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Literature Review Domain C

This literature review examines artifacts chosen by the author to demonstrate their teaching abilities in domain C. The artifacts show the author's ability to ensure student engagement and participation, communicate objectives, and support English language learners. One artifact is a classroom goal wall that shares objectives with students. Another is using equity sticks to randomly call on students, promoting participation. A third is a student video project where small groups reinforced content and language skills. The review discusses how these artifacts meet teaching standards and help all students learn.

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83 views5 pages

Literature Review Domain C

This literature review examines artifacts chosen by the author to demonstrate their teaching abilities in domain C. The artifacts show the author's ability to ensure student engagement and participation, communicate objectives, and support English language learners. One artifact is a classroom goal wall that shares objectives with students. Another is using equity sticks to randomly call on students, promoting participation. A third is a student video project where small groups reinforced content and language skills. The review discusses how these artifacts meet teaching standards and help all students learn.

Uploaded by

api-433521624
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Running Head: Literature Review: Domain C 1

Literature Review: Domain C

Andres Gonzalez

National University
Literature Review: Domain C 2

Abstract

This Literature review will examine the artifacts I have chosen to include in domain C of

my Professional Development Quest Portfolio. The artifacts I have chosen highlight my ability to

ensure active and equitable participation among my students. They show my ability to

communicate instructional objectives. My artifacts also show how I develop instructional

activities and create sentence stems of accountability to support my ELL students. Kimberly

Tanner in her article Structure Matters: Twenty-One Teaching Strategies to Promote Student

Engagement and Cultivate Classroom Equity discusses these strategies referred as “equitable

teaching strategies” to support educators in creating a classroom of equity in teaching all

students.
Literature Review: Domain C 3

When reading through the Teacher Performance Expectations for domain C I really

didn’t have a difficult time selecting artifacts. Selecting my first artifact came rather quickly

upon reading Teacher Performance Expectation 5 on student engagement. It states that

“Candidates clearly communicate instructional objectives to students and ensure equitable and

active participation from all students (CCTC, 2013, p.13).” I included using my classroom goal

wall as artifact 1 being it is something I refer to weekly that clearly communicates my

instructional objectives to students. The next sentence of TPE 5 states that “Candidates ensure

active and equitable participation of all students (CCTC, 2013, p 13)” Artifact 4 in my classroom

equity sticks is what I use to do this.

My use of equity sticks is one of the strategies given in Kimberly Tanners piece titled

Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and

Cultivate Classroom Equity. Tanner states that this strategy is used to create the culture in the

classroom that any student can be selected to participate at any given time. This promotes student

engagement and participation. Having a cup with student names on it can minimize any

suspicions that the instructor is preferentially calling on certain students (Tanner, 2013, p. 322).

It is for this reason equity sticks are used in my classroom. I believe that when used consistently

the sticks establish a norm for participation and encourage student engagement. An example of

my usage is I can pose the students a question and pull from the equity sticks for a response.

Many times, if a student does not know I pull again for another student. If that student gets it

correct, I circle around to the student that couldn’t answer and ask them to repeat what was said.

This promotes active listening.

In her article Tanner also discusses the benefit of small group interactions and how it

promotes active student engagement. Tanner states “How instructors’ structure small-group
Literature Review: Domain C 4

interactions have the potential to provide a feeling of inclusion, community, and collaboration

for students who may otherwise feel isolated (Tanner, 2013, p. 323).” This brings me to artifact 2

a student video presentation my students made from an assignment. Students were placed into a

small group to record an infomercial on a phony product. This meets almost all TPEs within

domain C. For TPE 4 making content accessible the students reinforce the content by getting to

present and perform on camera. For TPE 5: They were highly engaged and applied what they

learned with real world examples. This activity was also a great help for my ELL students as

they got to work on their speaking and listening skills on camera. With these videos the students

and I were able to analyze any errors in their oral language and correct them.

An additional way I help support my ELL students is through the use of Artifact 3:

Accountable sentence stems. The stems support students in being able to respond in the form of a

complete sentence. For the ELL students it assists them in speaking without the added pressure

of thinking how to formulate a response.

These artifacts show my ability use to equitable teaching strategies to meet the needs of

my students. The artifacts have helped them develop academically while being engaged and

challenged by the content presented to them.


Literature Review: Domain C 5

References

(2013). Structure matters: twenty-one teaching strategies to promote student engagement and

cultivate classroom equity. CBE life sciences education, 12(3), 322-31.

The California Performance Expectations. California Commission on Teacher Credentialing

(2018) Retrieved November 10, 2018, from https://www.ctc.ca.gov/docs/default-

source/educator-prep/standards/adopted-tpes-2013.pdf

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