Case Study 11

Brittany Biggar, Ryan Kenworthy, Savannah Cameron, and Maegan Bishop

Scenario
Our case study focuses on an elementary math class in the middle of a lesson on adding fractions.
During the lesson, one student expresses confusion about the need for common denominators when
adding fractions. Another student states that he already understands the concept and is ready to move
on with the assignment. The teacher ignores these comments and continues to teach the prepared
lesson. As they head into the assignment, the students completely lose focus, calling out for help,
sharpening their pencils multiple times, asking to go to the washroom and for drinks of water.
Identified Causes
The teacher has failed to scaffold the concepts in the lesson for the students who are frustrated
and is neglecting to challenge those who are bored. In either case, the teacher is teaching outside
the zone of proximal development (Vygotsky).
As stated in the Educational Psychology text, both Piaget and Vygotsky would probably agree that
students need to be taught in the magic middle (Kathleen Berger) where students are neither
bored nor frustrated (Woolfolk et al, p.54).
The students who are frustrated are in a state of disequilibrium and need to connect their existing
schema to the new information that is being presented (Piaget).
These students are likely still in the concrete-operational stage of development and would benefit
from using manipulatives and visual aids to assist the learning (Piaget).
Goal
The teacher will evaluate students various learning levels and scaffold teaching accordingly.
Intervention Plan
1) Take a step away from the situation, have a quick break, and then take a class brain break or
energizer activity. This will alleviate some of the stress and frustration, so students can be mentally
prepared for additional learning. This applies to KSA #7 in that the teacher knows how and when to
apply a variety of management strategies.

2) Assess the different levels of learning by using the following strategy from, Working Inside the
Black Box: Assessment for Learning in the Classroom (Black et al., 2004). Students will group
themselves according to their level of their understanding. Those who completely understand the
concepts will be grouped as green, those starting to understand will be grouped as yellow, and
those with little or no understanding with be grouped as red. It is possible that students may
incorrectly classify themselves. Consequently, the teacher could make adjustments where
necessary with individual formative assessment. This implements KSA #11, in that the teacher
knows how to assess the range of learning objectives by selecting and developing a variety of
classroom assessment techniques and instruments. It also connects to KSA #5 in that students
learn at different rates and in different ways.

3) If the group numbers are fairly equal, yellows and greens can be paired together in partners and do
some peer work to help each other, while reds can go to work with the teacher. If the groupings
result in a majority of red with only a couple greens (as the comments in the case study suggest),
the teacher could give separate worksheets to the green students and work with the rest of the
class together.

4) With the red students, and possibly later with the yellows, the teacher would need to go back to
the concept of fractions within these students zone of proximal development (Vygotsky). In this
case, the teacher should go back to the concept of fractions in general and talk about denominators
rather than focusing on adding fractions. The teacher should link to the students existing schema
(as suggested by Piaget) and work to resolve disequilibrium.

5) Lastly, it is vital that the teaching that happens at this point addresses different learners, using
visuals, manipulatives, and technology instead of simply a talking head and whiteboard. Also,
making connections to real life (pizza, chocolate bars, baking measurements, etc.) can help engage
students as concrete-operation learners (childrens work is childrens play, Piaget). This addresses
KSA #5, in that students learn in different ways.

Application to All Grade Levels

These strategies are easily transferable to other grade levels simply by adjusting the content of the
different steps. A brain break for Grades 1-3 could simply be jumping jacks, or a game of Simon Says,
while older elementary students may enjoy a 30 second dance party or a game of Four Corners.
Students in Junior High or High School may enjoy taking a minute for a snack and chatting or doing a
short Kahoot quiz using their phones.
The stop-light assessment activity would also work well for all different age levels. However, as students
become more self-conscious, a degree of anonymity may be added by having students put their heads
on their desks and use their fingers to indicating their level of comprehension (1 being no understanding
and 5 being complete understanding). At all levels, the teacher needs to be familiar with the students to
know individuals who may not categorize themselves appropriately.
Additionally, working in pairs may be more difficult in the lower grade levels and would need to be well
guided and structured (with timelines, check-lists, and other prompts). A discussion around helping
peers may be helpful as well as some role playing. Older students would likely need help staying on task
and may benefit from completing a written record of their sessions to provide more accountability.
Lastly, connecting to students existing schema to resolve disequilibrium is vital at all levels and using
visuals, manipulatives, and real life examples can help learners in all different stages of development.
References
Black, M., Harrison, C., Lee, C., Marshall, B., & William, D. (2004). Working Inside The Black Box:
Assessment for learning in the classroom. Phi Delta Kappan, 86(1),8.

Woolfolk, A., Winne, P., & Perry, N. (2016). Education Psychology (Sixth ed.). Toronto, ON: Pearson
Canada.