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N ā n ā i Ke Kumu

N ā n ā i Ke Kumu. Look to the Source. Malcolm M. Cogbill Pr é cis Defense MLMED Cohort 5. OUTLINE. STANDARD 1: THE CANOPY. STANDARD 3: THE TRUNK. STANDARD 4: THE BRANCHES. STANDARD 5: THE SOIL. STANDARD 2: THE ROOTS. Standard 1:The Canopy. Early Adolescent Needs & Development.

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N ā n ā i Ke Kumu

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  1. Nānā i Ke Kumu Look to the Source Malcolm M. Cogbill Précis Defense MLMED Cohort 5

  2. OUTLINE STANDARD 1: THE CANOPY STANDARD 3: THE TRUNK STANDARD 4: THE BRANCHES STANDARD 5: THE SOIL STANDARD 2: THE ROOTS

  3. Standard 1:The Canopy Early Adolescent Needs & Development Welcome to Mr. Cogbill’s Science ClassOnline & Advisory “If we help middle level students work through their sense of inadequacy, they will become happy, self-sufficient, productive, contributing adults in our society” (Van Hoose, et. al., 2000, p. 53). Links: Field Day

  4. Standard 2: The Roots Knowledgeable and prepared in content area Teaching Assistant AA Liberal Arts: KCC BA Biology: UH Manoa Teaching Intern BBA Marketing, Speech Minor: UH Manoa UH Biology Program Lab Preprator BA Sociology: UH Manoa Content Knowledge Gardner (1996) recommends that educators “reflect on their practices to focus more on depth than breadth in teaching and learning in order to penetrate the engravings of students” (as cited in Daniels, 2002) PBCSE Secondary Education: UH Manoa ML MED: Expected Aug. 06 UH Manoa Links: Microscopy

  5. Standard 3: Curriculum, Instruction, Literacy Instruction, Technology Instruction, Assessment, and Accommodation of Diversity The Trunk EcoColumn Project CURRICULUM & INSTRUCTION Seed GerminationExperiment UH Manoa BotanicalField Trip The National Science Education Standards(NSES), state “inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others” (NRC 1996, p.2). Links: EcoColumn: Garden: Botanical FT:

  6. Standard 4:The Branches Interpersonal Skills—Application of sound: Communication Counseling/ Guidance Skills Interpersonal Classroom Management Collaboration Clark and Clark (1994) stated that, “Teachers are greatly concerned with classroom management, a concern that leads them to practices that make classroom life predictable and thus more controllable” (p.90)

  7. Standard 5: The Soil A commitment to being an outstanding professional middle level educator Professionalism DuFour & Eaker (1998) say that “professional teachers function as leaders” (p. 226). Beyond Within Purkey & Novak’s (1996) suggest the physical environment within the classroom is clean, well-lit, comfortable temperature, and colorful. Exercising Leadership Classroom Student Links:

  8. Summary Early Adolescent Needs & Development STANDARD 1: THE CANOPY STANDARD 3: THE TRUNK Curriculum, Instruction, Literacy Instruction, Technology Instruction, Assessment, and Accommodation of Diversity Interpersonal Skills—Application of sound: STANDARD 4: THE BRANCHES A commitment to being an outstanding professional middle level educator Knowledgeable and prepared in content area STANDARD 2: THE ROOTS STANDARD 5: THE SOIL

  9. Nānā i Ke Kumu Look to the Source Thank You Malcolm M. Cogbill Précis Defense MLMED Cohort 5

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