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:  Longwood CICS Chicago
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).

Longwood did not have any special features in the class I was in, however they do have a pullout program as well as a special education classroom.

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.

Longwood CICS is apart of a charter network and they have their own curricula that the teacher are required to use. Their were 5 classes of each grade level, and all teacher must create the same lesson plan for the week together. If they need a day to reteach a lesson they take each Friday. Testing is very important!

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: 80%
2.Grade level(s): 3rd, 4th
3.Number of
a.students in the class: 29
b.males: 13
females: 16
c.English language learners: All
d.students identified as gifted and talented: A few
e.students with Individualized Education Programs (IEPs) or 504 plans: 3
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
CategoryNumber of StudentsAccommodations, Modifications, and/or Pertinent IEP Goals
Example: Learning DisabilityExample: 4Example: Close monitoring, follow up, and Resource Room

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?

Math, the teachers are required to teach 2 hours each day. They break the students into groups. Some are doing work on the IPads, while others are being taught in small groups with the teacher.

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

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

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

Yes the class has a smartboard, and IPads with headphones. The math lesson can be found online for the students use.

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 can add single digits. They are learning how to add double digits using the one and tens.
  

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

The teacher was able to show the student more than one way to complete the task.

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