Case Study’s General Background

My Case Study is a twenty three year old African-American male. My Case Study currently lives in Mililani, Hawaii, but he is originally from Senatobia , Mississippi. He is a High School graduate from Coldwater High School, which is also located in Mississippi. The only language that my Case Study speaks is English, and English was also the only language that he has ever been taught. After graduating from High School in 2007, my Case Study immediately joined the United States Army, and has been serving the army for the past four years. Currently, my Case Study is stationed out of Schofield Barracks, which is a base that is located in Wahiawa, Hawaii. my Case Study is part of the middle socio- economic class, and is ranked as an E4 or Specialist in the United States Army. His position in the Army is a Stryker Mechanic. A Stryker Mechanic’s duties are to fix and maintain Stryker vehicles, which are eight wheeled military armored tanks that are used to transport soldiers as they fight in battle. my Case Study and his wife are the only individuals who live within their household, since the two of them do not have any children. During his free time, on weekends or after work, my Case Study enjoys playing video games on his x-box, and shooting hoops at the basketball court. In addition, he enjoys spending time with his wife as well as with his family. Overall, my Case Study is a very amiable person who gets along well with almost anyone. He is very considerate towards others, and he is always willing to lend a helping hand. Please continue to journey through our case study as we learn more about my Case Study! Case Study’s Brain Development

According to our textbook titled, “Educational Psychology” written by Anita Woolfolk, my Case Study’s brain is not fully developed. Although Case Study’s brain has gone through two pruning processes, the first, which took place at around the age of 11, and the second, which took place at around the age of 20, his brain will not be completely developed until around the age of 25. This is because Case Study’s brain is continuing with its’ developmental process, through the use of connections and experiences that surround him(http://www.fcs.uga.edu/ext/bbb/brainTimeAdulthood.php). In addition, Woolfolk states that, “the brain will continue to change throughout an individual’s life, and learning will afect those changes that occur (31).” Despite that fact, my Case Study is ideally in charge of himself as well as his actions (http://www.pbs.org/wnet/brain/pdf/brainadultguide.pdf). This is because my Case Study has learned to make appropriate decisions within his household as well as within the workforce. Fortunately for my Case Study, he has not experienced any brain injuries or concussions, and therefore the final developmental processes of his brain will most likely be successful.

Teaching Strategy

Based on Case Study’s brain development, an appropriate teaching strategy, which would support his learning abilities, would be to provide him with fast and abstract reasoning for a specific topic. This would include nonverbal abilities, along with the use of logic when solving a problem (http:// www.marybold.com/CogFunc.htm#cognitive%20growth). In addition, modeling would be used as a teaching strategy to ensure that Case Study is successful in achieving the Benchmark. This is because it will provide him with the opportunity to visualize the procedure. Furthermore, the trail and error teaching strategy would also be used to support Case Study’s learning. This is because Case Study can use prior knowledge as well as life experiences, in order to complete the lesson. An example of implementing the above teaching strategies into a lesson would be used to prepare fried rice. Instead of lecturing upon the recipe, I would model how the recipe should be made, and I would allow Case Study to try it out for himself. Overall, the teaching strategy above will support Case Study’s learning abilities and brain development because it will allow him to make new synaptic connections. Case Study’s Language Development

According to author Woolfolk, most children, at the age of five, have mastered the sounds of their native language (53). In addition, most children have also mastered the basic order of words, which is known as syntax (55). Furthermore, most children have developed metalinguistic awareness, indicating that they have an understanding of what language is and how it works (55). Because my Case Study has already mastered the milestones listed above, his language is fully developed. This means that he has the cognitive ability to use language appropriately, while remaining aware of vocabulary and its’ meaning.

Growing up, my Case Study was raised in a monolingual household, with both of his parents speaking English as their first language. Because of this, my Case Study is able to speak English fluently, and does not speak any other language. Although my Case Study does not read books very often, he does enjoy reading sports magazines as well as online sports articles. After interviewing my Case Study, he explained that a major language challenge that he faced was mastering the ability to speak Standard English. This is because a majority of his family spoke Ebonics, which is an African American dialect of English. The use of Ebonics within the household influenced my Case Study’s language speaking skills; however, he explained that his language speaking skills improved once he joined the United States Army.

Teaching Strategy

Based on my Case Study’s language development, an appropriate and supportive teaching strategy would be to practice joint reading. Joint reading would be beneficial for him because it would build a foundation for language, and it would encourage various literacy skills. This is because it would involve reading various books, and discussing each book with individuals of equal cognitive abilities and similar cultural backgrounds. By participating in joint reading, my Case Study will gain experience with reading, and he will also be given the opportunity to use formal operational thought. One example of this would be to create a book club, which contained members of equal cognitive abilities and similar cultural backgrounds. Within the book club, each member would take turns choosing their favorite book that they would like the rest of the club members to read and enjoy. Next, the club members could collaborate every two weeks, so that they could discuss the book that they have read. In addition, each member would share any knew vocabulary words that they have learned, and they would share their explanations of the book’s meaning. Case Study’s Cognitive Development According to Piaget

According to author Woolfolk, my Case Study’s cognitive development based on Piaget’s Theory of Cognitive Development should have reached formal operational thought (35). This is because he should have achieved the Sensorimotor stage, which occurred between the ages of 0-2, the Preoperational stage, which occurred between the ages of 2-7, and the Concrete Operational stage, which occurred between the ages of 7-11 (34). To achieve formal operational thought, my Case Study should be able to think abstractly, as well as coordinate a number of variables (37). Although he should have reached formal operational thought, it is possible that he may only use formal operational thought within certain aspects of his learning (39). This is because some adults have, “difculty thinking hypothetically, especially when it comes to learning something new (39).”

After interviewing my Case Study, I determined that for certain situations he does have an easier time understanding concepts using concrete operational thought. This is because he is able to practice, “hands on” thinking, which allows him to solve concrete problems logically. On the other hand, my Case Study explained that when he does not understand something he does go beyond the use of memorization and definition, which is when his formal operational thought processes occur, and the real understanding takes place. In order to test my case study’s cognitive development, I used the following activities:

You are packing for a long trip, but you want to pack light. How many diferent three-piece outfits (pants, shirt, jacket) will you have if you include three shirts, three pants and three jackets (assuming that they all go together in fashion perfection)?

My Case Study first approached the problem by identifying only a few combinations of shirts, slacks and jackets, using each piece of clothing only once. Then, after thinking about the problem in a diferent way he realized that each group of clothing would be multiplied by each other, resulting in a product of 27 diferent possible

Teaching Strategy

Based on my Case Study’s cognitive development according to Piaget, an appropriate and supportive teaching strategy would be to use concrete operational materials, such as visual aids and hands-on three-dimensional models (40). This is because it will assist in my Case Study’s learning, especially when he is introduced to new material. In addition, the material being presented should be brief and well-organized. This will assist in my Case Study’s problem solving skills, and it will allow him to explore various hypothetical questions in an organized manner. Case Study’s Cognitive Development

According to Vygotsky, people construct their own knowledge, learning leads to development, language plays a central role in mental development and development can not be separated from its’ social context. Based on the information of Vygotsky’s Theory of Cognitive Development, my Case Study should be able to perform reasoning and problem solving processes, make sense of and learn from the world, and construct his own understanding of various concepts with an emphasis on language (Woolfolk 44). Knowing this, it is important to determine whether or not my Case Study involves self-talk or cultural tools in his learning. It is equally important to determine whether or not my Case Study likes to learn on his own, or be lead by a more experienced learner. In order to retrieve this information, a personal interview with my Case Study was completed. The results of the interview indicated that he does participate in self-talk whenever he is completing a task, such as putting the parts of a car together. My Case Study explained that he uses self-talk because it helps keep him focused as he is learning or doing something new. In addition, my Case Study explained that he frequently uses cultural tools as a learning resource. This is because he uses google and YouTube, in order to gain knowledge and instructions for completing specific tasks. Furthermore, my Case Study explained that he likes to learn by both an experienced learner as well as by himself. This is because he feels that an individual can learn a lot from someone with experience, however, one cannot fully gain understanding of the concept until he or she performs it on their own.

Teaching Strategy

Based on my Case Study’s cognitive development according to Vygotsky, the teaching strategy that would be most supportive would be to provide my Case Study with access to powerful tools that support his thinking and learning (Woolfolk 52). Because my Case Study relies heavily on cultural tools while learning, it is important that he has access to such tools within a classroom or learning environment. In order to ensure that my Case Study is receiving the best support from cultural tools such as the internet and computer, it is important that he is given proper instruction and support that will allow him to build skills on such tools. In addition, it is important that proper modeling is done, so that my Case Study is aware of the correct way of using such tools (Woolfolk 52). By allowing him access to various cultural tools, and teaching him the proper skills needed to use such tools, my Case Study will be able to perform reasoning and problem solving processes, make sense of and learn from the world, and construct his own understanding of various concepts. Case Study’s Physical Development

As a young adult, my Case Study is at his prime in regards to strength and efciency. In addition, his body organs and body systems have matured, and are at their peak functioning stage. Also, my Case Study has reached his full height, since he is in his mid-twenties. Furthermore, my Case Study’s health is in its’ peak condition. This is because he is not facing any medical concerns, other than his seasonal allergies. Overall, my Case Study rarely visits the doctor’s ofce, unless he is required to partake in a yearly physical exam (http:// www.magnasystems.com/_guides/Young_Adulthood_Physical_Development_Guide.pdf).

Since my Case Study exercises on a daily basis, as a requirement for his career in the U.S. Army, he is in great physical shape. In addition, my Case Study is ranked in the top percentage for his Army Physical Training Standard scores. This is because he does an average of 75-80 pushups per two minutes, an average of 75-80 sit-ups per two minutes, and runs at a six minute pace per mile. In addition, my Case Study enjoys playing basketball as often as possible. He explained that he takes advantage of every chance that he is ofered to play because he finds it to be a lot of fun. The only physical challenge that my Case Study faces is a minor pain in his left knee. He explained that the root of his knee pain was mostly likely caused by his rigorous and active schedule.

In regards to my Case Study’s eating and sleeping habits, he does not face any serious issues. This is because my Case Study eats three meals a day, and each meal contains various foods from the important nutritional groups. Furthermore, my Case Study receives an average of eight hours of sleep per night, seven days a week. Luckily, my Case Study is usually well rested, and receives a healthy amount of calories on a daily basis.

Teaching Strategy

Based on my Case Study’s physical development, the teaching strategy that would be most supportive is “hands- on” learning. This is because my Case Study is a very active individual, which means that he would most likely learn best when he is active or physically “doing” something. One example of this would be to include a game, a “hands on” activity, or the construction of an object, which my Case Study could participate in while learning. By “doing” the learning, my Case Study will be provided with an opportunity to use his prime physical features, which would result in a beneficial learning experience for my Case Study. Case Study’s Self and Social Development

According to Erikson’s eight stages of Psychosocial Development, my Case Study’s current social development should be at stage six (Woolfolk 83). Erikson labels stage six as Intimacy vs. Isolation, which is the social developmental stage for most young adults. An important event that occurs at this stage is the creation or venture for love and relationships. As a young married adult, my Case Study has successfully completed this stage because he was able to develop an intimate relationship with his spouse, so that he did not sufer the feelings of isolation (Woolfolk 83). To further expand on my Case Study’s social development, a personal interview was done, which involved a variety of questions. The first question asked the following: Who do you like to hang out with? My Case Study responded as follows: When I am at home, I enjoy hanging out with my wife and my family. When I am at work, I like to hang out with my coworkers that are a part of my unit. The second question stated the following: What kind of things do you like to do? My Case Study responded as follows: When I have free time I like to play basketball, surf the internet, wash my car and play video games on my xbox. The third question asked the following: Do you get along with everyone in your family? My Case Study responded as follows: Yes, for the most part I do because we are all compatible. Overall, my Case Study’s social development has gone well, since he has been able to successfully relate to others, and build connections with those around him.

In order to evaluate my Case Study’s sense of self, the following personal interview was completed:

Do you think you are a good soldier and mechanic in the U.S Army? Yes, I think I am a good soldier and mechanic because I have not been asked to leave the Army yet. Also, when I am reviewed by my superiors, my reports have always been positive. In addition, I have been promoted to higher ranks because of my abilities to complete assigned jobs and demonstrate appropriate skills.

How do you feel about being a good solider and mechanic? I feel great about it because I know that I have fulfilled my duties.

How confident are you that you will continue to be a good soldier and mechanic? Very confident because I have the patience to continue doing tasks appropriately. I also believe that I will continue with my success in the U.S. Army.

Do you believe that you can complete the requirements to receive another promotion in the U.S. Army? Yes, because I am confident in my performance and abilities.

Based on the results from the interview, it is apparent that my Case Study has successfully developed his sense of self. This is because he has a great self-concept, a high self-esteem, strong self-confidence and a lot of self- efcacy.

Teaching Strategy

Based on my Case Study’s self and social development, the teaching strategy that would be most supportive would be to connect or involve his family in a lesson (Woolfolk 68). This is because my Case Study spends most of his time with his spouse and family members, and he indicates that he is very compatible with his family. By involving his spouse and family members in a lesson, it will create a positive learning environment for my Case Study, which will allow him to progress and grow. One example of this would be to make sure my Case Study’s family feels welcomed within the classroom. Furthermore, various assignments would involve the support and mentorship from various family members. Case Study’s Moral Development

After reading the story of Valjean to my Case Study, it was determined that my Case Study’s response, based on Kohlberg’s Theory of Moral Reasoning, was at level 1, pre-conventional moral reasoning. This means that he bases his judgements on his personal opinions (Woolfolk 99). When asked if the tailor should inform the authorities about Valjean, my Case Study stated that the tailor should not inform the authorities. My Case Study then explained that Valjean was doing good deeds for those around him, and therefore he should not be turned in. Overall, my Case Study looked at Valjean’s situation as a positive one, and believed that Valjean should be able to continue living his life, regardless of the fact that he is a runaway prisoner.

In order to expand on the insights of my Case Study’s moral development, a personal interview was done, which asked the following questions:

Have you ever done anything dishonest such as lie, cheat or steal? Yes, I stole a piece of gum from a kid when I was little. I also stole two dollars from a random guy when I was a kid.

How did you feel about stealing from those people? I felt bad because it was the wrong thing to do; however, I did not get caught, so a part of me feels as if I did not learn a good lesson.

Have you done anything wrong recently that you feel bad about? No I haven’t.

Teaching Strategy

Based on my Case Study’s moral development, the best teaching strategy would be to help my Case Study see the perspectives of others (Woolfolk 103). By doing so, he would be able to understand how another person is feeling when his or her personal space, belongings or feelings are being violated, such as when someone steals from another person. One example of this would be to have my Case Study exchange roles with an individual, whose belongings are being stolen. If my Case Study were to experience what it is like to have his belongings stolen, then he would probably never steal again, and he would learn a valuable lesson (Woolfolk 103).