Monthly Archives: March 2014

Homework Day 2

If you were absent on day 2 for English (3/28 for odd periods; 3/31 for even periods) please do the following:

Go to resources (other) in blackboard and look at the day 2 presentation

Go to handouts and fill out the day 2 notes using the presentation and transcripts

Fill out the exit pass in the Discuss It! area and submit.

If you have questions, please email Mrs. Ikeda.

Agenda and HW Day 1

For the 7th grade English classes, if you missed Day 1 (3/25 for odd periods); (3/27 for even periods) – here’s the homework:

Six-word memoir + selfie

Take a picture of yourself

Write a 6 word memoir (no more, no less). Go to blackboard and assignments to turn it in. If you have questions, email me, Mrs. Ikeda.

HP offers free PD for teachers

HP teaching

 

What: HP is offering 5 free modules of tech PD for teachers and their first 2 modules are open now. To register, please go here.

Module 1 is on Strategies for Becoming a More Effective Teacher Using Technology

Module 2 is on Using the Framework to Implement Common Core State Standards

The courses promise to be interactive and informative, using a wide variety of media modes to keep your interest. Enjoy!

 

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‘Imiloa Hosts Traveling Asian Pacific Exhibit

Imiloa

What:  “I Want theWide American Earth: An Asian Pacific American Story” opens at the ‘Imiloa on Saturday, March 22nd and runs to June 1.

More: Asian and Pacific Americans make up more than 5 % of the U.S. population, or more than 17 million people and growing. Their ancestral roots represent more than 50% of the world, extending from East Asia to Southeast Asia, and from South Asia to the Pacific Islands and Polynesia.

To honor this history, Smithsonian has created this traveling exhibition and Hilo is part of their 13-city national tour. The exhibit is included in the daily admission, but if you are an ‘Imiloa member, it’s FREE with your membership.

This exhibit explores how Asian Pacific Americans have shaped– and been shaped by– the course of the nation’s history. Rich with compelling stories and images, the exhibition takes a sweeping look at this history, from the very first Asian immigrants centuries ago to the complex challenges facing Asian Pacific American communities today.

 

 

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Losing the Islands in the Clouds

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Chapter 2 of the dissertation is normally the research chapter. It talks about the research base that exists and the research gaps that might be addressed in the author’s dissertation. This is by far the most difficult chapter. I have moved on from this chapter for months because I find this one to be so difficult. I read different examples of chapter 2s, I have tried to mirror the framework, and it just doesn’t work for me. I am losing the islands in the clouds and going on 4 months of grappling.

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Observation as Ceremony

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When I am not working on my dissertation, I am a teacher evaluator and an instructional coach. I actually do more coaching than evaluating but it still feels a little different from my dissertation work.

However, in my quest to live my belief that I need to learn from everything that comes into my path, I am re-looking at my notes from the ASCD14 conference in Los Angeles to see what that can mean for my dissertation work versus what it means for my work work.

One of my sessions was an observation process that they are using in Tennessee’s Shelby County schools. I realize that what we have in common with Tennessee is an emphasis on training of the evaluators and on learning-focused conversations.

What does that have to do with this dissertation? I have subconsciously created a research observation that is also like my teacher observations. It is a a ceremony, the implications of which rest on the ceremony of “observation” as a sacred ritual. The insider observer relationship with the teachers means that I am a learner along with them. I come from the same classrooms that they are teaching in, and there is  a safety to sharing because we understand the common rituals and rules of this ceremony.

I hope. I believe. I’m going to have to ask. I wonder what questions I could use to understand that?

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Prologues in Dissertations 2

Prologue

This journey is about the heeding of the steersman’s call,

E kaupē aku nō i ka hoe” (put forward the paddle)

This is just one journey towards a Hawaiian indigenous educational framework. Kanaʻiaupuni and Kawaiaeʻa (2008) have called out to dig our paddles into the waves and paddle forward.

 

“E kō mai nō i ka hoe, e hoe” (draw the paddle toward you, paddle)

I put my mind, body, and spirit into a collective position on the goal, the destination. This is my journey in the Hawaiian educational experience. This is one story of the alignment of culture-based education and the alignment of school goals and practices.

 

molokai

Prologue

“E lauhoe a pae aku ka waʻa” (to paddle together until the canoe lands)

I am the storyteller, relating the collective voices of the teachers who share their outcomes, their perspectives, their hopes and dreams for the native communities and populations that they serve.

“Hoe.” (paddle)

This is a multigenre dissertation, with the process, the effort to paddle just as important as the final destination. As part of this journey, I have taken liberties to immerse the reader in the experience rather than reporting about the experience from the sidelines. Because of this, words that may be foreign to the reader, but are not foreign to the storyteller are not translated or italicized, but important concepts to the understanding will be discussed further in the appendix. Hoe.

Well?

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Prologues in Dissertations?

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My mentor asked me to italicize the Hawaiian words that I use in my dissertation. Granted, my dissertation is not in Hawaiian, but I do pepper a fair amount of words that I tend to use in my regular vocabulary because they are more concise to the message or story I’m trying to relate than the English translation. Why use 12 words when 1 will do?

I’m not totally trying to dissuade non-Hawaiian speaking readers. I do use my handy dandy definition technique so that somewhere in the sentence or in the sentence after, the reader gets the meaning. Still, these words are not foreign to me, so I don’t want to italicize them.

As a published poet, I often use a mixture of Hawaiian and Japanese words and I by principle refuse to italicize them as something foreign, so I don’t want to do it in my dissertation either.

My professor suggested I write a prologue. In a dissertation? I looked through many dissertations and I have never seen a prologue, but here goes. CHALLENGE ACCEPTED. If I can write a mo’okuauhau poem as an introduction, I guess I can write a prologue.

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Join the Mālama ‘Āina course for Earth Day

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What: our distance learning arm of Kamehameha is again offering a free online Mālama ‘Aina course just in time for Earth day.  This course looks at the ‘olelo no’eau: “he ali’i ka ‘āina, he kauwā ke kanaka” and examines Hawaiian ways of preservation, sustainability and aloha ‘āina.

How: Register by March 15: http://ksdl.ksbe.edu/adult/registration.html

Apply for a Grant for Your Classroom

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The McCarthey Dressman Education Foundation offers Academic Enrichment Grants designed to develop in-class and extra-curricular programs that improve student learning. The Foundation considers proposals that foster understanding, deepen students’ knowledge, and provide opportunities to expand awareness of the world around them.

The foundation awards grants to individuals in amounts up to $10,000.

 

To get more information, or to apply online, click here. The application deadline is April 15, 2014.

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