Teaching STEMS^2 Unit, Lessons to Remember

This is particularly difficult for me to do as I am not a teacher currently and being able to deliver a lesson program out to students would require me to try and vet kids and run a spring break program when I have no break from work as DOE teachers do. Therefore, what I did learn in my dilemma although after the fact is I need to really make sure i'm developing my curriculum in a way that someone else can come along and teach my lessons for me.

I know without question that at times a teacher may not be present to teach a lesson as I had taught in a classroom years back and was an emergency hire. In my situation the teacher had been out the whole year with teachers or parents coming in and out to teach. Unfortunately and fortunately for me at the time I had no curriculum left behind so I had to create my own and teach the students the best I could trying to address standards in various subjects. However, if I ever needed a sub my lessons needed to be clear enough for that substitute to follow. In this program I've almost forgot that notion in trying to develop curriculum for my non-profit.  I think as a result of being so excited and wanted to get on the ʻāina and educate, I forgot that my capacity may not always allow me the luxury to be out doors educating the youth or community.  Therefore, I really need to develop plans where the knowledge set is not so heavily based on what I'm capable of teaching in that moment but what content as a whole could be taught by anyone so that the lessons don't stop after me but go beyond me.  This is a great reminder for me to keep focused on being as clear and promoting of student inquiry and exploration in bringing out learning.

I stand firmly in the beliefs of allowing students to think for themselves, inquire and learn. However, in this program, because of the University setting I found myself trying to fit my teaching style and background into these higher level education constructs.  In doing so I was completely foregoing bringing in any student exploration or inquiry but moreso the dang SAGE OF THE STAGE mentality...insert eye roll.  I had it brought to my attention and I remember feeling completely floored because here I was wanting all these things, but my actions in developing the curriculum was proving that the student learner role was almost non-existent because of the way I was organizing information.  Conversations like this have helped me to be mindful of how I educate outdoors and to not change that because of the way I'm developing curriculum and trying to utilize the specific academic constructs and teaching styles that exist.  As much as this was a small embarrassment for myself, I consider it a success because I didnʻt realize that I was talking one way in education but developing it out another way to line up with templates, constructs and styles I felt had to be followed or utilized to appear the curriculum was valid or effective. I have definitely felt more confident in approaching in an entirely “me” way but definitely with new found education knowledge and tools.

STEMS^2 Personal Research; Struggles, Challenges, and Support Needs

My personal STEMS^2 research is going rather well as far as finding information on topics of indigenous teaching frameworks.  There is a lot of information out there related to  Native American and other indigenous people throughout America and literary works coming out from Aotearoa as well. There isnʻt as much Hawaiian education framework discussion available as I thought there would be.  

Itʻs not to say that there arenʻt a good source of information on  various frameworks that people are looking at in Hawaiʻi.  However, I do feel that in some cases frameworks that exist to utilize Hawaiian indigenous knowledge tend to have more of a  “Hawaiiana” feel than being deeply rooted in traditional Hawaiian cultural knowledge or ʻike kupuna (ancestral knowledge) as the catalyst for education.  I feel like the Hawaiian cultural knowledge part in existing frameworks (not all) is used like salt on poke...sprinkled. An additive to a larger existence of stuff rather than the bulk of the learning or the foundation of the learning experience be the Hawaiian values, perspectives etc.  Hawaiian cultural knowledge is in no means surface or without the ability to bring about solid education if it is conducted and vetted properly.  I am really trying to get to  point where I can create effective and powerful curriculum for students to explore, learn and grow and become their own powerful, kind, grounded and contributing individuals.

The challenge for me at this point in my STEMS^2 research is that the way I'm thinking and what I'm envisioning as far as lesson plans and education isn't lining up with what is available.  The question and comments that have come up is that the framework might not exist and like others Iʻll have to create it.  I honestly think thatʻs a great way to move forward and I want to do that, but I feel like I need more practice in that arena.  I am going to try my best to embody and embrace what I am thinking and feeling is important to produce out and have it line up in a way that highlights Hawaiian indigenous teaching practices.  

The success I had is believing in the process of this STEMS^2 journey and the immense changes in my mind about education that has happened. I feel unlike others I have less of a formal education in EDUCATION and so I'm constantly learning and reading what word means what and if I even am making sense when I'm talking.  The inquiry and second guessing into things was making me uncomfortable but then I had a good conversation with my advisor.  I was assured that seeing that certain tools wouldn't suffice for my curriculum design  or not allow me to be dynamic in my teaching style was a sign of growth education wise.  I showcased that I can't force things to mold to each other if it doesn't and therefore, I do need to be observant and real and make the necessary changes so that I can truly honor my work I'm trying to create. So YAY!

My lesson plans are the kicker for me and should be as this is why I chose to do it because I want to increase that skillset and become effective at it. I need to utilize my advisor for feedback on my lessons and other curriculum development friends too so I can make sure I'm heading in a good direction.