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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
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
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
“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
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
My use of equity sticks is one of the strategies given in Kimberly Tanners piece titled
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.
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
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
References
(2013). Structure matters: twenty-one teaching strategies to promote student engagement and
source/educator-prep/standards/adopted-tpes-2013.pdf