Running Head: Case Study 1

Assignment 4.3: Signature Assignment Case Study

Chris Gomez

National University
 Case Study 2

Prompt 1: Data

Students Name/Grade: Ray 7th Grade

Disability designation (s): Hearing, Brain Injury, Memory Loss

Strengths Needs Interests Ways of learning

Spanish Individual Motorcycles Personal Learning

Language Instructio Visual
Visual n Tactile
learner Restructu Kinesthetic
Hands red
On Instructio
Putting n
parts Math
together Improve
Aware of ment
Surround Hearing
ings Aids
English
Improve
ment
Improve
self-
esteem

Given the data we have for Ray, a 7th grader in a math class, we can determine that Ray is

most comfortable in primary language, Spanish, he is a visual learner who prefers a hands on

approach as in the case of his ability to work on his motorcycle and put parts together, and he is

aware of his surroundings. Ray needs help in his Math class due to his hearing impairment from a

serious brain injury, he needs individual instruction at times with visual aides, he needs to

improve his English language skills, and needs to improve his self-esteem. Ray shows interests in

motorcycles and enjoys working on his motorcycle, and is one thing he is good at. Rays preferred
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way of learning meet personal learning styles that utilize visual, tactile and kinesthetic forms of

instruction.

Prompt 2: Model of Teaching

In order to help Ray, I would draw upon the Personal Family of Models (applied

Humanistic Psychology) for help with Ray. I am choosing the Personal Family of Models model

because I feel that it best suits Rays needs. I would choose this model because it focuses on the

individual, in this case Ray, and emphasizes the self. (Ferguson, 2011) According to Ferguson

(2011), Humanistic Psychology is concerned with fostering the ability of each person to find

and express their maximum potential as human beings. This is the kind of approach that needs

to be taken with Ray. He has potential to succeed and thrive but due to his disabilities, he has not

had a form of education that has been fostered to his needs which has caused him to fall behind,

and in return, lose all confidence in his educational abilities. What Ray is lacking considerably is

self-empowerment and self esteem and with this model, it will ensure that he begins to feel good

about himself that in return, will allow Ray to maximize his potential.

Prompt 3: Methodology

In determining a teaching methodology that would be best suited for Ray in the Personal

Family of Models and out of the two methodologies within this model, Nondirective Teaching

and Developing Positive Self Concepts, I would utilize the latter, Developing Positive Self

Concepts when working with Ray. In the model focusing on Self Concept, students have

negative self esteem and are often discourages and unable or unwilling to apply themselves in

school because they believe that they are incapable of learning. (Ferguson, 2011) This is exactly

what Ray is dealing with in this study, he has undergone significant brain trauma and his loss of
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hearing has significantly impacted his learning ability that in return has caused him to fell that he

is not capable of learning or participating in the same manner as his fellow classmates who are

younger than he is.

Prompt 4: Objectives

Given that we want Ray to improve in an area of need, I have identified two learning

objectives that will improve Rays performance and participation in the classroom. In lines with

the California Common Core State Standards under the Speaking and Listening Standards for

Grade 7 students, I have chosen the following standard for Ray: 1. Engage effectively in a range

of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on

grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. I

have chosen this standard because Ray is lacking considerable participation in the classroom due

to his hearing disability as well as his language barriers with Spanish being his primary and most

comfortable language. A student (social) behavior objective that I would create for Ray would be

for Ray to: with another classmate, collaborate on a math problem and come up the correct

answer and methods to solving that problem, and present their findings to class, verbally and

visually. I selected this standard because I feel that it builds on the Common Core Standard and

allows for Ray to collaborate with another student to build confidence, and present and be more

active in the classroom, What these two objectives will do most for Ray is to allow him to

interact in class with other students, build rapport and friendships with students, and in return,

allow for Ray to become more confident, welcomed, and a part of the classroom. All of which

Ray, had previously been unable to do.

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Prompt 5: Assessment and Evaluation

In order to determine if the objectives set for Ray were achieved or not, I would have to

set up some type of assessment and evaluation to judge Ray on. For Rays (social) behavior

objective, working with another student and presenting to the class, the evaluation would be

quite simple. I would observe the interaction between Ray and the other student when first

discussing and coming up with a solution to the math problem prior to presenting to the class. I

would look to see if Ray was interacting with the other student. Even if Ray is unable or does not

understand how to solve the problem, I want to see Ray communicating and working with his

partner and see Ray making an attempt to understanding the material. When presenting, I really

want to see Ray present to the class. I want to see him talk, interact, and demonstrate the group

work to the class. It is important for Ray to step out of his comfort zone and build upon his

public speaking skills that in return, will build confidence in himself. I am not looking for Ray to

demonstrate complete content knowledge for the problem, but instead, I am looking to see if Ray

is able to speak and interact with both his partner and the class, After this, I then want to see Ray

build upon his progress from the behavior objective into the Common Core objective. I will

evaluate Ray over a three-week period to see if his participation is improving in the class. I will

be looking to see if Ray is asking questions to myself or other classmates, participating in group

work to the best of his abilities, and see him track his own progress throughout this period as

well. Once evaluating and assessing Rays progress in the objectives, I can then determine if the

goals have been satisfied.

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Prompt 6: Communication and Collaboration

With the concerns I have with Ray and the goal to improve Rays work in the classroom

and his belief in himself, I will need to include relevant individuals in the discussion and

planning for Ray. First off, I would be sure to seek out communication with Rays other teachers

at the school. It is important to communicate with other faculty members who deal with ray on a

daily basis to see how Ray is doing in their classroom, their own findings with Ray, and to

collaborate collectively over the appropriate course of actions and goals set for Rays

improvement. The effort taken for Ray should not be one teachers effort, but rather it should be

a team effort amongst school faculty. Collaborating with school faculty is key to help Ray as it

brings more minds to the table where each other are able to bounce ideas off one another and

ensure that a plan is set in place for Ray that all of his teachers will work with to ensure Ray

meets and exceeds his potential. Lastly, I will need to communicate with Rays parents about the

goals being set for Ray within the school in order for them to have an understanding of where we

would like to see Ray go and for them to have an understanding and knowledge necessary to

help Ray grow as a student and person.

Prompt 7: Parent Notification

It is with considerable importance the parent perspective and feelings need to be

considered and kept informed about their childs needs and the plans established to address those

concerns. I would first communicate with Rays parents when I first become aware of his

medical conditions in order to have a greater understanding of Ray and how I need to work with

him in the classroom. Once I have observed Rays needs and collaborated with school staff about

Rays needs and the plan created to address Rays needs, it is imperative that Rays parents be
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informed of the course of action taken by myself and faculty to help Ray. Rays parents need to

be informed of this because they are his parents and they have the right to know how their son is

performing in school and what actions are being taken to help Ray. It is also important for Rays

parents to be informed of the action being taken for Ray because they themselves have the most

important role for ensuring Rays success. Rays parents need to be informed about Rays

progress in school and of any actions being taken for Ray because they need to collaborate with

the school too about their role, and how they can play a part in ensuring Rays improvement and

success in and out of school. There are multiple ways communication can be established with

Rays parents. I could call Rays parents to first talk with them and get their opinions about the

appropriate course of action for Ray or end an e-mail or letter home to them about Ray and what

plans have been established. While it is important to not only notify Rays parents about actions

being taken for Ray, it is also important to maintain continuous communication with Rays

parents about Rays progress at school and at home. Again, in order to help Ray, it requires a

team effort. Above all, it is also important to consider Rays parents feelings and perspective

about helping Ray. In order to do this, it is important to just talk with Rays parents. I would

need to talk with Rays parents about how they feel about their son and his current academic and

emotional state and where and how they would like to see Ray grow to as well as their thoughts

about a plan being set up to help Ray and what they are willing and able to do to help Ray on

their part and vice versa. Rays parents may also be sensitive about the issue of Rays health and

academic performance so it is important for myself to communicate with Rays parents on how I

am trying to help Ray and that I whole-heartedly believe in Rays ability to grow and that it is no

shape or form Rays parents fault or responsibility for Rays current state. I as a teacher, must
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show Rays parents that I truly care about Ray want to help but can only do so with their support

and participation.
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References

Ferguson, B. (2014) SPD 604 Psychological Foundations of Education: Class Packet. National

University.

Ferguson, B. (2011) SPD 604. Psychological Theory and Models of Teaching. National

University. PowerPoint.

Slavin, R.E. (2015) Educational Psychology: Theory and Practice (11th ed.). Boston: Pearson.