Josh is a 14-year-old, bright African-American boy who attends Wilson Middle School. Wilson is an urban school that serves a highly diverse, but essentially poor, socioeconomic group of students. One of his teachers in American History observes that Josh is increasingly disengaged. He often appears to be daydreaming and he seldom talks unless spoken to. The other students are not mean to him, but they are also not kind. His parents are divorced and he lives with his mother. The teacher has be trying to get him to read more in areas of history that she knows are of interest to him, but the teacher is traditional, using lots of lectures and direct instruction.

During one recitation lesson the teacher, Ms. Summers, calls on him several times. She is convinced he knows the answers but he either shrugs, nonverbally indicating "I don't know," or just sits silently.

Ms. Summers is concerned because she knows Josh is a young man with great potential. He can perform well and she knows that he does know content even though he is not responding. The teacher talks to Josh's mother and she shares with Ms. Summers how creative Josh is at home. He loves to read and he always watches the History Channel when he visits his grandparents' house--they have cable access.

Given the information about Josh:

1		What actions might Ms. Summers take to better connect with Josh and foster more of an instructional-paradigm setting for him?
2		Which creativity or critical thinking concepts have application for Josh? How might Ms. Summers incorporate them in her lessons?
3		Identify and explain two ways that Ms. Summers could try to involve Josh with peers in learning-centered activities.