‘Imi ‘Ike An Integrated Science/ Social Studies Approach to Learning

With Foundations in Traditional Hawaiian Knowledge

U.S. Department of EducationPacific American Foundation

Hui Malama o Mo’omomi

Contrasts in Learning Approach

• Traditional Hawaiian– Culture emerged from

demands and opportunities of particular places

– Founded on relationships– Intelligence measured by

ability to adapt– Learning uses all senses– Inter-generational, inter-

disciplinary education

• Contemporary Western– Disconnection from

nature and places is normal

– Founded on individualism

– Intelligence measured by academic achievement

– Learning uses intellect– Age and subject

differentiation in education

Theoretical Underpinnings

• Research shows that, unless grounded in particular community and cultural context of learner, education will remain:– Abstract– Outside scope of experience of learner– Inconsistent with cultural norms– Ultimately irrelevant

Shifts of Emphasis in Learning

• Conventional Learning– Parts– Content– Hierarchies– Absolute knowledge– Single subject matter– Measuring– Standardized testing

• Emerging Reforms– Whole– Process– Networks– Contextual

knowledge– Integrated curriculum– Patterning– Authentic

assessment

Bridging the Gap

• Many Native Hawaiians alienated from western education

• “Back to the Future?”– Can traditional Hawaiian knowledge and ways of

thinking bridge gap?– Can key elements of Hawaiian knowledge be

introduced to curricula in a way that aligns with State DOE standards?

Key Elements of Traditional Hawaiian Learning

• Sense of and devotion to place• All the senses and na’au (intuition), as well as

intellect, used in continual search for patterns and meaning

• Guided by inter-generational wisdom represented in community

• Disconnected subjects integrated by tying them to deeper resource management issues and problem solving

Target Groups

• Primary– K-12 public school educators– Native Hawaiian students

• Secondary– K-12 private school educators– Non-Hawaiian students

Objectives

• SHORT TERM:Native Hawaiian students meeting education standards– Written (western)– Mental models (Hawaiian)

• LONG TERM:– Environmentally responsible citizens (“character

education”)– Natural resource management in the context of

proper relationships to self, community and natural world.

Learning Strategies to Engage Students

• Developmentally and sequentially appropriate learning experiences

• Holistic understanding– Resource inter-relationships– People/resource inter-relationships.

• Interdisciplinary and experiential instructional approaches

• Interaction with local environment and community

Pilot Testing on Moloka’i

• Supportive social environment that facilitates approaches proven effective in changing learner behavior.

• Children maintain strong sense of place:– Linking them and things that happen to

them. – Connecting them with their environments.

In the Hawaiian Way of Thinking

• Acquiring information or skills that have personal relevance and serve a direct purpose engages learners.

• Children learn best by doing.

• A strong value system promotes learning.

Theoretical Underpinnings

• Research shows that education is most effective in reaching goals if designed to incorporate parents, family and place as part of the learning community.

Matthews, B.E. and C.E. Riley. 1995. Teaching and evaluating outdoor ethics education programs. Education Outreach Dept., National Wildlife Federation. Vienna, VA.

Theoretical Underpinnings

• Research shows that the social context in which education takes place is at least as important as the methodology by which concepts are taught.

Leming, J.S. 1993a. Character education: lessons from the past, models for the future. Institute for Global ethics. Camden, Maine.

Leming, J.S. 1993b. In search of effective character education. Educational Leadership 51(3): 63-71.

Learning Process

• Place-Based

• “Inquiry” or “Discovery” Method

Learning from Place and Immersion in Real World Problems

Learners and Teachers Shape Curriculum Together

Learners Construct Meaning from the Whole -- Across Multiple Disciplines

Peer Counseling and Student Ownership of Learning

Students Assume Responsibility for Collecting Information at Each Step of Inquiry Process

Adults Guide Inquiry Process

Writing/Drawing on Site Visits Reinforces Learning

Language Arts Integrate Different Subjects

Community Issues Integrate Different Subjects

Learning Content

• Coastal Resources– Land plants– Marine plants (seaweeds)– Vertebrates (fish)– Invertebrates

• Context– Ahupua’a– Olelo– Kupuna wisdom– Malama, other Hawaiian values

Lesson Components

Standards Based Science and Social Studies Curriculum

Traditional Hawaiian Knowledge and Ways of Thinking

Conservation Practices and Malama Aina

Interface with State DOE Standards

• Sharon Nobriga (Standards Alliance)– Reviews ‘Imi ‘Ike drafts

• Stephanie Kamakeeaina (Statewide standards review committee)– Pushing for reforms like ‘Imi ‘Ike

Evaluation

• How to evaluate what students know and how well they know it?

• Students who were pilot tested have written work products that:– Meet State Dept. of Education standards.– Demonstrate abilities to construct “mental

models” in the tradition of Hawaiian scientific thinking.

Student Work

Student Work

Student Work

Student Work

Student Work

Student Work

Student Work

Student Work

Student Work

Student Work

Year 2 Findings of ‘Imi ‘Ike Suggest Future Directions for Native Hawaiian Education

• Ground Learning in A Sense of Place• Reaffirmation of Native Hawaiians’ Affinity with Nature

– Practice Malama Ethic

• Induction into Experience of Community – Acquire Practical Skills Needed for Local Environmental Conservation

and Restoration– Recognize Inter-Dependence and Contribute to Well-Being of Others– Think Critically About Long-Term Sustainable Use of Resources

• Introduction to Occupational Alternatives in Environmental Monitoring, Management and Restoration

Challenges

• Research shows that curricular materials go unused unless supported with in-depth education for teachers.

• Students in urban and suburban places may not recognize or value their environment as much as those on Moloka’i.

• Workshop participants need to adapt Moloka’i pilot curricula to other settings

Aug. 9-11, 2002 Teacher Workshop

Aug. 9-11, 2002 Teacher Workshop

Aug. 9-11, 2002 Teacher Workshop

Aug. 9-11, 2002 Teacher Workshop

Aug. 9-11, 2002 Teacher Workshop

Aug. 9-11, 2002 Teacher Workshop

Aug. 9-11, 2002 Teacher Workshop

Aug. 9-11, 2002 Teacher Workshop

Aug. 9-11, 2002 Teacher Workshop

What Has Been Learned So Far?

• Key Elements of Hawaiian Learning Approach Can be Aligned with State DOE Standards in New Curricula

• Student Work Products Can be Used to Evaluate Whether Western and Hawaiian Standards Are Met

• Transfer of New Curricular Materials to 1st Cohort of Teachers Appears Successful

Priorities for Year 3

• Expand Moloka’i student project-based, inquiry learning

• Follow-up 1st cohort of teachers (8/9-11/02 workshop)

• Initiate 2nd cohort (11/02) and follow-up• Make available “deeper” Hawaiian knowledge • Demonstrate interactive computer learning

model• Evaluate project through presentation at

NARST annual meeting (March 2003)

Resources Needed for Year 3

• Continue re-tooling curricula• Support project-based learning in

“natural laboratory”• Follow up 1st workshop, conduct 2nd

workshop• Support 1st and 2nd cohorts of workshop

teachers with information that allows “export” of new curricular materials