Day 4 Sacred Reading - Outlining My Piece of the Pie

Source:
Benham, M. (2002). Bringing out the stories: Lessons about engagement. Journal of the American Indian Education, 41(2, 2002).

What is Sacred:
Maenette Benham, a native Hawaiian scholar is the editor of this special edition and she also writes the introduction. For some unknown reason, that is all I have is the introduction but I need to read every day, so sometimes I grab things not realizing it is a partial something. The object of this exercise, though, is to make do with what comes before me so here goes. . .

The introduction explains the outline of their project to collect stories from different "tribal colleges" and weave those stories into stories about engagement of Indigenous students in higher education. I only quote tribal college because BYU Hawaiʻi is one of the colleges they are sharing stories about, and you know, we Hawaiians are not tribes which makes it difficult to have conversations around money with other native peoples. Anyway, nothing to do with the introduction. What it does is confirm my belief, based on observation, gut, and Edward Said, that storytelling is a way to share research data.

The process of storymaking requires the collection and analysis of data, and framing these data in a way that best present the work of a community of people.

They did not have space to share their method, but they shared the outline that each college used to do their own "storymaking." Each of the main 4 sections also had prompts or questions attached.

The initiative
The partnerships
The leadership: wisdom of practice
So what can we learn?

Connections to current/future work:
I really like the last two main sections mainly because some of the mana wahine are writing a chapter about the empowerment from our dissertation in practice. We each will do a few pages which means I have to write a short, short story or a vignette so I needed an outline (due on May 14). One of the mana wahine already did her outline and I am just not an outline kind of girl, so the prompts in this article give me more outwardly recognizable structure.

3.the leadership - c. - If you can, talk about how leadership processes are supporting the following values: . . .(4) empowerment matters
4. so what. . .a. About how to make the learning experience valuable; b. About how native ways of knowing can drive learning and teaching, determine methods of problem-solving and decision-making, and at the same time be inclusive of diverse ways of knowing.

This does not write my outline for me, but I think this is the path, or rather this WILL be the path, I just have to trust that.

Note to self: In Evernote Abstracts/Proposals folder

Comments

Kino (an indigenous logic model): post 1 of 4

Passion I have. What I need is to practice my elevator speeches, those short informative program synopses that can be done in the time it takes to ride the elevator. Of course it will take me 4 posts. Post 1: The honua: building on solid ground The Alana culture-based education course is graphically depicted by the above logic model. The honua (green box), the earth, represents the mo'ok ūauhau, the geneology of this program that informs and guides the building of this course. Dr. Shawn Kanaʻiaupuni and her team lay the foundation for culture-based education (CBE) modeling and immersion within the course. Dr. Walter Kahumoku and Keiki Kawaiʻaeʻa, in consultation with Dr. Bernice McCarthy (4Mat) bring to the geneology the work of moenahā, a curriculum planning concept based on the way kupuna taught. Makawalu, literally eight eyes, is a concept practiced by Kaʻimipono Kaiwi and her teachers at Kamehameha Kapālama to encourage multiple perspectives in the standards-b

Tech Tools to Support Formative Assessment in the Classroom

Source: Dyer, K. (Jan. 31, 2019). 75 digital tools and apps teachers can use to support formative assessment. NWEA blog . What is sacred: Normally, when I read an article that I am going to use for class, I highlight citations that are sacred, but this is a different type of article, so what I wanted to do was keep track of apps that I tried in class or am trying and use Dyer's own lens to talk about worth and value in my own classroom. I cannot do 75. I will do 5. Her criteria: S upports formative instructional strategies and ways to activate learners to be resources for themselves and peers Is free or awful close to it (under $10 per year, where possible) When possible, both students and teachers can take the activator role (sometimes teachers need to get things started) 1. Flipgrid allows you, students, families to do a video response (from 15 seconds to now 10 minutes - I love a good upgrade). New in 2020 besides the added time - it used to be maxed at 5 minutes - is the a

Visual Synectics Strategy: Beyond the Icebreaker

To get professional conversations going, one strategy is the visual synectics strategy. The purpose is to select a visual and generate comparisons as a way to foster professional conversations within the table. Our visual options were: Martin Luther King Jr., Dorothy Gale from The Wizard of Oz , Peter Falk from Columbo , Michael Jordan, Winston Churchill, Oprah Winfrey. The cloze passage for the day was: Learning with other professional educators is like_______________ because_______________. Our tongue in cheek response: Learning with other professional educators is like Dorothy because sometimes we need to realize that we're just not in Kansas anymore, embrace the change, learn through the process, and only then can we find our way back home. Why is this strategy better than an icebreaker? It's not busy work. It guides participants to start thinking as a professional. It's not personal. The word icebreaker connotes that there is ice to be broken. People

Pure Manaʻo

Search This Blog