Case Study 1

Learning Factors of a High School Spanish Student

Leyla Jordan
October 20, 2013
GEORGE MASON UNIVERSITY
Professor Nancy Holincheck






Learning profile of a fourth year language student
Case Study 2
Table of Contents
PART I DISCRIPTIVE DISCUSSION.................................................................................................................3- 7

PART II ANALYTIC DISCUSSION..................................................................................................................8-12

PART III REFLECTIVE SELF-EVALUATION..............................................................................................13-15

APPENDICES....16-21

REFERECES...22



















Case Study 3
Part I: Descriptive Discussion
Introduction
The student population at Point Loma High School, part of San Diego Unified
School District, in California, is comprised of some students living in the surrounding
affluent neighborhood of Point Loma, and others who are bussed in from lower socio-
economic areas made up mostly of Hispanics. This rich diversity requires significant
differentiation in the Spanish classroom since at least one third of students speak Spanish
at home and the rest of students are in their fourth year studying the language. Of
particular interest to me as the teacher of Spanish 7-8 is the broad spectrum of learners
and the varying amount of experience with the Spanish language that my students posses.
I was prompted to take the perspective of a language student with some experience with
the language outside of the classroom out of a curiosity to establish a somewhat neutral
learner profile. The purpose of this case study is to provide a detailed description of how
one high school students experience outside the classroom has influenced their learning
according to the social influences on learning, individual differences in learning, and
learning and diversity. Assessment of these learning factors defined by the American
Psychological Association (1997) will be applied to a student who will be called Jessica.

Description of Student
I selected Jessica as the subject for my case study because of her strong work
habits and mastery of the Spanish language as demonstrated during this academic school
year. I have observed her strong communication skills through grammatical assessments,
classwork, and participation. Jessica is a 17-year old female, 56 tall and 165 pounds
Case Study 4
(See Appendix A). She was born in San Diego, California to parents who are American
and Colombian, her father being a native speaker of Spanish who only started speaking
the language with Jessica when she started studying it in ninth grade. She practices
Spanish outside of school with friends and family and when she travels to Mexico.
In Jessicas attitude towards schools she admits at times it is boring and although
she is grateful to be able to take advantage of having an education, she is anxious to
graduate and move on to college. She describes herself as hardworking and determined
when it comes to her schoolwork although she does tend to procrastinate on certain
assignments and recognizes that as an area of improvement. Up until her sophomore year
her grades were average but from 10
th
grade until present her cumulative grade point
average is 4.4.
Jessica lives with her eight year-old brother who has Autism. She loves her
family dearly and although they are separated she tries to make the best of it. She
acknowledges having faced quite a bit of prejudice regarding her gender and race.
Jessica moved in with her father, stepmom, and two younger brothers about two years
ago. She used to live with her mom and older brothers in Chino Hills but domestic
violence, drug, and eight people living in her house forced her to move away and start a
better life.
Outside of school, Jessica is involved in a dance group called Algarabia
Colombiana, which performs traditional and folkloric dances of Colombia. She also
loves photography and travels around San Diego capturing the scenery. In the future,
Jessica plans to go to a four-year university and while she is not sure what she wants to
major in she would like to have a career in the medical field.
Case Study 5
Setting & Instructional Practices
Jessica feels very comfortable in the Spanish classroom but feels a bit awkward in
doing group or partner work. She believes the teacher is nice, approachable, and helpful.
She sits in the front row in a class of 25 students that are a mix of native and non-native
Spanish speakers. The classroom features student desks in seven rows oriented toward
the front of class where instruction takes place on the white board. Classes are 50
minutes in length and she attends during seventh period, the last class of the day.
Spanish 7-8 is an Honors course designed for students in their fourth year of
language study. The course does not have a curriculum approved by the district or
designated textbook. I model curriculum pacing according to the themes defined by the
AP Spanish Language course. The absence of a pacing guide allows the teacher to be
creative in planning the course and assessing students. The Spanish 7-8 course
subscribes to the common core state standards that aim to equip students with 21
st
century
skills. A typical day in Spanish class involves practice on vocabulary, grammar, culture
through communicative activities and synthesis of multiple authentic sources, such as
news articles, video clips, and podcasts. For example, students conduct interviews in
target language to practice using grammar, or they may read articles from authentic
sources.

Application of Learning Factors
As previous mentioned, the primary learning factors will be addressed as they apply
to Jessica include the social influences on learning, individual differences in learning, and
learning and diversity. First, the social influences on learning are significant to Jessicas
Case Study 6
personal and academic development. Jessica has encountered challenges in personal
relationships in her home life that have shaped her beliefs. For example, she reports
being pretty feminist as a result of social interactions throughout her life. She
demonstrates a positive self-esteem and a healthy perspective in reflecting upon some of
her adverse circumstances. Academically, she is confident in her ability to learn and
interacts well with her classmates to complete tasks. While she does note an
awkwardness that accompanies interactive activities her social anxieties do not seem to
hinder her learning. Due to the high frequency of peer interaction and collaboration
involved in developing communication skills, the social influences on learning will be a
significant influence upon her experience in Spanish class this year.
Jessica underwent a change in her second year of high school in which her
schoolwork became a high priority and, as a result, she has achieved a superior grade
point average (See Appendix B). This positive adjustment indicates that she has learned
to navigate curricular and environmental conditions to achieve learning goals. As she
continues to acknowledge and develop her preferences as a learner, it is worthwhile to
examine her individual differences.
Lastly, learning and diversity will take into account Jessicas linguistic, cultural,
and social background in order to understand how her prior experience affects her current
experience in the classroom and potential for development throughout the course of the
year. With some experience with the Spanish language outside of the classroom, paired
with the personal challenges she has overcome in her family life, it will be of interest to
note how they influence her development.

Case Study 7
Summary
This study provides the teacher with guided reflection in which detailed
observations of a specific student can lead to insights that are then applied in the
classroom for all learners. The perspective of the student is used as a lens for the teacher.
Educational theorist Donald Schon would recognize this approach as a means of
analyzing teaching practices in order to make improvements. The data collected in this
study comes from multiple sources including a student response survey, grade progress
report, an interview with her former teacher, as well as reflection responses completed by
the teacher and student. Educators strive for the success of all students, but with much
diversity and multiple factors at play in the classroom, being able to reach all learners
exactly the way they need to be taught can be a challenge. As Jessicas teacher it is my
duty to know her as a learner, which involves carefully considering the experiences she
brings to the classroom, her current abilities, and potential to develop new skills. By
building her learner profile that acknowledges the learning factors that apply to Jessica, I
will learn to differentiate my instruction so that I am sure to meet her learning needs and
those of all of my students. It will also increase my awareness about the many dynamics
at play in the classroom so that I may become a more effective reflective practitioner.
Learning Factors Information sought Data Source
Social influences on
learning
Social interactions
Influences outside of
school
Teacher observation
Personal Response Survey
Individual differences Personality
Interests
Background and family
Learner preferences
MI Quiz
Personal Response Survey
Interview with former teacher
Learning and diversity Academic achievement
Learner preferences
MI Quiz
Personal Response Survey
Grade progress report
Case Study 8
Part II: Analytic Discussion
Introduction
Jessica can be described as an independent, high achieving, and highly motivated
student with learning preferences that include visual/spatial and kinesthetic modes. Data
collected from multiple sources for her learner profile support this characterization.
Educational theorists and practical classroom applications can help to understand Jessica
as a learner as well. In addition to building a student profile, other considerations, such
as the teachers role in the classroom, curricular objectives, the students strengths and
challenges, and opportunities to differentiate are also valid considerations that will be
discussed.
Jessica is an independent learner. In the formal operational developmental stage,
according to Piagets theory on development, presented by Ashley, Caitlin, and Jaclyn,
Jessica is capable of constructing and organizing existing and new knowledge into
appropriate schemas. For example, she scores 95% or higher on all vocabulary and
grammar assessments, indicating that she is capable of drawing upon prior knowledge to
facilitate mastery of the material. Additionally, her strong study habits make it clear that
she is responsible for her own learning. She highly regards her education in a survey
response indicating she is acquiring knowledge from an experience she regards as
meaningful. From the instructional perspective on the formal operational stage, it is
important that the teacher recognize the students ability to think abstractly, use
hypothetical and deductive reasoning, and problem solve in this developmental stage.
Jessica also indicated a preference for independent work instead of group or partner
work. She reported feeling awkward in activities that involve social interactions, a
Case Study 9
common dynamic in the Spanish language classroom that involves communication.
According to Vygotskys social learning theory, summarized by Rachel, Colleen, and
Lauren, learning occurs through social interactions that are cooperative and collaborative
in nature. This theory implies that students should actively learn from each other and
while it may not be Jessicas preferred mode of learning, she is capable of acquiring
knowledge through peer interactions. With this in mind it is recommended that the
teacher provide appropriate support that includes effective modeling and scaffolding to
facilitate collaboration, and to create the appropriate classroom environment, with
awareness for the potential for perceived social anxieties for student in class.
Jessica is a high achieving and highly motivated student. Her self-efficacy and
dedication to her studies matured after her second year in high school. This evolution
may have been self-imposed or inspired, although her language teacher from the previous
school year reports she has always been a strong student kind and respectful person (See
Appendix C). Jessica seems to recognize that the opportunities in her future depend on
her current performance and she is committed to her academics and being accepted into a
four-year academic institution. According to the presentation by Adam, Brian, and Les,
on Banduras theory on the acquisition of performance standards, we can identify
Jessicas self-reward as future admission to a university. She has exhibited self-
regulatory process, such as a strong work ethic, that allows her to achieve high self-
imposed standards. Considering the intrinsic motivation she possesses, the teacher
should concentrate on instilling self-efficacy and self-worth through modeling. In
addition, to build confidence in the Spanish language classroom, strategies that prime
students to practice privately before they are asked to share information publically can be
Case Study 10
used. This might occur in a question and answer activity in which students encounter
read from article written in Spanish from an authentic source, respond to questions
related to the content that require them to form an opinion, allow them to rehearse their
answers, and finally asking them to share publically with the class. In conclusion, it is
important that the teacher is aware of the potential for social anxieties to exist in a
discipline that relies heavily on communication, and the teacher should address this
dynamic within with students in order to help them feel more comfortable and open to
practicing, taking risks, and learning.
Responses from the multiple intelligence quiz from the TC Publication website
indicates Jessicas top intelligence is visual/spatial. According to this intelligence,
Jessica uses visual cues and spatial orientation to learn. In the Spanish classroom, her
visual/spatial intelligence is addressed through video and PowerPoint presentations, and
accompanying graphic elements to content whenever possible. For example, vocabulary
lists may have words organized into categories with accompanying images. Extra
measures can be taken to compliment Jessicas learning such as integrating graphic
organizers on a regular basis. Jessicas second intelligence was interpersonal in which
she reports knowing herself well, having strong opinions about controversial issues,
having a good understanding of her feelings, and she enjoys working on my own. Her
responses are reinforced by her personal survey in which she mentioned having strong
feminist views and her preference for working independently. Lastly, Jessicas quiz
results reveal a body/kinesthetic intelligence, which relates to her extracurricular dance
activity. In order to accommodate this intelligence profile in the Spanish language
classroom, activities that involve movement can be incorporated into the lesson. For
Case Study 11
example, students can circulate to interview other students, use flashcards or other
materials that are easily manipulated physically, and students can imitate gestures
modeled by the teacher as they relate to content.
The data collected on Jessica, through a personal survey, grammar and vocabulary
assessments, feedback from her former teacher, and the multiple intelligence assessment
reveal that her strengths include constructing knowledge independently, preparing for
assessments, and learning for long-term retention.. An area that Jessica may still develop
would be socialization and learning through social interaction. She scored lowest on
interpersonal intelligence, the next to last category on her multiple intelligence
assessment. She indicated a score of 1, equating to not like me for the statement, I
prefer group activities rather than ones I do alone. She selected a score of 4, for a lot
like me, for the statement that reads, I enjoy social events like parties. It may be that
her impression of awkward socialization relates to the classroom environment.
For a learner such as Jessica, the teacher can try to offer a balance of teacher and
student-led instruction, so not to rely heavily upon one approach to the disadvantage of
another student. From a curricular perspective it may be possible to differentiate for
independent learners by providing students with more choices, such as graphic organizers
student that a student would complete as an alternative to a partner activity. Another
idea is to include reflection opportunities for interactive activities in order to demonstrate
to students that learning takes place as students work together. By acknowledging the
value in cooperative learning, a student may find greater meaning and engage more
readily. All of these modifications can be applied to encourage Jessica and others that
have similar learner profiles. While it is not practical to cater instruction to a specific
Case Study 12
learning style or intelligence to the exclusion of others, it calls to our attention to the fact
that educators must balance a myriad of learners and their needs. With large class sizes
and increasing IEPs and accommodations this task is complicated further. Analyzing
how Jessica learns has allowed me to come into my own awareness about the impressive
scope that is the diversity of students within a single classroom, and the nuances among
seemingly similar students that call for drastically distinct accommodations and
scaffolding. Being aware of the these dynamics that are at play, the sort of knowing-in-
action that Donald Schon speaks to in his ideas on being a reflective practitioner, have led
me to adopt a presence that is accepting, adaptable, and careful in the classroom.














Case Study 13
Part III: Reflective Self-Evaluation
I am very happy having selected Jessica for my case study. I recently met Jessicas
parents at the back to school night Open House event and in addition to introducing
themselves to me they told me what a strong influence I had been to her. The parents
said, you have changed her life, she was not sure what field she wanted to pursue but
after being a part of your class that she has seriously considered seeking opportunities
related to Spanish language, including travel and teaching in the future. It was very
rewarding to hear this from her parents and I am most pleased to have selected this
student because I feel like I have made a positive impact in her life through her learning
experience in my classroom.
The personal connection with this learner has opened my eyes to the uniqueness of
each student that is in my classroom. Her unexpected backstory in which she mentioned
her own personal struggles made me realize that the issues that many of my students deal
with, known and unknown to me, can be very serious and can impact their learning in the
classroom. Secondly, while learning more about this student through collecting data, I
become more aware and acquired more curiosity as I observe my other students. For
example, when grading single a grammar assessment recently, in which a native-speaker
performed poorly, I told myself to consider the whole student apart from a single quiz
and look for other opportunities that would provide a better account of the true abilities of
that student, such as an oral assessment that would showcase their pronunciation and
natural use of the language. Also, observing Jessicas strong work ethic has helped me to
maintain high standards for all students in the classroom. As I deliver instruction and
conduct the class lesson, I am able to use Jessica and her ability to complete assignments
Case Study 14
with sufficient time to produce quality work as a way of gaging what other students are
capable of accomplishing as well.
I initially felt that Jessica would be a good selection for this study because she
demonstrates strong academics and I am glad that I picked a high achieving student
instead of a low achieving student because I feel that learning more about successful
students will help me to help other learners reach their potential. As I got to build
Jessicas learner profile I felt more strongly connected to her on a personal level as a
result of finding out more about her personal life through the questionnaire she
completed. The personal connection I felt we created has been a positive influence on
her learning and makes me realize that students can be successful when they feel their
teacher is someone who is genuinely interested in their wellbeing and success. I will use
this observation to create more personal connections with my other students and attempt
to know them as individuals by engaging in more dialogue with students and inquiring
more about them.
As a teacher I am more confident in my ability to plan and deliver a lesson that is
approachable to students and that allows them to be successful in the time that they are
given in class to complete assignments. Seeing Jessica take on our classwork, perform
well, and really enjoy the class has encouraged me not to shy away from having high
expectations for students to complete work within a given timeframe, adhere to
guidelines, and engage in learning that is challenging. Throughout this study I have
realized that it doesnt take much extra effort to make a significant connection to
students. I have been able to strengthen our relationships through only a few extra
interactions, which I can attempt with other students as well. Getting to know my learner
Case Study 15
well has taught me to be more respectful of students, to consider that they unique
individuals, and to appreciate their hard work even more. This case study has shown me
that there are more avenues to be able to connect with and reach students and that a
positive impact is possible with a little extra personal investment.



















Case Study 16








APPENDICES














Case Study 17
Appendix A: Personal Response Survey

Case Study 18

Appendix B: Student progress report




Case Study 19
Appendix C: Teacher Interview with last years Spanish language teacher conducted at
Point Loma High School on 10/2/13
What is your impression of your former student Jessica?
Teacher response: Jessica is incredibly kind, hard-working, and respectful. She worked
hard in my Spanish class and was always considerate of her peers and myself. She was
very successful, earned grades at the top of her class, and expressed a genuine interest in
the content.
What do you identify as being Jessicas academics strengths?
Jessica demonstrated strong writing and speaking communication skills. Her
pronunciation is especially notable. She worked hard to master grammar concepts and
to acquire new vocabulary to expand her knowledge of Spanish. She even expressed
interest in continuing on to AP Spanish.
What do you identify as being Jessicas areas of improvement?
Jessica did not participate much voluntarily, although participation was factored in to
our course grade. When asked to contribute her own ideas or answers, she did so
successfully. Although she was a bit shy, she did not resist engaging in class activities
and was very pleasant.






Case Study 20
Appendix D: Multiple Intelligence Quiz
:
Case Study 21
Multiple Intelligence Quiz (page 2)
















Case Study 22
REFERENCES

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project. EDUC 613, George Mason University.
Halse, S., Jordan, L. & Rodriguez, M. (2013). Vygotsky: Learning theorist individual
project. EDUC 613, George Mason University.
LaPlant, K., Mongillo, M., & Mongillo, M. (2013). Skinner: Learning theorist individual
project. EDUC 613, George Mason University. American Psychological
Association (1997). Learner-centered psychological principles: A framework for
school reform & redesign. Washington, DC.
Ogden, S. & Wolfe, A. (2013). Vygotsky: Learning theorist individual project. EDUC
613, George Mason University.
Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria , VA: ASCD.
Schn, Donald A. The Reflective Practitioner: How Professionals Think in Action. Basic.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: Integrating
learning styles and multiple intelligences (1st ed.). Alexandria, VA: ASCD.