Context for Learning Description of School and Students

Context for Learning

Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Faith Academy

Type of School: Elementary school, Middle School, High School, or Other:  Elementary

Setting: Urban, Suburban, or Rural: Rural

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).

      Pull-out programs for math and reading

        

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.

       The teacher used a reading program designed to prepare students for the ISTEP. Although Faith Academy is a private school they work with the Merrillville public school system for assistance with speech pathologist and tutors.

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). NA

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

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

2.     Grade level(s): sixth grade

3.     Number of

a.     students in the class: 15

b.     males: 9

 females: 6

c.     English language learners: 0

d.     students identified as gifted and talented: 1

e.     students with Individualized Education Programs (IEPs) or 504 plans: 2

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
Learning Disability	2	Pulled from the classroom for individual instruction with a tutor, IEP, reduced spelling list, lower grade level reading and fewer math problems.
Gifted Student	1	Extra work was given that interested the student. The student also helped other students with the math.
Speech Impediment	1	This child is pulled from class for individualized instruction with a speech pathologist.

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?

        

       The morning is dedicated to a one-hour math and a one-hour reading block. The intent is to have this uninterrupted instruction time to boost these fundamentals. The afternoon involves lunch, specials, science and social studies.

2.     Is there any ability grouping or tracking? If so, please describe how it affects your class.

        

       One or two days a week the class is split into three leveled reading groups to allow for more individualized instruction.

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 textbooks used were:  Reading - McGraw Hill Wonders, Math – Glencoe Math Your Common Core Edition, Science A Closer Look McGraw Hill. As far as I know, these were the newest editions of the textbooks.

4.     List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.

        

       Since they are not provided with SMARTBoards the teacher used a cube projector to display lessons and videos on the whiteboard. The teacher also used an app called Class Dojo to communicate instantly with parents and track the progress of each student. They do not have student computers in the classroom but they do have a computer lab.

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?

        

      The students at this school face many challenges. They are low income and have many disadvantages. This school is a small private with a small budget but parents prefer it as an alternative to the local public schools. Because of the nature of the school, every parent and child has made an effort to be there. This is a school with a lot of heart.

    

6. Describe one teaching event. What best practices in teaching were used?

Clear and precise instructions were given before the assignment. Students were working on a reading assignment in a focused and efficient manner. The teacher spent the entire reading period moving around the room answering questions and helping students. I particularly liked the way this teacher asked the students questions to help them arrive at the answer on their own. The teacher was also not afraid to veer off subject for a moment to answers a student’s question. A student’s  question about the origin of a world led to a quick trip to the map and a 60-second geography lesson. It may have been off topic but the students were interested so he took advantage of the learning opportunity.