Running head: Domain D Review

Review of Portfolio Artifacts for Domain D

Michael Wigglesworth

National University

May 25, 2018

MAT 690 Capstone

Instructor: Michelle Pengilly Ed.D.

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Domain D Review

Abstract

The following paper discusses the artifacts submitted for Domain D for my Professional

Development Quest Portfolio. The artifacts include a technology centered lesson plan, a paper

discussing Dr. Howard Gardner's theories of multiple intelligences, and a lesson plan that

employs student grouping strategies as a way to maximize engagement and comprehension.

Domain D - Artifact Analysis

Domain D of the California Teaching Performance Expectations addresses the objective

Planning Instruction and Designing Learning Experiences for Students. The first artifact that I’ve

included is a lesson plan that incorporates a variety of technology for engagement and depth of

learning. First, students familiarize themselves with the legislative process by playing a video

game (using Chromebooks) created by the Annenberg Foundation depicting some the procedures

by which bills move through the legislative process. From there student groups of three use a

wiki page to edit an out of order script describing the legislative process, making it correct. Next,

students organize into a mock congress (similar to the lesson plan depicted in Domain C). Each

committee will then use a wiki page to share student bills, vote, and make edits to their bills.

Each committee will present its final bill to the class using Prezi or some other presentation

software. Not only are these technology tools an effective way for teachers to promote

engagement but it is also the role of education institutions to teach students how to navigate the

new high-tech landscape in a way that promotes a high quality education and allows students to

“play a more active role in their learning” (Hubbell, 3).

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Domain D Review

The Second Artifact is a reflection on Dr. Howard Gardner's theories of multiple

intelligences. The paper demonstrates the need to move beyond the one-dimensional, linguistic

based classroom. It provides a discussion of how education that is adapted for multiple

intelligences can better serve students. The paper goes on to reflect on specific lessons that I have

implemented in the classroom. The unfortunate reality is that our school system has traditionally

catered to those students who process information and learn primarily through the linguistic /

logical intelligence. So, my lessons have been designed to move away from the one dimensional,

linguistic-based classroom in order to accommodate other modes of learning. By approaching

learning through the use of art, stories, drama, cinema, or poetry, the instructor will be

much more likely to “stoke curiosity” in the classroom and facilitate “intrinsically motivated

learners.” That is to say, the student will be motivated by an internal desire to know more about

the topic (Slavin, 2006).

The 3rd artifact is a paper outlining how whole group, small group, and student

panels can be used in the political science classroom. The paper demonstrates how these

grouping strategies can be used to teach the topic of Supreme Court case law. The lesson in

question evolves from a period of whole group direct instruction on the topic of the structure of

the federal judiciary and the appeals process to a period of small group learning in which

students research the constitutional arguments pertaining to a specific land mark court case, to a

final Peer panel design in which students actually act out and argue the cases in a mock Supreme

Court. By using a variety of grouping patterns in the classroom the teacher is more likely to have

opportunities for differentiating instruction and addressing the divers needs of a diverse student
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Domain D Review

population. By using this strategy in the classroom the teacher gains more flexibility and is better

equipped to target the needs of students and to individualize instruction (Ventriglia, 2009).
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References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

works. Alexandria, VA: Association for Supervision and Curriculum

Development.

Slavin, R. E. (2006). Educational Psychology: Theory and Practice. (8th Ed). New York, New

York: Pearson.

Ventriglia, L. D., (2009). Best Practices: Differentiated Instruction– The Rule of Foot. Mexico

City: Younglight Educate