steps that are listed below. They are: Assessment Communication Changing Expectations Role model identification Correction of deficiencies Modifications at home and school (dependent on the type of underachiever this child is)
According to Rimm (2008) a child who is underachieving is unconsciously manipulative. (p.6) Rimm goes on to say that, Underachievers deny themselves the opportunity to build confidence because they direct their energies toward avoiding the relationship between process and outcome, between effort and achievement (Rimm, p.7). Underachievement by seemingly bright students is a vexing problem. Talented underachievers are many times socially immature, suffer from emotional problems, are antisocial, and have low self-concept. Underachievement often strikes girls more often than boys as the girl tries to mask her achievement. (http://cleoslab.org/resources/chap3.pdf) Second, Banduras theories of reciprocal determinism and our learners emotional states can be addressed through the teacher and student reflecting on the students achievement in the classroom and setting personal goals with the teacher and not always through the parents (Onate, Schar, & Williams; 2012). This would lead to an internal locus of control and decreased dependency. This is further explored under recommendations in developmental and social factors. Third, Jensen (2005) recommends that motivating a student by getting them into an active state is fundamental. It appears through observation that the teacher of Julia is doing just that. Recess and
EDUC 613 4 Case Study of a Learner lunch are right before afternoon work time. (Appendix A) There are many other suggestions in Jensens book regarding changing states (Jensen, 2005). However, many of them, again, are already present within the Montessori Method (Lillard, 2005; Montessori, 1993). These would include student choice in picking work, and activities with built-in, self-managed feedback. Section I amplifies what Montessori does to encourage that (Also see Appendix G). A suggestion by Jensen that could still be tried would be to teach Julia to manage her emotions while managing them with her. Positive, structured conversations could be used to manage her states specifically around anti-social behavior or non-completion of work. Recommendations in this vein could include: going outside, short walks with another adult (since the teacher is with the rest of the class), or a good stretch. I would take this further and encourage the child to set and achieve small manageable goals. When these are achieved then the personal, positive interaction may be used to alleviate stress before undertaking the next goal-oriented activity. Four, Dweck (2010) is most famous for her work studying the influence of a growth mindset on student achievement. When asked why she would not work on dynamic addition, and why she hadnt since 10/4/12, Julia commented, I dont like work that takes too long. (Appendix A). This was also evident in a micro-study of the Hundreds Board (Appendix F) and her student interest tour (Appendix E). Dweck would point to this as an example of a fixed-mindset. When I mentioned to Julia that some things dont come quickly, take time, and that I would be there to help her if she needed direction, she walked away without comment and began another work. (That work was then documented in the microstudy under Appendix F as a means to observe her after that most telling comment.) I would recommend that the teacher ask the child to choose an area they would like to improve upon. That would show the learner how to value effort and mastery over performance and extrinsic rewards (Dweck, 2010). It is essential that this learner understand that her intelligence is malleable. If she adopts an incremental and variable view of her achievement, then her external locus of control may be turned more inward. Peers and the work itself can then be used for feedback and inspiration instead of external factors. This child is highly interested in the views of her peers (Appendix A) and so this type of feedback may prove complimentary to her learning style (Lillard, 2005; Tomlinson, 2001).
COGNITIVE AND METACOGNITIVE
Hypothesis It is my hypothesis that our learner is unable to connect more abstract and challenging material to her prior knowledge due to her external locus of control maintained through her current learning environment. Therefore, she is unable to connect positively to prior knowledge and achieve long-term task mastery. Alternatively, if she is linking to prior knowledge, then there may be a problem with her prior knowledge being miseducative (Rodgers, p.187) and standing in the way of her absorbing new content. Way of learning
EDUC 613 5 Case Study of a Learner Observations, and the parent interview, have shown that Julia is easily distracted by an unstructured class environment (Appendices A, B, & F). There are constant interruptions during work time from classmates, toddlers, and content enrichment activities such as Spanish or Art. Julia seems unable to focus on her work and that may not be entirely her fault. Even the teacher admits that the children have to be separated to get anything accomplished (Appendix C). All of this is contrary to Montessori principles of large blocks of concentrated work time and social interaction (Lillard, 2005; Montessori, 1993). Task avoidance was observed when the learner was seen repeatedly stopping her work when: (a) toddlers and classmates interrupted her and (b) when bathroom breaks were offered. A learning style inventory was completed on 11/9/12. This student interview was accomplished when the room was very quiet and it was found that the learner was more engaged during afternoons where the toddlers were asleep and when the sunlight bathed the language arts and sensorial areas (Appendix E). This is where and when Julia preferred to work. This presents a confusing dilemma. Dewey, Piaget and countless others discuss the need for social interaction on knowledge building. Dewey, saw social interaction as necessary for change within the learner (Rodgers, 2002). It is not only necessary to build on past experiences but also to remember the social aspect to prevent learning from becoming, sterile and passive (Rodgers, 2002). However, Julia began her school career very much behind her peers in social skills. She used language that was infantile in nature and would not interact with her peers or teachers. This may have led her to focus her energy on learning her social milieu before exercising her abilities. This is frustrating to her teacher (Appendix C). Piaget would call this Julias constructivism. She is indeed making sense of her social world, but this may not be helping her academic and metacognitive growth (Piaget explains that a childs development follows a specific, and linear sequence; Bellisario, Mislavsky, & Velasquez, October 2012). Her primary focus seems to be social negotiating as a means of work avoidance (Appendix A). Recommendations Falk, & Dierking, (1995) maintain that there are three things teachers need to implement in their lessons to build on prior knowledge. They are: (a) refine prior knowledge; (b) anticipate a long-term learning process; (c) learning depends on social interaction. If our learner is distracted by the social interaction in the classroom then how should this be solved? In the Falk & Dierking book, Roschelle explains that conceptual change needs to occur. If a miseducative knowledge base does indeed exist, then our learner needs the change that will facilitate this transformative process. So, a Dewey model of reflective transformation of perception perhaps needs to occur. Piaget cannot be applied here because: (a) the learner has become stuck in her maladaptive learning schema. She cannot change in her disequilibrium because she is making some sense of her world, but it is not academically, and may not be socially, constructive. Also, (b) she is already engaged using manipulatives that are not breaking through her miseducative patterns (Falk, & Dierking, 1995).
EDUC 613 6 Case Study of a Learner Reflection on her learning process should occur with the teacher, incrementally, over time. Clearly, classroom attitudes and routine have not done enough to build a base that this learner can build on. Repeated observations have shown that the learner is distracted, off task, and is unable, in addition to unwilling, to challenge herself. (Appendices A, C, E, & F). She must again relearn and be retaught proper Montessori procedures in addition to the other recommendations here so that she can get back to the business of learning mastery.
DEVELOPMENTAL AND SOCIAL FACTOR
Hypothesis It is my hypothesis that this learner is intellectually asynchronous in her development (Davis, et al., 2011). It appears that over the last three years she has grown socially, but may be able to achieve more content in the classroom (Appendix A). She has met all the milestones appropriate for her age, but her teacher and parents think that she is capable of working beyond what she is currently showing a preference for. Her teacher sees very little academic progress or effort (Appendix C). I saw little effort at sustained achievement during observations (Appendix A). Julia tends to be socially immature, and cross with her classmates and may be lacking in emotional intelligence (Cobb & Mayer, 2000; Davis, et al., 2011). This was evident to me when she began the Montessori Method and is outlined in Section I. If she is intellectually asynchronous then her developmental learning needs are perhaps not being addressed due to social issues (Appendix A). Way of learning Lev Vygotsky asserted that the Zone of Proximal Development (ZPD) was fundamental to a learners ability to learn information. His findings were predicated on the belief that no matter how much prodding a learner faces they will not learn new information until they are ready. (Vygotsky explains that a students learning takes place in a social environment where each child has individualized needs and capabilities; Mills, Hackett, Boggs, and Hill, 2012) If a learner is learning content within their ZPD then, with appropriate adult scaffolding, that child is able to absorb the new material. This social interaction is essential to any childs learning. An appropriate classroom environment, where the child is challenged within their ZPD, and where adult scaffolding is apparent, can be a classroom where any child can accomplish tremendously; at their own pace. The amount of adult support is gradually faded out of the work environment as the child gains greater independence with the targeted task. Our learner might have capabilities that seem to far outweigh her current performance (Appendices A and E). However, her attention to her class work and constant attempts at social negotiation are uneven. I would often see her be very stern and unfriendly with her classmates (sometimes justifiably) and then see her turn around and help them (Appendix F). She has been known to be manipulative and unkind (Appendix C). Her social/emotional competence, relationship skills, and
EDUC 613 7 Case Study of a Learner self-management lag behind her peers. She seems to be constantly trying to figure out how to relate to others. This may be what is holding her back from performing academically. Beland (2007) would say that as educators it is important to see academic and social and emotional learning as partners. With this learner I couldnt agree more. Julia is lacki ng in social skills. The backpack incident shows that she is lacking in social awareness and empathy. Her lack of selfawareness and self-management is exemplified by her inability to stop tattling, bothering others who are trying to work, and using angry words with friends (Appendix A). Her lack of collaboration skills is forcing her off task when others are near her either working with her or close to her (Appendix F). Unlike her teacher I would not say that Julia is a mean girl. Julia is a girl lacking skills necessary to her academic and social success. The social and discovery aspects of the Montessori classroom should be meeting her needs, but seemingly, those aspects may be allowing our learner a perpetual stasis of poor self-efficacy due to her task avoidance that may be due to poor emotional intelligence (Cobb and Mayer, 2000; Davis, et al. 2011; Onate, Schar, Williams, 2012; Rimm, 2008). Once she can navigate those waters more effectively she might be able to get back to work. Recommendations One recommendation for her would be for her to have scaffolding to support her in her Zone of Proximal Development (ZPD) (Mills, Hackett, Boggs, and Hill; 2012) while being mindful of her need for a learning environment that will encourage her intrinsic motivation and deal with her fixed mindset (Davis, et al., 2011; Dweck, 2010). This must be done with emotional scaffolding within Belands framework to boost her social and emotional competence (Beland, 2007; Cobb & Mayer, 2000). Academic and social intelligences cannot be separated in Julias case. In order to facilitate our learners motivation within her ZPD I recommend three options to start her accepting new challenges. One, is modeling. Julia has already been shown the work but is unable to start her work in the mornings or continue the work due to low intrinsic motivation. Within regular intervals the learner should be sat down and modeled the task again until she learns and feels comfortable initiating the task on her own. According to Julias teacher this type of modeling has been taking place quite often (Appendix C). Two, social and emotional learning should be modeled as well. The self-regulation necessary to increase her motivation to work need also be taught as self-regulation among other students. Julia is unable to control many aspects of her environment and so she controls the adults around her by her underachievement (Rimm, 2008). Her teacher, and the whole class, would benefit by weaving the practices of social and emotional learning into the classroom. There are many curriculums that address this. Once this is implemented then the Montessori Method can academically support that type of classroom environment. Three, individually, this can take place within a learning contract between Julia and the teacher. The two should determine an appropriate amount of on-task time within the classroom. Tomlinson (2001) specifies that contracts can take a number of forms based on the needs of the learner. A contract
EDUC 613 8 Case Study of a Learner need only mandate that a learner and a teacher are both aware of what freedoms a learner has and that the learner is responsible for using those freedoms appropriately. Rationales for using a contract are: (a) to allow a student to work at their own pace; (b) to help a learner learn planning and decision-making skills; and (c) to encourage extended study. These are three reasons that are most applicable to Julia. If an emotional intelligence curriculum and a learning contract are both based on specific goals and then applied to this learner than great strides could be made (Cobb & Mayer, 2000; Lillard, 2005; Tomlinson, 2001). Julias contract guidelines would be three-fold. One, allow for student choice. Two, establish clear and challenging standards for success. Three, vary the level of student independence and tie the span of the contract to match student readiness (Tomlinson, 2001). Currently, observations have shown that our student is unable to work independently for any substantial period of time (Appendices A, C, and F). When Julia, and her classmates, are ready then they should be able to work in dyads if they want to they are able to stay on task and complete an assignment. This last step would do quite a bit to meet her need to be with classmates and promote responsiveness to her emotionally (Rosiek, 2003). Currently, the teacher cannot have them work together with any hope of work being completed (Appendix C). The teacher and I have both observed that Julia is unwilling to take direction (Appendices A and C). She shows little motivation to try new work or practice any work towards mastery. Hopefully, the promise of eventual work in a dyad will be motivating for her to begin to more seriously take charge of her learning, and with scaffolding, would address her social needs. These three recommendations would contribute to her needs for emotional support, support with new work, and comfort working intrinsically (Cobb & Mayer, 2000; Rosiek, 2003; Tomlinson, 2001).
CONCLUSION My conclusion ultimately distills itself through a final and underlying factor. This highly individualized look at a learner necessarily mandates an emphasis on the learning preferences, styles, and background of this learner. The cognitive filters that Julia Kidd has are both a blessing and a curse. In regards to factor one, she seems to be rebelling against the performance goals of her parents, and teachers, where they are pressuring her to try new things and expand her knowledge base (Rimm, 2008; Dweck, 2010). In regards to factor two, her learning milieu is miseducative and has begun to encourage negative transfer. Therefore, positive transfer has come to a halt and learning with mastery will not occur unless she is retaught appropriately through the Montessori Method, with a learning contract (s), and appropriate emotional and content scaffolding (Jensen, 2005; Lillard, 2005; Ramirez, Gunderson, Levine, & Beilock 2012; Rodgers, 2002; Rosiek, 2003; Tomlinson, 2001). In regards to factor three, her learning
EDUC 613 9 Case Study of a Learner environment is not suiting her needs developmentally and socially due to a social environment that is distracting and counterproductive to her ZPD (Jensen, 2005; Mills, Hackett, Boggs, and Hill; 2012).
INDIVIDUAL Our learner is motivated extrinsically through her highly accomplished and capable parents. (Appendices A and B) This underlying socioeconomic and cultural influence cannot be underestimated given the current learning culture within the learners home life and school experience. There is no doubt that all of the above recommendations should be carefully pursued within the context of her home environment and her parents wishes. Our learners greatest strength is a family that is keenly interested in her success and happiness enough to invest in private schools, and outside enrichment activities to see their daughter/student become all they can be. However, there is considerable work that can be done before addressing the home environment. Therefore, it is necessary that appropriately high standards of learning and assessment be implemented with Julia. She needs to feel properly challenged to achieve those goals that she is capable of. Unfortunately, she has found herself in a miseducative cycle where she needs approval more than she wants to learn, but then rebels against the imposition of outside influences to her learning (Falk, & Dierking, 1995; Jensen, 2005; Rodgers, 2002). Ultimately, she would benefit from selfassessments where she can monitor her own learning (Lillard, 2005). Proper reeducation within Montessori Method boundaries would contribute greatly to breaking this cycle (Lillard, 2005). After appropriate scaffolding of her relearning process Julia Kidd can then be shown various methods to enhance her own self-checking (Rosiek, 2003). Incremental, mastery goals will lead to more positive transfer and student success (Dweck, 2010; Falk, & Dierking, 1995; Jensen, 2005). This may also lead to greater emotional intelligence and self-efficacy as her rebelling anti-social behaviors subside (Cobb & Meyer, 2000; Rimm, 2008).
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign TABLE OF CONTENTS: Background Learner-Centered Principles Prepared by the Learner-Centered Principles Work Group of the American Psychological Association's Board of Educational Affairs (BEA), November 1997 BACKGROUND Throughout its history, psychology has provided vital information for the design of schooling based on theory and research on human learning, development, and motivation. Research in psychology relevant to education has been particularly informative during the past decade. Advances in our understanding of thinking, memory, and cognitive and motivational processes can contribute directly to improvements in teaching, learning, and the whole enterprise of schooling. At the same time, educators concerned with the
EDUC 613 11 Case Study of a Learner growing problems of school dropout, low levels of academic achievement, and other indicators of school failure are arguing for more learner-centered models of schooling. Such models attend to the diversity among students, and use this diversity to enrich learning and to produce results within the context of current school reform. The learner-centered psychological principles, which are consistent with more than a century of research on teaching and learning, are widely shared and implicitly recognized in many excellent programs found in today's schools. They also integrate research and practice in various areas of psychology, including developmental, educational, experimental, social, clinical, organizational, community, and school psychology. In addition, these principles reflect conventional and scientific wisdom. They comprise not only systematically researched and evolving learner-centered principles that can lead to effective schooling but also principles that can lead to positive mental health and productivity of our nation`s children, their teachers, and the systems that serve them. Learner-centered psychological principles provide a framework for developing and incorporating the components of new designs for schooling. These principles emphasize the active and reflective nature of learning and learners. From this perspective, educational practice will be most likely to improve when the educational system is redesigned with the primary focus on the learner. Psychologists, in collaboration with educators, can help decide how best to apply sound psychological principles in the redesign of America's schools. A new and exciting vision of schooling, and psychology's role in this vision, can then emerge. Our immediate goal in offering these learner-centered psychological principles is to provide a framework that can contribute to current educational reform and school redesign efforts. Through dialogue with concerned groups of educators, researchers, and policy makers, these learner-centered principles can evolve further to contribute not only to a new design for America's schools, but also to a society committed to lifelong learning, healthy human development, and productivity. In developing these principles, psychology -- together with other disciplines -- can contribute to the betterment of America's schools and the enhancement of the nation's vital human resources.
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES The following 14 psychological principles pertain to the learner and the learning process*. They focus on psychological factors that are primarily internal to and under the control of the learner rather than conditioned habits or physiological factors. However, the principles also attempt to acknowledge external environment or contextual factors that interact with these internal factors. The principles are intended to deal holistically with learners in the context of real-world learning situations. Thus, they are best understood as an organized set of principles; no principle should be viewed in isolation. The 14 principles are divided into those referring to cognitive and metacognitive, motivational and affective, developmental and social, and individual difference factors influencing learners and learning. Finally, the principles are intended to apply to all learners -- from children, to teachers, to administrators, to parents, and to community members involved in our educational system. Cognitive and Metacognitive Factors 1. Nature of the learning process. The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. There are different types of learning processes, for example, habit formation in motor learning; and learning that involves the generation of knowledge, or cognitive skills and learning strategies. Learning in schools emphasizes the use of intentional processes that students can use to construct meaning from information, experiences, and their own thoughts and beliefs. Successful learners are active, goal-directed, self-regulating, and assume personal responsibility for contributing to their own learning. The principles set forth in this document focus on this type of learning. 2. Goals of the learning process. The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.
EDUC 613 13 Case Study of a Learner The strategic nature of learning requires students to be goal directed. To construct useful representations of knowledge and to acquire the thinking and learning strategies necessary for continued learning success across the life span, students must generate and pursue personally relevant goals. Initially, students' short-term goals and learning may be sketchy in an area, but over time their understanding can be refined by filling gaps, resolving inconsistencies, and deepening their understanding of the subject matter so that they can reach longer-term goals. Educators can assist learners in creating meaningful learning goals that are consistent with both personal and educational aspirations and interests. 3. Construction of knowledge. The successful learner can link new information with existing knowledge in meaningful ways. Knowledge widens and deepens as students continue to build links between new information and experiences and their existing knowledge base. The nature of these links can take a variety of forms, such as adding to, modifying, or reorganizing existing knowledge or skills. How these links are made or develop may vary in different subject areas, and among students with varying talents, interests, and abilities. However, unless new knowledge becomes integrated with the learner's prior knowledge and understanding, this new knowledge remains isolated, cannot be used most effectively in new tasks, and does not transfer readily to new situations. Educators can assist learners in acquiring and integrating knowledge by a number of strategies that have been shown to be effective with learners of varying abilities, such as concept mapping and thematic organization or categorizing. 4. Strategic thinking. The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. Successful learners use strategic thinking in their approach to learning, reasoning, problem solving, and concept learning. They understand and can use a variety of strategies to help them
EDUC 613 14 Case Study of a Learner reach learning and performance goals, and to apply their knowledge in novel situations. They also continue to expand their repertoire of strategies by reflecting on the methods they use to see which work well for them, by receiving guided instruction and feedback, and by observing or interacting with appropriate models. Learning outcomes can be enhanced if educators assist learners in developing, applying, and assessing their strategic learning skills. 5. Thinking about thinking. Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. Successful learners can reflect on how they think and learn, set reasonable learning or performance goals, select potentially appropriate learning strategies or methods, and monitor their progress toward these goals. In addition, successful learners know what to do if a problem occurs or if they are not making sufficient or timely progress toward a goal. They can generate alternative methods to reach their goal (or reassess the appropriateness and utility of the goal). Instructional methods that focus on helping learners develop these higher order (metacognitive) strategies can enhance student learning and personal responsibility for learning. 6. Context of learning. Learning is influenced by environmental factors, including culture, technology, and instructional practices. Learning does not occur in a vacuum. Teachers a major interactive role with both the learner and the learning environment. Cultural or group influences on students can impact many educationally relevant variables, such as motivation, orientation toward learning, and ways of thinking. Technologies and instructional practices must be appropriate for learners' level of prior knowledge, cognitive abilities, and their learning and thinking strategies. The classroom environment, particularly the degree to which it is nurturing or not, can also have significant impacts on student learning.
EDUC 613 15 Case Study of a Learner Motivational and Affective Factors 7. Motivational and emotional influences on learning. What and how much is learned is influenced by the motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking. The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can enhance or interfere the learner's quality of thinking and information processing. Students' beliefs about themselves as learners and the nature of learning have a marked influence on motivation. Motivational and emotional factors also influence both the quality of thinking and information processing as well as an individual's motivation to learn. Positive emotions, such as curiosity, generally enhance motivation and facilitate learning and performance. Mild anxiety can also enhance learning and performance by focusing the learner's attention on a particular task. However, intense negative emotions (e.g., anxiety, panic, rage, insecurity) and related thoughts (e.g., worrying about competence, ruminating about failure, fearing punishment, ridicule, or stigmatizing labels) generally detract from motivation, interfere with learning, and contribute to low performance. 8. Intrinsic motivation to learn. The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. Curiosity, flexible and insightful thinking, and creativity are major indicators of the learners' intrinsic motivation to learn, which is in large part a function of meeting basic needs to be competent and to exercise personal control. Intrinsic motivation is facilitated on tasks that learners perceive as interesting and personally relevant and meaningful, appropriate in complexity and difficulty to the learners' abilities, and on which they believe they can succeed. Intrinsic motivation is also facilitated on tasks that are comparable to real-world situations and
EDUC 613 16 Case Study of a Learner meet needs for choice and control. Educators can encourage and support learners' natural curiosity and motivation to learn by attending to individual differences in learners' perceptions of optimal novelty and difficulty, relevance, and personal choice and control. 9. Effects of motivation on effort. Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners' motivation to learn, the willingness to exert this effort is unlikely without coercion. Effort is another major indicator of motivation to learn. The acquisition of complex knowledge and skills demands the investment of considerable learner energy and strategic effort, along with persistence over time. Educators need to be concerned with facilitating motivation by strategies that enhance learner effort and commitment to learning and to achieving high standards of comprehension and understanding. Effective strategies include purposeful learning activities, guided by practices that enhance positive emotions and intrinsic motivation to learn, and methods that increase learners' perceptions that a task is interesting and personally relevant. Developmental and Social Factors 10. Developmental influences on learning. As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting way. Because individual development varies across intellectual, social, emotional, and physical domains, achievement in different instructional domains may also vary. Overemphasis on one type of developmental readiness--such as reading readiness, for example--may preclude learners from demonstrating that they are more capable in other areas of performance. The cognitive, emotional, and social development of individual learners and how they interpret life experiences are affected by prior schooling, home, culture, and community
EDUC 613 17 Case Study of a Learner factors. Early and continuing parental involvement in schooling, and the quality of language interactions and two-way communications between adults and children can influence these developmental areas. Awareness and understanding of developmental differences among children with and without emotional, physical, or intellectual disabilities, can facilitate the creation of optimal learning contexts. 11. Social influences on learning. Learning is influenced by social interactions, interpersonal relations, and communication with others. Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on instructional tasks. Learning settings that allow for social interactions, and that respect diversity, encourage flexible thinking and social competence. In interactive and collaborative instructional contexts, individuals have an opportunity for perspective taking and reflective thinking that may lead to higher levels of cognitive, social, and moral development, as well as self-esteem. Quality personal relationships that provide stability, trust, and caring can increase learners' sense of belonging, self-respect and self-acceptance, and provide a positive climate for learning. Family influences, positive interpersonal support and instruction in self-motivation strategies can offset factors that interfere with optimal learning such as negative beliefs about competence in a particular subject, high levels of test anxiety, negative sex role expectations, and undue pressure to perform well. Positive learning climates can also help to establish the context for healthier levels of thinking, feeling, and behaving. Such contexts help learners feel safe to share ideas, actively participate in the learning process, and create a learning community.
Individual Differences Factors 12. Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.
EDUC 613 18 Case Study of a Learner Individuals are born with and develop their own capabilities and talents. In addition, through learning and social acculturation, they have acquired their own preferences for how they like to learn and the pace at which they learn. However, these preferences are not always useful in helping learners reach their learning goals. Educators need to help students examine their learning preferences and expand or modify them, if necessary. The interaction between learner differences and curricular and environmental conditions is another key factor affecting learning outcomes. Educators need to be sensitive to individual differences, in general. They also need to attend to learner perceptions of the degree to which these differences are accepted and adapted to by varying instructional methods and materials. 13. Learning and diversity. Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken into account. The same basic principles of learning, motivation, and effective instruction apply to all learners. However, language, ethnicity, race, beliefs, and socioeconomic status all can influence learning. Careful attention to these factors in the instructional setting enhances the possibilities for designing and implementing appropriate learning environments. When learners perceive that their individual differences in abilities, backgrounds, cultures, and experiences are valued, respected, and accommodated in learning tasks and contexts, levels of motivation and achievement are enhanced. 14. Standards and assessment. Setting appropriately high and challenging standards and assessing the learner as well as learning progress -- including diagnostic, process, and outcome assessment -- are integral parts of the learning process. Assessment provides important information to both the learner and teacher at all stages of the learning process. Effective learning takes place when learners feel challenged to work towards appropriately high goals; therefore, appraisal of the learner's cognitive strengths and
EDUC 613 19 Case Study of a Learner weaknesses, as well as current knowledge and skills, is important for the selection of instructional materials of an optimal degree of difficulty. Ongoing assessment of the learner's understanding of the curricular material can provide valuable feedback to both learners and teachers about progress toward the learning goals. Standardized assessment of learner progress and outcomes assessment provides one type of information about achievement levels both within and across individuals that can inform various types of programmatic decisions. Performance assessments can provide other sources of information about the attainment of learning outcomes. Selfassessments of learning progress can also improve students self appraisal skills and enhance motivation and self-directed learning.
* The development of each principle involved thorough discussions of the research supporting that principle. The multidisciplinary research expertise of the Task Force and Work Group members facilitated an examination of each principle from a number of different research perspectives.
************************************************************************************* Center for Psychology in Schools and Education APA Education Directorate 750 First Street, N.E. Washington, DC 20002 Phone: (202) 336-5855 This historical
Section III: Self-Reflection

It has been an interesting three years with this student. I consider myself lucky to have this perspective on any student. This is one of the many blessings of the Montessori Method but, as an observer, I can tell that after three years her growth has been uneven. This student was selected for me by her teacher. I was an assistant in a Montessori classroom for three years. My last year in the Montessori classroom was Julia Kidds first. Some of the principles of Montessori education are: (a) a learners sense of control over their learning, (b) collaboration that can be conducive to learning, (c) order in the environment is beneficial to children, (d) that collaborative arrangements can be very conducive to learning, and (e) learning and wellbeing are improved when people have a sense of control over their lives (Lillard, 2005). I am not seeing any of that in her present environment. Her current educational environment is distracting to her learning with toddlers screaming; work out of place and dusty; and constant interruptions by peers and others. So central is the concept of flow and concentration to the Montessori Method, that if Montessori is not adhering to its principles then its really not Montessori at all. I would not have picked this learner for two reasons. One, she has no learning disabilities or concerns that are impeding her learning as of now. Her social milieu navigation issues are somewhat behind as she makes up for her isolation that was previously self-imposed. But, as a five-year-old she is academically right where she should be. She has the basic skills to be successful in most Kindergarten classrooms. However, I saw over and over that her learning environment is not the optimal Montessori environment and her program could and should be better implemented. I studied Montessori for several years as someone with a license in public elementary education. She is not learning within her personal Zone of Proximal Development by any public school or Montessori school standards. Eventually, some of the poor habits she is learning now will become concerns later. Two, Julia is trapped in a miseducative feedback loop that has become so detrimental to her learning that she seems absolutely stuck in neutral. It was obvious to me that she has grown socially since the first year I knew her when she was isolated from her classmates and unable to work with me at all. Now she seems to be making up for lost time. I wonder if that is a bad thing. Maybe not. She is prepared to enter a public school in first grade even though she could be achieving more. She may not be able right now to fulfill her parents apparent desire to see her highly accomplished in math. She seems to have other needs that are motivating her currently. On the other hand, I would have picked Julia for two reasons. One, she lacks motivation even though she is seemingly brighter than many of her peers. Underachievement among talented learners is one of my favorite research areas. It was unbelievably frustrating and worthwhile to immerse myself in her world and the research into motivation and affect that accompanies that discovery process. Two, it was refreshing to go back and revisit with this learner after being out of her life for the last two school years. It was enjoyable to have her allow me to work with her, talk to her, have her seek me out when I observed, and let me be part of her day. I may be a teacher but it was always painful when she was three
EDUC 613 2 Case Study of a Learner and would come in for the day and not acknowledge me or want to work one on one with me. She is such a joy now, and it was nice to make up for lost time.
This is from my: Student Interview Reflection 11/9/12
It would be so wonderful to be able to do what I did today with every child I have ever taught. To walk around the room, talk about content and activities, and reflect with a child on what she does and doesnt want to do. It reminds you of why you go into teaching in the first place. Teaching is an opportunity to touch the life of another developing human being in a fundamental way. I sometimes forget in the hustle and bustle of everyday life that I am doing this with my kids and others kids too. It was so sweet to see my little learner light up when she was able to show me things today. The children take SO much pride in showing what they know. ******* I learned so much about her learning environment but also this was the learning environment of the rest of the class, and so everything that affects her, also affects her classmates. First, the classroom was half dark and half-light. It was interesting to see how the dark side of the room was avoided and the side that was warm with light was constantly busy. I wondered if rotating the work would get the students more involved. I also wondered about the social aspects. So many of the children were off-task when I visited. This is something that the Lead Directress never would have allowed when she and I worked together. The work was dusty, the kids werent touching it, and the environment was loud. Not loud because of little minds working, but loud with inappropriate, off task, behaviors. Second, the schedule for the day seems to be off as well. In the interest of appeasing their consumers, the parents, the morning and afternoon work periods are constantly being interrupted. I saw, during my learners micro study of the Hundreds Board, that right when she was starting to understand her work, she then had to clean up for Spanish. I remember being frustrated for the learner that she had to abandon her work. I wondered just how much more of the Montessori Method was being compromised to the detriment of the childrens progress. Third, was the playground. This small Montessori school shares a playground with a daycare in the same complex. The daycare allows the Montessori school use of the playground but doesnt allow the children from the Montessori school to use any playground equipment. How odd! Telling three, four, and five-year-olds they can go outside and run around but not touch anything? No wonder they couldnt concentrate in class. The children need exercise besides playing tag in a small section of another facilitys playground.
EDUC 613 3 Case Study of a Learner Ultimately, though, this case study provided me with the time and excuse to totally observe a learner and that is always a worthwhile endeavor. In the past, I have done these types of studies on my own and very casually. I would take a week or two and really focus on anything and everything about a student. I would keep a journal, work samples, and observations. It is difficult to do in a class of almost 30. Having had the opportunity to do this case study gave me the reinforcement I needed to assure myself that taking this type of time is and was critical to the growth of my students. Armed with the new information I have regarding learning factors will expand my repertoire in the future when I am back in the classroom again.
Observation Notes 10/4/12

Materials: GOLDEN BEADS work Noisy, bust classroom with 13 primary students. All children are working in small groups or independently. 10:00 Julia Kidd working independently on dynamic addition 10:15-10:24 Required help three timesteacher gives instruction 10:25 Work done. Julia cleans up without prompting and is watching others while cleaning up. Materials: DYNAMIC ADDITION USING DICE 10:26-10:29 Working independently after set-up by the teacher. Learner rolls the dice to determine the problem. COolors correspond with the STAMP GAME. 10:36 2/3 done. Baby begins to wail. Julia stops work. 10:39 Learner leaves work and is walking around. Her problems are written on the paper. She visits with the toddlers and begins dancing with her friends. 10:41 In bathroom. 10:44 Another child touching Julias work. 10:46 Teacher working with another child. Julia is back. 10:47
Back to work and counting units. Quickly finishes problems without using materials. Takes her work to the teacher, puts her work in the bin, begins taking large armfuls of materials back to their places. Stops to visit friends, while carrying her materials contrary to the way she was instructed, ie: large armfuls of materials, instead of one thing at a time. 10:51-10:54 Visiting with friends, puts GOLDEN BEADS away, rolls up work mat. 10:54 Receives direction, picking out a BOB book, checks with friend for approval of book. Waiting patiently, learner follows teacher direction to sit, and then sits and waits. 10:58 Up and visiting. Help friend with PINK TOWER work. 10:59 Waiting back at chair. 11:00 Cones and visits me and asks what I am doing. Visits friend working at PINK TOWER. 11:01 Starts reading book to self. Teacher finishes SPINDLE BOX with student. Teacher corrects teen board with another student. 11:04 Julia begins talking to me. Then begins reading to teacher. Baby begins wailing. Teacher gives specific reading prompts. 11:06 Another child interrupts for a correction and the teacher corrects. 11:09 Book finished.
Observation notes 10/11/12

KINDERGARDEN TIME: Lessons: daily writing, Gg, phonemes. Below is a description of a whole group direct instruction lesson that usually follows story during Kindergarden time. Class make-up during K time: Seven children ranging in ages 4-6 Class environment: Room is warm, lights are dim, toddlers are napping.
1:25 Whole class reviews South America map with Directress: 1:35 Julia gives daily writing work to a friend, and then begins her own. 1:40-1:42 Completes daily writing work and then spends time showing a friend how to write the letter Gg Directress review countries naming each one. D. lays out labels D. showing matching of label against control by using alphabet. Bolivia B-O-L-I-V-I-A Points out that Falkland Islands are not on the control. Child asks, What if I cant read? D. refers child back to beginning letter and directs child to match that. D. refers to North America and South America. D. redirect child who interrupts another. D. discusses process of setting up work with a group. Directs one child to the map. Dismisses class to begin individualized work.
Observer asks, Are you allowed to be two at a table? Julia says, When were teaching each other. Directress says, When you are done with that we need to do phonograms. Julia says, What are phonograms. Directress says, Blending sounds. Directress reminds the students that there are not to be two children per table. Julia then sitting near me, and holding her pencil well. She shows me her work and I ask her if I can circle my favorite example of her work. She tells me that I can when shes done. Teacher reminds her that she is waiting for her. 1:55 20 minutes have passed since individual work time has begun. Julia gets out phoneme work. Materials: Work mat Striped mat Two boxes of letters: red and black ai blend will be done in red Other letters done in black
List of words given by Directress: pail main tail train trail sail snail Julia worked diligently and meticulously on this list of words from 1:55-2:20. She had some difficulty with t-r-a-i-n and s-n-a-i-l. The Directress was giving her sample sentences and helping her
sound out all the words. When confronted with t-r-a-i-n she brought out c-h-r, then put c-h- back, then left r, and then figured it out. With s-n-a-i-l she first put out s, then n, then a-i-l. This showed me that she was able to work through a problem through several attempts. Directress says, Get a writing pencil then a red pencil Julia says, My mommys almost here. 2:20 Observer asks, How do you know? Julia cannot answer. Directress asks her to write down her words. Julia gets clipboard and two pencils.

KINDERGARDEN TIME: Lessons: daily writing, Gg, phonemes. Below is a description of a whole group direct instruction lesson that usually follows story during Kindergarden time. Class make-up during K time: Six children ranging in ages 4-6 Class environment: Room is warm, lights are dim, toddlers are napping.
1:05 Whole class reviews North America map with Directress (Julia is talking to a friend and sharing a bracelet for several minutes while the lesson is going on): Directress review countries naming each one, and describes how North America is organized. D. asks Julia what state is West of Canada. Julia responds, Alaska! after five seconds. D. showing: Greenland, Canada, Alaska, United States, and Mexico. D. asks, Why do we call this Central America? She then explains. Julia points out: Belize, Nicaragua, Costa Rica, Honduras, Panama, Haiti, Cuba, Dominican Republic, Guatemala, and Jamaica.
1:20 Mini-lesson on leaves Dismisses asks for leaf puzzle. D. discusses parts of a leaf: margin, blade, veins D. goes through different leaves. Connects this to the morning lesson. Describes different leaves including their similarities and differences.
Directress points out that the Leaf Cabinet is a, Good work to do. She lets the class know that it is good to learn the shapes and names of the leaves. She then explains where the Leaf Cabinet is and how its different.
1:27 Julia goes and gets handwriting book. 1:31 Directress goes through the unfinished work bin. She explains that there is work to be finished. This is directed towards Julia. Julia gets her: Continent Map Work mat Unfinished work Pencil box Clipboard Then Julia sets up her work space to complete her work. She begins working with another child. Other child is bouncing and singing. Julia gets down to work and colors. 1:35 Julia finishes coloring Continent Map. Stops to watch two other K children not working. Gets up to see whats going on. Julia cant work anyway because another child is laying on her. Julia leans back and drops crayons. Settles down and picks up crayons. 1:40 Singing in her dyad while cutting out names of countries for the Continent Map. 1:43 Julia up and away from work to report on another conversation. 1:46 Im done. 1:50 Other child waves scissors in front of Julias face. Other child has scissors taken away. 1:54 Julia lets Directress know she has too many copies of one of the labels. 1:55
Up and away from her work. 2:00 Done with map.

Story and Circle time: 1:00-1:15- story 1:15- a bags---class is working on medial sounds. 1:17- Julia Kidd brought in items for a lesson: astronaut, Africa. Review of Geography: Review of: planet, continent, country, state, city, North America, and U.S.A. maps. Our learner was able to identify all of the countries in North America. Unit work on Native American groups: Review of Indian groups, geographical area, and their lodgings. (class starting to lose concentration.) Teacher gives the students each a paper and then gives them directions. Shows them and compares. 1:34- Teacher begins a story on Pocohontas with no children listening. 1:36- Julia Kidd comes to me and says, Im the oldest in the classroom. 1;40- Julia sits down to work while teacher gives the whole class more directions. Whole class working already. Julias pencil grip seems weak while she works. She is not listening to the teachers directions. 1:43- Julia asks about sections without words. Interesting to see that she notices unlabeled sections. Julia is listening and responding, but she is not looking. 1:47- asks observer if she stayed in the lines. I ask if she was directed to. Teacher gives directions but doesnt check if class is listening. 1:50- Julia cleans up her materials without prompting. Sees all the other kids lining up to use the bathroom so she stops all work and leaves. 1:57- Julia comes back in and gets back to work. 2:10- done with work and cleaning up. Teacher asks her to do Math. 2:20- Julia starts Africa map with classmate.
2:35- comes to observer to tattle on a classmate. 2:40- works on North America map.

10:05 Reviewed what we did Friday and asked students to get out what she wanted to work on. Materials: Phonogram work with the movable alphabet. Clipboard, Kdg. movable alphabet box, and a work mat. Observer: Show me what youre going to do. Let me know if you need me. Teacher: Explains ai (red) says a as in m-a-i-l. Spell the word p-a-i-l and gives sentence. 10:15-10:20 Observer gives learner three words: pail, rail and fail Other child interrupts. Takes learner two minutes to get back to work. Teacher: Word list: sail rain pain main paid (tricky one says teacher) 10:25 Told to write words 10:28 Distracted by classmate 10:32
Cleans up Observer noticed that learner rushed through the work while asking to do something else. Tells observer that she wants to work with a friend and then learner puts materials away. 10:40 Review with teacher 10:42 I ask her what she would like to work on and she tells me who she would like to work with. 10:42-10:46 Negotiating between four girls regarding who will work with whom. Negotiations unsuccessful so learner comes to me. I say, Youve worked on letters. What can you work on now? Learner gets out constructive triangles but cannot figure them out. Takes them out and sorts them. I remind her to ask her teacher for a lesson. Black touches black, etc. Refuses to practice work after teacher redirection. Shown trapezoid, rhombus, equilateral triangle, hexagon rhombus, which becomes a hexagon when put away. Teacher has to get notes to properly instruct child. 11:10 Refuses to work on materials after teacher intervenes. Puts work away after constant interruptions.

Working on tracing 10:10 back and forth to tables 10:15-10:22 10:20 talking with others and seeing if they want to work together 10:21 talking with friends in reading corner 10:20 gets out constructive triangles
10:25 gets up to work with sister 10:29 puts work away ********************************************************************************* Observer asks her, why not dynamic addition with golden beads? Julia, I dont want to do that, it takes a long time. I dont like work that takes a long time. Observer, sometimes work takes a long time to practice and get good at it. Julia, I dont like work that takes a long time. Observer, The more you practice the better youll get at it. Ill be close by if you need help. Child leaves ************************************************************************************* Day continues with micro study
Teacher Interviews
10/ 4/12 Teacher says that working on the GOLDEN BEADS with DYNAMIC ADDITION has been as issue this year. Julia does not want to practice 10s and units, but wants to do 100s. Learner wanted to start the year doing multiplication but wouldnt practice addition which is required before advancing to multiplication. 10/23/12 Teachers says that Julia Kidd is overtly unkind to others at school. Learner tattles, and picks fights. Teacher says, She is covertly a mean girl. Julia also keeps her friends from sharing. Teacher relays an incident to me. Recently our learner had brought a backpack to school. The backpack was full of four books and four stuffed animals. She was asked not to bring them again but had brought them back again. Teacher spoke with mom and expressed her concern. Mom shrugs and says she tried but child did it anyway. (Teacher perceives this as the mom not exercising proper control of her child.) Later, when the backpack was brought back the younger sister asked for a book. Julia says no. Tells sister, you wouldnt share your dog with me at home so I wont share my book. Teacher tells me this as an example of Julias meanness. Teacher went to great lengths to point out that Julia was not a nice child to either her classmates or sibling.
11/8/12 Teacher says that she has to have Kindergarteners have to be separated while working or they will complete nothing.
12/7/12 I asked Julias teacher if she was trying to show Julia correct Montessori Methods on a regular basis. She insists that she has been; over and over. She relayed a story saying that the classroom had just bought multiplication bead bars as another means of practicing multiplication for those children who had mastered the Multiplication Bead Board. Although other children had shown interest, Julia, was refusing to work on it even though she has said she wants to do multiplication.
STUDENT INTERVIEW 11/9/12
An interview was conducted today with Julia Kidd. This interview functioned as an interest inventory to assess her likes and dislikes among the work in the classroom. I told her that her new school was so different than the school she and I used to be at together and asked if she would how me around. I reminded her of how in her former French class the teacher used to ask the students every day how they were. After a brief review of the French words I decided to skip that because she had no interest at all. So, we decided on a thumb designation for each group of work. It was as follows:
LIKE
LIKE, MOSTLY
DISLIKE
Our learner then took me around the room. Yesterday we started with me allowing her to help me take pictures of her work. She seems to enjoy it. We started in Language Arts and made our way clockwise through the room. When we got to the end she seemed very eager to show me everything about the sensorial materials.
Tactile work Geometric cabinet materials Specifically, she was interested in sharing the geometric cabinet, tactile work, and the knobbed and regular cylinders. She talked animatedly about how to use the materials. She showed me many different ways to utilize the materials and spent almost seven minutes at that one spot. Three other kinds of work that she seemed animated by were: the phonograms/phonemes that the Ks use, the manipulatives for the parts of speech, and the reading corner. She also told me that she likes multiplication and division but, doesnt do much of it. Parts of speech manipulatives
Reading corner When we toured the room she seemed very engaged. I think the individualized attention was reinforcing because I was asking her what interested her. The realization was striking that it is unusual to really take the time to do this with one child. All in all, it appeared that she was most interested in independent, quiet activities that were bathed in natural light, colorful, and involved a concrete process such as: close your eyes, feel how heavy or rough this is, and, what do you think it is Ms. Susan? The darker the room was the least likely she would be attracted to that work. However, in the past I have seen her working on maps that are located in a darker corner of the room. When she does work on maps she does bring them to the front of the class where the light is bright.
11/14/12
10:32-10:36
Micro Study
Child gets out mat, clipboard, pencil, for Negative Snake Game.
Teacher redirects and asks her to get out the correct snake game (the one she has had a lesson on.) 10:36 Puts away incorrect Snake Game but does not get out the correct Snake Game. 10:37 Gets out Hundreds Board. Learner has materials in the correct place but should not be sitting with feet on the work mat.
. 10:38 Stops and works with a friend 10:39
Younger child asking for help 10:41 Begins work again before organizing materials properly.
Stop, this is my work! she says to other child working near her. Takes out materials by the handful instead of one at a time.
10:43 Talking and rolling on the floor 10:45 Friend helping
10:48 Goes back to working independently. Control has moved from the left and is now on top above the frame.
10:52 Teacher redirects and begins to reteach.
10:55 Student takes out all the work shes done, moves to the other side (the wrong side according to Montessori Method), and starts over. Notice that the frame now is turned so that the top is one the left.
10:57-10:59 Puts two tiles in, talks to observer, watches other kids, gets up, watches others, and then goes to cubby.
Kicks work and is redirected by observer.
11:04-11:05 Visiting friends, and then comes back to work.
11:06-11:09
Working on a line of numbers. Control is now on the right-hand side, but student is trying to organize work.
11:09-11:10 Beginning to put tiles back into frame, and then up again looking at observer.
11:12 Bell rung for Spanish. Observer lets student know she can leave work out and continue work later. Student puts work away.
References for Schar Case Study EDUC 613

Beland, K. (2007). Boosting social and emotional competence. Educational Leadership, 64(7), 68-71. Bellisario, Y., Mislavsky, S., & Velasquez, P. (2012, October 11). Jean Piaget: Constructing Your Own Knowledge. Jean Piaget: Constructing Your Own Knowledge. Retrieved November 7, 2012, from http://educ613piaget.weebly.com/ Cobb, C. D., & Mayer, J. D. (2000). Emotional intelligence: What the research says. Educational Leadership, 58(3), 72-75. Davis, G. A., Rimm, S. B., & Siegle, D. (1985). Education of the gifted and talented (sixth ed.). Upper Saddle River, N.J.: Pearson. Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership, 68(1), 16-20. Falk, J. H., & Dierking, L. D. (1995). Learning in interactive environments: Prior knowledge and new experience. Public institutions for personal learning: establishing a research agenda (pp. 37-51). Washington: American Association of Museums. Jeremy Roschelle--University of Massachusetts, Dartmouth--chapter author Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development. Lab, C. (n.d.). Chapter 3. http://cleoslab.org/resources/chap3.pdf. Retrieved October 30, 2012, from http://cleoslab.org/resources/chap3.pdf Lillard, A. S. (2005). Montessori: the science behind the genius. New York: Oxford University Press.
Mills, H., Hackett, M., Boggs, A., & Hill, L. (2012, October 11). Vygotsky. Vygotsky by Heathre Mills. Retrieved November 9, 2012, from prezi.com/f5jksqlfcsa7/vygotsky/?auth_key=237d44f85f71f6ee423a9b4dd2a302 ddbe1a07d5 Montessori, M. (1993). Maria Montessori: The Discovery of the Child. New York: Ballantine Books. (Original work published 1972) Translated by M. Joseph Costelloe, S.J.; The Creighton University Onate, S., Schar, S., & Williams, A. (2012, October 11). Albert Bandura: Social learning theory. Google Docs. Retrieved November 6, 2012, from https://docs.google.com/presentation/d/187uJ3OivXinssj2H91CG-Bb25-v8ztbtw o1bQ1lacqk/present?pli=1&ueb=true#slide=id.p Ramirez, G., Gunderson, E., Levine, S., & Beilock, S. (2012). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition & Development, in press(in press), in press. Rimm, S. B. (2008). Why bright kids get poor grades: and what you can do about it. Scottsdale: Great Potential Press, Inc.. (Original work published 1995) Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teacher's College Record, 104(4), 842-866. Rosiek, J. (2003). Emotional scaffolding: An exploration of the teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 54(5), 399-412. Siegle, D., & McCoach, B. (n.d.). UConn Neag School of Education. (http://www.gifted.uconn.edu/siegle/Conferences/WorldConference2005.pdf.
Retrieved October 30, 2012, from http://www.gifted.uconn.edu/siegle/Conferences/WorldConference2005.pdf Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.
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EDUC 613 0 Case Study of a Learner

Case Study of a Learner

EDUC 613 1 Case Study of a Learner

Section I: Descriptive Discussion

Overview of case study

o Why was this student selected? Who are they?

EDUC 613 5 Case Study of a Learner

Brainstorming: Worksheet for Data Sources

EDUC 613 6 Case Study of a Learner

LEGEND FOR APPENDICES

EDUC 613 1 Case Study of a Learner

Section II: Analysis

MOTIVATIONAL AND AFFECTIVE FACTOR

COGNITIVE AND METACOGNITIVE

DEVELOPMENTAL AND SOCIAL FACTOR

EDUC 613 10 Case Study of a Learner

EDUC 613 12 Case Study of a Learner

EDUC 613 1 Case Study of a Learner

Section III: Self-Reflection

This is from my: Student Interview Reflection 11/9/12

Observation Notes 10/4/12

Observation notes 10/11/12

Observation notes 10/25/12

Up and away from her work. 2:00 Done with map.

Observation notes 11/8/12

Observation notes 11/12/12

Observation notes 11/14/12

STUDENT INTERVIEW 11/9/12

. 10:38 Stops and works with a friend 10:39

10:43 Talking and rolling on the floor 10:45 Friend helping

10:52 Teacher redirects and begins to reteach.

Kicks work and is redirected by observer.

11:04-11:05 Visiting friends, and then comes back to work.

References for Schar Case Study EDUC 613

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