Running Head: MR. JONES AND HIS STUDENTS 1!

Mr. Jones, Ray, and Focus Students Case Study

Anshul Agarwal, Madison Cereoli, and Sabrina Barrera

National University
MR. JONES AND HIS STUDENTS !2

Introduction

Mr. John Jones is a middle school math teacher in a small school district in Central Valley

of California. It is a school with 46% Hispanic, 38% Anglo, 7% African-American and 6% Asian

students. Most of the students are either on free lunch or reduced lunch programs. The general

API scores of the school are on the lower side of 600. Mr. Jones thinks that the students are not

doing well in his class room and present unique challenges. He would like to analyze about what

could possibly be done in order to make the teaching and learning more effective. He describes a

few details about seven students from his class room, namely, Ray, Marta, Bill, Dillon,

Rukhsana, Gina and Steven. In Week 1, we collected our thoughts and ideas about each student

from Mr. Jones’ perspective. In Week 2, we added information from the student’s perspective. In

Week 3, we described how our thoughts changed from Week 1.

In this Final assignment, we analyze the steps Mr. Jones could take for his students,

particularly Ray. We provide the Strengths, Needs, Interests and Ways of Learning (SNIWL)

chart for Ray, and then describe the most appropriate teaching model and instructional

methodology for him. We also provide a couple of objectives, and how the assessments could be

done. We then describe the communication and parent interaction that would be required for a

student like Ray.

In the following section, we partner up the other six students and describe how they

would benefit from each other, using the SNIWL charts that were already provided. Finally, we

revisit UDL and provide the pros and cons of applying those techniques. Then we provide two

methodologies that could be used for each of the three UDL principles of representation,

engagement & expression, for the four different teaching models.

MR. JONES AND HIS STUDENTS !3

In-Depth Analysis for Ray

SNIWL Chart for Ray

Student’s Name/Grade: Ramon, goes by Ray

Disability designation(s): Hearing Impairment, Specific Learning Disability (Memory Loss)
Strengths Needs Interests Preferred Ways of
Learning

Fluent in Spanish. * Since Ray is a Likes working on his Ray is a visual

visual learner, he motorcycle and fixing learner.
He is hard working requires someone to it.
and wants to do well show him the steps. Ray can benefit when
in school. someone helps him
# Has low self-esteem one-on-one.
* He is motivated, due to his injury and
polite, respectful, and skipping a few years Social interaction and
has good attendance. in school, he is now cooperative learning
older than all others. could help, after Ray
He can understand He needs a good feels he is in a safe
English and can friend who he can environment in terms
improve with little connect with. of his inferiority
help. complex.
Ray needs to ask for
He does fine on help or learn to obtain
homework clarification for
assignments. difficult concepts.

# He has good Ray needs to do better

cognitive skills to put on his tests.
back motorcycle parts
correctly. Ray needs to try a
little bit harder,
Ray is a responsible instead of saying, “I
student. don’t know”, when
called upon in class.
MR. JONES AND HIS STUDENTS !4

What about these data The salient aspect about these data points for the teaching
points will be salient in methodology selection is that Ray really needs help with becoming
the selection of more social and overcoming his low self-esteem issues. He has gone
methodology? Explain
into a vicious cycle of not trusting his abilities, which leads to not
in the box to the right.
talking to others and curbing his own learning. This needs to be
broken and he needs to feel successful in small installments. Mr. Jones
should select a methodology that would attack his social and
behavioral anxiety due to his situation.
* Typical middle school student behaviors: We think that many middle school students are still

going through formative stage of education where new concepts are bombarded onto them.

Therefore, they prefer visual learning. Also, typically, middle school students still do not feel

themselves completely independent and thus are generally polite and respectful. They would also

not have truancy issues.

# Atypical middle school student behaviors: It is not very common for middle school students to

not have friends and be involved in a huge accident. Also, for a middle school student to be able

to assemble the motorcycle parts and get it going is a little advanced cognitive ability or interest!

Models of Teaching & Most Suitable Model for Ray

The models of teaching are important as they help the teachers design instruction and

how best to deliver them to the class so it helps all the students in the classroom. Each model of

teaching derives from a psychological theory. The four models of teaching are Behavioral family,

Information processing family, Personal family & Social family. The Behavioral family of

models stems from the Behavioral Psychology. They focus on techniques with observable

objectives, for example learning to read or write. Skinner proposed that by bringing students’

behavior under control by reinforcing desired behaviors students were more easily taught

(Slavin, 2018, Pages 99, 112; Ferguson, 2018, Page 25). The personal family of models lay
MR. JONES AND HIS STUDENTS !5

emphasis on the uniqueness and individuality of each student. They aim to improve self-esteem,

and emotional confidence. These have been informed by humanistic psychology. The

information processing family focuses on different ways of processing and storing information in

the brain. The methodologies in this family lay emphasis on metacognition, and retention

techniques. This is an application of the cognitive/developmental psychology. The social family

of models aim to build communities and peer interactive learning. These are modeled using the

social psychology theories (Slavin, 2018, Pages 198, 249, 250).

The most suitable model for Ray would be the Personal family of models, using some

humanistic psychology techniques. This is because Ray needs someone to uplift his spirits. He

has extremely low self-esteem and thinks he is stupid. He is embarrassed to make friends,

however, once his confidence improves he would be able to perform better in all subjects. He

needs a little individual coaching & guided practice, then he will be able to be on his own

(Ferguson, 2018, Page 30). Furthermore, if the study material is based upon his interests that

would help Mr. Jones catch his attention in the classroom.

Instructional Methodology for Ray

The instructional methodology most suited for Ray, belonging to the Personal family of

models is non-directive teaching, in which student is at the center of the learning. Pittman’s

research suggests that non-directive methods might be helpful in making students lifelong

independent learners (Pittman 2014; Tenenbaum, 1959). It would help Ray if he is able to decide

on topics he would like to work upon and build his confidence. Once he is able to solve the

problems he won’t feel so stupid anymore as he does with his current Algebra work. It is also
MR. JONES AND HIS STUDENTS !6

going to help him to develop positive self-concepts. So, selecting the non-directive teaching

methodology kills two birds, and a better choice between the two mentioned in the given table.

This follows directly from ensuring Maslow’s hierarchy of needs. Since the bottom layers of the

pyramid are not concrete right now, Ray is unable to really learn well. He is always under fear

about other people’s perception of him.

One such example is guiding him towards consumer math kind of examples. He is

interested in repairing motorcycles, so Mr. Jones could set up a math problem for him involving

algebraic concepts but related with motorcycles. How many miles would his motorcycle go if it

had a quarter of the fuel left, given that the tank has a capacity of 10 gallons? Once he reads this

question, he would feel a connection with it and be inclined to work on it with more interest

rather than feel unknown to the problem. Also, he might be able to initiate a conversation with a

peer about motorcycles and help in socializing and uplifting his morale.

Objectives for Ray

As Ray is struggling with many different aspects of his education, it would be very

beneficial to place objectives for Ray in order to have something to work toward his success in

the classroom. The concept of giving an objective to students will help them move forward

toward a goal day by day to improve their performance in the classroom and for their future

educational successes. The objective Ray needs to possess for his behavior would be to ask one

question per class session. By asking a question in class, this will help him improve his

communication skills and possess the information he is looking for in order to complete and

understand the assignment. In relation to having better communication skills, Ray will be able to
MR. JONES AND HIS STUDENTS !7

communicate well with other students, thus increasing his ability to make and interact with

friends. Another objective for Ray to achieve is improving his test scores. Although he does have

a difficult time hearing, he should be put in the front of the classroom so that his hearing doesn’t

affect his performance. By listening and paying attention, he will be in a position to get a better

grade on the test. He can also study more when it comes to the time to take a test. In order to

achieve a better grade in the class, tests are very important therefore, it would be very beneficial

to do well by studying and understanding the material.

Assessment & Evaluation of the Objectives

In order to determine if each objective is met, teachers need to set an evaluation or

assessment to record their progress. Recording and displaying this information not only helps

track the students’ progress for achievement, but it helps the students track their own process to

motivate them to continuing learning. For Ray, his behavioral object to ask a question during the

lesson every meeting of the class can be measured by making a chart of the times he has

successfully completed his objective. Not only can Ray keep track of his goal, but it will allow

him to think of a question to ask until he can adapt to asking questions on his own. The

information provided when asking a question will allow him to understand better and cooperate

in the classroom. In order to achieve a higher test score, Ray will need to be assessed by small

tests scores. It is usually beneficial to administer them often so you can determine what is

working and what is not working. By doing this, a teacher will be able to see the results and

measurements quickly and understand how to approach the students next achievement of
MR. JONES AND HIS STUDENTS !8

successes. With both of these objectives, they will also increase Ray’s communication and

academics so he does not feel like a outsider or even unintelligent.

Classroom Management

There are multiple different classroom management techniques that Mr. Jones could use

in his classroom. A lot of Mr. Jones’ students are going through different and they are at an age

where it is not easy for them to feel comfortable with who they are. It would benefit Mr. Jones’

class if he had them share with each other on a personal level with each other and then share with

the class what they learned about their partner/group. This could help make it easier for students

to feel more comfortable sharing their answers in class wrong or right because they know would

all know something about each other and have an overall different level of respect for one

another in the classroom after the students get to know one another. The second classroom

management strategy that Mr. Jones could try is having students with an assigned partner in the

class. They are required to share each other’s notes and review the previous day’s lesson with

each other at the start of the period. Finally, Mr. Jones should make sure that he arranges the

seating in his classroom to make sure that those that are have trouble hearing and understanding

are up close to where he instructs. This also goes with his students that are more visual learners

to make sure that they are in a place where they can always see the board.

Communication & Collaboration

Ray is a student in Mr. Jones’ class that has different needs that need to be met for Ray to

be successful in the classroom. Ray is a student who has had a brain injury when he was younger.

It now appears to have some learning disabilities due to the injury itself along with being an
MR. JONES AND HIS STUDENTS !9

English Language Learner who did not come to the United States until he was seven. Mr. Jones

should have a collaboration with other individuals to help Ray meet his full potential in the

classroom. Mr. Jones should meet with Ray’s parents to learn more about Ray. This would allow

Mr. Jones to know Ray’s behaviors outside of the classroom as well. The school English

Language Learner director should know about Ray’s levels and would be able to give Mr. Jones

ways to help Ray in the classroom with learning English. The school nurse may know different

resources that are available to Ray’s family to help him get a new hearing aid. Mr. Jones should

also talk to the school psychologist and the special needs director to talk about getting Ray tested

for different learning disabilities and about his qualifications for an IEP since he has had a brain

injury. Mr. Jones can get many different ideas and hopefully get access different resources to

help Ray be successful in the classroom.

Parent notification

Ray being a student who is only fourteen and has experienced a brain injury cannot be

easy for his parents. Ray’s parents are now experiencing seeing their child have disabilities that

he never had before the accident. Raising a child that is “normal” and then a traumatic event

happening that changes your child’s life cannot be easy for his parents especially if they were

also in the car with Ray when the accident happened. Ray’s parents probably feel responsible for

Ray’s disabilities because of this. It is important that Ray’s parents understand how common

brain injuries unfortunately are and that he now having disabilities does not change who he is.

There are resources that can help Ray still be a success child like he was before the accident

(National University).
MR. JONES AND HIS STUDENTS !10

Mr. Jones should be in constant communication with Ray’s family to let them know how

he is doing in the classroom and what they can do to support at home. The parents should feel

included with Ray’s education and decisions that are being made for him to be successful. The

parents should know of any meetings that are being held to discuss Ray’s education and progress

so that they are kept in the loop as well. Ray’s parent should know what their legal rights are as

parents with getting Ray tested for learning disabilities and the different resources that are

available for him (National University).

Communication with Ray’s parents can be done in multiple ways and these ways should

be discussed with what works best for them. One common way that communication can be held

to let the parents know about a meeting or for them to receive paperwork is for Ray to give

letters to them.Another way that Mr. Jones can be in contact with Ray’s parents is by making a

phone call and speaking with them. With all the great technology that is available now there are

easy ways to be in contact with parents like email or Class Dojo and Mr. Jones’ school might

have a school portal that is set up for this. There are many different ways that Mr. Jones can stay

in contact with Ray’s parents about things going on in the classroom and at school daily if

needed.

Analysis for the Other 6 Students & Partners

Marta & Dillon

The model of teaching most suitable for Marta’s needs would be the Social family of

models, in particular the Partners in Learning or the Cooperative learning model (Johnson &

Johnson, 2018). Marta has been identified as a visual learner according to the Learning Styles
MR. JONES AND HIS STUDENTS !11

Inventory test taken by Mr. Jones. If she had a partner who could help her visually see objects/

actions, and related English vocabulary words, she would be immensely helped. A very good

partner for her could be Dillon. Dillon is a leader. He can help Marta in understanding English,

and since she is quick at understanding concepts, they could be doing work fast learning from

each other.

Dillon also has interest in computer sciences and developing gaming applications. It

would be a win-win situation for both Marta, Dillon, and Mr. Jones. Dillon could develop simple

game application, with different levels of words from simple to complex. He could test this with

Marta. This would help him learn some Spanish, as well as interact socially with a peer from the

classroom. He would be able to apply his technology skills to be a helpful citizen in the

classroom, as well as fuel his professional future desires. Also, Marta could educate him about

her interest in Folklorico dance form!

Bill & Steven

Bill has a strength of being social and making friends easily which Mr. Jones could use in

his classroom to support others. Mr. Jones could have Bill work with students are quieter in the

classroom and are more to themselves. This would hopefully open these students up and allow

them collaborate and share their thoughts on the lesson with another peer in the classroom.

Having Bill work with other students in the classroom would positively impact him. Bill will be

in contact with new people that are different from him which will allow him to broaden his

horizons even broader. Bill is proud to know so much about different people and places around

the world, being in contact with new people in the classroom will allow him to continue learning
MR. JONES AND HIS STUDENTS !12

about others and cultures inside the classroom. Bill should have Steven as a partner in the

classroom. Bill working with Steven in the classroom would allow for him to learn a lot about

something that he never has before, Steven’s disability and allow his strengths of being social to

affect someone who is not as social in the classroom.

The need that Steven has that should be addressed first by Mr. Jones is his need for

having more social connections and making new friends. This should be the first need that is

addressed because it plays a key role into other aspects of Steven’s life. Steven is a smart student

even with his disability and if he continues to feel different/excluded his overall education and

happiness could be at stake. Steven needs positive reinforcement from peers and friends. A goal

on Steven’s IEP is to be making friends and keeping his friends. Using the social model and

approach to teaching would allow Steven to benefit the most. This would benefit Steven because

it requires the students to be interacting and working together on assignments solving problems

(Slavin, 2015). This type of instruction would allow all students in the classroom to benefit

because they are all gaining social skills and learning how to work with others. This is a life skill

that all students should gain and they will all still be learning the curriculum in the classroom. To

help Steven with his IEP goal of making and keeping friends he should be partnered with Bill.

Bill is a very social person and has a lot of knowledge others in the classroom may not have that

can be shared with Steven. The two of them could create a bond with informing each other of

different lifestyles that they both live to each other.

Gina & Rukhsana

MR. JONES AND HIS STUDENTS !13

Mr. Jones should approach Gina very carefully and not with panic when handling the

situation that arose with Gina’s mother’s boyfriend. However, right when Mr. Jones heard about

what was happening to Gina, he should have called the police and reported the incident of sexual

abuse against Gina. Since he did not report it immediately, she could have gone back home the

next day and experienced another case of sexual abuse. Mr. Jones could lose his credentials

because he did not report it as a mandated reporter. Not only could that continue affecting her

mental health, she could revert to hurting herself because she’s scared, and she feels like she

cannot find the help she is looking for. Mr. Jones should refer Gina to a psychologist because of

the trauma she is experiencing. Her attitude will be affected by her molestation. She might

experience depression, early motherhood, drug and alcohol abuse and maybe even dropping out

of school. As a partner in the class, Gina should try and connect as friends with Rukhsana

because they both have traumatic emotional backgrounds. Rukhsana would also be a great

candidate because she understands family troubles and not being able to fix it herself.

Rukhsana is going through a tough time at school because she is missing her native home

of Iraq. However, she moved to the United States because she’s a refugee. Her father’s siblings

were persecuted because of their religious beliefs. Not only were the brothers of the dad killed,

but their wives and even children were killed as well. Therefore, in order to have a safer like and

better opportunities for their children, Rukhsana’s parents moved away from their native country.

Rukhsana is trying to understand English now and does have trouble understanding the material

in the classroom. The good thing about being a English Language learner, is that there are many

other students that are EL learners as well. Mr. Jones could apply to more students by providing

them the resources to help them understand English and Math. Rukshana should refer to the
MR. JONES AND HIS STUDENTS !14

behavioral model because she is dealing with numerous amounts of emotional instability. She is

also struggling with understanding math because of the language barrier. With this methodology,

it will help get Rukhsana to read, write and understand math, and handle her emotional stresses.

For the other students that are having a tough time understanding math, this methodology would

also help those EL learners and even Gina deal with their understanding of the language and the

emotional trauma Gina is going through. Since Rukhsana is having trouble with Algebra and her

emotional traumas, Gina would be a great partner for Rukhsana to connect with. Gina can help

Rukhsana with her math since Gina is doing well in the class and she is going through her own

emotional stresses so they can help each other deal with their situations.

UDL & the Class as a Whole

The Universal Design for Learning (UDL) is a teaching approach in which student

learning can be enhanced by giving them alternate instruction & information, as well as giving

the students different options to showcase what they have understood (CAST, 2019). It is a

powerful technique, however, it has its own pros and cons, which we will discuss next.

Pros for Adoption of UDL Techniques in the Classroom

When teachers use the techniques adopted by the UDL, they are able to apply to all

learner types. By doing this, all students have an opportunity to succeed because they have the

resources in multiple forms. The UDL techniques also allow students to show that they

understand the material in different ways than just one. Students are then able to approach their

understanding, so they still get the assignments done in the classroom. Because all students are
MR. JONES AND HIS STUDENTS !15

different and unique, they all have different and unique ways of learning. UDL teaching are very

flexible to that they apply to visual, auditory, and kinesthetic learners. These different aspects of

learning styles allow students to excel in any type of teaching works best for them. Not only are

there different learners in the classroom that benefit from UDL, special education also greatly

benefits from the techniques of UDL Because it’s flexible teachings, the educator provides great

resources for the special education students as well.

Cons for Adoption of UDL Techniques in the Classroom

The model of differentiated instruction requires teachers to be flexible in their teaching

approach and be able to adjust the curriculum on the spot and present information to students

rather than expecting students to modify themselves for the curriculum or with the teacher’s style

of teaching. This might lead to uneven adoptions of UDL practices, and a cause of dissent among

parents and students. This could be dealt with enough training for the teachers, however, with

limited resources and time constraints, it might not always be possible to accomplish this feat.

Therefore, unless the execution and implementation of UDL can be done uniformly, it might not

be a good idea to formally introduce UDL in the classroom.

UDL Techniques for Various Teaching Models & Methodologies

The following table provides 2 methods for each of the three UDL principles that could

be employed under the teaching methodology adopted by a teacher in the classroom.

Model & 2 Ways of Multiple 2 Ways of Multiple 2 Ways of Multiple

Methodology Means of Means of Means of Action &
Representation Engagement Expression
MR. JONES AND HIS STUDENTS !16

Behavioral Family Use or create different Use rubrics to Allow students to

of Models: visuals along with the measure behavior and walk around and
Elements of written materials provide step contribute to
Effective Instruction being taught allowing incentives for keeping classroom discussion
(Hunter)* all students not just students engaged. about vague topics so
visual learners to have they feel comfortable
a different concept of
Become a role model sharing anything they
the material being and tell stories about are thinking about.
taught. your own student-
hood and how you Use or create different
Use different dealt with similar methods of reading
engaging types of situation in terms of and writing
media and technology behavior. assignments that
available to teach apply to students
about different interest to motivate
material such as a them.
video or a Kahoot
game.
MR. JONES AND HIS STUDENTS !17

Information Creating and using Accept assignments Promote positive

Processing Family of different graphic in various formats, encouragement on all
Models: organizers to connect such as oral, written, assignment completed
Advance Organizers the information that is and visual. with helpful
(Ausubel)* being learned comments.
throughout a story or Integrate video
chapter about a snippets with Use technology to
concept to allow assignments/lectures promote goals for the
students to visually for generating students to track
see how it all curiosity & interest. every day progress.
connects to one
another.

Having students or
the whole class create
a KWL chart before
the lesson and having
them go back to it
throughout and after
the story. This is a
chart that visually
shows what the
students already
know, want to know,
and have learned on
the topic of the chart
MR. JONES AND HIS STUDENTS !18

Personal Family of Creating partners in Use an individual Praise students when

Models: Non- the classroom that response system, such a specific task is
Directive Teaching create a visual as reflection cards, or completed to the
(Tenenbaum)* representation game show buzzers, teacher’s expectations
whether drawing or to allow students based on how they
multimedia based excitement of have set them.
from what they have speaking up in a safer
researched about a environment. Create a game where
topic that was taught quick thinking
in class. Follow scaffolding information benefits
and metacognition their score and getting
Students create a real- techniques to keep up interesting
life math situation the interest and explanation gets them
using a math concept increase confidence in more points.
that was taught such ways of thinking and
as scale drawing or doing.
creating a math board
game.
Social Family of Create groups in the Incorporate Promote group
Models: Cooperative classroom that are individual, partner, discussions about
Learning (Johnson expected to have and group activities in lectures and group
& Johnson)* group discussions. the classroom. projects for
Allowing students to educational and social
build off of each Use service-learning achievement where
other’s knowledge opportunity, such as they also meet outside
and help active each going to an old age the classroom.
other’s background home and helping
knowledge about a with an aspect related Create an assignment
concept to fully grasp to the subject, will that applies to each
the concept being help in practical individual to promote
taught. engagement. interest and have the
students present it to
Creating a multimedia the class with scoring
source that multiple expectations.
students (a group)
have access to that
they can build from
what another group
member has put on
the document.
MR. JONES AND HIS STUDENTS !19

Conclusion

Mr. Jones has a challenging classroom with students with different kinds of challenges,

ranging from english language learners, and moderate to severe disabilities, to typical hard

working students, as well as a diverse mix of different cultures. It is definitely not easy to design

course instruction materials and lecture delivery in a manner that reaches out to each student for

their unique styles of learning. Mr. Jones wants all his students to be successful and social and

behavioral learning theories would be applicable to help him motivate his students.

Reading from the students’ perspective provided a deeper understanding and gave a more

balanced outlook towards the challenges. Mr. Jones also gathered more information on each of

these students by interacting with a family member or talking to another teacher. It would help if

he used all this information and created a communication channel and build trust with each of

them. He would then be able to appreciate the hard work each student puts in or the attitude in

their behavior and cater to their needs in a much more effective manner.

From the Learning Style Inventory tests that Mr. Jones administered, he found that most

of the struggling students are essentially visual learners or have English language barriers. It

would benefit Mr. Jones to consider applying some UDL principles (CAST, 2019) in his

classroom and ensuring that he provides his students with more options, rather than lectures only.

There seems to be little evidence that Mr. Jones has any kind of project-based learning work or

group assignments, where he could facilitate social interactions and cooperation, as we learned
MR. JONES AND HIS STUDENTS !20

from Vygotsky’s social cognitive theory (Slavin, 2018). It seems that he would be able to

encourage interaction and peer learning if he designed class work in that manner.

Mr. Jones could use some of the teaching models applied from learning & developmental

theories to support the learning of these seven students. From this case study, we learned about

how UDL techniques could be applied to any kind of teaching model. Sometimes, a combination

of the models might be required. Also, it is extremely important to have collaboration and

communication happening for an enhanced learning.

Testimonials

My signature attests to the following:

A. I did my fair share of the work on this assignment.

B. Each of my partners did his/her fair share of the work on this assignment.

C. None of the work on this assignment was copied or plagiarized.

D. The team came to consensus, an agreement we can each live with and support, on each

response to this Signature Assignment.

/s/ Anshul Agarwal /s/ Madison Cereoli /s/ Sabrina Barrera

MR. JONES AND HIS STUDENTS !21

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