Using a case study, develop a learning goal for a student who faces a learning challenge and create a lesson plan

Post ID: 3476451

INTRODUCTION:

Theories are directly applicable to educational practice; their tenets and concepts help us to navigate our own learning process as well as to thoughtfully design learning interventions to help others.

Imagine that you are a tutor working with students one-on-one. You have four new students assigned to you for tutoring. You will select one of those students to address a learning challenge that they are experiencing. In this assessment, you will identify a learning goal to focus on and create a lesson plan to support that goal. Consider the student's age, the specific challenge(s) they are having, and what the learning goal may be.

INSTRUCTIONS:

Imagine that you are a tutor working with students one-on-one. You have four new students assigned to you for tutoring. The four new students are presented in the following media piece:

Educational Challenges Case Studies.

Read about the four students, and then choose one to focus on for your assessment. For this assessment you'll create a learning plan for that student. Consider the student's age, the specific challenge(s) they are having, and what the learning goal may be. Identify one learning goal on which to focus.

Student's Name:	Age (Stage):	Academic Focus:	Challenge:
Hua.	Early childhood—2nd grade.	Reading.	Lacks confidence.
Amir.	Middle childhood—5th grade.	Math.	Doesn't like math and is distracted.
Micah.	Adolescence—10th grade.	Science.	Bored and doesn’t engage in class or do homework.
Alicia.	Early adulthood—1st year in college.	Psychology.	Overwhelmed and puts things off—doesn't meet deadlines and falls behind.

Assessment Instructions

After reading the case studies and choosing the student you want to focus on for your lesson plan assessment, use the Lesson Plan Template [DOCX] to complete your work. Take the following steps to complete the template:

Set the Stage: Who is the Student?

In box 1 of the template, briefly describe the student and case, focusing on the facts and details that are most relevant to you as the tutor in the work that you will do with the student. Complete the section by stating one clear learning goal.
In box 1.b, go into more detail on the challenge. These questions may help you to formalize your thoughts about the case and challenge:
- How do you conceptualize the challenge?
- What area will you focus on as the target for your lesson planning?
- What professional or scholarly sources help you to better understand the challenge?

Create the Lesson Plan

In box 2, formulate your lesson plan. Describe the plan and the steps you will take to implement the plan with your student.
In box 2.b, describe any materials you may need for your lesson plan. For example, your plan might need books, art supplies, a field trip, peer support, et cetera.

Theory and Research

In box 3, apply learning theory and concepts from theory to show theoretical support for your plan. Note that to reach a distinguished level on your grading rubric for this assessment, you will need to apply more than one theory.
In box 4, apply findings from scholarly research articles that show support for your plan. Research has been conducted on most educational approaches and interventions. Search the Capella library for key words from your plan to find research.

Assessment

In box 5, describe a follow-up plan to determine if learning goals are met or progress is made. Consider follow-up actions, and ask yourself questions such as these:
- When and how often will you check in with your student to find out their progress?
- How will you know (what will you observe) when they have achieved the goal?
- Will any long-term follow-up be needed?

APA Writing Requirements

In box 6, list your references in APA format. Note: Hanging indents are not needed in the template.
Check your work for spelling, grammar, and organization of thought.
Check your work to make sure that you have included in-text citations for all information from sources in the body of your work and full references in the References box.

Self-Evaluation

In the next part of the template, you'll see the self-evaluation chart. This is where you will reflect on your performance on the assessment. Complete the self-evaluation. Include both scores for each criterion and comments to explain why you scored yourself as you did.

REQUIREMENTS:

Your assessment should also meet the following requirements:

Written communication: Written communication is free of errors that detract from the overall message.
Resources: Support your work with at least one professional source, such as a textbook, other course resources, and at least two peer-reviewed scholarly resources, which are articles from professional journals. You may use additional professional or scholarly sources if needed. You are not limited to three sources.
APA formatting: Resources and citations are formatted according to APA style and formatting guidelines. Refer to Evidence and APA page on Campus for guidance.
Template: Use the Lesson Plan Template [DOCX] to complete the assignment.
Font and font size: Times New Roman, 12 point.

SOURCES:

Familiarize yourself with the brain and its relation to cognitive functioning.

Adult Learning: Linking Theory and Practice:
- Chapter 9, "The Brain and Cognitive Functioning."
  - This resource provides an overview of some brain basics and then moves into some areas of cognitive functioning, specifically the brain’s basic functioning and memory. This functioning also connects memory to the development of cognitive skills, such as metacognition, expertise, critical thinking, and wisdom.

The following videos illustrate some areas of brain functioning and challenge us to rethink what we may feel are common sense answers about the brain.

Assessment 2: Brain Basics.

After you have viewed the videos above, check out this interactive media piece. Here, you will hear directly from Dr. Howard Gardner, who developed the theory of multiple intelligences:

Multiple Intelligences.

Familiarize yourself with memory and its connections to cognitive processes and higher order thinking. Learn more about memory and cognitive processing by watching the videos provided in this section of your reading list:

Assessment 2: Memory and Complex Schema.

The following interactive media pieces provide a basic overview of how memory functions. In the second link, you can test your understanding with a quick self-check quiz.

Interactive Memory Model.
Memory.

GRADING COMPETENCIES:

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Apply learning and cognitive psychology theories to educational practice.
- Summarize a case study and identify an educational challenge or opportunity.
- Describe a lesson plan to improve learning.
- Explain a plan for assessing the learning outcome.
Competency 3: Apply research findings to topics and problem resolution in educational practice.
- Apply a learning theory to support a lesson plan.
- Apply scholarly research findings to support a lesson plan.
Competency 4: Apply metacognitive strategies to assess personal performance quality.
- Assess personal performance on assessment tasks, including the proficiency for each criterion and an explanation of the scores.
Competency 5: Communicate with clear purpose, organization, evidence, tone, and sentence structure.
- Address the assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
- Use APA style formatting for citations and reference list with only minor errors.