Context for Learning Description of School and Students

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: Central Middle School, Tinley Park
Type of School: Middle School grades 6-8  
Setting: 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).
The classroom is set up with language posters and decorations hanging on the walls. The class has one teacher who is assisted by an aid that is mainly focused on keeping one student behaved and on task. The teacher’s desk has photos of her family on it which gives the room a more personal vibe for this specific teacher.
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.
The current class that I am observing is a summer school class that has to cover a variety of literacy/language topics. Most of the content is formatted into worksheets/programs that students complete on Chromebooks with the teacher and aid stepping in to help students that have a question. The focus for the students is a focus on what they were struggling with throughout the year. That being said, there are days of full class discussions and teaching.
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).
About the Students in this Class [Give a brief or one-word response]
1.   Estimated percentage of students eligible for free/reduced lunch: 30%
2.   Grade level(s): 7
3.   Number of
a.   students in the class: 12
b.   males: 8
females: 4
c. English language learners: 4
d.   students identified as gifted and talented: 0
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
ADHD
1
Close monitoring and Aid that helps keep him on task
ADD
1
Close monitoring
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?
       
        Due to the nature of the summer school classroom, instruction time varies based on how much each student needs help. This causes students to sometimes get little to no help at all when it isn’t truly needed. On the other hand, there are days that are filled with whole class instruction. The work they are given and what they are retaught is based on where each student received a poor grade throughout the year. One student, in particular, does not need much help if any at all. He had issues turning in homework and was also out “sick” for most of the year.  
2.   Is there any ability grouping or tracking? If so, please describe how it affects your class.
        The classroom itself can be considered ability grouped on days that group instruction is given. This group of students was fit together based on their ability/scores in certain literacy and language topics.
3.   Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.
        Most of the instructional material is either created by the teacher or is taught through power docs. There is a textbook, but it has not been used up to this point in the summer program.
4.   List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.
  This classroom has a plethora of resources available for both the teacher and students. The room is equipped with an ELMO and projector. It also has an Apple TV and ports to connect a laptop to the mounted classroom projector. Each teacher and aid is equipped with a laptop, Chromebook, and iPad. The students are equipped with an iPad and Chromebook.
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 in this classroom have been grouped based on their ability throughout the year. Our estimations of what the students can do are based on their test scores in different content sections that were given to them throughout the year. A certain video game, fortnite, seems to be what most of the male students fill their spare time with at home. Most students are very interested in the Marvel cinematic universe.  
6. Describe one teaching event. What best practices in teaching were used?
  One teaching event that took place during my observation was an assignment where students had to rephrase textual information. This is a best practice because it forces students to synthesize information and explain it with their own personal flair. This is a good way to ensure that students understand the text that they have read.

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