I. Testing and Student Background
• Assessments used:
Piagetian Tasks-One to One Correspondence, Conservation of Number-A, Conservation of Number-B, Conservation of Number-C (Discontinuous Quantity), Conservation of Mass, Similarities Assessment, Feurstein Logic Test, Multiple Intelligences, Learning Preferences, Math Forum Question, and Created Math Assessment.
• Testing Situation(s)
I am currently student teaching in a kindergarten class at the General George A. McCall Elementary School on Philadelphia. I discussed doing a case study on one of the kindergarten students with my cooperating teacher. She thought this would be a wonderful idea. I then contacted the child’s mother and she agreed to having Charles be the case study subject. The child is very gifted so I thought that he would be an ideal candidate for the case study. The child has been working with me in the classroom for a month prior to my asking him to be involved in the case study. The child and I already have established rapport over the past month. The child is use to working one on one with me, so it was very easy to begin working with the student. The child expressed to me that he was very excited to begin working with me after school and that he could not wait to get started.
The students and I will be testing in the classroom during lunch and after school. The child is very comfortable in these surroundings, so I felt that it would be a good environment for him to test in. The child does not mind eating lunch in the classroom a couple days or working in the classroom after school. The classroom is quite. The only individuals in the room are him and I during testing.
• Background information
The student is functioning extremely well in school. He is testing for the mentally gifted program for first grade. The student is provided advanced material at home. He is also provided more advanced materials in school. The only problem the child has is being a bit sensitive emotionally. He has improved greatly from the beginning of the year. Science and math are his favorites out of all the subjects in school. He constantly reads in and out of school.
The student loves school. He continues to do work outside of school. He loves learning. Charles will continuously tell you how much he loves school and learning. He loves gaining your attention and telling you about everything he knows. Charles does this with the teachers, his peers, and his parents. Charles likes to be noticed for knowing a lot about any topic. The student’s view of school is very positive. He does not have any dislikes. He likes all subjects. He participates in sports and the arts outside of the school environment. Teachers and parents view the child as very gifted. The teachers and parents both mention his sensitivity emotionally and his love of learning.
There are observable generic influences which are acting upon Charles. Socially he is improving because his sensitivity is decreasing. He has been in school since he was three and his sensitivity has improved greatly from when he began school. He always wants to be the leader. He is constantly sharing his knowledge with adults and his peers. Emotionally he does not get as upset as he did when he began school. Physically he is very active. He participates in swimming, ballet and soccer. I have noticed in school that he has difficulty sitting still. He always wants to be performing. Cognitively he is extremely advanced. The child is a sponge.
Charles is a twin. Charles is more advanced in school than his sister, Hannah. She is more advanced socially and emotionally than Charles. The parents and the school are working on the areas in which the children are weak. For Charles the parents and teacher are working on helping Charles to develop a thicker skin emotionally.