Literature Review: Domain D

Literature Review: Domain D

Erica Savage

National University

Abstract
Literature Review: Domain D

In this paper, I will discuss two topics that relate to Domain D, instructional planning and

learning about students. I have researched two articles that pertain to this domain and specific

topics. The first article, “Lesson Plans and Unit Plans: The Basis for Instruction,” is taken from a

teaching book called “The New Teacher’s Companion” and discusses lesson plans in depth

including the elements of lesson plans, lesson plan phases, and additional considerations for

planning exceptional lessons. The second article that I researched titled “Learning About Your

Students’ Backgrounds” discusses what characteristics teachers should know and understand in

order to successfully design and teach subject matter.

Literature Review: Domain D

Literature Review: Domain D

Instructional planning is a task that all teachers anticipate going into the profession;

however, not all lesson plans are created equal. Exceptional lesson plans have specific elements

that make them effective including the task of learning about the students. Domain D of the

Teaching Performance Expectations is all about designing instruction and designing learning

experiences for students. Designing instruction largely revolves around teaching methods and the

sequence of instruction. In designing learning experiences for students, the key words are for

students. Teachers must learn about their students in order to design instruction that is both

appropriate and successful. In the first article I researched, taken from the book “The New

Teacher’s Companion,” Gina Cunningham examines designs, phases, and other elements that

make a lesson plan effective. The second article, “Learning About Your Students’

Backgrounds,” explores different qualities to consider when learning about students.

After studying, observing, and reflecting on lesson plans for several years, Gina

Cunningham came up with eight phases of an effective lesson plan which include: 1.

Introduction; 2. Foundation; 3. Brain activation; 4. Body of new information; 5. Clarification; 6.

Practice and review; 7. Independent practice; and 8. Closure (2009). Each phase includes several

points that build off one another. For example, in the introduction of a lesson, teachers should set

a purpose, introduce key concepts, capture students’ attention, and make learning relevant. Once

they have done this, they can move on to phase two or foundation in which they assess prior

knowledge, clarify key points, focus on specific standards or objectives, and introduce key

vocabulary. The whole design of the lesson phases supports the idea “Yesterday's learning is

complemented by today's lesson, which leads to achievement tomorrow and beyond” (2009). By

activating students’ background knowledge, the teacher can engage students, assess prior

knowledge, and clarify any misconceptions. Other than the design of the lesson itself, teachers
Literature Review: Domain D

also must consider factors that may play a role in the lesson design such age group and attention

span, grouping, and materials. Once the lesson is carried out and complete, teacher should then

reflect not the lesson and consider what went well and what could be adjusted in the future.

In addition to considering specific pedagogy when designing lessons, teachers should

also consider her students. A teacher can design the best lesson in the world, but if her students

are not developmentally ready for the lesson or have no background knowledge on the subject, it

would be hard for them to be successful. With such diverse learners in today’s classrooms,

teachers must also consider students backgrounds when designing lessons. In the article

“Learning About Your Students’ Backgrounds” the author suggests that is important to look at

where students come from, their language, culture, values, and home environment during

instructional planning (2016). Learning what students’ first language is important because it can

affect their understanding of a lesson. Understanding language differences and similarities can

also help when lesson planning as well. In one of the classes that I aided for, the teacher did a

culture project in which students made projects based on their heritage. They were required to

interview a family member, present a classic recipe from that heritage, and share any holidays

that they celebrate. I thought that was a neat way to learn about students backgrounds.

Additionally, learning about students’ family values is important. The article “Learning About

Students’ Backgrounds” suggest that teachers understand family expectations, relationships, and

level of respect for teachers (2016). Lastly, teacher should also learn about the home

environment in which a student comes from including who lives at home, socio economic status

and the resources available at home. All of these factors could benefit the teacher when

designing instruction for students.

Literature Review: Domain D

Designing instruction that is detailed, organized, and that inspires students is a task that

takes time and effort. Teachers need to know and understand all of the elements that make a

good lesson, they need to know subject specific pedagogy, and they need to know the kids that

they are teaching. Lessons are not one size fits all; each class is unique in its own way and

lessons should be designed to help every child be successful.

References

Cunningham, G. (2009, November). Lesson Plans and Unit Plans: The Basis for Instruction.

Retrieved April 23, 2019, from

Literature Review: Domain D

http://www.ascd.org/publications/books/109051/chapters/Lesson-Plans-and-Unit-

Plans@-The-Basis-for-Instruction.aspx

Learning about Your Students' Backgrounds. (2016, February 04). Retrieved April 22, 2019,

from http://www.colorincolorado.org/article/learning-about-your-students-backgrounds