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ID Case Analysis: Maya Thomas: Implementing Instructional Approaches in a K-12 Setting

In selecting this case study, I am able to relate personal experience to that of Ruth Ann. Finding innovative
ways to motivate students who display a sense of apathy can be trying at times.

Needs Assessment Condition:

The current situation at Middle City Middle School would be assessed using problem/crisis model.
Anytime teachers are faced with students who are unwilling to learn due to various reasons, immediate
intervention must take place. The apathy exhibited is reflective of several factors, which will be discussed
in the following paragraphs.

Determine whether there really is a problem.

o Following up on an email received from a 7
th
grade math teacher, Maya Thomas, a staff
development and instructional consultant began to follow up on the teachers request for
assistance. Ruth Ann, a veteran teacher, was faced with a group of students did not care
about their education and were disruptive during class.

o Some of the noted behaviors noted by Ruth Ann included students not completing
homework, poor attitudes toward school, distracting mannerisms, many lacking in basic
math skills.

o Ruth Ann teaches in a traditional manner, that being from the front of the room, assigning
homework with numerous questions and requiring memorization of formulas.

Determine whether the cause of the problem is related to learners achievement in
educational environments.

o Middle City Middle School is undergoing a transition and has experienced an increase of
students coming from single parent, low- income homes where there have been numerous
relocations. These students lack continuity in any one learning institution for any length
of time.

o This lack of continuity has resulted in a deficiency of math skills among other academic
skills.

o Ruth Ann assumes that a large number of these students lack parental supervision or
receive support at home.

Learning Environment:

Located in a transitioning community, Middle City has gone from small farming families and working-
class to one populated by professionals seeking the tranquility of rural America. With the influx of new
community members, attitudes and expectations toward education were also changing. Moving from a
traditional approach in learning, new ideas and expectations were arising. These changes were both
exciting and frightening at the same time for teachers such as Ruth Ann.

Students enrolled at the school, particularly those in in Ruth Anns class, come from a wide range of
backgrounds. Those displaying behaviors non-conducive to learning were mainly from homes of single
parents, low income, and where they spent large amounts of time without parental supervision. Traits such
of these lend themselves to a negative influence on the students. Rarely did students whose families were
farmers or professionals demonstrate disruptive mannerisms or unresponsive attitudes.



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Learner Characteristics:

In assessing learner characteristics, several factors stood out. Cognitively speaking, there are a large
number of students in Ruth Anns class who lack motivation to succeed. This lack of motivation can be
linked to not only their learning environment but the home environment also. These students are also
deficient in basic math skills, making learning new algorithms difficult if not impossible. Without a
foundation to build upon, these students are like a sand castle with the incoming tide.

Ruth Ann acknowledges the fact that there must be a change and she mentioned that she was open to
trying anything but does not know what direction to go. It is her hope to provide the students with a more
authentic, hands-on approach to math. She realizes the traditional approach to teaching is not working and
firmly believes the students would learn more in a real world situation. The only problem is that she
does not have any direction to implement these changes for the students.

Preliminary Case Analysis:

1. Critique the steps Maya took to identify the needs in the case, including the collection and
analysis of data.

Maya initiated her investigation after carefully listening to Ruth Ann. During the conversation,
Maya was sympathetic to Ruth Anns situation but also objective. Thinking methodically, she
began by creating a plan to identify students who had previously taken seventh-grade pre-algebra,
sixth-grade students currently enrolled, and teachers who teach that subject. This was a positive
step, but Maya could have gone one step further and interviewed students and teachers from
surrounding schools. The decision to divide students into three subcategories helped Maya to
strategically separate her findings. The subcategories were: students who did well, students who
struggled, and those likely to be defined as at risk. Following the identification process, Maya
looked through the state and national math standards, comparing those to the current textbook
being used finding discrepancies between the two. By identifying an issue between standards and
text currently being used, Maya could help Ruth Ann find a curriculum that did meet standards
along with those of the students. Once these two steps were complete, she proceeded to analyze
the information collected. Unfortunately she was faced with issues above and beyond students
merely lacking math skills. Maya had identified another glaring problem needing to be addressed,
resistance to education. Many students interviews expressed a negative viewpoint of math,
excessive homework, lack of support at home, and most disturbingly, the belief that math does not
matter. Due to the depth of the investigation, Maya was able to hopefully get to the root of
problems.

2. What are some of the options Maya can explore to support the learning environment Ruth Ann
requested?

Maya can begin by visiting other sixth and seventh grade classrooms in other schools and districts.
By widening her horizons, she may come upon teachers who have already encountered situations
such as these and may have found a viable solution. She may also see techniques that she realizes
will not work in Ruth Anns classroom or school. Since Ruth Ann would like to incorporate more
real world problems and technology in the classroom, Maya should provide examples of schools
where this is employed. Before Ruth Ann gets to heavily invested in incorporating technology in
the classroom, Maya must ensure she has the skills and support necessary to be successful. There
is nothing worse than getting in a bind in front of a classroom. This would completely undermine
what confidence the students have in Ruth Ann. Many resources are available online such as
blogs, webinars, and Massive Open Online Courses (MOOCs) to help teachers improve their
skills.




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3. What are some of the critical factors Maya needs to attend to if this effort is to be successful?

First and foremost, Maya must follow up, maintaining an open line of communication with all
parties involved. This is not a situation of pressing the send button and walking away. Ruth Ann
is going to need continued support along with evaluations of how the new approach is working.
Student work needs to be assessed to ensure new curriculum is meeting the learning objectives set
forth by state and national standards. Students must also know what is expected of them. They
must be assured that they can be successful with hard work and dedication. Maya must help Ruth
Ann confront not only academic issues but also cultural. By working together, they will become
life coaches, demonstrating the need for students to have math skills in order be positive
contributing members of society. In order to achieve this, Maya will need to draft both short and
long range plans, outlining clearly defined goals for Ruth Ann and the students.

4. Consider how the work with Ruth Ann could be used as a starting place for school wide
mathematics reform. Does that change the way Maya should work with Ruth Ann and the
other math teachers? Does it change the options they should consider?

Once Maya has drafted the short and long range plans, these can be used in other classrooms or
schools experiencing similar situations. Whereas the main problem identified was a deficiency in
math skills, Maya discovered something much deeper. She found that students possessed a very
negative attitude toward math, feeling it was not necessary later in life. This attitude was a direct
reflection of how many of the parents viewed math. The options available to Ruth Ann and other
math teachers must meet the needs of the students. Recognizing learner characteristics is essential
in delivering authentic, high quality lessons. The teachers are going to have to become flexible in
their delivery methods. Maya will be able to assist them with ways in adapting various teaching
styles.

5. How might the community and parents influence the success of this effort?

The community and parents can influence the success of this effort through one simple step, be
there for the students. Community leaders can provide job-shadowing opportunities for the
students so they can witness first hand the importance of a solid education and an understanding of
basic math skills. This group can also support after school math and technology programs
targeting not the students but the parents. By showing the parents what their children are capable
of, maybe they will become inspired to improve their situation. Parents can truly influence this
success of this effort by taking an active interest in their children. Children learn by example and
if their parents can change their outlook on education, the children hopefully will soon mirror that
change in attitude.