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: Red Bridge Elementary/ Kansas City

Type of School: Elementary 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).

-some classrooms have an aid

-ESL pull-out program

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.

-MAP testing, Common Core curriculum

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).

-social worker, ESL teacher, resource room

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

1.    Estimated percentage of students eligible for free/reduced lunch: 43.9%

2.    Grade level(s):3rd

3.    Number of

a.    students in the class: 23

b.    males: 16

females: 7

c.     English language learners: 2

d.    students identified as gifted and talented: N/A

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.

Positive reinforcement, IEPs

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 Whole day

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

N/A

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

Common Core Curriculum

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

SMARTboard, coding online resources

6.       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 have a vast range of abilities; I have students that are achieving at grade level on their math facts and other students that are on the lower end. The district has introduced students to kids coding programs and some students are very good at coding while others struggle with coding. The students’ are involved in extracurricular activities and enjoy talking about those whether they are sports or clubs. There is a wide cultural background in my classroom; African American, bi-racial, Asian, White, and Hispanic.

  

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

One of the practices that I like that my teacher does each morning are morning meetings. Although it is a 3^rd grade class she tries to build a unity among the students. Each morning during morning announcements they go to the carpet and play a morning game. This creates a community within the classroom and offers the students a chance for movement in the classroom and energizes their mind before they begin learning.