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Running Head: Reflection Artifacts Domain C

Reflection - Artifacts Domain C


Veronica Sandoval
National University

In partial fulfillment for the requirements for


TED 690 Capstone
Professor Barbara Ray
October 14, 2015

Running Head: Reflection Artifacts Domain C

Abstract
Based on a Professional Development Portfolio this assignment is a reflection of the artifacts
developed for this domain. Three Artifacts have been established along with a reflection as to the
rationale and value of selecting specific artifacts. Domain C. TPE 4: Making Content Accessible
TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices in Grades
K-8 and TPE 7: Teaching English Learner

Running Head: Reflection Artifacts Domain C

The reason for choosing this first artifact is that teachers can use comprehensible input to
simplify the communication of content to both ELL and non-ELL students. This assignment
compares an article on teaching English learners in academic content and language skills to
Hunters ideas on Teaching for Transfer.
While the goals of these two strategies are the same, the way that they go about teaching
for transfer is different. In Hunters model, it is important to make sure that learning is complete
before moving on. We should complete one learning to an appropriate degree before introducing
another related learning. On the other hand, Hansen-Thomas feels that higher learning takes
place when using higher order language, graphic organizers, and hands-on learning. She feels
that it is important to bring in realia and visual aids to stimulate learning. I believe that no matter
which approach teachers use to make content accessible for all students, it is important to
motivate English language learners and non-English language learners and encourage them to do
challenging work while providing them the support they need to be successful. In addition
differentiation of instruction ensures the success of English language learners. Teachers can help
their students scaffold to successfully understand new concepts by activating prior knowledge
based on their individual backgrounds.
The second artifact used for this domain is an assignment that discusses the use of
different teaching strategies to make content accessible and engage students in learning the
content. This first part of the artifact focuses and emphasizes the importance of summarizing and
note-taking, as we know it is important to provide structure that guides the process of
summarizing. This article besides providing plenty of information about summarizing and note
taking it provides a step by step guide with examples on how to teach these two skills. Part 2.

Running Head: Reflection Artifacts Domain C

Problem Solution Comparison/Contrast of Informational text. Using two informational articles


on Bullying and Cyberbullying, students in a Social Studies class in 6th Grade compare and
contrast, find a problem and solution in each article using a modified Vann diagram. As well as
summarizing and note taking the use of graphic organizers are a great teaching strategies to make
the content accessible to students especially to ELLs as they can see the information in an
organized way making it more understandable and easy to learn.
The third artifact is a review of supporting article. This article expresses how many
students are being left behind by an educational system. It states that in order to improve
educational outcomes it will require the support and effort of a learning community as part of a
solution in helping students to better regulate their learning through the use of effective learning
methods. It is extremely important for teachers to be reflective teachers. Something that works
great for one class may not necessarily work well for another. When teachers make the necessary
adjustments the teacher demonstrates both the willingness and the ability to reflect on what can
be done to build bridges between what her students know and can do and what they are capable
of learning, given appropriate teaching methods.
According to Constatntino (2009) the pillars with the most direct impact on teachers preparation
and the teaching profession are Stronger Accountability for Results, and Proven Educational
Methods. With this said teacher need to be prepared to use the best teaching strateies that best
fits the needs of her class.

Running Head: Reflection Artifacts Domain C

Reference
Costantino, P., & Lorenzo, M. (2009). Developing a professional teaching portfolio: A guide for
success, 3 ed. Upper Saddle River, NJ, Pearson.