Category Archives: Presentations

Keiki are ʻOno

ʻʻOno

Relationship building with students is a huge “this we believe” in middle school philosophy, but what we are saying is that Hawaiian ways of creating relationships is different in that it privileges Hawaiian thinking and aligns with Na Hopena Aʻo

What makes these activities more focused on the outcomes of a strengthened sense of belonging, responsibility, excellence, aloha, total well being and Hawaiʻi is that we focus on strengths-based – especially the strengths they bring from home and share with us. We also choose activities that see ʻāina (land and sea) as community, as identity, as sense of belonging, as kuleana, and as part of our well-being for living in Hawaiʻi. Finally, we see ʻohana (in the large definition) as part of students’ superpowers and their sense of hā. Attaching our slides and the directions for the activities we did with participants. The Na Hopena Aʻo link above holds the video that is on the slides.

Keiki are ʻOno H2

Keiki are Ono

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Unleashing the Mana

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As Hawaiians, of course we use moʻolelo as a GPS for surviving and thriving in this world. We are all moʻolelo. Here is my presentation to PAMLA Pacific Ancient and Modern Language Association 2017 at Chaminade University. I was a last minute add because one of the English professors at UHWO reached out to see if I could offer up a paper in one of the open sections so I saw that Folklore and Mythology was open. This is the moʻolelo of how I used a moʻolelo ka wā kahiko to inform how I was going to create the lashings for the kauhale I was building (middle level secondary teacher education).

It was called Unleashing the Mana from the Goddesses: Lessons from Pele and Hiʻiaka. My notes are here.

The cool part was that one of the professors from Ohio that came specifically to hear my paper talked about it in the evening forum on tales from Kahiki and succinctly said that I would connect with their work because I was talking about teaching teacher preparation in a Hawaiian way which was pretty spot on.

 

House of English

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My language arts methods students read a chapter from Jim Burke’s English Teacher’s Companion and were asked to talk about their own “House of English” as a way to speak aloud (thus giving their words mana or power) their own beliefs on “what is English?” They are young. They will student teach next semester. However, Burke says, and I agree, that our own “House of English” continues to shift and settle and strengthen the longer we teach, so these young ones must start now to speak their growing truth so that when the hard days of pressure and compliance come to take their identity away (and those days will come), they are  and ready to stand and withstand because they know who they are and what they believe. They must be aware of their own beliefs now so that they have a lens to ʻike, not just their own information and wisdom, but also their line of sight.

Here is my House of English. I wish I could link to their presentations too because it was much more fabulous but they own it. Not me. We all cried and laughed together. We were together to bear witness to the magic and my heart is full. That’s more than enough.

What is your House of English?

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Teach for Aloha: a (k)new framework for change

pcc17This is not a new idea. This is just being formed by my three years at UHWO and some other presentations. I connected this to the long term planning goals  of UHWO, it is attached to the many years of CBE research and it is tied to what I am trying to teach and how I learn from my students. I have had some of them for three years now, so it is really about the story of their journey and my experimentation based on gut instinct and 23 years in the classroom.

The PDF is herePCC 2017PCC Notes

WiPCE 2017

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I am headed to the World Indigenous People’s Conference on Education 2017 in Toronto at the end of this month to talk about nurturing cultural humility in our pre-service teachers. It is a combination of creating a third space within my classroom, using cultural humility and culturally responsive practices to model what I want my students to do in their own placements in the school. Finally, use deep reflection and ancestral knowledge as a way to tap into the kinds of lifelong reflection on practice necessary to nurture cultural humility in these young teachers. I am still working on those questions that will bring about the kinds of reflection that I want, but the semester is coming up in August so I will be able to continue to research. In the meantime, I am sharing my slides here.

WiPCE 2017 presentation.pptx

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The Mo’olelo of Alana

Alana is a culture-based education professional development class that focuses on moenaha, culture-based education practices and teachers teaching teachers. This is my presentation on the creation of this program.

Alana

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Mandala Presentation

This presentation was done at the MISO 2013 conference on Maui. With the emphasis on critical thinking in Common Core, the exercise of creating a mandala helps students think metaphorically and deepens their ability to analyze. The original book that explains this process is Drawing Your Own Conclusions by Fran Claggett

mandala

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I’ve Got an App for That

Here are some resources that were given to my staff at our last tech day. It just is to show that there are different apps along the SAMR continuum to use for common classroom activities like journaling for understanding, writing, conferencing, etc.

The butterfly slide is for teachers to learn from each other about what they are using and why.

 

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