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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 The Moo Olelo of Joseph an Analysis of Tract [No. 8] Ka Moo Olelo No Iosepa Davey, Lane. - : [Honolulu] : [University of Hawaii at Manoa], [May 2015], 2015 BASE Show details 2 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 13 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 3 Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 1 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 4 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 10 Place-based WAC/WID Hui. - 2015 Abstract: This item includes a segment of a student interview in a Writing Intensive course in Upper Divison English at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'How would you describe the classroom dynamics?' ; Brief excerpt from interview: We do the readings that she requires and then we come to class and we discuss it. But, if you've ever taken Candace's class you know that discussions go off in different areas and we all discuss and we try to help each other out, especially with mapping. Candace will take time to explain to us [various resources]. She talks about all kinds of different ways to map and shows us ways, so that by the end of the semester we're able to build our own community maps of the places we [chose]. It was a pretty small class. It was such a big classroom that we were spread out, but we all talked amongst each other. We all helped each other out. Candace likes to do a lot of class discussion. She doesn't like to stand there and lecture us all the time, so we did a lot of breaking down into groups of three and discussing the readings. Reading [Candace's course selections] shows you how different styles of mapping [are incorporated]. Hiʻiaka is more a Hawaiian-based style of mapping where you're reading it and you're doing moʻolelo and that's the Hawaiian based way of learning is through storytelling. And Candace did a really cool huaka'i with us in addition to that book where we actually went to these places. When you stand actually at that site and you're like 'This is the part Hiʻiaka was talking about?' It taught you a lot about the way people map things and how your perspective can change just by moving around the island. It all seems like it's very different, but the readings made you think about things like what map issues the reading brought up. You kind of thought about it and you're like 'Okay. Let me fix my map so I wouldn't have these issues.' Or 'How would I build a map to better this current map that we were presented in class?' Keyword: bringing literature to life; class discussion; classroom dynamics; community maps; course readings; diverse readings; educational context; field trip; friendly; general education requirements; geography; hawaiian pedagogy; hawaiian style of mapping; hawaiian ways of learning; hiiakaikapoliopele; huakai; incremental learning; instructor as mentor; kind of learning; kinds of learning; lecture format; mapping; mapping issues; mapping moolelo; moolelo; moolelo tour; perspectives; place-based writing; reading; reading to learn; scholarship of teaching and learning; sense of place; shifts in perspective; small class sizes; small group discussion; small-class size; small-group discussion; storied places; storytelling; student collaboration; student progress; styles of mapping; supportive class; supportive instructor; types of maps; ways of mapping; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy; writing to learn URL: http://hdl.handle.net/10125/37980 BASE Hide details 5 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 8 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 6 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 10 Place-based WAC/WID Hui. - 2015 BASE Show details 7 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 10 Place-based WAC/WID Hui. - 2015 BASE Show details 8 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 4 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 9 Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 10 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 10 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 3 of 10 Place-based WAC/WID Hui. - 2015 BASE Show details 11 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 3 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 12 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 13 Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 7 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details

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