Running Head: LITERATURE REVIEW Page !

Literature Review: Domain D

National University

Nicole Castillo

In partial fulfillment of the requirements for

TED 690 - Capstone Course

Professor Weintraub
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Abstract

In this paper, I will review the article, Student-Centered Planning, by John McCarthy at

Edutopia. I will explain how the articles emphasis on student readiness, interests, and learning

preferences help to empower students and meet the California Teaching Performance

Expectations outlined in Domain D.

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Literature Review: Domain D

When planning instruction, it is important to keep the needs of students at the forefront of

the planning process. According to the article Student-Centered Planning, by John McCarthy at

Edutopia, understanding a student’s readiness, interests, and learning preference helps to create a

lesson that empowers students to want to learn (2018). When designing lessons with this in

mind, an educator can successfully meet the expectations of “Domain D: Planning Instruction

and Designing Learning Experiences for Students”. This is crucial to the success of both the

educator and the students.

Article

Classrooms are made up of diverse populations. It is important that a lesson plan meets

the needs of all students, including the consideration of those who struggle the most just as much

as those who are most advanced. “Successful instruction plans for these differentiation needs -

and highly effective instruction also involves students’ readiness, interests, and learning

preferences” in order to empower them to learn (McCarthy, 2018). When considering the hook

of a lesson, consider what engages our students. Make sure the lesson is inviting and relates to

their world so that they are engaged and ready to learn the moment you begin.

Readiness

Readiness refers to the understanding by students that they have what it takes to succeed

in a lesson. “Planning for readiness begins with making sure students understand their strengths

and their opportunities for improvement” (McCarthy, 2018). This means that students need to be

informed of where they are at, just as much as where they need to go. Involve students in their

assessments so that they understand what they need to work on

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Interests

While understanding where our students are at academically is important, it is not enough

in itself. Teachers need to know who their students are. What are their interests outside of the

classroom? What do they do on the weekends? “Including their interests gives valuable context

for them to connect abstract concepts and skills to the world they navigate both in and out of

school” (McCarthy, 2018). Designing a lesson or unit around student interests will help to

encourage students to remain focused and attentive on the learning that is taking place.

Learning Preferences

In our diverse classroom setting, not all students are at the same level, nor do they have

the same interests, or even learning preferences. In order to find out a student’s learning

preference, have them reflect on ways that help them learn. This can be as simple as having

students give a thumbs up or thumbs down to express what works for them whether it be

kinesthetic movement, visuals, or auditory. Allow practice of a lesson in a variety of ways so

that the needs of students are met. A great way to implement this might be during centers. Have

a center that allows for movement, another that has pictures or realia, and another that involves

listening to a song or video. This allows for all types of learning preferences to be addressed

during practice of a skill.

Empowerment

The goal is for students to feel empowered to learn. “Just because students have been

told content does not mean that learning has taken place” (McCarthy, J, 2018). By including

student readiness, interests, and learning preferences students are more likely to take a personal

interest in their learning and results in better understanding.

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Domain D

Domain D of the California Teaching Performance Expecations is “Planning Instruction

and Designing Learning Experiences for Students” (Commission on Teacher Credentialing,

2016). This article exemplifies the expectations set out in the TPEs 8 and 9: Learning About

Students and Instructional Planning.

Learning About Students

In TPE 8, the Commission on Teacher Credentialing expresses the importance of

understanding your students. “Using formal and informal methods, they assess students’ prior

mastery of academic language abilities, content knowledge, and skills, and maximize learning

opportunities for all students (2016). This relates directly to the importance of understanding

student readiness, as described in the article on Edutopia. TPE 8 goes on to explain the

importance of understanding the interests and aspirations of your students, just as the article

emphasizes. This article is a strong representation of TPE 8 in support of Domain D.

Instructional Planning

TPE 9 is supported by the article in designing lessons to include student learning

preferences. This TPE describes that an effective educator, “in planning lessons, they select or

adapt instructional strategies, grouping strategies, instructional materials, media and technology

to meet student learning goals” (Commission on Teacher Credentialing, 2016). Understanding

the way a student learns allows for the opportunity to include those avenues in instruction.

Conclusion

As an educator, it is essential to create lessons that lend to the needs of students,

including their readiness, interests, and learning preferences. The article, Student-Centered
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Planning, by John McCarthy at Edutopia, explains how this empowers students to learn.

Including these considerations in lesson planning meets the expectations of the California

Teaching Performance Expectations outlined in Domain D.

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References

Commission on Teacher Credentialing. (2016, June). California teaching performance

expectations. Retrieved April 12, 2019, from https://www.ctc.ca.gov/docs/default-source/

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

McCarthy, J. (2018, April 11). Student-Centered Planning. Retrieved May 5, 2019, from https://

www.edutopia.org/article/student-centered-planning