Bullying

Teacher Candidate Title of Exemplar Portfolio Category " #CE $tandard nstruction Derek Jones Bullying ! " Cohort # 414

#CE $tandard Element%s& #'(' De)elopment of critical thinking and pro*lem sol)ing Candidates understand and use a )ariety of teaching strategies that encourage elementary students+ de)elopment of critical thinking and pro*lem sol)ing( $emester 1. ,all -.1' Date

Description of exemplar and how it demonstrates meeting this ACEI Standard and Element(s . This exemplar is a lesson that designed and taught for health education( had the students sit in a circle so /e could talk philosophically a*out /hat *ullying is and its affects on the )ictims and the aggressors( then had the students *reak into groups and do research on specific topics related to *ullying0 e)entually ha)ing them teach their portions to the other groups( This exemplar demonstrates that ha)e met the #CE standard element #'(' as implemented a lesson /hich encouraged critical thinking as /ell as pro*lem sol)ing( The lesson in)ol)ed pro*lem sol)ing as the students /ere to di)ide 1o*s %spokespeople2 notetaker2 etc(& among themsel)es cooperati)ely( #s they did their research they /ere to think critically a*out their topics and ho/ they /ere going to present it to the class in /ay that /ould pro)ide the most meaningful information(

-( !eflection on my professional growth in "nowledge# s"ills# and dispositions related to this ACEI Standard and Element(s . 3y kno/ledge of de)eloping a lesson /hich encourages critical thinking as expanded )astly( found that students really like to *e in charge of their o/n learning and can flourish /hen gi)en the opportunity( ,rom a skill standpoint2 ha)e *ecome more comforta*le in implementing a lesson that re4uires critical thinking and pro*lem sol)ing( learned ho/ to *etter *e a facilitator rather than a teacher so students can think on their o/n a*out the topics they are researching( 3y dispositions on critical thinking and pro*lem sol)ing has risen immensely( This is the first time that /as comforta*le enough to really let the students take

charge of their o/n learning as /ell as *e self5sufficient pro*lem sol)ers( ha)e more confidence in facilitating a classroom rather than ha)ing to *e in charge(