Assignment 2 Part 1: Context of Instruction

Assignment 2 Part 1: Context of Instruction 1.Describe the context for instruction. Include the following details: 2.Describe the community where the school is located (location, urban/rural/suburban, social, economic, and cultural characteristics), the school/center, and class characteristics (social, cultural, economic; type of classroom---e.g., self-contained special education classroom, inclusion/integrated ---children with and without disabilities---classroom). Include comments about any other relevant details about the setting (e.g., mobility rate) that may also influence instruction. Describe the physical layout of the classroom and the experience/training of the teacher. Describe your training and experience. 3.Describe the student population (age group, ethnicities, home language(s), exceptionalities) 4.Students’ abilities and prior learning successes 5. Comment on the students’ learning preferences (auditory, visual, kinesthetic/tactile) 6.Educational needs of students identified through collaborative assessment (e.g., developmental delays or disabilities, English language learners, and what related services they are receiving). 7.Compile the information indicated in the table below for the children who will be participating in the thematic unit activities. (Increase or decrease the number of rows as needed.) “Baseline Assessment Information” refers to any data the cooperating/mentor teacher already has about the children’s current level of development. (See attachments in Assignments section of Blackboard for templates.) Assignment Must Met These Requirements: The candidate provided a detailed analysis, or comprehensive description, of the following: •instructional context for this educational setting that included multiple citations for current resources, plus teacher’s training/experience •community, school, or classroom factors •student population characteristics were detailed for age, gender, race-ethnic, home language(s)and special needs and related to student learning outcomes •students’ abilities and prior learning successes that provided meaningful context •detailed learning preferences of the group, overall •learning preferences for each subgroup •multiple meetings with other educators to collaborate in the identification of the educational needs of the students •Overall, comprehensive and detailed information was provided that will assist with instructional planning and assessment for all students and subgroups. Template for Table for TWS Part 1 Table 1.1 Baseline Student Information: Child Characteristics Child Age Type of Disability & area(s) impacted Home Language ESOL Status Cultural Background A B C D E F G H I Note: (if you use abbreviations, you need to provide an explanation, and/or a source of information) Table 1.2 Baseline Student Information: Assessment Information Child Baseline Assessment Information A B C D E F G H I J K L Note: (if you use abbreviations, you need to provide an explanation, or a source of information; explain what the scores that you report mean----e.g., number of items correct out of 10) Template for Tables for TWS Part 1 – Teaching Strategies GOLD “edition” Table 1.1 Baseline Student Information: Child Characteristics Child Age Type of Disability & area(s) impacted Home Language ESOL Status Cultural Background A B C D E F G H I Note: (if you use abbreviations, you need to provide an explanation, and/or a source of information) Table 1.2 Baseline Student Information: Teaching Strategies GOLD Scores Baseline Assessment Information Teaching Strategies GOLD Child Social/ emotional Physical Language Cognitive Literacy A B C D E F G H I Note: (if you use abbreviations, you need to provide an explanation, and/or a source of information; explain what the scores that you report mean----e.g., number of items correct out of 10) Table 1.3 Baseline Student Information: Teaching Strategies GOLD Scores Baseline Assessment Information Teaching Strategies GOLD Child Mathematics Science and Technology Social Studies The Arts English Language Acquisition A B C D E F G H I Note: (if you use abbreviations, you need to provide an explanation, and/or a source of information; explain what the scores that you report mean----e.g., number of items correct out of 10)