1. College of Education Meeting with the Professor: The Field Assignment Project (Case Study)

2. What do I need to bring? Although students will meet in small groups, each student will need to bring the following items to this meeting: Pre-data with child’s score (erase student’s name and school’s name) Evidence of each correction step as specified in course instruction Post-data with child’s score (erase student’s name and school’s name) Table of student diversity and modifications you made based on this student’s needs.student diversity (See slides 3 and 4 in this PowerPoint). Typed written reflection (Note: This reflection will go on TK-20 along with pre- and post-data).reflection Peer Evaluation rubric (optional) – download, complete, and bring to this meeting. Bring blank rubric for D&C Field Project/Case Study.

3. Student Diversity… Student Diversity… (p. 1) In an effort to respond to the unique needs of my field project student, I acquired knowledge in the four specified areas: stage of development, cognitive style, present level of performance, and special needs. This is what I learned about my student and what I did to respond my student’s needs: On one sheet of paper, type the above sentences and then copy and complete the table that is found on the next slide. Please note: Table may change a little regarding native language category. Once speaker visits (see Course Calendar for date), we will make definitive plans for this category. Other categories will not change. 5-point grading scale: For each category, 1 point if all elements are appropriately addressed.

4. My student’s needs…What I did to respond… Stage of development Based on my student’s age and grade level, I have determined that my student in on Piaget’s x stage of cognitive development. This stage is described as y. Students at this level of development are said to need z. Cognitive style (i.e., field independent vs field dependent AND impulsive vs reflective) Based on my conversations with my supervising teacher and interactions with my student, I have determined that my student is t. This cognitive style is described as r. Students with this cognitive style are said to need s. Also, I have determined that my student is a. This cognitive style is described as b. Students with this cognitive style are said to need c. Present level of performance in mathematics (i.e., average, above average, or below average) Based on my conversations with my supervising teacher and my interactions with my student, I have determined that my student’s performance level in mathematics is p. Students at this level of performance are said to need q. Other relevant needs that have been officially diagnosed (e.g., ADD, physically challenged, special services, etc) Based on my conversations with my supervising teacher and my interactions with my student, I have determined that my student has additional needs to which I need to respond. One, my student has been officially diagnosed as g. This need is described as h. Students with this need are said to need i. Two, my student has also been officially diagnosed d. This need is described as e. Students with this need are said to need f.

5. Written Reflection Yes or No: Did you successfully diagnose and correct the errors demonstrated by your case study student? Justify your answer by comparing … Yes or No: pre-test scores to post-test scores, and/or the errors found on the pre-test to errors on the post-test, and/or the post-test scores to the minimum mastery level (85%). What did you learn about diagnosing? Support what you say you have learned using something specific that happened during your case study experience.diagnosing What did you learn about correcting? Support what you say you have learned using something specific that happened during your case study experience.correcting

6. Yes or No: Success Feel free to use the following script and paragraph organization and attend to all grammar rules. Yes, I did successfully diagnose and correct the errors demonstrated by my case study student. As justification of this claim, I offer a brief discussion on two markers: test scores and demonstrated errors. First, my student scored __ on the pre-test and __ on the post-test. While the post-test score was not at the level of mastery (≥85%), this is a __-point increase that came after our weeks of working together on his/her errors. Second, the errors found on my student’s pre-test were: ___. The errors found on my student’s post-test were: ___. In comparing the demonstrated errors from both tests, my student no longer showed any problems with __. This shows that he/she has gained at least some knowledge with regards to these pretest errors. Taken together, again, while I did not meet the level of mastery, I think this evidence suggests that I have contributed, even if in some small way, to my student’s learning. I contributed to an _-point increase in his/her test scores and assisted in correcting the following errors: __.

7. Diagnosing Again, feel free to use this script and be sure to follow all grammar rules. This case study experience gave me the opportunity to diagnose the mathematical errors of a student at my field site. During this experience, I learned __ (be specific). (Explain what happened during your case study experience that caused you to learn this).

8. Correcting Again, feel free to use this script and be sure to follow all grammar rules. This case study experience also gave me the opportunity to correct the mathematical errors of a student at my field site. During this experience, I learned __ (be specific). (Explain what happened during your case study experience that caused you to learn this).