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.
Essential Knowledge
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5(i) The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns​
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I created my A'o Makua mini lesson is mini lesson during my time in the education field in Hawaii. It incorporated the online A'o Makua (2016) as a resource as a learning tool. A'o Makua (2016) is an enrichment program where students as well as adults, can learn about the Native Hawaiian culture. Their objectives are to provide:
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Culturally based learning opportunities worldwide, via a self-paced online environment;
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Access to culturally relevant resources for students to share with their families; and
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A virtual community where students can share ideas, resources, and experiences related to ʻike Hawaiʻi (Hawaiian knowledge) (A'o Makua, 2016 September)
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To create my lesson I used the Hawaiian culture as a base for learning. In my mini lesson, I have my students use the A'o Makua as a search engine to gather information about the overthrow of the Hawaiian monarchy. They would then use what they've learned to write an investigative essay correctly citing and annotating their sources in MLA format.
The mini lesson focuses on "civic literacy." As students research the Hawaiian Monarchy they will annotate their articles and learn of the current actions being taken to try and re-establish the Hawaiian government. Students will learn how to become active members in the new push for Hawaiian independence through A'o Makua and over all research. By learning the history of their state, it gives students a deeper appreciation for their home and their cultural history.
Performance
5(f) The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.
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In order to build student confidence in writing an argumentative essay we wrote one as a class. Each class selected a topic in which they felt something needed to be changed. They then researched the topic and provided a solution to any problems that could be foreseen to occur. In this activity, students worked collaboratively as a group and a class.
I have included this activity as evidence that I met Standard 5. This particular assignment provides proof that I have, "engag[ed] learns in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems and developing original work" 5(f). In order for student to complete this activity they had to brainstorm topics, claims, counter claims, and research each area. They then used that research to construct an argumentative essay that urged its audience to action. They included claims, counterclaims, as well as rebuttals (solutions) to the counterclaims. At the end of the activity I collected their group essays and selected the best introduction, claims, counterclaim, rebuttal and conclusion. I then put those sections together and provided the finished copy to each student as an example of exemplary work.
I have included the one of my classes final collaborative essay. In this specific class, student argued that schools, especially theirs, needed to provide better more appetizing lunches for the students. The claims and research of the topic was done solely by the students. My only part in the essay was putting together the best parts of each group essay.