Activity: Complete the Contextual Factors Chart That Is provided.

Complete the second column of the Contextual Factors Chart by providing the requested information listed in each section of the first column and then respond to the guiding prompts below. Guiding Prompts From the Contextual Factors Chart, choose one factor that you believe will have the most impact on student learning from within each of the following three categories: community, district, and school.

a. Step 1: Knowledge of Students - 1.1.1: Community, District, and School Contextual Factors That Influence Instruction:

b. 1.1.2: Classroom Demographics and Knowledge of Students c. Guiding Prompts d. From the Contextual Factors Chart, choose one factor that you believe will have the most impact on student learning from within each of the following two categories: classroom demographics and knowledge of students. a.Identify your chosen classroom-demographics factor. Based on your chosen classroom-demographics factor, identify one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. e. Provide a rationale that explains how the identified strategy and activity connect to the chosen factor. b.Identify your chosen knowledge-of-students factor. Based on your chosen knowledge-ofstudents factor, identify one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. f. Provide a rationale that explains how the identified strategy and activity connect to the chosen factor. entify your chosen community factor. Based on your chosen community factor, identify one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. Provide a rationale that explains how the identified strategy and activity connect to the chosen factor. The community factor I chose to identify is that we are a rural community. I would use BrainPOP resource: Rural, Urban, and Suburban to distinguish between the three types of environments. Students compare the three types of environments and explore the various communities that live there. Students will connect with other schools and other countries, and build their own wiki with embedded photos. I feel that this lesson and strategy connects to the community by introducing other cultural influences and cultural acceptance. http://www.brainpop.com/educators/community/lesson-plan/global-wiki-lesson-plan-rural-urbanand-suburban-environments/ g. Identify your chosen district factor. Based on your chosen district factor, identify one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. Provide a rationale that explains how the identified strategy and activity connect to the chosen factor. The district factor I chose to address is the graduation rate. Thirty percent of our students are dropping out. The instructional strategy that I would implement is compare and contrast. Students would research various jobs/career opportunities that are available for high school graduates compared to jobs that dont require a high school diploma. I feel that this lesson and strategy connects to the district by exposing the students to the realities of their surroundings and how their decisions now impact their future for tomorrow.

h. Identify your chosen school factor. Based on your chosen school factor, identify one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. Provide a rationale that explains how the identified strategy and activity connect to the chosen factor. Ware Shoals is a high poverty community, with 15% of the population below the poverty line. The instructional strategy that I will implement is connecting to my students schema. Every child brings their own unique background knowledge. Tapping into that knowledge and connecting it to new information will assist the students in grasping new concepts. The school has a large responsibility to meet the bare necessities of the students through the Free and Reduce Lunch Programs, the Career Readiness Program, and the new library with ample computers and technical training. The instruction strategy that I would implement is a community builder/ motivating activity. The lesson would begin by helping students understand the connections between poverty and unemployment. Students participate in a game of musical chairs that simulates the job market, helping them see that one reason for poverty is that there are not enough jobs for everyone who wants one. Then they explore other factors that also contribute to povertyeducation and geography. Finally we will wrap up with discussing solutions to these economic issues, for example higher education and a focus on family values and values and how those can propel you through adversity. I feel that this lesson and strategy connects to the high poverty rate by addressing the core issues that contribute to it.

Poverty and unemployment: Exploring the connections. (n.d.). Retrieved from http://www.tolerance.org/lesson/poverty-and-unemployment-exploring-connections

1.1.2: Classroom Demographics and Knowledge of Students From the Contextual Factors Chart, choose one factor that you believe will have the most impact on student learning from within each of the following two categories: classroom demographics and knowledge of students. a.Identify your chosen classroom-demographics factor. Based on your chosen classroom-demographics factor, identify one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. Provide a rationale that explains how the identified strategy and activity connect to the chosen factor. I feel that the gender difference in my classroom impacts the student learning. There is a high boy to girl ratio in the makeup of the classroom. Due to having 13 boys to 3 girls, the energy in the class is substantially high. A lesson that helps to channel the energy that I would implement would be one that

gets the students moving. A fun practice of sums and graphing: Cover a beach ball with numbers (use a permanent marker or sticky labels). Toss the ball to one student and have her call out the number that her right thumb touches. She tosses it to the next student, who does the same and then adds his number to the first. Continue for five minutes and record the sum. Each time you play the game, add the sum to a graph. On which day did you reach the highest sum? The lowest? Strategy that is implemented: graphing out sums and comprehension questions. https://www.scholastic.com/teachers/article/15-math-games-15-minutes-or-less

b.Identify your chosen knowledge-of-students factor. Based on your chosen knowledge-of-students factor, identify one possible instructional strategy and one learning activity that you could use in your classroom to further student learning. Provide a rationale that explains how the identified strategy and activity connect to the chosen factor. b. To introduce the Order of Operations, I would have them watch the PEMDAS Flocabulary rap. Students will make their own PEMDAS flip chart and recite Please Excuse My Dear Aunt Sally to help them recall the proper order of operations. Students will then go online to: http://www.quia.com/cm/16544.html and practice remembering the Order of Operations by playing a matching game. The students will break up into groups of 3 and have them make up their own way to recall the Order of Operations. For my post assessment, the students will get to go online to: http://amby.com/educate/ord-op/posttest.html and complete the Order of Operation quiz. Instructional strategy: Cross curricular with music and use of acronym for recall of operations. Step 2: Resources and Procedures - 1.2.1: Available Resources to Enhance Student Learning This step allows you to identify available instructional resources, student interests, and rules and procedures, and establish a method of communication with students and families.

Activity: Complete the Instructional and Support Resources Chart that is provided In this activity, you will identify available resources within your teaching context that can support your instruction. Then respond to the guiding prompts below.

Guiding Prompts: After completing the Instructional and Support Resources Chart, answer the following. a.Select two resources from the completed chart and describe how you would use each in your classroom to support student learning. The new library will be used to allow students to find a book that they enjoy reading. I feel that it is important to give students freedom to choose a book that peeks their individual curiosity. The Smart Boards are used on a daily basis to teach lessons using: Power Points, Prezi, charts, graphs, short video clipsetc.

b.Select a particular characteristic that you listed under Knowledge of Students in the Contextual Factors Chart. Describe how a resource, different from the two listed in Guiding Prompt A, could enhance student learning based on the particular characteristic selected.

1.2.2: Student Interest Inventory:

Activity: Administer and Analyze a Student Interest Inventory:

Administer a Student Interest Inventory appropriate to your classroom assignment to gather information relevant to your students' interests and learning preferences and then respond to the guiding prompts below.

Guiding Prompts: a.Based on the compilation of information from the students' interest inventories, analyze one example of how this information would influence an instructional decision you would make in your classroom. The majority of my students stated that they were either USC or Clemson fans. I would include these colleges when giving a writing prompt for them to complete in their reading journals. I would also separate the class into two teams: team USC and team Tigers and have them do various educational quiz games, like Jeopardy before a Social Studies and/or Science tests.

b.Using one student's completed interest inventory, analyze how you would use one item from the inventory to promote the student's engagement and learning. A particular student stated that he loves to play basketball. I would use his love for basketball by implementing a hands on math lesson: Students pair up. One student keeps score while the other student tries to make as many baskets as he/she can in one minute. The class can then tally up the entire class performance and compare it to their personal score. This would keep all the students motivated, moving, and learning.

1.2.3: Communicating with Students and Families Activity: Communication with your Students and their Families:

Dear Students and families,

My name is Amanda Bruce. I will have the honor of student teaching in Mrs. Pendleys classroom for the next 40 days. I will take over teaching under Mrs. Pendleys supervision on Febru ary 10th. I will be graduating from Lander University this May, earning my degree in Bachelor of Science in Special Education. Im excited about the opportunity to get to know you, and Im looking forward to a happy and productive school year with your student. Upcoming school events and days off you should be aware of: January 20th Martin Luther King Holiday February 11th Special Ed. Informational Service Night 6pm.- 8pm. March 18th and 19th PASS Writing (Grades 3-8) April 12th Prom April 21st 25th Spring Break

For more information regarding calendar of events, check out the school website: http://www.gwd51.k12.sc.us/Domain/29 I will make a sincere effort to make sure each child learns and has fun doing it. Sincerely, Amanda Bruce Amanda.bruce@lander.edu P.S. - Attached is a video permission form. This video will be viewed by my professor and supervisor to grade my teaching performance. Please complete the form and have the student return it to me.

Based on the demographics of your classroom and your knowledge of the families and community, construct a communication method that introduces you to your students and their families. The method

of communication could be, but is not limited to, the use of a website, email, a school function/activity, or a letter. After creating the communication, respond to the guiding prompts below. Guiding Prompts: a.Describe one example of how your method of communication addresses the demographic differences in the classroom. The method of communication that I would incorporate would be a letter sent to the parents instead of an email or a text. I feel that this addresses the demographic differences of my classroom due to the high poverty rate. b.Describe how your method of communication fosters interaction between you, your students, and their families. I feel that by introducing myself to the parents and students, I am welcoming them into my classroom. By keeping the lines of communication open, we will ensure a safe and productive learning environment that enhances students overall educational experience. 1.2.4: Rules and Procedures Activity: Rules and Procedures: Routines: The first class of the day is ELA. The class contains 7th and 8th graders, special education students, with LD and OHI classification. Their ability levels in reading range from lower 3rd grade to lower 4th grade level based on their IEPs. This class contains 9 students: 3 girls and 6 boys. The students can be easily broken down into two levels for small group instruction. One group (planes) is at a higher reading level; this group has 5 students. My other group (trains) is at a lower reading level; there are 4 students in this group. When working in small groups, the para will assist with one group as I work with the other. We will alternate the groups so that the students benefit from a different teaching perspective. Students will work with reading journals daily. They will be given a grade on their organization of their journals. All materials will be kept in their journals. The second class (3rd period) is math. This class is made up of all the students from the first class, with the addition of one student. All of the students are on a 3rd grade math level based on their IEPs. There are two students that tend to complete work faster than the rest of the class. I have incorporated an early finisher basket filled with interesting math puzzles. I try to keep students motivated by incorporating real life scenarios, read a louds, fun raps, and math manipulatives. During 4th period I only have 4 students in the class. Two students are dedicated to Odesseyware. One student is in 10th grade and the other is in 8th grade. This period is dedicated to exercise. The class gets outside and walks around the baseball field for 30 minutes. When its cold outside, the class does a board game day. 5th and 6th period I have the same 4 students in class. One student gets on Edutype and the other gets on Odysseyware for math. He is showing great improvement! I work one on one with these students when they need assistance.

7th period is a job readiness class. There are 17 students in this class, including the students from other special needs class. This class has 2 teachers and 2 paras. The class works on career building and preparedness skills to enter into the job force. There will be multiple public speakers, on activities, and videos that address various careers. Classroom Rules: The classroom rules are discussed at the beginning of the year and readdressed when needed. The classroom rules are: Respect yourself and others Keep cell phones put away Come to class prepared and ready to learn

Access and review the rules and procedures for the classroom to which you are assigned and then respond to the guiding prompts below.

Guiding Prompts: a.Describe one example of a classroom rule or procedure. Explain how the rule or procedure facilitates instruction, enhances student learning, or impacts the learning environment. Rule #1: Respect Others. Working with middle and high school students, the students need to feel that they are respected as a young adult. Giving the student choices in their learning and providing them with a scaffold when needed, is conducive to a healthy and productive learning environment. b. Describe one example of a technology rule or procedure. Explain how the rule or procedure facilitates instruction, enhances student learning, or impacts the learning environment. I implement the Smart Board on a daily basis. The Smart Board is a wonderful tool for any lesson. I use it when giving prompts for writing: I show a short video clip and have the students predict what happens next, or to make an inference. I incorporate the Smart Board when teaching math: I have my students take turns answering questions on the board or show them a Flocabulary math rap for easy recall of operations. Using the Smart Board as a daily procedure reachs every students learning style and is a wonderful motivational technique.

c.Describe one example of a behavior management rule or procedure. Explain how the rule or procedure facilitates instruction, enhances student learning, or impacts the learning environment. A behavior management procedure that I have implemented: All students have their name posted on the white board with BBALL written beside it. If the student acts out throughout the week, a letter will be taken away. If all 5 letters are gone by Friday, the student must sit out and review class notes or complete class work while the class enjoys 45 minutes of basketball in the gym. For every letter that gets taken away, the student must sit out for 5 minutes. This impacts their learning environment by encouraging positive behavior.

Praxis Performance Assessment for Teachers Task 1 Contextual Factors Chart

This chart is designed to help you to understand that many factors affect teaching and learning. They include the community, classroom procedures, the students, and the physical environment in which you will be teaching. All this information will help you to determine teaching strategies and approaches that will support your students learning. In this chart, address each of the characteristics listed as they pertain to your teaching assignment. (You must attach this document as an artifact in response textbox 1.1.1.)

Source of Factor

Contextual and Environmental Factors

Community
Urban, suburban, or rural; socioeconomic; census data on families

Ware Shoals is a rural community with a low SES. The population was 2,170 at the 2010 census. The median income for a household in the town was $29,531, and the median income for a family was $36,800. Males had a median income of $31,335 versus $21,058 for females. The per capita income for the town was $14,813. About 12.8% of families and 15.5% of the population were below the poverty line, including 16.2% of those under age 18 and 14.4% of those age 65 or over. (http://en.wikipedia.org/wiki/Ware_Shoals,_South_Carolin a). Ware Shoals is a Title 1 School district. Ware Shoals High School Students by Ethnicity: American Indian - 0 (0%) Asian - 2 (0%) Black - 134 (24%) Hispanic - 1 (0%) White - 413 (75%) Poverty Rate- 31.7% in 2011 Federal Revenue per pupil in 2010- $1,593 Per Pupil Expenditure(K-12) in 2010- $9,765 Graduation Rate: 4 yr. Cohort in 2011: 69.4% 5 yr. Cohort in 2011: 70.6%

District
Enrollment, percent free and reduced lunch; graduation rate; ethnic breakdown; percent with IEP; percent ELL; per pupil expenditure

Students Eligible for Free Lunch % of Total Students 559 50.2 % Students Eligible for Reduced Price Lunch % of Total Students 118 10.6 % Total Students 1,113 Total Teachers: 80 Students/Teachers Ratio 13.88 Female Students: 560 Male Students: 553 Female/Male Students ratio 1.01 Student/Teacher Rank in SC : 27 of 244 Full Time Teachers: 44.2 http://k12rate.com/south-carolina168/schools-in-city-ofware-shoals.php

School
Enrollment, percent free and reduced lunch; achievement scores; ethnic breakdown; percent with IEP; percent ELL; recognitions; teacher/student ratio

Classroom Demographics
Ethnicity, language needs, gender, identified special needs including gifted, physical needs, and cultural characteristics

Ethnicity for our classroom: 13 males/3 females Black-2 White-14 Physical needs- 1 student in wheel chair Cultural characteristics-

Knowledge of Students
Learning styles, prior learning/experiences, academic proficiencies, behavioral differences, and areas of interest

In determining the knowledge of the individual students, I've taken into account their various learning styles and levels of proficiency. To address these, I am implementing multiple literary genres, of varying levels and ethnic perspectives. Math too will include real life scenarios of varying viewpoints, used to teach

mathematic principles. I teach to the student's learning styles by incorporating different visual, audio, and hands on exercises. Based on the students response to the interest inventory, 90% of my students stated that they enjoy playing basketball during their free time.