Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Differentiation Case Study
Mountain Meadows is a public high school in a lower-middleclass neighborhood. The school population is 50% African American, 20% Hispanic, 25% Caucasian, 2% Asian, and 3% Native American. About half of the parents graduated from high school.
Chen is a first-generation Chinese American male in your high school class. He is likable and socially accepted by his peers. He likes being a part of the brainstorming for group projects, but generally avoids most of the work on the actual project. His group members dont seem to mind because he gives them a great deal of insightful, helpful feedback and keeps the general mood of the group lighthearted with excellent comedic timing and good-natured positivity. When he has to do his own work, he avoids the challenging work when there is a final letter grade, or final score associated with it. His formative assessments show above grade-level mastery of the concepts. You are perplexed by his choices when he clearly knows the material. Not completing assignments has resulted in Chen receiving Cs and Ds. His parents are concerned that he is not living up to his potential. Frankly you are too.
You investigate intrinsic and extrinsic motivations and implement some motivational strategies to get Chen to produce. They do not work. You meet with him and, together, you make an independent learning contract, but he is not able to uphold his end. You talk with him about having low self-esteem, and you administer an affective assessment. He does not have low self-esteem. During your research, you come across a term you have never heard before – underachieving perfectionist, also referred to as gifted underachiever. Underachieving perfectionists may not be identified as gifted and talented.
After learning more about this unusual topic, you meet with Chen and his parents to discuss the characteristics of underachieving perfectionists. From this meeting, you learned that he loves learning, but hates being judged; he does not see the point in doing the final project or the test after getting high scores on the formative assessments; hes comfortable being a part of the group, but fears being labeled The Boss. He is uncomfortable trying to live up to the standards of his parents and the stereotype of high-achieving Asian students, and he does not want others to see him struggle when working on something. He likes helping others with their projects and making friends by being nice instead of being mean during projects. He feels that by helping with projects, he is learning in the process.
1. What can you do to help Chen overcome his underachieving perfectionism in your class?
2. What strategies can you implement to engage Chen in your class?
3. Which type of formative assessments would you use to monitor Chens progress and adjust your instruction to meet his learning goals, particularly for his enrichment?
4. How will you engage Chen to monitor his progress and take ownership of his own learning?
5. How would you develop student-centered assessments specific to Chens learning goals and individual differences to ensure you are receiving accurate data on Chens level of comprehension?
6. Given that Chen is mastering all of the grade level objectives with ease, how can you differentiate instruction to achieve individual learning goals, selecting appropriate strategies, resources, and materials?
7. How can integrating an understanding and compassion for his familys culture and cultural values help support him in the process of producing quality work? How can you communicate your concerns about Chens progress to his family?
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Differentiation Case Study paper assignment