Secondary History/Social Studies

Task 1: Context for Learning Information

TASK 1: CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an “X” next to the appropriate description; if
“other” applies, provide a brief description.)
Middle school: _____
High school: __X___
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate
description.)1
City: __X___
Suburb: _____
Town: _____
Rural: _____
3. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, remedial course, honors course) that will affect your teaching in this
learning segment.
[ There is one special feature that my room has and that is that the back wall is an open/closing
door that slides. This means that it does not stop noise the way that all the other walls do. The
class that takes place in the other classroom is normally loud. It affects my class because the
students can get side tracked from what they are working on by music, talking, movies ect…
Other than that, my room is rectangular with five rows in it seven chairs deep. There is a teacher
desk in the front right corner, with a projector and multiple white boards also being in the front.
In second hour, the school does 5-minute announcements to start the class which means that
this class tends to either be very vocal and excited about what was discussed or calm since
they could get into their seats and settle down over the news transition period.]
4. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[ All teachers are required to follow the state/national standards when creating their lesson
plans. We also have Professional Learning Communities or PLC’s that all teachers are required
to take part in. Each class has a PLC. In this case the World History PLC is made up of six
teachers including myself. The goal of the PLC is to develop common assessments throughout
all the classes. These assessments range from everyday assignments/homework to all of the
chapter tests and semester tests. This will affect my teaching because it will force me to teach
specific material whether I was planning on it or not. It also sets a timetable of where I need to
be in the curriculum by the end of the semester. While I did take part in creating some of these
assignments, most of the more senior teachers took over this process. The district I am working
in is also starting to push teachers to start using google products in the classroom more than

1 If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.

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 Secondary History/Social Studies
Task 1: Context for Learning Information

Microsoft. This will not affect my classroom everyday however students have not been equipped
with the skills to use these tools just yet. Minnesota has the Minnesota Comprehensive
Assessment or MCA test which is a state-wide and is used to see how well students are doing
in reading and science. It is taken in the 10th and 11th grade, however teachers are being
pushed to prepare the students in 9th grade as well. Finally, the last strategy that is being used
is called WICOR. It stands for writing, inquiry, collaboration, organization, and reading. The goal
of instituting it is to increase ACT scores. This will affect my teaching since they want students
(especially 9th graders) to write more. The district believes that writing more will increase all
phases of student growth throughout the district. ]

About the Class Featured in this Learning Segment

1. What is the name of this course?
[ Freshman World History]
2. What is the length of the course?
One semester:
One year:
Other (please describe):
[ One year: Students change teacher at semester]
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
[ 50 minutes every day ]
4. Is there any ability grouping or tracking in history/social studies? If so, please describe how
it affects your class.
[ There is no tracking. This greatly affects my teaching because I must create
assessments for students who are special, students who have 504, students who are
considered gifted and the average student. In class, I must find a way to convey what is
important to my students, while making sure I don’t lose some due to the material being
to difficult, or lose others due to material being too easy. This has been the hardest part
of this class so far. ]
5. Identify any textbook or instructional program you primarily use for history/social studies
instruction. If a textbook, please provide the title, publisher, and date of publication.
[ World History & Geography published by McGraw-Hill 2014 is the main book that our class will
be using. It also has an online version on ConnectEd.mcgraw-hill.com ]
6. List other resources (e.g., electronic whiteboard, resource library in classroom, online
resources) you use for history/social studies instruction in this class.
[I will have the use of a projector and a whiteboard. This will be one of my main modes
of introducing my students to material and schedule of what we will be covering in class.
We will have access to IPADs during class which have wifi capabilities. These will not
be used very much since we will also have access to computer labs during my class
period. The students will be watching John Green crash course to world history as a
supplement sometimes. I will be using a computer lab in one of my lessons. There are
more resources such as online resources that we will not utilize this unit but do in
others. ]

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 Secondary History/Social Studies
Task 1: Context for Learning Information

About the Students in the Class Featured in this Learning Segment

1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
[30 freshman]
2. Number of
 students in the class: _30_
 males: __15___ females: __15___
3. Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the charts. Some rows have
been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports
or accommodations/modifications to instruction or assessment (e.g., students with
Individualized Education Programs [IEPs] or 504 plans, students with specific language
needs, students needing greater challenge or support, students who struggle with reading,
students who are underperforming or those with gaps in academic knowledge).
For Assessment Task 3, you will choose work samples from 3 focus students. At least one
of these students must have a specified learning need. Note: California candidates must
include one focus student who is an English language learner.2

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Learning disability 3
Needs a shared paraprofessional in his
core educational classes (math, English,
Biology and World History) to assist with
complying with directions, being on task
and accepting redirections from staff. (we
have 2 teachers in the room, no
paraprofessional). Receive extended time
on tests, teachers need to break tests into
smaller chunks. Students need a copy of
the school text book at home. All
assignments and tests will be modified to
show mastery, Teacher will need to
repeat and shorten directions. Teachers
will also need to check in to assure
comprehension of the expectations.
Student will be seated closest to
instruction, be allowed to take breaks
from class as needed, and be allowed to
get a drink and return at any time.

2 California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.

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All rights reserved. V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
 Secondary History/Social Studies
Task 1: Context for Learning Information

Deaf/hard of hearing 1 Student has access to preferential seating

Specific Learning Disabilities
near the front of the classroom, with his
better hearing ear (right ear) situated
towards the teacher and classmates in all
settings. Student will have the option to
request a quieter space during small
group cooperative learning activities in all
classes. Classroom doors will be kept
closed during instruction in all classes.
Teachers will enhance Luke's auditory
reception by repeating and/or rephrasing
peer responses while facing the class,
providing visual cues to support oral
information. Student will be able to
request that information is repeated
and/or rephrased in all classroom
discussions and instruction. A personal,
ear-level receiver worn in his right hearing
aid and connected to a teacher
transmitter/microphone will be provided in
order to allow direct access to verbal
instruction and to reduce auditory fatigue.
2 Students need assignment modification,
directions repeated/shortened,
alternate/quiet setting for tests, staff need
to check in with student to make sure they
understand written directions, larger
reading projects should be broken into
smaller chunks for comprehension, tests
not measuring reading skills will be read
aloud. This will be at students request
and implemented by the general or
special education staff.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
English Language learners 2 Pre-teach vocabulary using graphic
organizer. assignment modification,
directions repeated/shortened,
alternate/quiet setting for tests, staff need
to check in with student to make sure they
understand written directions, larger
reading projects should be broken into
smaller chunks for comprehension, tests
not measuring reading skills will be read
aloud.

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. 4 of 4 | 4 pages maximum
All rights reserved. V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.