Context for Learning Description of School and Students: Landon Joiner

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: Hinsdale South High School Darien, IL 

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

Setting: Urban, Suburban, or Rural: Suburban High School

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).

This past year I was a substitute teacher and I was very fortunate to be placed in many classrooms that were filled with diverse learners. I was able to have a teachers aid in the class room, a co-taught class, special education students, and Deaf and hard of hearing students with an interpreter.  Hinsdale South has a really big DHH population of students and it is uncommon if you do not have a student that needs an interpreter. 

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.

Since Hinsdale South is such a big school for DHH students, I noticed that teachers and I had to slow out delivery so the interpreter could keep up with our speech. I had the pleasure of talking with some of the interpreters and they told me not to apologize for talking fast. The DHH students are used to missing information in the instructions and they are able to fill in the blanks. Most of the classes that I was substituting, I noticed that they kept on a fair pace that the school is able to adapt but make sure they are getting the core knowledge across to prepare students for 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:25%

2.     Grade level(s):9-12th grade

3.     Number of

a.     students in the class:30

b.     males:12

females:18

c.     English language learners:4 DHH students that use ASL

d.     students identified as gifted and talented:2

e.     students with Individualized Education Programs (IEPs) or 504 plans:8

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
504	4	Interpreter Needed
Learning disability	4	Extra time on tests, and Resource room if needed

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?

Since I substituted in many  different subjects at Hinsdale South I specifically was called upon to take over Physical education for many of my days. I was teaching 5 hours of the 7 hours provided at South. The classes differed but I would mostly cover 2 freshman classes and 3 upperclassman. The upperclassman would take attendance in their base class then they would split up into activities that they chose and a PE teacher would monitor the activity. Fort the freshman class the entire period was devoted to teaching the students about 40 min of instruction and monitoring, with 5 minutes to change at the begging and end of the class. For the upperclassman their was about 25 minutes of instruction to make sure the students were getting the needed instruction then after that it was setting up game and free shoot if in basketball, hockey, flicker ball, football, soccer, volleyball, and many more activities. 

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

The tracking that would be applicable would be the progress on a weight lifting sheet or heart rate monitors. Some of the classes would take a pre test then compete in event throughout the 4 weeks and then have a post test to see the improvement with individual students. Weight lifting is a great place to show the tracking for the students that constantly picked that unit.

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 were not many textbooks but we would use a lifting sheet that you are able to keep track of your personal weight program. 

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

Not available. 

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?

As a substitute I would walk into a classroom blind somedays because I would not know the material or level that students were at. I would constantly ask them what they are capable of? Can you explain this to me so I can help others who need help? What is your physical ability? If they were in the swimming pool, are you able to swim? If so can you demonstrate for me what you are able to perform. I was constantly asking questions to get to know them personally, so that I would be able to help them with an assistance if needed. 

  

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

I found that many of the PE teachers would be able to relate with a student to get to know them and be able to build trust with the student. Most student have a respect for teachers but some do not. If you set up a respectful relationships the student will want to perform, change into their uniform, or act respectfully and not disturb the classroom. I found that asking simple question goes a long way and remembering the simple things of each student, a big one is starting with their name. I had a coach when I was growing up and he would always call every one by their last name. MR. & Ms. _____________ what ever their name was he would always show that respect and I have adopted that technique. I feel that people respect me a little more for doing so.