Field Experience Context for Learning

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: Brother Rice High School Chicago

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

Setting: Urban, Suburban, or Rural: 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 setting is a baseball field with teachers and players teaching a baseball summer camp for students in 3^rd through 8^th grade. The coaches are P.E. teachers that coaching the Brother Rice baseball team and the Brother Rice baseball team helps with the summer camp.

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 teachers have prior knowledge in baseball to coach the baseball team and run the baseball summer camp. The teachers are aided by their players to help make the baseball summer camp run efficiently and to keep all the participants occupied and interested. There are over 100 participants that need to be accounted for and kept in order. The teachers planned different stations for the participants to rotate through so all their skills are met and the participants are not bored.

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).

Does not apply.

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

1.    Estimated percentage of students eligible for free/reduced lunch: Does not apply

2.    Grade level(s): 3^rd – 8th

3.    Number of

a.    students in the class: 150

b.    males: 150

females: 0

c.     English language learners: Does not apply

d.    students identified as gifted and talented: Some students had noticeable emotional issues but too many participants to keep track of numbers. Two participants got in an altercation and one of the participants went to the dugout crying and yelling.

e.    students with Individualized Education Programs (IEPs) or 504 plans: Does not apply

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
Does not apply

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 entire camp was devoted to instruction and practicing baseball skills. The camp was divided into two stages. The first stage had 6^th-8^th-grade participants and the second stage had 3^rd-5^th-grade participants. The content focused on physical activity and physical education which accounted for the entire time the participants were at the camp.

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

The camp was divided into two groups based on their ages and presumably their experience because of their age. The two stages had different drills based on age and experience. The older participants did different activities or more advanced activities than the younger participants based on their baseball experience.

3.    Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.

Does not apply.

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

Besides the instructors, the baseball camp used baseball equipment and played music to motivate the participants.

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?

   All the participants played baseball for their local park district. Based on their ages, the participants had different levels of experience in baseball. All the participants were able to throw, catch, and hit a baseball but each of them was learning to improve their skills. I noticed that the participants were from all over the area. I noticed participants from Evergreen Park, Kennedy Park, and other local park districts. The group of participants was made up of various ethnicity and cultural backgrounds. All the participants had the same interest in mind and that was to improve their baseball skills.

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

Participants were taught to improve basic baseball skills and to work together as a team. Many of the participants did not know each other and they were taught to play together and work together. Combining participants from all over and having them work together as a unit was the best teaching practice used.