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.

The Cultural Diversity Assignment represents TPE 1.1 because it required me to explore and reflect on the diverse cultural, linguistic, and socioeconomic backgrounds. Through this assignment, I got to learn how to apply that knowledge to create inclusive and engaging learning experiences that respect and build upon students’ unique identities and prior experiences. This aligns directly with TPE 1.1, which emphasizes understanding students’ backgrounds to support meaningful learning.

TPE1.4: Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design for Learning (UDL), to support access to the curriculum for all students.

The shadowing assignment gave me the opportunity to observe a student in special education (SPED). This experience helps me understand the diverse needs of learners and the importance of tailoring instruction to support students with different abilities and learning profiles. It directly supports the development of strategies and perspectives necessary to differentiate instruction and provide equitable access to learning.