Module 3 Case Study al Affiliation Module 3 Case Study Comparative Background Two case studies are being evaluated: Mark’s case and Katrina’s case. The tabular presentation highlights the comparative details of the respective case:Points of ComparisonMarkKatrinaEntry grade level1st grade3rd gradeExcelled in subjectsMath, reading and spellingMathWeaknessesEstablishing friendsReading and written expressionInterestsReading, playing computer gamesDifferentiated InstructionsChannel high reading skills to focused/specified area of interestRetention to Grade 3 with development of compacted curriculum in Math: 50% grade 3 level and 50% enriched studiesSuggested ApplicationStudy of Dinosaurs projectCreating story problems, draw pictures, use of manipulatives for calculation problems. as well as activities in measuring, classifying, estimating and graphingOutcomeGained resident expert status and gained friendsEasy transition to Grade 4 levelWhat strategies were used to differentiate instruction in each case study? From the highlights of the comparative study, it could be deduced that the strategies used to differentiate instruction for Mark was to capitalize on this high reading skills. to channel this to focused or specialized area of interest. On the part of Katrina, the strategy was to develop a compacted Math curriculum where she could solve only half of the Grade 3 assignments in Math, provided that she retains a consistent 90% accuracy. Likewise, she was provided with an advanced or enriched Math studies for the remaining time frame to enable her to address the skills through specifically designed and recommended activities.What additional information would you want to know about each child in order to develop your own plan of action for each child? To develop one’s plan of action for each child, aside from indicating their respective areas of interests, the additional information would could enhance the development and design of differentiated instructions include: preferences of using identified instructional materials (technological applications, games, or visually designed projects). Also, it would be helpful to determine from their respective parents the academic support accorded outside the classroom (use of computers, tutors, mentors, and other enriching activities). The information would help in the design of compacted and differentiated instruction. as well as in monitoring the performance of the child outside the traditional classroom setting.What would you do differently? Actually, the strategies and recommended differentiated instructions were effective in achieving the identified goals. For Mark, it was important to gain interpersonal skills. aside from exhibiting excellence in the subjects which were noted. For Katrina, it was crucial to mitigate any potential negative impact of having to retain her to Grade 3 level. As such, it was correct to solicit the inputs of parents, as well as to refer the children for consultation and evaluation with the school psychologist, who could assess the condition of the children, their accurate competencies and skills, and the preferred intervention, as recommended.ReferenceModule 3: Case Studies – Mark and Katrina. (2013).