Learning Environment & Situational Factors to Consider

Taylor Pons

1.  Specific Context of the Teaching/Learning Situation

How many students are in the class?  Is the course primary, secondary, undergraduate, or graduate level?  How long and frequent are the class meetings?  How will the course be delivered: live, online, blended, flipped or in a classroom or lab?  What physical elements of the learning environment will affect the class? What technology, networking and access issues will affect the class?

I have 20 students, primary level: first grade. Some students are ESL (English as Second language), SPED resource, and repeaters. Mostly, first graders need 30-45 minute lessons,. Each unit could last a week or month long. Lessons are usually blended (rotational). The physical elements: personal desks, personal notebooks, 1:1 chromebooks, papers. Wifi access is usually not a problem.

2.  General Context of the Learning Situation

What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department?  the profession?  society?  

My state adopted Common Core State Standards.

Writing: CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

My district uses Journeys ELA Curriculum. My school requires detailed lesson plans with objectives, activities, and assessments. I want to go further than the curriculum and help my students develop a personal story that reflects their writing style.

I hope my students can apply this writing concept to their future years as a learner.

3.  Nature of the Subject

Is this subject primarily theoretical, practical, or a combination?  Is the subject primarily convergent or divergent?  Are there important changes or controversies occurring within the field?

I chose the subject of writing and specifically, narratives, because it’s a subject matter that is not my strong suit to teach or learn. In the primary grades, especially first grade, we transition from basic sentence structure to writing an actual cohesive story or paragraph. On a first grader’s level, the subject is a combination of theoretical and practical because they are using the very basic hands-on ideas. Writing is divergent in nature so there’s no telling where this subject can go. Recently, we have been pressured to have our students practice writing extended answer responses for the standardized tests in the coming years. It’s very controversial because I am wanting to use writing as a creative, personalized outlet, but yet I’m being told to have my students practice writing extended responses.

4.  Characteristics of the Learners

What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)?  What prior knowledge, experiences, and initial feelings do students usually have about this subject?  What are their learning goals and expectations?

My school is in a rural area with diverse cultures and families. My school is 100% free meals because over 80% of the school’s families qualify for free or reduced lunch. My learners are generally coming from a low socio-economic background. They are a mix of ESL (English as Second language), SPED resource, repeaters, ADHD, ADD, Speech, and some students exhibit extreme social-emotional behaviors. My students’ prior knowledge only extends to if they went to Pre-k (or any other Preschool) and what their Kindergarten experience was like. They have a surprising amount of background knowledge and past experiences despite the impoverished area. I think technology is not an issue because most of their parents have smart phones and/or a tablet for them to use. In regards to writing, I believe that my students probably are split between ready/ excited and nervous/unprepared. If they had a good foundation of sentence structures in kindergarten, then they will be excited and ready to write stories in first grade. If they are behind in creating a good sentence, they likely will dread writing and be scared to make mistakes. My students’ learning goals and expectations are most likely to have fun, go on to the second grade, and explore this cool world.

5.  Characteristics of the Teacher

What beliefs and values does the teacher have about teaching and learning?  What is his/her attitude toward:  the subject? students? What level of knowledge or familiarity does s/he have with this subject?  What are his/her strengths in teaching?  

As a teacher, I believe my students should be given a personal experience in their learning experience. I hope to give them ample access to a plethora of tools to guide their thinking towards a creative, positive writing experience. I want my students to take control and take ownership of their writing. My attitude towards writing is that I personally like the subject; however, I have trouble focusing on my writing and following through. My attitude towards my students as teacher is very positive and encouraging. I want my students to feel that I am on their team and here to guide them towards success. I wasn’t a huge fan of writing for personal gain but I definitely don’t dislike writing.My strengths in my teaching are that I naturally differentiate and assess constantly in a variety of ways.