Context for Learning Description of School and Students

Trinity Christian College Field Experience Form

Context for Learning 

Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Music Makers of Western Springs, Western Springs, IL

Type of School: Elementary school, Middle School, High School, or Other: Specialty: Music 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).

This school is a specialty music school where students work one-on-one with an instructor. The students have scheduling meetings with a teacher for 30-60 minutes each week. Since the lessons are taught on a one-on-one basis, the teacher directs most of the learning. The school is located in an area that is not very diverse, although many of the students who came for lessons came from a diverse background. I can tell that the teachers that I observed took this into account, and catered lessons to each students particular learning style. 

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.
In this school, the teachers are free to create their own lessons, delivery of instruction, as well as planning and pacing. I found this to be really unusual. The instructors all have college degrees including masters degrees in their respective fields, yet they are free to instruct as they please. Some of the instructors that I observed were very organized, and led lessons with specific goals, while others were more free, working with students on material in which the student struggled. 

2.       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).

NA

About the Students in this Class [Give a brief or one word response]

1.    Estimated percentage of students eligible for free/reduced lunch: N/A

2.    Grade level(s):4-12

3.    Number of

a.    students in the class: 1-2 at a time

b.    males: Average 1 

females: Average 1

c.     English language learners: 0

d.    students identified as gifted and talented: 0

e.    students with Individualized Education Programs (IEPs) or 504 plans: 0

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
Behavioral Modification	1	Parent is present during instruction
Reading Instruction	5+	Handled directly by teacher
ESL	0	Not applicable in this 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? 

This is a specialty school, and the entire class period is devoted to instruction. A general day lasts from 3:30-9:00pm, and students come and go every half hour to hour. In terms of my major (music), the entire time the student is present (30 or 60 minutes) is devoted to instruction. 

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

Student ability is tracked directly by the teacher. The instructors use several methods to track development, including Suzuki Method, University of Wisconsin String Academy Repertoire Plan, as well as a sequence of technique developed by Indiana University. 

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

In the classes that I observed, two major books were used for instruction:

Essential Elements 2000

Published by: Hal Leonard, 2004

Orchestra Expressions

Published by: Alfred Music Publishing Company, Inc. 2004

4.    List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.
Several online resources were utilized during individual instruction. An app called "My Note Games" was used with a very young student (5 years old). This fun and interactive app brought together color and sound to introduce note reading to a young student. I immediately saw their eyes light up when the instructor took out their iPad!

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?

It was clear that the instructor knew a lot about what was going on in the individual students lives. Each student was greeted and asked about their day. The instructor then took time to make the student feel welcome, and discuss any difficulties the student was experiencing. It was clear that there is a strong level of trust between the instructor and the students. 

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

The best teaching event that I observed included a student who was really struggling with a technique piece for violin. After all the traditional methods were tried (slow practice, writing in notes, etc.), the instructor took out his iPad, and recorded himself playing the exercise on a program called "Garageband". The student was immediately drawn into the practice because of the device. After it was recorded, the teacher had the student listen. Next, the student played along with the recording. Immediately, the student experienced huge progress. I was impressed how fast this progress could happen!