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For the first month of GSD, I disagreed with most of the topics we discussed in class. We had lively conversations about the future of education, and if it will even affect the job we have in the future. My teachers asked questions like, "To what extent do letter grades reflect a student's understanding?" or "Does the current grading system allow you to improve, or are they more punitive?" After growing up in Japan where we never discussed the "why" in every subject or concept we learned, it was difficult for me to accept this new classroom dynamic.
For the first month of GSD, I disagreed with most of the topics we discussed in class. We had lively conversations about the future of education, and if it will even affect the job we have in the future. My teachers asked questions like, "To what extent do letter grades reflect a student's understanding?" or "Does the current grading system allow you to improve, or are they more punitive?" After growing up in Japan where we never discussed the "why" in every subject or concept we learned, it was difficult for me to accept this new classroom dynamic.
Gateway: Global Sustainability and Design
Gateway: Global Sustainability and Design
I was introduced to the Competency and Project-Based Learning model after participating in the pilot course Global Sustainability by Design: Place, Perspective, and Partnership in my freshman year. Global Sustainability and Design (GSD) completely transformed the way I approached learning, and taught me to take a proactive stance in my education. Through working with my classmates and creating action plans, I learned how to apply the skills I learned in class towards passion projects that I wanted to pursue.
I was introduced to the Competency and Project-Based Learning model after participating in the pilot course Global Sustainability by Design: Place, Perspective, and Partnership in my freshman year. Global Sustainability and Design (GSD) completely transformed the way I approached learning, and taught me to take a proactive stance in my education. Through working with my classmates and creating action plans, I learned how to apply the skills I learned in class towards passion projects that I wanted to pursue.
As our class tackled community problems by pursuing individual projects, I experienced the satisfaction of having agency in my learning. My work felt purposeful because my studies required real-world applications. Instead of learning to pass the next exam or collect the next "A," I learned because I cared about the impact it would have on the next problem I wanted to solve.
In addition to GSD, I was also a part of the first class to experience the competency-based grading system in Biology Honors. When my teacher clearly outlined the competencies that he was testing for on the exam, homework, or project, I was able to achieve a more holistic understanding of my skill level. For example, I was unable to read and interpret a data set from the first assignment which told me that I should improve that skill before the next assignment. While I could have figured this out without the competency system, I soon realized that this teaching method was more than the transparency that it established about the class's expectations- it was also about allowing students to make mistakes. Although I could not read a data set on the first try, as long as I could prove my competency, it didn't matter if I made a mistake. This method of teaching created a constant and healthy feedback loop where I not only could make mistakes without feeling defeated, but also have the potential to prove to my teacher that I understand the material.
In addition to GSD, I was also a part of the first class to experience the competency-based grading system in Biology Honors. When my teacher clearly outlined the competencies that he was testing for on the exam, homework, or project, I was able to achieve a more holistic understanding of my skill level. For example, I was unable to read and interpret a data set from the first assignment which told me that I should improve that skill before the next assignment. While I could have figured this out without the competency system, I soon realized that this teaching method was more than the transparency that it established about the class's expectations- it was also about allowing students to make mistakes. Although I could not read a data set on the first try, as long as I could prove my competency, it didn't matter if I made a mistake. This method of teaching created a constant and healthy feedback loop where I not only could make mistakes without feeling defeated, but also have the potential to prove to my teacher that I understand the material.
Our story
Our story
My little sister Lilia was also an inspirational figure in my educational journey. She was born with severe health complications that led to an inability to walk, talk, or eat by herself. After traveling to the U.S to find a cure, she was diagnosed with autism at three years old. Although we were able to interact more freely when we were younger, Lilia's physical complications prohibited her from participating in the activities that I enjoyed. Lilia's learning barriers were also not accepted in Japan, and we eventually moved to Hawaii so she can receive specialized services. Through taking care of her, I learned that different learners exist, and schools should have classes to support people who cannot thrive in the standard model of learning.
My little sister Lilia was also an inspirational figure in my educational journey. She was born with severe health complications that led to an inability to walk, talk, or eat by herself. After traveling to the U.S to find a cure, she was diagnosed with autism at three years old. Although we were able to interact more freely when we were younger, Lilia's physical complications prohibited her from participating in the activities that I enjoyed. Lilia's learning barriers were also not accepted in Japan, and we eventually moved to Hawaii so she can receive specialized services. Through taking care of her, I learned that different learners exist, and schools should have classes to support people who cannot thrive in the standard model of learning.
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