1. No category

Contextual Factors
You Gotta Know the Territory!
BEFORE YOU TEACH
You 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/aides
b. volunteers
c.
resource teachers
d. others
1.
Describe the classroom resources available to you
a.
equipment
b. technology
c.
supplies,
d. other
3. Include a floor plan at the end of this section (refer to http://classroom.4teachers.org/ )
Grade level(s)
in the class:
Characteristics
of Students
Student ages in the class:
Content
Considerations
References Used
for Contextual
Factors
Number of Students in the Class:
1A Individual differences….Tell us about your students

Race / Ethnicity

Language differences

Socioeconomic differences

Developmental differences

Gifted (GSSP)

504 / IEP

Additional characteristics impacting learning
1B 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?
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?
List the sources for the above information in an appropriate
reference format. (Use APA format.)
Classroom Contextual Factors
Classroom
Factors
1.
a.
b.
c.
d.
2.
a.
b.
c.
d.
3.
List the assistance you have in the classroom
Assistants/aides
volunteers
resource teachers
others
Describe the classroom resources available to you
equipment
technology
supplies, books
other
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, Time
Classroom
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
Student Contextual Factors
Grade level(s) in
the class:
Characteristics
of Students
Student ages in the class:
Number of Students in the
Class:
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 learning
1B 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?
Race-Ethnicity
Language Difference
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
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
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?
Student Contextual Factors
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:
Characteristics of Students 1A
Content Considerations
0
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.
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.
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.
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
How will I be
evaluated on
Contextual Factors?
Contextual Factors Rubric
Knowledge of
Classroom Factors
KTS 2.2, 4.2, 8.2
1
Not Met
Candidate displays minimal,
irrelevant, or biased
knowledge of the
characteristics of classroom.
Knowledge of
Characteristics of
Students
KTS 3.5, 4.2, 4.4, 1.3,
2.2
Candidate displays minimal,
stereotypical, or irrelevant
knowledge of student
differences (e.g.,
development, interests,
culture, abilities/disabilities).
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.
Knowledge of Student Candidate displays little or
Skills and Prior
irrelevant knowledge of
Learning
student’ skills and prior
KTS 1.2, 1.3, 3.2, 3.3, learning.
2
Partially Met
Candidate displays some
knowledge of the
characteristics of the
classroom that may affect
learning.
Candidate displays general
knowledge of student
differences (e.g.,
development, interests,
culture, abilities/disabilities)
3
Met
Candidate displays a
comprehensive understanding
of the characteristics of the
classroom that may affect
learning.
Candidate displays specific
understanding of student
differences (e.g.,
development, interests,
culture, abilities/disabilities)
that may affect learning.
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.
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.
3.4, 3.5, 4.2, 4.4, 8.1,
8.2, 8.3,
Contextual Factors Mean Score
Score
Citations
TPA Handbook MSU Educational Services Unit
Music Man Clip: YouTube: Music Man
Classroom 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/CurrMath/Images/TeacherAndStudent1.jpg&imgrefurl=http://www.district196.org/District/CurriculumAssessment/CurrMath/Elementary/ElemMathAss
essment.cfm&h=324&w=324&sz=15&tbnid=2XkcEGRz1Wt1cM:&tbnh=88&tbnw=88&prev=/search%3Fq%3Dpictures%2Bof%2Bteachers%2Band%2
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Teaching tolerance: http://www.google.com/imgres?imgurl=http://actionnownetwork.com/home/contents/wpcontent/uploads/TEACHING%2520TOLERANCE%2520MIX%2520IT%2520UP%25202.jpg&imgrefurl=http://actionnownetwork.com/home/contents/?
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pictures+of+teachers+and+students&usg=__oH2SJ8NIHCRpRbUxQZSkng9yHko=&docid=sXTHLueitCQk3M&sa=X&ei=WT0YUIaQMYTo9ASysICwBQ&v
ed=0CEkQ9QEwBA&dur=3431
Special student
http://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=vEYG1byRJfgiM:&imgrefurl=http://music.mccutcheon.biz/specialstudents.htm&docid=DjPaMbQbVUMaM&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