EX1: Student Perception Survey

bob-williams

1b: Demonstrating Knowledge of Students
Teachers get to know the diverse backgrounds of their students using both a class evaluation survey and other information gathered informally.

Educator: Bob Williams [Email Bob]
School: Colony High School in Palmer

Appropriate for Grade Levels: 9-12
Content area(s): All

How does this lesson or technique improve student learning?

By using a survey and collating the data and then incorporating that information into the design of lessons, student learning in the classroom will increase because teachers will know the diverse needs of their students, as well as their culture and learning style. These formal and informal records should be reviewed periodically by the teacher throughout the school year.

What does it look like in my classroom?

Timeline: One survey, 20 minutes + time to collate and analyze data

The survey includes 25 questions. Although it won’t take students long to complete, the collating of the data could take upwards of an hour. The results should be shared in some way with the class to provide a picture of the type of learning styles and cultures that exist. The teacher can also incorporate other anecdotal information in conversations with students. All of this should be used to inform instruction and customize what is being taught to the culture and learning styles of the particular students in the classroom.

The key to this activity (why it works so well for this component):

This worked well in my class because students liked being asked to work with their families on an assignment, and parents commented on the activity later in the year. As the teacher, I learned about the students and their lives at home. By using this activity in my class, students were able to contribute to a class data set in a personal way.

Artifacts to gather for evaluation

The Danielson Connection

In the Danielson Model, component 1b is described to have the following key elements:

  • The teacher frequently gathers formal and informal information about students to use for planning effective instruction.
  • The teacher frequently connects instruction to student interests, needs, and cultural heritage.
  • The teacher builds trust with students and their families by incorporating respect for and the sharing of cultural heritage within class activities.

Within the discussions and the 2014 final report from Governor Walker’s education transition team, the ethnically and geographically diverse team stressed the importance of Alaska educators and the public education system to implicitly and explicitly value and respect the cultural heritage of Alaska students.

“Safe, Welcomed, Respected, Valued” (SWRV) is the aspirational goal shared by every Alaska student as they enter the classroom. An important aspect of SWRV is that it is not a poster, stand-alone lesson, or one-time event. SWRV should be embedded within daily student-teacher interactions and the teacher goal of building rapport with students. Teachers should solicit feedback from students and families that can be used in designing and planning instruction.

Opportunities to share cultural heritage should be available to students in both oral and written form. There should be a place in the classroom where students are welcomed to write feedback on aspects of the class that they enjoy and aspects that they feel are most challenging. Student feedback should be welcomed and valued by teachers.

While staying within the boundaries of the school district’s survey and data collection guidelines, teachers should gather information on student interests, student short and long-term goals, and how their students like to treated by each other students and by the teacher. Teachers should know important positive stories and examples about their students to develop a deeper understanding of their students.