Combs 2016 |

Teaching Portfolio Rationales

Part I: Describe a teaching artifact that represents the overall HTSB Standard
HTSB Overall Standard
Standard #5: Application of Content

The teacher understands how to connect concepts and use

differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related
to authentic local and global issues.
Teaching Artifact

Good resume vs. bad resume handout

Course
Teaching Artifact Description

295A
Students go on www.cfnc.org and create a resume based on prompts
within the system.
Teaching Artifact Results
Students are able to differentiate a good resume from a bad one.
Part II: Connect the teaching artifact to sub-standard and assess your proficiency
Sub Standard
Does Candidate engage learners in learning and applying the critical
thinking skills used in the content area(s)? Does s/he introduce them
to the kinds of problems or issues addressed by the content area(s) as
well as the local/global contexts for those issues? (5.3)
Connection to Artifact
Students are able to look at a bad resume and be able to think
about what is good and what is bad, which will help them create a
better personal resume.
Self-Assessment
4-Candidate ALWAYS does this as a teacher.
3-Candidate MOSTLY does this as a teacher
2-Candidate SOMETIMES does this as a teacher
1-Candidate RARELY/NEVER does this as a teacher

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NA-Candidate did not have the opportunity to do this

Evidence of Self-Assessment

Students were able to identify the good parts of a resume and

ones that needed to be corrected. Students were able to see at
least 80% of errors and mistakes in the bad resume.
Part III: Improve your proficiency for the HTSB Standard
Sub Standard to Improve
Does Candidate engage learners in learning and applying the critical
thinking skills used in the content area(s)? Does s/he introduce them
to the kinds of problems or issues addressed by the content area(s) as
well as the local/global contexts for those issues? (5.3)
What to Improve?
In order to engage more critical thinking with students, I will work
more toward having students drive the lesson. Much of the lesson on
resumes was teacher led. I will work on being more student centered.
Research at least 2 resources on how According Mark Jon Snyder to several ways in which to
to improve proficiency.
increase critical thinking in students are: ASK Questions and

LOOK for Answers

- What questions could someone have about this?
- What information answers these
questions/concerns?
APPLY What They Learn to SOLVE Problems
- Based on the material, how would you ?
- Now that you know ___, how do you solve ___?
LISTEN to Each Other and DEBATE Ideas
- How does Johns comment relate to the text?
- What can you add to his perspective?
Reference: https://www.spfk12.org
Another resource for teaching that encourages critical thinking
states that:
Helpful Techniques & Guides related to teaching critical
thinking

Questioning
Strategies for using questioning in the classroom
Problem-based learning
An active learning technique
Thinking aloud
Demonstrate thinking through problems, also that
answers are not always readily available
Model the process of developing ideas, solutions, etc.
Active listening
Cooperative conflict resolution
Concept mapping

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As an alternative to outlining or environment for

brainstorming
Learning portfolios/records of progress
Develop opportunities for individuals and groups to
develop documents
that reflect learning progress over time (minutes/journals;
blogs/media productions; speeches/presentations)
Classroom space accommodates interaction
between small and larger groups of students as well as the
teacher
Seize the moment/Gestalt/ah ha
Intentionally attack a current controversy or issue
Strive to develop mutual understanding of the issues on
both sides
as well as the alternative processes of arriving at
resolution(s)
Illustrate concepts
with examples out of the students' own experiences to
correlate concepts and applications
Provide feedback to the learner; considerations:
Were the objectives and standards understood?
What external events influenced behavior/outcome?
What will feedback contribute to the learner's selfunderstanding and development?
Is feedback based upon the results/answers/etc. or how
they were developed (process)?

Reference: http://www.studygs.net/teaching/crttch.htm

Implementation of Findings

In future lessons, I will apply more teaching strategies that have

students more in charge of their own learning and encourages critical
thinking.

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