Context for Learning Description of School and Students


Troll Logo.gifTrinity 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: Bradley Bourbonnais Community High School, Bradley, IL
Type of School: High School
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).
There were no special features in the classroom.  The school does have co-taught classes and classroom aides throughout the school.  They have self-contained classrooms also.

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 class curriculum was developed by the teachers in the department.  The class has an advance pacing.  They have a semester worth of class in two weeks.  The class is running for six hours a day and is five days a week for two weeks.

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).   N/A



About the Students in this Class [Give a brief or one word response]
1.    Estimated percentage of students eligible for free/reduced lunch: 42% in the school                        
2.    Grade level(s): 8th-10th
3.    Number of
a.    students in the class: 27
b.    males: 11
females: 16
c.     English language learners: N/A
d.    students identified as gifted and talented: The class has students that in a credit advancement program.
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
Difficulty Processing & Communicating
1
Extended time for tests.










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 class was an economics class and I was just in there for the afternoon.  It was a three-hour session.  The teacher taught multiple sections.  Each section had 10 minutes of instruction then the students did a in class activity


2.    Is there any ability grouping or tracking? If so, please describe how it affects your class.
       There is no tracking done in the school.


3.    Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.
               There was no textbook use in the class.

4.    List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.
        SMARTBoard, online videos, Google classroom, online article, PowerPoint

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 do not know what the students know since it was my first time in the class.  Majority of the students are middle class.  There are a few upper class and also a few lower class.  Most of the students in the class are white with a few minorities of Hispanic and African American students.

6. Describe one teaching event. What best practices in teaching were used?
    During a car loan activity, the teacher used the best practice of Observations and walked around the class and answered any questions.

Comments

Post a Comment

Popular posts from this blog

Module 5

Chapters 12, 14 and 15 is what I read this week! Chapter twelve was about motivation in learning and teaching. It seemed very informational and I did my research unit on this chapter. It was descriptive of different students and how their behavior is but a symptom of what is really happening inside to motivate, reinforce positively or negatively. Intrinsic and extrinsic motivation is explained and it seems to shed light into how both types of motivation can be useful but intrinsic is longlasting and will allow the person to overcome obstacles and hardships more than rewards which are temporary immediate and elusive. I was interested to see ow the Maslow's hierarchy of needs explain how certain needs are more pressing than others at certain times. I had learned about Maslow's theory and thought it was sequential. Physiological come before safely, love and belonging, esteem, cognitive, aesthetic and finally self-actualization (466). It is interesting to learn that these needs do...
Read more

Module 5 !

This last week of reading and blogging covers chapters 12, 14 and 15.  Chapter twelve talks about motivations and since I just wrote my paper about his topic I have a lot to say about motivation in the classroom.  This chapter also talks about goals and self-worth which are also very important in the classroom and they all go hand in hand.  As a physical education teacher, getting the students to change their ways of thinking to have that growth mindset (p. 478).  Getting the students motivated to get active and to start accomplishing small. smart goals will help increase their self-esteem and self-worth and hopefully get them to keep trying newer and bigger goals, as well as get them to understand that there is always something more to accomplish.  Moving onto chapter fourteen, this section of the book talks about what it talks to become an expert teacher and all the different approaches.  It also talks about adaptive teaching, which in physical education ...
Read more

Module 5

Chapter 12 discussed motivation in learning and teaching. The topics included Maslow's Hierarchy of needs, goals and goal orientation, attributions and beliefs about knowledge, ability, and self-worth, and topics about learning (interests, curiosity, emotions, and anxiety). There was one section that made me furrowed my eyebrows. It is on page 479 in Mindsets and Beliefs About Ability section. It was about the choir director who put the students who had the worst singing ability in the back rows while the ones that were the best, he put up front. I have heard of concepts like this before and it offends me. That should not be the way one organizes a choir, let alone a choir of students. The best way is to mix it up in terms of ability. Have a stronger singer stand next to a weaker singer. This helps the weaker singer with matching and builds their confidence. The stronger singer will also benefit by being able to balance their sound so they won't be as overpowering. This is how ...
Read more