TPE 4

TPE 4.1: Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.

What is this?
These are student interest surveys given to a fourth- and fifth-grade class at the beginning of my time working in their classroom. The surveys ask students to evaluate their own proficiency in core subjects such as math and language arts, as well as their comfort levels working with others, contributing to class discussion, and more. The surveys also include questions about the students' favorite books and hobbies, which I used to plan my lessons around their interests. (For example, many of the students expressed interest in technology-related hobbies, so I gave them many opportunities to work on their Chromebooks for lessons.)

Why did I choose this?
I chose these surveys to represent TPE 4 because I believe they helped me create positive and effective learning experiences to suit the diverse needs of my students. Not only did they highlight student strengths and weaknesses, but they gave students the chance to express what interests them specifically. I actually used these surveys in two of my four placements, with students ranging from fourth grade to sixth grade. I have found it to be very effective with the upper grades.

What did I learn?
After giving out these surveys and reading through each one, I learned that no two students have the same needs in a classroom. I learned that it is important to base my lessons around everyone's needs and offer multiple means of engagement, representation, and expression. In addition to receiving information from my mentor teacher in regards to IEPs and ELPAC scores, I found it important to hear what students have to say about their own needs.