Learning Environment & Situational Factors to Consider

Specific Context of the Teaching/Learning Situation

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How many students are in the class?  Is the course primary, secondary, undergraduate, or graduate level?  How long and frequent are the class meetings?  How will the course be delivered: live, online, blended, flipped or in a classroom or lab?  What physical elements of the learning environment will affect the class? What technology, networking and access issues will affect the class?

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In this course, there are a total of 43 students across two different classes, all in the 3rd grade of elementary school. The classes meet daily for two 90-minute blocks. Instruction will be delivered in person using a rotational model of blended learning. The classroom setup includes 22 desks arranged in groups of 4-5, one small group table, and two designated tech tables, along with 25 available Chromebooks for student use. Several factors could impact the learning environment, including potential issues with program reliability due to heavy usage in the district and occasional connectivity problems.

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General Context of the Learning Situation

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What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department?  the profession?  society?  

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In this subject, students are required to complete a daily exit ticket consisting of five questions to demonstrate their understanding, which includes one open-ended response utilizing the RACE strategy. The scores from these exit tickets are averaged to contribute to a weekly grade. Additionally, students will take mid-unit and unit assessments, which also feature open-ended responses, to help prepare them for the STAAR exam at the end of the year. The course curriculum is aligned with Texas TEKS standards.

 

Nature of the Subject

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Is this subject primarily theoretical, practical, or a combination?  Is the subject primarily convergent or divergent?  Are there important changes or controversies occurring within the field?

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The focus of the Science of Reading course is primarily practical and convergent. The methods used to teach students how to respond to open-ended questions have been adjusted and refined over time, with new strategies continually emerging.

 

Characteristics of the Learners

 

What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)?  What prior knowledge, experiences, and initial feelings do students usually have about this subject?  What are their learning goals and expectations? 

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As a Title 1 school, most of our students are economically disadvantaged and face various challenges. Progress monitoring exams taken at the beginning, middle, and end of the year indicate that a significant number of students are not currently performing at grade level. In our Science of Reading course, we emphasize grammar and writing, but many students arrive with negative feelings about writing due to the transition from 2nd to 3rd grade, which demands short constructed responses and extended constructed responses.

 

Characteristics of the Teacher

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What beliefs and values does the teacher have about teaching and learning?  What is his/her attitude toward:  the subject? students? What level of knowledge or familiarity does s/he have with this subject?  What are his/her strengths in teaching?  

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As a teacher, I believe it is my responsibility to provide my students with the best opportunities for success, not only in elementary school and on the STAAR exam but also in life. Therefore, I see the addition of blended learning as serving a dual purpose: first, to teach students how to write effectively using correct grammar and English conventions, and second, to give them the chance to practice using technology and develop skills such as typing. My strengths lie in my ability to maximize technology in the classroom and adapt to student needs. Having previously taught a higher grade, I am knowledgeable about where my students need to progress.