Contextual FactorsYou Gotta Know the Territory!

BEFORE YOU TEACHYou gotta know the territory!

• Who are my students?• What do I want them to learn?• What circumstances will affect the

way I deliver instruction, and what tools do I have at my disposal to ensure the learning is takes place?

What are the characteristics of the learning environment?

Staffing?Resources?Facility?Time?

What are the characteristics of the learners:

•Characteristics of the group?•individual student characteristics and needs?

What are the Content Considerations

Many factors affect teaching and learning; these could include community, school district, and/or individual school factors.

However, for your TPA discussion, focus on the contextual factors that may directly impact student learning in your class for your instructional sequence.

You will be provided a template to use in addressing the contextual factors

for your TPA sequence.

Answer the template questions in complete sentences/paragraphs in Times New Roman, 12 point type.

All sections of the TPA must include the prompts, and prompts must be in bold

print.

Classroom Factors

1. List the assistance you have in the classroom a. Assistants/aidesb. volunteersc. resource teachersd. others1. Describe the classroom resources available to you a. equipment b. technology c. supplies, d. other3. Include a floor plan at the end of this section (refer to http://classroom.4teachers.org/ )

Grade level(s) in the class:

Student ages in the class: Number of Students in the Class:

Characteristics of Students

1A Individual differences….Tell us about your students Race / Ethnicity Language differences Socioeconomic differences Developmental differences Gifted (GSSP) 504 / IEP Additional characteristics impacting learning1B How do each of the differences listed in 1A impact your teaching and the assessment of your students?2. Review prior student assessment data with your CT. What does this data tell you about these students?

Content Considerations

1. After conversation with your CT, and a review of the standards what should your students know about your topic?

2. As you prepare to teach this unit, what strengths and weakness do you as a teacher bring to the learning sequence?

References Used for Contextual Factors

List the sources for the above information in an appropriate reference format. (Use APA format.)

Classroom Factors

1. List the assistance you have in the classroom a. Assistants/aidesb. volunteersc. resource teachersd. others2. Describe the classroom resources available to you e. equipment f. technology g. supplies, books h. other3. Include a floor plan at the end of this section

(refer to http://classroom.4teachers.org/ )4. Schedule, time (suggested addition)

Classroom Contextual Factors

Facilty, Resources, Staffing, TimeClassroom Factors

1. Other than my cooperating teacher, for this particular class, there are no other assistants.

2. This classroom has a projector connected to the computer that slides up and down from the ceiling. Large speakers are in the front of the room that connect to either a Macintosh Computer (with Finale capabilities and attached MIDI keyboard) or another stereo systems with CD, tape, and MP3 player connecting capabilities. A large poster of a keyboard is above the whiteboard. School owned percussion instruments are available, as is recording equipment. If needed, extra textbooks, workbooks, and supplemental books are available.

3. Chairs in this classroom are arranged into four arced rows, a typical band setup. A table holding copies of music, mutes, instrument stands, and other miscellaneous objects sits between the students and the white board (which has staves on it already). Instrument cubbies align the walls. On wall in a back corner of the room is a large mirror, on which announcements are often posted. I various corners of the room there are bulletin boards containing emergency procedures and syllabi. Lighting is good, but the lights are set on a motion sensor. If there is no movement in a larger area of the room, the lights will go off in that area. Along the back, there are rooms for offices, storing percussion equipment, storing school instruments, storing music, and practicing.

4. The week I am doing instruction is the week of the Regional Basketball Tournament. Assuming the school makes it that far, the excitement and school pep functions could cause distraction. Also, the Tuesday morning of the week of my instruction, the UK Wind Ensemble will be visiting. Although this does not overlap with my class, it will involve all of my students, and the break in routine could cause distraction as well.

5. This class meets daily for fifty minutes a class. For many students, it is right after lunch.

Classroom Contextual Factors

Grade level(s) in the class:

Student ages in the class: Number of Students in the Class:

Characteristics of Students

1A Individual differences….Tell us about your students Race / Ethnicity Language differences (LEP-limited English Proficiency) Socioeconomic differences Developmental differences Gifted (GSSP) 504 / IEP Additional characteristics impacting learning1B How do each of the differences listed in 1A impact your teaching and the assessment of your students?2. Review prior student assessment data with your CT. What does this data tell you about these students?

Student Contextual Factors

Race-Ethnicity

Language Difference

Developmental/

Special N

eeds

IEP, 504

What is an IEP

• An Individual Education Program (IEP) is a written plan of action describing the specially designed instruction and related services and supplementary aids and services the school will provide to meet the individual needs of your child. The IEP describes services, modifications, and accommodations that will be provided so your child can be involved in and progress in the general education curriculum.

KDE: http://www.education.ky.gov/nr/rdonlyres/937f6d63-eaef-4b2b-941f-81fbe75b37ba/0/parentiep.pdf

What Areas are included in IEPs?

• The ARC decides present level of performance based on review of the most recent evaluation data, as well as parent input and school progress data, and includes adverse effects on educational performance. Areas addressed are:

• • physical functioning; • • communication functioning; • • cognitive functioning; • • social competence; and

• Next, the ARC decides if any other related services, such as therapy, transportation, etc. are needed for your student. If needed, the ARC states the service, nature of the service, and initiation and duration of it.

• Participation in the General Education Program - how much of the school day your student will be in classes and activities with children who do not have a disability. The ARC describes the amount of time for participation in academic and nonacademic activities. The ARC also states any modifications and accommodations needed on a regular basis in order to participate. These modifications and accommodations may also be used for participation in district or statewide assessment.

What is a 504 Plan• The "504" in "504 plan" refers to Section 504 of the Rehabilitation Act and

the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling. "Disability" in this context refers to a "physical or mental impairment which substantially limits one or more major life activities." This can include physical impairments; illnesses or injuries; communicable diseases; chronic conditions like asthma, allergies and diabetes; and learning problems. A 504 plan spells out the modifications and accommodations that will be needed for these students to have an opportunity perform at the same level as their peers, and might include such things as wheelchair ramps, blood sugar monitoring, an extra set of textbooks, a peanut-free lunch environment, home instruction, or a tape recorder orkeyboard for taking notes.

• http://specialchildren.about.com/od/504s/f/504faq1.htm

Gifted

GSSP: Gifted Student Services Plan

• Q: According to 704 KAR 3:285. Programs for the gifted and talented, what defines a GT student?

• A: According to state regulation for gifted and talented programs, a gifted and/or talented child is defined as a category of "exceptional students" who are identified as possessing demonstrated or potential ability to perform at an exceptionally high level in general intellectual aptitude, specific academic aptitude, creative or divergent thinking, psychosocial or leadership skills, or in the visual or performing arts.

What accommodations for Gifted/Talented Students

• Q: Should GT students have the same curriculum that is provided for all students?

• A: A comprehensive framework or course of study for GT students shall be based on a district or school’s curricula that shall be differentiated, supplemented or modified to assist students to further develop their individual interest, needs and abilities.

• KDE: Gifted and Talented Education: Frequently Asked Questions

Content Considerations

1. After conversation with your CT, and a review of the standards what should your students know about your topic?

2. As you prepare to teach this unit, what strengths and weakness do you as a teacher bring to the learning sequence?

Content Considerations

Grade level(s) in the class: AP Music Theory

Student ages in the class:16-18

Number of Students in the Class: 14

# Students with IEP: 0

# of GSSP Students: 1 (in music)

# of LEP Students:0

Characteristics of Students 1A All of the students in this class speak English as their primary language. Culturally, most of them grew up in this area, a small town environment outside a large city. This is a fairly affluent county, so most all of the students in the class are somewhere in the middle socioeconomic class, though there are differences within this. Musically, most of the students are in the top band, but not all. They also come from several different sections (including several percussionists). Their aural skills have all developed to different levels.There is a musically Gifted and Talented Student in this class, so he may require a special need to be challenged. In a previous year, he was given permission to arrange a work for the school’s jazz band, but in this class now, he has not been given specific modifications. All of the students in this class chose to be in this class. Although most play in a school band ensemble, two of the students have never had a music class before. They chose to take the class because they thought it was interesting and wanted an AP level course.

1B. How do these characteristics impact your teaching and assessment: -No students will require any translations or similar accommodations. Students chose to be in this class and have an investment in instruments so there is a built-in motivation factor.. I will have to spend extra time and differentiate instruction for aural concepts as students are at different levels. There are no IEP or 504 so no accommodations are necessary.

2. Students with no prior music class struggle with the material and will need added drill.Content Considerations 1. Most of the students have been reading music and understanding its relationship on paper to

actual performance for years as they’ve played on instruments. All have been practicing identifying and writing triads (major and minor, first and second inversions). They have experiences with part writing, and have spent time practicing identifying and writing music with common harmonic progressions. In past lessons, they have found and labeled chords and circled notes that did not belong in the chord. They can identify neighbor tones, passing tones, suspensions, and retardations.

2. Although I did well in music theory courses and even used the same textbook, it has been a few years since I very seriously looked at this content. I will need to take time to review the material in order to provide the students with the expertise expected of me to teach the material.

Student Contextual Factors

References Used for Contextual Factors

List the sources for the above information in an appropriate reference format. (Use APA format.)

There’s an app for that . . . My APA

References: for all TPA sections, remember to cite any and all sources of information or copyrighted material that is used. This includes pictures, music, worksheets, books, tests, web resources.

How will I be evaluated on Contextual

Factors?

1Not Met

2Partially Met

3Met

Score

Knowledge of Classroom Factors

Candidate displays minimal, irrelevant, or biased knowledge of the characteristics of classroom.

Candidate displays some knowledge of the characteristics of the classroom that may affect learning.

Candidate displays a comprehensive understanding of the characteristics of the classroom that may affect learning.

KTS 2.2, 4.2, 8.2

Knowledge of Characteristics of Students

Candidate displays minimal, stereotypical, or irrelevant knowledge of student differences (e.g., development, interests, culture, abilities/disabilities).

Candidate displays general knowledge of student differences (e.g., development, interests, culture, abilities/disabilities)

Candidate displays specific understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

KTS 3.5, 4.2, 4.4, 1.3, 2.2

Content Considerations

Candidate displays little to no understanding of anticipated student problems associated with content or cannot identify areas of teacher strengths or weaknesses in the content.

Candidate offers some or general ideas for anticipated content issues and or some teacher strengths or weaknesses in content

Candidate offers specific ideas anticipated with the content and clearly identifies teacher strengths or weaknesses in content.

Knowledge of Student Skills and Prior Learning

Candidate displays little or irrelevant knowledge of student’ skills and prior learning.

Candidate displays general knowledge of students’ skills and prior learning that may affect learning.

Candidate displays specific understanding of student’ skills and prior learning that may affect learning.

KTS 1.2, 1.3, 3.2, 3.3, 3.4, 3.5, 4.2, 4.4, 8.1, 8.2, 8.3,

Contextual Factors Mean Score

Contextual Factors Rubric

CitationsTPA Handbook MSU Educational Services Unit

Music Man Clip: YouTube: Music ManClassroom slide 3 http://www.davis.k12.ut.us/webs/mpearson/PicturesofOurRoom.html Subject matter Subject matter slide:

http://www.google.com/imgres?imgurl=http://www.district196.org/District/CurriculumAssessment/Curr-Math/Images/TeacherAndStudent1.jpg&imgrefurl=http://www.district196.org/District/CurriculumAssessment/CurrMath/Elementary/ElemMathAssessment.cfm&h=324&w=324&sz=15&tbnid=2XkcEGRz1Wt1cM:&tbnh=88&tbnw=88&prev=/search%3Fq%3Dpictures%2Bof%2Bteachers%2Band%2Bstudents%26tbm%3Disch%26tbo%3Du&zoom=1&q=pictures+of+teachers+and+students&usg=__aSQ3RHYYzYjODMPkE5XkEC7ZefE=&docid=N-WUOQLpZwjHPM&sa=X&ei=xiEYUOKqCoyY8gScy4GABg&ved=0CFIQ9QEwAQ&dur=1423

Teaching tolerance:

http://www.google.com/imgres?imgurl=http://actionnownetwork.com/home/contents/wp-content/uploads/TEACHING%2520TOLERANCE%2520MIX%2520IT%2520UP%25202.jpg&imgrefurl=http://actionnownetwork.com/home/contents/?p%3D5298&h=310&w=432&sz=68&tbnid=Lwlhx7j-S1e8ZM:&tbnh=90&tbnw=125&prev=/search%3Fq%3Dpictures%2Bof%2Bteachers%2Band%2Bstudents%26tbm%3Disch%26tbo%3Du&zoom=1&q=pictures+of+teachers+and+students&usg=__oH2SJ8NIHCRpRbUxQZSkng9yHko=&docid=sXTHLueitCQk3M&sa=X&ei=WT0YUIaQMYTo9ASysICwBQ&ved=0CEkQ9QEwBA&dur=3431

Special studenthttp://www.google.com/search?num=10&hl=en&site=imghp&tbm=isch&source=hp&biw=1001&bih=593&q=special+students&oq=special+students&gs_l=img.3..0i24l6j0i5i24l4.3104.5337.0.6789.16.14.0.2.2.1.161.1291.10j3.13.0...0.0...1ac.8pnsbwWXCUc gssp http://www.google.com/imgres?q=special+students&num=10&hl=en&biw=1001&bih=593&tbm=isch&tbnid=vEYG1byRJfgi-M:&imgrefurl=http://music.mccutcheon.biz/specialstudents.htm&docid=DjPaMbQ-bVUMaM&imgurl=http://music.mccutcheon.biz/yoshiko%252520%2526%252520students.jpg&w=640&h=479&ei=tj0YULTZAoWW8gS4v4BA&zoom=1&iact=hc&vpx=299&vpy=92&dur=2653&hovh=194&hovw=260&tx=127&ty=122&sig=110191290390333957797&page=1&tbnh=121&tbnw=164&start=0&ndsp=16&ved=1t:429,r:7,s:0,i:97