Learning Outcomes, Assessments & Activities

Learning Environment & Situational Factors

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?  

• There are currently 16 students in the class. I could have up to 23 students.

• The course is being designed for primary learners (kindergarten). 

• The class meeting time is 120 minutes five times a week.

• The course will be delivered in a classroom. 

• Some physical elements of the learning environment include five rectangular tables that can seat four learners per table, a horseshoe table where the learner can work with the teacher, a large carpet area for optional seating for learners, classroom library with a variety of books. 

• Technology issues include internet connectivity and the availability of the Seesaw software.

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2. General Context of the Learning Situation

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

• Students are expected to learn all uppercase and lowercase letters and all letter sounds. 

• Students are expected to know the difference between a letter and a printed word. 

• Students are expected to be able to decode words and identify the author's purpose. 

• Students are expected to learn high-frequency words. 

• Students are expected to learn to demonstrate their understanding of various texts. 

• Learners are expected to read on a Fountas and Pinnel level D by the end of the school year.

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3. Nature of the Subject

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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?

• The subject is practical for early literacy skills. 

• The subject is primarily convergent.

• In recent years, the kindergarten curriculum has been increasing academic standards and focusing less on the social development of students. 

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4. Characteristics of the Learners

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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? 

• The learners are young, ranging from ages 5 to 6. I have a culturally diverse group of students. The majority of the learners come from socio-economically disadvantaged homes. Some students live in two-generation homes or with a family member that is not a parent.

• Most students attended Pre-K and have some knowledge of the subject. However, none of the learners mastered the foundational skills, such as recognizing letters and letter sounds.

• The students are very young; therefore, the teacher will facilitate goal setting and expectations.

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5. Characteristics of the Teacher

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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?

• I believe that all students are capable of learning. My responsibility as the teacher is to create a significant learning environment so students with various learning styles can succeed. I believe play is essential for learning and that children learn best through hands-on experiences and peer collaboration. I strive to motivate and teach my students to function as independent learners. 

• I am responsible for setting a foundation so that students will find a love for reading so that they can continue to grow throughout their educational journeys. 

• This is my 5th year teaching kindergarten. I have also taught 1st grade for four years. I frequently participate in literacy professional development classes offered by my district. I recently completed the Texas Education Agency's 60-hour Reading Academies course.

•  My strength in teaching is building meaningful relationships with my students and differentiating for learners so they can learn to their maximum potential. 

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