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

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Presentation on theme: "Nānā i Ke Kumu Look to the Source Malcolm M. Cogbill Précis Defense MLMED Cohort 5."— Presentation transcript:

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

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

3 Standard 1:The Canopy Mr. Cogbills Science Class Advisory Mr. Cogbills Science Class Advisory Welcome to Mr. Cogbills Science Class O nline & AdvisoryMr. Cogbills Science Class 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). Early Adolescent Needs & Development Links: Field Day

4 BA Biology : UH Manoa BBA Marketing, Speech Minor: UH Manoa PBCSE Secondary Education: UH Manoa ML MED: Expected Aug. 06 UH Manoa BA Sociology: UH Manoa Standard 2: The Roots AA Liberal Arts: KCC Content Knowledge Teaching Assistant Teaching Intern UH Biology Program Lab Preprator 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) Knowledgeable and prepared in content area Links: MicroscopyMicroscopy

5 Standard 3: The Trunk EcoColumn Project CURRICULUM & INSTRUCTION UH Manoa Botanical UH Manoa Botanical UH Manoa Botanical UH Manoa Botanical Field Trip Seed Germination Seed Germination Seed Germination Seed Germination Experiment Curriculum, Instruction, Literacy Instruction, Technology Instruction, Assessment, and Accommodation of Diversity 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 Counseling/ Guidance Collaboration Communication Classroom Management Interpersonal Skills Interpersonal SkillsApplication of sound: 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)practices

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

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

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


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