Case Study on a student and provide developmental and learning theories with instructional strategies


Case Study Instructions: Your task is to draw upon well established human development/learning theories and concepts from the course in order to design effective instructional methods and strategies for ONE of the individual students described (John, Kayla, Jose, or Monica).  Support your choice of instructional methods and strategies by citing specific teaching methods and discussing ways to improve upon these instructional strategies. The strength of your case study analysis rests in the ability to clearly discuss relevant human development/learning theories and to design effective instructional strategies to support students’ learning and development that draw upon multiple development/learning theories and concepts. References to the text book are critical to a successful case study analysis. Case study should be double spaced, standard 12 point Times New Roman font, 1” margins, 6 pages in length.  Objective: The objectives of the case study assignment are two-fold: (1) to apply human development/ learning theories and concepts to an individual student, and (2) to design effective teaching strategies to support the student’s development and learning.  Overview: This case study has three components: (1) description of areas of development and learning theories, (2) analysis of instructional methods and strategies, and (3) quality of writing.  1. Description of areas of development and learning theories (45%): Clearly identify and discuss key aspects of well-established human development theories and concepts (e.g., mental, social, moral, intellectual, and cultural aspects of development) and learning theories and concepts (e.g., cognitive, behavioral, social cognitive, emotional, and motivational models of learning) and how they apply to the student. Discuss the student’s individual learning needs, developmental levels, and other applicable differences in his/her learning and development, based on well-established human development and learning theories and concepts from EDF 6211. a. Synthesis across areas of development: Does the author examine 2-3 aspects of development and look across the different aspects to see how they influence one another and to understand the whole student? b. Synthesis across learning theories: Does the author examine 2-3 learning theories and look across different learning theories to see how the student learns best?  2. Analysis of instructional methods and strategies (45%): Drawing upon your discussion of selected human development and learning theories and concepts, provide an analysis of at least three sound instructional methods and strategies that a teacher could use in order to effectively support the learning and development of the student. Provide a rationale for your instructional methods and strategies by citing specific teaching techniques and discuss ways in which teachers can continue to improve upon these methods and strategies in the classroom in terms of professional development. a. Use literature in Educational Psychology: Does the author use the literature on Educational Psychology from EDF 6211 to interpret his or her findings and to draw well-grounded conclusions? Does the author discuss the conclusions in relation to the age and developmental level of the student? EDF 6211 6  3. Quality of Writing (10%): a. Presentation of information: Does the author present information in a careful, thorough, and nonjudgmental fashion, and supply evidence for all assertions or conclusions? b. Writing style: Is the paper well-organized and well-written? c. Proper use of conventions and citations: Is the paper written in accordance with APA style guidelines? Case Study Vignette #2:  Kayla Elementary School (it is on this case study)   Student Kayla is an only child and lives with her mother. She is a somewhat quiet and reserved 8-10 year old girl. She has a few friends in school but is often quiet and keeps to herself in class. Kayla learns and remembers information best when she is engaged in individualized or whole group instruction and hands-on learning activities. However, she often has difficulty learning and participating in cooperative or small group learning activities with her peers and prefers working alone. Kayla does not have any strong or close friendships with the other students in her class, and it is often difficult for her to engage her peers in meaningful conversations and to gain the perspectives of her peers. When in cooperative groups, Kayla has difficulty collaborating, communicating, and resolving conflicts with her fellow peers. The teacher would like to help Kayla gain perspectives from her peers in order to support her cognitive and social development. In addition to increasing Kayla’s social skills and perspective-taking ability, the teacher would like to further develop Kayla’s emotional intelligence and help her to be a fully integrated member of the classroom community.  Kayla’s mother encourages her to do her best in school, but does not provide much support for her to engage in social or academic activities outside of school. The teacher has tried to learn more about her cultural background and life experiences to make information more meaningful and relevant, but this has been a slow process. Further, Kayla usually does not score highly on achievement tests and is struggling to find a sense of initiative and competence in areas such as reading and math. She often gives up on challenging tasks and believes that she cannot improve in areas where she has done poorly in the past. In addition, Kayla believes that she does not have control over her own learning and success. She has been tested for a possible learning disability or cognitive delays but tests have come back negative. The teacher notices that Kayla is a good problem solver, often thinking of creative, out-of-the box solutions, and would like to use this knowledge to help support her. The teacher feels that it is important to support Kayla’s social and academic development, and is worried that her sense of self-efficacy, motivation, and academic achievement may decline if action is not taken.

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