Case Studies Summary
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School
University of Louisiana, Lafayette *
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Course
530
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
4
Uploaded by JudgePowerCheetah6
Case Studies
Student 1: K.D.
K.D. is a 6-year-old first grade student that is an African American female that attends a public school in Baton Rouge, Louisiana. The school is located in a low-income
area and K.D. lives in an apartment complex near the school along with many of the other
students. The information gained from the learning profiles using the multiple intelligences checklist shows that K.D. scored highest in Interpersonal Intelligence which
is evident in her outgoing, people loving, mentoring, and leadership qualities she exudes in the classroom. She scored second highest in Linguistic Intelligence which is characterized by her strong verbal communication and her writing activities seen daily. I also administered the “If I Ran the School” interest inventory and learned that she seemed most interested in the Social Studies related topics from the lists provided where she chose families, famous men and women, and holidays. She also showed interest in math games and puzzlers, shapes and sizes, writing a book and writing poems, the stars and planets, magic, and artists. I gained additional information about her interests using the “Primary Interest-A-Lyzer” where she prefers reading fiction books, would write a book about her family, enjoys cartoons, has no pets but would want a cat, likes to play hide and go seek, would like to visit the zoo, mayor’s office, and a museum, keeps a journal to write about growing up, enjoys rap music, and drawing. On the “Leadership Identification Scales” K.D. scored highest in Cognition and lowest in Interpersonal Communication. She did score pretty high in all of the different areas, which is why I believe K.D. is such a great leader in the classroom. K.D. may have
scored lowest in Interpersonal Communication because she is such an outspoken person that her delivery and opinions may cause her to appear insensitive to others. According to
the GES-3 results K.D. scored the highest percentage under the Specific Academic Aptitude subscale, which is evident in her academic success in all content areas and her drive to continue to succeed in all aspects of the classroom. K.D. is currently enrolled in the Scholastic Academy where she is in the process of being tested for gifted. During the “Behavioral Characteristics of Superior Students” assessment she scored 53 out of 60 (88%) on the Mathematics Characteristics, which makes sense because K.D. says that math is her favorite subject in school. Based on the results of the leadership scales, interests survey, GES-3, behavioral characteristics of superior students, and learning profiles, I have learned a lot more about K.D. then I had originally known prior to giving these assessments. K.D. would benefit more by working in groups or with other students because she is interpersonal and also to
give her the opportunity to serve as a leader during the group work. She would also profit
by serving as a peer tutor, especially in mathematics since that is the subject she most enjoys and where she has mastered the content. She would also benefit from math stations that challenge her more so than what majority of students that would be considered on-level are working on. Since she shoes such interest in Social Studies topics
as well, she would benefit from a type of choice board or tic-tac-toe where she can choose activities that are her readiness level and interest.
Student 2: I.L.
I.L. is a 7-year-old first grade student that is a Hispanic male that attends a public school in Baton Rouge, Louisiana. The school is located in a low-income area and I.L. lives in a neighborhood house walking distance to the school. Using the multiple intelligences checklist for learning profiles, I.L. scored highest in Intrapersonal Intelligence which is distinct in his shy and quiet demeanor and need to work independently rather than with a partner or group. He scored second highest in Linguistic Intelligence which is portrayed in his large vocabulary and writing abilities. During the “Behavioral Characteristics of Superior Students” assessment he scored 33 out of 36 (92%) on the Reading Characteristics. This does not surprise me because he has a second/third grade reading level and a love for reading new and challenging things. The “If I Ran the School” interest inventory was given and he seemed most interested in the Science and Social Studies related topics from the lists provided where he chose life in the ocean, the human body, rocks and minerals, the United States, holidays, and travel and transportation. He also exhibited interest in math games and puzzlers, measuring lines, liquids and weight, and writing poems. He showed no interest in the categories I classified as Hobbies and Careers. I also administered the “Primary Interest-A-Lyzer” where I learned that he prefers reading non-fiction books, would write a book about cars, enjoys shows about superheroes, has no pets but would like a dog, likes to play soccer, would like to go on a trip to see a sports game and visit the zoo and mayor’s office, keeps a journal to make up stories, likes Rock N’ Roll music, drawing planes, and plays the piano and guitar.
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The results from the “Leadership Identification Scales” had I.L. score highest in Cognition and lowest in Interpersonal Communication. His overall high score on each category shows that he makes an excellent leader at such a young age already. I believe I.L. scored lowest in Interpersonal Communication because he is a very quiet student, independent learner, and scored highest in Intrapersonal Intelligence on the multiple intelligences checklist. The GES-3 results showed I.L. scored the highest percentage under the Specific Academic Aptitude subscale. He shows high academic knowledge in all of the content areas in first grade. I.L. is also currently getting enrichment daily in the Scholastic Academy program at school where he is in the process of being qualified for gifted. The results I have gathered using the leadership scales, interests survey, GES-3, behavioral characteristics of superior students, and learning profiles, have given me a new insight into I.L. and the type of learning strategies and activities that are best for helping him succeed. I.L. would benefit from learning contracts or choice boards in the content areas that most interest him, such as, science and social studies, where he completes the tasks that most appeal to him and are tailored to his readiness level. Also, since he is very interested in non-fiction type things, it would profit him to research or find information on topics being addressed and share facts or other interesting information that pertains to the content and allows him to use his love of reading. I.L. could serve as a peer tutor or reading buddy for a struggling reader in the class and this would allow him to show his leadership/mentor skills.