Fowler JOT2 Task 1
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School
Western Governors University *
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Course
JOT2
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by BrigadierKingfisher3425
Running head: INSTRUCTIONAL PROBLEM STATEMENT 1
Instructional Problem Statement
Savannah Fowler Student ID: 000947454
Program Mentor: Jessica Zoll
Assessment Code: JOT2 Task 1
July 5, 2019
INSTRUCTIONAL PROBLEM STATEMENT
2
Title of Paper
Instructional Setting and Content Area
The teacher’s content area is two sixth grade honors math classes and two sixth grade co-
teach general ELA classes. The classes are a mixture of low poverty students and middle-class students, students with IEPs and ELL students. The classes are mostly Caucasian and African American students. Nearly two thirds of the class are students who are labeled “at-risk” in the ELA classes. There is a lot of behavior issues within the two ELA classrooms and six students out of the two ELA classes have been removed and placed in alternative school.
Instructional Problem
In a 6th grade co-teach English class, the class is taught with mostly whole group lessons
and then broken off into smaller groups with individual activities to help reinforce the topics.
These 6th graders are struggling with identifying text features and text structures in non-fiction
text and how to create their own if they were writing their own non-fiction text. This topic was
previously taught in elementary school and was a pre-requisite for their 6th grade English class.
Instructional Goal Statement
When exiting 6th grade and moving to 7th, students will be able to identify text features and text structures based of the instruction given in the ELA classroom, and identify them in real-world settings, such as reading newspapers, articles, and textbooks.
Requisite Entry-Level Knowledge and Skills
With entering 6
th
grade, these students need to be able to identify the difference between a
text feature and a text structure. They need to know that a structure is how the text is organized and helps the reader understand the text better, and a feature is what helps the reader figure out what is important in the text.
INSTRUCTIONAL PROBLEM STATEMENT
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Prior Knowledge and Skills
The students have learned the content since elementary school. They have learned all text structures and text features starting in 4
th
grade. Most of the students are in the remediation of the information based on the test scores of the pretest given. However, there is going to be supports needed, such as small group instruction and one on one instruction with some students based on their IEP accommodations and their level of knowledge on the topic. Learner Group Unique Characteristics
In the ELA classes, these students are being taught in a co-teach setting. This means that there is a special education teacher that must help with the classroom and the lessons. In the ELA classes, there are approximately 44 students and that includes two English language learners and 14 are students with IEPs, four on individual behavior plans, one homebound student, and five that are in alternative school for behavior. At least half the students in each class are very motivated to learn and have good families
that encourage them to do their best. Most of the students have an A or B grade average in the class and are willing to work for their grades to improve. However, there is a large amount in the classes, due to behavioral issues, that do not wish to participate, complete their work, or even
attempt to pay attention during a lesson. It is shown that these students do not have the support at home and are constantly being placed in in-school suspension, lunch detention, and failing other subject areas. Motivation also plays a role in their cultural aspects. Most of the students have grown up
in poverty and are not expected to make good grades in school. The students are more worried about outside events than what is happening in the classroom. There being ESOL students in the
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INSTRUCTIONAL PROBLEM STATEMENT
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class can also be difficult to relate the information to the students and help them understand the content. Accommodating Unique Characteristics
With accommodating the characteristics of the class, the teacher does a good job with rewarding positive behavior and motivation. For the students who are motivated to learn and who attempt at the work, the teacher often rewards them with a treat or extra credit towards their lowest grade. The teacher also tries to contact home each week for positive and negative behavior reports, if she cannot contact via phone calls, she will send a written note and/or email to the parent or guardian. The teacher also has written accommodations she must follow for the ELL and IEP students. This includes small group instruction, reading of test and quizzes to the students, preferential seating, and extra time allotted for test and quizzes. For the students with individual behavior plans, the teacher can allow these students to have “breaks” to help them calm down and get refocused. Performance Context
The learners will apply this material in real-world situations. The students are learning text features and structures. These are found in magazines, web articles, textbooks, television, and any other way of receiving non-fiction information. The students will be able to identify why this material is important and can apply that to how they will view information in real life, such as reading a magazine article about the steps to follow during a hurricane. This would have
useful information and if it shows the reader a diagram, the student will know what a diagram is and how to read it. This also applies to text structures. If they are reading an article that is following the structure of sequencing, they will know the steps they need to take.
INSTRUCTIONAL PROBLEM STATEMENT
5