There are two readings that I found interesting this week within the “Educational Psychology.”  The first interesting component of my reading, that sparked my attention is how the brain functions and second is how “free-play helps child development.

I found it interesting that two children who had a section of their brain removed were still able to learn via various hands-on activities.  This implies that the brain has more than one way of gathering knowledge and obtaining memory. So, there are numerous ways to teach and learn a skill depending on the student.   This also shows that when one part of the brain is missing that another part of the brain takes over to help a person learn new information.  Children can take learned behavior and develop their skills via “free-play.” 

            In addition, I admire Maria Montessori’s statement that, “play is a children’s work.” (76).  I love the fact that children are learning from play, however, I am also aware that child play sustains a creative atmosphere that encourages imagination and reinforces cultural socialization.  Even so, I have never considered how “free-play” develops a one’s cognitive, physical, social and emotional wellbeing.  Through play, children learn about their environment, self- expressions, social interactions, and problem-solving techniques.  Play is important to every child, and it is a fun way of learning without knowing that you are learning.   

            Lastly, I learned that play is different in different culture and countries.  In some countries, parents interact with their children while playing.  While in other countries it may be a sibling or friend who plays with the child.  Then there are countries like Japan who has played as part of their curricula.  

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 Excel Academy, Chicago, Illinois

Type of School:  High School 

Setting: 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 program).  The special features in this classroom are bright colors and a co-teacher.

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.  When students are testing, many of them are given extended time to complete their test.  Some students have a scribe and others have a teacher who read their text out loud to them.

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).  There are two educators who specialized in learning disabilities, autism, and behavior.

About the Students in this Class [Give a brief or one word response]

1.    Estimated percentage of students eligible for free/reduced lunch:  20

2.    Grade level(s):  9-12

3.    Number of

a.    students in the class: 20

b.    males: 10

females: 10

c.     English language learners: N/A

d.    students identified as gifted and talented: N/A

e.    students with Individualized Education Programs (IEPs) or 504 plans: 20

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
Traumatic Brain Injury	2	Extended time on test

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? There are five periods.  Each period is 80 minutes long. 

2.    Is there any ability grouping or tracking? If so, please describe how it affects your class.  Classroom teacher give an assessment every Friday to see where students may need help.

3.    Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.  Program teacher uses for students is Khan Academy.

4.    List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.  Other resources in classroom are manipulatives, online resources, and computers

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?  Teacher know student’s abilities according to their assessment.

  

6. Describe one teaching event. What best practices in teaching were used?  One teaching event I observed was that the classroom teacher was reteaching math to students.