Case Study
Alpha and Sara
Backgrounds
Alpha Entered 11th grade Taught alpha
general anatomy and physiology
Reading level 6th grade
Sara Entered 10th grade Taught general
anatomy and physiology and AP biology
Reading level on or above above grade level
Social differences
Alpha Very happy to come Made friends very
easily Optimistic outlook
on life Accepted into social
group
Sara very happy to come Made friends less
easily, had smaller group of friends
Optimistic outlook Disappointed in
social group
Writing samples “The experiment was a good
experiment for me and I enjoyed it. It wasn’t the best lab I’ve done before, but it was different. I was impress by temperature part of the experiment I’ve should of expected water to be the warmest temperate from boiling things. I didn’t know that much about the elements except water to really predict anything for the outcome for the experiment. I like that procedure of the experiment and how the elements had reacted. The Elements reacted in temperature excepted HCl which stayed at 0. I learned stuff from working with these elements and what they could do.”
As temperature increased, catalase reactions decreased. For the cold temperature, the height was 6 centimeters, however, for room temperature, it dropped to 5 centimeters. When the catalase was placed in hot water, the catalase was nearly inactive with only .2 centimeters of bubbles. According the data of the experiment testing pH and catalase activity, the closer to neutral acidity the solution was, the more active the Catalase. A strong acid (pH of 1), HCl, produced no bubbles, however, with a neutral acid (pH of 7), H2O, produced 4 centimeters of bubbles. A weak acid, (pH of 3) CH3COOH (diluted), resulted in 3 centimeters of bubbles.
Behavior in class
Alpha No behavior
problems Wanted to learn,
tried, participated Knew social cues
well
Sara No behavior
problems (chatty, giggled)
Worked very well with others, helped those that needed it
Note- taking
Alpha Struggled with
notes Listened well, but
did not translate into good notes
Wrote down what was on the board but little else, missed cues, often missed asking questions
Sara Great note-taker Listened well, asked
good questions Took great notes Clear that she
thought metacognitively
Reading level
Alpha Poor reading skills 6th grade reading
ability, although understood content when listening
Trouble with reading textbook
Knew when he didn’t understand, didn’t know what to do
Sara Needed some
confidence but read well
High metacognition and good reading strategies
Self-Efficacy
“A high degree of self-efficacy is associated with high academic performance and the use of self-regulatory strategies”
(Bembenutty, p. 458)
Both alpha and sara needed encouragement, but alpha by far how lower self-efficacy.
Sara merely needed to see that she could actually do it
Self-efficacy- Maladaptive homework behavior
Alpha Misregulation-
› doing homework with bad habits, TV, rushing
Underregulation› Setting poor
standards› Doing only the
minimal
Sara Defensive
pessimism› Seen more in
beginning Sometimes self-
handicapped› Poor planning› Other
commitments
Self-regulation
Alpha Wants to do well but
doesn’t understand the strategies
Tries to do homework, often reflecting no understanding
Doesn’t reread
Sara Sets internal goals Asks questions
Self-regulation
Involves Attention Organization Elaboration Critical thinking Rehearsal Learning strategies Monitoring ( Bembenutty p.
456)
Alpha needed help with elaboration, rehearsal, and learning strategies
Sara needed help with critical thinking, learning strategies, and some elaboration
Action Plan-self-efficacy
Alpha Building smaller
goals in tutoring More appropriate
tasks “linking new work to
recent successes” (Margolis & McCabe,
2004, p 241)
Sara Encourage “reinforcing effort”
Action plan -Motivation
“Two of the more important components were controlling task difficulty and sequencing tasks from easy to difficult”
(Margolis & McCabe, p.241)
For goals to positively influence self-efficacy and motivation, then need to be personally important to struggling learners, short-term, specific, and achievable.
(p. 245)
Action Plan- Motivation
Alpha- In tutoring, set goals
for studying and homework
Teach him to set goals
Show him how to study (sequencing tasks)
Design plans with this in mind
Sara Allow time for her to
talk through the lesson (class discussions)
She should have that opportunity to grapple with the material, challenge
Sequencing is important, but move to difficult faster
Action plan- Learning strategies Elaboration
› Graphic organizers› Mind mapping› K-W-L
Rehearsal› Use of mnemonics› “DeNaIn”› “Alligator in Moat”
((Roe, Stoodt-Hill, & Burns, 2011)
Critical thinking- learning transfer
Elaboration Rehearsal
Action Plan - Learning strategies- both students Building reading
skills- reading with metacognition› INSERT› Marking the text
Studying- › teach study skills,
flash cards, post-its› Review, reread› Goals for studying
((Roe, Stoodt-Hill, & Burns, 2011)
Action plan – Self regulationhomework Teachers should
“help learners to be self-regulated and to use their volition and willpower to avoid distraction, sustain motivation, regulate emotions, and manage actions”
(Bembenutty, H, 2011, pg. 452)
Teachers should provide meaningful homework assignments to stimulate interest.
“assign homework that has a clear purpose and rational and is meaningful” (pg 453)
References
Bembenutty, H. (2011) Meaningful and Maladaptive Homework practices: The role of self-efficacy and self-regulation. Journal of Advanced Academics. 22(3). p. 448-473
Margolis, H & McCabe P. (2004). Self Efficacy, A Key to Improving the Motivation of Struggling Learners. The Clearing House. 77(6). P. 241-248
Gillis, V. R. & MacDougall, G. (2007). Reading to learn science as an active process: using learning cycles in the classroom can actively engage students in thinking, talking, reading, and writing about science. Science Teacher, 74 (5). 45-50.
Roe, B, Stood-hill, B, & Burns, P. (2011). Secondary School Literacy Instruction. Belmont, CA: Wadsworth.