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Running Head: DOMAIN C LITERATURE REVIEW

Assignment 3A: Domain C Literature Review


Sarah Shoemaker
National University
December 10, 2016
TED 690
Professor Clifton Johnson

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Running Head: DOMAIN C LITERATURE REVIEW


Abstract
This paper presents a supporting reference for Domain C of the California Teaching Performance
Expectations (TPEs) in the form of a literature review. The article Developing Student Enjoyment in
Physical Education, by Jenna R. Lorusso, Stefanie M. Pavlovich, and Chunlei Lu, has been reviewed
(2013). A summary of the article is included, along with implications for my teaching practice. The
review concludes with support and rationale for the artifacts included in my Professional Development
Quest Portfolio (PDQP) for Domain C.

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Running Head: DOMAIN C LITERATURE REVIEW

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California TPE Domain C encompasses a wide variety of teaching practices included in the
following competencies (Commission on Teacher Credentialing, 2013):

TPE 4 - Making Content Accessible


TPE 5 - Student Engagement
TPE 6 - Developmentally Appropriate Teaching Practices
TPE 7 - Teaching English Learners

Four of the 13 TPEs are found in Domain C which can make it difficult to select comprehensive
supporting artifacts for a PDQP. The key to growth in and selection of artifacts for Domain C is the
understanding that academic achievement increases when students are engaged and supported in
learning. In support of this, I have read and reviewed the article Developing Student Enjoyment in
Physical Education, which asserts that fostering enjoyment in physical education results in more
engaged and supported students (Lorusso, Pavlovich, & Lu, 2013).
The above article was selected for specificity to my single subject credential area of physical
education. In the article the authors outline and comment on three main points: 1.) Why enjoyment in PE
is important, 2.) Domains for developing student enjoyment in PE, and 3.) Practical suggestions for
developing enjoyment in each domain (Lorusso, Pavlovich, & Lu, 2013). First, enjoyment is important
for students because it enhances their performance in the emotional, cognitive, and physical domains
(Lorusso, Pavlovich, & Lu, 2013). It is equally important for teachers because it decreases student
boredom, increases participation, and improves test scores, which are all indicators of teacher success
as well as student success (Lorusso, Pavlovich, & Lu, 2013, p. 14). Second, the domains for developing
student enjoyment in PE are Student, Teacher, Program, and Environment (Lorusso, Pavlovich, & Lu,
2013). Third, the suggestions for developing enjoyment in each domain are many and varied but include
the following selected points (Lorusso, Pavlovich, & Lu, 2013):
For Students:
Ask for input and contributions for the selection of activities, music, etc.

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Survey the students to determine which parts they enjoy the most and least.
Provide opportunities to assume leadership roles in areas they enjoy.
For Teachers:
Be an active participant in lessons.
Be prepared and knowledgeable about every lesson.
Form genuine connections with students by interacting often.
For Program:
Collaborate with colleagues to see which activities their students enjoy.
Have guest speakers in class.
Use a variety of instructional strategies.
For Environment:
Discuss classroom expectations at the beginning of the year.
Emphasize the collaborative climate of PE.
Scaffold lessons to require students to support one another.
The implications of the points asserted in this article for my teaching practice are summed up in
the statement that Teachers have the potential to be a key influence in the development of student
enjoyment in physical education (Lorusso, Pavlovich, & Lu, 2013, p. 18). Although PE is a high school
graduation requirement in California, student enjoyment facilitated by the teacher increases the
likelihood that students will have positive views toward physical fitness and general physical activity for
life. As noted in the article, enjoyment could also lead to improved enrolment in non-compulsory
physical education programs (Lorusso, Pavlovich, & Lu, 2013, p. 15). This is evidenced in my
specialized field of dance. If students enjoy the class and content, they are more likely to continue their
dance education beyond the required one year of an art elective or two years of PE. This potentially
leads to larger programs and increased critical value of dance and PE programs (Lorusso, Pavlovich, &
Lu, 2013).
The artifacts that I have included for Domain C in my PDQP are supported by the claims and
implications of the article by Lorusso, Pavlovich, & Lu (2013). In addition to this literature review I
have selected three artifacts that provide evidence of my competency in engaging and supporting
students in learning. Artifact #1 is a graphic organizer that serves as evidence of tiered instruction, which

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allows students to choose how much they wish to accomplish within the scope of their abilities and the
course objectives. This choice according to their ability level aligns with the competencies of TPE 4, as
well as the suggestions to increase enjoyment in PE (Commission on Teacher Credentialing, 2013;
Lorusso, Pavlovich, & Lu, 2013). The connection to academic language in the content area is also
evidence of competency in TPE 7 (Commission on Teacher Credentialing, 2013). Artifact #2 includes a
set of video clips that are posted online to give students improved access to the dance content both in
and outside of class. This varied instructional strategy reinforces content using media and technology,
which is characteristic of competency in TPE 4 (Commission on Teacher Credentialing, 2013). The use
of Schoology indirectly increases enjoyment by providing a platform for student and teacher interaction,
as well as student input in activities (Lorusso, Pavlovich, & Lu, 2013). Artifact #3 is a set of student
writing samples for an assignment in which students got to interact socially with each other, make
creative choices about music and choreography, and teach the class. The writing samples give evidence
of developmentally appropriate writing and vocabulary development in the subject area for English
Learners and all students, as well as connection to real-world teaching experience. This is in support of
competencies from TPEs 6 and 7 (Commission on Teacher Credentialing, 2013). Artifact #4 is this
literature review, which provides evidence of understanding of the TPEs and the desire to achieve
growth in the competency of engaging and supporting students in learning by way of increasing student
enjoyment in physical education.
Domain C is important because engaging and supporting students in learning increases student
success in achieving content standards and objectives. While Domain C includes TPEs 4-7 and covers a
vast range of competencies, teachers can strive to select pedagogical practices, strategies, and activities
that demonstrate growth in multiple areas. In PE, a key component of adequate student engagement and
support is enjoyment, which increases the likelihood that students will have positive attitudes toward

Running Head: DOMAIN C LITERATURE REVIEW


physical activity for life (Lorusso, Pavlovich, & Lu, 2013). The artifacts included in Domain C of my
PDQP provide support for the ideas in the article by Lorusso, Pavlovich, & Lu, as well as carefully
selected evidence of my competency in the applicable TPEs.

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Running Head: DOMAIN C LITERATURE REVIEW


References
Commission on Teacher Credentialing. (2013). California teaching performance expectations
[PDF]. Retrieved from
http://www.ctc.ca.gov/educator-prep/standards/adopted-TPES-2013.pdf
Lorusso, J. R., Pavlovich, S. M., & Lu, C. (2013). Developing student enjoyment in physical
education. Physical & Health Education Journal, 79(2), 14-18. Retrieved from
https://nuls.idm.oclc.org/login?url=http://search.proquest.com.nuls.idm.oclc.org/docview/156
6061734?accountid=25320

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