Domain D Artifact Reflections

Reflection for Domain D Artifacts

Damon Garner
National University

In partial fulfillment of the requirements for

TED 690 Capstone Course
Dr. Pengilly

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Domain D Artifact Reflections

Abstract

I will be looking back at my 3 artifacts, or pieces of evidence for Domain D of the

California Teaching Performance Expectations. Planning Instruction and Learning Experiences

for Students is the focus of this domain. I will cover the rationale and value of selecting these

artifacts.

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Domain D Artifact Reflections

We must, as educators, try to learn as much about our students as we can. By showing

that we take an interest in them and sincerely care about them will go a long way to having a

successful school year. This is also one of my biggest motivating factors in being a teacher.

Working with youth and motivating them to reach their full potential. In my first artifact I use an

activity that engages the students to use their creativity and artistic side. The students create and

build a storyboard as the unit on the Russian Revolution progresses. The students can work and

collaborate together on the assignment so that they can use their strengths on the project.

The second artifact is an administrative observation form. The form itself covers what

was taught, how I taught the lesson and the takeaway from the lesson from the administrator. The

rationale for including this particular observation as an artifact was the feedback from the

administrator. The feedback was both positive and constructive. The administrator, Brooke, took

the time to point out that the class was both engaged and inspired in the discussions from the

lesson. Brooke also pointed out one area that I could work on. This feedback will help me adjust

the lesson for this upcoming school year and streamline and simplify the media that I used.

The third artifact I have included was the literature review of Instruction a

Models approach by Mary Alice Gunter, Thomas H. Estes and Jan Schwab. By properly

designing your curriculum and pacing out your units, lessons and activities you can keep a more

lively and engaging pace for your classroom. Gunter et al states, (2003) In a well-structured

course design, the learner will be able to recognize the order behind the plan, to determine how

the parts fit into the whole, and to see how each part is related to other parts. (p. 39) This is

crucial for the student to be able to build on prior knowledge. When World or U.S. History

students can see the correlations from one time period to the next and make those connections

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Domain D Artifact Reflections

and see how their world around them has been shaped, their success and engagement in the class

is much more likely.

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Domain D Artifact Reflections

References:

Gunter, Mary Alice, Estes Thomas H. & Schwab Jan. Instruction A Models Approach. Pearson

Education. 2003.