Institute for Case Development

CONTEXT	THE TEACHER UNDERSTANDS AND/OR USES THE FOLLOWING SKILLS AND/OR PRACTICES:
	Principle #1	Principle #2	Principle #3	Principle #4	Principle #5	Principle #6	Principle #7	Principle #8	Principle #9	Principle #10
	Content Knowledge; Tools of Inquiry	Intellectual, Social, & Personal Develop.	Adaptation to Diverse Learners	Instruct’l Strategies: Critical Thinking, Prob. Solv. Skills	Active Indiv/Grp. Engagem. In Learning Commun.	Verbal, Non-verbal, & Media Communic.	Planning: Knowledge of Content, Students & Curr. Goals	Formal and Informal Assessment	Reflective Practitioner/ Seeks Prof. Growth	Fosters Relationsh. w/Colleag. & Commun.
CHAPTER I: CONCEPTIONS OF TEACHING AND LEARNING
Urban 5th & 6th Grade	Case 1: When Do You Intervene? - A fifth grade teacher finds it difficult to intervene constructively during jigsaw presentations by students.
	X	X	X	XX	X			X	X
Urban 2nd Grade	Case 2: Groupwork? Rats! - While trying to expand her students’ concept of learning, an elementary teacher is surprised to discover that her students think they learn more from traditional reading and question-and-answer tasks than from hands-on activities.
	XX	X		X	XX			X	X
Urban 8th Grade	Case 3: Poor Period Three! - An eighth grade social studies teacher explores whether groupwork is appropriate for a class that both is difficult to manage and has a disproportionate number of emotionally needy students.
R.S.P. & Bil-Ed.	X	XX	X	X	XX				X
Urban High School	Case 4: Do You Let Kids Fail? - A high school chemistry teacher encounters problems when one group refuses to work productively and fails to develop its final presentation.
	X	XX	X	X	XX			X	X
Urban High School	Case 5: Exploring Alternative Assessment. - After discovering that her students did no better on the traditional test than previous classes had, this teacher explores alternative modes of assessment that more closely link the assessment to her nontraditional instruction.
	X	X		X	X			XX	X
CHAPTER II: FACILITATING GROUPWORK INTERACTIONS A: Individuals and Groups
Urban 2nd Grade	Case 6: Struggles with the Dynamics of Grouping - A second grade teacher shares her dilemmas and celebrations as she tries to create supportive groups for a student learning English.
E.L.L. & Spec. Ed.		X	XX	X	XX				X
Middle/ Upper-Mi. Class H.S.	Case 7: Puzzles of a Well-Crafted Group - Despite careful efforts to craft a supportive group for an unusual student, a high school English teacher encounters several surprises.
		X	XX	X	XX				X
CONTEXT	THE TEACHER UNDERSTANDS AND/OR USES THE FOLLOWING SKILLS AND/OR PRACTICES:
Urban Middle School	Case 8: My Struggle With Sharon - An eighth grade language arts teacher questions how she handled a difficult student who tried to sabotage her small group’s activities.
R.S.P./ L.E.P.	X	X	XX	X	XX			X	X
Middle Class M.S.	Case 9: To Do, or "Not" - Two students who do not get along well find themselves in the same group and cause problems for other group members and this eighth grade science teacher.
	X	X		X	XX				X
Urban High School	Case 10: Confronting One Group’s Inertia - A high school English teacher is confronted with a dysfunctional group that fails to make a final presentation; she wonders how this experience might affect the boys involved and what the class could learn from it.
	X	XX	X	X	XX			X	X
B. Low Status Students
Urban 8th Grade	Case 11: Silences: The Case of the Invisible Boy - A middle school teacher uses new groupwork techniques to help a low-achieving boy, but finds it much more complicated than she had anticipated.
	X	X	XX	X	XX			X	X
Urban Middle School	Case 12: Learning to Listen to Robert - A fifth grade teacher explores her belief that low-status children can drive classroom conversations in new and exciting ways.
	X	X	XX	X	XX				X
3rd Grade Bilingual-Education	Case 13: The Chance I Had Been Waiting For - Surprised when cooperative learning does not help one newly arrived immigrant student, this bilingual teacher struggles to find an opportunity to identify his strengths and show his peers that he is competent.
	X	X	XX	X	XX				X
C. Interactions With Parents and Colleagues
Suburban High School	Case 14: The Extra Audience of Critics: Handling a Parent’s Response - An intern high school teacher is intimidated when a parent disapproves of a cooperative learning assignment that encourages the development of multiple intellectual abilities.
	X	X		X	X			X	X	XX
Teacher In-Service Training	Case 15: Walking the Talk: Cooperative Learning for Teachers - An intern teacher, knowledgeable about effective groupwork strategies, is frustrated at an in-service seminar when members of his group have difficulty working together.
	X	X	X	X	XX			X	X
CONTEXT	THE TEACHER UNDERSTANDS AND/OR USES THE FOLLOWING SKILLS AND/OR PRACTICES:
CHAPTER III: ONE TEACHER’S ODYSSEY
Urban 7th Grade	Case 16: We’re All In This Together - A middle school core (language arts and social studies) teacher portrays her year-long struggle to incorporate the groupwork strategies she learned the previous summer.
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Contact Information:

Judy Shulman
Director, Institute for Case Development
WestEd
730 Harrison Street
San Francisco, CA 94107

email:
jshulma@WestEd.org
Phone: (415) 565-3057
Fax: (415) 512-2024