01 Dec Consider the learning environment and contextual factors that may have an impact on the teaching-learning

Consider the learning environment and contextual factors that may have an impact on the teaching-learning

process. Discuss characteristics about the school, classroom, and individual student needs that should be

considered as instructional plans are developed. List accommodations/modifications that will be made to

instructional planning and implementation based on contextual information of the assigned classroom.

Task:

Discuss the relevant contextual factors including community and school information, classroom information,

student characteristics, and accommodations/modifications for planning, instruction, and assessment/s. Include

any supports and challenges that impact instruction and student learning. Discuss any implications and

accommodation/modifications needed for instruction based on contextual factors.

Prompt:

In the discussion on contextual factors, include the following:

• 1.1. Community and school information

▪ Discuss the community and school information:

o geographic location

o community/school population (diversity, race, ethnicity, culture, gender, etc.)

o socio-economic status (SES; ex: free/reduced lunch, Title I school, etc.)

o type of school (locale, grade levels, and any other pertinent characteristics)

▪ Consider additional areas for discussion, which could include but are not limited to stability of

the community, political climate, community support for education, and other environmental

factors.

• 1.2. Classroom information

▪ Discuss the classroom information:

o physical features and arrangement of the classroom

o availability of technology, equipment, and resources

o extent of parental/guardian involvement

o grouping practices (whole group, small group, pairs, etc.)

▪ Consider additional areas for discussion, which could include but are not limited to how groups

were determined, classroom rules and routines, scheduling, and additional teachers/students that

enter or leave the room on a regular basis.

• 1.3. Student characteristics – Related to the Students and Learning Environment

▪ Discuss the following required areas for student characteristics:

o grade/age level

o gender

o race/ethnicity/culture

o special needs

o achievement/developmental/skill levels

o language (English, ESL, ELL)

o interests/learning differences, and any other pertinent information

▪ Consider additional areas for discussion, which could include but are not limited to background

information and/or characteristics of specific students that should be considered when planning

and implementing instruction.

3

• 1.4. Accommodations/Modifications for planning, instruction, and assessment/s

▪ Choose 3 or more of the contextual factors described above from 1.3 Student Characteristics and

discuss how these factors influenced planning instruction, implementation of instruction, and

assessment/s.

▪ Describe, based on those contextual factors, what accommodations/modifications for planning,

instruction, and/or assessment were made.

▪ Provide a chart/table to illustrate the relationship between contextual factors (3 or more) and

accommodations/modifications for planning, instruction, and assessment/s. Include a thorough

description of each accommodation/modification in the chart. An example is provided below.

▪ Consider additional areas of discussion, which could include but are not limited to how the

accommodations/modifications improved learning for individual students.

Contextual Factor

Individual Student Characteristics

Accommodations/Modifications Made