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"content": "\u003cp>School counselors help guide students with academics, college applications and social matters with other students. Increasingly, however, they are also helping students deal with mental health issues, such as anxiety and depression. School counselors, along with school social workers, may be children’s only access to some form of mental health care, since it’s estimated that only 20 percent of children with mental or behavioral disorders receive help from a mental health care \u003ca href=\"https://www.cdc.gov/childrensmentalhealth/access.html\">provider\u003c/a>.\u003c/p>\n\u003cp>“The vast majority of mental health services are actually delivered in schools,\" said Sharon Hoover, co-director for the National Center for School Mental Health. \"Kids and families don’t make it consistently to community mental health settings.”\u003c/p>\n\u003cp>A challenge for schools is to efficiently incorporate the services that do exist, said Hoover. In most schools, you already have an established mental health care workforce, but they’re understaffed with caseloads of a few hundred students and may not partner well with community care providers.\u003c/p>\n\u003cp>However, a program through the University of Michigan is trying to address that challenge by partnering school staff with community counselors in a professional development program. The Transforming Research into Action to Improve the Lives of Students (\u003ca href=\"https://trailstowellness.org/about\">TRAILS\u003c/a>) program trains K-12 counselors and social workers to teach students how to manage their thoughts, feelings and actions with cognitive behavioral therapy.\u003c/p>\n\u003cp>CBT is a way to treat stress, anxiety and depression by identifying patterns in thinking that negatively affect emotion and behavior. One sample activity used by TRAILS is around a form of communication ubiquitous in a teen’s life: text messaging. Students are asked to imagine what they would think if a friend didn't text them back. What emotions would they feel and what actions might they take? The students are walked through the series of steps in order to identify and stop negative feedback at the thoughts stage, before that thinking can snowball into panic, depression or lashing out to others. Students would be encouraged to re-analyze their thoughts to not take the lack of communication as a personal slight or let those thoughts become negative feelings and behavior.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Greta Furlong, a social worker at Ypsilanti Community Schools in Ypsilanti, Michigan, has seen the positive impact of CBT. Furlong went through the TRAILS training last year and established a CBT group for students at Ypsilanti Community High School.\u003c/p>\n\u003cp>She recalled how one young man in a CBT group tended to hold in his feelings until he would explode in anger and frustration. But after learning some of the strategies in CBT, he learned how to take a step back, pause to take a moment and reflect on his negative thoughts.\u003c/p>\n\u003cp>“The CBT groups were teaching the students the connection between thoughts, feelings, behaviors and actions,” Furlong said. The student told Furlong that the CBT group “really helped him begin to manage his feelings better,” she said. Engaging in these group settings also helps people feel less alone in their struggles.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=9c_Bv_FBE-c\u003c/p>\n\u003cp>\u003cstrong>KIDS’ GROWING MENTAL HEALTH NEEDS\u003c/strong>\u003c/p>\n\u003cp>There is some evidence that more children are experiencing mental health problems, or at the very least awareness of it has increased. The percentage of children ages 6 to 17 who have been diagnosed with either anxiety or depression increased from 5.4 percent in 2003 to 8.4 percent in 2011–2012, according to the \u003ca href=\"https://www.cdc.gov/childrensmentalhealth/data.html\">Centers for Disease Control and Prevention\u003c/a>.\u003c/p>\n\u003cp>Christa Lindemer, a social worker at Chelsea High School in Chelsea, Michigan, sees the reality of students’ needs all day.\u003c/p>\n\u003cp>She had previously learned about CBT through her social work training, but TRAILS was more focused on methods and strategies to implement the program for students, she said. She is continuing CBT groups at her school.\u003c/p>\n\u003cp>“For some students, this is the only mental health support that they get,” said Lindemer.\u003c/p>\n\u003cp>The students she refers to the group meet up for an hourlong session once a week where they receive skills to cope with the anxiety and/or depression they experience.\u003c/p>\n\u003cp>One caution, noted Lindemer, is that staff need to be thoughtful in making sure the student personalities will blend well together when selecting students for a CBT group.\u003c/p>\n\u003cp>And, if a student needs intensive mental health support, the CBT group by itself may not be enough to address their needs, she added. The student would then be referred to the right provider of help.\u003c/p>\n\u003cp>\u003cstrong>MAKING CONNECTIONS\u003c/strong>\u003c/p>\n\u003cp>Through TRAILS, school staff (usually nurses, social workers, counselors) participate in a daylong training event through the \u003ca href=\"https://www.depressioncenter.org/\">University of Michigan Depression Center\u003c/a>. More importantly, participants are then connected to a counselor who serves as a coach in establishing CBT groups in schools.\u003c/p>\n\u003cp>All the materials for the course are available on the \u003ca href=\"https://trailstowellness.org/resources/mindfulness\">TRAILS\u003c/a> \u003ca href=\"https://trailstowellness.org/resources/mindfulness\">website\u003c/a>, so school staff can pick and choose different activities.\u003c/p>\n\u003cp>If they participate in the TRAILS training event, they are paired with a coach. TRAILS has a network of some 100 coaches throughout the state of Michigan. The coach visits the school once a week for the first semester of running a CBT group. In nine to 12 sessions, this coach helps model skills, provide feedback and demonstrate how to work with students.\u003c/p>\n\u003cp>Every school professional who participates is expected to run at least one CBT group with their students and coach. But afterward, they can run other groups on their own or just work with individual students as they need to, according to \u003cspan class=\"s1\">Elizabeth Koschmann, director of TRAILS\u003c/span>.\u003c/p>\n\u003cp>\u003cstrong>Expanding TRAILS\u003c/strong>\u003c/p>\n\u003cp>Schools in Michigan have taken to TRAILS since it first started as a pilot program in 2013. School staff from almost every county in the state have been trained through the program.\u003c/p>\n\u003cp>Koschmann says they have just started a collaboration with K-12 Detroit public schools and are meeting with a collaborator from Harvard who wants to bring the program to Boston public schools.\u003c/p>\n\u003cp>The project is funded through grants, but finding enough money for their fast expansion is a challenge, says Koschmann. They will need to adjust materials so that it fits with programming for K-8. They also want to develop materials so more classroom teachers can use a condensed version of the curriculum, with 20-minute lesson plans.\u003c/p>\n\u003cp>Koschmann’s hope is that every single student in a K-12 building could get a 20-minute lesson introducing them to the basics of CBT and mindfulness. Every class could start the day with a mindfulness exercise, “some way it can be woven into the fabric of the school.”\u003c/p>\n\u003cp>However, students need to be at a developmental level where they can understand the curriculum, and staff need to be cautious about selecting students who will respond well to the group dynamic, said Furlong.\u003c/p>\n\u003cp>She uses some TRAILS activities on an individual level with some students at her middle school. Those students have behavioral problems and are not at a point to be reflective in a group setting. But TRAILS activities that promote self-reflection can help the students be less reactive, she said.\u003c/p>\n\u003cp>But for students facing everyday stresses, the CBT groups can make a difference.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The kids really looked forward to coming,” said Furlong.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Greta Furlong, a social worker at Ypsilanti Community Schools in Ypsilanti, Michigan, has seen the positive impact of CBT. Furlong went through the TRAILS training last year and established a CBT group for students at Ypsilanti Community High School.\u003c/p>\n\u003cp>She recalled how one young man in a CBT group tended to hold in his feelings until he would explode in anger and frustration. But after learning some of the strategies in CBT, he learned how to take a step back, pause to take a moment and reflect on his negative thoughts.\u003c/p>\n\u003cp>“The CBT groups were teaching the students the connection between thoughts, feelings, behaviors and actions,” Furlong said. The student told Furlong that the CBT group “really helped him begin to manage his feelings better,” she said. Engaging in these group settings also helps people feel less alone in their struggles.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/9c_Bv_FBE-c'\n title='//www.youtube.com/embed/9c_Bv_FBE-c'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>KIDS’ GROWING MENTAL HEALTH NEEDS\u003c/strong>\u003c/p>\n\u003cp>There is some evidence that more children are experiencing mental health problems, or at the very least awareness of it has increased. The percentage of children ages 6 to 17 who have been diagnosed with either anxiety or depression increased from 5.4 percent in 2003 to 8.4 percent in 2011–2012, according to the \u003ca href=\"https://www.cdc.gov/childrensmentalhealth/data.html\">Centers for Disease Control and Prevention\u003c/a>.\u003c/p>\n\u003cp>Christa Lindemer, a social worker at Chelsea High School in Chelsea, Michigan, sees the reality of students’ needs all day.\u003c/p>\n\u003cp>She had previously learned about CBT through her social work training, but TRAILS was more focused on methods and strategies to implement the program for students, she said. She is continuing CBT groups at her school.\u003c/p>\n\u003cp>“For some students, this is the only mental health support that they get,” said Lindemer.\u003c/p>\n\u003cp>The students she refers to the group meet up for an hourlong session once a week where they receive skills to cope with the anxiety and/or depression they experience.\u003c/p>\n\u003cp>One caution, noted Lindemer, is that staff need to be thoughtful in making sure the student personalities will blend well together when selecting students for a CBT group.\u003c/p>\n\u003cp>And, if a student needs intensive mental health support, the CBT group by itself may not be enough to address their needs, she added. The student would then be referred to the right provider of help.\u003c/p>\n\u003cp>\u003cstrong>MAKING CONNECTIONS\u003c/strong>\u003c/p>\n\u003cp>Through TRAILS, school staff (usually nurses, social workers, counselors) participate in a daylong training event through the \u003ca href=\"https://www.depressioncenter.org/\">University of Michigan Depression Center\u003c/a>. More importantly, participants are then connected to a counselor who serves as a coach in establishing CBT groups in schools.\u003c/p>\n\u003cp>All the materials for the course are available on the \u003ca href=\"https://trailstowellness.org/resources/mindfulness\">TRAILS\u003c/a> \u003ca href=\"https://trailstowellness.org/resources/mindfulness\">website\u003c/a>, so school staff can pick and choose different activities.\u003c/p>\n\u003cp>If they participate in the TRAILS training event, they are paired with a coach. TRAILS has a network of some 100 coaches throughout the state of Michigan. The coach visits the school once a week for the first semester of running a CBT group. In nine to 12 sessions, this coach helps model skills, provide feedback and demonstrate how to work with students.\u003c/p>\n\u003cp>Every school professional who participates is expected to run at least one CBT group with their students and coach. But afterward, they can run other groups on their own or just work with individual students as they need to, according to \u003cspan class=\"s1\">Elizabeth Koschmann, director of TRAILS\u003c/span>.\u003c/p>\n\u003cp>\u003cstrong>Expanding TRAILS\u003c/strong>\u003c/p>\n\u003cp>Schools in Michigan have taken to TRAILS since it first started as a pilot program in 2013. School staff from almost every county in the state have been trained through the program.\u003c/p>\n\u003cp>Koschmann says they have just started a collaboration with K-12 Detroit public schools and are meeting with a collaborator from Harvard who wants to bring the program to Boston public schools.\u003c/p>\n\u003cp>The project is funded through grants, but finding enough money for their fast expansion is a challenge, says Koschmann. They will need to adjust materials so that it fits with programming for K-8. They also want to develop materials so more classroom teachers can use a condensed version of the curriculum, with 20-minute lesson plans.\u003c/p>\n\u003cp>Koschmann’s hope is that every single student in a K-12 building could get a 20-minute lesson introducing them to the basics of CBT and mindfulness. Every class could start the day with a mindfulness exercise, “some way it can be woven into the fabric of the school.”\u003c/p>\n\u003cp>However, students need to be at a developmental level where they can understand the curriculum, and staff need to be cautious about selecting students who will respond well to the group dynamic, said Furlong.\u003c/p>\n\u003cp>She uses some TRAILS activities on an individual level with some students at her middle school. Those students have behavioral problems and are not at a point to be reflective in a group setting. But TRAILS activities that promote self-reflection can help the students be less reactive, she said.\u003c/p>\n\u003cp>But for students facing everyday stresses, the CBT groups can make a difference.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Michelle Joyce doesn’t shy away from politicized science topics such as climate change. In fact, she works to equip seniors at Palmetto Ridge High School in Naples, Florida with the skills to accurately evaluate those topics on their own. Along with teaching chemistry and physics, she offers a class called “thinking skills” where students solve logic and math puzzles while also enhancing their media literacy. Students go beyond just learning about legitimate sources of information on the internet and delve into just how the information is put together in the first place.\u003c/p>\n\u003cp>But teaching students those critical thinking skills only as they’re about to depart for college can be too little too late.\u003c/p>\n\u003cp>“It’s a really hard thing to teach within the space of everything else that you need to teach in a classroom,” Joyce said. “It’s crucial that we teach it as early as we can.”\u003c/p>\n\u003cp>The internet has no shortage of dubious information; and the ability to evaluate health and science claims is a subset of media literacy. With the abundance of health/science content students may only see via social media, kids are ill-equipped to discern hype from real science.\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning/evaluating-evidence\">\u003cimg class=\"alignnone size-full wp-image-49908\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment.png\" alt=\"\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment.png 2550w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-160x207.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-800x1035.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-768x994.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-1020x1320.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-1180x1527.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-960x1242.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-240x311.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-375x485.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-520x673.png 520w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/a>\u003c/p>\n\u003cp>In one recent \u003ca href=\"https://purl.stanford.edu/fv751yt5934\">study\u003c/a> by the Stanford History Education Group, 170 high school students were shown a photo of flowers growing fused together and asked if that provided strong evidence on the conditions outside the Fukushima Daiichi nuclear power plant. Students with mastery of media literacy would argue this was not sufficient evidence because there is no information on the source of the photo or where the flowers were photographed. However, less than 20 percent of the students responding made that argument. Nearly 40 percent argued that the picture alone was strong evidence for conditions outside the nuclear plant.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We are swimming in bullsh-t and lots of different claims about what helps or harms us,” said Dr. Andrew Oxman, director of research at the Norwegian Institute of Public Health. “Everybody needs to figure out which claims are trustworthy.”\u003c/p>\n\u003cp>\u003cstrong>START EARLY\u003c/strong>\u003c/p>\n\u003cp>Many of these critical thinking concepts are not difficult but need to become habits adopted early in life, which is why Oxman first tried them out in his children’s elementary school classrooms. One way to teach how science is made is to let the children experience and figure it out for themselves.\u003c/p>\n\u003cp>Oxman gave students a bag of M&Ms and told them that some kids thought the red ones helped them study better but others got stomach aches. He instructed students to evaluate these claims.\u003c/p>\n\u003cp>“They figured out very quickly, you have to compare like to like,” said Oxman.\u003c/p>\n\u003cp>The most revealing aspect of this lesson was how quickly students understood the pitfalls of setting up a randomized study. The teacher mentioned they could set random assignments much like they do in gym class where they set up teams by alternating students in line.\u003c/p>\n\u003cp>“The kids started laughing because they understood right away that doesn’t work,” said Oxman. Students learned they can sabotage randomization in picking teams by setting up a line so they are one student away from their friend.\u003c/p>\n\u003cp>“In research jargon, we referred to that as ‘concealed allocation’ and it’s a concept that takes time to explain to health professionals but the kids understood it right away intuitively.”\u003c/p>\n\u003cp>Through this experiment students quickly figured out they had to measure things exactly same. They discovered the flaws of using small samples and being misled by games of chance, he added.\u003c/p>\n\u003cp>Oxman has since taken this idea of teaching young children concepts of evaluating science to a much larger scale.\u003c/p>\n\u003cp>\u003cstrong>Teaching Health Claims\u003c/strong>\u003c/p>\n\u003cp>He and a global team of researchers at \u003ca href=\"http://www.informedhealthchoices.org/the-ihc-team/\">Informed Health Choices\u003c/a> developed a \u003ca href=\"http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(17)31226-6/fulltext?elsca1=tlpr\">study\u003c/a> of some 10,000 Ugandan fifth-graders to see if a simple \u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">comic book \u003c/a>on evaluating health claims could provide students with the skills to make better choices about their health. The comic book begins by describing how one child -- who has burned his finger -- sticks his wound into dung to heal it. The finger gets infected and he visits Professors “Fair” and “Compare” and begins to learn about how to question and evaluate the health advice he receives.\u003c/p>\n\u003cfigure id=\"attachment_49883\" class=\"wp-caption alignnone\" style=\"max-width: 564px\">\u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">\u003cimg class=\"wp-image-49883 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/12/Lesson-1.png\" alt=\"\" width=\"564\" height=\"830\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1.png 564w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-160x235.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-240x353.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-375x552.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-520x765.png 520w\" sizes=\"(max-width: 564px) 100vw, 564px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The comic above was used as part of a study in Uganda to teach students how to evaluate health and science claims. Courtesy of Informed Health Choices. \u003ccite>(Courtesy of Informed Health Choices)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The workbook had a convincing effect, Oxman said. The students who received the \u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">workbook\u003c/a> and those who did not receive it were then tested on how to evaluate health claims. Fifty percent more children in the workbook group had a passing score on that critical thinking test. Twenty percent of the students receiving the workbook even showed mastery of the concepts.\u003c/p>\n\u003cp>As a follow-up to the study, researchers are asking children and adults what they learned and how they’ve used it. Responses so far have been very promising, he added.\u003c/p>\n\u003cp>One girl talked about going shopping with her mom, who picked up an expensive new brand of toothpaste, but the girl picked up an older brand of toothpaste and found the ingredients were the same. During the pilot studies, Oxman said it was fun to see kids walking out of class talking to each other about claims. Recognizing a claim, and being able to determine if it’s trustworthy is the critical first step to appraising all the claims people hear every day, he said.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>EVALUATING CLAIMS\u003c/strong>\u003c/p>\n\u003cp>Palmetto Ridge High School science teacher Michelle Joyce said she uses a process called “claim, evidence and response.”\u003c/p>\n\u003cp>First students recognize a claim or a hypothesis. Next, they look at evidence: the original data; who calculated the data; where the study was conducted; if the researcher would be inclined to benefit from a certain result; if researchers did multiple trials or tested on many people and more. Finally, students must come up with a response: a determination of the validity of the claim.\u003c/p>\n\u003cp>Joyce uses resources from a variety of places including Common Sense Education*, a nonprofit that provides \u003ca href=\"https://www.commonsense.org/education/scope-and-sequence\">free curriculum\u003c/a> in media literacy for grades K-12.\u003c/p>\n\u003cp>When teachers tackle the subject of media literacy they may think about social media etiquette or cyberbullying -- that’s a component of media literacy called digital citizenship. But teaching media literacy can also go into specific domains such as health and science. To understand the science news they see online, kids need to understand basic concepts like sample sizes or what “peer review” means, said Jeffrey Knutson of Common Sense Education. Through this curriculum, students learn how information is created and distributed.\u003c/p>\n\u003cp>“It gives them an insider’s view of how information we get is created and how we receive it,” said Knutson.\u003c/p>\n\u003cp>Digital citizenship and media literacy is often taught as something extra and not necessarily embedded in curriculum, said Knutson. However, health or science claims seen online can be easily incorporated into science or health class.\u003c/p>\n\u003cp>One example Knutson provided was a recent \u003cem>New York Times\u003c/em> \u003ca href=\"https://www.nytimes.com/2017/07/12/well/eat/the-chemicals-in-your-mac-and-cheese.html?mcubz=3\">article\u003c/a> about health hazards of chemicals used in packaging such as boxed macaroni and cheese. The article stirred up some controversy because it didn’t offer specifics on what dose of these chemicals can do damage. The study was financed by an environmental advocacy group, not an unbiased source. The\u003cem> Times\u003c/em> reported on this study and other journalists reported on it and then \u003ca href=\"https://www.theatlantic.com/health/archive/2017/07/my-dad-is-now-scared-of-macaroni-and-cheese-should-he-be/534702/\">reports\u003c/a> about the \u003ca href=\"http://www.slate.com/articles/health_and_science/medical_examiner/2017/07/don_t_panic_over_the_chemicals_in_your_mac_and_cheese.html\">reporting\u003c/a> came out, noted Knutson.\u003c/p>\n\u003cp>“The best thing teachers can do is to use these examples in their class with their students,\" according to Knutson. \"It’s important to model how you would go about reading an article like that.”\u003c/p>\n\u003cp>\u003cstrong>BREAKING DOWN THE FACTS\u003c/strong>\u003c/p>\n\u003cp>High school science teacher Michelle Joyce says that if teachers start in elementary school, and build on these concepts in middle and high school, “we have significantly more chance over a period of time to build this common sense, this media literacy,” said Joyce.\u003c/p>\n\u003cp>“If I’m only seeing them in 11\u003csup>th\u003c/sup> and 12\u003csup>th\u003c/sup> grade, many of their opinions are already formed,” she added.\u003c/p>\n\u003cp>When Joyce really breaks a scientific topic into its component parts, she can sometimes convince skeptical students.\u003c/p>\n\u003cp>For instance, students were learning the bleaching of the Great Barrier Reef, which stems from water temperature and salt-level or salinity increases. They researched where the increased salinity or temperature could be coming from, including climate change and waste dumped near the ocean.\u003c/p>\n\u003cp>One student said, “I can’t believe one degree in temperature makes this much a difference for these animals,” recalled Joyce.\u003c/p>\n\u003cp>Instead of rehashing the reef data, Joyce brought the conversation back to a different perspective and explained pH levels in the human body. Even a slight change in pH could shut down a person's bodily functions. Suddenly the minor change to water temperature and salinity, which affects pH, didn’t seem so minor.\u003c/p>\n\u003cp>“I have to bring it back to something they can relate to,” said Joyce.\u003c/p>\n\u003cp>Joyce can’t go into such detail with every science lesson but she hopes by equipping students with the skills to question what they read, they’ll be able to pursue these questions on their own.\u003c/p>\n\u003cp>“Teaching them those skills on how to think like a scientist and how to analyze information that they’re receiving is just as important as teaching them to use the periodic table, for example.”\u003c/p>\n\u003cp>\u003cstrong>Additional resources: \u003c/strong>\u003c/p>\n\u003cp>Common Sense has several strategies to help debunk false claims, such as those listed on “\u003ca href=\"https://www.commonsense.org/education/teaching-strategies/turn-students-into-fact-finding-web-detectives\">Turn Students into F\u003c/a>\u003ca href=\"https://www.commonsense.org/education/teaching-strategies/turn-students-into-fact-finding-web-detectives\">act-Finding Web Detectives\u003c/a>.” They also offer \u003ca href=\"https://www.commonsense.org/education/digital-citizenship\">digital citizenship\u003c/a> and \u003ca href=\"https://www.commonsense.org/education/scope-and-sequence\">information literacy\u003c/a> curriculum.\u003c/p>\n\u003cp>\u003ca href=\"https://www.healthnewsreview.org/\">Health News Review\u003c/a> covers often-hyped health stories.\u003c/p>\n\u003cp>\u003ca href=\"http://retractionwatch.com/\">Retraction Watch \u003c/a> highlights retractions of studies and other pitfalls of the peer review system, which rarely gets attention.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Common Sense Education contributes reviews of educational tools and other content to MindShift. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Michelle Joyce doesn’t shy away from politicized science topics such as climate change. In fact, she works to equip seniors at Palmetto Ridge High School in Naples, Florida with the skills to accurately evaluate those topics on their own. Along with teaching chemistry and physics, she offers a class called “thinking skills” where students solve logic and math puzzles while also enhancing their media literacy. Students go beyond just learning about legitimate sources of information on the internet and delve into just how the information is put together in the first place.\u003c/p>\n\u003cp>But teaching students those critical thinking skills only as they’re about to depart for college can be too little too late.\u003c/p>\n\u003cp>“It’s a really hard thing to teach within the space of everything else that you need to teach in a classroom,” Joyce said. “It’s crucial that we teach it as early as we can.”\u003c/p>\n\u003cp>The internet has no shortage of dubious information; and the ability to evaluate health and science claims is a subset of media literacy. With the abundance of health/science content students may only see via social media, kids are ill-equipped to discern hype from real science.\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning/evaluating-evidence\">\u003cimg class=\"alignnone size-full wp-image-49908\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment.png\" alt=\"\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment.png 2550w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-160x207.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-800x1035.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-768x994.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-1020x1320.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-1180x1527.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-960x1242.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-240x311.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-375x485.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Evaluating-Evidence-Assessment-520x673.png 520w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/a>\u003c/p>\n\u003cp>In one recent \u003ca href=\"https://purl.stanford.edu/fv751yt5934\">study\u003c/a> by the Stanford History Education Group, 170 high school students were shown a photo of flowers growing fused together and asked if that provided strong evidence on the conditions outside the Fukushima Daiichi nuclear power plant. Students with mastery of media literacy would argue this was not sufficient evidence because there is no information on the source of the photo or where the flowers were photographed. However, less than 20 percent of the students responding made that argument. Nearly 40 percent argued that the picture alone was strong evidence for conditions outside the nuclear plant.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We are swimming in bullsh-t and lots of different claims about what helps or harms us,” said Dr. Andrew Oxman, director of research at the Norwegian Institute of Public Health. “Everybody needs to figure out which claims are trustworthy.”\u003c/p>\n\u003cp>\u003cstrong>START EARLY\u003c/strong>\u003c/p>\n\u003cp>Many of these critical thinking concepts are not difficult but need to become habits adopted early in life, which is why Oxman first tried them out in his children’s elementary school classrooms. One way to teach how science is made is to let the children experience and figure it out for themselves.\u003c/p>\n\u003cp>Oxman gave students a bag of M&Ms and told them that some kids thought the red ones helped them study better but others got stomach aches. He instructed students to evaluate these claims.\u003c/p>\n\u003cp>“They figured out very quickly, you have to compare like to like,” said Oxman.\u003c/p>\n\u003cp>The most revealing aspect of this lesson was how quickly students understood the pitfalls of setting up a randomized study. The teacher mentioned they could set random assignments much like they do in gym class where they set up teams by alternating students in line.\u003c/p>\n\u003cp>“The kids started laughing because they understood right away that doesn’t work,” said Oxman. Students learned they can sabotage randomization in picking teams by setting up a line so they are one student away from their friend.\u003c/p>\n\u003cp>“In research jargon, we referred to that as ‘concealed allocation’ and it’s a concept that takes time to explain to health professionals but the kids understood it right away intuitively.”\u003c/p>\n\u003cp>Through this experiment students quickly figured out they had to measure things exactly same. They discovered the flaws of using small samples and being misled by games of chance, he added.\u003c/p>\n\u003cp>Oxman has since taken this idea of teaching young children concepts of evaluating science to a much larger scale.\u003c/p>\n\u003cp>\u003cstrong>Teaching Health Claims\u003c/strong>\u003c/p>\n\u003cp>He and a global team of researchers at \u003ca href=\"http://www.informedhealthchoices.org/the-ihc-team/\">Informed Health Choices\u003c/a> developed a \u003ca href=\"http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(17)31226-6/fulltext?elsca1=tlpr\">study\u003c/a> of some 10,000 Ugandan fifth-graders to see if a simple \u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">comic book \u003c/a>on evaluating health claims could provide students with the skills to make better choices about their health. The comic book begins by describing how one child -- who has burned his finger -- sticks his wound into dung to heal it. The finger gets infected and he visits Professors “Fair” and “Compare” and begins to learn about how to question and evaluate the health advice he receives.\u003c/p>\n\u003cfigure id=\"attachment_49883\" class=\"wp-caption alignnone\" style=\"max-width: 564px\">\u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">\u003cimg class=\"wp-image-49883 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/12/Lesson-1.png\" alt=\"\" width=\"564\" height=\"830\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1.png 564w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-160x235.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-240x353.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-375x552.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/12/Lesson-1-520x765.png 520w\" sizes=\"(max-width: 564px) 100vw, 564px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The comic above was used as part of a study in Uganda to teach students how to evaluate health and science claims. Courtesy of Informed Health Choices. \u003ccite>(Courtesy of Informed Health Choices)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The workbook had a convincing effect, Oxman said. The students who received the \u003ca href=\"http://www.informedhealthchoices.org/wp-content/uploads/2016/08/IHC-V3-Childrens-Book-and-Cover-Des2016_lowres.pdf\">workbook\u003c/a> and those who did not receive it were then tested on how to evaluate health claims. Fifty percent more children in the workbook group had a passing score on that critical thinking test. Twenty percent of the students receiving the workbook even showed mastery of the concepts.\u003c/p>\n\u003cp>As a follow-up to the study, researchers are asking children and adults what they learned and how they’ve used it. Responses so far have been very promising, he added.\u003c/p>\n\u003cp>One girl talked about going shopping with her mom, who picked up an expensive new brand of toothpaste, but the girl picked up an older brand of toothpaste and found the ingredients were the same. During the pilot studies, Oxman said it was fun to see kids walking out of class talking to each other about claims. Recognizing a claim, and being able to determine if it’s trustworthy is the critical first step to appraising all the claims people hear every day, he said.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>EVALUATING CLAIMS\u003c/strong>\u003c/p>\n\u003cp>Palmetto Ridge High School science teacher Michelle Joyce said she uses a process called “claim, evidence and response.”\u003c/p>\n\u003cp>First students recognize a claim or a hypothesis. Next, they look at evidence: the original data; who calculated the data; where the study was conducted; if the researcher would be inclined to benefit from a certain result; if researchers did multiple trials or tested on many people and more. Finally, students must come up with a response: a determination of the validity of the claim.\u003c/p>\n\u003cp>Joyce uses resources from a variety of places including Common Sense Education*, a nonprofit that provides \u003ca href=\"https://www.commonsense.org/education/scope-and-sequence\">free curriculum\u003c/a> in media literacy for grades K-12.\u003c/p>\n\u003cp>When teachers tackle the subject of media literacy they may think about social media etiquette or cyberbullying -- that’s a component of media literacy called digital citizenship. But teaching media literacy can also go into specific domains such as health and science. To understand the science news they see online, kids need to understand basic concepts like sample sizes or what “peer review” means, said Jeffrey Knutson of Common Sense Education. Through this curriculum, students learn how information is created and distributed.\u003c/p>\n\u003cp>“It gives them an insider’s view of how information we get is created and how we receive it,” said Knutson.\u003c/p>\n\u003cp>Digital citizenship and media literacy is often taught as something extra and not necessarily embedded in curriculum, said Knutson. However, health or science claims seen online can be easily incorporated into science or health class.\u003c/p>\n\u003cp>One example Knutson provided was a recent \u003cem>New York Times\u003c/em> \u003ca href=\"https://www.nytimes.com/2017/07/12/well/eat/the-chemicals-in-your-mac-and-cheese.html?mcubz=3\">article\u003c/a> about health hazards of chemicals used in packaging such as boxed macaroni and cheese. The article stirred up some controversy because it didn’t offer specifics on what dose of these chemicals can do damage. The study was financed by an environmental advocacy group, not an unbiased source. The\u003cem> Times\u003c/em> reported on this study and other journalists reported on it and then \u003ca href=\"https://www.theatlantic.com/health/archive/2017/07/my-dad-is-now-scared-of-macaroni-and-cheese-should-he-be/534702/\">reports\u003c/a> about the \u003ca href=\"http://www.slate.com/articles/health_and_science/medical_examiner/2017/07/don_t_panic_over_the_chemicals_in_your_mac_and_cheese.html\">reporting\u003c/a> came out, noted Knutson.\u003c/p>\n\u003cp>“The best thing teachers can do is to use these examples in their class with their students,\" according to Knutson. \"It’s important to model how you would go about reading an article like that.”\u003c/p>\n\u003cp>\u003cstrong>BREAKING DOWN THE FACTS\u003c/strong>\u003c/p>\n\u003cp>High school science teacher Michelle Joyce says that if teachers start in elementary school, and build on these concepts in middle and high school, “we have significantly more chance over a period of time to build this common sense, this media literacy,” said Joyce.\u003c/p>\n\u003cp>“If I’m only seeing them in 11\u003csup>th\u003c/sup> and 12\u003csup>th\u003c/sup> grade, many of their opinions are already formed,” she added.\u003c/p>\n\u003cp>When Joyce really breaks a scientific topic into its component parts, she can sometimes convince skeptical students.\u003c/p>\n\u003cp>For instance, students were learning the bleaching of the Great Barrier Reef, which stems from water temperature and salt-level or salinity increases. They researched where the increased salinity or temperature could be coming from, including climate change and waste dumped near the ocean.\u003c/p>\n\u003cp>One student said, “I can’t believe one degree in temperature makes this much a difference for these animals,” recalled Joyce.\u003c/p>\n\u003cp>Instead of rehashing the reef data, Joyce brought the conversation back to a different perspective and explained pH levels in the human body. Even a slight change in pH could shut down a person's bodily functions. Suddenly the minor change to water temperature and salinity, which affects pH, didn’t seem so minor.\u003c/p>\n\u003cp>“I have to bring it back to something they can relate to,” said Joyce.\u003c/p>\n\u003cp>Joyce can’t go into such detail with every science lesson but she hopes by equipping students with the skills to question what they read, they’ll be able to pursue these questions on their own.\u003c/p>\n\u003cp>“Teaching them those skills on how to think like a scientist and how to analyze information that they’re receiving is just as important as teaching them to use the periodic table, for example.”\u003c/p>\n\u003cp>\u003cstrong>Additional resources: \u003c/strong>\u003c/p>\n\u003cp>Common Sense has several strategies to help debunk false claims, such as those listed on “\u003ca href=\"https://www.commonsense.org/education/teaching-strategies/turn-students-into-fact-finding-web-detectives\">Turn Students into F\u003c/a>\u003ca href=\"https://www.commonsense.org/education/teaching-strategies/turn-students-into-fact-finding-web-detectives\">act-Finding Web Detectives\u003c/a>.” They also offer \u003ca href=\"https://www.commonsense.org/education/digital-citizenship\">digital citizenship\u003c/a> and \u003ca href=\"https://www.commonsense.org/education/scope-and-sequence\">information literacy\u003c/a> curriculum.\u003c/p>\n\u003cp>\u003ca href=\"https://www.healthnewsreview.org/\">Health News Review\u003c/a> covers often-hyped health stories.\u003c/p>\n\u003cp>\u003ca href=\"http://retractionwatch.com/\">Retraction Watch \u003c/a> highlights retractions of studies and other pitfalls of the peer review system, which rarely gets attention.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don't always give their educators time or the mental space to absorb and apply those concepts. That's why the idea of “unlearning” was worth exploring for \u003ca href=\"http://www.edweek.org/ew/section/multimedia/at-43k-private-school-tech-opens-doors.html\">Beaver Country Day School\u003c/a>, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.\u003c/p>\n\u003cp>For head of school Peter Hutton, \u003ca href=\"https://www.bostonglobe.com/metro/regionals/west/2016/10/21/should-students-learning-unlearning/uvpDTMsdvuYtkXjNtUrRFN/story.html\">unlearning\u003c/a> means “new ways to think in the face of established practices.”\u003c/p>\n\u003cp>Marga Biller, project director of Harvard's \u003ca href=\"http://www.pz.harvard.edu/projects/learning-innovations-laboratory\">Learning Innovations Laboratory\u003c/a>, typically explores \u003ca href=\"https://scholar.harvard.edu/files/mrigolizzo/files/empowering_learning_-_three_stances.pdf\">human and organizational \u003c/a>development with non-profits and government agencies. Because she and colleague Chris Dede serve on the board of Beaver Country Day School, they ended up working with Hutton on the concept of unlearning. They presented their findings earlier this year at \u003ca href=\"http://schedule.sxswedu.com/events/event_PP61868\">SXSWedu\u003c/a>.\u003c/p>\n\u003cp>Biller said in more traditional organizations, when changes are introduced, there is this message of just “figure it out and go.”\u003c/p>\n\u003cp class=\"p1\">\"We’ve all gone to workshops and seminars and learned from a class,\" she said. \"We go there, gain skills, change mindsets, we get very excited, and then we head back to work and things get in the way. And then we wonder why change isn’t taking place.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">She said often what stands in the way of implementing change is the inability to see things beyond what they've always been in the past. In order to figure out if something needs to be unlearned to make room for change, Biller asks four questions:\u003c/p>\n\u003cblockquote>\u003cp>1. Do I need to think, behave, do or perceive in a new way?\u003cbr>\n2. Is there previous learning that is getting in the way of my thinking, behaving or perceiving in new ways?\u003cbr>\n3. Is what I am trying to learn a threat/challenge to my identity, to how I see myself or how I see the world?\u003cbr>\n4. Would trying harder give me the results I am looking for or might it create more entrenchment?\u003c/p>\u003c/blockquote>\n\u003cp>If something needs to be unlearned, Biller has three frameworks for implementing unlearning: changing mindsets, changing habits and changing organizations.\u003c/p>\n\u003cp>\u003cstrong>CHANGING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Changing mindsets has a lot to do with identity, according to Biller. “The way we see ourselves and the way that others see us is threatened when we are asked to do something different,” she said.\u003c/p>\n\u003cp>When schools implement something like project-based curriculum, administrators are asking experienced teachers to drop what they see as their role in the classroom. They are no longer meant to be the person who keeps all the knowledge.\u003c/p>\n\u003cp>“A lot of unlearning is how you perceive your identity and role,” Hutton said.\u003c/p>\n\u003cp>He recalled how one teacher at this school was reluctant to have kids work in small groups. She later admitted that what made her uneasy was that if someone walked into her classroom, they would see that she wasn't standing in the front; she worried that people would then perceive her as not doing anything.\u003c/p>\n\u003cp>“For her it was a total identity change and that what kids needed from her was a very different kind of skill than what she'd been taught to deliver,” said Hutton.\u003c/p>\n\u003cp>\u003cstrong>CHANGING HABITS\u003c/strong>\u003c/p>\n\u003cp>Math teacher Jayne Everson said unlearning is really about examining all the assumptions she brings to any space. In her classroom, instead of studying geometry theorems out of a textbook, she lets students develop their own rules by exploring the relationship between lines in famous artwork.\u003c/p>\n\u003cp>It's been a blast to watch the kids derive the geometry on their own, she said. “We [used to] feel we had to get it perfect the first time and that's not the case.”\u003c/p>\n\u003cp>Another part of unlearning is reappraising those old habits, said Biller. This is especially difficult for successful teachers. “We've all been successful because we've had routines and processes that really work for us,” Biller said.\u003c/p>\n\u003cp>When changing habits, “We have to ask ourselves, are those habits that are currently in place helping us reach the goals that we want? And if they're not, how do we change them?” A teacher might only need to slightly change an existing habit, or put in place a whole set of new habits.\u003c/p>\n\u003cp>Teachers have to think about their own habits in the context of the classroom and what that triggers in terms of behaviors for themselves and students, said Biller.\u003c/p>\n\u003cp>The system itself has to reset if change is to be successful at a school. In changing systems, administrators need to think about ways in which they provide feedback to teachers and students. It all starts with questions: How do we measure success in a new way that fit with the changes being implemented?\u003c/p>\n\u003cp>Students in Everson's class, for instance, are not require to complete a final two hour exam on geometry. Instead they work on final projects. One year, that involved making holograms.\u003c/p>\n\u003cp>“Their proofs were beautiful and elegant,” said Everson. She said students aren't missing out on learning the logic and the skills coming out of a traditional classroom. Instead students see themselves as problem solvers and builders. That's a shift from being a “passive receiver,” said Everson.\u003c/p>\n\u003cp>And, it doesn't take two-hour exam to “prove” students learned their subject, according to Hutton. “If the kids didn't know the geometry, they couldn't have done the project,” he said.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING TRUST\u003c/strong>\u003c/p>\n\u003cp>In getting started with unlearning, “trust” is a big theme. Administrators trust their teachers to guide students to proficiency with core skills. Teachers trust their students to figure it out without hand-holding.\u003c/p>\n\u003cp>Everson said that you can start developing trust by letting your students have a voice in what they do in the classroom. She also added that trusting your students is the area where you'll unlearn the most. “I've never been disappointed,” she said. “They always exceed my expectations.”\u003c/p>\n\u003cp>Teachers can also start by asking questions of themselves, something Biller does all the time. If she finds herself resistant to a concept or group, Biller asks “why am I reacting this way?” If Biller meets someone she disagrees with, she doesn't say that person is wrong. Instead, she asks “what is it I can learn from that person?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It has opened up to new ways of dealing with people,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers are increasingly being asked to embrace new ideas and styles of teaching, but schools don't always give their educators time or the mental space to absorb and apply those concepts. That's why the idea of “unlearning” was worth exploring for \u003ca href=\"http://www.edweek.org/ew/section/multimedia/at-43k-private-school-tech-opens-doors.html\">Beaver Country Day School\u003c/a>, a private 6-12 school in Massachusetts, which serves as something of a lab for unlearning in practice.\u003c/p>\n\u003cp>For head of school Peter Hutton, \u003ca href=\"https://www.bostonglobe.com/metro/regionals/west/2016/10/21/should-students-learning-unlearning/uvpDTMsdvuYtkXjNtUrRFN/story.html\">unlearning\u003c/a> means “new ways to think in the face of established practices.”\u003c/p>\n\u003cp>Marga Biller, project director of Harvard's \u003ca href=\"http://www.pz.harvard.edu/projects/learning-innovations-laboratory\">Learning Innovations Laboratory\u003c/a>, typically explores \u003ca href=\"https://scholar.harvard.edu/files/mrigolizzo/files/empowering_learning_-_three_stances.pdf\">human and organizational \u003c/a>development with non-profits and government agencies. Because she and colleague Chris Dede serve on the board of Beaver Country Day School, they ended up working with Hutton on the concept of unlearning. They presented their findings earlier this year at \u003ca href=\"http://schedule.sxswedu.com/events/event_PP61868\">SXSWedu\u003c/a>.\u003c/p>\n\u003cp>Biller said in more traditional organizations, when changes are introduced, there is this message of just “figure it out and go.”\u003c/p>\n\u003cp class=\"p1\">\"We’ve all gone to workshops and seminars and learned from a class,\" she said. \"We go there, gain skills, change mindsets, we get very excited, and then we head back to work and things get in the way. And then we wonder why change isn’t taking place.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">She said often what stands in the way of implementing change is the inability to see things beyond what they've always been in the past. In order to figure out if something needs to be unlearned to make room for change, Biller asks four questions:\u003c/p>\n\u003cblockquote>\u003cp>1. Do I need to think, behave, do or perceive in a new way?\u003cbr>\n2. Is there previous learning that is getting in the way of my thinking, behaving or perceiving in new ways?\u003cbr>\n3. Is what I am trying to learn a threat/challenge to my identity, to how I see myself or how I see the world?\u003cbr>\n4. Would trying harder give me the results I am looking for or might it create more entrenchment?\u003c/p>\u003c/blockquote>\n\u003cp>If something needs to be unlearned, Biller has three frameworks for implementing unlearning: changing mindsets, changing habits and changing organizations.\u003c/p>\n\u003cp>\u003cstrong>CHANGING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Changing mindsets has a lot to do with identity, according to Biller. “The way we see ourselves and the way that others see us is threatened when we are asked to do something different,” she said.\u003c/p>\n\u003cp>When schools implement something like project-based curriculum, administrators are asking experienced teachers to drop what they see as their role in the classroom. They are no longer meant to be the person who keeps all the knowledge.\u003c/p>\n\u003cp>“A lot of unlearning is how you perceive your identity and role,” Hutton said.\u003c/p>\n\u003cp>He recalled how one teacher at this school was reluctant to have kids work in small groups. She later admitted that what made her uneasy was that if someone walked into her classroom, they would see that she wasn't standing in the front; she worried that people would then perceive her as not doing anything.\u003c/p>\n\u003cp>“For her it was a total identity change and that what kids needed from her was a very different kind of skill than what she'd been taught to deliver,” said Hutton.\u003c/p>\n\u003cp>\u003cstrong>CHANGING HABITS\u003c/strong>\u003c/p>\n\u003cp>Math teacher Jayne Everson said unlearning is really about examining all the assumptions she brings to any space. In her classroom, instead of studying geometry theorems out of a textbook, she lets students develop their own rules by exploring the relationship between lines in famous artwork.\u003c/p>\n\u003cp>It's been a blast to watch the kids derive the geometry on their own, she said. “We [used to] feel we had to get it perfect the first time and that's not the case.”\u003c/p>\n\u003cp>Another part of unlearning is reappraising those old habits, said Biller. This is especially difficult for successful teachers. “We've all been successful because we've had routines and processes that really work for us,” Biller said.\u003c/p>\n\u003cp>When changing habits, “We have to ask ourselves, are those habits that are currently in place helping us reach the goals that we want? And if they're not, how do we change them?” A teacher might only need to slightly change an existing habit, or put in place a whole set of new habits.\u003c/p>\n\u003cp>Teachers have to think about their own habits in the context of the classroom and what that triggers in terms of behaviors for themselves and students, said Biller.\u003c/p>\n\u003cp>The system itself has to reset if change is to be successful at a school. In changing systems, administrators need to think about ways in which they provide feedback to teachers and students. It all starts with questions: How do we measure success in a new way that fit with the changes being implemented?\u003c/p>\n\u003cp>Students in Everson's class, for instance, are not require to complete a final two hour exam on geometry. Instead they work on final projects. One year, that involved making holograms.\u003c/p>\n\u003cp>“Their proofs were beautiful and elegant,” said Everson. She said students aren't missing out on learning the logic and the skills coming out of a traditional classroom. Instead students see themselves as problem solvers and builders. That's a shift from being a “passive receiver,” said Everson.\u003c/p>\n\u003cp>And, it doesn't take two-hour exam to “prove” students learned their subject, according to Hutton. “If the kids didn't know the geometry, they couldn't have done the project,” he said.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING TRUST\u003c/strong>\u003c/p>\n\u003cp>In getting started with unlearning, “trust” is a big theme. Administrators trust their teachers to guide students to proficiency with core skills. Teachers trust their students to figure it out without hand-holding.\u003c/p>\n\u003cp>Everson said that you can start developing trust by letting your students have a voice in what they do in the classroom. She also added that trusting your students is the area where you'll unlearn the most. “I've never been disappointed,” she said. “They always exceed my expectations.”\u003c/p>\n\u003cp>Teachers can also start by asking questions of themselves, something Biller does all the time. If she finds herself resistant to a concept or group, Biller asks “why am I reacting this way?” If Biller meets someone she disagrees with, she doesn't say that person is wrong. Instead, she asks “what is it I can learn from that person?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars",
"title": "To Engage Students and Teachers, Treat Core Subjects Like Extracurriculars",
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"content": "\u003cp>Education researchers Jal Mehta and Sarah Fine have been observing different school systems over the past six years in an attempt to document the variables that contribute to \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>. But as they spent more time in schools, it was hard to ignore the ways in which the activity around the edges of institutions -- elective courses, extracurricular activities -- was where students and teachers “were most fired up,” said Fine, a postdoctoral student at Harvard Graduate School of Education.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>“It wasn't that we didn't find powerful disciplinary classes. It's just that they're much fewer and far between,” she said.\u003c/p>\n\u003cp>Fine and Mehta decided to widen their lens to understand why those peripheral spaces were \u003ca href=\"https://www.gse.harvard.edu/news/ed/17/01/why-periphery-often-more-powerful-core\">so much more powerful\u003c/a> than the center.\u003c/p>\n\u003cp>Does that mean English class has to be transformed into theater for deeper learning to occur? Or that math should involve fantasy baseball leagues where students crunch the player stats to make the best team? Not necessarily, but that's one way to think about tapping into student engagement.\u003c/p>\n\u003cp>In the project-based learning world, the most powerful core classes Mehta and Fine have seen take on the elements of extracurricular activities. For example, at High Tech High School in San Diego, one biology class is organized around the goal of students creating and eventually publishing field guides.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=cOVm7zBHJJY\u003c/p>\n\u003cp>“Like a theater production, there's sense of purposefulness,\" said Fine. \"You're working toward producing something that has an audience beyond your teachers and your peers.”\u003c/p>\n\u003cp>\u003cstrong>SHARED SKILLS, DIFFERENT STRENGTHS\u003c/strong>\u003c/p>\n\u003cp>The challenge for teachers who want to tap into extracurricular engagement is to ensure students are learning the required curriculum while also making room for differentiation. Schools take different approaches to doing that.\u003c/p>\n\u003cp>One thing that is consistent, according to Fine, is that teachers are very deliberate beforehand. They have to know exactly what all students need to demonstrate mastery of and where they can allow students to move in their own direction.\u003c/p>\n\u003cp>In some cases, that means starting the class with core curriculum that all students study but branching off from there. One example Fine has seen is in a project-based humanities classroom. Students started the class by reading about the anti-communist fervor of the 1950s and McCarthyism. Then for the latter half of the semester, students were tasked with using the same rhetoric from that time to create documentary films on a controversial subject of their choice. Essentially, the project allows students to understand propaganda by making their own propaganda film.\u003c/p>\n\u003cp>At \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/12/where-are-all-the-public-montessori-high-schools/\">Clark Montessori School\u003c/a> in Cincinnati, the last two weeks of each semester are devoted to project-based electives of the students' choosing. In courses like “Rockets and Roller Coasters” students design their own scale models of both, and visit military bases to see rockets in action and amusement parks for roller coasters.\u003c/p>\n\u003cp>“We let the passion of the kids and the adults drive the course and we make the academic ties as they come along,” said Clark Principal Dean Blase.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=-nQF587fvRM\u003c/p>\n\u003cp>For junior high classes at Clark, field study is embedded into core subject areas as well. In social studies, for example, students learn local history and then study ethnography by interviewing residents in different neighborhoods and mapping those neighborhoods.\u003c/p>\n\u003cp>As Fine mentioned, all of this involves deliberate course design. When students go on field studies, they're not being handed off to some museum docent or zoo volunteer; the teachers map out what students are expected to learn and discover. The planning pays off.\u003c/p>\n\u003cp>“It is extraordinarily rare to have a discipline issue during a field study period,” said Blase. “I don't think I've ever seen a kid's head [asleep] on their desk.”\u003c/p>\n\u003cp>\u003cstrong>THE RIGHT PACE\u003c/strong>\u003c/p>\n\u003cp>While project-based learning can seem like the obvious way to engage students with core subjects, another important component is the pace of learning. For students to feel passionate about a project, they first have to feel competent enough in their skill sets to tackle it, something that can fall by the wayside in a traditional school calendar.\u003c/p>\n\u003cp>“Not everybody is going to learn at the same rate and the same way,” said Robbie Torney, a teacher at \u003ca href=\"https://lighthousecharter.org/news-items/lodestar-a-new-lighthouse-school-is-coming-to-oakland/\">Lodestar Academy,\u003c/a> a primary charter school in Oakland.\u003c/p>\n\u003cp>The day at Lodestar is broken into two parts: time for expeditionary and project-based learning, and a section of the day for literacy and math lab, where students learn core subjects at a personalized pace.\u003c/p>\n\u003cp>Most traditional schools teach students in a calendar-based curriculum model, meaning that at certain times of the year all students move onto the next step in curriculum. With that model, you get achievement outcomes that look like bell curves, noted Torney. But by letting students work at their own pace, they see huge gains in student achievement for all.\u003c/p>\n\u003cp>Torney says that teachers who guide projects in core subjects also have to be careful to make sure those projects have an impact in their students' lives. Teachers shouldn't just copy project-based curriculum from other schools without first making sure it fits with their community.\u003c/p>\n\u003cp>For instance, at Lodestar, kindergartners are learning about trash, which is a big issue in East Oakland. As the Black Lives Matter movement ramped up in East Oakland, ninth- and 10\u003csup>th-\u003c/sup>graders at Lodestar's sister school, Lighthouse Academy, did an expedition looking at power and social change (both schools are part of the \u003ca href=\"https://eleducation.org/\">EL Education\u003c/a> network of schools).\u003c/p>\n\u003cp>“Instead of just writing a paper about power and social change,” they studied something local while integrating text they were reading, said Torney. The students had to present final products that covered the significance of these movements to the community.\u003c/p>\n\u003cp>A similar project took on a different angle at Polaris Charter Academy in Chicago, said Torney. There students studied the issue of violence in their neighborhood. Middle school students published a series of books, called the Peacekeeper Project, which documented the work of peacekeepers in their community.\u003c/p>\n\u003cp>Whether you call them expeditions, field studies or project-based learning, “the idea is that there's a product that is high quality that allows you to demonstrate mastery,” said Torney.\u003c/p>\n\u003cp>They are learning core curriculum in a way that gets them highly engaged, but there's even more payoff than engagement, said Torney. The bigger outcome happens when students are in college or starting their careers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Those collaborative environments won't be the first time that they've had to tackle a project in an interdisciplinary way,” he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Education researchers Jal Mehta and Sarah Fine have been observing different school systems over the past six years in an attempt to document the variables that contribute to \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a>. But as they spent more time in schools, it was hard to ignore the ways in which the activity around the edges of institutions -- elective courses, extracurricular activities -- was where students and teachers “were most fired up,” said Fine, a postdoctoral student at Harvard Graduate School of Education.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>“It wasn't that we didn't find powerful disciplinary classes. It's just that they're much fewer and far between,” she said.\u003c/p>\n\u003cp>Fine and Mehta decided to widen their lens to understand why those peripheral spaces were \u003ca href=\"https://www.gse.harvard.edu/news/ed/17/01/why-periphery-often-more-powerful-core\">so much more powerful\u003c/a> than the center.\u003c/p>\n\u003cp>Does that mean English class has to be transformed into theater for deeper learning to occur? Or that math should involve fantasy baseball leagues where students crunch the player stats to make the best team? Not necessarily, but that's one way to think about tapping into student engagement.\u003c/p>\n\u003cp>In the project-based learning world, the most powerful core classes Mehta and Fine have seen take on the elements of extracurricular activities. For example, at High Tech High School in San Diego, one biology class is organized around the goal of students creating and eventually publishing field guides.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/cOVm7zBHJJY'\n title='//www.youtube.com/embed/cOVm7zBHJJY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“Like a theater production, there's sense of purposefulness,\" said Fine. \"You're working toward producing something that has an audience beyond your teachers and your peers.”\u003c/p>\n\u003cp>\u003cstrong>SHARED SKILLS, DIFFERENT STRENGTHS\u003c/strong>\u003c/p>\n\u003cp>The challenge for teachers who want to tap into extracurricular engagement is to ensure students are learning the required curriculum while also making room for differentiation. Schools take different approaches to doing that.\u003c/p>\n\u003cp>One thing that is consistent, according to Fine, is that teachers are very deliberate beforehand. They have to know exactly what all students need to demonstrate mastery of and where they can allow students to move in their own direction.\u003c/p>\n\u003cp>In some cases, that means starting the class with core curriculum that all students study but branching off from there. One example Fine has seen is in a project-based humanities classroom. Students started the class by reading about the anti-communist fervor of the 1950s and McCarthyism. Then for the latter half of the semester, students were tasked with using the same rhetoric from that time to create documentary films on a controversial subject of their choice. Essentially, the project allows students to understand propaganda by making their own propaganda film.\u003c/p>\n\u003cp>At \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/12/where-are-all-the-public-montessori-high-schools/\">Clark Montessori School\u003c/a> in Cincinnati, the last two weeks of each semester are devoted to project-based electives of the students' choosing. In courses like “Rockets and Roller Coasters” students design their own scale models of both, and visit military bases to see rockets in action and amusement parks for roller coasters.\u003c/p>\n\u003cp>“We let the passion of the kids and the adults drive the course and we make the academic ties as they come along,” said Clark Principal Dean Blase.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-nQF587fvRM'\n title='//www.youtube.com/embed/-nQF587fvRM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>For junior high classes at Clark, field study is embedded into core subject areas as well. In social studies, for example, students learn local history and then study ethnography by interviewing residents in different neighborhoods and mapping those neighborhoods.\u003c/p>\n\u003cp>As Fine mentioned, all of this involves deliberate course design. When students go on field studies, they're not being handed off to some museum docent or zoo volunteer; the teachers map out what students are expected to learn and discover. The planning pays off.\u003c/p>\n\u003cp>“It is extraordinarily rare to have a discipline issue during a field study period,” said Blase. “I don't think I've ever seen a kid's head [asleep] on their desk.”\u003c/p>\n\u003cp>\u003cstrong>THE RIGHT PACE\u003c/strong>\u003c/p>\n\u003cp>While project-based learning can seem like the obvious way to engage students with core subjects, another important component is the pace of learning. For students to feel passionate about a project, they first have to feel competent enough in their skill sets to tackle it, something that can fall by the wayside in a traditional school calendar.\u003c/p>\n\u003cp>“Not everybody is going to learn at the same rate and the same way,” said Robbie Torney, a teacher at \u003ca href=\"https://lighthousecharter.org/news-items/lodestar-a-new-lighthouse-school-is-coming-to-oakland/\">Lodestar Academy,\u003c/a> a primary charter school in Oakland.\u003c/p>\n\u003cp>The day at Lodestar is broken into two parts: time for expeditionary and project-based learning, and a section of the day for literacy and math lab, where students learn core subjects at a personalized pace.\u003c/p>\n\u003cp>Most traditional schools teach students in a calendar-based curriculum model, meaning that at certain times of the year all students move onto the next step in curriculum. With that model, you get achievement outcomes that look like bell curves, noted Torney. But by letting students work at their own pace, they see huge gains in student achievement for all.\u003c/p>\n\u003cp>Torney says that teachers who guide projects in core subjects also have to be careful to make sure those projects have an impact in their students' lives. Teachers shouldn't just copy project-based curriculum from other schools without first making sure it fits with their community.\u003c/p>\n\u003cp>For instance, at Lodestar, kindergartners are learning about trash, which is a big issue in East Oakland. As the Black Lives Matter movement ramped up in East Oakland, ninth- and 10\u003csup>th-\u003c/sup>graders at Lodestar's sister school, Lighthouse Academy, did an expedition looking at power and social change (both schools are part of the \u003ca href=\"https://eleducation.org/\">EL Education\u003c/a> network of schools).\u003c/p>\n\u003cp>“Instead of just writing a paper about power and social change,” they studied something local while integrating text they were reading, said Torney. The students had to present final products that covered the significance of these movements to the community.\u003c/p>\n\u003cp>A similar project took on a different angle at Polaris Charter Academy in Chicago, said Torney. There students studied the issue of violence in their neighborhood. Middle school students published a series of books, called the Peacekeeper Project, which documented the work of peacekeepers in their community.\u003c/p>\n\u003cp>Whether you call them expeditions, field studies or project-based learning, “the idea is that there's a product that is high quality that allows you to demonstrate mastery,” said Torney.\u003c/p>\n\u003cp>They are learning core curriculum in a way that gets them highly engaged, but there's even more payoff than engagement, said Torney. The bigger outcome happens when students are in college or starting their careers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How 'One Story' Can Excite Students About Reading And Connecting With Community",
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"content": "\u003cp>Several years ago, Waltham High School educators were trying to think of some way to enliven summer reading. They had tried book lists and they had tried letting students just read what they wanted but they were missing a deeper level of student engagement.\u003c/p>\n\u003cp>“We felt like we needed something different that was more meaningful,” said English teacher Emilie Perna.\u003c/p>\n\u003cp>They wanted a reading program that would be fun, multidisciplinary and included the community so that students would learn that reading is a life-long adventure. The educators developed a \"\u003ca href=\"http://www.walthamreads.org/\">One School, One Story\u003c/a>\" program that gives students more voice in which book gets selected during the summer and continues the dialogue with authors and members of the community throughout the year.\u003c/p>\n\u003cp>The story selection process starts in the fall, when teachers from different departments come together to read books during Thanksgiving break. They narrow a list of about 100 books to 16.\u003c/p>\n\u003cp>In the spring, more than 60 students participate in the 24-hour read-a-thon in the school library, where they winnow down the selections, bracket-style, to four books. By the end of 24 hours, all the students vote on the best choice out of the four books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-48206\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Slide1.png\" alt=\"\" width=\"720\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-520x390.png 520w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003c/p>\n\u003cp>“We try to put as much responsibility in the students' hands as we can,” said Waltham High School English Language Arts director Allyson McHugh.\u003c/p>\n\u003cp>In doing so, educators have learned that what adults think students should be reading doesn't necessarily align with what the students think they should be reading, she added.\u003c/p>\n\u003cp>The first year, students picked “\u003ca href=\"https://www.amazon.com/Left-Dead-Search-Justice-Indianapolis/dp/0385730918\">Left for Dead: A Young Man's Search for Justice for the USS Indianapolis\u003c/a>.” The book was about a young man who worked to exonerate the captain of the USS Indianapolis, who was unfairly court-martialed for the sinking of a ship in WWII.\u003c/p>\n\u003cp>https://twitter.com/MrsBrennanWHS/status/378254670722269184\u003c/p>\n\u003cp>They invited that young man, Hunter Scott, to school, and students were to able ”to see a story come to life,” said Perna. They also worked with a local veterans group so that students could meet with war veterans. “We had kids graduate last year who said that was some of the most meaningful discussions that they had in a high school setting,” said Perna.\u003c/p>\n\u003cp>Thanks to a fund from the Waltham Family Foundation they are able to buy about 1,800 copies of each year's book so all high school students, eighth-graders and faculty have a copy. They receive about $1,000 a year to buy the books and bring in speakers. Local businesses donate goods to help with various events.\u003c/p>\n\u003cp>“The fact that they had the book in their hands, that is huge,” said Perna.\u003c/p>\n\u003cp>The program has even allowed students to choose a podcast instead of a book. In their second year, students surprised everyone by picking the podcast “Serial.” But, again, the same ideas applied: Get people engaged in a conversation. When the fall came around, teachers connected the crime story told in \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">“Serial” to other classes\u003c/a> -- science teachers set up a forensics science scene and history teachers looked at how life for Muslims has changed since 1999 since the podcast is about a young Muslim convicted of a crime in that year. Even math teachers got involved by showing how to triangulate a person's location using cellphone towers. Even though people assume students are tech-savvy, many had never listened to a podcast before, so “Serial” was an opportunity to teach students how to access and listen to a whole other type of storytelling.\u003c/p>\n\u003cp>\u003cstrong>BUILDING COMMUNITY \u003c/strong>\u003c/p>\n\u003cp>Rebekah Tierney started work as the Waltham High School librarian in January and was initially reluctant when she heard about “One School, One Story” because she usually is a proponent of letting kids choose their own book for the summer. But then she saw how focusing on one book connects the wider community -- the program went beyond catering to individual favorites and challenged readers to talk about a book, even they didn't like it. It forces students to look at issues from a different perspective, said Tierney.\u003c/p>\n\u003cp>https://twitter.com/Rebrarian/status/845317049505189888\u003c/p>\n\u003cp>Engagement and reading levels are at an all-time high for students at Waltham because this type of program starts conversations and kids can find relevance in their communities. For last year's “\u003ca href=\"https://www.amazon.com/All-American-Boys-Jason-Reynolds/dp/1481463330\">All American Boys\u003c/a>,” (which delves into police brutality and racial profiling) they brought in the authors, Jason Reynolds and Brendan Kiely. For many students, it was the first time they had seen a black author.\u003c/p>\n\u003cp>https://twitter.com/WalthamReads/status/773864416026570752\u003c/p>\n\u003cp>“Watching the students watch these two authors up on stage was one of the most fulfilling things as a teacher,” said Perna. “That was a moment, where as teacher, I was like, 'I can't top that, but I'll try.' ”\u003c/p>\n\u003cp>As part of the larger community discussion, Waltham educators worked closely with the town's police department for a workshop where officers led discussions about community policing with some 600 students, said Perna. Community members \u003ca href=\"http://waltham.wickedlocal.com/news/20160428/school-officials-debate-controversial-summer-reading\">were\u003c/a> \u003ca href=\"http://waltham.wickedlocal.com/news/20160428/school-officials-debate-controversial-summer-reading\">nervous\u003c/a> about tackling such a topics , but it's the students who are “really the ones pulling us along and saying it's time to have these difficult conversations,” said Perna.\u003c/p>\n\u003cp>https://twitter.com/walthamlibrary/status/790715632270635008\u003c/p>\n\u003cp>This year's selection is also covering a difficult topic. The book committee of 64 students selected “\u003ca href=\"https://www.amazon.com/Speak-Laurie-Halse-Anderson/dp/0312674392\">Speak\u003c/a>,” by Laurie Halse Anderson, a story in which an incident of rape factors into the plot. McHugh and other organizers are working with a student group called PAVE (Peers against Violence), a rape counseling center in Boston and a group that educates students on domestic violence and safe dating skills as an opportunity to bring the community in for important conversations.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, Waltham High School educators were trying to think of some way to enliven summer reading. They had tried book lists and they had tried letting students just read what they wanted but they were missing a deeper level of student engagement.\u003c/p>\n\u003cp>“We felt like we needed something different that was more meaningful,” said English teacher Emilie Perna.\u003c/p>\n\u003cp>They wanted a reading program that would be fun, multidisciplinary and included the community so that students would learn that reading is a life-long adventure. The educators developed a \"\u003ca href=\"http://www.walthamreads.org/\">One School, One Story\u003c/a>\" program that gives students more voice in which book gets selected during the summer and continues the dialogue with authors and members of the community throughout the year.\u003c/p>\n\u003cp>The story selection process starts in the fall, when teachers from different departments come together to read books during Thanksgiving break. They narrow a list of about 100 books to 16.\u003c/p>\n\u003cp>In the spring, more than 60 students participate in the 24-hour read-a-thon in the school library, where they winnow down the selections, bracket-style, to four books. By the end of 24 hours, all the students vote on the best choice out of the four books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-48206\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Slide1.png\" alt=\"\" width=\"720\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Slide1-520x390.png 520w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003c/p>\n\u003cp>“We try to put as much responsibility in the students' hands as we can,” said Waltham High School English Language Arts director Allyson McHugh.\u003c/p>\n\u003cp>In doing so, educators have learned that what adults think students should be reading doesn't necessarily align with what the students think they should be reading, she added.\u003c/p>\n\u003cp>The first year, students picked “\u003ca href=\"https://www.amazon.com/Left-Dead-Search-Justice-Indianapolis/dp/0385730918\">Left for Dead: A Young Man's Search for Justice for the USS Indianapolis\u003c/a>.” The book was about a young man who worked to exonerate the captain of the USS Indianapolis, who was unfairly court-martialed for the sinking of a ship in WWII.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>They invited that young man, Hunter Scott, to school, and students were to able ”to see a story come to life,” said Perna. They also worked with a local veterans group so that students could meet with war veterans. “We had kids graduate last year who said that was some of the most meaningful discussions that they had in a high school setting,” said Perna.\u003c/p>\n\u003cp>Thanks to a fund from the Waltham Family Foundation they are able to buy about 1,800 copies of each year's book so all high school students, eighth-graders and faculty have a copy. They receive about $1,000 a year to buy the books and bring in speakers. Local businesses donate goods to help with various events.\u003c/p>\n\u003cp>“The fact that they had the book in their hands, that is huge,” said Perna.\u003c/p>\n\u003cp>The program has even allowed students to choose a podcast instead of a book. In their second year, students surprised everyone by picking the podcast “Serial.” But, again, the same ideas applied: Get people engaged in a conversation. When the fall came around, teachers connected the crime story told in \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\">“Serial” to other classes\u003c/a> -- science teachers set up a forensics science scene and history teachers looked at how life for Muslims has changed since 1999 since the podcast is about a young Muslim convicted of a crime in that year. Even math teachers got involved by showing how to triangulate a person's location using cellphone towers. Even though people assume students are tech-savvy, many had never listened to a podcast before, so “Serial” was an opportunity to teach students how to access and listen to a whole other type of storytelling.\u003c/p>\n\u003cp>\u003cstrong>BUILDING COMMUNITY \u003c/strong>\u003c/p>\n\u003cp>Rebekah Tierney started work as the Waltham High School librarian in January and was initially reluctant when she heard about “One School, One Story” because she usually is a proponent of letting kids choose their own book for the summer. But then she saw how focusing on one book connects the wider community -- the program went beyond catering to individual favorites and challenged readers to talk about a book, even they didn't like it. It forces students to look at issues from a different perspective, said Tierney.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Engagement and reading levels are at an all-time high for students at Waltham because this type of program starts conversations and kids can find relevance in their communities. For last year's “\u003ca href=\"https://www.amazon.com/All-American-Boys-Jason-Reynolds/dp/1481463330\">All American Boys\u003c/a>,” (which delves into police brutality and racial profiling) they brought in the authors, Jason Reynolds and Brendan Kiely. For many students, it was the first time they had seen a black author.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>“Watching the students watch these two authors up on stage was one of the most fulfilling things as a teacher,” said Perna. “That was a moment, where as teacher, I was like, 'I can't top that, but I'll try.' ”\u003c/p>\n\u003cp>As part of the larger community discussion, Waltham educators worked closely with the town's police department for a workshop where officers led discussions about community policing with some 600 students, said Perna. Community members \u003ca href=\"http://waltham.wickedlocal.com/news/20160428/school-officials-debate-controversial-summer-reading\">were\u003c/a> \u003ca href=\"http://waltham.wickedlocal.com/news/20160428/school-officials-debate-controversial-summer-reading\">nervous\u003c/a> about tackling such a topics , but it's the students who are “really the ones pulling us along and saying it's time to have these difficult conversations,” said Perna.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>This year's selection is also covering a difficult topic. The book committee of 64 students selected “\u003ca href=\"https://www.amazon.com/Speak-Laurie-Halse-Anderson/dp/0312674392\">Speak\u003c/a>,” by Laurie Halse Anderson, a story in which an incident of rape factors into the plot. McHugh and other organizers are working with a student group called PAVE (Peers against Violence), a rape counseling center in Boston and a group that educates students on domestic violence and safe dating skills as an opportunity to bring the community in for important conversations.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The maker movement has expanded greatly in recent years and much of the attention has focused on cities with high population density and large well-funded school districts. In rural districts, teachers are also developing \u003ca href=\"http://makezine.com/2014/10/07/how-to-start-a-makerspace-in-small-town-america-2/\">maker projects\u003c/a> to help students gain the benefits that come from hands-on experiences, while better understanding the needs of their communities.\u003c/p>\n\u003cp>Take for instance the work being done by Brock Hamill at Corvallis High School in Montana. The students in his science class construct air sensors and analyze data in a way that helps address a problem unique to their community. Air pollution poses a problem for that region of Montana because of nearby forest fires and, in the winter, use of wood-burning stoves.\u003c/p>\n\u003cp>“We can just get days and days and days of smoke,” said Hammill, and it can get to the point where sports practice and games must be canceled.\u003c/p>\n\u003cp>Working with a teacher training program at the \u003ca href=\"https://cehsweb.health.umt.edu/um-workshop-teachers-brings-environmental-health-local-classrooms\">University of Montana\u003c/a>, Hammill borrowed expensive air sensors for his students to use for a couple of days each semester. But he wanted his students to have more access to sensors, so he set \u003ca href=\"http://www.howmuchsnow.com/arduino/airquality/grovedust/\">about making his own.\u003c/a> His first task was to see if he could even make a sensor from scratch and then test its accuracy so that his students could do the same.\u003c/p>\n\u003cp>“I took it as a challenge to see what could we do,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First, Hammill created step-by-step instructions on his \u003ca href=\"https://airquality406.wordpress.com/\">website\u003c/a> to provide students some structure for such a new project. He then used a $500 grant from Montana State University to purchase enough equipment to make seven air sensors. All of his students were able to build those sensors in class, a project that included putting together hardware and software that could transmit data to the internet.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=j-i3MTqprVk\u003c/p>\n\u003cp>Then students had the opportunity to make modifications to the air sensors, such as having the light color change to represent different air quality measures. Students -- who had unfettered access to their sensors -- also worked on making them more adaptable to different environments.\u003c/p>\n\u003cp>“They were working on wearable models you could just use a battery with and put in your pocket,” said Hammill. This would let students publish their real-time exposure to air pollutants at their exact location. Students also had the challenge of making a sensor that would register volatile organic compounds, such as paint fumes.\u003c/p>\n\u003cp>“They were just changing code left and right, making it work,” he said. “They liked it, too, because they'd never worked hardware and software together. They'd change the code and run it and show other groups.”\u003c/p>\n\u003cp>The air sensor project helped students understand a problem in their community while giving them much-need computer programming skills. “It's just hard for these rural schools to get a computer programming teacher,” he said.\u003c/p>\n\u003cp>\u003cstrong>OLD-SCHOOL MAKER\u003c/strong>\u003c/p>\n\u003cp>Rural districts might already be offering a maker program and not realize it. Organizations such as 4-H and Future Farmers of America teach agricultural education skills that involve a lot of \"making.\" Students might be designing, programming and learning about technology under the auspices of such a curriculum.\u003c/p>\n\u003cp>Jacob Bowers teaches a variety of agriculture classes in his town of Pella, Iowa. In that program, high school students learn how to fly drones over farm fields and analyze data from those flights. Thanks to a grant from the Carl Perkins Vocational and Technical Innovation Act, Bowers purchased drones to be shared by his and neighboring districts. Along with learning how to fly the drones, students learn data analysis. Bowers also gets permission from farmers to look at their field data, which come from more expensive drones.\u003c/p>\n\u003cp>Students spend less time flying and more time figuring out how to program a drone to take the footage they want, he said. For instance, a drone can be equipped with a UV camera to determine the health of a field. Depending on the type of light bouncing back at the camera, farmers can determine how much fertilizer is needed on the field. The same thing works for a temperature camera. Based on the temperatures coming back, students can figure out where different soil types are located.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=v3YcZtlVrls\u003c/p>\n\u003cp>Having the students figure out fertilizer plans is the big challenge to master. With efficient use of fertilizer, “we save the farmer money and it's a little less hard on the environment as well,” said Bowers.\u003c/p>\n\u003cp>Bowers isn't just teaching kids how to crunch numbers on spreadsheets. In his greenhouse class, students design hydroponic systems.\u003c/p>\n\u003cp>“They actually work together to build a more sustainable hydroponic system that can make a lot of produce,” he said.\u003c/p>\n\u003cp>Next year, he plans to teach a metals class where students learn to run a small business creating metal signs. They'll learn to run the books, find clients and use design software to make different products for those clients. All this is in the spirit of maker education. But how tech-driven the program is depends on the teacher, said Bowers.\u003c/p>\n\u003cp>The big takeaway is “identifying what skills are going to be applicable 20 years from now,” he said.\u003c/p>\n\u003cp>That's why he focuses on fertilizer figures and data analysis, because that's something students will likely always need to understand if they work in agriculture.\u003c/p>\n\u003cp>As other teachers have seen, students who struggle with academics often shine in a maker space. Bowers sees that in his hydroponics class.\u003c/p>\n\u003cp>“They're excited to walk in and be able to show other students what they know.”\u003c/p>\n\u003cp>\u003cstrong>TAKE IT SLOW\u003c/strong>\u003c/p>\n\u003cp>Giving students access to skills they normally might not be exposed to is a big value of the maker culture. But when maker spaces are new to a school, schools might experience some growing pains.\u003c/p>\n\u003cp>Noelle McCammond worked as technology support for the Corning Union Elementary School district and helped design the maker space at Maywood Middle School with \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/25/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value/\">Michelle Carlson\u003c/a>\u003cstrong>,\u003c/strong> an educational consultant who helps bring maker spaces to schools.\u003c/p>\n\u003cp>They tried to make the first maker project open-ended, but students didn't really know where to start and needed more structure.\u003c/p>\n\u003cp>“Our student population and our teachers really struggled with it,” said Carlson.\u003c/p>\n\u003cp>They had to walk back the process a little bit and spend time just cultivating that idea of being creative and seeing what's out there, said McCammond.\u003c/p>\n\u003cp>“We had to be really structured and give them clear roles,” she added.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But as students got more comfortable with maker equipment, teachers were able to give them time to tinker.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The maker movement has expanded greatly in recent years and much of the attention has focused on cities with high population density and large well-funded school districts. In rural districts, teachers are also developing \u003ca href=\"http://makezine.com/2014/10/07/how-to-start-a-makerspace-in-small-town-america-2/\">maker projects\u003c/a> to help students gain the benefits that come from hands-on experiences, while better understanding the needs of their communities.\u003c/p>\n\u003cp>Take for instance the work being done by Brock Hamill at Corvallis High School in Montana. The students in his science class construct air sensors and analyze data in a way that helps address a problem unique to their community. Air pollution poses a problem for that region of Montana because of nearby forest fires and, in the winter, use of wood-burning stoves.\u003c/p>\n\u003cp>“We can just get days and days and days of smoke,” said Hammill, and it can get to the point where sports practice and games must be canceled.\u003c/p>\n\u003cp>Working with a teacher training program at the \u003ca href=\"https://cehsweb.health.umt.edu/um-workshop-teachers-brings-environmental-health-local-classrooms\">University of Montana\u003c/a>, Hammill borrowed expensive air sensors for his students to use for a couple of days each semester. But he wanted his students to have more access to sensors, so he set \u003ca href=\"http://www.howmuchsnow.com/arduino/airquality/grovedust/\">about making his own.\u003c/a> His first task was to see if he could even make a sensor from scratch and then test its accuracy so that his students could do the same.\u003c/p>\n\u003cp>“I took it as a challenge to see what could we do,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>First, Hammill created step-by-step instructions on his \u003ca href=\"https://airquality406.wordpress.com/\">website\u003c/a> to provide students some structure for such a new project. He then used a $500 grant from Montana State University to purchase enough equipment to make seven air sensors. All of his students were able to build those sensors in class, a project that included putting together hardware and software that could transmit data to the internet.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/j-i3MTqprVk'\n title='//www.youtube.com/embed/j-i3MTqprVk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Then students had the opportunity to make modifications to the air sensors, such as having the light color change to represent different air quality measures. Students -- who had unfettered access to their sensors -- also worked on making them more adaptable to different environments.\u003c/p>\n\u003cp>“They were working on wearable models you could just use a battery with and put in your pocket,” said Hammill. This would let students publish their real-time exposure to air pollutants at their exact location. Students also had the challenge of making a sensor that would register volatile organic compounds, such as paint fumes.\u003c/p>\n\u003cp>“They were just changing code left and right, making it work,” he said. “They liked it, too, because they'd never worked hardware and software together. They'd change the code and run it and show other groups.”\u003c/p>\n\u003cp>The air sensor project helped students understand a problem in their community while giving them much-need computer programming skills. “It's just hard for these rural schools to get a computer programming teacher,” he said.\u003c/p>\n\u003cp>\u003cstrong>OLD-SCHOOL MAKER\u003c/strong>\u003c/p>\n\u003cp>Rural districts might already be offering a maker program and not realize it. Organizations such as 4-H and Future Farmers of America teach agricultural education skills that involve a lot of \"making.\" Students might be designing, programming and learning about technology under the auspices of such a curriculum.\u003c/p>\n\u003cp>Jacob Bowers teaches a variety of agriculture classes in his town of Pella, Iowa. In that program, high school students learn how to fly drones over farm fields and analyze data from those flights. Thanks to a grant from the Carl Perkins Vocational and Technical Innovation Act, Bowers purchased drones to be shared by his and neighboring districts. Along with learning how to fly the drones, students learn data analysis. Bowers also gets permission from farmers to look at their field data, which come from more expensive drones.\u003c/p>\n\u003cp>Students spend less time flying and more time figuring out how to program a drone to take the footage they want, he said. For instance, a drone can be equipped with a UV camera to determine the health of a field. Depending on the type of light bouncing back at the camera, farmers can determine how much fertilizer is needed on the field. The same thing works for a temperature camera. Based on the temperatures coming back, students can figure out where different soil types are located.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/v3YcZtlVrls'\n title='//www.youtube.com/embed/v3YcZtlVrls'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Having the students figure out fertilizer plans is the big challenge to master. With efficient use of fertilizer, “we save the farmer money and it's a little less hard on the environment as well,” said Bowers.\u003c/p>\n\u003cp>Bowers isn't just teaching kids how to crunch numbers on spreadsheets. In his greenhouse class, students design hydroponic systems.\u003c/p>\n\u003cp>“They actually work together to build a more sustainable hydroponic system that can make a lot of produce,” he said.\u003c/p>\n\u003cp>Next year, he plans to teach a metals class where students learn to run a small business creating metal signs. They'll learn to run the books, find clients and use design software to make different products for those clients. All this is in the spirit of maker education. But how tech-driven the program is depends on the teacher, said Bowers.\u003c/p>\n\u003cp>The big takeaway is “identifying what skills are going to be applicable 20 years from now,” he said.\u003c/p>\n\u003cp>That's why he focuses on fertilizer figures and data analysis, because that's something students will likely always need to understand if they work in agriculture.\u003c/p>\n\u003cp>As other teachers have seen, students who struggle with academics often shine in a maker space. Bowers sees that in his hydroponics class.\u003c/p>\n\u003cp>“They're excited to walk in and be able to show other students what they know.”\u003c/p>\n\u003cp>\u003cstrong>TAKE IT SLOW\u003c/strong>\u003c/p>\n\u003cp>Giving students access to skills they normally might not be exposed to is a big value of the maker culture. But when maker spaces are new to a school, schools might experience some growing pains.\u003c/p>\n\u003cp>Noelle McCammond worked as technology support for the Corning Union Elementary School district and helped design the maker space at Maywood Middle School with \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/25/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value/\">Michelle Carlson\u003c/a>\u003cstrong>,\u003c/strong> an educational consultant who helps bring maker spaces to schools.\u003c/p>\n\u003cp>They tried to make the first maker project open-ended, but students didn't really know where to start and needed more structure.\u003c/p>\n\u003cp>“Our student population and our teachers really struggled with it,” said Carlson.\u003c/p>\n\u003cp>They had to walk back the process a little bit and spend time just cultivating that idea of being creative and seeing what's out there, said McCammond.\u003c/p>\n\u003cp>“We had to be really structured and give them clear roles,” she added.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But as students got more comfortable with maker equipment, teachers were able to give them time to tinker.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In Florissant, Missouri, right off a busy highway, sits the 97-acre Little Creek Nature Area, a nature facility that serves the students of the Ferguson-Florissant School District. This slice of forest is owned by the district and includes classrooms, trails, prairie, chickens, gardens and a pond. Younger students take trips to Little Creek every year and high school students can take a field biology class there.\u003c/p>\n\u003cp>“[For] students who can't keep their head in a book, this is very special for them,” said Eric Hadley, science curriculum and instruction coordinator for the Little Creek Nature Area. “There just aren't many facilities like it,” he said, adding that approximately 10,000 students use Little Creek every year.\u003c/p>\n\u003cp>Time outdoors is valuable for a child's development. With the ever-expanding increase in time spent watching screens, children suffer from “nature deficit disorder,” a term coined by author Richard Louv in his book \u003ca href=\"https://www.amazon.com/Last-Child-Woods-Children-Nature-Deficit/dp/156512605X\">“Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.”\u003c/a> Louv connects the rise of obesity, along with increased psychological and academic problems, to decline in outdoor time.\u003c/p>\n\u003cfigure id=\"attachment_47500\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47500\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg\" alt=\"A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \" width=\"1920\" height=\"1590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-160x133.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-800x663.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-768x636.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1020x845.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1180x977.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-960x795.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-240x199.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-375x311.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-520x431.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \u003ccite>(Courtesy of Eric Hadley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Exposure to nature contributes to “emotional restoration, decreases stress, can decrease symptoms of anxiety, can elevate mood,” according to Cathy Jordan, research director for the Children & Nature Network, a nonprofit organization Louv founded to reconnect children with nature.\u003c/p>\n\u003cp>“Kids who get to experience this kind of play and learning are happier, healthier and smarter,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Research into the cognitive benefits of green space is still in its infancy, but one of the stronger studies on the subject found a \u003ca href=\"http://www.pnas.org/content/112/26/7937\">connection\u003c/a> between increased green space and \u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\">increased attentiveness\u003c/a>\u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\"> and working memor\u003c/a>y over a 12-month period among some 2,500 elementary school children.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-47493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-8.jpeg\" alt=\"Little Creek Nature Area\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-520x390.jpeg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>In terms of physical health, kids will obviously get more activity when they play outside, but there are some other surprising benefits. Outdoor time prevents nearsightedness that stems from deprivation of bright sunlight.\u003c/p>\n\u003cp>“The theory goes that when kids are exposed to bright sunlight, it regulates how dopamine functions in the eye; that's necessary for normal development of the shape of the eyeball,” said Jordan.\u003c/p>\n\u003cp>Intangible social benefits can also translate to better classroom behavior. When kids are doing outdoor activities, they tend to do more group work in a collaborative sort of way, said Jordan.\u003c/p>\n\u003cp>“They're learning those cooperation skills, and conflict management skills, communications skills that can transfer to other aspects of their life.”\u003c/p>\n\u003cfigure id=\"attachment_47484\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47484 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-1-e1486360849663.jpeg\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Donna Guyre’s students take care of hermit crabs in the classroom. After spending more time observing and interacting with nature, Guyre wrote “Ultimately, my students have developed a better appreciation for nature.” \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IN THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Ferguson-Florissant first-grade teachers Donna Guyre and Elizabeth Stone have seen the difference just one trip to a nature center makes with their students.\u003c/p>\n\u003cp>“They don't have prior knowledge of farm animals or zoo animals. Bringing them (to Little Creek), they see things they've never seen before and they can relate it to things we talk about in the classroom.”\u003c/p>\n\u003cp>“They are more respectful,” to people and the living things around them, said Stone.\u003c/p>\n\u003cp>Both Guyre and Stone keep up the outdoor time for the students throughout the year. Both work at elementary schools that have set up outdoor classrooms. For instance, Stone will have her students practice making graphs by collecting pine cones and using sidewalk chalk to chart the results.\u003c/p>\n\u003cp>Such activities show teachers don't need their private nature center to get kids outside.\u003c/p>\n\u003cfigure id=\"attachment_47483\" class=\"wp-caption alignnone\" style=\"max-width: 779px\">\u003cimg class=\"wp-image-47483 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Outdoor-class.jpg\" alt=\"Outdoor-class\" width=\"779\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class.jpg 779w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-768x518.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-240x162.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-375x253.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-520x350.jpg 520w\" sizes=\"(max-width: 779px) 100vw, 779px\">\u003cfigcaption class=\"wp-caption-text\">Class outdoors. \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING WITH PARKS\u003c/strong>\u003c/p>\n\u003cp>Educator Jean Turney advises teachers to make use of the natural surroundings for interdisciplinary projects. Turney is education coordinator for Forest Park Forever, a nonprofit that partners with the city of St. Louis to maintain and sustain Forest Park, its largest city park. During her time teaching fourth-grade public school students, Turney secured a grant to bus her students to Forest Park once a week.\u003c/p>\n\u003cp>“I really experienced firsthand the power of kids having repeated outdoor activity,” she said. “This park really became their classroom.”\u003c/p>\n\u003cp>Turney's students did an interdisciplinary project that had a focus on trees. Their science lesson involved calculating the age of the trees. That led into their history lesson, where they matched the tree age with a timeline of St. Louis history, and what historical events were occurring in the tree's lifetime. That led to a literature lesson where the kids had to write a story from the perspective of a tree, and then perform their story at the history museum.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“They had opportunities in terms of creativity that I didn't always see structured in our (indoor) classroom,” she said.\u003c/p>\n\u003cp>But teachers have to take the initiative to get started. Outdoor programs vary based on “what the teacher puts into it,” said Guyre.\u003c/p>\n\u003cp>She keeps hermit crabs and plants in her classroom and puts students in charge of their care. Perhaps one of the main hurdles for teachers is to get used to letting go of a little control.\u003c/p>\n\u003cp>Stone talked about letting kids have a “controlled uncontrolled experience.”\u003c/p>\n\u003cp>“It's being able to let go of your comfort zone so they can explore and have that experience.”\u003c/p>\n\u003cp>It can get messy but that's part of the learning process, that things don't always work the way you want.\u003c/p>\n\u003cp>“That's really what gives kids a well-rounded situation,” said Stone “You learn from all of that.”\u003c/p>\n\u003cp>For another example of learning outdoors, check out how this New York City school is getting kids into nature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=GN5Gd_YRWnE\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In Florissant, Missouri, right off a busy highway, sits the 97-acre Little Creek Nature Area, a nature facility that serves the students of the Ferguson-Florissant School District. This slice of forest is owned by the district and includes classrooms, trails, prairie, chickens, gardens and a pond. Younger students take trips to Little Creek every year and high school students can take a field biology class there.\u003c/p>\n\u003cp>“[For] students who can't keep their head in a book, this is very special for them,” said Eric Hadley, science curriculum and instruction coordinator for the Little Creek Nature Area. “There just aren't many facilities like it,” he said, adding that approximately 10,000 students use Little Creek every year.\u003c/p>\n\u003cp>Time outdoors is valuable for a child's development. With the ever-expanding increase in time spent watching screens, children suffer from “nature deficit disorder,” a term coined by author Richard Louv in his book \u003ca href=\"https://www.amazon.com/Last-Child-Woods-Children-Nature-Deficit/dp/156512605X\">“Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.”\u003c/a> Louv connects the rise of obesity, along with increased psychological and academic problems, to decline in outdoor time.\u003c/p>\n\u003cfigure id=\"attachment_47500\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47500\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg\" alt=\"A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \" width=\"1920\" height=\"1590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-160x133.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-800x663.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-768x636.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1020x845.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-1180x977.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-960x795.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-240x199.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-375x311.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Little-Creek-Kitchen-520x431.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A student cooks a meal using an outdoor kitchen in the Little Creek Nature Area's Discovery Classroom. \u003ccite>(Courtesy of Eric Hadley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Exposure to nature contributes to “emotional restoration, decreases stress, can decrease symptoms of anxiety, can elevate mood,” according to Cathy Jordan, research director for the Children & Nature Network, a nonprofit organization Louv founded to reconnect children with nature.\u003c/p>\n\u003cp>“Kids who get to experience this kind of play and learning are happier, healthier and smarter,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Research into the cognitive benefits of green space is still in its infancy, but one of the stronger studies on the subject found a \u003ca href=\"http://www.pnas.org/content/112/26/7937\">connection\u003c/a> between increased green space and \u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\">increased attentiveness\u003c/a>\u003ca href=\"http://link.springer.com/article/10.1007%2Fs40572-016-0116-x\"> and working memor\u003c/a>y over a 12-month period among some 2,500 elementary school children.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-47493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-8.jpeg\" alt=\"Little Creek Nature Area\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/attachment-8-520x390.jpeg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>In terms of physical health, kids will obviously get more activity when they play outside, but there are some other surprising benefits. Outdoor time prevents nearsightedness that stems from deprivation of bright sunlight.\u003c/p>\n\u003cp>“The theory goes that when kids are exposed to bright sunlight, it regulates how dopamine functions in the eye; that's necessary for normal development of the shape of the eyeball,” said Jordan.\u003c/p>\n\u003cp>Intangible social benefits can also translate to better classroom behavior. When kids are doing outdoor activities, they tend to do more group work in a collaborative sort of way, said Jordan.\u003c/p>\n\u003cp>“They're learning those cooperation skills, and conflict management skills, communications skills that can transfer to other aspects of their life.”\u003c/p>\n\u003cfigure id=\"attachment_47484\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47484 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/attachment-1-e1486360849663.jpeg\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Donna Guyre’s students take care of hermit crabs in the classroom. After spending more time observing and interacting with nature, Guyre wrote “Ultimately, my students have developed a better appreciation for nature.” \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>IN THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Ferguson-Florissant first-grade teachers Donna Guyre and Elizabeth Stone have seen the difference just one trip to a nature center makes with their students.\u003c/p>\n\u003cp>“They don't have prior knowledge of farm animals or zoo animals. Bringing them (to Little Creek), they see things they've never seen before and they can relate it to things we talk about in the classroom.”\u003c/p>\n\u003cp>“They are more respectful,” to people and the living things around them, said Stone.\u003c/p>\n\u003cp>Both Guyre and Stone keep up the outdoor time for the students throughout the year. Both work at elementary schools that have set up outdoor classrooms. For instance, Stone will have her students practice making graphs by collecting pine cones and using sidewalk chalk to chart the results.\u003c/p>\n\u003cp>Such activities show teachers don't need their private nature center to get kids outside.\u003c/p>\n\u003cfigure id=\"attachment_47483\" class=\"wp-caption alignnone\" style=\"max-width: 779px\">\u003cimg class=\"wp-image-47483 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Outdoor-class.jpg\" alt=\"Outdoor-class\" width=\"779\" height=\"525\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class.jpg 779w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-768x518.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-240x162.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-375x253.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Outdoor-class-520x350.jpg 520w\" sizes=\"(max-width: 779px) 100vw, 779px\">\u003cfigcaption class=\"wp-caption-text\">Class outdoors. \u003ccite>(Courtesy of Donna Guyre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CONNECTING WITH PARKS\u003c/strong>\u003c/p>\n\u003cp>Educator Jean Turney advises teachers to make use of the natural surroundings for interdisciplinary projects. Turney is education coordinator for Forest Park Forever, a nonprofit that partners with the city of St. Louis to maintain and sustain Forest Park, its largest city park. During her time teaching fourth-grade public school students, Turney secured a grant to bus her students to Forest Park once a week.\u003c/p>\n\u003cp>“I really experienced firsthand the power of kids having repeated outdoor activity,” she said. “This park really became their classroom.”\u003c/p>\n\u003cp>Turney's students did an interdisciplinary project that had a focus on trees. Their science lesson involved calculating the age of the trees. That led into their history lesson, where they matched the tree age with a timeline of St. Louis history, and what historical events were occurring in the tree's lifetime. That led to a literature lesson where the kids had to write a story from the perspective of a tree, and then perform their story at the history museum.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>“They had opportunities in terms of creativity that I didn't always see structured in our (indoor) classroom,” she said.\u003c/p>\n\u003cp>But teachers have to take the initiative to get started. Outdoor programs vary based on “what the teacher puts into it,” said Guyre.\u003c/p>\n\u003cp>She keeps hermit crabs and plants in her classroom and puts students in charge of their care. Perhaps one of the main hurdles for teachers is to get used to letting go of a little control.\u003c/p>\n\u003cp>Stone talked about letting kids have a “controlled uncontrolled experience.”\u003c/p>\n\u003cp>“It's being able to let go of your comfort zone so they can explore and have that experience.”\u003c/p>\n\u003cp>It can get messy but that's part of the learning process, that things don't always work the way you want.\u003c/p>\n\u003cp>“That's really what gives kids a well-rounded situation,” said Stone “You learn from all of that.”\u003c/p>\n\u003cp>For another example of learning outdoors, check out how this New York City school is getting kids into nature.\u003c/p>\n\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/GN5Gd_YRWnE'\n title='//www.youtube.com/embed/GN5Gd_YRWnE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It started with a school garden at Maplewood Richmond Heights Middle School. The garden did so well that students built another garden. Then they added native plants, where seventh-grade students learned lessons in data collection as they counted pollinators. The students wanted more pollinators, so they added a beehive. The bees made honey, and the kids used their sweet surplus to learn about the economics of commodities, said science educator Scott McClintock, who helped build the MRH middle school science program.\u003c/p>\n\u003cp>But students didn't stop there.\u003c/p>\n\u003cp>Next came an aquaponics lab in the basement, said McClintock, “so we had this giant tub that we were growing talapia in.”\u003c/p>\n\u003cp>The nitrates from the fish waste got recycled back into the garden.\u003c/p>\n\u003cp>All this took place at a public middle school near St. Louis that previously \u003ca href=\"http://news.stlpublicradio.org/post/finding-student-success-tree-tops-maplewood-richmond-heights#stream/0\">struggled\u003c/a> academically. MRH Middle School has the same budget constraints that many school districts face, but they took their limited budget and directed funds toward outdoor learning. It's an investment that pays off in the form of physically, mentally and socially healthier students. McClintock and other teachers saw students become more kind to each other outside.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=kNe6W54bLkA&feature=youtu.be\u003c/p>\n\u003cp>Outdoor classrooms help children develop properly because they provide small risks that help kids gain confidence and good judgment, according to Sharon Danks, CEO of Green Schoolyards America. Even in urban school districts, teachers can create multidisciplinary outdoor classrooms.\u003c/p>\n\u003cp>“Mental health and social and emotional well-being are two key areas that we believe children benefit from in a green schoolyard,” said Danks.\u003c/p>\n\u003cp>Teachers can also look to city and school parks as a daily resource, according to Jean Turney, an education coordinator for St. Louis-based nonprofit Forest Park Forever. Turney, a former elementary school teacher, now trains other teachers in how to use parks as a classroom.\u003c/p>\n\u003cp>“It's not a field trip, but it's more of experience,” she said. The park can become a science lab, art studio or gymnasium.\u003c/p>\n\u003cp>Science teachers are usually the most interested in outdoor classrooms, but math and language arts lessons can be enhanced by using outdoor spaces, said Turney. Part of it is letting go of structured lessons, to let students set their own course, “trusting that kids really do figure it out.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_47437\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47437 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/IMG_2669-e1485814676847.jpg\" alt=\"This is Pat Wilborn owner of PortFish, an aquaponics farm in Port Washington, WI. My 6th grade students were there last week for an urban farming/sustainability expedition. The water these plants grown in are a part of a closed loop system that also grows fish. Basically the plants, bacteria in the filters, and fish form a self cleaning system where the waste products of one, become the nutrients for the other. Pat can grow year round using this system using less energy, resources, and space even in the harsh winters in Wisconsin.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">McClintock took his current students at Chesterfield Day School to PortFish, an aquaponics farm in Port Washington, Wisconsin. Owner Pat Wilborn shows how plants and fish can be grown in a closed-loop system. According to McClintock, \"Basically the plants, bacteria in the filters, and fish form a self-cleaning system where the waste products of one become the nutrients for the other. Pat can grow year-round using this system using less energy, resources and space even in the harsh winters in Wisconsin.\" \u003ccite>(Courtesy of Scott McClintock )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>GROWING A PROGRAM\u003c/strong>\u003c/p>\n\u003cp>When Maplewood-Richmond Heights was redesigned to include a garden in its space, McClintock wanted to take gardening a step further by keeping a growing list of pollinator counts so students could track those populations over the years. And the garden went beyond just counting insects and harvesting plants -- his students also had an entire unit on soil food webs and microorganisms.\u003c/p>\n\u003cp>These kinds of projects and activities require funding, so McClintock found partners from the community to cover the bills. Missouri's Department of Conservation provided free teacher training that included conservation curriculum. Participating teachers also received funds for trips and gear.\u003c/p>\n\u003cp>“They offered some amazing opportunities for teachers in terms of curriculum they designed for teaching outdoors,” said McClintock.\u003c/p>\n\u003cp>But that wasn't the only place he found help. Even though he had no funding for trips, he found organizations that would help cover transportation. And when he couldn't secure funding for a bus, he tried to bring nature to his students. At a previous school in downtown St. Louis, McClintock used a supply grant to purchase a backyard pond kit. He built the pond in the classroom and filled it with fish and crayfish he bought from the bait store.\u003c/p>\n\u003cp>“That was on the fourth floor of a building downtown,” he said. “While I couldn't take my kids out, I ended up bringing nature in and that was awesome and that lasted for years.”\u003c/p>\n\u003cp>Those fourth-graders he taught in downtown St. Louis are now high school seniors, three of whom e-mailed him recently and told him that they were inspired to go into science because of their time in his classroom.\u003c/p>\n\u003cp>“The work we did with them as fourth-graders had that impact,” McClintock said.\u003c/p>\n\u003cfigure id=\"attachment_47436\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47436 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/IMG_2440-e1485814208843.jpg\" alt=\"This was my sustainability class preparing the grounds for a 1200 sq ft rain garden installation. The students designed the garden, calculated the amount of soil, researched native prairie plants, prepared the seeds using a treatment called “cold stratification” to mimic Missouri winters, delivered their proposal for the superintendent/board, and then installed the garden. 100ft long and 20ft wide. In addition to the positive effects on the watershed, the rain garden also served as a pollinator garden and used in longitudinal data collection on pollinators in our campus gardens. \" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Middle school students prepare the grounds for a 1200-square-foot rain garden installation. According to McClintock, \"The students designed the garden, calculated the amount of soil, researched native prairie plants, prepared the seeds using a treatment called “cold stratification” to mimic Missouri winters, delivered their proposal for the superintendent/board, and then installed the garden, 100 feet long and 20 feet wide. In addition to the positive effects on the watershed, the rain garden also served as a pollinator garden and was used in longitudinal data collection on pollinators in our campus gardens.\" \u003ccite>(Courtesy of Scott McClintock)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>START SMALL\u003c/strong>\u003c/p>\n\u003cp>Children have powerful tools in the form of their imagination. Even if students are just sitting in a soccer field, they can use their imagination to transform it into another space, said Janet Staal, an environmental education consultant at Blandford Nature Center in Grand Rapids, Michigan.\u003c/p>\n\u003cp>“We'll just pretend we're kestrels and we have to survive by getting our food differently than humans,” said Staal, who works with teachers in Grand Rapids Public Schools. One of those schools is based out of Blandford Nature Center and has most lessons in outdoor spaces. But for other city schools, Staal serves as a liaison to give hesitant teachers a starting point to outdoor learning. It doesn't have to be an additional burden for teachers, according to Staal. Just start with a simple question: “What are you currently doing this week in your plan and what could you potentially do outdoors?”\u003c/p>\n\u003cp>Some other starter tips:\u003c/p>\n\u003cp>*If reading aloud in class, take the book outside.\u003cbr>\n*Adopt a tree on your school grounds.\u003cbr>\n*Do a study of one square yard of grass. Have your students count different plants and insects in that space.\u003cbr>\n*Ask groundskeepers to leave a patch of grass uncut. Track what grows there.\u003c/p>\n\u003cp>Danielle Hughes, a science teacher at Dearborn STEM Academy in Boston, managed to get science lessons out of taking her students around the neighborhood to identify rocks, or even to the grocery store, where they offered a free nutrition class. And Hughes' school partnered with the nearby Harbor Islands to take students out for a three-day expedition where they learned about the geologic processes that formed the island. With only a short amount of repeated exposure, students quickly grew comfortable with the outdoors. On the Harbor Islands trip, some students first complained, “then by the third day they don't want to leave,” said Hughes.\u003c/p>\n\u003cp>\u003cstrong>MAKE IT ROUTINE\u003c/strong>\u003c/p>\n\u003cp>Outdoor learning does take commitment and should become part of the daily routine.\u003c/p>\n\u003cp>“If an activity can be done outside, why not?” said Hughes.\u003c/p>\n\u003cp>Passionate teachers like Hughes are important, but part of the work of Green Schoolyards is to change the institutional requirements so outdoor learning is the norm.\u003c/p>\n\u003cp>“What we have in the form of our school grounds is public land that is our most used public parks and we haven't treated them that way,” said Danks.\u003c/p>\n\u003cp>Greening asphalt schoolyards can help with stormwater infiltration and climate change, so those initiatives should qualify for funds used in climate mitigation.\u003c/p>\n\u003cp>“A green schoolyard is an ecosystem of opportunities,” said Danks.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>These places can be resources to the community after school hours as well, she added. But city planners often leave these spaces out off their maps.\u003c/p>\n\u003cp>Green Schoolyards provides a \u003ca href=\"http://www.greenschoolyards.org/2015-living-schoolyard-month-activity-guide.html\">free guides\u003c/a> with more than 150 examples of what teachers can do on their own playgrounds, no matter the size.\u003c/p>\n\u003cp>“It is something you can change incrementally over time and make better and it's something that kids can experience every day, right outside the door, if you do it,” said Danks.\u003c/p>\n\u003cp>Rather than being disempowered about large-scale environmental problems, said Danks, this is something where students can look out at their asphalt schoolyard and ask: How can you make this better?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“That small-scale positive interaction can give them confidence to do bigger things when their capabilities grow,” she added. “We're looking to empower children to be stewards of their place, of their community.”\u003c/p>\n\n",
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"excerpt": "Teachers are finding creative ways to make nature a more meaningful part of learning by bringing outdoor elements to school or making better use of educational programs at nearby parks. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It started with a school garden at Maplewood Richmond Heights Middle School. The garden did so well that students built another garden. Then they added native plants, where seventh-grade students learned lessons in data collection as they counted pollinators. The students wanted more pollinators, so they added a beehive. The bees made honey, and the kids used their sweet surplus to learn about the economics of commodities, said science educator Scott McClintock, who helped build the MRH middle school science program.\u003c/p>\n\u003cp>But students didn't stop there.\u003c/p>\n\u003cp>Next came an aquaponics lab in the basement, said McClintock, “so we had this giant tub that we were growing talapia in.”\u003c/p>\n\u003cp>The nitrates from the fish waste got recycled back into the garden.\u003c/p>\n\u003cp>All this took place at a public middle school near St. Louis that previously \u003ca href=\"http://news.stlpublicradio.org/post/finding-student-success-tree-tops-maplewood-richmond-heights#stream/0\">struggled\u003c/a> academically. MRH Middle School has the same budget constraints that many school districts face, but they took their limited budget and directed funds toward outdoor learning. It's an investment that pays off in the form of physically, mentally and socially healthier students. McClintock and other teachers saw students become more kind to each other outside.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/kNe6W54bLkA'\n title='//www.youtube.com/embed/kNe6W54bLkA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Outdoor classrooms help children develop properly because they provide small risks that help kids gain confidence and good judgment, according to Sharon Danks, CEO of Green Schoolyards America. Even in urban school districts, teachers can create multidisciplinary outdoor classrooms.\u003c/p>\n\u003cp>“Mental health and social and emotional well-being are two key areas that we believe children benefit from in a green schoolyard,” said Danks.\u003c/p>\n\u003cp>Teachers can also look to city and school parks as a daily resource, according to Jean Turney, an education coordinator for St. Louis-based nonprofit Forest Park Forever. Turney, a former elementary school teacher, now trains other teachers in how to use parks as a classroom.\u003c/p>\n\u003cp>“It's not a field trip, but it's more of experience,” she said. The park can become a science lab, art studio or gymnasium.\u003c/p>\n\u003cp>Science teachers are usually the most interested in outdoor classrooms, but math and language arts lessons can be enhanced by using outdoor spaces, said Turney. Part of it is letting go of structured lessons, to let students set their own course, “trusting that kids really do figure it out.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_47437\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47437 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/IMG_2669-e1485814676847.jpg\" alt=\"This is Pat Wilborn owner of PortFish, an aquaponics farm in Port Washington, WI. My 6th grade students were there last week for an urban farming/sustainability expedition. The water these plants grown in are a part of a closed loop system that also grows fish. Basically the plants, bacteria in the filters, and fish form a self cleaning system where the waste products of one, become the nutrients for the other. Pat can grow year round using this system using less energy, resources, and space even in the harsh winters in Wisconsin.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">McClintock took his current students at Chesterfield Day School to PortFish, an aquaponics farm in Port Washington, Wisconsin. Owner Pat Wilborn shows how plants and fish can be grown in a closed-loop system. According to McClintock, \"Basically the plants, bacteria in the filters, and fish form a self-cleaning system where the waste products of one become the nutrients for the other. Pat can grow year-round using this system using less energy, resources and space even in the harsh winters in Wisconsin.\" \u003ccite>(Courtesy of Scott McClintock )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>GROWING A PROGRAM\u003c/strong>\u003c/p>\n\u003cp>When Maplewood-Richmond Heights was redesigned to include a garden in its space, McClintock wanted to take gardening a step further by keeping a growing list of pollinator counts so students could track those populations over the years. And the garden went beyond just counting insects and harvesting plants -- his students also had an entire unit on soil food webs and microorganisms.\u003c/p>\n\u003cp>These kinds of projects and activities require funding, so McClintock found partners from the community to cover the bills. Missouri's Department of Conservation provided free teacher training that included conservation curriculum. Participating teachers also received funds for trips and gear.\u003c/p>\n\u003cp>“They offered some amazing opportunities for teachers in terms of curriculum they designed for teaching outdoors,” said McClintock.\u003c/p>\n\u003cp>But that wasn't the only place he found help. Even though he had no funding for trips, he found organizations that would help cover transportation. And when he couldn't secure funding for a bus, he tried to bring nature to his students. At a previous school in downtown St. Louis, McClintock used a supply grant to purchase a backyard pond kit. He built the pond in the classroom and filled it with fish and crayfish he bought from the bait store.\u003c/p>\n\u003cp>“That was on the fourth floor of a building downtown,” he said. “While I couldn't take my kids out, I ended up bringing nature in and that was awesome and that lasted for years.”\u003c/p>\n\u003cp>Those fourth-graders he taught in downtown St. Louis are now high school seniors, three of whom e-mailed him recently and told him that they were inspired to go into science because of their time in his classroom.\u003c/p>\n\u003cp>“The work we did with them as fourth-graders had that impact,” McClintock said.\u003c/p>\n\u003cfigure id=\"attachment_47436\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-47436 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/IMG_2440-e1485814208843.jpg\" alt=\"This was my sustainability class preparing the grounds for a 1200 sq ft rain garden installation. The students designed the garden, calculated the amount of soil, researched native prairie plants, prepared the seeds using a treatment called “cold stratification” to mimic Missouri winters, delivered their proposal for the superintendent/board, and then installed the garden. 100ft long and 20ft wide. In addition to the positive effects on the watershed, the rain garden also served as a pollinator garden and used in longitudinal data collection on pollinators in our campus gardens. \" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Middle school students prepare the grounds for a 1200-square-foot rain garden installation. According to McClintock, \"The students designed the garden, calculated the amount of soil, researched native prairie plants, prepared the seeds using a treatment called “cold stratification” to mimic Missouri winters, delivered their proposal for the superintendent/board, and then installed the garden, 100 feet long and 20 feet wide. In addition to the positive effects on the watershed, the rain garden also served as a pollinator garden and was used in longitudinal data collection on pollinators in our campus gardens.\" \u003ccite>(Courtesy of Scott McClintock)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>START SMALL\u003c/strong>\u003c/p>\n\u003cp>Children have powerful tools in the form of their imagination. Even if students are just sitting in a soccer field, they can use their imagination to transform it into another space, said Janet Staal, an environmental education consultant at Blandford Nature Center in Grand Rapids, Michigan.\u003c/p>\n\u003cp>“We'll just pretend we're kestrels and we have to survive by getting our food differently than humans,” said Staal, who works with teachers in Grand Rapids Public Schools. One of those schools is based out of Blandford Nature Center and has most lessons in outdoor spaces. But for other city schools, Staal serves as a liaison to give hesitant teachers a starting point to outdoor learning. It doesn't have to be an additional burden for teachers, according to Staal. Just start with a simple question: “What are you currently doing this week in your plan and what could you potentially do outdoors?”\u003c/p>\n\u003cp>Some other starter tips:\u003c/p>\n\u003cp>*If reading aloud in class, take the book outside.\u003cbr>\n*Adopt a tree on your school grounds.\u003cbr>\n*Do a study of one square yard of grass. Have your students count different plants and insects in that space.\u003cbr>\n*Ask groundskeepers to leave a patch of grass uncut. Track what grows there.\u003c/p>\n\u003cp>Danielle Hughes, a science teacher at Dearborn STEM Academy in Boston, managed to get science lessons out of taking her students around the neighborhood to identify rocks, or even to the grocery store, where they offered a free nutrition class. And Hughes' school partnered with the nearby Harbor Islands to take students out for a three-day expedition where they learned about the geologic processes that formed the island. With only a short amount of repeated exposure, students quickly grew comfortable with the outdoors. On the Harbor Islands trip, some students first complained, “then by the third day they don't want to leave,” said Hughes.\u003c/p>\n\u003cp>\u003cstrong>MAKE IT ROUTINE\u003c/strong>\u003c/p>\n\u003cp>Outdoor learning does take commitment and should become part of the daily routine.\u003c/p>\n\u003cp>“If an activity can be done outside, why not?” said Hughes.\u003c/p>\n\u003cp>Passionate teachers like Hughes are important, but part of the work of Green Schoolyards is to change the institutional requirements so outdoor learning is the norm.\u003c/p>\n\u003cp>“What we have in the form of our school grounds is public land that is our most used public parks and we haven't treated them that way,” said Danks.\u003c/p>\n\u003cp>Greening asphalt schoolyards can help with stormwater infiltration and climate change, so those initiatives should qualify for funds used in climate mitigation.\u003c/p>\n\u003cp>“A green schoolyard is an ecosystem of opportunities,” said Danks.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>These places can be resources to the community after school hours as well, she added. But city planners often leave these spaces out off their maps.\u003c/p>\n\u003cp>Green Schoolyards provides a \u003ca href=\"http://www.greenschoolyards.org/2015-living-schoolyard-month-activity-guide.html\">free guides\u003c/a> with more than 150 examples of what teachers can do on their own playgrounds, no matter the size.\u003c/p>\n\u003cp>“It is something you can change incrementally over time and make better and it's something that kids can experience every day, right outside the door, if you do it,” said Danks.\u003c/p>\n\u003cp>Rather than being disempowered about large-scale environmental problems, said Danks, this is something where students can look out at their asphalt schoolyard and ask: How can you make this better?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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