Teacher Professional Development
Rubric Training
April 20
PIKO
PIKO Reunion Agenda
4:15 - 4:30 PM Participants Connect with Padlet Introduction and FieldScope Registration 15
4:30 Kaleo Introductions and Oli Kāhea me Oli Komo 5
Introduce the PIKO Project `Ohana
4:35 Rae Keynote: DIVE INTO PIKO 10
4:45 Kaleo Intro - Review the PIKO Rubric 10
4:55 Participant Breakout Session (Rename your ZOOM SCREEN) 30
1 - UNPACK PIKO - ROOM 1 - KALEO
2 - DIVE INTO PIKO - ROOM 2 - RAE
3 - KEEPERS OF PIKO - ROOM 3 - `IWA (community resource)
5:25 Soft Break: Restroom and/or change rooms if you like 5
5:30 Participant Return or Select another Breakout Session (Rename your zoom)
5:40 Whole Group Kūkākūkā Discussion 10
5:45 STEMPlus Events Calendar 5
5:50 Padlet | Mahalo & E Hele Mai | Participant Evaluations 5
6:00 A hui hou! We will stay on for 15 minutes to answer any questions! 15
Kumu Hula Aunty Leina`ala Kalama Heine
Hawaiian Protocol
Ho`ohanohano = Reverence
Ho`olaha = Announce
Ha`aha`a = Display of Humility
Dr. Richard Kekuni Akana Blaisdell MD
Piko Poʻo / Manawa / Piko ʻĪ - Fontinel
“...Connectivity of the personal uhane or wailua with our ancestors, to all the way back to the beginning of time. So, as long as we think about them, listen to them, talk to them and are guided by them then we are connected.”
Piko Waena / Piko Naʻau / Piko ʻŌ - Navel
“...the gut or na`au is the seat of learning, wisdom and feeling - having a gut feeling refers to that kind of knowledge and feelings - so according to our traditional concepts we haven’t learned anything unless we can feel it and act on it.”
Piko Maʻi / Piko ʻĀ - Reproductive System
“This connects us to our Mamo our descendents after us...we do not live in linear relationships but a true circular one.” “To return to our basic kanaka maoli concepts we only need to care for not only ourselves but for all…Kekahi i Kekahi
What is the PIKO?
How the Kanaka Maoli find balance with self, others, and environment.
“A healthy PIKO is a healthy Hawaiian.”
Ka`anohi Kalama Macomber
What is the PIKO?
Points of Connectivity
Strengths and power to live in Mana
Levels of connection necessary for a balanced life
In 1966, Blaisdell became the first Professor and Chair of the Department of Medicine at the University of Hawai'i School of Medicine.
Director, of the Center for Hawaiian Studies, University of Hawai'i at Manoa. Blaisdell served as Interim Director from 1987-1988.
Blaisdell was a pioneer in advocating for accessible and culturally appropriate healthcare for Native Hawaiians. He provided dramatic documentation of worsening Kanaka Maoli health conditions.
Piko Poʻo / Manawa / Piko ʻĪ - Fontinel
Spiritual Connection
This SUCTION of organic and inorganic voices, is unseen; however, we must still acknowledge it and make space to honor it.
Piko Waena / Piko Naʻau / Piko ʻŌ - Navel
Inherited from Family Connection
It is our current connection to the lāhui around us and how we show up. This piko pulls at us, and informs us about our lives through an interaction with our piko ʻī.
Oli Kāhea: Hiki Mai Ka Lā
Hiki mai ka lā i ka honua
Nā moʻolelo, e mau aku ka moʻomeheu ē
Ka leo o nā pua i kaiao
Kū lōʻihi i ka pā ahe o ka makani ē
Translation:
Sun shines over the earth
Stories nurturing the culture
The voice of the children in enlightenment
Waiting here for the cool breeze
Oli Komo: Holu Nape Na Laʻau
Holu nape nā laʻau i ka ʻolu
He mai ke ākea laʻa ē
Aloha mai
E komo mai ē - - ē
Translation:
Trees sunny in cool wind
Meeting on this sacred space
Greetings!
Come in!
Composed By:
Aunty Leinaʻala Kalama Heine and her daughter ʻAuliʻi Hirahara
November 5, 2014 for Mele Murals @ Kaimukī High School and the Estria Foundation
Piko Maʻi / Piko ʻĀ - Reproductive System
The Creative and Procreative Connection
The power of this piko teaches us to learn in this present and do what is needed to prepare for the future. Recognize that every decision we are making will inform our future actions and what is to come.
Points of Connectivity
Strengths and power to live in Mana
(Levels of connection necessary for a balanced life)
With manaʻo shared by: Ka`anohi Kalama-Macomber channeling lessons taught by kupuna as well as those shared in
Ke Kumu Honua Mauli Ola & Nā Honua Mauli Ola
Piko Poʻo / Manawa / Piko ʻĪ - fontanel - This represents the most sacred space (it never really closes). It is the opening that is breathing in the unseen. It is our spiritual connection to our ʻaumākua and that which informs our intuition. Our parents are told to protect this piko at birth and to teach us the importance of continuing to protect it. This suction of organic and inorganic voices, is unseen; however, we must still acknowledge it and make space to honor it. It is not supernatural, it is the past and the ideas of creation and nature flowing in and throughout. It is the higher power that speaks into us not at us. How do we allow it to funnel into us? Through the ceremony of our birth and our continued connection to those powers greater than ourselves.
Piko Waena / Piko Naʻau / Piko ʻŌ - navel - This represents our connection to our ʻohana and the ʻāina we interact with. It is the values, actions and tangible products of our `ohana today. This is our connection to our makua through our ʻiewe and the lessons that they teach us. It is our current connection to the lāhui around us and how we show up. This piko pulls at us, and informs us about our lives through an interaction with our piko ʻī. We have control of this tier of our mana. The power is felt in the gut, in controlling our knowledge and emotions.
Piko Maʻi / Piko ʻĀ - reproductive system - This represents our ability to create. WE can do something now to make sure that our future is led in a way that is founded on the values of our kanaka. It is here at this piko that we intentionally set into motion a type of learning that utilizes the guidance of our piko ʻī and the ʻike of our piko ʻō to create opportunities for the future connections, future experiences as well as future generations that we will one day nurture. The power of this piko teaches us to learn in this present and do what is needed to prepare for the future. Recognize that every decision we are making will inform our future actions and what is to come. Allow ourselves to connect to that future and develop necessary relationships and take the necessary steps in order to leave behind a meaningful legacy.
***In acknowledging the role that each of these piko play in our lives and the emphasis they place on the importance of connections, we also acknowledge our role as conduits from the past, through the present and into the future. This is the kuleana that we hold. It is through the recognition of this kuleana as a privilege that we are able to become the best possible versions of ourselves for the collective whole.**
http://mauliolanetwork.com/home/
`Āina Educators, Scientist and Stewards
Sharon Nelson-Barber
Zanette Johnson
Yvonne Chan
Eric Tong
Kaleo Hanohano
Matt Silberglitt
PIKO: Place-Based Interdisciplinary Knowledge Organizer
Jonathan Boxerman
1893
Hawaiian Kingdom Overthrown
The illegal overthrow of the Hawaiian sovereign Queen Lili`uokalani and the people of Hawai`i
1896
Hawaiian Language Banned
as medium of instruction in the public education system
1979 - 1986
State Constitutional Convention
(Hawaiian Education committee)
Article X, Section 4:
“The State shall promote the study of Hawaiian culture, history and language…in the public schools.”
“The use of community expertise shall be encouraged as suitable and essential means in the furtherance of the Hawaiian educational program.”
1986-2000
1986 - 2000
2000 - 2021
Lahainaluna School in Lahaina Maui
First School west of the Rocky Mountains
1831
1979 - 1986
83 Years
Forbidden to speak & teach Hawaiian Language
4 Generations
without
Hawaiian Language
<2,000 Native speakers
1983
Establishment of the first Punānaleo o Hawai`i total immersion schools for Preschool 2 - 4 years
2001 - 2021
The Office of Hawaiian Education
2014 - Policy 2104 and 2105 amended: establishes the Office of Hawaiian Education; HEPS re-organized from OCISS to Office of the Superintendent
2015 - Office of Hawaiian Education officially established under the Office of the Superintendent
2002
NHMO
World Health Organization
Nā Ala `ike
The Cultural Pathways
Nā̄ Honua Maoli Ola
He Aupuni Palapala Ko`u
“Mine will be a literate Nation”
Public Education System
Established by King Kamehameha III on Oct. 15, 1840 - 90% of the population in Hawai`i is literate in English and Hawaiian as well as other languages
Reclaiming & Indigenizing
The Hawai`i Public Education System
1840
1820
Hawaiian
Alphabet
1822
Printing Press
Translate the Bible
Men
Women and Children attended schools to read and write in Hawaiian
DIVE INTO PIKO
with Raechelle Villanueva
Wai`alae School | 3rd Grade Teacher
Dive Into PIKO-If can, can! One step at a time.
H = Huina
TO JOIN AND TO ALIGN
The Kanaka join and align to the voices of the kupuna (elder). Through intergenerational exchange offering insight and ways of knowing to inform support, protect, and prevent loss. These “people of the land” share simple and radical realities for preservation of the place and of the race.
Dive Into PIKO-If can, can! One step at a time.
What is Aloha `Āina? How can we be agents of Aloha?
O = `Oni
TO MOVE SUCCINCTLY
The Kanaka move to understand the ways of the place by touch, smell and taste. Working with `aina reveals answers and seeks to ask many questions. Moving into `aina in practice builds deep relationships with place for place.
A = A`o
To TEACH & To LEARN
The interaction is reciprocal, coherent, can be explained.
The kanaka live in the 4 dimensions of place at all times. They teach and learn simultaneously - it is a continuum
K = Ka’a
To Braid
The Kanaka take multiple ideas of varying complexity and braid patterns of understanding around the place. The role of kumu and haumana are blended and sometimes switched to expose how new ideas are braided, woven, plated and felted.
A = A`o
To TEACH & To LEARN
The interaction is reciprocal, coherent, can be explained.
The kanaka live in the 4 dimensions of place at all times. They teach and learn simultaneously - it is a continuum
I = `Ike
TO SEE, TO SEARCH, TO KNOW
The Kanaka connect to ancient indigenous wisdom, parallel worldviews, and placing value on the natural world, seasonal change, rotations and patterns to see, search and know place.
Aloha `Āina and Me
E = `Eleu
To EXECUTE & EMPHASIZE
The Kanaka live in the space of metamorphosis, and identifies the cosmic, esoteric, organic and inorganic, mystic as supernatural and extraordinary. Sacred execution that emphasizes a shared reciprocal relationship with place
L = Lama
Enlightenment
The indigenous values from Lama are La’a, Anu’u, Mai`au and Aloha. Each value acts as a navigational tool.
The Kanaka create torches like these on the pathway so learners can use them as guides on the journey. Formative and summative assessments are seamless interactions with place. Learnrs explore, practice, prepare, and present simultaneously. Like light that bendsand flicker. This is the nature of Lama in each learner.
La`a = The learning has sacred value
`Anu`u = Take it higher, Build it up, be an advocate.
Maiau = Enhanced quality, careful work
Aloha = cherish the learning
Jamboard Slide 1
How would you implement some of these into your teaching?
Jamboard Slide 2
What part of the Rubric speaks to you?
Jamboard Slide 3
Share your initial reactions?
A = A`o
To TEACH & To LEARN
The interaction is reciprocal, coherent, can be explained.
The kanaka live in the 4 dimensions of place at all times. They teach and learn simultaneously - it is a continuum
E = `Eleu
To EXECUTE & EMPHASIZE
The Kanaka live in the space of metamorphosis, and identifies the cosmic, esoteric, organic and inorganic, mystic as supernatural and extraordinary. Sacred execution that emphasizes a shared reciprocal relationship with place
Kanaka
Kanaka Maoli the orginal name for the indigenous people of Hawai`i.
I = `Ike
TO SEE, TO SEARCH, TO KNOW
The Kanaka connect to ancient indigenous wisdom, parallel worldviews, and placing value on the natural world, seasonal change, rotations and patterns to see, search and know place.
ʻAnuʻu
Waena
TEACHER
ASSESS
O = `Oni
TO MOVE SUCCINCTLY
The Kanaka move to understand the ways of the place by touch, smell and taste. Working with `aina reveals answers and seeks to ask many questions. Moving into `aina in practice builds deep relationships with place for place.
U = Ulu
TO GROW, TO BUD, TO BLOOM
The Kanaka grow via native language, through linguistic exchange. The dialectic tones impart indigenous identity sealed in time. Delivered though sound and optics like seeds that germinate and bud into ways of knowing and bloom into new understandings. Listening to place as it transmits ideas and thoughts.
H = Huina
TO JOIN AND TO ALIGN
The Kanaka join and align to the voices of the kupuna (elder). Through intergenerational exchange offering insight and ways of knowing to inform support, protect, and prevent loss. These “people of the land” share simple and radical realities for preservation of the place and of the race.
K = Ka’a
To Braid
The Kanaka take multiple ideas of varying complexity and braid patterns of understanding around the place. The role of kumu and haumana are blended and sometimes switched to expose how new ideas are braided, woven, plated and felted.
L = Lama
Enlightenment
The indigenous values from Lama are La’a, Anu’u, Mai`au and Aloha. Each value acts as a navigational tool.
The Kanaka create torches like these on the pathway so learners can use them as guides on the journey. Formative and summative assessments are seamless interactions with place. Learnrs explore, practice, prepare, and present simultaneously. Like light that bendsand flicker. This is the nature of Lama in each learner.
La`a = The learning has sacred value
`Anu`u = Take it higher, Build it up, be an advocate.
Maiau = Enhanced quality, careful work
Aloha = cherish the learning
Breakout Room Session
ROOM #1 - UNPACK PIKO - KUMU KALEO
If you are NEW to the PIKO Rubric
Those who are seeing the PIKO for the first time
ROOM #2 - DIVE INTO PIKO - KUMU RAE
If you are on the PIKO Journey
Those who would like to meet teachers who are on their journey
ROOM #3 - KEEPERS OF PIKO - KUMU `IWA
(community resource)
If you are EXTENDING your HORIZON with PIKO
Let’s share resources, lessons, classroom strategies and contacts
Quick Steps:
1
Select a Room from the menu.
2
Type your selection into the chat box.
3
Join the breakout room.
OPEN: Breakout Room Jamboard
UNPACK PIKO RUBRIC
with Kaleo Hanohano
Breakout Room 1
Kahuku High & Intermediate School
Kaimuki High School
Comparative Demographics | Kaimuki High School | Kahuku High & Intermediate School |
Total number of students enrolled | 702 | 1381 |
Eligible for Free or Reduced-price lunch | 59% | 45% |
Multilingual Learner | 18% | 3% |
Native Hawaiian, Pacifika including Oceania | 51% | 66% |
Asian | 34% | 24% |
White, Black, Latinx | 15% | 10% |
Special Education Services | 20% | 13% |
Strive High School Performance Report 2018-2019 http://bit.ly/strivehighsystem
SY 2018-2019
He Mele no Kāne:
(No Kaua‘i mai kēia mele)
He ui, he nīnau:
E ui aku ana au iā ‘oe,
Aia i hea ka Wai a Kāne?
Aia i ka hikina a ka Lā,
Puka i Ha‘eha‘e,
Aia i laila ka Wai a Kāne.
E ui aku ana au iā ‘oe,
Aia i hea ka Wai a Kāne?
Aia i Kaulana a ka lā
I ka pae ‘ōpua i ke kai,
Ea mai ana ma Nihoa
Ma ka mole mai ‘o Lehua
Aia i laila ka Wai a Kāne.
E ui aku ana au iā ‘oe,
Aia i hea ka Wai a Kāne?
Aia i ke kuahiwi,
I ke kualono,
I ke awāwa,
I ke kahawai;
Aia i laila ka Wai a Kāne.
E ui aku ana au iā ‘oe,
Aia i hea ka Wai a Kāne?
Aia i kai, i ka moana,
I ke Kualau, i ke ānuenue
I ka pūnohu, i ka ua koko
I ka ‘ālewalewa;
Aia i laila ka Wai a Kāne.
E ui aku ana au iā ‘oe,
Aia i hea ka Wai a Kāne?
Aia i luna ka Wai a Kāne.
I ke ouli, i ke ao ‘ele‘ele,
I ke ao panopano
I ke ao pōpolo hua mea a Kāne la, e!
Aia i laila ka Wai a Kāne.
E ui aku ana au iā ‘oe,
Aia i hea ka Wai a Kāne?
Aia i lalo, i ka honua, i ka wai hū,
I ka wai kau a Kāne me Kanaloa –
He waipuna, he wai e inu,
He wai e mana, he wai e ola,
E ola nō, ea!
Note: Copy the Nane with Hawaiian and English for your students. Encourage language interaction through text and chant
The Place-Based Introductory Lesson: Welina Mānoa Ho`okahe Wai Ho`oulu `Āina
C
L6 - The Kanaka awaken diverse representations of culture and scientific reasoning. These are woven as values that inform daily life beyond school
Students connect with the scientific approach to measuring the biodiversity while also engaged in oli practices, at the kūahu (sacred gathering place) where we offer mahalo for this place and the genealogy that connects us to this sacred space.
Student learn that they need to be mākaukau (ready) - gear up and suit up for the activity. Students learn kilo (observe) this new space. Students learn the outside realm of environment is sacred and has mana (spiritual powers). They begin to share space with all elements and have Hōʻihi respect for the lifeways of all who thrive in the river.
LAMA
Enlightenment
What does the water need from us?
What’s the best thing about your job?
I get paid to do what I love. I learn or see new things everytime I go into the field, get to travel to many of the main Hawaiian Islands, hike to areas that are often untouched or unseen by many other people, and swim in streams that are clean and have high numbers of native freshwater species.
http://thewildclassroom.com/biomes/scientistprofile/streams.html
Students are taught about the stream and the stream animals
Sept.
2019
Training Session
Meet The Scientist
A = A`o
To TEACH & To LEARN
The interaction is receiprical, coherent, can be explained.
The kanaka live in the 4 dimensions of place at all times. They teach and learn simultaneously it is continuum.
L1 - Kanaka are formative, using indigenous songs, chants and stories as assessment tools for learning rather than about learning.
Cory Yap, scientist that inserviced students preparing them to become citizen scientist and stewards of their place. A river is located on the school grounds, and the natural enviroment as they grasp new knowledge about the biodiversity of their place
L2 - Kanaka engage learners in building meaningful relationships among students, community members, ancestors, places, land, history, etc.
Cory Yap teaches the pa`epa`e method of catching invasive catfish safely , while also eradicating the invasive fish offering opportunities for students to build relationships with both the `o`opua kupuna and others. This is a beginning of conversations and discourse about the bio-balance of Kanewai stream at our location.
Cory Yap
L4 Students connect the results of their own work to concerns and values of their community.
L8 Ground learning in real community questions, allowing students to demonstrate their knowledge in a variety of ways, and for real-world purposes.
Students demonstrated this at World Earth Day - Nā Wai `Ekolu - Māmala Aloha `Āina.
L3 - Kanaka inspire learners with ways to take ownership.
Learners ho`ike (showcase) their abilities to be stewards and their (knowledge of the `o`opu) or Kū`ana`ike with others. Learners live in this place as Kaikua`ana me Kaikaina relationships where older sibling shelter and guide younger sibling.
L5 - The kanaka look back to inform the next steps or the next cycle of instructional choices.
L7 - The Kanaka reflect on both teaching and learning
What did you learn? How is this helping to understand what water needs from us? Who benefits and who does not? Is the water flowing and does the earth thrive at our region of Kānewai stream? Who is responsible for protection of the water?
`Ai Have A Dream
Partnership with Kahuku High School | ʻĀina-Informatics | FieldScope | The Indigenous Mapping Project
Protecting My Beloved Kaiāʻulu
Why are we doing this place-based research?
1.
Collecting evidence that is meaningful and relevant to us today, and everyday.
2.
Connecting our learning to the issues and problems we are faced with today.
3.
Gain access to the knowledge from experts, elders and kūpuna who guide our place-based study.
4.
Practice the research steps to collecting data for later review and for use in our learning portfolios.
Does the GMO papaya contribute to a more just, healthy and beloved community in Koʻolauloa?
He ali`i ka `aina, he kauwa ke kanaka
The land is the chief and man it’s servant.
Strengthened Sense of Hawai‘i
‘O Hawai‘i ku‘u ‘āina kilohana *
Hawai‘i is my prized place
Hō‘ike au i ke aloha a me ka mahalo no ko‘u ‘āina kilohana ‘o Hawai‘i nei.
Nā Hopena A`o
Students map their neighborhoods, identify safety issues and observe what foods are in their agroforest.
Students map a location and provide a juxtaposition of the place.
Students gather papaya leaves from their agroforest and document location, site, and place.
Students KILO or observe a papaya tree and collect specific data. They select a leaf, monitor roots, trunk, fruits flowers.
2020-2021 School Year
Distance Learning
Kahuku High and Intermediate School
CDC COVID Restrictions
State of Hawai`i DOE Distance Learning Restrictions
March 2020 - March 2021
Themes:
My Beloved Kaiāʻulu
ʻAi Have a Dream
Food Security, Food Safety, Food Sovereignty & Sustainability
`Aina Informatics
Place-Based Curriculum
PIKO Rubric Deep Dive
Indigenous Mapping
Collect Data on Papaya DNA
Interact with students in DL
interdisciplinary Collaboration
Experts in the Field
Strengthened Sense of Responsibility
Ma ka hana ka ‘ike, ma ka ‘imi ka loa‘a *
Strengthened Sense of Belonging
He pili wehena ‘ole *
(A relationship that cannot be undone)
Strengthened
Sense of Excellence
‘A‘ohe ‘ulu e loa‘a i ka pōkole o ka lou *
There is no success without preparation
Monday
What is GMO papaya and where can you find it in Koʻolauloa moku?
Wednesday
Papaya CSI: How do we use genetic tools to detect unseen genetic modification?
Friday
Papaya CSI Part 2: Are our papaya leaf samples GMO or are they kūlohelohe (natural)?
Roots & Representation // GMO Papaya Virtual Lab
The central question of this mini-project is:
Does the GMO papaya contribute to a more just, healthy and beloved community in Koʻolauloa?
Results summary
Round 1
8 GMO out of 14 total conclusive = 57.1% of all papayas tested were GMO.
Round 2
15 GMO out of 28 total conclusive = 53.6% of all papayas tested after both rounds were GMO.
Name | GMO? |
Kalapana | Yes |
Zealand | Yes |
Mitchell | Yes |
Talia | No |
Emma | Yes |
Kingston | No |
Papanuʻumealani | Yes |
Skyler | No |
Name | GMO? |
Rachael | No |
Loren | Inconclusive |
Nāleo | Yes |
Charles | No |
Mel | Yes |
Pele | Yes |
Marley | No |
Name | GMO? |
Loren | Yes |
Laʻakeamaikalani | No |
Brody | No |
Haevinn | No |
Kaimana | No |
Tia | Yes |
Malachi | Yes |
Name | GMO? |
Zion | Yes |
Nita | No |
Emma | Yes |
Benjamin | Yes |
Charles | Yes |
Zealand | No |
Naiah | No |
Roots & Representation // GMO Moratorium Bill
The Central Question of this mini-project is:
Does the GMO papaya contribute to a more just, healthy and beloved community in Koʻolauloa?
GMO Papaya Results
Watch the live Zoom session for the GMO results and discussion
Video recordings:
Questions for Kumu ʻIwa?
Record them in Flipgrid:
Kauleo! Stand Up and Be Heard
Advocate for your community’s best interests when it comes to biotechnology.
slides to read about the 2014 bill which
would have banned GMOs in Maui County.
papaya results, your haʻawina is to prepare
testimony in favor or against the bill.
KEEPERS OF PIKO
with `Iwakeli`i Tong
Breakout Room 3
Nā Kumuwaiwai Nā Loea Nā Palapala
Share Your Pūʻolo
Upcoming STEMplus Events
Mahalo nui loa! E hele mai!
Please ask your friends and fellow colleagues how they might use the PIKO Rubric to guide their practice?
For more information, please contact us
SharonNelson-Barber
Jon Boxerman
Yvonne Chan
Eric `Iwakeli’’i Tong
Kaleo Hanohano
Raechelle Villanueva