Nā Hopena Aʻo outcome(s):
○ Sense of Belonging
○ Sense of Responsibility
○ Sense of Aloha
Social Justice Anchor standard(s):
○ Identity
○ Diversity
Standard 4: Content Knowledge 2
Student Portfolio
4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
4(k) The teacher understands common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding.
4(l) The teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners.
4(q) The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias.
4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.
Student Portfolio
Students in this course should be familiar with researching and collecting data. As students grow within their community, they should be familiar with a lot of locations and individuals. Using resources and culture they will conduct a research study involving online sourcing, interviews, and reaching out to eh community for information. |
Prior to the class gallery walkthrough, students should be looking for a location/action that has a characteristic or interesting look or feel about it. Your power as a director/creator comes from your ability to transform the ordinary to visually pleasing. This frees you up to consider a much wider array of subject matter. Engaging in content writing, journalism, and photography.
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I chose this artifact because it is a great way for students to learn how to organize their work and be accountable for their learning and personal portfolios.
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