Field Experience

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: Center School, Orland Park

Type of School: Elementary 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 classroom I'm helping with uses a co-teaching model, with a ELL support teacher. There is one head teacher Mrs. Hirschman. In Mrs. Hirschman's classroom there is a co-teaching ELL teacher, she is in the classroom for the 40 minutes of the reading period and then takes 5 children with her to her own classroom. There is no aid for the day, however there is a teacher that helps and assesses any IEP students. 

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 district currently uses McGraw Hill curriculum, WonderWorks. Their standardized test currently administered are MAP tests. The requirements have been set  by the Common Core State Standards for students to be ready for standardized testing.]

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: 100%

2.   Grade level(s): 2nd

3.   Number of

a.   students in the class: 25

b.   males: 11

females: 14

c.   English language learners: 6

d.   students identified as gifted and talented: 6

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
Example: Learning Disability	Example: 4	Example: Close monitoring, follow up, and Resource Room
ELL Students	6	Aide is usually in small groups and assessments and worksheets are read to. They also have modified assignments, extended time on assignment as well.
Students with Developmental Delays	2	Aide is usually in small groups and assessments and worksheets are read to. They also have modified assignments, extended time on assignment as well.

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?

Social Studies, and ESL are scheduled for 60 minutes each. Instructions are usually for fifteen minutes. Teaching the subject could take twenty five minutes, while working on worksheets is usually given until the end of the period. Once worksheet are being done, students can head to the reading station and choose a big to read for pleasure. In the mean time children that need extra help gets help.

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

The teacher has the group split by symbols based on their standardized testing. There is enriched, on level, and delayed three different levels. Groups are chosen based on group level.

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 district uses the curriculum of Reading Street.

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

In the classroom, other resources that are used. We use a Smart Board/White board, a projector, chrome books, camera projector. There is even a classroom library that is full of  leveled readers, they are organized by student's interest. 

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 are from the Orland Park, it is considered a high income city, parents are always involved, in fact they are sometimes too involved. There are few student that do come from a low-income home and they come to school without breakfast. Mrs. There are six students that speak English as a second language. And two 504 cases. 

  

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

    One teaching event that really stuck out to me was the traveling around the world event. Students get to make a suitcase and a pretend passports, they get to visit all the countries that all student have an origin from. Students get to learn about the country their friends are from, learn about their traditions and what their traditional foods and songs. At the end of their visit, they get to stamp their passport and the next day they head to another country. I thought it is a brilliant idea, it helped students from diverse backgrounds get acquainted and feel harmony between students. 

Theme images by Michael Elkan