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Mathematics

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Jan 9, 2024

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This is the template for the essay associated with the Context for Learning Assignment and it fulfills the requirements for EDUC 507 the co-requisite of EDUC 481 Teacher Seminar. It requires you to do a little thinking, and fill in the appropriate information from the chart you completed on Multiple Influences on Development Plugged and Unplugged Qualitative and Quantitative Information . This report looks at plugged and unplugged activities to better understand the context for learning. Plugged activities use the computer as a tool and unplugged activities use the algorithm that you were given on the chart to better understand the community , school and classroom. CONTRIBUTION OF THE COMMUNITY PROFILE TO THE DEVELOPMENT OF THE CHILD Community Population Density The density of the community is determined by the number of people per square mile. The community District that Jackie Robinson schools in is District 9. Crown Heights has an estimated population of 143,000 with a very high population density of 156.268 people per square mile (3.4 In comparing the population for Community District 9 I notice that the population per square mile is 143,000 square mile. This is higher than the average for Brooklyn. Therefore, Community District 9 has a low rate of population density. When I look at the access to parks, I find that 3.4 % of the population has access to parks. This does not compound the effect of the rate of population density. And therefore the feeling of over crowdedness. It is important to have opportunities for children to use the available nearby park. Community as a Village Often in communities the older members of the family who are retired pick up children. Community District 9 has 15.6% of the community available to watch children. In some communities nannies or other forms of babysitting responsibilities are carried out by people external to the immediate family as long as there is surplus funds to afford babysitting costs. The affordability of babysitting was determined by two Community Profile Indicators, rent burden and the percent of individuals at or below the poverty level. For Community District 9 : 4.85% prevention of individual income is spent on rent, known as the rent burden. On average in Brooklyn about 50 % of individual income is portioned to rent. In Community District 9, 4.85 % of the income goes towards rent, On average Staten Island residents have a poverty rate of 50 20.8 %, which is higher than the state average of 20% . In Community District 9 , the poverty rate is 20.8 %___ . IN comparing these results, Community District 9 is similar to that of the comparable averages stated in the preceding sentences. After-school services are essential. Community Need for Support Services to Nurture a Sense of Belonging Although race does not accurately indicate culture, there are broad based assumptions that can be the basis for further inquiry. The community profile of races are listed in the chart below: Total Population in Community 143,000 Black (non-Hispanic) 6.37% White (non Hispanic) 2.29% Asian (non Hispanic) 1.9%

Hispanic of any race 8.8% We note that Black and Hispanic is not disaggregated as well as other intersecting demographic indicators The number of foreign born individuals in the community represent 8.8% of the community population, meaning that 1 out of every 2451 is foreign born. The educational attainment of the Community District is 9 . This suggests that it is more or less likely that a parent would be available to assist the child with homework. More specifically, this measure is considered to suggest the type of homework that will be sent home.. Higher levels of educational attainment suggest that the homework can be related to items that have not been fully mastered. Lower educational attainment suggests homework items should have been already mastered with the goal that the homework should build automaticity through reinforcing skills already known. Community District 9 should have homework that requires (practicing skills not mastered or reinforcing skills already mastered to build automaticity ). For the unplugged activities related to the community, a community walk/interview was conducted. The summary of findings for the community walk are bulleted below: (Add bulleted items) ● CONTRIBUTION OF THE SCHOOL CONTEXT TO THE DEVELOPMENT OF THE CHILD CODAP graph was used based on an instructional video describing how to get graphed information. On the school level there are comparative graphs of gender, race, English Language Learners, students with disabilities, and poverty level for performance on ELA and Math tests for children at Grade 4. The graphs were generated through CODAP from clicking on the graph tab and then dragging and dropping the appropriate attributes from the CODAP chart. The x axis of the graph, which is at the bottom of the graph will have the comparisons being made and the y axis of the graph which is at the side of the graph will have the total number of all individuals taking the particular exam. Drag and dropping the attribute gave all schools for the grade level selected in the Choosy box where one clicks on and off the attributes being reviewed. MATH For Math the attribute for all students taking the Math exam was dragged to the side. Dragged to the bottom was all students in Brooklyn scoring 3-4 which is proficient or above proficiency. It was noted that after hovering over the dots to find my school, which is located at the middle of the distribution. The chart below provides more information on students who scored at level 3-4 on the Math proficiency Grade 4 exam. School Name: Jackie Robinson Number of All Students Tested in Math Number of All Students Scoring at Level 3-4 on Number of Females Scoring at Level 3-4 in Number of Males Scoring at Level 3-4 in Number of Poverty Scoring at Level 3-4 in Number of English Language Learners Number of Students with

Math Math Math Math Scoring at Level 3-4 Disabilitie s Scoring at Level 3-4 481 118 113 160 30 334 20 The following bulleted points summarize observations. Comparisons are made between the Number of all Students scoring at Level 3-4 and each subsequent column such as females etc. and between subsequent columns such as Performance of females vs. males It is observed that at your school: ● XXXXXX ● XXXXXX ● XXXXXXX ● XXXXXXX ● XXXXXXXX Number of All Students Tested in ELA Number of All Students Scoring at Level 3-4 on ELA Number of Females Scoring at Level 3-4 in ELA Number of Males Scoring at Level 3-4 in ELA Number of Poverty Scoring at Level 3-4 in ELA Number of English Language learners Scoring at Level 3-4 ELA Number of Students with Disabilitie s Scoring at Level 3-4 ELA 491 302 192 282 77 5 54 The following bulleted points summarize observations. Comparisons are made between the Number of all Students scoring at Level 3-4 and each subsequent column such as females etc. and between subsequent columns such as Performance of females vs. males It is observed that at your school: ● XXXXXX ● XXXXXX ● XXXXXXX ● XXXXXXX ● XXXXXXXX Number of Number of Number of Number of Number of Number of

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All Students Tested in Math All Students Scoring at Level 3-4 on Math Blacks Scoring at Level 3-4 in Math Whites Scoring at Level 3-4 in Math Asians Scoring at Level 3-4 in Math Hispanics Learners Scoring at Level 3-4 in Math 409 292 74 382 35 31 The following bulleted points summarize observations. Comparisons are made between the Number of all Students scoring at Level 3-4 and each subsequent column such as Blacks etc. and between subsequent columns such as Performance of Blacks vs. Whites etc. It is observed that at your school: ● XXXXXX ● XXXXXX ● XXXXXXX ● XXXXXXX ● XXXXXXXX Number of All Students Tested in ELA Number of All Students Scoring at Level 3-4 on ELA Number of Blacks Scoring at Level 3-4 in ELA Number of Whites Scoring at Level 3-4 in ELA Number of Asians Scoring at Level 3-4 in ELA Number of Hispanics Learners Scoring at Level 3-4 in ELA 408 302 564 345 65 74 The following bulleted points summarize observations. Comparisons are made between the Number of all Students scoring at Level 3-4 and each subsequent column such as Blacks etc. and between subsequent columns such as Performance of Blacks vs. Whites etc. It is observed that at your school: ● XXXXXX ● XXXXXX ● XXXXXXX ● XXXXXXX ● XXXXXXXX Classroom Context based on Observations and Interviews with the Cooperating Teacher

CLASSROOM CON TEXT 1. State the type of school (public, private, charter, center based, general ed class, specialized class, inclusive class) level/grade in a ( urban, suburban or rural ) area 2. State the mission and focus of the school/center. Imagine Early Learning Centers provide the foundation and atmosphere that allow children, families, and teachers to learn, grow, and have fun together – both in the classroom and beyond! By designing centers that are happy, inclusive, safe, and secure learning environments. Teaching imagines’ children to become kind and empathetic global citizens. 3. Pedagogical constraints and considerations a. Classroom Features i. State important classroom features, # and assignment of para-educators, aides, # of children pulled out for services and how this may affect your pedagogical practice and what you will do to address the potential negative affect. (this is important information because you are the teacher and during the lesson that you teach you must show that you are able to manage the classroom personnel and collaborate with the personnel that interact with your students) Classroom has different centers (dramatic play, library, black, art, science, and sensory). There are two teachers with eight students. b. NYC DOE Requirements and School Initiatives i. Describe the requirements and school initiatives that influence what or how you will teach (e.g. NYCDOE requirement that young children must participate in movement activities every 60nminutes Agreeing on classroom rules at the beginning of the year, checking in with students at the beginning of each activity, be consistent about expectations, and reinforcing appropriate behavior. ii State the time allotted to language and literacy instruction. Time allotted to language and literacy instruction is 20 - 30 minutes iii Clearly state the number of language and literacy groups in the classroom and the basis for group membership. State how this lesson segment is influenced by the grouping. Determine what you want to achieve through the small group activity, both academically and socially. The activity should relate closely to the course objectives and class content and must be designed to help students learn, not simply to occupy their time.

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iv State the physical arrangement of groups in the classroom and how this arrangement will or will not affect your pedagogical practices during the lesson Students learn to respect physical boundaries. There are boundaries between students’ areas and teacher-only areas as well as boundaries between each of the student’s individual work areas. This provides opportunities to teach students to respect other people’s spaces and belongings. Students learn to anticipate the specific types of activities that will occur in specific areas of the classroom. This helps students participate more fully in the activity because they will enter the area with the mind-set that corresponds with the anticipated activity. Students will also learn which behaviors are acceptable and expected in each specific location of the classroom and which behaviors are not acceptable or expected in certain other classroom locations. v. State the textbook or curriculum used for language and literacy instruction. Refer to the title, publisher, and its date of publication. State the rationale for using the resource https://infohub.nyced.org/working-with-the-doe/early-childhood/early-childhood- educators/supporting-quality-care-and-instruction/instructional-resources vi State the specific instructional strategies that must be used or will be used and the rationale for using particular strategies. Adapting to the learning styles and other needs of each learner. Actively engaging learners in the learning process. Helping learners become independent learners. Supporting learners in reaching their objectives. vii Consider the degree of test preparation that occurs in your class and state if it affects your pedagogical practices. viii Summarize the technological and manipulative inventories & on line resources (e.g. white board, math manipulatives) related to the learning segment’s central focus. Remember the lesson is interdisciplinary. Therefore, the inventories are related to the subjects that are a part of the learning segment see inventories below Using math manipulatives (such as sorting beads, nuts and bolts), using an iPad to show visual demonstration of learning goals. PART A.2. EARLY CHILDHOOD/ CHILDHOOD CONTEXT FOR LEARNING: ABOUT THE CHILDREN IN THE CLASS RELEVANT ACADEMIC VOCABULARY Variety of learners Refers to children who need different strategies or supports because they are at different points in the developmental continuum (e.g. IEP, struggling readers, developmental delays in cognitive emotional etc. domains) All students are at grade level. Underperforming Children who are at risk including those who have gaps in knowledge

children 504 Plan 2 . STEPS IN WRITING EARLY CHILDHOOD CONTEXT: CHILDREN’S CHARACTERISTICS (Complete this chart. State that you consulted with the cooperating teacher. Briefly describe the consultation process) a. Basic Classroom Characteristics Number of Children Support Needed to Facilitate Instruction Grade Level Ella Baker Age Range 2-4YEARS OLD Males 6 Females 5 Children with IEP/504 Plans 0 2b. A Variety of Learners Classifications (for every IEP list the classification e.g. receptive language) Number of Children Support, Accommodation, Modification pertinent to IEP Goals or other goals Ex. Hearing impaired 0 Gifted children 0 English language learners 1 For EnglishLanguage Learners I will give students lots of opportunities to express themselves and practice discussion in small groups and the larger group. Small groups may be especially beneficial for ELLs . Struggling Readers 3 To support the struggling readers I will give the students pictures to look at syllable charts to help them sound out the words. Underperforming children 0 Personal In terests 2c. A Variety of Learners : Developmental Concerns Number of Children Support, Accommodation, Modification pertinent to IEP Goals or other goals Concerns with socio- emotional development 3 Family social and financial conditions can shape the emotions of the child to a great extent.

Concerns with cognitive development 0 Concerns with physical development (writing, walking on toes, ambidextrous, , or hand dominance concerns etc) 3 Concerns with language development 0

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