“We must stand in unity to advance the educational achievement of our Filipino American students.”
Filipino Americans represent the second largest ethnic group in Hawai‘i’s public schools (21%) and also hold the negative distinction of being ranked second to bottom on Hawai‘i State Assessments (HSA) in reading and math achievement.
The Institute will be organized around three phases: curriculum-making, curriculum- exchanging, and curriculum-applying. During curriculum-making, professional learning communities composed of representatives from each of the partners will collaborate to develop curriculum for the Institute. Teachers enrolled in the Institute will then have the opportunity to experience the curriculum and begin exchanging ideas on how to implement it in their classroom. Finally, teachers will apply the curriculum in their classroom with guided assistance and reflection.
The Filipino American Education Institute is a partnership between the University of Hawai‘i, Manoa’s College of Education, College of Arts & Sciences, Leeward Community College Theatre and teachers from the Farrington Complex to develop and implement a three-week summer professional development/graduate course for twenty-five teachers focused on meeting the academic, social and cultural needs of Filipino American students.
The focus of this module is for teachers to understand the diversity as well as common themes between the ethnolinguistic groups of the Philippines, along with the holistic nature of specific Philippine arts and cultural practices through demonstrations and participation in an experiential sampling of its performing arts.
The focus of this module is to understand students who are English Language Learners (ELL) from the Philippines and Filipino ELLs born in Hawaii. Students who come from the Philippines come from an educational system that differs from the educational system here in Hawaii. This module gives participants the opportunity to analyze academic difficulties these students face and address strategies through lesson planning, activities and the implementation of Filipino literature.
This module provides tools to examine critical connections between memory, perspective and colonization and how it influences the interpreting and silencing of Philippine history. By recognizing the diversity and dignity of Filipino experiences, students free themselves from the chains of local and globalized stereotypes – often harmful internalized images that subconsciously damage students’ perceptions of self and deter meaningful interactions with others. Whether you teach humanities, math or science, a critical history education builds empowered and engaged learners.
This module focuses on identity and politics of location by engaging participants in a Socratic session and critical reading. We will discuss the following questions: (1) How do we identify the diminished ethnic identity/awareness amongst our students? (2) How do we build student identity and awareness? (3) How do we accomplish these goals to foster student achievement? Participants will also develop their use of the Structure Academic Controversy debate model in order to unpack deeper topics.
This module demonstrates a tangible way for teacher participants to apply what they learned during the Institute. Teachers will learn how to integrate critical and hip hop pedagogy into their teaching. This will provide them with a social action template/process and examples on how to explore issues in the community and implement their knowledge and awareness into Hawai‘i classrooms statewide. This final module on critical praxis empowers teachers and students to confront challenges and ultimately uplift their school and wider community.
Multicultural Teachers Develop Program to Benefit Fil-Am Students - By Fiedes DOCTOR
One Day: Teach for America Alumni Magazine, Fall 2010 (Edition X)
"Not Just Black or White"
The Institute strongly believes in partnering with community members.
COLLEGE OF EDUCATION
Ph.D. Curriculum Studies
Premier 19941 - Standard Women Ballet s Cute Slip on - Comfortable Closed Toe Ballet - Low Ankle Strap Shoe Rose Gold W* f1a947d Ph.D. Institute for Teacher Education
Ph.D., Director, Secondary Education
Institute for Teacher Education
East-West Ford Fellow
COLLEGE OF ARTS & SCIENCES
Ph.D. American Studies
Ph.D., Indo-Pacific Languages and Literature
D.A., Indo-Pacific Languages and Literature
Ph.D. Ethnic Studies
MA., American Studies
UH Student, Indo-Pacific Languages and Literature
Maria Elena B. Clariza
UH Library Specialist, Philippine Collections
LEEWARD COMMUNITY COLLEGE
MFA, Performing Arts Practitioner
Assistant Theatre Manager
DEPARTMENT OF EDUCATION
Tamara Dijos, Fern Elementary School
Rayna Fujii, Fern Elementary School
Tess Antone, Kalihi Kai Elementary
Rebecca Hirakami, Kalihi Kai Elementary
Jan Ishikawa, Kalakaua Middle School
Sheri Livingston, Kalakaua Middle School
Rodrigo Acoba, Waipahu Intermediate School
Laurie Luczak, MEdT, Farrington High School
Julius Soria, UH Gear-Up - Farrington High School
Katrina Guerrero, Mililani High School
Ojay Tambio, Artist, Kawananakoa Middle School