TPE 1

Engaging and Supporting All Students in Learning

TPE 1.1-1.8

TPE 1.1

Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

Thoughts on TPE 1.1

Through observation and discussion with my students I was able to gain significant information on my student’s backgrounds including their cultural and linguistic, family and home backgrounds, SEL support, health, assets and funds of knowledge, as well as interests and aspirations. This is helpful information as I go into planning my lessons. Understanding my students’ assets and how they affect instruction is crucial to being able to support my students in their education. Maintaining an asset mindset as I approach my lesson planning and support for students is imperative.

TPE 1.4

Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

Thoughts on TPE 1.4

In my Shadowing Assignment, I was able to evaluate and identify areas of support for my focus student as well as observe behaviors. I was able to then use the information and data gathered on this student to understand areas of developmentally and ability-appropriate instructional strategies for this student, with keeping in mind UDL and MTSS for further lesson grouping and structures.