Teaching Tynaisha

Kia Mottley Edu 721 Laurel Ellis Module 6 Case Study Part 1

Of the three models suggested I choose the DID (Dynamic Instructional Design) Model from the Lever-Duffy & McDonald. I like this model best out of the three because the six phases included in the model. Mostly because knowing your learner, stating your objectives, establishing and creating the learning environment, recognizing teaching and learning strategies, choosing technologies that support the teachings, and reviewing and evaluating the plan are all pertinent parts of a complete lesson plan, and the planning process from what I have learned not only in school, but also in the classroom. When I was in Undergrad I feel like I was the awarded one of the best educations preparing me for entering the field of education as an educator of young men and women. During my time in Undergraduate studies at Norfolk State University lesson planning and evaluation those plans post teaching was not only taught, but ingrained in our minds and our lives as a difference between the teachers, good teachers, and phenomenal teachers. Stating the objectives and even displaying them for our students was also a jewel taught to us during the 3 years we shared together. These just are some of the reasons that left me drawn to the DID model as apposed to the other two models available for the case study. Student Profile: 11 year old 6th Grade Female, who has a slight deficiency in Mathematics. Tynaisha is a very quiet and to herself young lady. I

have worked with her a few times in the past, but it was never anything extensive or long term. I know Math has been her weaker subject for a few years now, but she has had some academic successes in the subject. I choose her for this case study because there are several different aspects that go into her educational shortcomings. For one she is the youngest of four children with a large age gap in their ages, so she is like an only child, in a single parent home. I think some of her quiet tendencies are masking her need for the help and her shyness keeps her for asking for the help in different classroom settings. For this Case study and due to the fact that I am not teaching in a general education setting and the class I have access to is not a high enough functioning class to carry out the case study with. So Tynaisha and I work in a small area in a dining room with a laptop, and a dry erase board as a daily tools. We have consistently used that area and those tools but other things have some into the sessions. We usually work for 45 minutes to an hour twice a week. During this time frame Im and attempting to not only boost her self confidence but also work on her math skills through Power boost, assignments and also have her on track with her daily Mathematics work, and also have her become familiar with several assistive technologies with a Mathematics basis.

Resources: Lever-Daffy, Judy. (2004) Teaching and Learning with Technology 4th Edition. Boston, MA. Pearson Education Inc., Allen & Bacon Rose, D., & Meyer, A. (2000). Universal design for learning. Journal of Special Education Technology, 15(1), 67 70.