Context for Learning Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Oak Forest High School 

Type of School: High School

Setting: Urban, Suburban, or Rural: Suburban

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).

 Some special features of the classroom setting I'm observing are classroom aide and pull-out program. The classroom aide is typically a junior or senior in the mentor program that helps set up what the PE class will be doing that day. The teacher I'm observing also does a sort of pull-out program where she takes students who have troubled pasts (with the law, at home, or just in school) and takes them to do different sorts of PE that they enjoy so that they get to be active that day.

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.

The PE requirements and expectations have changed drastically since my time at the high school (graduated in 2013). Students are now given a wide variety of PE classes to choose from as opposed to the 2 I had available to me when I was still in school. Students must also take 1 quarter of health their freshmen year as well as one quarter of drivers ed their sophmore year.

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: 15%

2.    Grade level(s): 9-12

3.    Number of students in the class: 20-30

a.    males: 15-20

b.    females: 5-10

c.    English language learners: 0 

d.    students identified as gifted and talented: 0 (observing PE)

e.    students with Individualized Education Programs (IEPs) or 504 plans: 5

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
Pull out program (trouble past)	5	Get a variety of activities to pick from for their PE class

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? 

Instruction depends on the class I'm observing, if it's a PE class than 5-10 minutes, if it's a health/driver's ed class 40-45 minutes. Class periods are usually 55 minutes long except on Wednesdays when they are 50 minutes long and at the end of the day students can either leave early or use this extra time to get help from a teacher of their choice.

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

 Ability tracking is usually done in the lifting classes where students work out and track their progress in how much weight they have added to corresponding lifts.

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

 No textbooks, usually just verbal instruction on what will be done in class that day.

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

 None

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 in the classes I observe are educated well in proper and modern working out. All are in fair to great shape physically and continue to learn rules of sports and exercise. Some of the students in the classes I observe participate in sports however most don't seem to want to give a full effort when it comes to preparing for these sports in PE class. Most come from a Caucasian and Catholic background. Most seem to show moderate but never high interest in the PE class.

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

 The teacher I was observing taught a new game to her class called "Mat Ball" which is a modified version of kick ball. She was able to get the classes full attention and was able to explain the rules and the play of the game once through. There were no questions asked after and the game flowed effortlessly.