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Learning models

In anticipation of ongoing and evolving challenges associated with COVID-19, Kamehameha Hawai’i has identified three learning models through which we will continue to deliver ‘Ōiwi Edge learning and teaching for E Ola! throughout the 20-21 SY.

  • Face-to-Face learning means that our haumāna will be in school daily engaging in a variety of face-to-face and digital learning experiences.
  • Distance Learning at home will be completely digital and requires parent support and monitoring. ‘Ohana who elected distance learning as their model of learning for the first half of the SY can revisit their selection in November for the second half of the school year. Distance learning may also be required if the campus closes in response to elevated COVID levels externally. We will partner with our ‘ohana to ensure each keiki has the necessary assistance to be successful while learning digitally from home.
  • Hybrid Learning is a blend of face-to-face and digital learning experiences on campus and/or at home as appropriate. 

All three models are informed by our E Ola! Learner Outcomes, and includes digital learning experiences as a critical element as it serves to strengthen a student’s learning experience through the use of technology. 

In any of our learning models, learning remains our fundamental purpose as a school community. Here is what our students can expect: 

  • All haumāna will achieve high levels of learning - we will continuously examine our practices in light of its impact on student learning. 
  • Student-centered learning environments that engage learning at the highest level. 
  • Strong classroom community and relevant, authentic learning experiences.

 

Three Models for Learning
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  Face-to-Face Learning Hybrid Learning Distance Learning
Learning Environment

In classroom and digital learning  on-campus

A combination of in-classroom and digital learning on-campus and/or at home

Online digital learning off campus

Teacher Communication Mostly face-to-face with some digital communication A combination of face-to-face and digital communication Digital interactions that may be live or pre-recorded
Collaboration among students Mostly face-to-face and real-time Both face-to-face and online, with activities both working together at the same time(synchronous) and at different times independently (asynchronous) Entirely online, with activities both happening at the same time(synchronous) and  independently on their own time(asynchronous)

Formative Assessment

Ongoing assessment of progress towards learning goals through in-person observation or collection of evidence (conversations, observations, products).  Feedback to support the learning is integral to this process.

 

Ongoing assessment of progress towards learning goals through in-person observation or collection of evidence when the student is in school. Incorporates a review of digital or hard copy work when students are not on campus. 

Feedback to support the learning is integral to this process, which might also include online office hours, intervention or enrichment time, and online synchronous experiences.

Ongoing assessment of progress towards learning goals through a collection of evidence supplemented by live assessment synchronous experiences. 

Feedback to support the learning is integral to this process, which might be comprised of online office hours, intervention or enrichment time, and online synchronous experiences.


 
Summative Assessment

Assessment to determine if and how well students have met learning goals. May be demonstrated in a variety of ways including:

  • performance tasks (application tasks)
  • in-class assessments
  • timed, proctored tests

Assessment to determine if and how well students have met learning goals. May be demonstrated in a variety of ways including:

  • performance tasks given in class or digitally (application tasks)
  • in-class or digital assessments
  • timed, proctored tests given in class or live online

Assessment to determine if and how well students have met learning goals. May be demonstrated in a variety of ways including:

  • performance tasks given digitally (application tasks)
  • digital assessments
  • timed, proctored tests given live online

Performance tasks may comprise the bulk of summative assessments given during Distance Learning.


 
Student Choice/Personalization Opportunities for student choice/personalization are embedded within learning designed for each class. May include different opportunities for personalized learning with teacher support May include different opportunities for personalized learning with teacher support
Scheduling Highly structured and driven by the master schedule. Sometimes influenced by shared facilities. More structured on days when students attend school. More flexible on days when students are learning digitally. Structured to include regular, synchronous learning as well as asynchronous opportunities

 

Summary of Kuleana
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  Face-to-Face Learning Hybrid Learning Distance Learning
Kumu
  • Collaborate to develop high quality learning experiences and appropriate assessments
  • Incorporate digital learning
  • Regularly assess and provide timely feedback
  • Communicate frequently
  • Maintain safe distancing and hygienic practices
  • Monitor student well-being
  • Collaborate to develop high quality learning experiences and appropriate assessments
  • Incorporate digital learning
  • Regularly assess and provide timely feedback
  • Communicate frequently
  • Maintain safe distancing and hygienic practices
  • Monitor student well-being
  • Collaborate to develop high quality learning experiences and appropriate assessments
  • Incorporate digital learning, synchronous and asynchronous
  • Regularly assess and provide timely feedback
  • Communicate frequently
  • Monitor student well-being

(For more comprehensive guidelines see the KSH Hoa Kumu DL Plan)

Haumāna
  • Attend all classes following your schedule
  • Maintain safe distancing and hygienic practices
  • Complete assignments with integrity and timeliness
  • Proactively seek support for needs
  • Attend all classes following your on-campus and digital schedules
  • Maintain safe distancing and hygienic practices when on campus
  • Complete assignments with integrity and timeliness
  • Proactively seek support for needs
  • Monitor online platforms for assignments
  • Complete assignments with integrity and timeliness
  • Attend synchronous classes
  • Proactively seek support for needs

(For more comprehensive guidelines, see KSH ʻOhana DL Plan)

ʻOhana
  • Encourage safe distancing and hygienic practices (daily face masks)
  • Acknowledge and support on-campus safety measures (e.g., cohorting, limited access to facilities or activities, etc.)
  • Monitor communication from teachers via online platforms
  • Monitor the amount of time spent online
  • Monitor your child’s progress
  • Encourage safe distancing and hygienic practices (daily face masks)
  • Acknowledge and support on-campus safety measures (e.g., cohorting, limited access to facilities or activities, etc.)
  • Provide a physical space for study and work
  • Monitor communication from teachers via online platforms
  • Monitor the amount of time spent online
  • Monitor your child’s progress
  • Provide a physical space for study and work
  • Monitor communication from teachers via online platforms
  • Monitor the amount of time spent online
  • Encourage time for physical activity and time for quiet/reflection

(For more comprehensive guidelines, see KSH ʻOhana DL Plan)


 

   

What drives our decisions and actions

     
 

Using safety and risk to determine education delivery

     
 

What we're doing to keep our keiki healthy and safe

     
 

Adjusting to a new campus life experience

     

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