Secondary General Education Case Study

Lisa Washington
National University
March 28, 2015

1.

Students Name/Grade: Ruben, 9 grade

th

Strengths

Needs

Interests

Ways of
Learning

Ruben is an
average student
getting Bs and Cs
in all his other
classes. He
attendance is
good and he is
responsible. He is
polite and clever.
When overheard
in conversation,
he is articulate
and clever.

Ruben needs to
interact with
other students
and not be so
alone. He needs
to ask for help
when he does
not understand
math. He needs
to try in class
when asked a
question and not
respond, I dont
know. He also
needs to read the
text and instead
of just studying
the diagrams, he
needs to discuss
them.

Ruben
likes cars
and the
mechanics
involved.

Ruben is an
introvert and does
not appear to have
many friends.
Ruben definitely
learns best visually,
seeing diagrams,
representations,
and actual
examples worked
out.

2. The Social Family Model of Teaching would be my primary

recommendation for John Jones math class. The example of Ruben is
described as being that of a typical student in the class. Ruben is

described as being a loner and student without much interaction. In the

cooperative learning environment supported by the Social Model of
Teaching and presented by theorists Johnson and Johnson, Ruben would
have more interaction with other students. It would give him an
opportunity to relate with his peers in a small group and develop
relationships. Ruben needs to discuss the diagrams in the book that he
studies and a small group would be an ideal setting for him to express
himself in his articulate and clever way (Johnson & Johnson, n.d.).

3. Two teaching methods that would be effective for this class relate to
the role the teacher takes. Having the teacher be a personal model would
be beneficial for the students socially and academically. The teacher
could demonstrate group expectations and participation as well as model
the lesson and activity to be performed. Once the model has been given,
the teacher can act in more of a facilitator role that allows for greater
student-led discovery with minimal guidance from the teacher. As the
students learn to interact with each other and gain confidence from

learning the material rather than just being lectured at, the grades and
self-efficacy would presumably improve (USC Rossier Online, n.d.).

4. Students will be able to work cooperatively in a positive dependent

small group. Students will be able to collect data and represent it with
plots on a real number line (K-12 Common Core, 2010).
I selected these two objectives because Ruben needs to develop
interpersonal skills and working with peers. The Common Core Standard
S-ID-1 could be introduced with a variety of data examples, including
cars. The task itself is conducive to working in small groups and
engaging the entire class.
5. Measuring objective goals would be observational while students are
working in groups. In addition, having each student use an individual
color while working on the plot shows understanding by the student, as
well as positive cooperation. Students will be assessed on the Common
Core standard through assessment of their data information and plot.

6. Because Ruben is not failing and does not appear to be in danger of

failing, a face-to-face conference with the parents is not a necessity. I
would engage in e-mail or phone contact with the parents to
communicate my concerns about Rubens class performance. I would
state the positives that I see in Ruben. For instance, he is responsible,
respectful, and is always in class. I would then comment on his lack of
interaction in class, either responding to the teacher or with his peers. I
may ask if they know his friends and if he is quiet at home as well.
Finally, I would ask if they had any suggestions for encouraging Ruben
to interact more in class with others.

References
Johnson, D. W. & Johnson, R. T. (n.d.) Introduction to Cooperative
Learning. Retrieved from http://www.co-operation.org
/home/introduction-to-cooperative-learning/
K-12 Californias Common Core Content Standards for Mathematics.
(2010, October 18). Retrieved from http://www.tcoe.org/
ERS/CCSS /Math/MathematicsCCSForCalifornia_SCOE.pdf
USC Rossier Online. (n.d.) Teaching Methods. Retrieved from
http://www.teach.com/what/teachers-teach/teaching-methods