Secondary History or Social Studies Context for Learning Information

Use the Context for Learning Information to supply information about your school or classroom About the School Where You Are Teaching 1. In hat ty!e of school do you teach" I teach in an urban magnet middle school (secondary school). Grades 6- !. "his school contains about # $$ enrolled students. "he school itself is less than a decade old. %chool hours are bet&een '()* am and +(+$ pm# ,onday through -riday. "his school pro.ides students &ith disabilities the supports and ser.ices indicated on their I/0s. "he large school building# has an interior courtyard. "he school boasts four computer labs# a large auditorium# dedicated art and music rooms# and a full-si1e gym &ith loc2er rooms. 3utside# bas2etball courts# tennis courts# and a trac2 lie. #. List any s!ecial features of your school or classroom setting $e.g.% charter% co& teaching% themed magnet% remedial course% honors course' that ill affect your teaching in this learning segment( "his middle school is &ithin Community %chool 4istrict "en committed to initiating and implementing a program of study for shaping the learning community. "his middle school pro.ides an in5uiry-based curriculum that promotes understanding across all disciplines and encourages students to in.estigate as explorers# artists# scientists and researchers. "his middle school has designed a program that has successfully integrated technology into the frame&or2 of its content area curriculum. Language classes include both Latin and %panish. /specially since the ma6ority of the school7s students come from 8ispanic bac2grounds. Ad)anced *lacement courses include Calculus 9:# /nglish Language and Composition# /nglish Literature and Composition# /n.ironmental %cience# %panish Language# United %tates 8istory# ;orld 8istory +. ,escribe any district% school% or coo!erating teacher re-uirements or ex!ectations that might affect your !lanning or deli)ery of instruction% such as re-uired curricula% !acing !lan% use of s!ecific instructional strategies% or standardi.ed tests( <e5uirements might include the content that is needed to be taught# but cannot. "he difference bet&een useful and useless 2no&ledge. %tudents need to be taught &hat &ill be useful. <e5uirements might ma2e that difficult &ith putting excess 2no&ledge that does not need to be learned. "here is also the student7s ability to use prior 2no&ledge from pre.ious classes or outside sources and experiences. "his can be a 2ey factor in student7s reinforced learning and integration of 2no&ledge. About the Class /eatured in This Assessment

1. What is the name of this course" "he name of this course is 9merican 8istory 2. What is the length of the course" "he length is o.er the course of one full school year. 3. What is the class schedule" %tudents meet for this class * days a &ee2 for *$ minutes. 4. Is there any ability grou!ing or trac0ing in history or social studies" If so% !lease
describe ho it affects your class( In social studies# the trac2ing method is used regularly. It is used for approaching students especially. "hese students &ill most li2ely be grouped together during group acti.ities and assessments and sometimes during discussion. "his helps both students=student aids and these particular students to learn to the best of their abilities. ;ith the trac2ing method# teachers and aids ha.e the ability to &or2 &ith these students as a group instead of indi.idually throughout the class. It is easier to teach# instruct and facilitate students in
1S2A 3acobs% #44# 1

a lo&er learning le.el &ithin a single group. "his helps on-le.el and beyond students to &or2 to their o&n learning le.el capability# instead of dragging them behind because of the of the approaching students incapability in a learning at a higher cogniti.e le.el. 5. Identify any textboo0 or instructional !rogram you !rimarily use for history or social studies instruction. If a textboo0% !lease !ro)ide the title% !ublisher% and date of !ublication( "itle( 9merica 8istory of 3ur >ation# >e& ?or2 /dition@ 0ublisher( 0earson 0rentice 8all@ 0ublication 4ate( !$$*. 6. List other resources $e.g.% electronic hiteboard% resource library in classroom% online resources' you use for history or social studies instruction in this class( "eachers &ithin this school utili1es %,9<" :oards and multimedia pro6ectors &ithin their classroom instruction. %tudents are pro.ided indi.idual e-mail accounts and ha.e the opportunity to interact &ith teachers or experts from around the &orld .ia .ideo conferencing amenities. ;hite boards are also accessible in each classroom &ithin the school. "here are se.eral computer labs and a library that can be accessed by any student or faculty member. 3ther instructional features include( 9fter-school "utoring# Global Aideo Conferencing for College >o& B Cump %tart. About the Students in the Class /eatured in This Assessment

1. 5rade le)el com!osition $e.g.% all se)enth grade6 # so!homores and +4 7uniors'(
includes all 'th graders

2.

8umber of(

Students in the class( ,ax( *@ ,in( 6-D 6 ,ales E -emales 3.

Com!lete the chart belo to summari.e re-uired or needed su!!orts% accommodations or modifications for your students that ill affect your instruction in this learning segment. As needed% consult ith your coo!erating teacher to com!lete the chart. The first t o ro s ha)e been com!leted in italics as exam!les. 9se as many ro s as you need.

Consider the )ariety of learners in your class ho may re-uire different strategies and su!!orts or accommodations or modifications to instruction or assessment.

:nglish language learners 5ifted students needing greater su!!ort or challenge Students
ith Indi)iduali.ed :ducation *rograms $I:*s' or ;4< !lans

Struggling readers 9nder!erforming students or those

ith ga!s in academic 0no ledge
1S2A 3acobs% #44# #

Learning 8eeds Category Learning 4isability

%truggling <eaders

/LLs

Underperforming %tudents

8umber of Su!!orts% Accommodations% 2odifications% and = Students or *ertinent I:* 5oals + 0rint=copy 0o&erpoint or 0re1i presentation notes and follo& up( close monitoring that they are &riting# reading and understanding the information gi.e to them in the lesson ) 0ro.ide oral explanations for the directions of the assignment and=or assessment. %implify &ords and phrases so students &ill understand. Gi.e easier (same content and instruction) types of assessment and assignments + 0ro.ide easier context &ords and phrases. Gi.e them easier assignments to understand# but &ill still relay the same information as e.eryone &ill be learning. 0ro.ide aids to help them understand the content that &ill be taught in class (also guide them &ith assessments and acti.ities) * %tudents need enthusiasm. <elate outside experience to sub6ect and content in order for them to be engaged. If they are suffering from difficult content# gi.e them an easier assignment# again relaying the same information but in an easier and more understandable &ay. >eed to be placed in group &or2@ this &ill engage and help students interact and become comfortable in order to achie.e

1S2A 3acobs% #44# +