Educational Challenges Case Study

Educational Challenges Case Study

Using a case study, develop a learning goal for a student who faces a learning challenge and create a lesson plan to help the student achieve that specific goal. Then, complete a self-evaluation, reflecting on your own performance as it relates to this assessment.

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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.

Overview

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. Support your plan by citing credible sources. 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

• Cite at least three credible sources in the chart, and include full APA style references at the end of the chart under References.
• Review your work to ensure that all information drawn from sources includes appropriate in‑text citations and that each cited source appears in the References list.
• Check your work for accurate spelling, correct grammar, and clear organization of ideas.

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.

Submission Requirements

Submit your complete Lesson Plan Template.

Additional 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 three credible sources. These may include the course textbook, chapters from scholarly books, or peer‑reviewed journal articles. You may cite more than three sources if needed.
• 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.

Competencies Measured

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.
  • 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. ( https://access.infobase.com/video/15309-sleep-and-college-student?aid=107300&rak=1, https://access.infobase.com/video/23700-left-vs-ri...)
    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.(

      Introduction

      The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on the linguistic and logical-mathematical skills assessed in traditional I.Q. tests, is far too limiting. Dr. Gardner proposes that there are actually eight different intelligences through which all humans demonstrate various degrees of skill. Gardner believes that equal weight and importance should be placed on every intelligence and that teachers and instructors should consider presenting information through multiple modes in order to address the learning needs and aptitudes of more students.For example, if you are teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (visual-spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body (e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry) (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing"?).You don't have to teach a subject using all eight approaches, but the more intelligences you address, the more individual learners will be engaged. Some tools and mediums lend them themselves more successfully to certain topics than others.Introductory Speech01:27Audio Player00:00 / 00:00Hide TranscriptI tried, over the last 25 years, to come up with a view of intelligence which really does justice to what we know about the brain and about different cultures. One that goes well beyond the single short answer measure that the IQ test is.And I define intelligence as the ability to solve problems, or to make things which are valued in at least one culture. Now, almost every definition of intelligence emphasizes problem solving, but I go on to talk about the ability actually to create something. To write an essay, to carry out a laboratory experiment, and I agree it's helpful to have a laboratory if you wanna carry out a laboratory experiment, how to build a building, run a meeting, balance your checkbook.And this supposes what I sometimes call the dipstick theory of intelligence, which the bell curve embodies. And that's the notion, if you had the right dipstick, you could stick it in your mind brain, pull it out, and read how smart somebody is. This is a very intuitive notion, for reasons we could talk about, but in fact, I think it's completely wrong. The intelligences, which people demonstrate are always an interaction between whatever biological or genetic proclivities we have, and the opportunities that exist in our culture, and where we decide to put our energies.

      Linguistic

      Linguistic learners use words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They learn well by being encouraged to say and see words, and by listening to presentations and presenting material themselves. Tools include computers, games, multimedia, books, tape recorders, and lecture. Occupations in which these learners do especially well include writers, lawyers, politicians, and teachersPlay Audio 00:19Audio Player00:00 / 00:00Hide TranscriptThe first intelligence, another decapitation alas, is linguistic. And this is a famous Chinese poet named Li Po. Poets think in language, that's their mental representation. The world of words and sounds and meter of a linguistic sort is what linguistic intelligence is about.

      Logical-Mathematical

      Logical-Mathematical learners demonstrate skills in reasoning and calculating. They think conceptually and abstractly and are able to identify patterns and relationships. They like to experiment, solve puzzles, and ask cosmic questions. They learn well through logic games, investigations, and mysteries. They need to learn and form concepts before they can deal with details. Occupations in which these learners do well include scientist, mathematician, economist, and engineer.Play Audio00:51Audio Player00:00 / 00:00Hide TranscriptSecond intelligence I call logical, mathematical. Logicians, mathematicians, scientists, computer programmers, really traffic in the bits of logical mathematical intelligence. There's no question that linguistic and logical mathematical are important in our culture. And there's no question they're important in schools, and I wouldn't quarrel with that. But what many people don't realize is that tests are typically linguistic logical instruments. And if you have that blend of intelligence, you'll think you're smart as long as you stay in school. And some of us have taken that to heart, but not only does society depend upon many other intelligences, but as I will argue later, we need to mobilize all of the intelligences, even if we are pursuing a traditional curriculum.

      Musical

      Musical learners show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They learn well by turning lessons into lyrics, speaking rhythmically, and tapping out time. Effective learning tools include musical instruments, music, and multimedia. Successful occupations that capitalize on this skill include sound engineers, musicians, composers, and dancers.Play Audio00:31Audio Player00:00 / 00:00Hide TranscriptThird intelligence is musical. Some people, including me, represent the world musically. We hear musical sounds and patterns and harmonies and rhythms and so on. Now, it's often said, well, music's a talent. It's not an intelligence. And my answer to that is, fine, call it a talent, but then call being good with words a talent or being good with numbers a talent. Don't prioritize language and logic and, therefore, marginalize musical intelligence.

      Visual-Spatial

      Visual-Spatial learners think in terms of physical space. They are very aware of their environments. They like to draw, do jigsaw puzzles, read maps, and daydream. They learn well through drawings, verbal imagery, and physical imagery using models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, and texts with pictures/charts/graphs. Learners who do well in this area might excel in occupations such as architect, artist, designer, sculptor, or sailor.Play Audio00:18Audio Player00:00 / 00:00Hide TranscriptSpatial intelligence is the capacity to form and manipulate mental representations of large space, the way a pilot or a navigator would, or more circumscribed kind of space, like a chess player or a sculptor or a geometer or a anatomist.

      Bodily-Kinesthetic

      Bodily-Kinesthetic learners have a keen sense of body awareness and are adept at using the body effectively. They like movement, making things, and touching. They communicate well through body language and learn well through physical activity, hands-on learning, acting out, and role playing. Learners who do well in this area might excel in occupations like dancer, athlete, actor, physical therapist, builder, or surgeon.Play Audio00:18Audio Player00:00 / 00:00Hide TranscriptFifth kind of intelligence I called bodily kinesthetic. It's the capacity to solve problems or to make things with your whole body or parts of your body, like your hands or your mouth. Musical performers, dancers, athletes, craftspeople, surgeons, actors are all individuals for whom bodily kinesthetic intelligence is very important.

      Interpersonal

      Interpersonal learners have a strong understanding and perception of the moods, desires, and motivations of others. These students learn through interaction. They have many friends, empathy for others, and street smarts. They learn well through group activities, seminars, and interpersonal dialogue. Effective teaching tools include the telephone, audio and video conferencing, instructor interaction, and e-mail. Occupations in which these learners find success include manager, politician, teacher, therapist, and entrepreneur.Play Audio00:14Audio Player00:00 / 00:00Hide TranscriptI talk about two forms of personal intelligence, understanding other people, obviously very, very important in our world. Sales, politics, clinic teaching are all interpersonal intelligence spheres.

      Intrapersonal

      Intrapersonal learners have a strong understanding of their own interests, desires, and goals. These learners tend to shy away from others. They are in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They learn well through independent study and introspection. Effective teaching tools include books, creative materials, journals, privacy, and time. They are the most independent of all learners. Occupations in which these learners do well include novelist and counselor.Play Audio00:14Audio Player00:00 / 00:00Hide TranscriptAnd a form of intelligence which I think is becoming more important with every passing year is intrapersonal intelligence, having a keen understanding of yourself, your desires, your strengths, your weaknesses and how to operate on that self model.

      Naturalistic

      Naturalistic learners have a high capacity for recognizing patterns in the living world and seeing the connections between the natural cycles that affect all plants and animals. Learners with this capacity may have a highly developed sensory perception as they are able to recognize subtle changes in their environment that others may not notice. Occupations that are a natural fit for these learners include botanist, biologist, zoologist, paleontologist, astronomer, farmer, and chef.*Naturalistic was added in 1997. More recently, Gardner has also considered adding an additional three intelligences-spiritual, existential, and moral.Play Audio00:14Audio Player00:00 / 00:00Hide TranscriptA final new intelligence I call the naturalist intelligence. It's what Darwin had in abundance. It's just a path of recognized patterns in the living world, plants, animals, living things.

      Additional Thoughts

      Naturalistic learners have a high capacity for recognizing patterns in the living world and seeing the connections between the natural cycles that affect all plants and animals. Learners with this capacity may have a highly developed sensory perception as they are able to recognize subtle changes in their environment that others may not notice. Occupations that are a natural fit for these learners include botanist, biologist, zoologist, paleontologist, astronomer, farmer, and chef.*Naturalistic was added in 1997. More recently, Gardner has also considered adding an additional three intelligences-spiritual, existential, and moral.Play Audio02:23Audio Player00:00 / 00:00Hide TranscriptI have recently toyed with the idea of a ninth intelligence. I decided, whatever people mean by spirituality is not well defined by my definition of an intelligence. But human beings may have a capacity which I call existential intelligence. The human proclivity to ask fundamental questions like, "Who are we? Why do we live? Why do we die? Why is there a world?" So on. If you take time, you can present these ideas in many ways, you can use many metaphors and analogies, and you can actually capture the core ideas in a number of multiple languages. If you do that, two wonderful things happen. First of all, you reach more kids, because kids have different kinds of minds and what works for Johnny may not work for Sally or vice versa. Second of all, you show youngsters what it's like to be an expert, because you show what it's like to have lots of representations of something. One of the worst things about our pressure cooker, coverage based school system is many kids go through without having any example of understanding anything. Because we've been going at such breathless speed. You can even tell this to your legislators, because one of the interesting findings of the TIMS, the Third International Math Science result, is that the countries which did the best, which tend to be East Asian countries, are ones where they do fewer topics in greater depth. Whereas, United States, we try to get through everything and we sacrifice understanding.A really important thing for children is to get excited about learning, to connect to something that's really important and that really matters to them, because once they're excited, they want to dig more deeply and they maybe fall in love with learning, which is the most important thing. I think that one reason people have liked the theory of multiple intelligences is because it reminds us that no two children are necessarily going to get excited by the same thing. We have to go the extra mile to find out what interests them, and once they begin the romance, then they are much better learners in general.)