Integrating ??ina Based Learning
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This document outlines the goals and approach of the Kal¨¡h¨± 2017 program at Kap¨©¡®olani Community College, which aims to develop '¨¡ina-based learning assignments. The goals are to 1) create a community research assignment with student learning outcomes based on '¨¡ina-based criteria, 2) implement and assess the assignment in Fall 2017, and 3) mentor future participants. '?ina-based learning is defined as teaching and learning through connection to the land, grounded in indigenous knowledge. It promotes student engagement and development. The program will have participants partner to create assignments addressing cultural competencies, focusing on history, culture, language, environment, and contemporary issues. Assignments will be presented on the final day
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ISSIP Website Upcoming Events Description: https://issip.org/event/semi-annual-issip-progress-call/
Register here (even if you cannot attend live online, all who register will get link to recording and slides post-event): https://docs.google.com/forms/d/e/1FAIpQLSdThrop1rafOCo4PQkYiS2XApclJuMjYONEHRMGBsceRdcQqg/viewform
This pre-event presentation: /slideshow/june-2025-progress-update-with-board-call_in-process-pptx/280718770
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Integrating ??ina Based Learning
- 1. Integrating ¡®?ina Based Learning Kal¨¡h¨± 2017 kap¨©¡®olani Community College
- 2. Kal¨¡h¨± Outcomes ?Using elements of ¡®¨¡ina based learning as criteria, develop an ¡®¨¡ina based community research assignment with student learning outcomes. ?Implement an assignment in Fall 2017 and assess SLO(s). ?Mentor the next generation of Kal¨¡h¨± participants (Spring 2018).
- 3. What is ¡®?ina Based Learning? ? In his article ¡°¡®A?ina-Based Learning is New Old Wisdom at Work¡± published in Hu?lili: Multidisciplinary Research on Hawaiian Well-Being, Vol. 9 (2013), Dr. Brandon C. Ledward, ¡®A?ina-Based Education Director, Kamehameha Schools, writes that ¡®a?ina-based learning ¡°is teaching and learning through ¡®a?ina so our people, communities, and lands thrive. ¡®A?ina refers to the land, sea, and air ¨C all that feeds and sustains us. As Hawaiians we have a powerful kinship to the ¡®a?ina. This familial connection continually reminds us of our kuleana (responsibility) to each other and to the planet.¡± The word ¡°¡®a?ina¡± vs the more generic ¡°place¡± or ¡±cultural¡± implies the teaching and learning is grounded in and driven by ¡®ike kupuna or indigenous ways of knowing.
- 4. Why ¡®?ina Based? ¡®?ina Based Education Cultural content & context Place/language Family and community Educational Outcomes Student engagement Student behavior Student achievement & growth Socio-emotional development Self worth Cultural identity Relationships with ¡®ohana & community Kana¡®iaupuni, Shawn and Brand Ledward, ¡®Umi Jensen. ¡°Cultural-Based Education and Its Relationship to Student Outcomes.¡± (KSBE 2010)
- 7. ? HISTORY - What happened before? Geological and legendary beginnings? Place name origins? Who once occupied the place? ? CULTURE - Important practices? Explore significant norms, customs, traditions of a place. ? LANGUAGE - How does language create community? How is language connected to identity? What can we learn from the language? ? GEOGRAPHY/ GEOLOGY/ ECOLOGY - What is the natural environment? Examine the location, its geological structure, and the living creatures that inhabit the place. ? BRIDGING PAST and PRESENT - How are we connected? Look for links between traditional and present-day practices to help develop a sense of connection to the land and the community there, fostering an ethic of care and responsibility. ? CONTEMPORARY HAWAIIAN ISSUES - What difference can I make? Make personal connections to the place by becoming involved and deepen your understanding of m¨¡lama (concerns for and for sustaining its resources).
- 8. ¡°Teaching and Learning THROUGH ¡®¨¡ina so that our people, communities, and lands thrive¡± (Ledward).
- 9. Ho¡®om¨¡kaukau ?Increase awareness and reflect on new perspectives about self, others, and community ?Appraise self-growth in the context of personal strengths and gifts. ?Acknowledge strengths and gifts of others in order to create effective groups ?Communicate and interact effectively
- 10. How, What, & Why ? HOW ? Partner-Up/ 4 Pairs/Groups ? Each group is responsible for a competency. ? WHAT ? Each group will develop an ¡®¨¡ina- based assignment/activity and assessment strategy that answers to their competency. ? On Ho¡®ike Friday, each group will share their assignment/activity and assessment strategy. ? WHY? ? As one large hui, choose which of the four assignments/activities you will implement in Fall 2017. ? OR ? Don?t choose! Implement two. ? Or three. ? Or all four. ? Totally up to you folks.
- 11. ¡®?BL Driving Questions Will our assignment/activity be grounded in at least one of these elements? ?Cultural significance through mo¡®olelo and its wahi pana? ?Native Hawaiian language (i.e. ¡®¨lelo no¡®eau, place names) ?Native Hawaiian values and knowledge ?Which community partners do you think you will rely on? ?How will you assess the outcomes/goals of your assignment? What is the purpose of the assignment?
- 12. For Now . . . ? As a pair/group, choose your competency. ? Read it closely. ? Reflect and Share ? Focus on the competency. What does the competency mean to you? ? What specifically do you want your students to learn? What does it look like when your students successfully achieve this competency? ? What do currently do in your class to help students meet this competency? ? Think back on today's activities. What did you experience? ? Intersection (a point at which two or more things intersect) ? Were there any intersections between todays experiences and your group's competency? ? Upshot ? Over the next three days, be mindful of possible intersections.