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Tws Contextual Factors

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22 views3 pages

Tws Contextual Factors

Uploaded by

api-240775165
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Teacher Candidate: Travis Read

Subject: Math 7

Grade:7th

Standard I: Classroom Contextual Factors (DM1)- Narrative-suggested length (2 pages-typed-double-space). You will need to use differientiation (modification/adaptations) in your lesson plans, instructional strategies, and assessments that are based on student contextual factors. To help you determine what types of accommodations are needed, identify the information below. 1. Demographics: Identify the gender, race, language proficiency, exceptionalities, and number of students. a. Students: Total #__22____ Males: ____7__ b. Ethnicity: White: __15____ Asian: ______

Females:__15___

Hispanic/Mexican: __6___ Native American:_______

African American:___1___ Other: ______

3. Language Proficiency: Identify the number of English Language Learners and languages in your classroom. Students 2,4,8 and 9 are ELL 4. Exceptionalities: Identify the number and type of exceptionalities in the class. Students 2,5,9,11, and 12 are below grade level Students 7,14, and 15 are accelerated Students 3,5, and 10 are intentional non-learners Student 4 has very high artistic ability 5. Social Economic Status (SES) Low- 6,7,9,12,20, and 22 middle- 2,3,4,8,10,13,14,19, and 21 high- 1,5,11,15,16,17 and 18 6. Academic Knowledge (If available): Describe the academic data results of the students
thus far (grades, attendance, discipline factors, core tests. etc.).

Students 5,12,14,17, and 18 had more than 10 absences during 2nd trimester Student 16 is 10-15 minutes tardy every day no mentionable behavior problems The majority of the class has a history of not completing homework. Grades: A-9, B-10, C-4, I-2

7. English Language Learners: Describe ways you can incorporate tools of language development and reading content into planning and instruction for these students. Example: ELED- SIOP/ WIDA; SCED-reading content. All 4 are able speak and read English well enough to do their work with the rest of the class. However, working with their shoulder partners collaboratively will increase their language abilities. We will also be having reading assignments that will give them practice reading mathematical language.

8. Multicultural Perspectives: Identify ways you can use culturally responsive curricula and teaching that meets the needs of all students. Examples and problems will be designed for the understanding of all students. Topics will not be limited to any demographic. Examples include: music, video games, popular movies, school plays and other activities, etc. i.e. The Superbowl was a common experience for them all. We used the commercials aired during it to study ratios and unit rates.

9. Prior Knowledge: Secondary- Review the prior knowledge needed of students to be successful in learning the content knowledge for the TWS unit and how you will implement content reading into your unit (Ex. Common Core Strategies, etc.). Proportional relationships, measurements, geometric area and perimeter formulas, and recognize 2d and 3d shapes. We do not have a textbook so reading assignments will be made weekly in the form of notes on current topics to expose students to the language and vocabulary we are using. 10. Exceptionalities: Describe student exceptionalities that are identified in the class contextual factors. These exceptionalities can include; (a) development of physical, social, and emotional needs; (b) special education; (c) ethnicity; (d) gifted/talented; (e) ability differences, etc. Briefly describe ways to make modification/ differentiation for planning, instruction, and assessments. Below Grade Level: These students are going to be receiving extra practice and instruction time in their needed areas dependent on pre-test scores. They will be doing the same work and activities as their fellow classmates but will have some guided practice and instruction before doing so. Reach and after hours time will also be made available for assistance mastering skills.

Above Grade Level: Based on pre-test scores and other assessment these students will be receiving extension activities on top of their regular homework. These activities will include: presentations, peer tutoring, group instruction, personal research, and others. Intentional Non-Learners: These students let themselves get lost in the chaos of class wide instruction. However, by using Kagan strategies and having students collaborate and be responsible to each other for their participation these students will not be in a position to get lost in the crowd. Artistic Abilities: 10. Identify sub-groups of students: Based on your contextual class factors- identify the sub-groups you will need to address in differentiation/modifications for your instruction, assessments, and analysis of student learning (e.g., gender, ELL, special education, ethnicity, gifted/talented, ability differences, or other contextual factors listed above, etc.) Subgroup data will be compared to each subgroup and the whole class. My subgroup is going to be my Intentional Non-Learners.

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