Kursman - Case Study Super Final

Integrative Case Study of a Learner: The View from Ravens Perch 1
Integrative Case Study of a Learner:

The View from Ravens Perch
Eric Kursman
December 12, 2013
George Mason University
EDUC 613
Dr. Stephanie Dodman

Table of Contents
Part One: Descriptive Discussion ................................................................................................... 4
Learning Factors and Data Chart ................................................................................................ 8
Part Two: Analytic Discussion ..................................................................................................... 10
COGNITIVE AND METACOGNITIVE LEARNING FACTOR ........................................... 10
What the Research Says ........................................................................................................ 10
What Ravens Data Indicates ................................................................................................ 11
Recommendations for Raven ................................................................................................. 13
MOTIVATIONAL AND AFFECTIVE LEARNING FACTOR ............................................. 14
Recommendations ................................................................................................................. 17
INDIVIDUAL LEARNING FACTORS ................................................................................... 18
Recommendations ................................................................................................................. 19
Part Three: Reflective Self-Evaluation ......................................................................................... 21
My Student Selection ................................................................................................................ 21
Impact on My Teaching ............................................................................................................ 22
Future Steps ............................................................................................................................... 23
Final Thoughts........................................................................................................................... 24
Part Four: References .................................................................................................................... 25
Part Five: Appendices ................................................................................................................... 28
Appendix A: Classroom Observation ....................................................................................... 28
Appendix B: IEP ....................................................................................................................... 30
Appendix C: Diagram of the Classroom ................................................................................... 32
Appendix D: Grit Test ............................................................................................................... 33
Appendix E: Reading Survey .................................................................................................... 35
Appendix F: Multiple Intelligences Survey .............................................................................. 37
Appendix G: Expert Essay Reflection ...................................................................................... 38
Appendix H: Student Interview................................................................................................. 39
Appendix I: Quarter 1 Reflection .............................................................................................. 39
Appendix J: Expert Essay ......................................................................................................... 41

Part One: Descriptive Discussion
Relationships, relationships, relationships. Anyone in a managerial position
supervisors, CEOs, principals, teachers have all heard these three words time and time again.
Why? As Fullan (2001) describes, strong relationships separate effective leaders from
transformative leaders. As a teacher, relationships with students cannot grow without trust,
respect, and a deep understanding of where each individual is coming from. That said, it is of
paramount importance for teachers to learn as much as they can about their students
backgrounds in order to establish the foundation for a relationship. The purpose of this study is
to investigate how one middle school students learning is affected by her motivational/affective,
cognitive/metacognitive, and individual learning factors.
I chose to investigate Raven
1
, a strong-willed eighth grade student, because I see her as a
powerful enigma: I believe that any and all possible explanations for her inconsistent tenacity
and her challenges to learning can shed light on future students complex learning factors.
Raven is small for a 13 year old girl, topping out at five feet and two inches. On her enrollment
paperwork for our school, Raven identifies as Hispanic (Appendix B). Her straight, black hair is
often pulled back; her hazel eyes wax and wane between extreme intensity and an almost glazed
over passivity; and her smile, on its occasional appearance, can light up a room.
In first grade, Raven was found eligible for special education services with
accommodations for emotional and learning disabilities (Appendix B). After multiple
reevaluation meetings in elementary and middle school, Raven was still eligible for services as
they pertain to her learning disability; although her IEP team has determined that she no longer
qualifies for services as they relate to emotional disturbances, she struggles to control her

1
Pseudonym
behavior at home (Appendix B). In seventh grade, Raven was moved out of self-contained core
academic classes (except for math and study hall) so she could participate in less restrictive
general education courses (Appendix B). So far, Raven has found hard-earned success in general
education English, science, and social studies classes. In addition, Raven also has a specific
vision impairment and is required to wear glasses. Currently, Raven does not have a working
pair of glasses; her previous pair is damaged.
Just as all students home lives are distinctly different, Ravens is that and then some.
Ravens legal guardian is her father, however the most active parent in her educational life is her
fathers girlfriend who lives with Raven, her three younger sisters, and her father; Raven refers
to this woman as her mother. Raven has two younger sisters enrolled at her middle school
who have been identified as (rather severely) emotionally disabled. Also, Ravens two year-old
twin step-nieces are currently undergoing testing to determine whether they will qualify for
special education services for emotional disturbances in preschool.
While Ravens documented background paints one part of her portrait, her own input
helps to fill in more of who she is. A prolific reader, Raven tears through books she loves to
read! Consequentially, she feels that English is easy for her as she can read and write without
difficulty (Appendix B). On the other hand, Raven does find math confusing and does not enjoy
her math classes. As reported in her IEP, Raven is unsure of her plans after high school. She has
indicated that she may attend college (although not necessarily a traditional four-year
institution), but she does not know what she would study; she has expressed interest in
cosmetology and working part time jobs in high school and college (Appendix B).
Raven currently attends a public middle school in a small town on the western end of
Loudoun County that teeters on the brink of Washington, D.C.s exurbs and the rural country. A
closer look at the schools enrollment reveals that 81% of the study body is white, 7% is
Hispanic, 4% is black, and another 4% identifies as multiple race (Loudoun County Public
Schools, 2013). In addition, 15% of the schools population qualifies for Special Education
services, 13% qualify as Economically Disadvantaged, and a whopping 1% qualify as English
Language Learners (Loudoun County Public Schools, 2013). Ravens eighth grade class is made
up of 326 students and constitutes the largest grade in the school (Loudoun County Public
Schools, 2013).
Ravens English class has 25 students: 14 girls, 11 boys, seven students with disabilities,
and two English Language Learners. Along with the students in the classroom, there are also
two educators: me, a general education teacher with five years of experience, and Ms. Gourley
2
,
a Special Education assistant in her first year as an educator. Ravens eighth block class takes
place every other day from 1:57pm to 3:23pm. Our windowless cell of a classroom is small but
equipped with technology, such as a ceiling mounted Promethean Board, two computers, one
document camera, wireless keyboards and mice, and multiple white boards on the front and back
walls. Students desks are arranged in groups of three or four in a double arc facing the
Promethean Board; the teachers desks are arranged in the two back corners of the room
(Appendix C). Raven currently sits near the back of the classroom near Ms. Gourleys desk, but
her seat is being moved to the front of the classroom to help compensate for her current vision
impairment.
The learning factors chosen for Ravens study are motivational and affective; cognitive
and metacognitive; and individual. Ravens motivational and affective learning factors include
Ravens emotional influences on learning, her intrinsic motivation to learn, and the effects of her

2
Pseudonym
motivation on effort in school. Raven self-reports to be very gritty learner; her questionnaire
results and informal classroom observations both suggest that Raven is a determined student,
especially in areas of interest (Appendix D). In addition, Raven has shown signs of an
intrinsically-motivated learner, indicating that she catapults herself into self-selected reading and
writing because she loves it and reads alot at home (Appendix E). Also, Raven shows self-
understanding of who she is as a learner and how she approaches new material (Appendix F).
Ravens cognitive and metacognitive learning factors include her self-perceptions as a
learner, her construction of knowledge, and her approach to the learning process. In self-
reflection, Raven perceives her reading and writing ability to be strong and sees herself as a
growing learner with more room to develop (Appendix G). Raven also noted that she relates
new academic situations to similar scenarios she encounters in literature in order to build initial
understanding of a new topic (Appendix H).
Finally, Ravens individual learning factors include her social background, her learning
disability, and her past experiences as a student and learner. Raven reported that although she is
happy with her current social circle at school, the stress of her home life can often carry over into
her schoolwork (Appendix H). Stress is not Ravens only obstacle; her learning disability and
emotional disability both diagnosed in early elementary school largely impacts her
experiences as a learner (Appendix B). Raven is also still adjusting to both the social and
academic challenges of the general education setting: this is only her first year in full inclusion
core classes (with the exception of Math).
As previously mentioned, teachers cannot build strong relationships with their students
without a thorough understanding of their background as an individual and as a learner. Now,
its one approach to informally collect anecdotal data on specific students; after all, sometimes
that approach is the only one we, as educators, can afford due to time, resources, and
cooperation. On the other hand, by formerly investigating a specific students background as it
relates to all five learning factors, we, as educators, can gain a better insight into how that
particular student approaches learning. Whats more, we can reflect upon that detailed
investigation in the future to draw correlations and identify possible causations with next years
students approaches to learning. By investigating Ravens motivational and affective, cognitive
and metacognitive, and individual learning factors, I believe I can gain a better understanding of
why Raven approaches learning as she does and how future students might approach learning in
similar ways.

Learning Factors and Data Chart

Learning Factors
Addressed
I nformation Sought Data Source
Motivational/Affective Student motivation
Student interest
Effect of emotions on learning
Classroom observation
Reading survey
Grit test
Writing reflection

Cognitive/Metacognitive Cognitive processing
Metacognitive abilities
Technological proficiency as it
relates to cognitive processing
Classroom observation
Student records (IEP)
Student work
Learning Styles inventory

Individual How the student learns
Family life
Prior knowledge
Student records (IEP)
Teacher feedback
Student writing

Part Two: Analytic Discussion
In this section of my investigation, I will discuss three learning factors and how they
affect Raven as a learner. I have found that cognitive, motivational, and individual factors all
impact how Raven learns and works through her studies in school. Each learning factor will be
discussed in this fashion: background information on the learning factor as described through
theorists and researchers; evidence of how the learning factor affects Raven; and
recommendations, based on how the learning factor affects Raven, that will enable her to grow
further as a learner.
COGNITIVE AND METACOGNITIVE LEARNING FACTOR
What the Research Says
The cognitive and metacognitive learning factor is divided between two halves: the
learning process and being cognizant about ones thinking. First, the cognitive half. The
learning process is one in which we actively construct knowledge from a combination of
information we take in and experiences we endure (American Psychological Association, 1997).
Vygotsky explains how our ability to construct knowledge grows through our ever-expanding
zones of proximal development: as we experience more to build a body of existing knowledge,
our ability to link that information with new information grows we are capable of grasping
deeper and more complex ideas (Haakonson & Wert, 2013). Our construction of knowledge
needs to be a purposeful one, built on strategic models in which we learn how to interpret,
question, and balance competing concepts and then evaluate them to create new meaning
(Levine, 2007). Bandura would argue that these thinking strategies need to be modeled and
taught explicitly for the learner to grasp and execute them successfully (Cho & Rader-Sherry,
2013). Not to be forgotten: the influences on a learner also impact ones learning process.
Everything from culture, to technology, to instructional practices, to prior knowledge can
influence a learners ability to work through the learning process (Jensen, 2005).
The metacognitive half involves a learners ability to think about their own thinking. Part
of this ability comes from passively knowing how one thinks (possible through Multiple
Intelligence or Learning Styles surveys), but the more active part comes from monitoring and
setting goals about ones learning (American Psychological Association, 1997). In addition, the
metacognitive learning factor also involves purposefully aligning approaches to learning with
ones recognized strengths and weaknesses (Levine, 2007). Throughout the learning process,
individuals can pick up skills to self-regulate their knowledge construction and reflect on their
schemas to grasp new information (Falk & Blumenreich, 2005). At the end of learning, self-
assessment forces a learner to evaluate their thinking strategies and reflect on their learning
approach (Joseph, 2010).
What Ravens Data Indicates
Ravens cognitive learning factor has been affected by her learning disability. In first
grade, she was diagnosed with a processing disability which reflected her difficulty in taking in
new information, accessing prior experiences and information, and linking the two together to
create meaning (Appendix B). In a Vygotskyian perspective, Raven struggles to synthesize new
information with past experience; thus, it is difficult for her to expand her zone of proximal
development without assistance and accommodations. This processing delay is apparent in
classroom observation. For example, if she maintains focus and doesnt become distracted,
Raven takes three to five seconds (on average) to consider and demonstrate her understanding of
directions (Appendix A). Also, Raven takes one to two minutes (on average) to consider how to
apply newly learned skills like grammar conventions to existing understanding like her
essays (Appendix A). If given the time to reflect and consider, Raven most often can
demonstrate understanding of directions and skill application; without extended time to process,
Raven cannot easily or successfully demonstrate understanding.
Ravens lack of technological access also has an impact on her cognitive processing. At
home, Raven does not have access to a computer or the internet. As much of the in-class English
writing curriculum is based around word processing and utilizing online resources, Raven
struggles to keep up with her peers in class. She has trouble highlighting text, navigating the
desktop, typing, and determining where to click on an internet browser many of the skills her
peers who have computer and internet access at home take for granted (Appendix A). Also, this
lack of familiarity with utilizing technology impacts her work speed during class (which is
already slower due to her processing ability); she often times gets lost during directions in the
computer lab or working through tasks on the computer (Appendix A).
Ravens metacognition is growing through explicit modeling in class, but she still needs
prompting to explore how she thinks. When completing her Learning Styles survey, she
indicated that thinking about her thinking was hard and it was something she wasnt used to
doing (Appendix A). In our class, Raven has to set reading and writing goals based on areas in
which she could grow, monitor them throughout the quarter, and report back on her progress at
the end of the marking period. Raven struggled to identify which of her skills could benefit from
additional work. During the first quarter, Raven struggled to monitor her goals progress without
explicit assistance from her teachers (Appendix I). Also, when reporting how well she felt that
she met her goal of using figurative language in a writing piece, she said she forgot to add in a
simile until the end; once she added one, she met her goal (Appendix I).
Recommendations for Raven
Considering available research and Ravens data, a number of cognitive learning theory
recommendations come to mind. On a basic level, Raven should receive extended time with
school computers and the possibility of deadline extensions to accommodate for her lack of
computer access at home; these recommendations are simple in that they only require increased
availability of abundant computer resources at school and consideration of technological equity
in regard to Ravens familiarity with computers. On a deeper level, one can look to Vygotskys
belief in social learning: when using computers in school, Raven should be paired with a more
knowledgeable other as a peer in the computer lab (Haakonson & Wert, 2013). This partner
should be very technologically adept and capable of completing academic tasks while
simultaneously navigating the computer and the internet. This partner as a more knowledgeable
other can help Raven navigate the ins and outs of the computer at a faster pace and keep on track
with academic tasks as they relate to computer utilization. Morrow (2009) states that peers can
even help provide feedback for [the students] thoughts or help them to complete a task they
could not do on their own. This recommendation would also serve to support Walbergs
assertion that students who work with their peers have greater achievement and learn better than
students who work individually (Walberg, 1999 as quoted in Jensen, 2005).
Increased scaffolding could also improve Ravens cognitive learning abilities.
Scaffolding is designed to provide extra supports for students throughout the learning process.
Much in the vein of Vygotsky, Raven may need additional support to succeed in any given zone
of proximal development (Haakonson & Wert, 2013). One way to do this is to present new
information within the context of prior knowledge and previously learned content (Perry, 2000
as quoted in Hardiman, 2001). By introducing new material within the framework of material
Raven has mastered in the past, her cognitive processing can be supported to help her reach her
next zone of proximal development. Another strategy would be to preview material with Raven
before going over it in class. If Raven was provided with a heads up of new material coming
down the pipeline, more word walls to familiarize Raven with the terminology of new units, or
anticipation sets that allowed Raven to consider how new unit material may relate to her prior
knowledge, her processing abilities may improve as a result of the scaffolding (Jensen, 2005).
Finally, and perhaps most importantly, Raven should be presented with models to
improve her metacognitive abilities. Providing Raven with models of how different learners
think about new material and process it in their minds may give her new strategies to approach
her learning. For Raven, one might turn to Banduras work and rely on the verbal instructional
model to explain how individuals think through new material (Cho & Rader-Sherry, 2013). In
addition, one could also use symbolic models to provide Raven with new thinking approaches;
the symbolic model could align with Ravens ability to view her own personal choices through
the lens of different characters she encounters in her reading (Cho & Rader-Sherry, 2013). Raven
may consider new metacognitive approaches by framing thinking strategies around the behaviors
and personalities of characters in her books.
MOTIVATIONAL AND AFFECTIVE LEARNING FACTOR
The motivational and affective learning factor is, as one would expect, two-pronged: it
explores the effects of motivation on the learning process and the impact of emotion on the
learning process. First, I will examine the role of motivation. In one sense, Jensen (2005) breaks
down motivation into arousal, an orientation towards a goal, and drive, caring enough to
reach that goal. The orientation towards a goal organically develops from intrinsic motivation
when tasks are new and unique, relevant to personal interests, and allow for elements of choice
and control (American Psychological Association, 1997). Skinners work showed how both
negative and positive feedback can stimulate or diminish drive: through punishment and reward,
one can alter the intensity of an individuals desire to perform a certain behavior (Donahue &
Kang, 2013). Grit and determination, as discussed by Pappano (2013), also greatly impact the
drive of a learner; character traits, such as perseverance and self-control, affect a learners desire
to meet goals.
Second, one must consider the role of emotion on the learning process. Emotional states
different chemical combinations in the brain play an enormous role on how individuals
approach learning (Jensen, 2005). Stephen Krashen hypothesized that all emotional states,
especially negative states (such as fear or sadness), can even act as affective filters and erect
mental walls that inhibit learning from ever taking place (Dodman, 2013). Without scaffolding
new learning with emotional step ladders along the way, learners may filter out new connections
or experiences (Rosiek, 2003). In addition, when a learner recognizes the potential for growth in
intelligence and creativity, they become more emotionally engaged (Dweck, 2006).
Ravens motivation towards classwork is hit or miss, and I believe deeply intertwined
with the cognitive and metacognitive learning factor. By examining Ravens arousal and
drive in the words of Jensen, she isnt always oriented towards a goal, but her desire to reach a
goal is genuine. On her survey, Raven explained how she enjoys reading and reads whenever
given the opportunity at home (Appendix E). The content that she enjoys reading, however, is
only that of her choice just as the research suggests about arousal and choice (American
Psychological Association, 1997). When assigned a task that Raven did not choose, her
behaviors and actions suggest that initially she does not orient herself towards the given task
(Appendix A). Eventually, she will throw herself into the task, working on it diligently to ensure
her highest quality effort (Appendix D).
Through classroom observation, it is noticeable how her grit is linked to only her drive,
not necessarily her arousal. Raven scored highly on her grit test she has the determination to
persevere even when her orientation towards the goal is not strong (Appendix D). On her
survey, Raven indicated that she is concerned with ensuring she does the right thing and gives
her best effort, even if initially she does not direct herself towards the end all goal (Appendix
A).
Ravens emotional states also impact her approach to learning. On multiple days when
walking into class, Raven reported that she was not doing well her actions and behaviors
seemed reserved and withdrawn, and she often retreated from her classwork into doodling
(Appendix A). Her affective filter seemed to impact her approach to new learning. On the other
hand, whenever Raven seemed to walk into class with a wide smile and reported feeling great,
her drive was off the charts (Appendix A). On these days, she refused to work on anything less
than the most complex and challenging assignment (regardless of her self-perceived ability of the
content). In addition, when Raven reported that she believed she had the opportunity to be more
creative in art class, she became so invested in her work that the teacher struggled to pull her
away from her piece even after the bell had rung (Appendix A). This was also noticeable in
English class. On a mid-unit reflection, Raven indicated that she realized how choosing her own
writing topic would allow her to be more creative in her work (just as Dweck indicated); on a
summative reflection, she indicated a high level of enjoyment on finishing the piece because she
recognized that she could be more creative with a topic that she enjoyed (Appendix G).
Recommendations
Considering the research, there are multiple ways to improve Ravens motivational
approach to learning. First, teachers should provide her with more positive reinforcement.
Skinner described positive reinforcement as adding a positive consequence to encourage
repetition of a behavior (Donahue & Kang, 2013). By praising Raven for her efforts on
completing assignments that she may not feel very motivated to complete, that praise may
encourage her to complete more of the desired behavior of assignment completion. Second,
teachers could use compelling questions to frame new material in thought-provoking lenses that
touch on Ravens interests (Jensen, 2005). For example, by changing the frame of an essential
question to allude to Ravens interests, her arousal to work towards a goal may be increased.
Third, teachers should allow Raven more choice in her academic pursuits, especially writing.
Students are much more inclined to write about topics they care about, so Raven should be
provided the opportunity to apply the expected writing objectives within the context of her
choice that meets her personal interests (Atwell, 1998). To dig even deeper, teachers could help
Raven be more self-reflective on how topic choice spurs interest and thus enables ones
creativity. This approach may help Raven to see that if she chooses a topic she likes to write
about, she can actively increase her potential to be more creative in her writing (Atwell, 1998).
In addition, there are also a few strategies to capitalize on Ravens emotional states as
they relate to her learning process. One way to do this is to eliminate as many threatening
experiences as possible from the classroom. Teachers could provide Raven (and all other
students) with an anonymous class survey to determine which aspects of a classroom
environment may make learning uncomfortable or unpleasant and then make accommodations
within their instruction, the classroom, and the class climate to eliminate those threatening
aspects (Jensen, 2005). Another way to capitalize on Ravens emotional states is to get personal:
teachers should provide private journals and opportunities for reflection that enable Raven to feel
good or competent about the current material (Jensen, 2005). In this way, Raven can explore her
positive approaches to the topic at hand and reflect on her true capabilities as a learner.
INDIVIDUAL LEARNING FACTORS
Learning is also influenced by individual differences. Often times, prior experience and
heredity have a significant impact on the learning process (American Psychological Association,
1997). As Sternberg et. al (2005) point out that race does not directly affect intelligence, as it is
a social construct (not a biological construct), heredity and a lack of chemical compounds in the
brain can impact how one learns (Jensen, 2005). Social backgrounds can also play a thorny role
in distinguishing between natures and nurtures impacts on the learning process (Brand, 2006).
In addition, personal interests can shape how students learn: individual learning preferences
impact how individuals approach and work through different learning experiences (Hoerr, 2004).
Ravens individual experiences have also influenced Ravens approach to learning and
school. Ravens reading scores record from early middle school to the present day, particularly
her vocabulary out of context, indicate a low level of background knowledge (Appendix B).
Also, Ravens proclivity to art and drawing have influenced her creative approach to school: she
is taking art (an elective) for the third straight year and has indicated that she would like to
pursue some type of creative profession after high school, such as a hairdresser or makeup
designer (Appendix B).
Considering social backgrounds and their ability to influence and affect the learning
process, Ravens home life impacts her on the individual level. For starters, the woman that
Raven calls her mother is not her biological mother but her fathers second wife; she, not her
father, has custody of Raven and her sisters. As the oldest sister of four girls who live in the
house, Raven is tasked with many responsibilities of caring for her younger siblings before both
of her working parents arrive home after their shifts (Appendix J). Furthermore, all of the girls
in her family including Raven have been diagnosed with emotional disorders at one time or
another; Raven has indicated that her sisters ability to get along greatly impacts the
functionality of her home life (Appendix J). In addition, Raven is often tasked with babysitting
her two year-old step nieces after school (Appendix B). Through it all, Raven self-reports that
even though no place is big enough for (her) family, she loves them and enjoys being with
them at home (Appendix J).
Recommendations
Given the research on individual learning factors and the data as it applies to Raven, there
are a number of things teachers can do to help her feel accomplished as a learner. First, by
previewing background knowledge with Raven one class period before assigning a task that
requires students prior knowledge, teachers could help to eliminate the perception of added
pressure to fully grasp the significance of new material (Jensen, 2005). Raven has indicated that
at home, she feels pressured to succeed (Appendix H). By previewing background knowledge
that Raven should have before attempting an assignment, she may not feel as under the gun to
recall the knowledge she may not have or may not feel confident with. In addition, Raven might
not feel the added pressure that she must learn new material immediately upon seeing it the first
time; by previewing the material one class in advance, Raven will already be familiar with the
knowledge required, thereby reducing or eliminating any initial perceived pressure of not
instantaneously knowing or not recognizing material.
Second, teachers should allow Raven the opportunity to incorporate artist expression and
her family into her work in class, especially writing. Allowing Raven to exercise choice in her
application of new material for the little [assignments] as well as the big [assignments] can
help her to capitalize on individual aspects she feels good about (Jensen, 2005). To this extent,
teachers should seek opportunities for Raven to use her creative artistic talents within the
confines of a writing assignment (as a comic strip, perhaps) to increase Ravens motivation to
complete the assignment, just as teachers at New City School have enabled their students to
utilize different intelligence strengths to work through their curriculum (Hoerr, 2004). In
addition, Raven has indicated her affinity for writing about her family. Teachers should allow
Raven to include family members as characters in in-class stories, to choose family memories as
topics for essays, or to write about family struggles for prompt writing practice. Raven has
already shown that she has a lot to say about her family, so by allowing her to share more of her
reflections on her family, Raven could feel more positive about her individuality as a learner.
As with any student, Ravens approach to the learning process is highly unique. Her
emotional and motivational learning factors can affect her cognitive and metacognitive abilities,
and Ravens individuality as a learner has a profound impact on her overall approach to the
learning process. Without taking these interactions into account, teachers can miss out on key
opportunities for Raven to strengthen her perceptions and approaches to the learning process. By
investigating each aspect of Ravens learning and carefully reflecting on current data, teachers
can capitalize on Ravens unique learning factors and create more accommodating paths for
Raven to access material and construct deeper understandings. These in-depth studies of Raven
as a learner and carefully crafted recommendations can improve Ravens instruction and
strengthen her application of materials in the classroom.
Part Three: Reflective Self-Evaluation
My Student Selection
Tasked with choosing a student for this case study, I encountered a fair amount of
difficulty deciding which student would enlighten me the most about all of my young people as a
whole. Did I want to select a child who could slip through the cracks? Did I want to choose a
strong student to investigate the impact of their home life on their approach to learning? Did I
want to select a student whom I knew nothing about simply to get to know them better? Looking
back, I am very glad that I chose Raven for my case study; not only was her approach to learning
unique, but she also opened my eyes to how students like her face exceptional challenges in and
out of the classroom.
Through my case study, Raven taught me a number of important lessons. For one, she
showed me that a childs responsibilities may very well increase after leaving the school
building. Learning how Raven was often tasked with looking after her two younger sisters and
step-nieces after school without access to running water or the kitchen gave me new appreciation
for how challenges in the classroom setting may pale in comparison and sometimes, seemingly
in importance to those at home. Also, Raven reminded me how important it is for teachers to
seek opportunities to provide mental and emotional sustenance in the classroom as some students
may not receive much (if any) at home. Raven indicated that she often did not receive positive
reinforcement or access to stimulating activities at home (Appendix H, Appendix J). Positive
encouragement can fuel self-esteem and increase creative self-efficacy (Putwain et. al, 2012).
Furthermore, family time in front of the television does not promote exploratory play, mental
stimulation, or relationship development (Jensen, 2005). Without providing Raven with positive
encouragement and mental stimulation at school, she may not receive either in any other aspect
of her life. This realization serves to underscore how our roles as teachers are incredibly
important to augment the growth and development of the young people in our classrooms.
Impact on My Teaching
Throughout this case study, I often found myself thinking, Yes, Raven could benefit
from personalizing your instructionand so could many of your other students! In other
words, providing more opportunities for differentiated application could put all of my students at
ease and improve everyones ability to demonstrate their understanding in ways they felt most
comfortable with (Dobbertin, 2012). For one, I was reminded that each and every child may not
feel comfortable answering questions orally. After a few unsuccessful attempts to interview
Raven out loud, we both arrived at the conclusion that it would be easier for her to complete an
interview silently in writing; it was through these written interviews that I was able to gain some
of my most valuable information for this case study (Appendix H). That realization got me
thinking I wondered how many of my other students would feel more comfortable (and
ultimately more positive and successful) if I asked them to complete conferences in writing or at
least prepare written responses ahead of time before conversations.
Secondly, I was reminded of the pressure that we as teachers, parents, mentors, and
society put on our young people to be successful; Raven is certainly not the only student in my
classroom to feel the weight of high expectations on their shoulders throughout the school day.
For Raven, it was the expectation that she would be the successful daughter who would graduate
high school, obtain a job, and help to support her family (Appendix H). For other students, it
could be anything from the pressure to succeed in extracurricular activities to caring for ill
family members to fitting in with their peers on a social level. Ultimately, these pressures will
continue to exist, but we, as teachers, have the capability to be cognizant of their existence and
mindful of their impact on our young people in the classroom. One of our most critical roles as
educators is to help our young people make sense of the expectations that surround them on a
daily basis; we are doing all of our students including Raven a disservice if we fail to
recognize these pressures and guide our students to navigate through them.
Future Steps
The measure of any successful reflection is determining how one can change future
approaches based on analyzing past behaviors. After this case study, I feel confident that I have
identified a number of teaching approaches and techniques that will impact how I work with
young people. First, I can implement more previewing strategies into my instruction. As noted
earlier, some changes I made in my instruction for Raven could benefit all of my students; Raven
could profit from previewing material just as much as the rest of my students. By turning dusty
bulletin boards into world walls of upcoming vocabulary, implementing anticipation guides at
the beginning of units that students continue to monitor, and generating a class list of background
knowledge one class period before beginning new material, I can help familiarize all of my
students with new material before they really begin to work with it.
Second, I can bring back Weekly Writes to become better acquainted with everyone in
my classes as people, not just students. One of my most meaningful revelations throughout
conducting this case study was really quite simple: the more a teacher gets to know a student, the
better chance they have of helping them to succeed. In years past, I have assigned my students to
complete Weekly Writes, an hours worth of writing on the weekends about any topic they
choose in a protected journal in which I was the only audience. Many of my students
(subconsciously or not) took this opportunity to explore personal aspects of their life and share
intimate thoughts, struggles, and triumphs with me through writing. Although reading and
meaningfully responding to 140 journals every weekend was time consuming to say the least, I
gained a deeper understanding of who my students were as learners and how they saw the world
as human beings, much in the same way that this case study enlightened me to who Raven is as a
learner and as an individual. Even though Weekly Writes cannot necessarily explore all of the
aspects of an in-depth case study such as this, they can provide me with a greater glimpse of the
student as a learner and as a person. I can utilize this information to guide and mentor them in
more meaningful ways, just as this case study has enabled me to reexamine my instruction and
work with Raven on a deeper level.
Final Thoughts
Ultimately, I feel that this case study was incredibly successful in reminding me to get
back to the basics: learn about your students and adjust your instruction accordingly. On a
smaller scale, we need to be cognizant of many different ways to make the educational
experience as accessible and as successful for our students as possible. Important information
such as multiple intelligences, learning preferences, and even simply getting to know our
students interests and what makes them feel confident or uncomfortable in the classroom is vital
information that can transform how we work with young people. In the big picture, we, as
teachers, have to be mindful of the learner as a person, not merely just a student. Everyone
every child and every adult leads a life full of challenges and struggles. It is important to
remember that our students lives extend well beyond the walls of a particular classroom, and
most certainly beyond the school campus. In the same vein as Chimamanda Adichies The
Danger of a Single Story, we cant assume to understand all of our students distinctively
individual stories unless we learn about each young person and recognize that each students
story is unique (TED, 2009).
Part Four: References

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Brand, S. T. (2006). Facilitating emergent literacy skills: A literature-based, multiple intelligence
approach. Journal of Research in Childhood Education, 21(2), 133-148.
Cho, H & Rader-Sherry, K. (October, 2013). Bandura: Learning theorist individual project.
EDUC 613, George Mason University.
Dobbertin, C. B. (2012). Just how I need to learn it. Educational Leadership, 69(5), 66-70.
Dodman, S. (2013). APA learning factor: Motivation and affect [PowerPoint slides]. Retrieved
from George Mason University Blackboard website:
https://mymasonportal.gmu.edu/webapps/portal/frameset.jsp?url=%2Fwebapps%2Fblackboa
rd%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_218114_1%26url%3D
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613, George Mason University.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Falk, B., & Blumenreich, M. (2005). The power of questions: A guide to teacher and student
research. Portsmouth, NH: Heinemann.
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
Haakonson, K & Wert, N. (October, 2013). Vygotsky: Learning theorist individual project.
EDUC 613, George Mason University.
Hardiman, M. M. (2001). Connecting brain research with dimensions of learning. Educational
Leadership, 59(3), 52-55.
Hoerr, T. (2004). How MI informs teaching at New City School. Teachers College Record,
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Jensen, E. (2005). Teaching with the brain in mind (2
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ed.). Alexandria, VA: ASCD.
Joseph, N. (2010). Metacognition needed: Teaching middle and high school students to develop
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Levine, M. (2007). The essential cognitive backpack. Educational Leadership, 64(7), 16-22.
Loudoun County Public Schools, (2013). Blue ridge middle school profile. Retrieved from
website: http://profiles.lcps.org/portal/page/portal/LCPS/MS?NAME="BLUE RIDGE
MIDDLE"
Morrow, L.M. (2009). Literacy development in the early years: Helping children read and write.
Boston: Ally and Bacon.
Pappano, L. (2013). Grit and the new character education. Harvard Education Letter, 29, 1-3.
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Putwain, D. W., Kearsley, R., & Symes W. (2012). Do creativity self-beliefs predict literacy
achievement and motivation? Learning and Individual Differences, 22, 370-374.
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),
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American Psychologist, 60(1), 46-59.
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Retrieved from http://www.youtube.com/watch?v=D9Ihs241zeg.
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directions for teaching practice research. Berkeley, CA: McCutchen.

Part Five: Appendices
Appendix A: Classroom Observation


Appendix B: IEP


Appendix C: Diagram of the Classroom

Appendix D: Grit Test


Appendix E: Reading Survey


Appendix F: Multiple Intelligences Survey

Appendix G: Expert Essay Reflection

Appendix H: Student Interview

Appendix I: Quarter 1 Reflection

Appendix J: Expert Essay



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