Case Study:

Stephany Uriona

Introduction: I will be conducting a case study on a student in my 7th grade physical education classes. My focus will be to learn what affects his learning and collect information on how to help this student succeed in my class by providing him activities and structures that best fit his learning style. I believe that as a teacher I am responsible for teaching my students not only my subject matter, but overall life success. I need to be able to adjust my lessons and activities to best reach my learners while at the same time not losing focus on the objectives. By the end of this study, I hope to learn about his learning style and become able to adjust my teaching style to meet his needs.

Physical description of student: Matt is a twelve year old Caucasian male. Physically, Matt is about five feet five inches tall with a slender build, brown hair and honey colored eyes. In respect to athletics, Matt performs above average (Appendix A- P.E Observation). Academically, Matts records show that he excels in math, physical education, and art but average to below average in writing, spelling, and reading (Appendix B- Transcripts). English is his only spoken language (Appendix C- Student Interview). Matt is very social and is able to change a classrooms environment with one joke. He is friendly and accepting of others and is always eager to participate (Appendix A- P.E Observation). I choose Matt for my case study because of his determined nature and competitiveness yet I also choose him because these initial few weeks of school I noticed that Matt has become a distraction to other students. I believe it has to do with me not stimulating him intellectually as I should be and I hope to discover what to do to make him more involved in a positive way.

Background & Significant Information:

Matts mother is of British descent and his father is Caucasian and Native American. Matt lives in a single family home in Northeastern United States with his mother and stepfather who the mother remarried when Matt was around six years old. He has four siblings all who are males. His two stepbrothers are older while his two biological brothers sandwich him with one slightly older and the other younger. Matt mentioned that he preferred to hang out with his friends but that the relationship between him and his siblings was fine and friendly. His father lives in another state and Matt spends every other weekend with him along with the occasional Wednesdays. His mother is a professional logo designer, father a carpenter, and stepfather is in the computer field. Matt enjoys playing football during his free time and hanging out with his friends. His favorite subject in school is math and least favorite is science. He feels he best excels in environments that have him moving or where he can talk to others. School records show that Matt did well in all his classes but in second grade his reading, writing and spelling dropped significantly (Appendix B- Transcripts).

Classroom Setting: Matt attends Camba Middle School. It is a public school in Virginia and has roughly 1050 students. Cambas student population is very diverse racially, culturally, and economically with the majority of the students being of middle class socioeconomic status. He is in seventh period which is the class following lunch and learn and earn. My class consists of 36 students, 17 girls and 19 boys but in general we have roughly 75 students a period and due to two teachers co teaching. I am a 25 year old female of Hispanic origins while my co teacher is in his early fifties and of Caucasian and Native American descent. This particular class is one of the larger classes and has the highest number of students with IEPs and 504s. I have three medically diagnosed students with autism and four other students with IEPs. This class also is our most diverse class with the majority of the student being of a minority descent. After a few days with these students, I would describe this group as highly energetic, curious, and of high athletic abilities.

Camba Middle School has a P.R.I.D.E and T.E.A.M policy. We believe that students should take Personal Responsibility in Daily Effort (PRIDE) and that Together Everyone Achieves More (TEAM). Our classes include both group and individual challenges and goals and responsibility to self and others is always a priority. At this moment we are in a football unit and roughly 80% of our students are highly skilled athletes for this sport. We use multiple approaches to teaching the material. We have students watch a flipped classroom video on rules and regulations for our flag football and then had them practicing plays. Teams were created by skill levels which students chose to place themselves in. We also modified the field distance and equipment used for the different skill levels. Higher level gets a bigger field and a regular football while the lower levels get a smaller yet wider field and a foam football. At the end of the case study, students will be in health with takes place in separated classrooms. Our first unit is nutrition and students will not dress out of this. In both physical education and health, students will be assigned seats or squads.

Major Aspects of learning factors: Personal & socialPersonal and social influences affect learning in that which learning is facilitated by social interactions and communication with others. I can see that Matt does well in situations that require him to work with others and in scenarios where he is given an opportunity to lead (Appendix A- P.E Observation). He is very outspoken and a leader to the other students and this makes him have control of the situation. He performs well in partners and groups as opposed to individual written assignments. He also puts forth more interest and effort when he is presented with a challenge or competition as opposed to designated skill work.

Intellectual: Intellectual focuses on the natural process of learning through linking of information that is meaningful to the learner. With Matt I would like to see how he links information from one activity to another. I also want

to see how Matts multiple intelligences play a role in his learning. I will be giving him an M.I test and comparing his results to what his teachers felt worked best academically for him (Appendix D- Multiple Intelligence Test).

Affective Affective learning means that the student feels the motivation and interest in the subject. While I was inquiring about Matts past, I asked him how he felt about school and learning. He said School is boring. I like sports and talking to people and I like math. Its easy for me and its interesting. He made other comments about how he only does what he likes and what he wants so I believe this will affect his learning. If he is not being stimulated in any way, he will get bored and fall asleep (Appendix C- Student Interview). I would like to see what motivates him to learn and how I can keep him engaged in the lessons.

Data Sources: I hope to use the following artifacts to gain some insight on the learning style of my student. Data Source: Student Interview What am I hoping to find: 1. Likes/dislikes/interests 2. Perceived learning strengths and weaknesses Parent Interview3. Family history 1. Parents perceived learning strengths/weaknesses 2. Opinion of likes/dislikes Cumulative Records 3. Other relevant information 1. Trends in grades 2. Attendance Records P.E observations 3. Guidance reports 1. Behavior 2. Skills Affective, social, intellectual Intellectual Affective, Social, Intellectual Learning Factor: Affective, Social, Intellectual

3. Preferences with learning 4. Interactions with other students 5. Achievement on assessment Multiple Intelligence Test Chore Class Observation 6. Confidence levels 1. Intelligence strengths 1. Behavior 2. Skills 3. Preferences with learning 4. Interactions with other students Elective classroom observation 5. Confidence levels 1. Behavior 2. Skills 3. Preferences with learning 4. Interactions with other students Teacher Interviews 5. Confidence levels 1. Views on Ss interests 2. Strengths and weaknesses 3. Behavior with other students 4. Any other information which they felt was appropriate Summary: Matt was very excited to learn that I would be studying his learning habits and has been eager to answer questions and concerns I may have. I hope to use multiple intelligence tests, video observations, students and Affective, social, intellectual Affective, social, intellectual Intellectual Affective, social, intellectual

parent interviews, and classroom observation to gain a better understanding of his learning style. I hope to help him be more engaged in my class. I will also like to inform him of his learning style so that he may focus on applying his abilities to the classes, like science, where he feels he needs the most help. This way, he can be successful.

Descriptive Discussion
Introduction: For better understanding of Matts learning needs, I gathered qualitative data which included in-class observations, recreational observations, student interview, parent interview, teacher interviews, and reviewed his cumulative record with the assistance of his guidance counselor. After reviewing my notes, I believe that Matt learns best through movement and in social environments and activities which support this. He is a strong leader and very intelligent but needs motivation to get him from one task to the next successfully. After interviewing his mother and siblings it appears that athletic involvement along with social interactions are very important to Matt. His learning requires placing meaning to tasks while allowing for him to be hands on or work with a partner or group.

Personal and Social factors: Learning is facilitated by social interactions and communication with others in flexible diverse and adaptive instructional settings. Learning and self-esteem are heightened when individuals are in respectful and caring relationships with others, who see their potential, appreciate talents and accept them as individuals.

Hypothesis and recommendations for teaching: Banduras Social Learning Theory states that people learn from one another, via observation, imitation, and modeling (Carter & Seifert, 2012). I believe that Matt will succeed in environments that allow him to work with others to reach group goals or flexible environments which allow him to move and lead. He learns best

when he is given the opportunity to teach and collaborate with others and I believe his learning is encouraged through praise and recognition. Activities which allow for his talents and accomplishments to go noticed are also recommended.

Data Collected: I conducted online interviews with his teachers which inquired about Matts strengths and weaknesses both as a student and an individual. His teachers used phrases such as sociable and students like him and popular among his peers to describe him (Appendix E- Teacher Interview 1). His mother also stated that he is great with individuals as well as groups and learns equally well in both settings (Appendix F- Parent Interview). Matt also stated that although he had no difficulties learning alone, he felt that he learned best when he was in a group (Appendix C- Student Interview). After observation, I noted that Matt excelled in environments where he could lead or work with others. For example, during the football unit, Matts highly skilled team was placed against a less skilled team. Matt took it upon himself to make mistakes so that the other team could get possession of the ball and the game could be even. When I asked him to help the other team as opposed to just play, he once again took it upon himself to redistribute the players so that the teams were balanced and he then guided both teams through the required activities and modified them as necessary. His English teacher also said that he can interact with his peers easily and is a leader (Appendix E- Teacher Interview 1) but it was also noted by his history teacher said that he sometimes gets distracted by students and misses instructions (Appendix G- Teacher Interview 2). What this implicates for his teachers is that he will excel in group activities as long as there is structure and clear goals and rules and in some cases, selection of the group for him. Jensen (2005) stated that students grouped by similar readiness and ability levels are more likely to succeed. Matt will also help push others to stay on task if he is excited about a topic. For example, his classmates were misbehaving and when I stated that I would not allow the game play without all the students behaving appropriately, Matt became the classroom policeman. He went around making sure that all the students were doing what they were told and once outside playing the games, he ensured that his team stayed on task. He

realized that the only way to continue into what he liked would be to keep his classmates under control. When he began to rally up his classmates, I proceeded to tell Matt that I appreciated him taking a leadership role. Although he didnt say anything, he immediately started walking around with his chest held high and a huge smile on his face (Appendix A- P.E Observation). Matts mother also said in her interview that Matt tends to seek praise and acknowledgment from his teachers and peers (Appendix F- Parent Interview). Teachers should take advantage of his leadership abilities and make him responsible to leading group work and activities. He will not only learn the material but will help keep other students motivated and focused as well. Jensen (2005) stated that solid evidence supports the notion that working cooperatively can enhance learning.

Intellectual Factors: Learners seek to represent what they know in coherent and meaningful form. It is a natural process which includes personally meaningful goals, being active and doing things voluntary. This type of learning requires higher order thinking which facilitates creative and critical thinking and the development of expertise.

Hypothesis: Howard Gardner proposed the idea that people used seven separate intelligence groups which operate individually when a person is learning (Silver, Strong & Perini, 2000). Those multiple intelligences can be used so that teachers can create lessons and activities that correspond with a students intelligence. I believe that Matt will work best in an environment that is highly kinesthetic or social. His teachers should use a combination of group activity or challenges and the discovery model to help Matt learn their material.

Data Collected: I began by giving Matt a multiple intelligences test. The results showed that his areas of strength included kinesthetic, spatial, and social intelligences(Appendix D- Multiple Intelligence Test). Kinesthetic means ability to control bodily movements and handle objects skillfully (Silver, Strong & Perini, 2000). This

came as no surprise to me as he excelled in activities which involved movements and hands on activities such as implementing football plays in physical education, vision boards in history, and the specific style project in art (Appendix H- Other Observations). During the initial student interview, Matt also said that he was most comfortable in environments which involved moving and that felt he had a natural talent when it came to his body and coordination (Appendix C- Student Interview). I also noted that in both classroom and P.E environments he gave the most amount of focus and effort when he was asked to do kinesthetic tasks. Sometimes just being given the opportunity to move, such as getting a drink of water (Appendix A- P.E Observation) gave him the opportunity to release his energy and get back on track. During activities where he could lead, he appeared to be comfortable and confident regardless of the task at hand or the subject of the class. He also demonstrated a great deal of self perception when it came to assessing his own skills and abilities. During our volleyball unit, students were given the opportunity to select higher or lower competing levels. I was surprised when Matt selected the lower level to practice. I asked him why he made such a choice if he was such a successful athlete and he replied with I am good a sports but I need to practice my volleyball skills. I dont think Im upper level right now (Appendix A- P.E Observation). He is able to recognize his strengths but also able to discipline himself and push himself to succeed at the level he believes he belongs in. Rather than following his friends to the competitive level, he chose to work where he believed he would get what he needed until he was ready to push himself a little more. What this implicates for classroom teachers is that when implementing tasks or activities, Matt would benefit from being given the opportunity to select the level of practice. Just like in the article Clear, Bug, Mud (Kimberly& Dannelle, 2009) having multiple activities at varying levels will help him succeed because he will be able to elect what area he needs to work and improve on rather than be pushed with the rest of class. And even more than that, including activities which involve some sort of movement or even brain breaks would help Matt as he has shown through observation and the multiple intelligences tests that he is a predominant kinesthetic learner. Spatial intelligence is when a person has the capacity to perceive the visual-spatial world accurately and to perform transformations on initial perceptions. One of Matts electives is an introduction into art and I was

able to observe his behavior during class. In core classes, which followed set routine and similar daily activities, Matt struggled to stay on task and focus. While in art, he was given the opportunity to see what was desired of him, create a model, and then make adjustments. The lesson did not include the typical worksheets and book work seen in other classrooms, rather had him experiment with his creativity and create what he believed was an accurate perception of his designated art style (Appendix H- Other Observations). After completing his assignment, students were grouped together and were able to discuss similarities and differences and then given time to make any desired changes to their assignment. Matt responded well to the feedback given from him peers and used this to make the changes. His ability to see beyond his ideas and use the ideas of others is important in his success. Matts final learning intelligence is social which means he benefits from working with others. Although he sometimes struggled to stay quiet and get distracted when around his peers (Appendix G- Teacher Interview 2) all his teachers described him as a team leader. Encouraging his positive side and having him guide others will help keep Matt on task while allowing him to help others.

Affective Factor: With affective learning, learning is sparked by intrinsic motivation. Yet the motivation can influence the want to learn or hinder the learning experience.

Hypothesis: If Matt is engaged in tasks that he believes are meaningful, he is more likely to participate responsibly and learn from the activities. He also appears to be motivated through reinforcement both verbal and materialistic. Implementation of a rewards system could also benefit Matt in his learning. Data Collected: I believe Matt needs to see the purpose in the content being taught to him. During his history class, his teacher, Mrs. Apple, had explained an assignment which had the students creating interactive notebooks on the events of the civil war. Matt had appeared to not be engaged and proceeded to distract the students around him. Mrs. Apple approached him and asked him what the problem was and he said Why do I need to know this? Its

such old news? and she explained that our country is shaped off our history and these events have made people believe and act in certain ways. She told him that all the actions and choices we make today follow us and leave footprints for the future to look back on. He then said Well I dont make any big choices. I am a teenager which she than followed up with discussing the presidential debate and the 9/11 attacks. She explained how although he wasnt making choices when these events happened, knowing the how and why things happened would help him make decisions when he was old enough (Appendix H- Other Observations). This appeared to hit home with Matt because immediately he stopped being a distraction and for the remainder of class was on task with the exception of a water break and bathroom break. While he believed the material did not apply to him, he did not give it his full attention but once he was able to link the information to his life and see the purpose, he was able to focus he made a noticeable difference in the pace and attention he placed on his assignment. I also saw that when he received praise, this served as reinforcement for his positive behavior. He sought the acknowledgment of his peets or teachers. Any type of verbal or physical acknowledgement of his accomplishment would make him excited and noticeably happy. For example, during football that he was able to call and create football plays which would lead to touchdowns which in turn would have him team cheering and in his core classes he responded well to his teachers verbal praise when he would be focusing on his task (Appendix H- Other Observations). The affective domain also relates to a students intrinsic desires. Emotions fall under this category. In Matts case, I did not see him use his emotional state as a crutch or as an excuse. He was always very alert and willing to do his best and the more excited he was in working on a project, the quicker his pace in completing and participating in tasks. In football he would nearly run outside from the excitement and when working on the vision board, he was quick to select materials and supplies (Appendix A- P.E Observation).

Recommendations for teaching: Alexander (2005) recommends a few approaches for social learning. In those recommendations, competition, cooperation, discussion, and collaboration are all described as ideal forms of social interactions

amongst students. For Matt, I would recommend teachers using each of these approaches in the classroom. Competitions do not always have to be rewarded with a prize but can we do something as simple as having the teams name posted on the board for recognition. Students can receive points for completing homework and extra points if the work is correct. Not only is this a reward system that will motivate students to complete their assignments, but it will also give the students a sense of responsibility towards their groups. After observation, I believe that Matts learning is sparked by an interest or motivation. Creating this reward system will not take away from the lesson or add more work to the teacher but still reach him on an intrinsic level. After completion of his multiple intelligences test, I realized how important it is to Matt to be hands on and active. Even something like having him complete a crossword puzzle after completing an assignment can serve as a review and a fun way for him to learn the material while still keeping him on task and not becoming a disruption to the other students. Kinesthetic learners learn best when our bodies are both relaxed and alert (Dickinson, 1998) and for this reason, using quick brain breaks or designating an area in the room to move and stretch would benefit students who need to keep their bodies active. On days where I limited Matts movement in class were the days I struggled most with keeping him focused and on task. The more he was allowed to move, the better his work and the higher his attention span. As teachers, we also need to remember that we are not only responsible for preparing appropriate lessons but for creating a safe environment. Ideally we should be creating environments where the students find themselves in a stable state mentally and emotionally. Jensen (2005) states that although multiple states such as sensation, feeling, and mental states could be all going on at the same time, we can consciously experience only one aspect of an emotional state at any given moment. I hope to encourage curiosity and responsibility in my classroom. On none of my observations, including my own, did I see Matts teachers try to include him and his feelings into the structure of class. He was not greeted or given any welcoming when coming in yet we expected Matt to be warm and open to any critique or suggestion. Creating relationships with our students is probably the biggest change teachers need to make to reach him. With just having selected Matt for my case study, he immediate became more personal with me and I could count on him to help me with classroom management and even with assisting students with special needs.

SUMMARY PARAGRAPH: In the end, many of the changes Matt could benefit from require little to no preparation from the teacher. Basic tasks such as completing worksheets can be modified to become partner worksheets. Reading assignments can become round robins and having a reward system that prizes student achievement would all benefit Matt. All the learning factors depend off one another. Being in social settings encourages and motivates Matt to complete his assignments. He depends on his comfort zone, his body, to be successful and seeks praise and encouragement from peers and teachers. He learns best when he believes there is a purpose and but most of all, he gives puts effort into his learning when he feels and believes his teachers care about him.

Part Three: Self Reflection

Selection of student: When I was presented with this assignment I had no idea who to choose. I barely knew my students and was just in the process of learning their names but one student stood out for many reasons. On the first day of class, I remember seeing this young man. For the most part, on their first day of school, seventh graders are pretty scared and quiet but that was not the case here. I immediately noticed how students gravitated towards this individual who, even on the first day, would try to joke and keep everyone on their toes. He became a leader quickly during our collaborative games but at the same time, was having difficulty staying on task during the fitness unit. After multiple disciplinary approaches, I decided to use Matt as my student to observe. I knew that I was probably doing something that wasnt reaching him so I thought that maybe if I studied his learning habits I would be able motivate him and keep him on task. I immediately noticed a change in Matts behavior when I asked him if he would mind if I used him for a project in school. He tried to act cool but he had a huge smile on his face and when he walked to his friends he said She wants to use me for a project for HER college

classes.The other students were in awe of this and he appeared to enjoy the questions he was receiving because of it. We immediately began talking every class period and the more we spoke, the more his behavior improved during class. He went from being off task to letting me know that he was not in an environment which pushed him therefore he wanted to misbehave. He began to grow right in front of my eyes and I realized none of this had to do with the study but with something more important. I made him feel special and it was this feeling alone that made the biggest change in his learning. When he realized that I genuinely cared, he responded better to my suggestions, directions, and feedback. Letting our students know that we care about them is the most important thing we could do. When they know we care they begin to care as well. They do what they can to please us and impress us and therefore this makes them more focused and motivated.

What I could change about myself, this study, and approach to case study. I would change a few things about how I went about this study. For starters, I should have kept artifacts of Matts assignments. I assumed that he was learning the material because he would complete the assignment but I didnt stop to think that maybe he was just completing task and not really learning from them .In the future I will ask my student after each class period that I observe, whether it be mine or not, what parts of class he felt helped him learn and which didnt. If he stated that he found an assignment helpful, I would take note of the key aspects of it and at the end compare all the activities from the different classes. By finding similarities or even differences between those activities will help me when I am planning and creating the assignments for my class. I was also very disappointed in the behavior of my fellow teachers. From eight teachers, I received only three interviews back. I was, however, allowed to sit in and observe Matt during class and was once again disappointed by the attitude by his teachers towards him. Although I understand that Matt does tend to carry on and move about during class, he is behavior is often misjudged. If his other teachers could see that all Matt needs to stay on task are activities that require movement or collaboration, he wouldnt be such a distraction. Because he is perceived as a jock some teachers treat him as though any mis-behavior is because of this.

They failed to see that he is just a child in need of some movement between activities and that he was willing and eager to learn as long as the purpose was clear to him. Jensen (2005) explained that males may act out or be more physical when frustrated and because of this, in general, boys are more impulsive and quicker to get called on in class. Understanding that off task behavior is just an indicator of frustration or lack of interest and not the child being obnoxious is important. We need to make sure that we reprimand student behavior and not students personally. Another change I would make would be to have taken my laptop with me to the observations. I found myself trying to write everything on a sheet of paper but because of that, I missed so much information. I would look down often to make sure I wasnt writing over other words and this would make me miss key actions in Matts behavior. I also didnt take very much note of other students direct behaviors towards him such as close friends and bystanders. I focused too much on Matts social factor that I forgot that his learning also reciprocates the behaviors of those around him. I do not in any way regret choosing Matt but in the future I may want to focus my attention on a student who doesnt standout to me. I find that sometimes those students go unseen and unheard all throughout their student careers and their needs are not met. The ones that are not screaming for attention are sometimes the students who most need it.

What I learned about myself and teaching implications: I have been teaching for four years, coaching for 3 years, and been a dance instructor for over 10 years. Yet, when I do assignments like this I find myself learning more about myself than I have in all those years combined. Although I didnt put it in my initial introduction, one of the reasons I choose Matt was because I saw a lot of myself in him and I was disappointed in myself for having a student so similar to me yet not be able to stimulate his mind. I needed to know what was the cause of his behavior and learning and was upset to see that the lack of diversity in my lesson plans was the reason he was getting off task. Pretty much, I needed to change to meet his needs but the question was how and would it affect my teaching.

I found that motivation is one of the most important elements in a classroom environment. Students feed off the energy of others whether those others are the teacher, other students, or even rumors of what they heard. Matts best work in my class happened when he felt the desire to participate. My presentation of activities also motivated Matt and his classmates to perform at their best. If I seem excited, students will reciprocate my actions. Sometimes I forget this as a teacher and I teach topics Im not fond of with little or no enthusiasm. Students off task behavior is a result of their lack of motivation or interest. The next time I go to reprimand a student for being off task, I first need to take a step back and see if their behavior is a result of my actions. I also realized that although the core teachers are classroom based, I could use their help in creation of my health assignments and activities. They know resources which I have never heard of and this could help keep my students stimulated. Classroom teachers also have set reward systems in place so no need to invent the wheel. I also learned that I need to break out of my comfort zone. As a teacher, I teach a certain way and not all students will be successful with my teaching style. I need to break out of my comfort zone in order to reach those students who are struggling and while I do that, I also need to solicit student feedback. Sometimes we take our students opinions for granted and they can be some of the best critique we have. They will tell us what they liked and didnt and what they found was helpful to their learning. By giving students the opportunity to give feedback, they also feel as though we care about them. I found with Matt that even my selection of him as my case study student; he immediately felt more comfortable with me and was more willing to do what I asked of him. Learning happens through meaningful experiences. I need to create those experiences for my students using the discovery model. I need to create lessons which reach the entire spectrum of learners and which motivate students to continue. I need to move away from some of my personal feelings and more into doing what is best for all my students to succeed. I would have wanted my teachers to go above and beyond for me, so I should do the same for them. I feel that a students biggest motivation is believing and knowing that their teachers really mean the best for them and that we care about them.

Citations:
Alexander, P. A. (2006). Shared learning and shared instruction. In P. A. Alexander (Ed.) Psychology in learning and instruction (pp. 239-2670. Upper Saddle River, NJ: Pearson Education. Carter, K., & Seifert, C. (2012). Learn psychology. (pp. 321-322). Burlington, MA: Jones & Bartlett Learning. Dickinson, D. (1998). Humor and the multiple intelligences. Retrieved from http://education.jhu.edu/PD/newhorizons/strategies/topics/mi/dickinson_humor_mi.html Jensen, E. (2005). Teaching with the brain in mind (2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Kimberly, J. G., & Dannelle, D. S. (2009). Glass, bug, mud. Phi Delta Kappan, 90(9), 677-680. Retrieved from http://search.proquest.com/docview/218499192?accountid=14541 Multiple intelligences test: http://www.learning-theories.com/social-learning-theory-bandura.html Silver, H., Strong, R., & Perini, M. (2000). So each may learn. integrating learning styles and multiple intelligences. (pp. 5-21). Trenton, NJ: Silver, Strong and Associates.

Appendices
A. Physical Education and Health Observation B. Transcripts C. Student Interview D. Multiple Intelligence test E. Teacher Interview 1 F. Parent interview G. Teacher Interview 2 H. Core/Elective Observation Other papers: I. Approval Letter from parent J. Teacher Interview 3