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Reflection On Final Case Study

This artifact helped the author become a stronger practitioner by spending one-on-one time with a second grade student to learn about his needs and style. The author used this information to research engaging activities and found the importance of think time. At the end, recommendations were made to fit the student's needs. The author learned the power of a predictable routine and the importance of using research-based assessments that are familiar, as the assessments conducted did not provide as accurate information as standardized tests.

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157 views1 page

Reflection On Final Case Study

This artifact helped the author become a stronger practitioner by spending one-on-one time with a second grade student to learn about his needs and style. The author used this information to research engaging activities and found the importance of think time. At the end, recommendations were made to fit the student's needs. The author learned the power of a predictable routine and the importance of using research-based assessments that are familiar, as the assessments conducted did not provide as accurate information as standardized tests.

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api-269680928
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Reflection on Final Case Study

Andrea Edbauer
April 15, 2019

What is it and under what conditions was it created?


This assignment was completed as part of the Literacy 720 course. After working one-on-one
with a second grade student throughout the semester, I completed a case study report. The
case study addresses the following: assessment information, what we worked on during our
time together, and recommendations going forward.

Why did you select it for this section?


This artifact helped me become a stronger Skillful Practitioner, because I had the opportunity to
spend one-on-one time with a student, learning about his individual needs and learning style. I
used this information to research new approaches to teaching reading to a student who is
reading below grade level. I found activities that were engaging, and learned how important it
is to allow think time for students to construct their own knowledge. At the end of the case
study, I also recommend instructional approaches to fit the student’s individual needs.

Growth and change?


While working with this student, and reflecting on our time together, I learned the power of
having a predictable routine. I did not have to spend time explaining new activities, because the
routine was the same from week to week. This saved precious intervention time, and made our
time together more comfortable for the student.

I also recognize the importance of having an assessment program that is research-based, and
one that I am familiar with. I spent three whole sessions conducting assessments. I had access
to the PALS assessment, but I did not have access to any other programs, since I am not
currently employed with a school district. I purchased a subscription to the website Reading A
to Z, so I would have access to leveled books for assessments. However, I do not believe the
books were as accurate as an assessment program that is more widely used, such as Fountas
and Pinnell’s Benchmark Assessment. When I was teaching, and using the Benchmark
Assessment kit, I knew that the books were an accurate representation of reading levels, and
that conducting the assessments would give me valuable information about the student. I was
not as confident with the information that I collected by conducting the assessments from
Reading A to Z.

Sub-areas addressed: ​Intellectual, content, learning, curriculum, pedagogy

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