In this unit, students had complete autonomy in their work, whereas in the previous lessons, it was "structured autonomy. They were responsible for developing their research question, choose the medium to present their research through, developed an inquiry proposal, kept an evidence log, AN AI LOG, and finally sought out manaʻo form their peers about their project before turning in their final draft.

The things that these haumāna created was on a whole other level from what they were creating in past units. I am excited to continue to integrate this into what we do next year and hope to collaborate with other kauhale on developing inter-disciplinary projects that would limit the amount of "double work" we end up giving the kids, so instead we look at one project across multiple content classes.

• Learner Check-in and Daily Goal Setting

  • This allowed haumāna to set the tone for their day in class and have a goal to strive for as they do their work for class.

• 1-on-1 Check-ins

  • Allowed me the opportunity to meet with every one of my haumāna daily and help them verbally process where they're at in their learning/work.

• Choice Board Activities/Projects

  • Allowed students to choose the medium in which to present their project. This kept students engaged because they got to choose what best worked for them and not a singular format that they may have struggles with that is being forced upon them.

The biggest source of feedback that I gained from my students were the surveys that I would administer at the end of each quarter. From these surveys, I would look at the data and (with the help of Aunty Chatty GPT), I was able to conduct a gap analysis each quarter that took the feedback from the students compared it to the goals that I had set for what I wanted the Papa Ea Framework to be.

I used this feedback to make significant shifts quarterly.

Outside of that, through my daily check-ins and 1-on-1s, I would be able to verbally talk to the haumāna to see what is working for them and what isn't indirectly through just listening to what haumāna have to say.

Taking these moments to hanu are what really helped me make it through the year and not be stuck in the moments that were overwhelming and felt like I failed.

Beyond taking the moment to hanu, I would also tell our new kumu to not be afraid to push the boundaries of what education means for you as a kumu as you teach your haumāna. Try new things in your classroom; if it flops, thats ok, but it will more often than not be successful...but if you never try, youʻll never know.

Also, lean on your hoa kumu and take the time to make pilina with them as well. We place a lot of emphasis on making pilina with our haumāna, but we should also try to make pilina with our colleagues.

My colleagues/hoa kumu were one of the big factors that helped me make it through the year!

Good luck!

1) Ask your department leads for help when you need it

2) Ask about special weeks and how it will affect classes.

3) Realize that many students will be out for field trips and sports, so have alternate plans in mind, be flexible.

4) Know that Dory and Corrine are here to help you. They are great resources when you are thinking of what to do and need help.

Also I feel like it reminded me the importance of humanizing and empowering students in a world flooded with AI writing nowadays.

Classroom procedures: we had a talk about what "respect" looks like in the classroom (showing up on time, putting cell phones away, speaking & listening to one another) and we developed classroom rules. I had students sign their agreement and if they did not meet the expectations of the rules, the consequences were applied (mostly they had to oli to reenter class). Sticking to the follow-up also showed the severity of my expectations and them respecting that helped build pilina

I would also like to move away from using the laptop. I have seen significant improvements to students' skills by "forcing" them to learn the foundation and "force" them to critically think.

2) Develop a better system for classroom management, like phones.

3) Have more opportunities for daily check-ins with students.

First, I tend to get a lot of students who don’t exactly consider themselves “high flyers.” Many sign up for my classes thinking they’ll be easy (which is the first mistake, lol). Once the course gets going, they often start out pretty discouraged. But over time, something clicks. By the end, they’re walking out with confidence, often with some of my favorite projects.

Second, it’s the good conversations. Not every student’s a deep thinker, of course, but every so often, you get those few who really want to engage in something meaningful. When those moments happen, they stick. I leave work with a full heart, and honestly, it’s those conversations that energize me to wake up the next day.

Not sure how Iʻll grade this yet, but Iʻll figure something out.

1. Incorporating collaborative activities

2. Tailoring the curriculum to student interests/input

   1. I took a survey at the beginning of the year to gauge their initial interests and what they wanted to explore. After each unit, I would ask for more student feedback to keep/change things in the quarters after.

   2. An example of this is our quarter 4 capstone unit. For the most part, the students were engaged and took each assignment seriously. I think it was because I sent out a survey at the start of Quarter 3, asking if and how they wanted to work on their capstone this semester. Even though the capstone is very research-based and was mostly independent work, students were engaged overall.

3. Incorporating other types of literature, like documentaries, movies, plays, and short stories.

-Frequently having genuine talk story sessions. Entertaining all ideas and input no matter how absurd.

-Emphasizing personal connection to topics

-Doing periodic personal temperature checks with individual students on both school and home happenings

As for my final for Health Occs, I held mock interviews. The students needed to create a resume, answer interview questions from Magic School AI that I pulled based on the career they want to go into after high school/college. They also needed to include their CPR cards as an extra skill they possessed. I had my Seniors spruce up their resumes by adding any extracurricular achievements they have accomplished this year, along with adding that they have become AHA CPR Certified. The interviews went great and it really opened my eyes to how prepared/motivated they can be if pushed in the right direction. I had great feedback from hoa Kumu who assisted (Aunty Keiki, Isaac Vigilla, and Chey Zimmerman), they really made this happen for me, I appreciate them tremendously for helping me.

In my Health Occs class, I tried to do more project-based learning or hands-on activities to use as a way to help them think of real-life scenarios to help them understand what we are learning in our lectures.

2) Collaborate more with my kauhale Kumu and other kauhale.

3) Be more consistent with disciplining phone usage in class.

Utilize Corrine and Dory! They have come through for me many times! They always had my back and never gave up on me. They knew how to position me in a way that allowed my capabilities to flourish. They will help you succeed here.