"E ola pono me ka ‘āina a me ke kai" is the phrase we have chosen to represent this curriculum. Translated, it means to "Live right with the land and the sea." For centuries, Hawaiian people have always maintained a love and a respect for the land on which they live. Their belief was that the land (‘āina) and the sea (kai) belonged to Mother Earth, and humans are only temporary residents who must act responsibly in taking care of this planet. As a result, our interpretation to "live right" re-emphasizes the goal set in place by the early Hawaiian people.
In August 2004, the curriculum development team began the arduous task of seeking to identify the needs of several of O‘ahu's public charter schools, in an effort to assist them in meeting or exceeding the standards of the Hawai‘i Content and Performance Standards II. The brainstorming process developed a mathematics and science curriculum that focused on the reef ecosystem of Kāne‘ohe Bay, the largest and most diverse reef system in the state of Hawai‘i. Our goal was to provide teachers with a written curriculum that could be implemented at schools currently using the projectbased method of teaching. In addition, it met the grant's guideline by focusing on native Hawaiian youth, equipping them with skills and historical data sufficient for a successful future.
The purposes for writing this curriculum are multi-faceted. At the time the application for a federal grant was written and submitted, data revealed there was "low engagement in education among native Hawaiian youth." In addition, standardized test scores of native Hawaiian (NH) students consistently lagged behind Department of Education (DOE) averages by at least nine (9) percent. What's more, the percentage increases as these NH students move up through the system. Research also revealed more than eighteen (18) percent of NH students required special education. (The DOE average was much lower, at eleven (11) percent.) And, nearly ten (10) percent of NH students missed 20+ days in a semester during the school year. (Again, the DOE average was much lower, at six (6) percent.) Finally, graduation rates of NH students are among the lowest in the DOE; more than 1 in 5 NH students between the grades of 9th through 12th will be retained a grade during their educational years. These given facts substantiated the need for alternative learning methods for native Hawaiian students. Data shows that recently-implemented educational programs which are project-based are excellent tools in educating students who have difficulty with traditional learning methods. Where project-based learning approaches have been used, they have proven effective in various modes of learning and have encouraged students to develop and learn in ways that are most appropriate for them as individuals.
|
 |
Friday, April 20, 2007
Partners in Development Foundation and Mālama ‘Aina Foundation Held an over-night hands-on cultural experience taught by Calvin Hoe»
|
