The TPEP criterion #3 is recognizing individual student learning needs and developing strategies to address those needs.  The overlap in the three frameworks is identifying and addressing the needs of students and establishing and achieving student growth goals for subgroups.

One way to show that you are actively seeking information about students is student interest surveys.  I have gathered some on this pinterest page.  

Take the survey to another level by trying Back to School Scoot!  To do this, place a task card on each desk (or chair).  Students start at any number.  At your signal, have the students rotate around the desks until they have answered all of the questions. Give the students enough time to read the question and answer it before having them rotate (1-2 minutes). I find it works best in middle school to have them rotate in order, but I have tried it where I just yell “Scoot” (¡Muévanse!) and they scramble to any other seat to which they have not been and just fill in the answer to that question in the appropriate box.  Scoot could be done in English at the novice level and there are sets available in French and Spanish for upper levels.

Another option is to tape the questions around the room or out in the hallway, you could also have the students work in pairs, and rotate at your signal.  I use these types of activities throughout the year so this allows me to teach procedures and expectations while getting to know more about their individual preferences.  Other variations for student interest surveys include creating an on-line Google form or back to school Jenga.  

I also like the play dough idea for getting to know students from the book Teach Like a Pirate by Dave Burgess.  When students walk in on the first day of school have a can of play dough on a paper plate of each desk.  Tell the student to create something with the play dough that is in some way representative of themselves.  Tell the students that they will not have to get up in front of the room and speak but they will have to say their name and a sentence or two about their creation.  Then circulate around, show each creation, ask each student’s name and a question or 2 about the creation.  At the end of the activity offer a prize for anyone who remembers everyone’s name.  See my prior post for other ideas on making connections with students.

Criterion #3 also includes effective teacher use of formative assessment data.  Teachers can establishing student growth goal(s) and document student growth and achievement of student growth goal(s) with free writes and video recordings at various stages throughout the year.  My students have chromebooks and we use Wevideo and Flipgrid to record student growth as well as good old fashioned paper and pencils.

Here is a link to a previous post on Tpep #3.

Tpep Criterion #3: Recognizing individual student learning needs and developing strategies to address those needs.

Getting to know our students, using formative assessment data, scaffolding of information within lessons, differentiating instruction, and demonstrating flexibility and responsiveness are some of the strategies the distinguished teacher uses to address student needs.  How do you support individual student learning needs?