Case Study #11

Brittany Biggar, Savannah Cameron, Ryan Kenworthy, and Maegan Bishop

Description
A class is having a math lesson. The teacher begins explaining how to find a
common denominator. Before the teacher has a chance to complete the
explanation, Ryley calls from the back of the room, I don't get it. Why do
you have to find a common denominator before you can add the fractions?
The teacher continues with the explanation but is interrupted by Rosey who
exclaims, I don't get it! Once again the teacher launches into the
explanation but is interrupted this time by Reg who says, Can we go ahead
and get started? I think I know what we're supposed to do. The teacher tells
Reg that he should listen to the rest of the explanation so that everyone can
start the assignment together. The lesson is lengthy, and the teacher's
explanation is confusing, as it has been interrupted so many times.
After the teacher finishes his explanation, he gives the students fifteen
minutes to work the problems independently. During that time, seven
students say, I need help. Three students ask to sharpen their pencils. Two
students request to go to the toilet. Rosey tells the teacher she's bored five
different times. Each student blurts out his or her statement or question
without raising a hand. Each time this happens, the teacher becomes
increasingly impatient.

Causes
Our case study introduces classroom setting in which students struggle with the
addition of fractions. In this case study, many students call out to voice their frustration
and confusion. In addition, some students have grasped the concept and are ready to
move forward with the lesson, thus increasing the overall frustration between students
and teacher.
The main cause of these classroom contentions falls on the teacher, as she has failed to
scaffold the concepts within the lesson correctly. According Vygotiskys socio-cultural
theory, which introduces the zone of proximal development, he suggests that students
have a zone in which they are building up of concepts with which they are already
comfortable with, but with help and support they may continue in building upon these
concepts in a challenging way. Had the teacher recognized that the students were out of
their zones she could have quickly and effectively revamped her approach, possibly
introducing a game or play.

Accordingly to Piagets theory of cognitive development, the work of children is play. In

this case study, the attention level of the students is very low, this can be recognized, as
most of the students are not on-task, interrupting and being disruptive. The latter indicates
an important part of Piagets theory that needs to be addressed, disequilibrium.
Disequilibrium means the lesson should not be too easy and nor too difficult for optimal
learning to occur, also known as the magic middle. If a concept proves to be too
difficult it may result in students falling behind and lack of motivation.
Self-determination, autonomy and self-motivation can be inadvertently dependent on the
needs of the students that are being met. Maslow suggests there are crucial needs that
must be met in order for students to progress in their learning. In this case study students
self-efficacy and self esteem may be negatively affected by the lack of scaffolding
resulting in a negative learning environment.
Action Plan
Goal: The teacher will evaluate students various learning levels and scaffold teaching
accordingly.
Intervention Plan:
1) Take a step away from the situation by having a break and allowing for students to take
care of their immediate needs, such as bathroom and water breaks (taking into account
Maslows hierarchy of needs). Afterwards, take a class brain break or do an energizer
activity (30 second dance party, four corners, jumping jacks, etc.), choosing an activity
that has already been introduced in the classroom. This will alleviate some of the stress
and frustration, so students can be mentally prepared for additional learning. This applies
to KSA #7 in that the teacher knows how and when to apply a variety of management
strategies.
2)

After students have had their brain break, have them return quietly to their desks.
Acknowledge that some students were frustrated in the work with fractions and others
felt they had mastered the concept. Explain that it will be helpful as a class to know how
each student is feeling about the learning and that we will use stoplight colours to help
sort ourselves out. Those who completely understand the concepts will be grouped as
green, those starting to understand will be grouped as yellow, and those with little or
no understanding with be grouped as red. This is a method explained in an article used
in our Evaluation class entitled, Teaching Inside the Black Box (Black et al., 2004). The
teacher will designate sections of the room for each colour and students can move to
those sections. It is possible that students may incorrectly classify themselves.
Consequently, the teacher could make adjustments where necessary with individual
formative assessment. This implements KSA #11, in that the teacher knows how to assess
the range of learning objectives by selecting and developing a variety of classroom
assessment techniques and instruments. It also embodies KSA #5 in that students learn at
different rates and in different ways.

3)

If the group numbers are fairly equal, yellows and greens can be paired together in
partners and do some peer work to help each other, while reds can go to work with the
teacher. If the groupings result in a majority of red with only a couple greens (as the

comments in the case study suggest), the teacher could give separate worksheets to the
green students and work with the rest of the class together.
4) With the red students, and possibly later with the yellows, the teacher would need to go
back to the concept of fractions within these students zone of proximal development
(Vygotsky). In this case, the teacher should go back to the concept of fractions in general
and talk about denominators rather than focusing on adding fractions. The teacher should
link to the students existing schema (as suggested by Piaget) and work to resolve
disequilibrium.
5)

Lastly, it is vital that the teaching that happens at this point addresses different learners,
using visuals, manipulatives, and technology instead of simply a talking head and
whiteboard. Also, making connections to real life (pizza, chocolate bars, baking
measurements, etc.) can help engage students (childrens work is childrens play, Piaget).
This addresses KSA #5, in that students learn in different ways.
Reflection:
In this case study, the students were obviously frustrated and lacking focus. These 5
steps can help to alleviate anxiety, stress, frustration and boredom caused by teaching
outside the magic middle. Students would likely be relieved by this plan of action and
find more motivation to do their work when taught in this zone of proximal development.
Students will gain confidence and feel successful in their learning. The learning
environment would automatically become more positive with this learner centered
approach. Students would be more engaged and will find it easier to focus. To prevent the
problem, the teacher should continually assess student levels of learning and teach within
the zone of proximal development, scaffolding the learning along the way. In this case
study, the intervention plan would be developed and implemented by the teacher.
Students would also need to be aware of their involvement in some of the steps (stop light
activity specifically). Another consideration is the timing of the plan. The teacher might
choose to implement step two the next day due to time constraints or level of student
frustration.
Reflection
In this case study, the students were obviously frustrated and lacking focus. These 5
steps can help to alleviate anxiety, stress, frustration and boredom caused by teaching
outside the magic middle. Students would likely be relieved by this plan of action and
find more motivation to do their work when taught in this zone of proximal development.
Students will gain confidence and feel successful in their learning. The learning
environment would automatically become more positive with this learner centered
approach. Students would be more engaged and will find it easier to focus. To prevent the
problem, the teacher should continually assess student levels of learning and teach within
the zone of proximal development, scaffolding the learning along the way. In this case
study, the intervention plan would be developed and implemented by the teacher.
Students would also need to be aware of their involvement in some of the steps (stop light
activity specifically). Another consideration is the timing of the plan. The teacher might

choose to implement step two the next day due to time constraints or level of student
frustration.

References
Black, M., Harrison, C., Lee, C., Marshall, B., & William, D. (2004). Working Inside
The Black Box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1),8.
Woolfolk, A., Winne, P., & Perry, N. (2016). Education Psychology (Sixth ed.). Toronto,
ON: Pearson Canada.

Presentation Script
Narrator: Welcome to Mrs. Fishers grade 4 class, where today they are working on
fractions. Lets take a closer look into Mr. Fishers class and see how her lesson is going.
Teacher: (explains fractions and common denominators in a very boring way, not in the
zone of proximal development.)
Student #1: I dont get it. Why do you have to find a common denominator before you
can add the fraction?
Student #4: Can I go ahead and get started? I think I know what we are suppose to do.
Teacher: So again to summarize, I want you to show all of your work and solve these
problems working individually for the next 15 minutes. Ok class get to work.
Students #2: Can I go to the bathroom?
Student #3: (gets up to sharpen pencil)
Student #5: Im bored
Teacher:(action) Look Befuddled (expression): Now, now sit down sit down, SIT
DOWN! (loses control of classroom, while students continue to express frustration)
Pause
Teacher: This is not working
Narrator as the Teachers inside voice: Time for plan B.
Narrator: There are a number of factors that have caused frustration within this class.
In tern the class has begun to behave in a way that expresses their deepest frustration.
As we can see the teacher is teaching outside the zone of proximal development and
has failed to scaffold correctly.

Narrator: If mrs fisher would have looked over her KSAs this morning she may have
noticed that Number 11 outlines the purpose of assessment, which includes assessment
of prior knowledge. Assessing what the students already know about the material
benefits the approach the teacher may take to scaffolding. Although this wasnt done
what could Mrs.Fischer do in order to complete the rest of her lesson. Lets rewind and
observe how Mrs. Fisher could have handled this problem with a different action plan.
First it looks like the class may need a brain break.
Teacher: Gets a handle on her class by implementing a brain break. ( simon says)
After the brain break
Narrator: Mrs. Fisher chose a brain break activity that she had already introduced into
the classroom. This allowed for the transition into the brain break to be quick and
efficient. This break alleviated some of the students stress and frustration, so students
could be mentally prepared for additional learning. This strategy applies to KSA #7 in
that the teacher knew when and how to apply a variety of management strategies.
Narrator: After the students have had a brain break, to regroup their thoughts Mrs.
Fischer employs a strategy to assess previous knowledge called stop lights. The stop
light activity simply categorizes students into groups of I get it, I sort of get it and I
dont get it. This strategy employs KSA #5 which infers that all students may learn at
different rates and in different ways.
Teacher: Okay grade 4s, if you can hear me clap once. Oh very good. We are going to
reorganize ourselves, I am going to have the students who understand the math we are
doing come over here to the green table. This will be the green table (mrs. fisher points
to the green table). The students who need help and almost have it can come sit here at
the yellow table (point to yellow table), and this is the red table (point to the red table)
this table is where I want all the students who really need help, who dont understand it
and need the most help.
Narrator: By splitting the students into these well organized groups, Mrs. Fisher also
acknowledges KSAs #5 and #7. After dividing the class into groups Mrs. Fisher can
assess how many students fall into each group, she can then choose to pair individuals
from the green and yellow groups, for peer work, giving her extra time to help the red
group.
Narrator: It is important that the teaching Mrs. Fisher does from here on in adheres to
the various learning styles in the classroom. She could do this by using visual aids,
manipulatives or technology. This addresses KSA #5, in that students learn in different
ways. By using the stop-light strategy, the teacher is working to ensure that students are
learning within their zone of proximal development.
Questions to lead class discussion
What kind of other strategies could Mrs. Fisher use to scaffold this learning?
What challenges could arise when using the stop light strategy?
What are some other strategies you could use to ensure you are teaching in the zone of
proximal development?

Case Study 11
Hand out

Scenario
Our case study focuses on an elementary math class in
the middle of a lesson on adding fractions. During the
lesson, one student expresses confusion about the need
for common denominators when adding fractions.
Another student states that he already understands the
concept and is ready to move on with the assignment.
The teacher ignores these comments and continues to
teach the prepared lesson. As they head into the
assignment, the students completely lose focus, calling
out for help, sharpening their pencils multiple times,
asking to go to the washroom and for drinks of water.
Identified Causes

The teacher has failed to scaffold the concepts in the

lesson for the students who are frustrated and is
neglecting to challenge those who are bored. In either
case, the teacher is teaching outside the zone of
proximal development (Vygotsky).

As stated in the Educational Psychology text, both Piaget

and Vygotsky would probably agree that students need
to be taught in the magic middle (Kathleen Berger)

where students are neither bored nor frustrated

(Woolfolk et al, p.54).

The students who are frustrated are in a state of

disequilibrium and need to connect their existing
schema to the new information that is being presented
(Piaget).

These students are likely still in the concrete-operational

stage of development and would benefit from using
manipulatives and visual aids to assist the learning
(Piaget). Goal The teacher will evaluate students
various learning levels and scaffold teaching accordingly.
Intervention Plan

1) Take a step away from the situation, have a quick

break, and then take a class brain break or energizer
activity. This will alleviate some of the stress and
frustration, so students can be mentally prepared for
additional learning. This applies to KSA #7 in that the
teacher knows how and when to apply a variety of
management strategies.

2) Assess the different levels of learning by using the

following strategy from, Working Inside the Black Box:
Assessment for Learning in the Classroom (Black et al.,
2004). Students will group themselves according to their
level of their understanding. Those who completely
understand the concepts will be grouped as green,
those starting to understand will be grouped as yellow,
and those with little or no understanding with be
grouped as red. It is possible that students may
incorrectly classify themselves. Consequently, the
teacher could make adjustments where necessary with
individual formative assessment. This implements KSA
#11, in that the teacher knows how to assess the range
of learning objectives by selecting and developing a

variety of classroom assessment techniques and

instruments. It also connects to KSA #5 in that students
learn at different rates and in different ways.
.

3) If the group numbers are fairly equal, yellows and

greens can be paired together in partners and do some
peer work to help each other, while reds can go to work
with the teacher. If the groupings result in a majority of
red with only a couple greens (as the comments in the
case study suggest), the teacher could give separate
worksheets to the green students and work with the rest
of the class together.

4) With the red students, and possibly later with the

yellows, the teacher would need to go back to the
concept of fractions within these students zone of
proximal development (Vygotsky). In this case, the
teacher should go back to the concept of fractions in
general and talk about denominators rather than
focusing on adding fractions. The teacher should link to
the students existing schema (as suggested by Piaget)
and work to resolve disequilibrium.

5) Lastly, it is vital that the teaching that happens at

this point addresses different learners, using visuals,
manipulatives, and technology instead of simply a
talking head and whiteboard. Also, making connections
to real life (pizza, chocolate bars, baking measurements,
etc.) can help engage students as concrete-operation
learners (childrens work is childrens play, Piaget). This
addresses KSA #5, in that students learn in different
ways.
Application to All Grade Levels
These strategies are easily transferable to other grade
levels simply by adjusting the content of the different

steps. A brain break for Grades 1-3 could simply be

jumping jacks, or a game of Simon Says, while older
elementary students may enjoy a 30 second dance party
or a game of Four Corners. Students in Junior High or
High School may enjoy taking a minute for a snack and
chatting or doing a short Kahoot quiz using their phones.
The stop-light assessment activity would also work well
for all different age levels. However, as students become
more self-conscious, a degree of anonymity may be
added by having students put their heads on their desks
and use their fingers to indicating their level of
comprehension (1 being no understanding and 5 being
complete understanding). At all levels, the teacher
needs to be familiar with the students to know
individuals who may not categorize themselves
appropriately.
Additionally, working in pairs may be more difficult in the
lower grade levels and would need to be well guided and
structured (with timelines, check-lists, and other
prompts). A discussion around helping peers may be
helpful as well as some role playing. Older students
would likely need help staying on task and may benefit
from completing a written record of their sessions to
provide more accountability.
Lastly, connecting to students existing schema to
resolve disequilibrium is vital at all levels and using
visuals, manipulatives, and real life examples can help
learners in all different stages of development.
References
Black, M., Harrison, C., Lee, C., Marshall, B., & William, D.
(2004). Working Inside The Black Box: Assessment for
learning in the classroom. Phi Delta Kappan, 86(1),8.

Woolfolk, A., Winne, P., & Perry, N. (2016). Education

Psychology (Sixth ed.). Toronto, ON: Pearson Canada.