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Integrative Case Study


Learning Factors of 5th Grade Student Robert

George Mason University

EDUC 613

10/6/13

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Table of Contents

Part 1: Descriptive Discussion……………………...3-7

Part 2: Analytical Description………………………8-14

Part 3: Reflective Self-Evaluation………………….15-18

Part 4: References…………………………………..19

Part 5: Appendices………………………………….20-24

Appendix A…………………………………………20-21

Appendix B…………………………………………….22

Appendix C…………………………………………….23

Appendix D…………………………………………….24

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Part 1:

Descriptive Discussion

An integrative case study is an opportunity to take an in-depth look at how different

learning factors affect one of my individual students. I believe the purpose of this study is to

recognize that each and every student learns differently, and to learn how to use this knowledge

of the student for the advantage of the educator. By focusing on one student rather than an entire

class or school of students, it can potentially present the levels of diversity in individual learning.

I feel that as an educator it is important to be able to recognize differences amongst students, and

be able to differentiate instruction in order to meet all of their needs.

Robert is one of my 5th grade students who really intrigues me. I know that he has gone

through many struggles in the past, and he appears to have a tough road ahead of him. He has a

history of behavioral problems in the numerous Elementary Schools he has attended. However,

he appears to be gaining more self-control and discipline since coming to Pattie Elementary

School in the spring of 2013. He does not seem to have a lot of close personal friends, and has

been shown signs of irritating and bothering his peers (Appendix D).

Robert appears to be of average height and maintains a low Body Mass Index (BMI) for a

10 year old boy. He is African American, and speaks standard English. His clothing and shoes

usually show much use and look worn. One of the reasons I selected Robert is because I worry

about him succeeding in school academically and socially. I would like to gain a more in-depth

understanding of him and his thought process toward learning in hopes I will be able to help

guide him to success at school. It is my opinion that, Robert is misunderstood by his classmates

and teachers including myself. Based on my previous experiences with Robert I would say that

he has a very quirky sense of humor, which he rarely shows but it is enjoyable when he does

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show that side of himself. For example, last year when he would help me carry equipment to set

up for class he would always carry the cones on top of his head and tell me he was a “cone-

head.”

It is hard for me to try and imagine what it would be like to walk a day in Robert’s shoes,

because his home life and development is so different the mine. Robert and his family have

moved more times than he can count, he has been enrolled in 6 different elementary schools, and

is being raised by his single mother. Robert lives with his mother, twin sister, and younger

brother. His father lives somewhere in Maryland and Robert gets to see him maybe once or twice

a year, with very little if any communication in-between visits. Due to their families financial

circumstances Robert and his siblings are eligible for the Prince William County School (PWCS)

Free and Reduced Lunch program. Robert has been identified by PWCS as Emotionally

Disturbed. Three years ago after multiple instances of violent behavior lead to Robert being

transferred from his base school elementary school, to another school with an Emotionally

Disturbed specialized classroom. After several months in this class Roberts mother was unhappy

with program and decided to pull him out of school. For the following few months he was home

schooled by his mother and was then enrolled in his new base school Pattie Elementary where I

work. It appeared to me that Robert finished the year on a positive note, without any major

discipline issues.

Despite all the adversity and daily challenges that Robert faces, he is able to shine in

many ways. As his physical education teacher I have recognized that he is a very highly skilled

kinesthetic learner, meaning he can handle objects and manipulate his body to make precise

movements relatively easily (Silver, Strong, Perini. 2000). He is not afraid to share his

excitement and skill level in the following sports: basketball, football, baseball and tennis.

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Robert is currently a member of the Dale City Cowboys, which is a youth league football team. I

was so happy to learn that Robert has joined a team and is participating in a community activity.

Sports participation can build planning skills, time management, and can significantly help build

youth identity (Rosewater, A. 2009).

Based on my past experiences with Robert in social learning situations I believe this is an

area where he often times has difficulty. When implemented successfully a social learning

environment can lead to individuals gaining from others through different perspectives and

reflective thinking leading to a higher level of understanding (American Psychological

Association (APA), 2007). In Roberts’s case this doesn’t always occur, as this is a less structured

learning environment, which provides opportunity for off-task and unfavorable behaviors. I have

determined that an extrinsic rewards system will work in keeping Robert’s behavior issues to a

minimum. When he has a reason to stay out of trouble it seems to have had a positive impact on

Robert.

However, I am concerned that the value of the extrinsic rewards will begin to fade along

with the motivation to make favorable responses. Curiosity and creativity can have a major

contribution in motivating a student to learn (APA, 2007), which could potentially be a very

important tool contributing to Robert’s success in the future. Gaining more knowledge on

Robert’s social learning factors could directly impact Robert’s motivation learning factor. For

example Robert stated that he gets discouraged when his classmates distract him while he is

working on something (Appendix C). With this knowledge I could try to maintain the noise level

of all students while individually working on new skills, hopefully keeping Robert motivating on

the task at hand.

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There has been a lack of familiarity and stability in Robert’s education due to the amount

of times he has changed schools. He has been through many negative experiences at home and in

schools, which more than likely has had an effect on his learning development. When asked how

many different schools Robert has attended he told me he was not sure, this tells me that he has

bounced a around quite a few different schools and has had to adapt to many different learning

environments. I would argue that Robert’s educational development has been quite different

from many of his classmates, as I have been teaching them year after year at the same school.

Being able to recognize and understand Roberts’s developmental differences can help me

facilitate an optimal learning environment (APA, 2007).

Learning Factors and Data Sources:

Data Source Information Topic Learning Factor

Student Interview Preferences, educational

background, and

educational beliefs

Motivational and

developmental

Observation of Student Characteristics around other

students, interactions with

others, and level of

participation

Social and motivational

Former 4th Grade Teacher

Interview

Learning preferences,

common behaviors

Motivational and social

Current 5th Grade Teacher

Interview

Learning preferences,

common behaviors

Motivational and social

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When it comes to students like Robert I often times can’t help but to feel hopeless, as I do

not know how to reach him. Robert is a student that I want to see succeed almost like the way

you want to see an underdog win a race. There have not been many things that have come easy to

Robert in his young life but by recognizing that it could be a powerful tool in moving forward

with his education. By gaining insight into his developmental background, social behavioral

habits, and motivational stigmas I believe I will increase the effectiveness and impact I will have

on him.

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Part 2:

Analytical Discussion

When collecting data in an attempt to gain insight of the relation that certain learning

factors have on Robert’s education, a triangulation of data collection was used. By using more

than three methods of data sources to generate findings I was able to search for trends, patterns,

and themes amongst the different methods, resulting in more valid and reliable findings (Falk, B.

Blumenreich, M. 2005). I gained a lot of perspective by interviewing Robert’s previous 4th grade

teacher (Appendix A) and current 5th grade teacher (Appendix B). When compared together I can

see similarities and differences reminding me of the importance of triangulating data collections

to keep from exaggerating specific findings based on one person’s perspective.

After analyzing the data collected through a student interview, current classroom teacher

interview, former classroom teacher interview, and an observation of the student in class I have

identified Robert’s learning strengths and weaknesses. By watching a throwing and catching

activity and using my prior knowledge of Robert it is clear that he excels in kinesthetic and

hands on learning activities (Appendix D). Robert’s current 5th grade and former 4th grade

teachers have lead me to believe that a more structured learning environment where the task is

clearly identifiable, is a much more favorable learning situation for him (Appendix A &

Appendix B). Robert is also a strong reader and uses free-choice reading as one of his rewards

for completing his class work, and reaching other goals (Appendix C).

In contrast Robert has struggled in other areas of his education. When presented with a

higher level thinking activity involving problem solving and reflection Robert usually gets

frustrated and gives up (Appendix A). Also unstructured collaborative learning activities may

result in Robert exhibiting off-task behavior, by playing around with his friends and veering

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away from the assignment at hand (Appendix D). Robert’s biggest educational concern may be

his impulsive and violent behavior, because this type of behavior usually leads to disciplinary

actions (Appendix B). For example if another student were to accidentally steps on Robert’s foot

he might immediately kick that student, resulting in a behavior infraction or possibly worse.

Strengths Weaknesses

Kinesthetic activities Problem solving

Hands on learning activities Violent Behavior

Reading Lack of patience

Structured learning activities Unstructured social learning activities

Goal Setting Impulsive behavior

Skinners reinforcement theory has been used quite a bit as a motivational tool in Robert

education. He seems to value and enjoy being able to set goals and receive positive

reinforcements when he reaches those goals. Last year I began using positive reinforcement with

Robert by providing him an opportunity to earn extra PE time with me. During my interview

with Robert I asked him “what are some of the things that motivate you to succeed at school?” I

was pleased to hear him say that being able to spend extra time with me to play basketball and

other sports was one of his motivators (Appendix C). Also during this interview I discovered that

Robert has had this type of positive reinforcement available to him in the past by one of his

former PE teachers (Appendix C). Although these reinforcements appear to be having a positive

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effect on Robert, it is important that these types of reinforcements are weaned off of excessive

use. Skinners reinforcement theory is not applicable in every situation nor is it always a healthy

way to prepare students for life after their education (LaPlant, Mongillo & Mongillo, 2013).

Collaborative learning activities have sometimes presented challenges- during Roberts’s

education. Robert expressed to me in an interview that he does not enjoy group work in the

classroom and would prefer to work individually (Appendix C). He also stated that other

students easily distract him during collaborative learning assignments. During my observation of

the student I noticed he struggled with a large group activity, and then did really well during a

small group activity, before have difficulty with a similar small group activity (Appendix D).

During the large group activity Robert was repeatedly kicking equipment that he was asked not

to touch. The reason that he was showing this off-task and defiant behavior remains a mystery to

me, other than the idea of he was having a lapse in self-control.

Robert’s 4th grade teacher felt that he did work better in small groups rather than

individually, however this is contingent on the other people Robert was in a group with

(Appendix A). When grouped with what she referred to as “good friends” then Robert was

usually in a position to benefit from what the learning theorist Vygotsky referred to as a, “More

Knowledgeable Other.” A More Knowledgeable Other is someone who has a better

understanding or higher ability level than the learner (Munson & Antonucci, 2013). During the

interview Robert’s 4th grade teacher did recognize the challenges that she noticed from Robert

during group work (Appendix A). One of which happened to be the same reason that he

identified during his interview when Robert said, “other people distract me easily.”

It is clear to me that Robert is in what Piaget has identified as the “Concrete Operational”

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stage of development. During this stage students are capable of performing mental operations in

a logical order, recognition of other’s view points, and are moving toward abstract thinking In

my observation of Robert during a physical education class he attempted to follow Piaget’s

Constructivism Theory by learning through discovery (Appendix D). The activity was punting a

football, a skill that very few 10 and 11 year-old students have mastered. The class was being

instructed using the skill-theme approach, where prior to being given any instruction on the skill

at hand the class was allowed a few minutes to perform the skill on their own. During this time

Robert was and his partner both tried various approaches in attempting to perform an effective

punt, with limited success. The class was then brought together and given four steps to follow

when punting a football; these steps where then modeled by the instructor and another student to

provide a visual of what the skill should look like when performed. When the class was sent back

to their designated areas to retry the football punting skill, I noticed Robert try the modeled

method a few times but still with limited success. After a few more tries it appeared Robert

became either frustrated or lost interest in the skill, and began to exhibit unfavorable behaviors

affecting his classmates (Appendix D).

A hypothesis for Robert’s volatile behavior could be based on Roberts’s difficult

development. He does have a history of getting into physical altercations with other students

while at school. I do not know how much violence Robert was exposed to during his educational

development, however it does point to a possible connection to Bandura’s effect of modeling on

acquisition theory. Through the Bobo-Doll Experiment Bandura showed the effects of

demonstrating violent or non-violent behavior can lead to children learning patterns of behavior

vicariously by what the are exposed to (deBuy Hull & Hussack, 2013). In Robert’s case if he has

as I suspect been exposed to a higher than average amount of violent behavior during his

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development, he may have vicariously learned these behaviors.

Recommendations:

One area where Robert struggles while learning is not being able to find the easy answer

and moving on quickly. When faced with a critical thinking assignment Robert often gets

frustrated and gives up (Appendix A), showing the importance of developing metacognition.

Nancy Joseph (2010) discusses how struggling students are often a result of poor metacognition

skills and provides strategies for teachers to help their students develop critical thinking learning

strategies. I would recommend the following strategies to be implemented into Robert’s

education. First incorporating constructive assignments that promote him to practice new

learning strategies in a comfort of a supportive classroom environment. Reciprocal teaching

activities could also help him become more comfortable with metacognitive thinking in a step-

by-step process, allowing room for exploration and discovery. Finally through the teacher

modeling their mental process during problem solving activities. By helping Robert develop

metacognition it could show a positive effect on his self-reflective learning process and personal

development as a learner (Joseph, N. 2010).

By incorporating restorative practice as a first response to problem-solving, Robert could

benefit in many ways. Due to Robert’s violent reactions to certain social situations a

collaborative learning experience could help him use scaffolding to grow socially and mentally.

Tom Macready (2009) discusses how using Vygotsky’s social learning and scaffolding theory

can be used to guide restorative practice in schools. Restorative practice can create an

opportunity for learning social responsibility on a proactive level by restoring the social

environment after a conflict occurs (Macready, T. 2009). In Robert’s case I recognize that

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conflicts are bound to occur from time to time, however by implementing restorative practice he

will eventually gain the tools needed to repair damaged social relationships.

As noted by Skinners Reinforcement Theory this form of external rewards may not be the

best way to prepare students for real life situations. It would appear that a lot of Roberts’s

motivation at school is tied to some sort of positive reinforcement or reward. As a result I would

recommend the need to develop his intrinsic motivation. By increasing Robert’s intrinsic

motivation we would be able to slowly wean him off of all the external rewards that he is

currently receiving while maintaining, if not even improving his motivation to succeed and learn

at school. Eric Jensen (2005) suggest five steps to promote a students intrinsic motivation which

could have a significantly positive effect on Robert:

1. Eliminate the threat and stress of learning by uncovering problems, adding

transition time, and avoiding demands.

2. Goal-setting as often as on a daily basis to establish and maintain focus.

3. Creating a positive learning environment through acknowledgements, rich

environments, and relationship building.

4. Managing emotions through movement, rituals, and celebrations.

5. Increasing student feedback whether self-managed, peer assessed, rubrics, or even

natural results.

By applying the data collected during this case study to different learning theories it has

lead me to recognize a few things that can lead to Robert’s future success as a student. Robert

still has much educational development to occur in his future, as he is still in what Piaget would

call the “concrete operational phase” (Hamilton & Monfette, 2013). As he matures and develops

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his mind it is important that he increases his metacognition and higher-level thinking skills. Also

Robert can really benefit from Vygotsky’s theory of a more knowledgeable other in collaborative

learning situations, however it will be impearative that he is able to avoid distractions and

impulsive behaviors in order to benefit from this theory (Munson & Antonucci, 2013). Finally

because Robert’s motivation in learning appears to be closely tied to Skinners reinforcement

theory, he needs to develop his intrinsic motivation so he does not get to reliant on extrinsic

rewards (LaPlant, Mongillo & Mongillo, 2013).

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Part 3:

Reflection

It has been a really eye-opening experience to be able to have taken such an in-depth look

at the way one student learns. Prior to starting this case study I already knew that all students are

different and learn in different ways. Yet I don’t think I really quite understood the level and

severity of these differences. I feel that this assignment can potentially have a very positive

impact on my teaching practice by helping me to look for and identify individual learning factors

amongst students. Once I am able to recognize and understand different learning factors amongst

students, the real challenge will be to factor that knowledge of student into my teaching.

When analyzing the data collected on Robert during this case study I believe I understand

the importance of triangulation of data better now than I ever have before. After reading about

this data collect method it did make sense to me about how it could improve the reliability and

validity of the findings. However, after actually using this data collection method the importance

of it has really been proven to me for this specific case study, as well as all educational research.

When cross analyzing my findings from the different data collection tools I used, I was able to

make stronger cases for some of the findings, and was able to toss out some of the weaker

findings. As a result by using a triangulation of data it lead me to more appropriate and

influential recommendations to help Robert’s future individual education.

Looking back on this case study I am very happy to have selected Robert as my student

of interest. I feel that our relationship has strengthened on both sides. It is as though I am more

invested in Robert as a person and a student, and I want to help him become successful in school

and in life. I feel like I see him in a new light and almost feel more responsible for his success.

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Similar to the way that doctors are responsible to help a patient in need, by making crucial

decisions that will have huge implications on their patients life. In my teaching practice I now

feel a responsibility to use the information that I now know about Robert to help him learn and

be successful at school. During this study I wrote a journal entry that I believe helps describe

why I believe Robert feels growth in our relationship as well. The journal entry is about how I

approached Robert to participate in this case study, and some interactions we have had together

since I interviewed him.

Journal Entry- Case Study/ Robert 9/26/13:

“When I asked Robert if I could interview him by asking some questions about school, I

was sure to point out how he would be helping me out in a big way. I told him how I am working

on a Masters Degree from George Mason University to help me become a better teacher, and that

I had an assignment that I was hoping he could help me with. I also explained why I though of

him to help me with this assignment, which was I felt we had gained a strong relationship last

year when he would help me set up for class. Robert seemed to enjoy the idea of being able to

help me out with one of my assignments, opposed to me helping him with one of his

assignments. I think he gained a sense of pride and self-worth in being able to contribute to this

assignment. Since the interview he has asked me on multiple occasions if I got an “A” on the

assignment, to which I have replied that, I am still working on it, but it is going really well and I

will let you know when I do receive my grade. By him asking me about the outcome of the

assignment I recognize that he cares about my success, and his contribution to my assignment.”

This study has not only taught me more about Robert as an individual it has also taught

me more about how I learn the way I learn, how other students learn, and the impact of learning

factors. I have recognized that I have had a very different development from Robert, resulting in

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fewer struggles in my own education. In my development I now see something like being

familiar and comfortable at the schools I went to as a huge advantage in my education. Based on

the variance between how learning factors affect Robert and myself so differently I am starting

to realize just how differently they can affect each of my students. Everyone single one of my

students has had different development, has had different experiences, and is their own unique

learner. It would not be possible to gain the same background knowledge of each of my 700 plus

students the way I have just done with Robert. Yet the impact of attempting to understand how

one individual learns leads me to in the direction of wanting to understand more about my

students, in order to help them become successful.

Something I will take away from this student is the idea of teaching the individual student

not the class or the school. In the future I would like to make more of an attempt to learn about

my students and how they might learn best. One way I could do this is by asking students to

write a journal entry about what they feel their educational interest and needs are. Another

change I could make in my teaching is offering choices of different warm-up activities each one

of which favoring a different underlying theme such as: physical, social, or competitive. During

this activity I could track whom goes to what type of warm-up as a way to gain knowledge of

student. Another change I could make could be to implement a goal-setting program for my

upper elementary aged students. This program would be an attempt to develop motivation toward

reaching a goal, and the self-efficacy that comes with conquering a challenge.

A buzzword in the education field right now is change-agent. To me an educator that is a

change-agent has the ability to evolve to meet the needs of all of their students. By recognize my

students as individual learners, and not as classes I will be in a better position to reach my

students on an individual level. By individualizing my teaching practice it will put my students in

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a better position to be successful, and at the end of the day that is the ultimate goal. I would like

to consider myself as a change-agent in my school, and I feel as though this case study will

support my ability to recognize and incorporate individual learning factors amongst my students

into my teaching practice.

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References

American Psychological Association (1997). Learner-centered psychological principles: A

Framework for school reform & redesign. Washington, DC.

deBuys, A. Hull, B. Hussack, L. (July 2013). Bandura: Learning theorist individual project.

EDUC 613, George Mason University.

Falk, B., & Blumenreich, M., (2005). The power of questions: A guide to teacher and student

research. Portsmouth, NH: Heinemann.

Hamilton, K. Monfette, B. (July 2013). Piaget: Learning theorist individual project. EDUC

613, George Mason University.

Jensen, E. (2005). Teaching with the brain in mind (2nd Ed.). Alexandria, VA: Association for

Supervision and curriculum Development.

Joseph, N. (2010). Metacognition needed: Teaching middle and high school students to develop

strategic learning skills. Preventing School Failure, 54, 99-103.

LaPlant, K., Mongillo,, M., & Mongillo, M. (2013). Skinner: Learning theorist individual

project. EDUC 613, George Mason University.

Macready, T. (2009). Learning social responsibility in schools: A restorative practice.

Educational Psychology In Practice, 25(3), 211-220.

Munson, B. Antonucci, L. ( July 2013). Vygotsky: Learning theorist individual project. EDUC

613, George Mason University.

Rosewater, A. (2009). Learning to play and playing to learn: Organized sports and educational

outcome. Education Digest, 75(1), 50-57.

Silver, H, Strong, R., & Perini, M. (2000). So each may learn: Integrating learning styles and

multiple intelligences. ASCD: Alexandria, VA.

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Appendix A

Case Study Classroom Teacher Interview

Previous 4th Grade Teacher Mrs. K

1. What is your overall impression of the student? He is a little reserved, quiet, loves to

read.

2. What do you think motivates this student to succeed at school? Reading books as a

reward, goal setting, treats an individual attention from the school counselor, and

earning extra PE time.

3. What do you think discourages this student from learning? Problem solving and not

being able to quickly find an easy answer.

4. Do you think this student works better individually or in small groups? Small groups

because his friends are able to keep him on the right track and focused on the task at

hand. This is contingent on choosing/ being placed with the right group members,

or what his teacher would call “good friends.”

5. Have you recognized any important teamwork traits/characteristics shown by this

student? In the classroom he has been see helping other students who where

struggling and needed help. Also during recess making sure classmates understand

and are following the rules during a game, and ensuring that everyone is playing

fairly.

6. Do you have any recommendations to help motivate this student academically? Goal

setting with rewards such as extra time to play basketball, or read a book of his

choice. Ensuring that he reaches his goal before he receives any rewards.

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7. Do you have any recommendations that might help this student in social situations?

Steering him toward making good friends, and encouraging good choices.

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Appendix B:

Case Study Classroom Teacher Interview

Current 5th Grade Teacher Ms. T

1. What is your overall impression of the student? Quiet, sneaky, and volatile

2. What do you think motivates this student to succeed at school? Positive role models

both peers and adults, prior success, hands on activities.

3. What do you think discourages this student from learning? Other students

distracting him, difficult work, learning about things he does not yet understand.

4. Do you think this student works better individually or in small groups? Individually,

because he is more likely to complete the work when he is on his own. Group work

and less structured environments lead to off task behavior.

5. Have you recognized any important teamwork traits/characteristics shown by this

student? Very competitive in games or competitions. Does not handle losing very

well.

6. Do you have any recommendations to help motivate this student academically?

Breaking down steps to what might appear to be more manageable tasks. Taking

things one-step at a time.

7. Do you have any recommendations that might help this student in social situations?

Staying away from people he does not get a long with, and learning to lose

gracefully.

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Appendix C:

Case Study Student Interview

Robert 5th Grade Student

1. What is your favorite school memory? 1st grade graduation ceremony, which

included cake, treats, and was able to play with his friends. Went to a school in

Baltimore but can’t remember the name of the school.

2. What is your favorite PE memory? Playing basketball with Mr. C in the afternoons.

3. What motivates you to do well in school? In PE Class? Wants to become a NBA

player and have to do well in school to get there. Do well in PE class to continue to

earn extra PE and play basketball with me.

4. What are some things that discourage you from learning? Distractions like noisy

classmates.

5. Do you feel you learn better when working by yourself of when working with

others? By himself because other people distract him.

6. Do you enjoy group activities? Yes silent speedball, battleship, and other games.

7. What do you think makes a good teammate? No cheating, no bullying, and no

distractions.

8. What would motivate you to help out a teammate? Help teammates to so they don’t

lose.

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Appendix D:

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