Running head: Week One Assignment

Assignment 1A

Michael Wigglesworth

National University

May 13, 2018

MAT 690 Capstone

Instructor: Michelle Pengilly Ed.D.

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Week One Assignment

Abstract

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

Development Quest Portfolio. The artifacts consist of an interdisciplinary lesson plan, a research

paper discussing student grouping methodologies, records of conversations with my BTSA

support provider, and analysis of student work.

Domain A - Artifact Analysis

Domain A for the California Teaching Performance Expectations addresses the objective

of making subject matter comprehensible to students. The first artifact that I’ve included is a

differentiated interdisciplinary content lesson plan. The lesson plan incorporates three separate

subject areas; American government, English / language arts, and biology. This cross curricular

approach enables students to more effectively synthesize information by pulling from their

foundation of knowledge in other classes. When students make connections they are more likely

to develop a deeper understanding and retain what they have learned. When students

compartmentalize their learning they are not given the opportunity to challenge the depth of their

understanding. This lesson incorporates Quick Think Focus Strategies that allow students to

discuss essential questions in pairs, thus allowing for sharper focus and a deeper dialogue during

class discussion (Ventriglia, 2009). The lesson also incorporates strategies for making the

material accessible to English language learners. Controlled language and simple

contextualization, or the creation of an information-rich environment (i.e. pictures, video, music,

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Week One Assignment

graphic organizers, hands-on activities, etc) enables ELLs to organize the information and

decipher more of the language through context clues (Sullivan, 1992). Ultimately, students will

synthesize their understanding of the legislative process by researching the topic of biodiversity

and drafting legislation related to some issue pertaining to biodiversity. Students will then engage

in a mock congress roll play activity and will analyze, edit, and vote on each others bills.

Students will have ample opportunity to demonstrate deeper understanding of the material and

the teacher will have opportunity to scaffold during student independent learning.

The second artifact is a paper exploring varying methodologies for student grouping

patterns in the social science classroom. By using a variety of grouping patterns in the classroom

the teacher can provide a framework for differentiating instruction and addressing the various

needs of a diverse student population. By employing this strategy in the classroom the teacher is

given the flexibility to target the needs of different groups of students and to individualize

instruction (Ventriglia, 2009). The paper explores the varying benefits of whole group, small

group, and peer panel instruction methods during a unit on the judicial branch of government.

The unit evolves from whole group / direct instruction to independent research to peer panel

activity in which students actually argue the constitutional / legal questions from landmark court

cases. The final phase of the unit allows students to demonstrate their comprehension while

teaching other students and allowing for informal formative assessment.

The last artifact is an analysis of student performance during a lesson exploring the North

American Free Trade Agreement. The write up part of a follow up to a formal observation by my

BTSA support provider during my second year of teaching. The document notes that throughout
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Week One Assignment

the activity students were engaged, taking notes on a specifically designed student handout, and

were asking relevant and challenging questions. One student, Adriana, demonstrated minimal

desire to participate during class discussion (due to her relative level of English development)

but upon examination of her writing it was apparent that the visually rich lesson plan had enabled

her to adequately comprehend the material at hand. The document also outlines a moment during

the lesson in which a special needs student asks a confusing question. As a result, I gave him

some assistance, helping him to clarify the question. Ultimately, the question was rephrased in a

way that contributed to the quality of the discussion / debate. During the subsequent class

discussion the student was given a proper level of support and was able to present his views on

the NAFTA policy and displayed a rudimentary understanding of the issues.

References

Sullivan, P. (1992). ESL in context. Newbary Park, CA: Corwin Press.

Ventriglia, L. (2012). Best Practices Interdisciplinary Vocabulary Development. Younglight

Educate, United States.

Ventriglia, L. (2010). Differentiated instruction: The rule of foot. (8th). Col. Granjas Esmeralda,

Mexico: Younglight Education.