Running Head: LITERATURE: DOMAIN D 1

Literature Review: Domain D

Andres Gonzalez

National University
LITERATURE REVIEW: DOMAIN D 2

Abstract

This Literature review will examine one of the artifacts I have chosen to include in domain D of

my Professional Development Quest Portfolio. The artifacts I have chosen shows the effort I

make as an educator to get to know my students. Author Jennifer Fisette in her article Getting to

Know Your Students the Importance of Learning Students' Thoughts and Feelings in Physical

Education discusses how teachers can get to know their students by incorporating various

methods of instruction. Although she focuses on physical education, the same methods can be

applied in the classroom.

LITERATURE REVIEW: DOMAIN D 3

When I started to into Domain D of my Professional Development Quest Portfolio, I

made sure to have my artifact best align with the California Teacher Performance Expectations.

California’s Commission for Credentialing Teacher Performance Expectation discusses how

Candidates can learn about students. The TPE states “Through interpersonal connections, they

learn about students’ abilities, ideas, interest and aspirations. Candidates are knowledgeable

about students’ community context and socio-economic, culture and language backgrounds

(CCTC, 2013, p.15).” My selection for artifact one highlights a very simple beginning of the

year task I have my students complete. I ask of my students to complete a status update, since

social media is all the buzz, answering questions that tell me information about them and their

interest. Jennifer Fisette in her article Getting to Know Your Students the Importance of Learning

Students' Thoughts and Feelings in Physical Education highlights the benefits of using these

methods to assist instruction.

Entering the classroom at the start of the year is a very exciting time because it offers the

opportunity to use the “getting to know you” methods. To establish yourself as an effective

teacher I believe teachers must make it a goal to understand a student’s background and life

experiences.

Fissette states that one of the first steps in getting to know students is understanding who

they are in different context (Fisette, 2010, p.43). The artifact I have chosen ask simple

questions, but it lets me know about the student and builds basic background information. In

doing so I learn what builds their engagement and what can be a potential learning factor based

on home life. My goal in doing this activity is simply to learn about them so I may differentiate

my instruction to their meet their needs and enhance learning opportunities. I also feel that it
LITERATURE REVIEW: DOMAIN D 4

gives the students a voice. By giving the students a voice, educators learn about the students and

create a sense of belonging.

Fissette in her article explains the importance of having a classroom that can be a “safe

space” for students. Fissette states “accessing students’ voice is not an easy task.” If the students

do not feel they are in a “safe space” they may be hesitant to make themselves vulnerable.

Teachers must be able to gain a level of trust by taking their information seriously and keeping it

confidential (Fisette, 2010, p. 43).

My “getting to know you” activity chosen as artifact 1, although simple starts me in

building rapport with my students. It provides me something to talk about with them and gives

me some background information that can be factors in influencing their interactions and

learning. The artifact informed me that this student is interested in sports and he does not have a

home computer. Just in those two questions alone I learned I can differentiate instruction by

using sports as a topic and that he does not have access to extension activities I provide for

students electronically. Artifact 1 is a simple start to learning about students so you can plan

instruction based on the students need and interest.

LITERATURE REVIEW: DOMAIN D 5

References

Fissette, J. (2010) Getting to Know Your Students, Journal of Physical Education, Recreation &

Dance,81:7, 42-49, DOI: 10.1080/07303084.2010.10598508

The California Performance Expectations. California Commission on Teacher Credentialing

(2018) Retrieved November 15, 2018, from https://www.ctc.ca.gov/docs/default-

source/educator-prep/standards/adopted-tpes-2013.pdf