Trinity Christian College Field Experience Form
Context for Learning
Description of School and Students
About the School Where You Are Observing or doing Field Experience
School Name and City: Saint Germaine’s Catholic Grammar School
Type of School: Elementary school, Middle School, High School, or Other: K-8 CCD (Sunday School)
Setting: Urban, Suburban, or Rural: Suburban
Write your responses to the three questions below in paragraph form.
1. List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).
Most of the classrooms in CCD had classroom aides but was most common in grades 1-4/
2. Describe any district, school, or cooperating teacher requirements or expectations that affect the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
Teachers have to know of the Catholic faith and go to mass on a consistent basis in order to teach the students.
3. For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).
To my knowledge, there was one special education teacher in the Sunday school program, but she taught students, who did not have special needs.
1. Estimated percentage of students eligible for free/reduced lunch: N/A
2. Grade level(s): K-8
3. Number of
a. students in the class: 25
b. males: 6
females: 19
c. English language learners: 0
d. students identified as gifted and talented: None
e. students with Individualized Education Programs (IEPs) or 504 plans: 0
4. Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.
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Special Education
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Number of Students
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Accommodations, Modifications, and/or Pertinent IEP Goals
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Example: Learning Disability
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Example: 4
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Example: Close monitoring, follow up, and Resource Room
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About the Class You Observed
1. How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject? 2 hours are devoted to instruction/teaching for religion in the classroom.
4. Is there any ability grouping or tracking? If so, please describe how it affects your class.
The teacher would supervise the class and it was very beneficial to students. The teacher and classroom aide are willing to work one on one if necessary for a student. Group work could work for grades 5-8, but not with the little ones.
5. Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.
Primary some textbook was used but rarely
6. List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.
Whiteboard, students were allowed to use online resources outside of the classroom
5. What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?
Most students who attend CCD understood the material taught that during for that specific day, only a few of the students struggled with the material and it was easy to identify which ones were struggling. The students were learning about their Catholic faith such as the different part of the Mass and order of the sacraments. I am not sure about students’ everyday experiences or their cultural background but was able to understand their interests.
6. Describe one teaching event. What best practices in teaching were used?
The teacher’s ability to teach the material to the students so that everyone could fully grasp the material.
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