Mr.

Jones and Ray Case Study 1

Ray and Mr. Jones Case Study

Group #1: Alisha Carlin, Matt Culver, Angelica Palomares

National University
Mr. Jones and Ray Case Study 2

Part I: Ray

1.1 Data

Ray: 7th Grade

Disability Designation: Brain Damage/Hearing Loss
Strengths Needs Interests Preferred Ways
of Learning

● Responsible ● New hearing ● Working on ● Visual

● Good aids his ● Kinesthetic
Attendance* ● English motorcycle
● Polite and Language at home.
Respectful support Taking it
● Hands on (English apart and
building Language putting it
● Wants to be Learner) back together
better in school ● To interact
● Completes* his more in class
homework and build social
assignments skills #
● Special
Education
support for
English
● To score higher
on his algebra
tests
● Work on his
temper in
school #
● Better
Self-esteem*

These data points provide important information on what teaching methodologies will be

most effective for Ray. His hearing loss, brain damage, and low self-efficacy are affecting his

performance the most and are going to be the biggest factors in choosing an effective

methodology to help Ray succeed. Those data points present both physical and emotional
Mr. Jones and Ray Case Study 3

barriers which hinder Ray’s ability to learn. Ray will benefit substantially from a methodology or

methodologies that address these main needs. In regards to Ray’s strengths, his habitual

completion of homework and his desire to learn like other students are important to selecting a

proper teaching methodology as well. A methodology that enhances these strengths will be vital

to Ray’s success.

1.2 Model of Teaching

There are 4 main models of teaching. Each model relies on various teaching

methodologies. The 4 models include the Behavioral Family Model, Information Processing

Model, Personal Family Model and Social Family Model.

The Behavioral Family model focuses on observable skills and behaviors. It includes

behavior modification, direct instruction and mastery learning. This model centers around

providing teacher-directed and highly structured student learning time. The Information

Processing model centers around cognitive development, specifically the theories of Jean Piaget.

It focuses on concept formation and attainment and how students interpret data. The Personal

family model focuses on concepts of self-esteem and independent student learning. It suggests

student creativity and proper motivation for developing an individual’s potential. The Social

Family model is centered around cooperative learning and collaboration. This model places

focus on students working together to enhance both group interaction and individual

achievement (Huitt, 2003).

The model that we believe would benefit Ray the most is the Social Family model. Ray

displays low self-esteem and judges his performance against his peers. Mr. Jones points out that

Ray is very quiet in class and doesn’t interact much with his peers. From Ray’s testimony it can
Mr. Jones and Ray Case Study 4

be seen that Ray’s lack of interaction stems from low self-esteem and fears of being judged by

his peers because of his english language skills. By having Ray grouped up with other students,

especially those who are proficient in english language, he can benefit from their instruction and

support. Group learning will help Ray build social skills that will translate outside of the

classroom as well. Working closely with other students can also help Ray build self-esteem. “As

early adolescents strive to establish personal identities independent of their parents, they also

look increasingly to their peers for security and social support” (Slavin, p. 62). Group

collaboration and learning will give other students the opportunity to get to know Ray,

understand his disabilities and through their understanding provide the support and acceptance

that Ray needs. Additionally working closely with other students in small groups will make it

easier for Ray to hear the information that is being discussed. The Behavioral Family model is

not as well suited to Ray because he displays good behavior in terms of being polite, respectful

and turning his work in on time. Although the Personal Family model places a large focus on

building self-esteem it’s methodologies are centered more around independent learning. This

would not help Ray build his social skills or allow for as much support from other students.

1.3 Methodology

The methodology from the Social Family model that would benefit Ray the most is

Partners In Learning. This methodology promotes collaborative learning amongst students in a

non-competitive environment. Since Ray already displays low self-efficacy It would be best to

avoid competition amongst students. Through collaborative learning Ray can build his social

skills while learning class material with the support of his peers. Because of some of the

disabilities Ray and other students exhibit it would beneficial for Mr. Jones to have the students
Mr. Jones and Ray Case Study 5

engage in Formal Cooperative Learning. By implementing Formal Cooperative Learning in the

classroom Mr. Jones can assign groups that will be beneficial to all of the students. He can also

monitor group interactions provide learning expectations and then assess group interactions.

Using all of this information he can re-assign groups or formulate new lesson plans to cater to

individual student needs (Johnson & Johnson).

1.4 Informal Learning Objectives

Based on the data and the information presented under the NEED section for Ray there

are a number of different goals that could be set for his social and academic growth. A social

goal for Ray would be to ask more questions in class, more specifically of his peers, during

group interaction. Ray has expressed that he is refrains from speaking out in class out of fear of

being judged. Asking more questions of his peers would be a great goal for Ray because it would

foster social skills and help him understand course content that he is having trouble

understanding. More frequent positive instruction from other students may help Ray feel more

comfortable around his peers and less likely to avoid classroom participation.

Another NEED for Ray that relates to academic acquisition is to score higher on his

algebra tests. Ray is successful and turning in his homework but seems to be struggling to retain

information and being able to apply his knowledge during testing. Since Ray responds more to

visual and kinesthetic learning, the use of visual aids would greatly help Ray understand and

retain course curriculum. The use of visual aids also relates to one of the common core standards

for students in mathematics: make sense of problems and persevere in solving them. Visual aids

would help ray make more sense of the course curriculum and help him not be so discouraged

when trying to solve problems.

Mr. Jones and Ray Case Study 6

1.5 Assessment & Evaluation

In order to Ray to effectively meet the social and academic goals set out for him there

must be proper assessment of these goals. For the social goal of Ray asking more questions in

class Mr. Jones could have Ray keep track of how many times a week he asks questions or

participates in group discussion. Ray could keep a chart of the week and place a star or check

mark on the chart each time he asks a question or participates in his group. At the end of the

week Mr. Jones and Ray could sit down together, look at the chart and compare it to previous

charts to analyze how much progress Ray is making in terms of classroom interaction.

For the academic goal Mr. Jones should be collecting data on Ray’s homework and test

scores and using the information to see how well the visual aids are helping Ray in certain

aspects of the course curriculum. In areas where Ray shows improvement Mr. Ray can then

reference the way visual aids were utilized and encourage use of similar aids to help Ray in areas

where he still needs improvement.

1.6 Classroom Management

Classroom management is another important aspect of effectively teaching students.

From the case study we know that Mr. Jones is not utilizing UDL. He is only lecturing and using

the whiteboard for instruction. We also know from the case study that there are a large number of

students who prefer visual or kinesthetic learning methods.

The first thing Mr. Jones should do is implement more visual and kinesthetic methods

into his lesson plans. This would benefit not only Ray, but all of the students, and lend itself to

more creative learning which would help students retain information as well.
Mr. Jones and Ray Case Study 7

The second thing Mr. Jones could implement to improve classroom management is

assigning groups for the students to work in. Since there are a number of students who are

English Language Learners it would be beneficial to create groups where these ELL students are

working closely with English proficient students. This way the students who are English

proficient would be able to help the ELL students understand the course content. This would be

beneficial to both sets of students because teaching is a great way to log information into long

term memory. The students who are helping other students will increase their information

retention while the ELL students will learn social skills while being able to grasp more course

content.

The third option for improving classroom management is for Mr. Jones to incorporate

different types of assessment for his students. Mr. Jones is assessing student performance on

homework and tests but the classroom could benefit from Mr. Jones assessing other things such

as social interaction and group problem solving. The use of Formal Cooperative Learning would

allow Mr. Jones to create groups, assess how the groups interact, which students are making

growth and areas in which students are struggling, and then create future lesson plans to meet the

needs of the students.

1.7 Communication and Collaboration

Due to some of Ray’s needs there are a few people it would be important to collaborate

with. It is highly important that Mr. Jones communicate with the special education teacher or

teachers at the school to discuss Ray’s needs and get an IEP for him. He is struggling with

English and his disabilities caused by his accident are hindering Ray’s ability to learn. It is

important for Mr. Jones and the special education teacher to be meeting regularly to create an
Mr. Jones and Ray Case Study 8

plan for Ray that utilizes his strengths and provides proper support for areas in which he is

struggling.

It would also be beneficial for Mr. Jones to collaborate with Ray’s other teachers. By

speaking to other teachers at the school Mr. Jones can gain more insight into how Ray behaves in

other classes and any methods that are utilizing that are showing signs of success in terms of

helping Ray learn.

Lastly, Mr. Jones should contact Ray’s parents to help create a plan for additional support

at home. Mr. Jones should also inquire as to how the school may be able to help Ray’s family

provide a hearing aid that works properly.

1.8 Parent Notification

Successful teaching is a village approach that requires collaboration between teachers,

staff and parents. Communicating with Ray’s parents is an important part of providing the

support necessary for Ray to reach his full potential in the classroom. The accident that caused

Ray’s brain damage and loss of hearing was undoubtedly a traumatic experience for Ray and his

family. Ray’s parents may feel like they are helpless in terms of supporting Ray in school

because he has suffered brain damage. They likely are not equipped with the tools to effectively

support Ray’s new needs in terms of his education. Additionally, there own emotional trauma

from the situation may be creating a barrier in terms of providing for Ray’s new needs. It is

possible that they are feeling as though they have lost Ray in a sense because of the changes that

have occured due to the accident. It is important to consider all of these things and always

express compassion and understanding when speaking to his parents.

Mr. Jones and Ray Case Study 9

Mr. Jones should be communicating with Ray’s parents on a regular basis. It would be

beneficial for both him and the parents for them to be in contact twice a month to check in on

Ray’s progress and discuss how Ray is behaving at home and in the classroom. Open and

frequent communication between Mr. Jones and Ray’s parents will allow them to assess Ray’s

behavior and provide support necessary to help him succeed. This communication could be done

through e-mail, over the phone, or in person during special family meetings or back to school

nights. Using the phone would be an easy way to communicate often while maintaining a level

of personalism that would be important to fostering a positive relationship.

Part II: The Other Six Students

2.1 Marta

Mr. Jones needs to address visual learning styles for Marta in the classroom. She needs to

be able to see what is on the board maybe by moving her closer to the board so that she can see

the visual learning styles up close. Mr. Jones also needs to be able to translate the Math

explanation in Spanish since Marta primary speaks Spanish at home. She is proficient in math

but just needs help expressing herself in class.

The model that would help Marta would be the Information Processing because Marta

needs help with translating her math problems. She needs more visual aids to help her learn the

math solutions.. She tends to stay quiet in class, but she is embarrassed that she cannot

communicate with Mr. Jones about not being able to understand the Math lesson in English. She

tends to ask her friend for help translating instead of asking the teacher. The methods that Marta

can use are picture word modeling, advance organizers, and visual aids. This may help some

student but not some because not all the student need visual aids. According to Slavin (2015),
Mr. Jones and Ray Case Study 10

“Teachers have to know how to set up group goals, hold students individually accountable, and

teach students communication and problem-solving skills” (Slavin, 2015, pg. 198).

I would select Bill to work with her. He is a leader and is respected by his peers. He

understands the course content and would be a great person to help Marta speak up in class. He

can possibly break her out of her shell and help her translate some of the math problems.

2.2 Dillon

Mr. Jones can incorporate Dillon’s interests in computer into his instructional plan for the

class by possibly creating a project where the student’s need to use the computer to solve the

problem in class. Also, maybe since Dillion does his work, he can help use the computer to

translate some of the words for his friends that are Spanish speaking. He can also create

slideshows or PowerPoints that can help his friends that are visual learners.

I would pair Dillon up with Ray. I think Dillon could help Ray out with his self-esteem.

Since Dillon is good with computers he can help Ray out with visual or hearing-impaired apps

that can help Ray in class focus more. I think Ray can succeed more with Dillon being his

partner since Dillon is outspoken.

2.3 Bill

Mr. Jones can use Bill to help tutor some of the students that are struggling in class. He

can partner Bill up with someone like Marta or Ray that need help with speaking up in class. Bill

is a hard worker and can be a leader in group activities. Since Ray and Marta tend to stay quiet,

maybe Bill can be their voice or help them speak up in class since he is social.
Mr. Jones and Ray Case Study 11

I think this would be a positive impact on Bill because he wants to be a leader. He has

shown great potential by being an excellent student in class and keeping up his grades. He wants

to become a member of the military and already set his goals. He can improve his strengths by

helping others in the classroom and in group activities. He is an extremely hard worker, enjoys

making friends, and loves to experience new cultures.

I would pair Bill up with Rukhsana. Rukhsana has trouble being confident in her Math

skills. I think Bill can help her in math by translating some of the words to her. He can possibly

help her on her English and encourage her to speak up a bit in class.

2.4 Gina

Mr. Jones will have to be a mandated reporter now that a student has confided in him.

Mr. Jones should do this right away and not wait too long because the actions made by Gina’s

moms boyfriend can keep continuing at home. After, he needs to set up a meeting with the

Principal, Gina, and Gina’s mom to go over what he has heard. The school should help Gina

through counseling. If he does not say anything, Gina can suffer and continue to do poorly in

school. The actions made by the mom’s boyfriend can continue and even get worse if it is not

stopped.

Gina’s molest does have an impact of her attitude because Gina has not been around male

influences. This impact may cause her to have a negative attitude towards males in the future.

She belittles herself by not knowing her true potential in school. If she would get help and

positive advice she may be able to have a different outlook on school and life. She sometimes

has an attitude at school which can come from the damage caused at home. The only adult

supervision she has at home are her sisters but sometimes they are not home, and her mom is
Mr. Jones and Ray Case Study 12

always working. Her negative attitude towards males can affect her relationship with Mr. Jones

because she may fear males in general for what is happening at home.

I would select Steven. Steven is an amazing individual and know his subjects well. He

would treat Gina nicely as an individual. He adores Gina and believes she has a beautiful smile.

He could possibly help her change her attitude towards males if she spent some time with him

during group activities or one-on-one.

2.5 Rukshana

Some of the experiences that Rukhsana has seen are her family being killed in front of

her. Her brother was shipped out in the military. She went from country to country and saw how

her dad dealt with guys that did not do nice things. These experiences set her apart because not a

lot of kids see this type of trauma in their life. They usually do not see people getting killed often

in front of them. These experiences can be ameliorated by having Rukhsana discuss her

experiences to either Mr. Jones or a counselor at the school.

The Personal family model will help because it centers around self-esteem and

independent student learning. It also, develops the student to be creative and motivate their

potential in class. The methodology that can be used can be non-directive teaching such as

allowing Rukhsana to work independently using visual aids at her desk. She loves to draw so she

can incorporate some of her art skills with her math problems in class. This method can work

with some of the student but not all because some the student need more guidance and help

one-on-one. Slavin (2015) stated, “​when students work in mainstream and heterogeneous

environments, they learn in a more productive and skillful manner” (Slavin, 2015, pg. 213).
Mr. Jones and Ray Case Study 13

I would select Bill to work with Rukhsana because he has experienced seeing different

cultures maybe they can speak about it together. He can help her with English and teach her how

to pronounce certain words. Rukhsana has a hard time speaking up, maybe he can help her use

her words.

2.6 Steven

Mr. Jones need to address the bullying that is happening to Steven inside and outside the

classroom. The bullying is severe that is it creating a challenge for Steven to make any friends in

class. Steven just wants to be able to make friends based on his personality and not be outcasted

because he has cerebral palsy. Steven’s IEP focuses on increasing his positive social interaction

with other students in the classroom. Due to the bullying that is presented in the classroom, it is

hard for Steven to achieve his goal on his IEP.

The teaching model would be Social interaction because it can help develop Steven’s

skills needed to work in groups. According to Slavin (2015), “sharing results and ideas can help

increase social interaction in collaborative learning groups. (Slavin, 2015, pg. 220). Since Steven

is having trouble with social interaction among peers this will help him achieve his goal on his

IEP. This model and methodology will not only help Steven but others because some of the

students in class have trouble speaking up and collaborating with others, especially with Mr.

Jones. The methodology that Mr. Jones can use in the classroom are team games, partner

working, and solving math puzzles with a partner through social family models of teaching.

I would select Gina because she needs a positive male figure in her life. I think Steven

adores Gina and would treat her with respect. I think since Gina tends to have a little attitude she

can use that to stick up for Steven when he is getting bullied in class.
Mr. Jones and Ray Case Study 14

Part III: The Class as a Whole

3.1 Universal Design for Learning For or Against

3.1a - For UDL

Universal Design for Learning aims to help all students be successful learners. Due to its

inclusive nature, UDL offers a flexible approach to creating instructional goals, methods,

materials and assessments. These approaches are often adjusted and customized for students’

unique needs. UDL plays to each students’ strengths and differences. Students learn differently

because of their varying needs, interests and skills. As a result, UDL allows for maximum

versatility in the classroom to ensure lesson plans include the various ways students learn, retain

and express information.

3.1b - Against UDL

Although Universal Design for Learning includes a wide variety of learners, it does not

guarantee success in standardized testing for all learners. The US education system is reliant on

standardized test scores. Theses scores have a significant impact on the educational process for

each student and whether they can move up a grade level in school. They could potentially affect

where a student may attend college, further impacting future career opportunities. Unlike UDLs,

standardized tests are not differentiated. No matter the students’ preferred learning style or

strengths, each student is expected to test well in areas where others think their strengths should

be. Students have to be successful in this format so when tested, they can score well despite it not

being their preferred learning style.

3.2 Models and Methodologies

Mr. Jones and Ray Case Study 15

Model and 2 ways you could 2 ways you could 2 Ways you could
Methodology have Multiple have Multiple have Multiple
Means of Means of Means of
Representation Expression within Engagement within
within this this Methodology this Methodology
Methodology

Behavioral Family 1. For an art class, 1. Students will 1. Students will

of Models of students will be given create smaller combine all
Teaching: Elements a demonstration and projects using the techniques in a
of Effective overview of a certain new techniques. midterm or final
Instruction technique or style that Breaking down the project to show
(Hunter)* they will use. process little by little. mastery of content.
They will be given
2. For an English homework to practice 2. Students will be
class, students will using the technique assigned an essay
read through a text correctly. where they will
individually. utilize the class
2. Themes, main discussion and what
characters and other they have read.
topics will be
discussed as a class.
Students will fill out
a worksheet that
corresponds to the
questions on the
prompt.

Information 1. Introduce the 1. Watch 1. Students can write

Processing Family lesson and the goals documentary a summary of how
of Models of of the lesson for the pertaining to lesson the new information
Teaching: Advance day. Write goals on goals of the day. they have acquired
Organizers the board where all answers the
(Ausubel)* students can read and 2. Use KWL charts. question/goal of the
reference. As we did throughout day.
this case study
2. Have students skim assignment, students 2. Students can pair
over the newly can use the KWL up in groups and
assigned reading or chart to track what discuss what their
worksheet to focus in they ​Know, ​What charts to share ideas
on highlighted they want to know and findings.
information like and write what they
Mr. Jones and Ray Case Study 16

captions and headings have ​Learned.

of chapters.

Personal Family of 1. Students are given 1. Students have to 1. After discussion,

Models of Teaching: multiple sources read the sources and students will then
Non-Directive (primary and discuss as a class explain to the teacher
Teaching secondary). what they are what the main points
(Tenenbaum)* learning. of the lesson are and
2. Upon entering the what they have
classroom, students 2. Students will be learned.
will read a statement broken up into the
on the whiteboard. two opposing views 2. Students will then
They will have to and will discuss in nominate a group
decide whether they their groups why their representative to
agree or disagree with opinion is correct and defend their stance
the statement. the other is incorrect. and debate against the
other group.

Social Family of 1. To understand the 1. Students will 1. Students will have

Models of Teaching: relevance of a time research their the entire class period
Cooperative period and the main assigned historical to converse with their
Learning (Johnson historical events of figure in preparation classmates who are
& Johnson)* that time, students for a class assignment assuming the roles as
will randomly pick a where they will come other important
number that is dressed as and act historical figures.
assigned to a like their historical They will explain
historical figure of figure as they interact who they are, what
that time period. with their classmates. they believe and why
they have those
2. Students are given 2. The teacher will beliefs. At the same
a warm-up problem then lecture on the time being exposed to
or question to topic. differing beliefs of
perform (in a math or other historical
science setting) or figures of the time.
write about. They
will then turn to the 2. Students will take
person next to them notes during lecture.
(someone different Once lecture is
each class) to discuss finished students will
their answers or then re-group to come
opinions on the topic. up with the best
answer given their
initial
beliefs/opinions and
the lecture notes.
Mr. Jones and Ray Case Study 17

3.3 Signature Assignment

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.

/Alisha Carlin/
/Matthew Culver/
/Angelica Palomares/
Mr. Jones and Ray Case Study 18

References

Huitt, W. (2003). Models of teaching/instruction. ​Educational Psychology Interactive. Valdosta,

GA: Valdosta State University. Retrieved June 28, 2018, from
http://www.edpsycinteractive.org/topics/instruct/instmdls.html

Johnson, D. W., & Johnson, R. T. (n.d.). What is Cooperative Learning? Retrieved June 28,
2018, from ​http://www.co-operation.org/what-is-cooperative-learning/

National Center On Universal Design for Learning. Retrieved June 28, 2018, from
http://www.udlcenter.org/

Slavin, R. (2015). Educational Psychology: Theory and Practice, 12 ed., Pearson .

Standards for Mathematical Practice. (n.d.). Retrieved June 28, 2018, from
http://www.corestandards.org/Math/Practice/