S.H.+Context+for+Learning


 * Context for Learning Information **


 * Scott Higgins **

=About the school where you are teaching =


 * 1) **Where are you teaching?**

High school


 * 1) **List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.**

The special features of the classroom that is used for CPR include 15 manikins. There are 5 adult manikins, 5 child manikins, and 5 infant manikins. Other things that are in the classroom that affect my teaching include, breathing masks, sanitary gloves, mats, tables and chairs for infant CPR, TV/VCR/DVD player to show videos, sanitary wipes, extra wastes baskets for sanitary wipes, and facial tissues. All of these are important for teaching CPR.


 * 1) **Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.**

The organization that school district works with in teaching CPR is the American Red Cross. The students are given the opportunity to become CPR Certified through the American Red Cross for about $20.00. The test that the students are given will be about the same as the test that is given through the American Red Cross. During this unit the students will be required to learn 4 skills (Adult CPR, Child CPR, infant CPR, and AED). There are also 9 other skills that are available to test on and the student must pass at least 7 skills to pass the course. Passing any more than the seven skills will allow the student get a better grade, the more skills they test out on the better grade they will receive.

=About the subject area/course you are teaching =


 * 1) **What is the name of the course you are documenting?** 9th P.E. (Current Unit: CPR)


 * 1) **What is the length of the course?** One year - 4 Quarters


 * 1) **What is the class schedule:** 48 minutes every day (Normal Day)


 * 1) **Is there any ability grouping or tracking in mathematics?** No


 * 1) **Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the name, publisher, and date of publication.**

The students are provided with CPR skills packet that they can use for studying.


 * 1) **List other resources (e.g., SmartBoard, graphing calculators, on-line resources) you use for mathematics instruction in this class.**

5 adult manikins, 5 child manikins, and 5 infant manikins, breathing masks, sanitary gloves, mats, tables and chairs for infant CPR, TV/VCR/DVD player to show videos, sanitary wipes, extra wastes baskets for sanitary wipes, and facial tissues

=About the students in the class featured in this assessment =


 * 1) **Grade level composition of the class:** 9th
 * Number of:**


 * 1) **Students in the class:** 28


 * 1) **Males**:14 **Females**: 14


 * 1) **English language learners**: 0

d. **Students identified as gifted and talented:** 2

e. **Students with Individualized Education Plans (IEPs) or 504 plans:** 6


 * 1) Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented **students that will affect your mathematics instruction in this learning segment**. 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.

//Learning Disability// || //Example:// //4// || //Example:// //Close monitoring, follow up, and Resource Room// ||
 * **Special Education Category** || **Number of Students** || **Accommodations/Pertinent IEP Objectives** ||
 * //Example://
 * Learning Disability || 6 || There were no accommodations that I observed in my time at West. I do know that there is a resource room that students with special needs have as an option to use if they wish. ||