Fagaitua High School

My village, my responsibility - 25 Hour Learning Challenge

Instructors: Ms. Faugagana Fagaava

Rationale

Description: Prior to the arrival of the Western influence in governance, Samoa already had its
fundamental placing in our society. The matai system is this fundamental and it’s still very much
a part of our society today. For this week, students will look into their villages, their faalupega,
history of their village, and leaders that make their village unique.

Rationale: It is important that students realize their place and their responsibilities within their
family, village, and their civic duties. A student who knows and values their responsibilities
become adults who are productive members of their communities.

Phase 1 : Identify your learning goal

● What are your learning goals for this project? Do you feel that it’s important to
understand the history of your village, community, government, and island?

Hour # Description

1 My goal for this project is to work together with my fellow village residents and
classmates and gain a leadership experiment. Gaining knowledge about our village,
the government, the community, and our island are vital for future references and
to our knowledge.
 ● Set a goal for your target learning. How will you know when you’ve achieved success
(e.g. I want to learn about how my village got its name)?

2 Since I found our ancestry doings and performances from time to time very
interesting and exciting, I want to set a goal to find out who were the first settlers in
Auto village. By setting this goal, I can get closer to who, how, and what they did in
our village. I want to know what they felt, who and where they hung out within the
village, where they go to church too, everything. I will know I achieved my goal if I
get all the full answers to my curiousness. If I ask around and do research on those
curiosities.

● Identify resources to support your learning process. Resources can be people,

organizations, websites, books, etc. (Remember, this has to be from your village)

3 Family (Dad)- My dad has helped me in achieving one of my goals for this project,
that is, getting the “picture” of who settled here first.

4 Grandma- Before my grandma left, she told me everything she knows about the
village of Auto. She told me about the settlers who settled on our side of the village,
the ghost stories, and everything she knew about our village.

5 Auto Village classmates- My friends who also derive from this village played a big
part in trying to achieve my goals for this project. We conversed everything we knew
about the village from parents, grandparents, and leaders from this village.

● Write a journal about your learning goals and resources. Write a Facebook post
identifying your learning challenge and resources. Place this on your google classroom
page or share it with the teacher.

Phase 2: Begin learning your target activity/skill. As you learn, monitor your
progress through a blog post that addresses the following

● Describe your learning activities and achievements. What did you do? What have you
accomplished?
 ○ What connection have you made between this module’s focus on creativity and
innovation and your own learning experience?
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● Describe your learning processes. What are you finding frustrating or satisfying in the
learning process? What has surprised you in your learning process?

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● Describe your learning support. What is supporting your learning process? How have
you utilized resources to support your growth? What new resources have you identified?
What interactions have you had with mentors / models? How have you engaged with
affinity groups/communities of practice to support your learning?

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Phase 3: Continue developing your target activity/skill. Pay particular attention to

the collaboration involved in your learning.

If you haven’t already, reach out and find collaborators who can support your learning process.
You may find a mentor who can share his/her expertise, a community of practice who can
provide guidance and encouragement, and/or a mentee who you can teach and encourage to
follow in your footsteps. Consider how you can leverage technology to support these
collaborations – e.g. use google hangouts to connect with a mentor or mentee, follow experts on
twitter, or join an online community interested in your topic.

● How do each of these collaborations influence your learning? What challenges do these
collaborations pose?
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● What happens when you are given conflicting advice or when your mentor isn’t
immediately available? Does the collaboration inspire divergent thinking or does it
restrict your creativity?

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● Is collaboration a net positive or a net loss in supporting your learning process?

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Phase 4: This is your final phase to work on developing your target activity/skill. In
this module’s blog posts pay particular attention to how your digital identity has
influenced your learning and vice versa.
● How has your use of social media (blogging, Twitter, Facebook , YouTube) for this
process changed your digital identity?

19 PICTURES

20 Pictures

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● How has your increased digital footprint contributed to building a collaborative learning
community that supports your learning goals?

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Share your reflections as a learner and the implications in your classroom teaching. Consider the
guiding questions in each of the five categories when you share what you have learned:

● Your achievements​ – What were your successes? Where did you fall short? What did
you accomplish that surprised you?
● Your experience as a learner​ – What was successful about this learning experience
for you? What did you find motivating or rewarding? What did you find frustrating or
discouraging?
● Your process as a learner​ – What resources did you use to support your learning?
What helped you most as a learner? How did participatory learning, creativity, digital
literacies, and collaboration support your learning process?
● Implications for instructional practice​ – What are the implications of your
learning experience for your work in the classroom? How can you organize teaching and
learning to more fully engage students in a participatory learning process?
● Implications for teaching 21st century literacies​ – What literacy skills were
required for you to fully engage in participatory learning? How can you design literacy
instruction to ensure that students are prepared to more fully engage in participatory
learning practices now and in the future?