School: Ka Waihona O Ka Na’auao
Grade Level: Grades 1-3
Teacher: Dannie Haia and Deirdre Makanani
Driving Question: How do we as keiki use “play” to learn skills that will support a healthy lifestyle?
What did the students DO?
This group engaged in purposeful game-based learning, using both indoor and outdoor activities to strengthen physical wellness, mental clarity, and peer relationships. Students developed essential life skills such as strategic thinking, communication, and collaboration through gameplay and thoughtful discussion. While their time in PALS came to an early close, the group made meaningful progress in applying ʻike to both social interactions and academic thinking — evidence that the learning will carry on beyond their time together.
- Game-Based Learning for Life Skills: Students participated in a variety of board games and strategy-based activities that challenged them to think critically, work as a team, and make thoughtful decisions—skills they could transfer into real-life problem-solving situations.
- Outdoor Play for Physical and Social Health: Outdoor sports and movement-based games helped students build stamina, teamwork, and a strong sense of camaraderie. This active time provided healthy outlets for energy and opportunities to connect outside the classroom setting.
- Using Books and Stories to Build Social Awareness: Kumu incorporated literature into lessons, allowing students to explore life skills, relationship dynamics, and emotional growth. These reflective conversations helped deepen the impact of their game-based experiences.
- Translating Strategy into Academic Success: Kumu noted that students who regularly participated in gameplay demonstrated increased use of thinking strategies in their classroom work, showing how play-based learning supported cognitive development and focus.
- Meaningful Closure of a Thoughtful Group: This group ended their PALS journey before the end of the year due to kumu facing overwhelming responsibilities within the school. Although the program closed early, teachers expressed gratitude for the time spent with the students and the growth they witnessed during their sessions.
Although this group’s time together was shorter than planned, their learning was impactful and meaningful. Through gameplay, outdoor activities, and intentional reflection, students built valuable skills for both the classroom and life. The relationships formed, strategies developed, and moments shared will continue to influence their choices and growth. This group leaves PALS with strengthened pilina (relationships), enhanced thinking skills, and an understanding that learning can be joyful, active, and grounded in aloha.
