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Running head: Domain E Review

Review of Portfolio Artifacts for Domain E

Michael Wigglesworth

National University

May 30, 2018

MAT 690 Capstone

Instructor: Michelle Pengilly Ed.D.


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Domain E Review

Abstract

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

Development Quest Portfolio. The artifacts include a picture of my students engaged in a

cooperative learning activity, unit project for my 12th grade AP Government and Politics

classroom, and a lesson plan designed to give the students a clear understanding of the Japanese

American internment during WWII.

Domain E - Artifact Analysis

Domain E of the California Teaching Performance Expectations addresses the objective

Creating and Maintaining Effective Environments for Student Learning. The first artifact that I’ve

included is a picture of my students engaged in a cooperative learning activity. It is important to

create environments for student learning that move beyond the traditional isolated, independent

learning of the 20th century classroom. The photograph was taken during activity in which

students were tasked with rotating through stations evaluating each of the eight features of the

Articles of Confederation and drawing conclusions. Assignments such as these can be an

effective way to provoke deeper analysis and teach collaborative problem solving skills.

Ultimately, this gives students the feeling that they are part of a learning community and it gives

the teacher the ability to circulate around the classroom and engage students one-on-one. 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

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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Domain E Review

My Second artifact is a a unit project for my 12th grade AP Government and Politics

classroom. The project is designed to incorporate various learning modalities and to encourage

high levels of student engagement. The project is closely aligned with the Bloom Taxonomy

learning objectives. The unit plan also demonstrates how I organize instructional time in the

classroom to move students from basic fact recall to higher order thinking via discovery learning

and critical analysis. Linda Ventriglia points out the importance of creating an “authentic

environment” in the classroom “where students gain the confidence and experience-based skills

to find their own solutions to problems” (Ventriglia, 2009). The project will be focused on the

topic of the executive bureaucracy and the roll of policy networks or “iron triangles”

in American democracy. The project starts with direct instruction and student research on the

topic of the executive bureaucracy. Next students evaluate the topic of iron triangles and answer

the essential question, “who is really calling the shots in the policy making process?” After that,

students choose an area of policy and construct their own iron triangle and present it to the class.

The unit culminates with a “Situation Room” reenactment where students respond to a policy

crisis and draft policy recommendations for the President. This type of open-ended

exploration teaches students to step out of the traditional linear thinking of the 20th century

Information Age and begin to construct modes for creative, integrative thinking (Ventriglia,

2009).

My third artifact is a lesson plan designed to give the students a clear understanding of

why and how the Japanese American internment during WWII took place. The lesson

also encourages students to evaluate the subject matter in terms of their own personal values and
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Domain E Review

ideas about democracy and civil rights. The lesson plan incorporates a PowerPoint presentation

by the teacher, cooperative group activities, and independent learning activities. This assignment

requires that students go beyond simple definitions or descriptions of events. Students are

required to discuss the constitutional implications of the Japanese internment, including how it

potentially impacts their own civil liberties. The project culminates with students comparing the

Japanese internment to how Arab Americans were treated in the aftermath of the 9/11 terrorist

attacks. This lesson demonstrates how I construct interactive environments for learning and use

class time to unsure deeper analysis and exploration learning.


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Domain E Review

References

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

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