Context for Learning Assignment

Danielle Raschko

Dr. Agriss

EDUC 341

10 April 2013

Context for Learning Assignment

School Description:

Urban, Title1 Middle School

Special Features:

·        AVID: A tutoring program whose instructional tools are being implemented in

classrooms outside of the program.

·        Home Base: Students spend one designated class period every Thursday with the same

teacher for two years, building a relationship, establishing goals, preparing for high school and college readiness. This class is also used to

School Requirements that affect instruction:

·        MSP: Measure of Student Progress, a standardized test.

In a discussion with my coordinating teacher, the standardized test known as the Measure of Student Progress significantly affects how teachers instruct their classrooms, because the focus of instruction shifts to the area of content that scores the lowest on the MSP. Teachers in the school must then adjust their lessons to address these areas of content; for example, the social studies classroom shifts from discussion and videos to reading materials in order to compensate for a lacking English performance.

·        Standards-Based Grading: A shift from traditional point-based system to a grading

system of a 1-4 range. Ideally more accurate and consistent grading across the

nation that matches standards.

Classroom Description:

      The classroom I am observing is a seventh-grade social studies classroom that runs on semester system. Each class runs 56 minutes on Monday, Tuesday Wednesday and 51 minutes on Thursday and Friday. The class curriculum is covering Pacific Northwest history and is using a textbook called Washington in the Pacific Northwest by Michael K. Green, Laurie Winn Carlson, and Susan Allen Meyers. Within the week two days are spent reading material from the textbook, but the majority of instruction is organized by the instructor who uses graphic organizers to engage students in reviewing the material read. The instructor also utilizes short films and presentations as another way to engage various learning styles.

      There are two main forms of technology within the classroom including the use of the projector for video and presentations. The second form is the document camera which is used to show entry tasks, how to complete graphic organizers- it acts as an alternative to the white board.

Classroom Dynamic (1^st Period):

      I chose first period because it is the class I see most consistently throughout the week. The class consists of eight females and five males, thirteen in all- the population is half the size of the rest of the classes throughout the day. Many students struggle to keep up in class, but there are no identified or established IEPs or 504 plans present at this time. 68% of students receive free-lunch and 14% receive reduced lunch prices.

TPA Lesson Plan Response

TPA Lesson Plan Response

In all honesty, the Washington Teaching Performance Assessment (edTPA) Lesson Plan Framework demands a large amount of detail that is not always necessary or possible to provide in individual lessons. Much of the edTPA asks for redundant information such as providing a introductory and closure information to summarize information within the Instructional Strategies and Learning Tasks to Support Learning section; however, this appears unnecessary because everything that must be known is listed in the TPA. For further explanation the introduction information asks how the instructor will introduce the lesson. It was my impression that the section would provide a detailed run-down of how class time would be spent. To answer the introduction and closure questions/demands would be re-stating the information. Repeating information is useless and time-exhaustive. I really believe that the TPA should provide detailed information without demanding too much time from instructors. TPAs should be useful rather than hindering.

Another item I found to be useless as far as TPA lessons is the Parent and Community Connections section. On a daily lesson plan format, it is impossible for every lesson plan to produce substance for this section; however, this section would be wonderful for a unit or quarterly TPA format. I think it is useful, but in terms of an individual lesson it is again too time exhaustive.

What I do like about this document are the questions that are asked before the TPA lesson format. For example, Context for Learning asks for instructors to address students’ background, interests and needs in order to create engaging lessons that encompass a larger population of the class. I found this to be helpful, especially since every class and school is different; we can’t, as instructors, rely on a cookie-cutter less plans and expect them to work out if they are not relevant to our unique class makeup. Further, this section asks teachers to consider what may prevent this lesson being successful. In my own classroom, class discipline would affect the delivery of this lesson. In this specific scenario is not a case of whether or not the lesson is engaging but rather or not students can be disciplined, or kept on task, with less time spent deviating to address such issues. I would include that a lack of materials- something that is very possible in a low SES school- should also be considered as to what could impact/prevent the delivery of the lesson.

I also liked that student voice was included in the section in which the lesson-time schedule is detailed is a great idea because instructors can go further into detail about what the students will be doing ten minutes into the classroom in greater detail. This change from the previous formats I have been using is convenient and space/time-saving.

Finally, my last thought rests upon my distaste for using materials from California. Why aren't we looking at our own state needs, especially since we are not allowed to student-teach outside of Washington Stat? Shouldn't we continue to focus on this demanded venue? I think that the requirements for educators such as these TPAs are excessive, despite their good intentions. These sort of documents could be useful tools for lesson planning if the idea of time management and efficiency for the document was taken into more consideration. In this case, detail is excessive.  

Welcome to Education: Resistance is Futile

Hello random page viewers, lost Googlers, classmates and Dr. Sean Agriss!

My name is Danielle Raschko. I am twenty-one and currently on track to graduate Winter 2013 with my degree in Secondary English Education with an endorsement in History. After school I'm looking to teach abroad whether that be at a DOD school or English Language Learner-focused schools. I want to take at least a three year break from attending college, because honestly I am very burnt out. When I do return to college I want to earn an endorsement in Spanish as well as a masters in ELL.

This blog is specifically for Education 341 Strategies, Management and Assesement at Eastern Washington University.

I themed this blog Star Trek because I am a geek and I wanted to. Starfleet Academy is the URL name in reference to the school Star Trek officers must attend before becoming members aboard the spacecrafts. I haven't yet decided if I'll refer to my weekly blogs as Captain's Logs yet, hmmmm.... In truth I wanted to make Star Trek references without needing to explain myself.

If you have an questions, comments or suggestions for posts please feel free to comment!

-Ex Astris Scientia- From The Stars, Knowledge- 

Dani

Also here is a picture of Chris Pine: