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: Chicago High School for Agricultural
Sciences in Chicago
Type of
School: Elementary school, Middle School, High School, or Other: High School
Setting:
Urban, Suburban, or Rural: Urban
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 setting): There is one classroom aide in second period, themed magnet school
2. Describe any district, school, or
cooperating teacher requirements or expectations that affects the planning or
delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests: There are
standardized tests for CPS, and required curricula that is to be covered in the
class.
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).
1. Estimated percentage of
students eligible for free/reduced lunch: 60-70%
2. Grade level(s): 10
3. Number of
a. students in the class: 36
b. males: 20
females: 16
c. English language learners: 0
d. students identified as gifted and talented: 0
e. students with Individualized Education
Programs (IEPs) or 504 plans: 1
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.
|
Special
Education
Category |
Number of
Students
|
Accommodations,
Modifications, and/or Pertinent IEP Goals
|
|
Example:
Learning Disability
|
Example: 4
|
Example:
Close monitoring, follow up, and Resource Room
|
|
Autistic
|
1
|
Monitoring, classroom aide
|
|
|
|
|
|
|
|
|
|
|
|
|
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? 44-51 minutes, depending on the day of the week
2. Is there any ability grouping or tracking?
If so, please describe how it affects your class. N/A
3. Identify any textbook or instructional
program you primarily use for instruction. If a textbook, please provide the
title, publisher, and date of publication: The instructor I’m observing has not
used a text book thus far in his instruction. If there is one being used, I am
unaware of it, but I will double check with him.
4. List other resources (e.g., SMARTBoard, manipulatives,
online resources) used for instruction in this class: white board,
manipulatives (poker chips as currency in a simulation of The Silk Road),
YouTube clips, movie clips, interactive maps
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? I can tell what the students are retaining by the
manner in which they answer discussion questions in class, and the quality of
the assignments they hand in (cooperating teacher sometimes lets me look at
their assignments). The sophomore classes I’m observing are extremely diverse.
The majority of the classes I’m observing are African American, Hispanic, and
Caucasian. Their interests are very clear. They love to talk about the sports
they are in, and what they are doing over the weekend. The instructor I’m
observing coaches both basketball and soccer, so he is a coach for a lot of the
kids and has an incredible rapport with them. They are very open.
6.
Describe one teaching event. What best practices in teaching were used? The
first class I observed was an awesome teaching event. First period begins at
7:30, and Mr. McDowell had constructed a simulation of The Silk Road for his
first, second, and fifth period World Studies class. The kids were assigned a
country or region, and given a table. Poker chips and cut out pictures of
various goods were given out to each group to use as currency for trade and
purchase. The kids really got into it, and learned how the process worked. Mr.
McDowell used small group teaching, interactive teaching, and got the kids up
and out of their regular classroom routine.
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