"What was the Overthrow?" - 2018/2019 - James Campbell High School - Modern Hawaiian History
Haumana explored the causes and events of the Overthrow of the Hawaiian Kingdom by creating a visual representation that communicated their understanding in order to build foundational knowledge of Hawaii's past.
Haumana worked with a medium that they were comfortable with, building on their experiences with other classes in the Academy of Creative Media. Afterwards, haumana further reflected on their efforts using the Na Hopena Ao outcomes of Excellence and Strengthened Sense of Hawaii.
Haumana worked with a medium that they were comfortable with, building on their experiences with other classes in the Academy of Creative Media. Afterwards, haumana further reflected on their efforts using the Na Hopena Ao outcomes of Excellence and Strengthened Sense of Hawaii.
"How can we still see the effects of the Plantations today?" - 2018/2019 - James Campbell High School - Modern Hawaiian History
Haumana entered a self-directed study of the Creolization of the people of Hawaii during the Plantation Era by analyzing their own home cultures and the unique fashion that is worn in our island home in order to understand how the past affects the present. Haumana created a clothing line that exemplified Creolization.
The success benchmark focused in on our Na Hopena Ao outcome of Excellence and to create something immediately marketable. Many haumana struggled with this project as I had not scaffolded the course to prepare them for the self-directed study, but one greatly succeeded. I bought this tie from her for $15.
The success benchmark focused in on our Na Hopena Ao outcome of Excellence and to create something immediately marketable. Many haumana struggled with this project as I had not scaffolded the course to prepare them for the self-directed study, but one greatly succeeded. I bought this tie from her for $15.
"How do we solve global problems?" - 2019/2020 - Kamehameha Schools - World History
In this project, haumana will think like an ambassador, utilizing their acquired content knowledge and discuss real world issues by role-playing as global leaders so they can develop empathy and understanding of current events.
During a typical 4th quarter, we would be working on creating a single class-sized United Nations Simulation. The difference now? Virtual learning has the potential to be unhindered by the physical limitations of a typical school day (room sizes and bell schedules), and I leveraged this to create a combined United Nations Simulation of sixty haumana. My first idea was to build a virtual space for these meetings to occur in Minecraft: Education Edition. But since my students are on a different Microsoft domain than I am, that proved impossible to facilitate. I instead decided to utilize Zoom.
The preparation leading up to the simulation allowed haumana to developed background information about their assigned nations as well as familiarized themselves with historical United Nations' actions. Additionally, they practiced Robert's Rules of Order to maintain organization during our meeting. Through reflection, Haumana expressed how this project helped them develop critical thinking, argumentative, and compromising skills.
During a typical 4th quarter, we would be working on creating a single class-sized United Nations Simulation. The difference now? Virtual learning has the potential to be unhindered by the physical limitations of a typical school day (room sizes and bell schedules), and I leveraged this to create a combined United Nations Simulation of sixty haumana. My first idea was to build a virtual space for these meetings to occur in Minecraft: Education Edition. But since my students are on a different Microsoft domain than I am, that proved impossible to facilitate. I instead decided to utilize Zoom.
The preparation leading up to the simulation allowed haumana to developed background information about their assigned nations as well as familiarized themselves with historical United Nations' actions. Additionally, they practiced Robert's Rules of Order to maintain organization during our meeting. Through reflection, Haumana expressed how this project helped them develop critical thinking, argumentative, and compromising skills.
Here is how it turned out.
Final Reflections - 2019/2020 - Kamehameha Schools - World History
John Dewey said: “We do not learn from experience... we learn from reflecting on experience.” Reflection is the most crucial element of my class. After each project, haumana write a reflection on what they learned and where they need to grow in future assignments. Haumana keep journals throughout the year, which I also use as assessment of my own teaching. For the past two years, reflective assignments have made up more than 70% of students' overall grade. These are samples from students' final reflective essay as part of their final exam.