TE803: Case Study Documents

Case Study: Interpretation & Analysis

Paiges Description
My selected female student is in my focus class period (6th hour). She was seldom absent
during first semester, and she has earned an A- in the class thus far. While the majority of her
assignments fulfill and even exceed my expectations (as according to the rubrics), she submits
many of her assignments after the turn-in date, sometimes by several weeks. Moreover, she
rarely participates in group discussions and activities. Unless I require every student to
contribute, she will not answer questions, voice her opinion, or even join classroom games. I
have also observed her reading Young Adult novels instead of participating in the classroom
activities. (This happens about 2-3 times per week, on average.) There have been multiple
occasions when I instructed students to turn to a neighbor for a think-pair-share activity, and she
would not talk to her partner or look up from her novel. Furthermore, she mentioned in her class
blog that she prefers to read by herself rather than talk to actual human beings. If given the
choice, she will opt to sit near the back of the classroom. Outside of class, she will sometimes
approach me and engage in small talk (I brought cupcakes today. Do you want one? Are you
going to the play this weekend?), but she rarely verbally replies when I try to talk to her during
class time.
Hypothesis #1: Due to her introverted personality, Paige avoids contributing in class and takes
longer to complete her assignments.
Paiges behavior may be indicative of introversion. As noted in the students description,
she is generally quiet, never willingly contributes in a whole class discussion, and opts to sit away

from others when given a choice. Notably, my own behavior may be promoting these actions
and responses. I often let dominant discussers take over the discussion, and I very rarely use
discussion strategies like round robin, which would allow me to hear from all students. In short, I
may have set up the expectation that I do not expect to hear from Paige and the other quieter
students. Perhaps I have allowed her to think that silence is OK and that her voice does not need
to be heard.
Near the beginning of the school year, this student requested that we switch from read
aloud activities to silent sustained reading, which speaks to her preference for a quiet
environment and her strength as a reader. This introverted behavior is also reflected in her class
blog assignment. For instance, she wrote the following in her About Me section: I am an
English 12 student at [Smith High School] who actually loves to, secretly, blog on the side. I . . .
would rather sit in a corner reading by myself than talk to actual human beings. According to
Condon and Ruth-Sahd (2013), Introverted students prefer to process information inwardly,
which means they would rather sit quietly in classes and take in and ponder lecture content as
opposed to participating in discussions or group learning activities (p. 507). This may explain
why Paige rarely participates in dialogic or group activities; her particular learning style may be
better suited to a more teacher-centered class and individual activities.
Furthermore, according to Condon and Ruth-Sahd (2013), introverts are drained by the
outside world and need time alone to recharge (p. 505). This may explain why Paige reads YA
literature in the middle of class. Paige is in my focus class, which is also the last period of the day.
By that point, Paige may be emotionally drained and overstimulated by her crowded

environment. It is possible that she seeks a sense of calm through reading and uses literature as
an escape.
Her late assignments may be connected to the chaotic classroom environment; perhaps
she is unable to focus during the provided time. Many introverted students prefer working in
quiet contexts, after all. Also, because we do not penalize for late work, she may decide to take
advantage of the extra time in order to produce a high-quality product. After all, she has never
earned below an A- on any writing assignment.
Hypothesis #2: Paige does not feel motivated by the class or its activities.
Paiges behavior may be indicative of a lack of motivation. Student motivation depends
on two factors, namely expectancy and value. According to Weinstein and Novodvorsky (2015),
First you need to ensure that students can perform the task at hand successfully if they expend
the effort (p. 205). This expectancy factor is likely not the issue, as Paige has demonstrated
that she can consistently fulfill and even exceed my expectations. I believe that her expectation
of success may be one reason why she does not actively participate in classroom activities: she
knows she can get a decent grade regardless of her participation. On the other hand, the value
factor may pose a problem: A second responsibility of teachers is to help students recognize the
value of the academic work at hand (Weinstein & Novodvorsky, 2015, p. 205). Paige may feel
that the classroom activities (like think-pair-share strategies, whole-class discussions, and games)
lack value. More specifically, she may feel that she can teach herself the material on her own
time or that the activities are unhelpful or unnecessary for her learning. Following this line of
thinking, she may believe that she can opt out of collaborative and group experiences. My own
behavior is likely a factor here. Perhaps I have not provided an adequate rationale for my

activities, or perhaps I downplay their value by not giving students enough feedback about their
contributions and their progress.
As noted in the students description, she rarely participates in whole class discussions
and activities, and she is often reluctant to work in small groups or with a partner. I try to ask
authentic questions and support student engagement through discussions and games like
Kahoot, but Paige may feel like these activities are superfluous or unnecessary to understand the
material. Additionally, instead of using the provided class time to work on assignments, Paige
frequently chooses to read novels or distracts herself with available technology. For instance,
although I often allow students to use their phones to research content or work on Google Drive,
I have seen Paige texting and surfing the web for unrelated content. I have had to remind her (as
well as the whole class) that technology should be used only for academic purposes in our class.
This choice to avoid working on assignments during the provided time is likely connected to the
stream of late assignments. She may choose to prioritize other tasks because she knows she will
be successful regardless of when she submits her assignments. In short, because she has earned
an A- in the class, Paige may feel that participation and deadlines are unnecessary, or at least
optional. In other words, since she is performing relatively well and producing quality artifacts,
she may believe that she does not have to be actively present, participating in class, or using all
of the provided time productively. If participation and punctuality are unnecessary to earn a high
GPA in English 12, then perhaps Paige has grown unmotivated in these regards.

References
Condon, M., & Ruth-Sahd, L. (2013). Responding to introverted and shy students: Best practice
guidelines for educators and advisors. Open Journal of Nursing, 503-515. Retrieved
February 1, 2015, from http://www.scirp.org/journal/PaperInformation.aspx?PaperID
=40111 #.VNQiWS7iOtA
Weinstein, C., & Novodvorsky, I. (2015). Managing Independent Work, Recitations, and
Discussions. In Middle and Secondary Classroom Management: Lessons from Research
and Practice (5th ed., pp. 232-263). New York, NY: McGraw-Hill Education.

Case Study: Action Plan

Summary Table
Main Problem

Student rarely
participates in
dialogic activities
and frequently
submits
assignments after
the due date.

Hypotheses

Hypothesis #1:
Due to her
introverted
personality, Paige
avoids
contributing in
class and takes
longer to
complete her
assignments.
Hypothesis #2:
Paige does not
feel motivated by
the class or its
activities.

Action Plan

Before discussing,
students will
respond to
content in
writing.
Pair-share and
small group talk
will take place
before whole
class discussions.
I will use the
round-robin
strategy to hear
from each
student.
Allow Paige to
work in quieter
setting during
designated work
time.

Evaluation Plan

Videotaping
Lesson plan
reflections

Hypothesis and Alternate Courses of Action

Based on my knowledge of Paige, her behavior and actions within the class, and my
research findings, I believe that my first hypothesis may be more plausible: Due to her
introverted personality, Paige avoids contributing in class and takes longer to complete her
assignments. As such, I have considered two possible solutions that may make the class and its
activities more accessible to introverted students like Paige.

Possible Solution #1
My first solution focuses on the classroom environment and types of instructional
activities: I could structure my lessons to allow for more quiet work time and offer more teachercentered and individual activities to appeal to my introverted students. According to Condon and
Ruth-Sahd (2013), Introverted students prefer to process information inwardly, which means
they would rather sit quietly in classes and take in and ponder lecture content as opposed to
participating in discussions or group learning activities (p. 507). The authors suggest that the
following practices should be implemented for shy and introverted students: Allocate a
reasonable portion of class time to introvert/shy person-friendly activities such as listening to
lectures, watching videos, reflecting quietly and working on projects individually (Condon &
Ruth-Sahd, 2013, p. 509).
Solution #1: Merits
This course of action would likely benefit Paige as well as my other shy, introverted, or
socially anxious students. Incorporating more teacher- and individual-centered activities would
enable Paige to sit quietly, observe, and process information inwardly, which seems to be her
preferred learning style. By offering her additional opportunities to focus and reflect quietly, she
may be more willing to engage in some of the collaborative activities. (Perhaps she needs more
time to feel comfortable with the material?) Moreover, I believe that Paiges late assignments
may be at least partially connected to the noisy classroom environment. I usually provide plenty
of time for students to work on their assignments in class, but many students (and introverts in
particular) may be unable to focus when other students are talking. Therefore, if I were to

provide quieter conditions or a separate workspace for Paige, it is possible that she will be more
productive in class and submit her work sooner as a result.
Solution #1: Drawbacks and Risks
Based on the past unit survey feedback, the majority of students prefer the more dialogic
activities and collaborative learning opportunities. Lectures and other teacher-centered activities
may be off-putting to the other students and their learning styles, and I do not want to
disengage my other learners. Moreover, there is also no guarantee that Paige will choose to set
her YA novels aside to participate in the more teacher-centered or individual activities. Although
these activities may suit her learning style, she may decide to prioritize her personal interests
and reading. Also, it may be difficult to provide quieter conditions every day. At this point in the
school year, I have already established the expectation that students can talk to each other
during independent work time, as I like to encourage peer assistance and talking to learn.
However, I could probably find a quieter space for Paige to work independently, but that would
require some additional resources. For instance, I could send her into the hall with a
Chromebook or to the library, but I would need my mentor teacher to attend her.
Possible Solution #2
My second solution focuses on adapting the more dialogic and collaborative activities: I
could structure class activities so introverted students like Paige will feel more comfortable and
encouraged to participate. Although I would like Paige (and students like her) to participate in all
the activities, I am particularly invested in whole class discussions. According to Condon and
Ruth-Sahd (2013), In situations such as small and large group discussion, introverts tend to
speak up less than extroverts; they prefer to listen to what classmates are saying, and need to

think about what they might say before they contribute (p. 507). Therefore, my solution
requires that I highlight my participation expectations ahead of time and give Paige the
opportunity to reflect on the content and material beforehand. I could use a combination of prediscussion writing, think-pair-share, and round-robin techniques to promote student readiness
and participation.
Solution #2: Merits
By structuring my dialogic activities to encourage wider student participation, I will
hopefully observe a greater variety of student contributions. All students should benefit from
hearing the different questions and comments of their peers, and more voices means more
unique perspectives and literary interpretations! Ideally, all students (and not just the dominant
discussers) will be able to exercise their dialogic skills, and the increased participation may also
promote a sense of classroom community.
Solution #2: Drawbacks and Risks
Accommodating students and restructuring activities takes time. Not only can it take
more time to plan a carefully accommodating lesson, but it can also require valuable lesson time.
For instance, incorporating pre-discussion writing and think-pair-share techniques will take time
that could otherwise be dedicated to whole-class discussions. Therefore, I will likely have to ask
fewer discussion questions, some of which may have revealed interesting student insights and
responses. Furthermore, some students may disregard my requests and refuse to participate in
the discussion regardless of my scaffolding and support. Students may try to opt out, and there
is a chance that students like Paige could feel uncomfortable, overwhelmed, and/or disengaged
despite my best efforts.

My Decision
In light of these potential merits, drawbacks, and risks, I choose to implement a
combination of my two solutions. First, I think it is reasonable to provide Paige with resources so
that she may use her independent work time more productively. Hopefully this accommodation
will help her to focus on the tasks and meet her deadlines. Additionally, I plan to structure my
dialogic activities so they are more inclusive of introverted students. According to Schwegman
(2013), accommodating introverted students means using strategies that will give introverts the
time they need to plan ahead and formulate ideas in their minds. Therefore, I should make my
expectations regarding participation explicit, provide opportunities to reflect and write on the
material beforehand, and ensure that all my students have a chance to contribute.
Action Plan
Over the next several weeks, I will follow these steps as I attempt to accommodate Paige and
encourage her participation:

Before any dialogic activity, I will ask students to respond to the content in writing. This
should give Paige an opportunity to reflect on the material beforehand so she will,
ideally, be more willing to contribute her thoughts. I have already enacted this step in
the past week by requiring students to take structured notes as we read Oedipus the
King, and I will continue to use this strategy moving forward. (Thus far, Paige has
been keeping up with her notes, and I will continue to spot check students
writings.)

Before any whole class discussion, I will try to provide a few minutes for students to
talk to a partner or within a small group first. According to Schwegman (2013), small

groups can give introverts a chance to contribute in an environment more conducive

to their personality style, and they can also give introverts the chance they need to
polish their ideas before launching them into the free-for-all of a full-class
discussion. For instance, I will ask students to get into pairs and discuss their Oedipus
the King notes before launching the whole class discussion. As students are sharing
their notes with a partner, I will circulate the room and make sure that Paige is
participating. If she is not, I will join the conversation, ask her to read me one of her
notes, and pose relevant questions.

At the beginning of our discussions, I will outline my expectations, highlighting the

notion that I expect to hear from everyone: I want everyone to participate during
this discussionideally, everyone will talk and share their thoughts. Participation also
involves active listening, and I want everyone to be respectful of one another. Please
no side conversations, and please follow along with the conversation taking place.
You dont have to raise your hands; just feel free to contribute when others arent
talking. Youre also more than welcome to use your notes and refer to them as
necessary.

I will use the round-robin discussion technique at least one time per discussion to
ensure that I hear from every student. During the upcoming discussion on Oedipus
the King, I will have students share one of their notes regarding the Aristotelian
terms.

Whenever I allow the class time to work on an assignment (like the upcoming
ePortfolio tasks), I will offer students a choice. If they would like to be able to talk

amongst their peers, they can stay in the classroom or the computer lab; if they
would prefer quieter conditions, I can arrange for those students to work in the
adjacent alcove or go to the library. Of course, I will make sure that Paige is aware of
this choice.
Evaluation Plan
I will videotape the class discussions and note Paiges responses and contributions: What
did she say? How long did she talk for? Did she respond to any other students comments?
Additionally, I will record any notable reactions or responses in my daily reflections (on the
bottom of my lesson plans): Did she take me up on the offer to work independently? Is she
contributing in the small group conversations? When and how is she participating? Is she turning
assignments in on time? Answering these questions should help me to evaluate the effectiveness
of my strategies and accommodations.

References
Condon, M., & Ruth-Sahd, L. (2013). Responding to introverted and shy students: Best practice
guidelines for educators and advisors. Open Journal of Nursing, 503-515. Retrieved
February 1, 2015, from http://www.scirp.org/journal/PaperInformation.aspx?PaperID
=40111#.VNQiWS7iOtA
Schwegman, J. (2013, December 5). Engaging Introverts in Class Discussion. Retrieved February
16, 2015, from https://teachingcommons.stanford.edu/teaching-talk/engagingintroverts-class-discussion-part-2

Case Study: Evaluation/Reflection

What Actually Happened?
My actual activity corresponded rather closely with my original action plan. As such, it
addressed my previously developed Hypothesis #1: Due to her introverted personality, Paige
avoids contributing in class and takes longer to complete her assignments. Through my action
plan and accommodations, I tried to increase Paiges participation in classroom activities and
help her to meet assignment deadlines.
First, we read Oedipus the King together as a class. Because we read the tragedy aloud, I
assigned different reading roles to the students, and these would change every day. In order to
encourage Paiges participation, she too received a reading role. Notably, she seemed interested
in the text and her voice grew more animated as she got into her character! Additionally, I
required students to take notes on Oedipus the King. This note-taking strategy not only
promoted increased textual engagement but also gave students a tool for our upcoming
discussion. It was my hope that students like Paige would be able to reflect on the content and,
therefore, be more willing to contribute their thoughts. Then, in preparation for our whole class
discussion, I asked students to discuss their notes with a partner in a Give 1, Get 1 activity. I
noticed that Paige was still reading her YA novel at the start of this activity, so I engaged both
Paige and her partner in a conversation about the text. Paige put her book away and briefly
talked to me about some of the themes she noticed in Oedipus the King.
Next, I asked the class to circle up in the adjacent alcove for our whole class discussion
regarding Oedipus the King and its implications for us today. I explained my expectations for the
discussion, highlighting the fact that I wanted to hear from everyone. We launched our

discussion with a round-robin strategy, and each student (including Paige) shared one of their
favorite notes. However, I did not hear from Paige again until near the end of the discussion,
when students contributed their general takeaways and concluding thoughts in a wrap-up
round-robin activity.
A couple days later, I assigned the next set of tasks for students ePortfolio projects.
Before students went to the media center to work, I told the class that I would bring the set of
Chromebooks for anyone who wanted to work in a quieter setting. As we left the classroom, I
asked Paige if she was interested in borrowing a Chromebook for this assignment. She accepted
the Chromebook and used it during each of the designated workshop days. When she returned
the device at the end of the day, she told me she preferred the Chromebook and liked being able
to sit away from the rest of the class. At the time, I hoped that these statements suggested a
high level of productivity during class; I thought that my accommodation would help her to meet
the deadline. However, her ePortfolio tasks have not been submitted yet, and they were due at
the end of February.
Evidence and Conclusions
My action plan focused on improving Paiges participation and her punctuality regarding
course assignments. In the following sections, I note the relevant evidence and observations per
each of these areas.

How Did Paige Participate?

Paige continued to read her YA literature during some activities. However, when she was
assigned a reading role, she became more invested in the text and the lesson. She left

this feedback on the Unit 4 Google Survey: I liked going into the alcove and reading. It
was a different setting and each day a new person read, I liked the change of scenery and
voices. I even enjoyed reading aloud.

During the Give 1, Get 1 activity, Paige set aside her YA novel when I approached her
and engaged her in academic conversation. When I left to talk to other students, Paige
continued discussing her notes with her partner. She did not pick up her novel for the
rest of class.

Paige contributed twice during our whole class discussion on Oedipus the King. However,
both of her responses occurred during the round-robin activities, which required each
student to participate. Otherwise, Paige did not respond to her peers or answer the other
discussion prompts.

How Did Paige Handle the Assignments/Deadlines?

Paige completed and submitted her Oedipus the King notes on time. She worked on this
as we read the text in class, but she may have also worked on the assignment at home. I
reminded the class that this was a required assignment, as I needed it for my MSU
research. This may have encouraged Paiges punctuality.

When it came time to work on the ePortfolio tasks, Paige accepted the Chromebook and
went off to a quiet part of the media center. She had two class periods to work on the
assignment. Although it is a required assignment, the ePortfolio tasks have not been
submitted yet.

Conclusions
The evidence suggests mixed results. While Paige contributed more in the classroom
activities and I was able to hear her responses to the text, she did not participate freely. She
spoke only when it was required of her. Still, Paige participated much more than she had before I
implemented the action plan, and she may need more time to adjust to a larger discussion
context. Moreover, Paige still read her YA novel during some lessons and activities, but when she
was responsible for her reading role, I could tell she was more engaged in the lesson and
corresponding activities.
As for her punctuality, Paige submitted her Oedipus the King notes on time, and she
earned a perfect 4.0 on this assignment. However, even though I provided her a Chromebook
and let her find a quiet corner of the media center, Paige still did not complete her ePortfolio
tasks on time, and I cannot tell how much progress she has made on the assignment.
My current interpretation is that both of my original hypotheses are at play here. Paiges
writings and reactions indicate that she does have an introverted personality, and the structured
participation opportunities did encourage her to contribute more during class. Based on her
body language and tone, Paige also seemed more confident when she did contribute during the
whole class discussion, suggesting that the partner activity helped prepare her for the upcoming
round-robin activities. Thus, extra reflection time, writing about the text, and partner activities
all seem to benefit Paige. However, motivation may be another factor. She may value/prioritize
her other classes or personal interests over the course assignments because there is no penalty
for late work; put another way, she may be confident that she will succeed in English 12 despite
her late assignments. Thus, because she is performing relatively well in the class, she may believe

that she does not have to use the class time productively and submit her assignments by their
deadlines. If punctuality is unnecessary to earn a high GPA in English 12, then perhaps Paige is
not motivated to submit her assignments on time.
Moving Forward
This case study helped me to understand some of the needs of introverted students and
the practices that can promote more student participation in general. Notably, introverted
students like Paige benefit from structured participation activities. Because whole class
discussions can feel unnatural and discomforting, introverted students in particular can really
benefit from talking through their ideas within a smaller context first. Moving forward, I would
also like to create online discussion forums, which may be more in tune with introverted
students preferences. Online discussion forums still encourage collaborative learning and
communication skills, but they also give students extra time to process and revise their thoughts.
According to Baldasaro (2012), The asynchronous environments found on the Internet can
provide introverted students with the ideal space needed for them to learn. The freedom to
explore their passions, the ability to connect with similar learners, and the time to participate at
their personal pace and depth, all with the solitude needed by the introvert, can make these
communities the ideal space for learning and creativity to blossom in the introvert. This activity
is another tool within my teacher toolbox, and I look forward to using this and other methods
to reach all my diverse learners. After all, each student deserves to learn and grow within a
welcoming, accommodating classroom, and I need to do all that is within my power in order to
make that happen!

References
Baldasaro, T. (2012, September 10). Embracing Introversion: Ways to Stimulate Reserved
Students in the Classroom. Retrieved March 1, 2015, from
http://www.edutopia.org/blog/introverted-students-in-classroom-tony-baldasaro