Case 1 John / Case Study / Thinking Critically
What makes this a contemplation case?
How do emotions influence behaviors in the main characters?
How is factual information consistent with professional literature?
Are issues oversimplified? How?
Are people stereotyped? How?
Discuss teacher dispositions that facilitate or could become a barrier to working with the student discussed in the case (i.e., self-reflection, tolerance for others, collaboration, multiple perspectives, sound ethical judgment, motivation to work with students with a variety of needs, capacity for advocacy).
What accommodations and modifications were made for John in the regular education classroom?
Why do you think some accommodations and modifications were inconsistently carried out in the regular classroom?
For those accommodations and modifications inconsistently carried out, what could the general education teacher have done to be consistent?
What are the consequences for not carrying out the accommodations and modifications?
How could the IEP process have been used to discuss issues of emotional abuse?
What other professionals should be involved and what should they be doing?
[Ques. 2] Case 1- Gustavo / Framework Questions / Thinking Critically
What makes this an exemplar case?
How do emotions influence behaviors in the main characters?
How is factual information consistent with professional literature?
Are issues oversimplified? How?
Are people stereotyped? How?
Discuss teacher dispositions that facilitate or could become a barrier to working with the student discussed in the case (i.e., self-reflection, tolerance for others, collaboration, multiple perspectives, sound ethical judgment, motivation to work with students with a variety of needs, capacity for advocacy)
What happened to Gus that left him with a disability?
Describe the relationship between Gus and his mother?
What does this case say about zero reject, and free appropriate public education?
Should school districts have to provide these types of intensive services for students with severe/multiple disabilities? Why or why not?
[Ques. 3] Case 2 Tyvon / Framework Questions / Thinking Critically
What makes this a contemplation case?
How do emotions influence behaviors in the main characters?
How is factual information consistent with professional literature?
Are issues oversimplified? How?
Are people stereotyped? How?
Discuss teacher dispositions that facilitate or could become a barrier to working with the student discussed in the case (i.e., self-reflection, tolerance for others, collaboration, multiple perspectives, sound ethical judgment, motivation to work with students with a variety of needs, capacity for advocacy)
What is least restrictive environment and how does it apply to this case?
What is spastic diaplegic cerebral palsy and moderate mental retardation?
List the reasons Mr. and Mrs. Jones wanted Tyvon to attend James Rogers High School.
Why did Mr. and Mrs. Jones request that Regina Martin attend the IEP?
Did Regina Martin's view change during the case?
[Ques. 4] Case 1 Joey / Framework Questions / Thinking Critically /
What makes this a contemplation case?
How do emotions influence behaviors in the main characters?
How is factual information consistent with professional literature?
Are issues oversimplified? How?
Are people stereotyped? How?
Discuss teacher dispositions that facilitate or could become a barrier to working with the student discussed in the case (i.e., self-reflection, tolerance for others, collaboration, multiple perspectives, sound ethical judgment, motivation to work with students with a variety of needs, capacity for advocacy).
What could have happened at Joey's 8
th grade annual review that might have prevented the problems described?
How could the math teacher and teacher of the visually impaired have collaborated?
During one lesson, Mr. Rodriguez worked on the chalkboard and verbally described what he was doing by saying things like, you write that number here and write that answer here. Why was this difficulty for Joey?
What other professionals should be involved and what should they be doing?
[Ques. 5] Case 2 - Duncan / Framework Questions / Thinking Critically
What makes this an exemplar and contemplation case?
How do emotions influence behaviors in the main characters?
How is factual information consistent with professional literature?
Are issues oversimplified? How?
Are people stereotyped? How?
Discuss teacher dispositions that facilitate or could become a barrier to working with the student discussed in the case (i.e., self-reflection, tolerance for others, collaboration, multiple perspectives, sound ethical judgment, motivation to work with students with a variety of needs, capacity for advocacy)
What should Patricia Cywinski do now? Could she have done anything to prevent this situation from occurring?
After reading the e-mail, what do you think Duncan is most upset about?
Did Griffin Nagel violate issues of confidentiality when he talked to Patricia Cywinski about Duncan's academic performance and home life? Why or why not?
What is dyscalculia?
What does the professional literature say about learning disabilities and social skills?
[Ques. 6] Case 1- Sydney / Framework Questions / Thinking Critically
What makes this a contemplation case?
How do emotions influence behaviors in the main characters?
How is factual information consistent with professional literature?
Are issues oversimplified? How?
Are people stereotyped? How?
Discuss teacher dispositions that facilitate or could become a barrier to working with the student discussed in the case (i.e., self-reflection, tolerance for others, collaboration, multiple perspectives, sound ethical judgment, motivation to work with students with a variety of needs, capacity for advocacy).
What does Allen Sears want? What does Melinda Phelps want?
How is Allen's perception of Sydney different than Melinda's?
How would you teach Sydney about appropriate interactions with the opposite sex?How can teachers maintain appropriate boundaries with students?
[Ques. 7] What is the teachers role during one-on-one reading conferences?
a. Observe students oral reading
b. Discuss students journal responses
c. Help with students understanding of the routines of independent reading
d. All of the above
[Ques. 8] How much time should be allocated for daily reading in school?
a. 30 minutes
b. 45 minutes
c. 60 minutes
d. 90 minutes
[Ques. 9] Mini-lessons at the beginning of a reading workshop should support
a. students use of reading strategies and skills.
b. the management of a reading workshop.
c. students ability to critically analyze literature.
d. all of the above
[Ques. 10] Which of the following is an essential component of independent reading?
a. Self-selection of books.
b. Appropriate grouping.
c. The workshop option board.
d. Literature extension activities.
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