Nancy Ogden is a high school social studies teacher at Hayward High school in the San Francisco's East Bay. In addition to teaching high school, she teaches Social Studies Curriculum and Instruction courses in the teaching credential program at Cal State University East Bay. Outside of teaching, she is a mom to two energetic and curious little boys.
By Nancy Ogden
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"content": "\u003cp>Earlier this year my students were teaching each other about taxes. One student was struggling to explain how a progressive tax system works. He was getting really upset with himself so I went over to him and said, “You’re doing great. It’s a hard concept to explain. Teaching is hard; be patient with yourself.” At that moment, Stephen walked over, leaned in, and said, “Teaching isn’t hard. Teaching is so damn easy.”\u003c/p>\n\u003cp>So far in this series (\u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\">How Do You Teach Thinking?\u003c/a>; \u003ca href=\"http://ww2.kqed.org/education/2016/03/28/how-emotions-can-support-critical-thinking/\">How Emotions Can Support Critical Thinking\u003c/a>) I’ve focused on student thinking. This post is about teacher thinking and how hard it is to get good at the important, but crazy challenging job of \u003cem>thinking about other people’s thinking – \u003c/em>lots of people, and often on the fly. \u003ca href=\"https://www.amazon.com/Building-Better-Teacher-Teaching-Everyone-ebook/dp/B00FPT5MSQ\">Elizabeth Green in her book “Building a Better Teacher”\u003c/a> says this is what makes teaching so complex.\u003c/p>\n\u003ch3>Magical (Thinking) Moments in the Classroom\u003c/h3>\n\u003cp>This year I worked with some colleagues to create a vision for more effective teacher learning and professional development. In our discussions, we talked about those important “magical moments” that occur during a classroom discussion or conversation that we wish we could capture on film and analyze. These are the moments when how the teacher responds shapes student thinking for better or worse.\u003c/p>\n\u003caside class=\"pullquote alignright\">It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on, these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/aside>\n\u003cp>Researchers and teachers alike have spent quite a lot of time investigating, researching and dissecting these types of moments. A classic example of this phenomenon is an incredibly cool teaching moment involving \u003ca href=\"https://deepblue.lib.umich.edu/handle/2027.42/65013\">Dr. Deborah Ball as she teaches prime numbers in her elementary classroom\u003c/a>. A student named Sean makes what appears to be a mistake when explaining what makes a prime number. Dr. Ball’s response to this student gives me chills every time I watch it (even though it’s about elementary school math and I teach secondary social studies!) She allows the student’s thinking process to \u003cem>become\u003c/em> the class lesson and presents Sean’s explanation as an idea worthy to be examined by the class. This magical teaching moment transformed how I thought about teaching. It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on; these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/p>\n\u003cp>Since my colleagues and I discussed these important moments earlier this year, I’ve become a little obsessed with creating and capturing them in my class. It’s hard to explain but I can feel the moment arrive. It’s a little like a mix of getting kicked in the stomach while simultaneously seeing a celebrity you love eating at the same restaurant as you. Sick and excited all at once, and trying to make the most of this opportunity while all eyes are on you.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Deborah Ball makes utilizing this moment and saying and doing the right thing to unlock student thinking look effortless. But my daily experiences tell me how getting it right is incredibly hard. It is also really fun. Fun to lay witness to learning in real time. I want to tell the story of one such moment in my classroom.\u003c/p>\n\u003ch3>The Anatomy of a Moment\u003c/h3>\n\u003caside class=\"pullquote alignright\">What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/aside>\n\u003cp>I had just finished teaching about market equilibrium and the role of prices in the market. Students seemed to get it but I wanted to give them one more chance to review the concept so we worked on a practice problem around setting the price for a box of girl scout cookies. The students had to graph the numbers and choose the best price for a troop to sell the cookies. Essentially, I was looking for them to choose the equilibrium point ($5) on the graph because that is the place where demand and supply are equal and everyone feels ok about the transaction. In a market, the equilibrium point is king. Everything looked good at first. Students graphed and then wrote. I felt good but want to quickly check for understanding so I called on Andrew to share out. He says confidently “4 dollars is best price.” I re-explain equilibrium and look for someone else to try and explain why $4 is not the best price (answer: $4 will cause excess demand for girl scout cookies-too many people want to buy them, but only a few will supply them at that low of a price.). Stephen, yep-“teaching is so damn easy”, quickly jumps in and complicates things further by saying “it’s $3 – people like low prices. 3 dollars is best price. You’ll sell out quick and make hella money.”\u003c/p>\n\u003cp>This is the moment where time stood still. What I say next to the 35 students in front of me matters. Inside my head so many questions and decisions about what to say next swirl around at what feels like is the exact same moment. Here they are:\u003c/p>\n\u003cp>\u003cstrong>Who else is confused in the room? \u003c/strong>One kid getting the answer wrong might be an outlier but two…who else misunderstands equilibrium in this room? Do I stop and go over the concept again even though I see a chunk of students look surprised that the answer has been given incorrectly two times? One student has already put her head down because she understood equilibrium point the first time. What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/p>\n\u003cp>\u003cstrong>The very next concept I teach is about price controls where I am going to complicate the concept of equilibrium.\u003c/strong> I can’t just say to the class “the equilibrium point is always the answer when setting prices” because I am about to teach how, in some situations, prices are intentionally set below equilibrium-\u003ci>the exact thing I am about to tell the student is wrong in the girl scout scenario!\u003c/i> I don’t want to give an absolute answer/rule about equilibrium but I don’t want to be unclear either.\u003c/p>\n\u003cp>\u003cstrong>How can I correct Stephen without making him feel dumb in front of the class? \u003c/strong>Stephen is sensitive. Sometimes, he tries to mask it but his eyes give him away. There have been a few times students have made gentle teasing remarks to him and he lashes back. I don’t want him to shut down because then it doesn’t matter what I say. But, if I don’t clearly say that his answer is incorrect then I confuse other students.\u003c/p>\n\u003cp>\u003cstrong>Oh yeah and the bell is going to ring in six minutes. \u003c/strong>Spring break is in one week and I want to give their exam before break. Every moment in the next week is planned out. So, I need to get it right and get it right quickly.\u003c/p>\n\u003cp>Ok. Ok. How did I respond to Stephen? I made up a quick simulation with real numbers. I made him a girl scout cookie supplier (he has told me countless times that he is a real businessman) and told him that it costs him $3 to make the cookies. If the girl scouts only charge $3 a box, they can only pay him $2 box for the cookies because girl scouts need to make some cash too! He loses $1 every time he sells a box to them. He said, “Ahhh-I forgot about the supplier. The price needs to account for the cost of the actual cookie maker not just the girl scout and the customer. Cookie man needs to get paid so he will make thin mints for the people!” We all laughed and I wrapped class with a question which teased the price control lesson the next day.\u003c/p>\n\u003cp>Rrriiinnnnngg.\u003c/p>\n\u003cp>Teaching is NOT easy. The pressure of this moment is real. And these moments happen many times every day, in every classroom. How teachers think matters!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Did I get it right? I don’t know. I’m still thinking about that.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earlier this year my students were teaching each other about taxes. One student was struggling to explain how a progressive tax system works. He was getting really upset with himself so I went over to him and said, “You’re doing great. It’s a hard concept to explain. Teaching is hard; be patient with yourself.” At that moment, Stephen walked over, leaned in, and said, “Teaching isn’t hard. Teaching is so damn easy.”\u003c/p>\n\u003cp>So far in this series (\u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\">How Do You Teach Thinking?\u003c/a>; \u003ca href=\"http://ww2.kqed.org/education/2016/03/28/how-emotions-can-support-critical-thinking/\">How Emotions Can Support Critical Thinking\u003c/a>) I’ve focused on student thinking. This post is about teacher thinking and how hard it is to get good at the important, but crazy challenging job of \u003cem>thinking about other people’s thinking – \u003c/em>lots of people, and often on the fly. \u003ca href=\"https://www.amazon.com/Building-Better-Teacher-Teaching-Everyone-ebook/dp/B00FPT5MSQ\">Elizabeth Green in her book “Building a Better Teacher”\u003c/a> says this is what makes teaching so complex.\u003c/p>\n\u003ch3>Magical (Thinking) Moments in the Classroom\u003c/h3>\n\u003cp>This year I worked with some colleagues to create a vision for more effective teacher learning and professional development. In our discussions, we talked about those important “magical moments” that occur during a classroom discussion or conversation that we wish we could capture on film and analyze. These are the moments when how the teacher responds shapes student thinking for better or worse.\u003c/p>\n\u003caside class=\"pullquote alignright\">It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on, these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/aside>\n\u003cp>Researchers and teachers alike have spent quite a lot of time investigating, researching and dissecting these types of moments. A classic example of this phenomenon is an incredibly cool teaching moment involving \u003ca href=\"https://deepblue.lib.umich.edu/handle/2027.42/65013\">Dr. Deborah Ball as she teaches prime numbers in her elementary classroom\u003c/a>. A student named Sean makes what appears to be a mistake when explaining what makes a prime number. Dr. Ball’s response to this student gives me chills every time I watch it (even though it’s about elementary school math and I teach secondary social studies!) She allows the student’s thinking process to \u003cem>become\u003c/em> the class lesson and presents Sean’s explanation as an idea worthy to be examined by the class. This magical teaching moment transformed how I thought about teaching. It deepened my appreciation and interest in student “mistakes” and “sort-of right” answers. Instead of correcting them and moving on; these are the moments to embrace and encourage. Often, they bring deeper and wider knowledge of the content to class.\u003c/p>\n\u003cp>Since my colleagues and I discussed these important moments earlier this year, I’ve become a little obsessed with creating and capturing them in my class. It’s hard to explain but I can feel the moment arrive. It’s a little like a mix of getting kicked in the stomach while simultaneously seeing a celebrity you love eating at the same restaurant as you. Sick and excited all at once, and trying to make the most of this opportunity while all eyes are on you.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Deborah Ball makes utilizing this moment and saying and doing the right thing to unlock student thinking look effortless. But my daily experiences tell me how getting it right is incredibly hard. It is also really fun. Fun to lay witness to learning in real time. I want to tell the story of one such moment in my classroom.\u003c/p>\n\u003ch3>The Anatomy of a Moment\u003c/h3>\n\u003caside class=\"pullquote alignright\">What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/aside>\n\u003cp>I had just finished teaching about market equilibrium and the role of prices in the market. Students seemed to get it but I wanted to give them one more chance to review the concept so we worked on a practice problem around setting the price for a box of girl scout cookies. The students had to graph the numbers and choose the best price for a troop to sell the cookies. Essentially, I was looking for them to choose the equilibrium point ($5) on the graph because that is the place where demand and supply are equal and everyone feels ok about the transaction. In a market, the equilibrium point is king. Everything looked good at first. Students graphed and then wrote. I felt good but want to quickly check for understanding so I called on Andrew to share out. He says confidently “4 dollars is best price.” I re-explain equilibrium and look for someone else to try and explain why $4 is not the best price (answer: $4 will cause excess demand for girl scout cookies-too many people want to buy them, but only a few will supply them at that low of a price.). Stephen, yep-“teaching is so damn easy”, quickly jumps in and complicates things further by saying “it’s $3 – people like low prices. 3 dollars is best price. You’ll sell out quick and make hella money.”\u003c/p>\n\u003cp>This is the moment where time stood still. What I say next to the 35 students in front of me matters. Inside my head so many questions and decisions about what to say next swirl around at what feels like is the exact same moment. Here they are:\u003c/p>\n\u003cp>\u003cstrong>Who else is confused in the room? \u003c/strong>One kid getting the answer wrong might be an outlier but two…who else misunderstands equilibrium in this room? Do I stop and go over the concept again even though I see a chunk of students look surprised that the answer has been given incorrectly two times? One student has already put her head down because she understood equilibrium point the first time. What is a new entry point into the discussion that will make the concept stick for the students who are struggling yet will also broaden the depth of knowledge for the the students who currently get it? What is the magical real life example?\u003c/p>\n\u003cp>\u003cstrong>The very next concept I teach is about price controls where I am going to complicate the concept of equilibrium.\u003c/strong> I can’t just say to the class “the equilibrium point is always the answer when setting prices” because I am about to teach how, in some situations, prices are intentionally set below equilibrium-\u003ci>the exact thing I am about to tell the student is wrong in the girl scout scenario!\u003c/i> I don’t want to give an absolute answer/rule about equilibrium but I don’t want to be unclear either.\u003c/p>\n\u003cp>\u003cstrong>How can I correct Stephen without making him feel dumb in front of the class? \u003c/strong>Stephen is sensitive. Sometimes, he tries to mask it but his eyes give him away. There have been a few times students have made gentle teasing remarks to him and he lashes back. I don’t want him to shut down because then it doesn’t matter what I say. But, if I don’t clearly say that his answer is incorrect then I confuse other students.\u003c/p>\n\u003cp>\u003cstrong>Oh yeah and the bell is going to ring in six minutes. \u003c/strong>Spring break is in one week and I want to give their exam before break. Every moment in the next week is planned out. So, I need to get it right and get it right quickly.\u003c/p>\n\u003cp>Ok. Ok. How did I respond to Stephen? I made up a quick simulation with real numbers. I made him a girl scout cookie supplier (he has told me countless times that he is a real businessman) and told him that it costs him $3 to make the cookies. If the girl scouts only charge $3 a box, they can only pay him $2 box for the cookies because girl scouts need to make some cash too! He loses $1 every time he sells a box to them. He said, “Ahhh-I forgot about the supplier. The price needs to account for the cost of the actual cookie maker not just the girl scout and the customer. Cookie man needs to get paid so he will make thin mints for the people!” We all laughed and I wrapped class with a question which teased the price control lesson the next day.\u003c/p>\n\u003cp>Rrriiinnnnngg.\u003c/p>\n\u003cp>Teaching is NOT easy. The pressure of this moment is real. And these moments happen many times every day, in every classroom. How teachers think matters!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Ask “what role should emotions play in critical thinking?” and you get an unsurprising response from almost everywhere: They shouldn’t. This response comes from a wide variety of sources ranging from Internet crowdsourcing favorite Yahoo Answers – “emotion severely HAMPERS the critical thinking process as it clouds our judgment to fact and reason” to the Academic Journal Teaching of Psychology – “critical thinking avoids emotions and emotional reasoning.” Recently, I have questioned this view that feelings have no place in critical thinking.\u003c/p>\n\u003cp>In the fall, a beginning teacher asked me why emotions didn’t belong in the critical thinking process and I couldn’t come up with an answer I actually stood behind. The more I thought about it, the more I realized that I didn’t see emotions and critical thinking as two planets orbiting different suns. In fact, often critically thinking about an issue leads us to have big feelings about the issue. The reverse is true as well. Big feelings often lead us to think critically about an issue. So, feelings and thinking are very connected. This connection was on display in my classroom throughout a debate and writing assignment on Felon Disenfranchisement. Emotions played a central role in framing the debate and contributing to the students engagement with the issue.\u003c/p>\n\u003cp>Earlier this year, during a unit on voting, my class looked at this blog post from KQED’s The Lowdown titled \u003cem>\u003ca href=\"http://ww2.kqed.org/lowdown/2014/02/26/felon-voting/\" target=\"_blank\" rel=\"noopener\">States Where Felons Can’t Vote\u003c/a>\u003c/em>. The students quickly noticed that the rules about felon voting vary significantly from state to state. For example, Maine lets felons vote even while they are in prison while Florida denies the vote to prisoners, parolees, probationers, and ex-felons. My students asked great questions, “Can ex-felons from Arizona just move to Illinois so their right to vote will be restored?” And they gave great responses, “Well, only if you, as an ex-felon, have the money to move across the country and are willing to leave your family and community. Seems like doing too much for a chance to vote.” This discussion led into table debates on the topic “Should there be a national law banning felon disenfranchisement?”\u003c/p>\n\u003cp>I love this debate lesson and do it almost every year. This year I updated this lesson with my new focus on asset-based thinking strategies that I outlined in a \u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\" target=\"_blank\" rel=\"noopener\">previous post\u003c/a>, structuring the lesson with these strategies in mind: A) supporting claims with evidence, B) considering different viewpoints and perspectives, and C) wondering and asking thoughtful questions. Interestingly, as the debate unfolded, I noticed that a completely different thinking strategy came to dominate my students approach – identifying patterns and themes. While they certainly used strategies like asking thoughtful questions and considering different viewpoints, they were most engaged in the process of unearthing key themes such as how it felt to be prohibited from voting, or how it felt to have someone who has broken the social contract vote within your community. And this strategy, this way of thinking, emerged from my students’ emotional engagement with the topic.\u003c/p>\n\u003caside class=\"pullquote alignright\">It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis.\u003c/aside>\n\u003cp>It took me a while to catch what they had done. The students framed a very academic debate about voting rights through the lens of teenage emotions and feelings. Specifically, the feeling of being “left out” or excluded and the feeling of being “betrayed.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students arguing for a felon’s right to vote articulated that denying them a vote makes the felons feel excluded from the community when they return. They are “half citizens, kept on the sidelines of the community.” They don’t really belong. The students who argued against a felon’s right to vote used “betrayal” as their central theme. The felon “violated the trust of his/her fellow citizens” when he/she broke the law. “You can’t just expect your community to trust you again and let you take part fully in the community relationship.”\u003c/p>\n\u003cp>And it worked. The evidence for each side wasn’t framed as a set of rational facts to help you win the debate – the more facts you stack up the better. The table discussions emerged from and were framed by emotional arguments – it’s upsetting to feel excluded or it hurts to be betrayed. One set of students focused on felons being “locked out of their own society” and how humans respond when they are “basically invisible” to their community. Another set of students focused on how when people betray and “disrespect their community and people, [they] have to pay. [They} have to pay with something big, like voting.” The students didn’t stop there. They supported these frames, based in emotional reasoning, with evidence and facts based in academic evidence. They made connections to other groups of people such as legal residents who are also treated as “half citizens” as well as made connections to American history, “whatever happened to no taxation without representation” and John Locke’s ideas of a social contract.\u003c/p>\n\u003cp>Age and maturity come with many benefits including perspective and the ability to manage setbacks and recognize when they are not the end of the world. However, creating this emotional distance can be a loss, too. The energy and passion and BIG FEELINGS of young people are effective and beautiful for framing issues of justice. Emotions and emotional framing can assemble and organize all the evidence in a way that makes someone care. It did for me that day. I stopped counting the facts the students used as they made their points and I pictured the humans who were living these facts.\u003c/p>\n\u003cp>Months later, on the final exam, I asked the students an essay question about voting in today’s society. Although the question did NOT specifically mention felon disenfranchisement, many of the students referenced this debate, they referenced the emotional frames, and they used these to answer the question thoughtfully.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Now when I teach critical thinking I try to figure out how to communicate that emotions can and do play a role in thinking while balancing that idea with the view that emotions cannot be the sole basis for critical thinking. More recently, my students and I practiced this more nuanced approach as we examined the rights students have on school campuses and talked about managing personal finances. It was refreshing to admit that feelings play a role in deciding how people will spend and budget money. It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis. Doing so can amplify their power as critical thinkers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ask “what role should emotions play in critical thinking?” and you get an unsurprising response from almost everywhere: They shouldn’t. This response comes from a wide variety of sources ranging from Internet crowdsourcing favorite Yahoo Answers – “emotion severely HAMPERS the critical thinking process as it clouds our judgment to fact and reason” to the Academic Journal Teaching of Psychology – “critical thinking avoids emotions and emotional reasoning.” Recently, I have questioned this view that feelings have no place in critical thinking.\u003c/p>\n\u003cp>In the fall, a beginning teacher asked me why emotions didn’t belong in the critical thinking process and I couldn’t come up with an answer I actually stood behind. The more I thought about it, the more I realized that I didn’t see emotions and critical thinking as two planets orbiting different suns. In fact, often critically thinking about an issue leads us to have big feelings about the issue. The reverse is true as well. Big feelings often lead us to think critically about an issue. So, feelings and thinking are very connected. This connection was on display in my classroom throughout a debate and writing assignment on Felon Disenfranchisement. Emotions played a central role in framing the debate and contributing to the students engagement with the issue.\u003c/p>\n\u003cp>Earlier this year, during a unit on voting, my class looked at this blog post from KQED’s The Lowdown titled \u003cem>\u003ca href=\"http://ww2.kqed.org/lowdown/2014/02/26/felon-voting/\" target=\"_blank\" rel=\"noopener\">States Where Felons Can’t Vote\u003c/a>\u003c/em>. The students quickly noticed that the rules about felon voting vary significantly from state to state. For example, Maine lets felons vote even while they are in prison while Florida denies the vote to prisoners, parolees, probationers, and ex-felons. My students asked great questions, “Can ex-felons from Arizona just move to Illinois so their right to vote will be restored?” And they gave great responses, “Well, only if you, as an ex-felon, have the money to move across the country and are willing to leave your family and community. Seems like doing too much for a chance to vote.” This discussion led into table debates on the topic “Should there be a national law banning felon disenfranchisement?”\u003c/p>\n\u003cp>I love this debate lesson and do it almost every year. This year I updated this lesson with my new focus on asset-based thinking strategies that I outlined in a \u003ca href=\"http://ww2.kqed.org/education/2016/01/11/how-do-you-teach-thinking/\" target=\"_blank\" rel=\"noopener\">previous post\u003c/a>, structuring the lesson with these strategies in mind: A) supporting claims with evidence, B) considering different viewpoints and perspectives, and C) wondering and asking thoughtful questions. Interestingly, as the debate unfolded, I noticed that a completely different thinking strategy came to dominate my students approach – identifying patterns and themes. While they certainly used strategies like asking thoughtful questions and considering different viewpoints, they were most engaged in the process of unearthing key themes such as how it felt to be prohibited from voting, or how it felt to have someone who has broken the social contract vote within your community. And this strategy, this way of thinking, emerged from my students’ emotional engagement with the topic.\u003c/p>\n\u003caside class=\"pullquote alignright\">It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis.\u003c/aside>\n\u003cp>It took me a while to catch what they had done. The students framed a very academic debate about voting rights through the lens of teenage emotions and feelings. Specifically, the feeling of being “left out” or excluded and the feeling of being “betrayed.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students arguing for a felon’s right to vote articulated that denying them a vote makes the felons feel excluded from the community when they return. They are “half citizens, kept on the sidelines of the community.” They don’t really belong. The students who argued against a felon’s right to vote used “betrayal” as their central theme. The felon “violated the trust of his/her fellow citizens” when he/she broke the law. “You can’t just expect your community to trust you again and let you take part fully in the community relationship.”\u003c/p>\n\u003cp>And it worked. The evidence for each side wasn’t framed as a set of rational facts to help you win the debate – the more facts you stack up the better. The table discussions emerged from and were framed by emotional arguments – it’s upsetting to feel excluded or it hurts to be betrayed. One set of students focused on felons being “locked out of their own society” and how humans respond when they are “basically invisible” to their community. Another set of students focused on how when people betray and “disrespect their community and people, [they] have to pay. [They} have to pay with something big, like voting.” The students didn’t stop there. They supported these frames, based in emotional reasoning, with evidence and facts based in academic evidence. They made connections to other groups of people such as legal residents who are also treated as “half citizens” as well as made connections to American history, “whatever happened to no taxation without representation” and John Locke’s ideas of a social contract.\u003c/p>\n\u003cp>Age and maturity come with many benefits including perspective and the ability to manage setbacks and recognize when they are not the end of the world. However, creating this emotional distance can be a loss, too. The energy and passion and BIG FEELINGS of young people are effective and beautiful for framing issues of justice. Emotions and emotional framing can assemble and organize all the evidence in a way that makes someone care. It did for me that day. I stopped counting the facts the students used as they made their points and I pictured the humans who were living these facts.\u003c/p>\n\u003cp>Months later, on the final exam, I asked the students an essay question about voting in today’s society. Although the question did NOT specifically mention felon disenfranchisement, many of the students referenced this debate, they referenced the emotional frames, and they used these to answer the question thoughtfully.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now when I teach critical thinking I try to figure out how to communicate that emotions can and do play a role in thinking while balancing that idea with the view that emotions cannot be the sole basis for critical thinking. More recently, my students and I practiced this more nuanced approach as we examined the rights students have on school campuses and talked about managing personal finances. It was refreshing to admit that feelings play a role in deciding how people will spend and budget money. It feels more honest – and more instructive – to not only acknowledge that their feelings are part of their equation as they think about these issues, but to encourage them to reflect critically on how they can engage their own emotional responses and feelings in combination with academic, evidence-based analysis. Doing so can amplify their power as critical thinkers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">We are in the midst of an education revolution where teaching critical thinking is pushed, prized, evaluated, and exalted. This is the first in a series of posts telling the story of my efforts to shift thinking to the center of my curriculum using a variety of resources including KQED Education’s \u003ca href=\"http://www.kqed.org/lowdown\" target=\"_blank\" rel=\"noopener\">The Lowdown.\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>While the ability to think is often taken as a natural byproduct of school learning, this year I placed teaching thinking front and center in my classes. Among the things I’ve learned is that analyzing the qualities of potential romantic partners and the powers of Congress have a lot more in common than I might have thought. I’ve also learned that the thinking experiences and skills students already possess have been mostly left out of the conversation when we talk about \u003cem>how\u003c/em> to teach thinking to students.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Thinking Strategies\u003c/h4>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-79588 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/think.jpg\" alt=\"Photo by markheybo via Flickr, CC BY 2.0\" width=\"360\" height=\"175\" align=\"center\">\u003c/figure>\n\u003cp style=\"text-align: center\">\u003cem>Photo by markheybo via Flickr, CC BY 2.0\u003c/em>\u003c/p>\n\u003cp>I chose to focus on teaching these eight thinking strategies after reading “\u003ca href=\"http://www.amazon.com/Making-Thinking-Visible-Understanding-Independence/dp/047091551X\" target=\"_blank\" rel=\"noopener\">Making Thinking Visible\u003c/a>” by Ron Ritchhart, Mark Church, and Karen Morrison.\u003c/p>\n\u003col>\n\u003cli>Observing closely and describing what’s there\u003c/li>\n\u003cli>Building explanations and interpretations\u003c/li>\n\u003cli>Making claims and supporting with evidence\u003c/li>\n\u003cli>Making connections\u003c/li>\n\u003cli>Considering different viewpoints and perspectives\u003c/li>\n\u003cli>Wondering and asking thoughtful questions\u003c/li>\n\u003cli>Uncovering complexity and going below the surface of things\u003c/li>\n\u003cli>Identifying patterns and themes\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>Defining Thinking is troublesome. We use the word all the time, but it’s hard to explain what it means. After reading and talking and yes, \u003cem>thinking\u003c/em>, about skills necessary for life inside and outside of school, my plan for this school year included two essential questions:\u003cem> “What does it mean to think? And, how can I get good at it?\u003c/em>” To animate this question, I chose eight thinking strategies to practice with students. The book “Making Thinking Visible” by Ron Ritchhart, Mark Church and Karin Morrison helped me curate my list of eight thinking strategies from the hundreds of possibilities (see right). These eight strategies, or thinking-routines, are straightforward and useful.\u003c/p>\n\u003ch3>Re-Defining Thinking\u003c/h3>\n\u003cp>The first week of school, I asked the students, “What is thinking? When you tell someone you are thinking, what might actually be going on in your head?” Students looked at me. They looked at the paper. They fumbled about and wrote down phrases like, “Thinking means to think about something.” I gave them examples. More silence. I received a few solid answers but most students struggled to articulate what it means to think about something. Although I felt okay about this introduction to thinking, the idea that something was missing nagged at me.\u003c/p>\n\u003cp>One day while grading at my desk, it hit me. Students THINK. Students think deeply all the time. Of course, right? I know this because when a student says something or writes something that makes me pause or feel or \u003cem>think\u003c/em>, I write it down on a post it note and stick it on my desk somewhere. Here I was at my desk literally surrounded by examples of students’ deep and critical thinking processes covering a variety of topics – topics like how schools and prisons are similar, or how the United States treats people who make mistakes. In that moment I recognized that my job was not simply to “teach students to think” but to make connections between the types of thinking they already do in their everyday lives and the types of thinking that will help them excel in academic settings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I re-named the strategies “Asset Based Thinking Strategies” as a riff off the concept of Asset Based Community Development (ABCD) I learned about several years ago. ABCD always \u003cem>starts\u003c/em> with recognizing the existing resources, skills, and experience in a community. Although many students struggle to explain what’s going on in their head when they are thinking, they are, nonetheless, experienced thinkers. I realized I needed to go beyond asking myself whether a lesson asked my students to think; I needed to activate their experiences with thinking they already engage in every day.\u003c/p>\n\u003ch3>Asset-Based Thinking Strategies in Action\u003c/h3>\n\u003cp>The “Powers of Congress” is a standard lesson topic for government classes. I revamped my lesson on this topic to deemphasize knowing the names and attributes of all the powers of Congress, and instead wanted to use the lesson as an opportunity to teach powerful thinking skills, not simply drill for facts they can look up on Google. I asked students to look at a fairly standard list of seventeen powers of Congress and select ten of them as the “most significant” powers. To do this, they would FIRST develop a list of criteria to be used to evaluate the significance of different powers. Then they would run each power through the list of criteria to evaluate whether it was a “Top 10” power. I was feeling pretty good about myself because this lesson requires a lot of different thinking skills such as observing and describing the powers, developing the evaluation criteria, evaluating evidence, making claims and supporting those claims.\u003c/p>\n\u003cp>But, after we started, the awkward silence indicating lesson destruction took hold. I walked around and explained the concept of criteria again to the groups. The awkward silence turned to unsure giggles. I exhorted them to “think hard” and use 100% of their brain. This unhelpful pep talk led to frustrated under-the-breath muttering and the final stages of the mutiny. They rejected the assignment and instead started talking about the TV show Empire. The bell rang. I had lost the day.\u003c/p>\n\u003cp>Before the next class arrived, I knew I had to make a change. And that change had to involve showing them they knew how to develop criteria, that they develop criteria all the time in their lives. I had to show them that they could start with their thinking abilities and then name and transfer their pre-existing thinking skills to this academic investigation. I started with the same definition and example but I introduced a new step. I asked the students to list the criteria they would use to evaluate a person they might potentially date. What criteria would they use to decide if that person was “dateable?” Students quickly and easily shouted answers: \u003cem>“kind”, “cute”, “a good sense of humor\u003c/em>”. Before I could make the connection to the powers of Congress a student took the conversation to a deeper level by voicing an insightful question – “there is no way that someone will meet ALL these criteria so how do you use the list to evaluate potential romantic interests?” Other students chimed in with ideas about figuring out which criteria is the MOST important to you or deciding that if the person meets a certain number of the criteria then they are “dateable.” The student’s question and the subsequent discussion allowed for a more sophisticated and nuanced evaluation of the powers of Congress when we transitioned to this activity. The lesson went much more smoothly because the students had the confidence in their ability to develop and use a set of criteria to analyze and evaluate a set of unfamiliar and complex information.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We have long known students come to class with content background knowledge and good teachers tap in to this knowledge. I am also learning the magic and joy of tapping into their emerging expertise as thinkers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">We are in the midst of an education revolution where teaching critical thinking is pushed, prized, evaluated, and exalted. This is the first in a series of posts telling the story of my efforts to shift thinking to the center of my curriculum using a variety of resources including KQED Education’s \u003ca href=\"http://www.kqed.org/lowdown\" target=\"_blank\" rel=\"noopener\">The Lowdown.\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>While the ability to think is often taken as a natural byproduct of school learning, this year I placed teaching thinking front and center in my classes. Among the things I’ve learned is that analyzing the qualities of potential romantic partners and the powers of Congress have a lot more in common than I might have thought. I’ve also learned that the thinking experiences and skills students already possess have been mostly left out of the conversation when we talk about \u003cem>how\u003c/em> to teach thinking to students.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Thinking Strategies\u003c/h4>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-79588 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/think.jpg\" alt=\"Photo by markheybo via Flickr, CC BY 2.0\" width=\"360\" height=\"175\" align=\"center\">\u003c/figure>\n\u003cp style=\"text-align: center\">\u003cem>Photo by markheybo via Flickr, CC BY 2.0\u003c/em>\u003c/p>\n\u003cp>I chose to focus on teaching these eight thinking strategies after reading “\u003ca href=\"http://www.amazon.com/Making-Thinking-Visible-Understanding-Independence/dp/047091551X\" target=\"_blank\" rel=\"noopener\">Making Thinking Visible\u003c/a>” by Ron Ritchhart, Mark Church, and Karen Morrison.\u003c/p>\n\u003col>\n\u003cli>Observing closely and describing what’s there\u003c/li>\n\u003cli>Building explanations and interpretations\u003c/li>\n\u003cli>Making claims and supporting with evidence\u003c/li>\n\u003cli>Making connections\u003c/li>\n\u003cli>Considering different viewpoints and perspectives\u003c/li>\n\u003cli>Wondering and asking thoughtful questions\u003c/li>\n\u003cli>Uncovering complexity and going below the surface of things\u003c/li>\n\u003cli>Identifying patterns and themes\u003c/li>\n\u003c/ol>\n\u003c/aside>\n\u003cp>Defining Thinking is troublesome. We use the word all the time, but it’s hard to explain what it means. After reading and talking and yes, \u003cem>thinking\u003c/em>, about skills necessary for life inside and outside of school, my plan for this school year included two essential questions:\u003cem> “What does it mean to think? And, how can I get good at it?\u003c/em>” To animate this question, I chose eight thinking strategies to practice with students. The book “Making Thinking Visible” by Ron Ritchhart, Mark Church and Karin Morrison helped me curate my list of eight thinking strategies from the hundreds of possibilities (see right). These eight strategies, or thinking-routines, are straightforward and useful.\u003c/p>\n\u003ch3>Re-Defining Thinking\u003c/h3>\n\u003cp>The first week of school, I asked the students, “What is thinking? When you tell someone you are thinking, what might actually be going on in your head?” Students looked at me. They looked at the paper. They fumbled about and wrote down phrases like, “Thinking means to think about something.” I gave them examples. More silence. I received a few solid answers but most students struggled to articulate what it means to think about something. Although I felt okay about this introduction to thinking, the idea that something was missing nagged at me.\u003c/p>\n\u003cp>One day while grading at my desk, it hit me. Students THINK. Students think deeply all the time. Of course, right? I know this because when a student says something or writes something that makes me pause or feel or \u003cem>think\u003c/em>, I write it down on a post it note and stick it on my desk somewhere. Here I was at my desk literally surrounded by examples of students’ deep and critical thinking processes covering a variety of topics – topics like how schools and prisons are similar, or how the United States treats people who make mistakes. In that moment I recognized that my job was not simply to “teach students to think” but to make connections between the types of thinking they already do in their everyday lives and the types of thinking that will help them excel in academic settings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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>",
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"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "CCBot/2.0 (https://commoncrawl.org/faq/)",
"isBot": true
}
}
