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"content": "\u003cfigure id=\"attachment_36648\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36648\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-6.01.37-PM-640x321.png\" alt=\"PlayMaker School\" width=\"640\" height=\"321\">\u003cfigcaption class=\"wp-caption-text\">PlayMaker School\u003c/figcaption>\u003c/figure>\n\u003cp>How can we make school a joyful experience without sacrificing rigor? What's the best way to measure true learning? What's the purpose of school? The founders and teachers at the \u003ca href=\"http://www.playmaker.org/\" target=\"_blank\">PlayMaker School\u003c/a> (watch the \u003ca href=\"http://wp.me/p2io8W-9yz\" target=\"_blank\">PBS Newshour report by April Brown\u003c/a>), an all-game based school in Los Angeles, are asking those big, abstract questions that all teachers grapple with. And they're trying to find their own answers through their constantly morphing, complex experiment.\u003c/p>\n\u003cp>Here are their thoughts about these issues, in their own words, from extended answers to the PBS NewsHour report. How can teachers, parents, and administrators these ideologies to existing public schools?\u003c/p>\n\u003ch2>\u003cstrong>ON RIGOR\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’ve always defined, as an educational community, rigor as being a lot of hard drudgery, what we consider really hard work, taking engagement and interests completely out of the equation and saying, \"If we see kids who are sitting at their desks and they're just writing\u003c/p>\n\u003cfigure id=\"attachment_36639\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36639\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.56.10-PM-300x168.png\" alt=\"Tedd Wakeman\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Tedd Wakeman\u003c/figcaption>\u003c/figure>\n\u003cp>a ton or they're doing a bunch of research, if they just look kind of upset, if they look like they are not enjoying themselves, then there is rigorous things going on in that classroom.\" That’s a real problem.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We need to stop defining rigor as busywork, as kids knuckling down to the pressure and the drudgery of school. At the end of the year, there is this huge binder of notes and diagrams from PowerPoint exhibits, stuff that kids worked all year on. I’ve talked to kids here who have produced an artifact like that. To the outside community, even in many ways to the inside community, that looks rigorous because, look at what you produced.\u003c/p>\n\u003cp>But when we talk to those kids, when we ask, \"What are your retaining from this? What do you feel, what are some of the big concepts that you came away with, and how are you applying those in your life in your lives every day,\" they can’t tell you. They know that they did this thing and they got a good grade on it but they can’t tell you what they are going to do with that. And yet to the more traditional educational community, that’s viewed as rigor.\u003c/p>\n\u003cp>We would much rather define rigor as the pursuit of solving a really difficult task that you care about solving. And that persistence can be taught in that way as opposed to, \"Yeah, let’s teach kids persistence by having them do this thing that they couldn’t care less about, but it’s really hard and just if you can survive it, that’s persistence.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Lucien Vattel, CEO and founder of Game Desk, and Playmaker\u003c/em> \u003c/strong>\u003c/p>\n\u003cp>I think of rigor in a very hyper-dimensional way. It's not just acquisition, which is what a lot schools especially at the K-12 level focus on -- the ability to retain intellectual knowledge to be able to communicate that intellectual knowledge back. That works very well for the test-taking society.\u003c/p>\n\u003cp>Being a highly knowledgeable and highly adaptive, self-driven, well-rounded human being. That is my definition of rigor. What we get at is the absolute best route to rigor because the information is not changing. We are not teaching less -- in many cases we are teaching more -- it’s \u003cem>how\u003c/em> we are teaching it and what kinds of additional knowledge skills and abilities are\u003c/p>\n\u003cfigure id=\"attachment_36646\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36646\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.51.55-PM-e1404351472647-300x181.png\" alt=\"Lucien Vattel \" width=\"300\" height=\"181\">\u003cfigcaption class=\"wp-caption-text\">Lucien Vattel\u003c/figcaption>\u003c/figure>\n\u003cp>enabled by engaging it in an interactive, authentic way that's more life reflective, that gets us to a person who can be driven by their own passions, who can understand things at a complex level to be able to engage in discourse at a complex level and to be able to negotiate that information and their emotions, and their interpersonal relationships, and inter-business relationships at a high level. So if you think about that level of rigor, all of those skills at that adaptive level lead to entrepreneurialism, lead to the ability to lead in a variety of contexts, take on very complex and deeply difficult situations, to be able to take on new situations and also be able to engage in what you’ve learned in a way that allows you to perfect your knowledge so that it never stops and that you are constantly driven to do. That, to me, that’s rigor.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cstrong>ON HOW TO MEASURE LEARNING\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We are trying to prepare kids for a future where the problems are problems that we can’t really even imagine. That’s a really difficult task, and certainly isn’t going to be solved using the techniques that created those problems. It's certainly not going to be solved using the strategies and approaches to education that we employed in the 1950s.\u003c/p>\n\u003cp>What does sitting in desks, and an authoritarian teacher, kids in rows facing the chalkboard, regurgitating information, what does that produce? What do grades produce in kids? Do they produce kids that are curious and creative and want to take risks? Or do they produce kids who know how to get the A and are going to just to do that, and real self esteem issues for those kids who can’t get the As.\u003c/p>\n\u003cp>What does it mean when we try to define lifelong learning? We’re preparing kids to be lifelong learners, then we don’t prepare them for that by developing strategies that actually have them hate learning and equate hatred with school?\u003c/p>\n\u003cp>By the time they get out of 12\u003csup>th\u003c/sup> grade -- and granted there are people around the country that are doing good things, and there are memorable teachers along that path and memorable classes, certainly -- but as an educational community as a whole, why are kids surviving this? It’s happening \u003cem>to\u003c/em> them. So the reason that [PlayMaker School] works is because agency and value and relevance are things that we all value as adults. Why on earth would we not value them as kids?\u003c/p>\n\u003cfigure id=\"attachment_36641\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36641\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.49.27-PM-640x323.png\" alt=\"PlayMaker\" width=\"640\" height=\"323\">\u003cfigcaption class=\"wp-caption-text\">PlayMaker School\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>ON REACHING TEACHERS' OWN DEFINED STANDARDS\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/p>\n\u003cp>Developing those first principles [in our school] -- what are you trying to achieve -- and having some sort of set of beliefs, ideal things that you are not willing to budge on, for us that’s engagement. For us, that’s problem solving, creating meaning, making connections, and that’s all driven by a sense of curiosity, persistence and creativity. If you take those fundamental beliefs, and everything that you create, you hold them up to that and you say, \"Are we hitting this?\" Are we hitting this every day, and then taking a playful approach? Think about what’s engaging. Be willing to change it when it doesn’t work. Be willing to allow the kids to change it. Be willing to allow the kids to have agency in that process. Don’t make them passive members of this unit that you are hanging out with every day.\u003c/p>\n\u003cp>But it is hard if you are bound by standards, if you are bound by test scores, if you are bound by all these things. I won’t dance around it… I will tell you, \"Stand up, it’s time to revolutionize this.\" There are people that are sort of enforcing these rules and regulations on education, the barnacles that have attached themselves to education. We’ve got to scrape those off. So question, question, question. And I think we can make a real change.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cstrong>ON THE PURPOSE OF SCHOOL\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Nolan Windham, 11 years old, 6\u003csup>th\u003c/sup> grade in Playmaker. \u003c/strong>\u003c/em>\u003cbr>\nOne of the differences here is that knowledge and facts are not what everything is based around. Yeah, it can be interesting to know when Christopher Columbus settled America, but it’s not\u003c/p>\n\u003cfigure id=\"attachment_36643\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36643\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.48.10-PM-300x178.png\" alt=\"Nolan Windham\" width=\"300\" height=\"178\">\u003cfigcaption class=\"wp-caption-text\">Nolan Windham\u003c/figcaption>\u003c/figure>\n\u003cp>really going to be that useful in those situations and there's something called Google that you can use to look that up anytime you want… I’m not saying that facts are not important. Those are definitely important, like your times tables, like basic facts and things that will actually be useful and are definitely important.\u003c/p>\n\u003cp>One of the main things that we're doing this year is we’re figuring how to learn that, but also to think about what that means. We’re thinking about how when we take in information, how to process it and how to create information and how to create media, how to create different things, and that’s what you are doing in your adult life. You're taking in things, you're taking in information, you're taking in food, you're taking in money and you're giving out services, ideas like physical labor. Just all of those things you are giving and taking in, but here you are really learning the internal processing. How all these things work together and what they mean.\u003c/p>\n\u003cp>If everyone could do [have self-directed learning], I think that there would be so many more people that actually like school. Like I remember there was one parent from last year, a lot of them were nervous even this year, [thinking] 'I’m not sure if this is going to work. I’m not sure, how are you guys just playing games all day? Are you guys just doing things for fun are you actually learning anything? And are you taking tests, are you looking at papers?'\u003c/p>\n\u003cp>Yeah, we’re doing that but it doesn’t mean that we’re not learning. It’s just a different way. Just because we’re not using papers, just because it’s not traditional means that it doesn’t work. I mean change is necessary. This is really, this is really old type of learning. This was great for back in the 1900s when you needed a system of people that knew math and writing and all those basic things that you need, and it worked really well for that, but it never changed. We never evolved with the rest of the people on earth changing as well, and that’s what I think this is. I think this is really evolving with that. So when the year was over, the parent was so happy and they said, \"I’ve never seen my kid so excited to go to school.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Isaac \u003cstrong>Prevatt\u003c/strong>, 12 years old. \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One thing I really love, the thing where you are doing stuff that you love doing, at the end of the day, you're like, 'Oh my gosh I just learned so much stuff today,' but you didn’t feel like you were doing it all.\u003c/p>\n\u003cfigure id=\"attachment_36644\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-6.02.53-PM-300x173.png\" alt=\"Isaac Prevatt \" width=\"300\" height=\"173\">\u003cfigcaption class=\"wp-caption-text\">Isaac Prevatt\u003c/figcaption>\u003c/figure>\n\u003cp>So like the last couple of days we did the thing called Geo-Guesser. It teaches you to expand your mind to think about things differently. For instance, normally when I’m walking down the street, I see a sign and I don’t really care because I’m not driving. But when you play this game, you see a stop sign, let’s think about this. So it’s not written in English, let’s figure out what language this is. Put it in Google translate and figure it out. That’s one thing that they are really trying to incorporate this year, is thinking about things differently.\u003c/p>\n\u003cp>One of the electives I have is yearbook and I always go in there and talk to 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup> graders, and they're like, 'Wow, are you seriously 12?' They really see a difference in me maturing, and I really feel a difference. I feel like it’s really being thoughtful, you're not just learning, you're really learning it in a different perspective than normally, and I feel like that’s really made a huge difference.\"\u003c/p>\n\u003cp>\u003cem>To learn more about the PlayMaker School, watch the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/at-this-school-its-all-about-play-game-based-learning/\" target=\"_blank\">PBS NewsHour report\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Image credit: Greg Waigand for top image; Mike Fritz for all other images.\u003c/p>\n\n",
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"excerpt": "How can we make school a joyful experience without sacrificing rigor? What's the best way to measure true learning? What's the purpose of school? The founders and teachers at the PlayMaker School, an all-game based school in Los Angeles, are asking those big, hairy questions that all teachers grapple with. At the PlayMaker School, they're trying to find their own answers through their constantly morphing, complex experiment. Here are their thoughts about these issues, in their own words.",
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"description": "How can we make school a joyful experience without sacrificing rigor? What's the best way to measure true learning? What's the purpose of school? The founders and teachers at the PlayMaker School, an all-game based school in Los Angeles, are asking those big, hairy questions that all teachers grapple with. At the PlayMaker School, they're trying to find their own answers through their constantly morphing, complex experiment. Here are their thoughts about these issues, in their own words.",
"title": "A School That Ditches All the Rules, But Not the Rigor | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36648\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36648\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-6.01.37-PM-640x321.png\" alt=\"PlayMaker School\" width=\"640\" height=\"321\">\u003cfigcaption class=\"wp-caption-text\">PlayMaker School\u003c/figcaption>\u003c/figure>\n\u003cp>How can we make school a joyful experience without sacrificing rigor? What's the best way to measure true learning? What's the purpose of school? The founders and teachers at the \u003ca href=\"http://www.playmaker.org/\" target=\"_blank\">PlayMaker School\u003c/a> (watch the \u003ca href=\"http://wp.me/p2io8W-9yz\" target=\"_blank\">PBS Newshour report by April Brown\u003c/a>), an all-game based school in Los Angeles, are asking those big, abstract questions that all teachers grapple with. And they're trying to find their own answers through their constantly morphing, complex experiment.\u003c/p>\n\u003cp>Here are their thoughts about these issues, in their own words, from extended answers to the PBS NewsHour report. How can teachers, parents, and administrators these ideologies to existing public schools?\u003c/p>\n\u003ch2>\u003cstrong>ON RIGOR\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’ve always defined, as an educational community, rigor as being a lot of hard drudgery, what we consider really hard work, taking engagement and interests completely out of the equation and saying, \"If we see kids who are sitting at their desks and they're just writing\u003c/p>\n\u003cfigure id=\"attachment_36639\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36639\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.56.10-PM-300x168.png\" alt=\"Tedd Wakeman\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Tedd Wakeman\u003c/figcaption>\u003c/figure>\n\u003cp>a ton or they're doing a bunch of research, if they just look kind of upset, if they look like they are not enjoying themselves, then there is rigorous things going on in that classroom.\" That’s a real problem.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We need to stop defining rigor as busywork, as kids knuckling down to the pressure and the drudgery of school. At the end of the year, there is this huge binder of notes and diagrams from PowerPoint exhibits, stuff that kids worked all year on. I’ve talked to kids here who have produced an artifact like that. To the outside community, even in many ways to the inside community, that looks rigorous because, look at what you produced.\u003c/p>\n\u003cp>But when we talk to those kids, when we ask, \"What are your retaining from this? What do you feel, what are some of the big concepts that you came away with, and how are you applying those in your life in your lives every day,\" they can’t tell you. They know that they did this thing and they got a good grade on it but they can’t tell you what they are going to do with that. And yet to the more traditional educational community, that’s viewed as rigor.\u003c/p>\n\u003cp>We would much rather define rigor as the pursuit of solving a really difficult task that you care about solving. And that persistence can be taught in that way as opposed to, \"Yeah, let’s teach kids persistence by having them do this thing that they couldn’t care less about, but it’s really hard and just if you can survive it, that’s persistence.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Lucien Vattel, CEO and founder of Game Desk, and Playmaker\u003c/em> \u003c/strong>\u003c/p>\n\u003cp>I think of rigor in a very hyper-dimensional way. It's not just acquisition, which is what a lot schools especially at the K-12 level focus on -- the ability to retain intellectual knowledge to be able to communicate that intellectual knowledge back. That works very well for the test-taking society.\u003c/p>\n\u003cp>Being a highly knowledgeable and highly adaptive, self-driven, well-rounded human being. That is my definition of rigor. What we get at is the absolute best route to rigor because the information is not changing. We are not teaching less -- in many cases we are teaching more -- it’s \u003cem>how\u003c/em> we are teaching it and what kinds of additional knowledge skills and abilities are\u003c/p>\n\u003cfigure id=\"attachment_36646\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36646\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.51.55-PM-e1404351472647-300x181.png\" alt=\"Lucien Vattel \" width=\"300\" height=\"181\">\u003cfigcaption class=\"wp-caption-text\">Lucien Vattel\u003c/figcaption>\u003c/figure>\n\u003cp>enabled by engaging it in an interactive, authentic way that's more life reflective, that gets us to a person who can be driven by their own passions, who can understand things at a complex level to be able to engage in discourse at a complex level and to be able to negotiate that information and their emotions, and their interpersonal relationships, and inter-business relationships at a high level. So if you think about that level of rigor, all of those skills at that adaptive level lead to entrepreneurialism, lead to the ability to lead in a variety of contexts, take on very complex and deeply difficult situations, to be able to take on new situations and also be able to engage in what you’ve learned in a way that allows you to perfect your knowledge so that it never stops and that you are constantly driven to do. That, to me, that’s rigor.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cstrong>ON HOW TO MEASURE LEARNING\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We are trying to prepare kids for a future where the problems are problems that we can’t really even imagine. That’s a really difficult task, and certainly isn’t going to be solved using the techniques that created those problems. It's certainly not going to be solved using the strategies and approaches to education that we employed in the 1950s.\u003c/p>\n\u003cp>What does sitting in desks, and an authoritarian teacher, kids in rows facing the chalkboard, regurgitating information, what does that produce? What do grades produce in kids? Do they produce kids that are curious and creative and want to take risks? Or do they produce kids who know how to get the A and are going to just to do that, and real self esteem issues for those kids who can’t get the As.\u003c/p>\n\u003cp>What does it mean when we try to define lifelong learning? We’re preparing kids to be lifelong learners, then we don’t prepare them for that by developing strategies that actually have them hate learning and equate hatred with school?\u003c/p>\n\u003cp>By the time they get out of 12\u003csup>th\u003c/sup> grade -- and granted there are people around the country that are doing good things, and there are memorable teachers along that path and memorable classes, certainly -- but as an educational community as a whole, why are kids surviving this? It’s happening \u003cem>to\u003c/em> them. So the reason that [PlayMaker School] works is because agency and value and relevance are things that we all value as adults. Why on earth would we not value them as kids?\u003c/p>\n\u003cfigure id=\"attachment_36641\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36641\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.49.27-PM-640x323.png\" alt=\"PlayMaker\" width=\"640\" height=\"323\">\u003cfigcaption class=\"wp-caption-text\">PlayMaker School\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>ON REACHING TEACHERS' OWN DEFINED STANDARDS\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Tedd Wakeman/PlayMaker co-teacher\u003c/strong>\u003c/p>\n\u003cp>Developing those first principles [in our school] -- what are you trying to achieve -- and having some sort of set of beliefs, ideal things that you are not willing to budge on, for us that’s engagement. For us, that’s problem solving, creating meaning, making connections, and that’s all driven by a sense of curiosity, persistence and creativity. If you take those fundamental beliefs, and everything that you create, you hold them up to that and you say, \"Are we hitting this?\" Are we hitting this every day, and then taking a playful approach? Think about what’s engaging. Be willing to change it when it doesn’t work. Be willing to allow the kids to change it. Be willing to allow the kids to have agency in that process. Don’t make them passive members of this unit that you are hanging out with every day.\u003c/p>\n\u003cp>But it is hard if you are bound by standards, if you are bound by test scores, if you are bound by all these things. I won’t dance around it… I will tell you, \"Stand up, it’s time to revolutionize this.\" There are people that are sort of enforcing these rules and regulations on education, the barnacles that have attached themselves to education. We’ve got to scrape those off. So question, question, question. And I think we can make a real change.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cstrong>ON THE PURPOSE OF SCHOOL\u003c/strong>\u003c/h2>\n\u003cp>\u003cem>\u003cstrong>Nolan Windham, 11 years old, 6\u003csup>th\u003c/sup> grade in Playmaker. \u003c/strong>\u003c/em>\u003cbr>\nOne of the differences here is that knowledge and facts are not what everything is based around. Yeah, it can be interesting to know when Christopher Columbus settled America, but it’s not\u003c/p>\n\u003cfigure id=\"attachment_36643\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36643\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-5.48.10-PM-300x178.png\" alt=\"Nolan Windham\" width=\"300\" height=\"178\">\u003cfigcaption class=\"wp-caption-text\">Nolan Windham\u003c/figcaption>\u003c/figure>\n\u003cp>really going to be that useful in those situations and there's something called Google that you can use to look that up anytime you want… I’m not saying that facts are not important. Those are definitely important, like your times tables, like basic facts and things that will actually be useful and are definitely important.\u003c/p>\n\u003cp>One of the main things that we're doing this year is we’re figuring how to learn that, but also to think about what that means. We’re thinking about how when we take in information, how to process it and how to create information and how to create media, how to create different things, and that’s what you are doing in your adult life. You're taking in things, you're taking in information, you're taking in food, you're taking in money and you're giving out services, ideas like physical labor. Just all of those things you are giving and taking in, but here you are really learning the internal processing. How all these things work together and what they mean.\u003c/p>\n\u003cp>If everyone could do [have self-directed learning], I think that there would be so many more people that actually like school. Like I remember there was one parent from last year, a lot of them were nervous even this year, [thinking] 'I’m not sure if this is going to work. I’m not sure, how are you guys just playing games all day? Are you guys just doing things for fun are you actually learning anything? And are you taking tests, are you looking at papers?'\u003c/p>\n\u003cp>Yeah, we’re doing that but it doesn’t mean that we’re not learning. It’s just a different way. Just because we’re not using papers, just because it’s not traditional means that it doesn’t work. I mean change is necessary. This is really, this is really old type of learning. This was great for back in the 1900s when you needed a system of people that knew math and writing and all those basic things that you need, and it worked really well for that, but it never changed. We never evolved with the rest of the people on earth changing as well, and that’s what I think this is. I think this is really evolving with that. So when the year was over, the parent was so happy and they said, \"I’ve never seen my kid so excited to go to school.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Isaac \u003cstrong>Prevatt\u003c/strong>, 12 years old. \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>One thing I really love, the thing where you are doing stuff that you love doing, at the end of the day, you're like, 'Oh my gosh I just learned so much stuff today,' but you didn’t feel like you were doing it all.\u003c/p>\n\u003cfigure id=\"attachment_36644\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Screen-Shot-2014-07-02-at-6.02.53-PM-300x173.png\" alt=\"Isaac Prevatt \" width=\"300\" height=\"173\">\u003cfigcaption class=\"wp-caption-text\">Isaac Prevatt\u003c/figcaption>\u003c/figure>\n\u003cp>So like the last couple of days we did the thing called Geo-Guesser. It teaches you to expand your mind to think about things differently. For instance, normally when I’m walking down the street, I see a sign and I don’t really care because I’m not driving. But when you play this game, you see a stop sign, let’s think about this. So it’s not written in English, let’s figure out what language this is. Put it in Google translate and figure it out. That’s one thing that they are really trying to incorporate this year, is thinking about things differently.\u003c/p>\n\u003cp>One of the electives I have is yearbook and I always go in there and talk to 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup> graders, and they're like, 'Wow, are you seriously 12?' They really see a difference in me maturing, and I really feel a difference. I feel like it’s really being thoughtful, you're not just learning, you're really learning it in a different perspective than normally, and I feel like that’s really made a huge difference.\"\u003c/p>\n\u003cp>\u003cem>To learn more about the PlayMaker School, watch the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/at-this-school-its-all-about-play-game-based-learning/\" target=\"_blank\">PBS NewsHour report\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_35827\" class=\"wp-caption aligncenter\" style=\"max-width: 638px\">\u003cimg class=\"size-full wp-image-35827\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/480398809-e1400547721971.jpg\" alt=\"Getty\" width=\"638\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/480398809-e1400547721971.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/480398809-e1400547721971-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/480398809-e1400547721971-320x180.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most public schools are traditionally run by principals and administrators, who defer to policies dictated by the state. But a group of 60 schools across the country is subverting the top-down system, putting teachers in full control of running their schools.\u003c/p>\n\u003cp>It’s called the \u003ca href=\"http://www.teacherpowered.org\" target=\"_blank\">Teacher Powered Schools\u003c/a> initiative, led by \u003ca href=\"http://www.educationevolving.org\" target=\"_blank\">Education Evolving\u003c/a>, and the goal is to seed a movement that will inspire other teachers in schools across the country to realize their potential as leaders. To that end, Education Evolving \u003ca href=\"http://www.teacherpowered.org/resources/tps-white-paper.pdf\" target=\"_blank\">released a study [PDF] \u003c/a> in partnership with Center for Teaching Quality, which indicates that 91 percent of Americans believe teachers should have greater influence over decisions that affect student learning. What's more, 81 percent of Americans indicate they trust teachers to make \"schools run better.”\u003c/p>\n\u003cp>In this model of teacher-run schools, teams of teachers “work collaboratively as leaders and partners to make professional decisions over the areas that matter most for their students, including selection of colleagues, evaluation, budget and resources, curriculum and school-level policymaking.”\u003c/p>\n\u003cp>Teachers surveyed said the biggest impact to student learning would be the opportunity to have more control over school-based decisions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re modeling democracy at work, with self-directed projects, where students can mediate conflicts, make laws, and contribute to [school policies].”\u003c/aside>\n\u003cp>So what would a teacher-led school look like? Carrie Bakken, one of the founders of \u003ca href=\"http://www.avalonschool.org/\" target=\"_blank\">Avalon School\u003c/a>, a grade 6-12 charter school in St. Paul, Minnesota, described how a teacher-powered school operates, at the \u003ca href=\"http://www.ewa.org/event/registration-67th-national-seminar\" target=\"_blank\">EWA conference \u003c/a>in Nashville.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Avalon, there are 17 teachers and 190 students, 35 percent of who are recognized as special-needs. Bakken is one of the teachers, and in addition to teaching, she has designated time to tend to actually running the school. She has a hand in deciding everything from class curriculum, teachers’ salaries, budgets, benefits, whom to hire and fire.\u003c/p>\n\u003cp>The model has worked well for this school: Avalon has a 95-100 percent teacher-retention rate, the last teacher having left two years ago because she retired. And because their teachers tend to stick around, they all know that all the hard work they put into their strategic planning will be carried out by teachers who have complete buy-in and are invested in seeing it succeed.\u003c/p>\n\u003cp>Those interested in Avalon’s state test scores can note that the school has a higher rate of proficiency than St. Paul public schools, Bakken said, despite the fact that more than one-third of their students come from difficult backgrounds, including homelessness, substance abuse, being disengaged in school, and falling far behind in school work. “We’re not just taking the ‘cream from the top,’” she said in reference to criticisms that high-achieving charter schools pick and choose high-achieving students. “We have big cross section of students.”\u003c/p>\n\u003cp>But high test scores are not this school’s main objective. Putting power in the hands of teachers also means that students have much more control over their learning. The school takes a student-led, project-based approach to the curriculum, and has created a “constructive culture with student power at the center where they’re learning a framework for governance,” Bakken said. (Check out \u003ca href=\"http://www.avalonschool.org/students/2012-13-senior-projects/\" target=\"_blank\">last year's students' projects\u003c/a>).\u003c/p>\n\u003cp>“We’re modeling democracy at work, with self-directed projects, where students can mediate conflicts, make laws, and contribute to [school policies],” she said.\u003c/p>\n\u003cp>Students become accountable for their experience, and become agents of their own learning. If teachers feel powerless, then their students feel powerless too. But if a student can go to a teacher, knowing that they have a hand in making a decision that will have a direct impact, then students feel they have power too.\u003c/p>\n\u003cp>\u003cstrong>MORE POWER, MORE WORK\u003c/strong>\u003c/p>\n\u003cp>Though it’s gratifying in many ways, it’s not an easy path, Bakken said. And paradoxically, the benefits happen to be the same as the challenges.\u003c/p>\n\u003cp>“I’m constantly learning things, but I’m also constantly learning new things,” she said.\u003c/p>\n\u003cp>Avalon doesn’t have a district central office that can interpret new policies, and when the state budget is in crisis, the teachers have to figure out what steps to take to stay solvent. What’s more, collaboration doesn’t always come naturally -- it takes practice and work. “I enjoy being able to work to get to the best solution possible, but it can be time consuming,” she said. “Sometimes I feel like I have 26 other bosses.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-35835\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM.png\" alt=\"Teacher Powered School\" width=\"948\" height=\"462\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM.png 948w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM-400x195.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM-800x390.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM-768x374.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM-320x156.png 320w\" sizes=\"(max-width: 948px) 100vw, 948px\">When it comes to teacher evaluations, the staff “police each other,” Bakken says. Plus, they hire coaches to observe them, and work with a personnel committee on those specific issues that come up. “We get a lot of feedback from each other,” she said.\u003c/p>\n\u003cp>Xian Barrett, of \u003ca href=\"http://vivateachers.org/\" target=\"_blank\">VIVA Teachers,\u003c/a> which works to increase teachers’ participation in making policy decisions about public education, pointed out a key point in making this work-by-consensus successful: “If you have trust in a room, consensus works much more effectively,” he said.\u003c/p>\n\u003cp>And it’s this level of collaboration and equality in running the school that gives teachers’ the voice they’ve been yearning for.\u003c/p>\n\u003cp>“The more power you give away, the more power you have,” Barrett said.\u003c/p>\n\u003cp>It’s also important to note that, although there's a support network and plenty of advice to make a school teacher-powered, there’s no prescriptive blueprint. “There’s no one telling you, ‘You’re going to do this and do it this way,’” Bakken said. “Teachers have to develop it organically. “\u003c/p>\n\u003cp>In fact, teachers can do this alongside principals – so long as there’s buy-in from principals. Some school leaders may choose to look at ceding control to teachers as a way of helping them, though others might say they’re just subverting authority.\u003c/p>\n\u003cp>“You’re a great leader if you’re not threatened by the concept,” Bakken said.\u003c/p>\n\u003cp>And with those supportive principals, educators can have autonomy over their classrooms, even about such issues as having input into assessments being used.\u003c/p>\n\u003cp>\u003cstrong>WHY THIS IS IMPORTANT\u003c/strong>\u003c/p>\n\u003cp>Having teachers feel and be empowered as school leaders has many benefits, according to \u003ca href=\"http://www.teachingquality.org/about/barnett-berry\" target=\"_blank\">Barnett Berry, \u003c/a>founder of Center for Teaching Quality. High among them is establishing trust among students, parents, and teachers.\u003c/p>\n\u003cp>\"No one knows better what students need than the teachers,\" Berry said. For this reason alone, schools must make it a priority to allow teachers to make important decisions that will directly affect their students.\u003c/p>\n\u003cp>Berry cites examples of schools in Singapore and Finland that create the space for teachers to develop leadership skills and take more control over school policies. \"They have the time to both teach and lead,\" he said.\u003c/p>\n\u003cp>But there are big barriers to overcome in making this model the norm, he added. Too many schools have organizational schedules that force teachers to be isolated from each other. There's a lasting belief that teachers are all the same and must play the same roles. Highly successful teachers may surface \"inconvenient truths for reform.\" And the accountability systems in place discourage both teachers and administrators from taking risks.\u003c/p>\n\u003cp>\"Leadership is all about risk taking,\" Berry said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35827\" class=\"wp-caption aligncenter\" style=\"max-width: 638px\">\u003cimg class=\"size-full wp-image-35827\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/480398809-e1400547721971.jpg\" alt=\"Getty\" width=\"638\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/480398809-e1400547721971.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/480398809-e1400547721971-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/480398809-e1400547721971-320x180.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most public schools are traditionally run by principals and administrators, who defer to policies dictated by the state. But a group of 60 schools across the country is subverting the top-down system, putting teachers in full control of running their schools.\u003c/p>\n\u003cp>It’s called the \u003ca href=\"http://www.teacherpowered.org\" target=\"_blank\">Teacher Powered Schools\u003c/a> initiative, led by \u003ca href=\"http://www.educationevolving.org\" target=\"_blank\">Education Evolving\u003c/a>, and the goal is to seed a movement that will inspire other teachers in schools across the country to realize their potential as leaders. To that end, Education Evolving \u003ca href=\"http://www.teacherpowered.org/resources/tps-white-paper.pdf\" target=\"_blank\">released a study [PDF] \u003c/a> in partnership with Center for Teaching Quality, which indicates that 91 percent of Americans believe teachers should have greater influence over decisions that affect student learning. What's more, 81 percent of Americans indicate they trust teachers to make \"schools run better.”\u003c/p>\n\u003cp>In this model of teacher-run schools, teams of teachers “work collaboratively as leaders and partners to make professional decisions over the areas that matter most for their students, including selection of colleagues, evaluation, budget and resources, curriculum and school-level policymaking.”\u003c/p>\n\u003cp>Teachers surveyed said the biggest impact to student learning would be the opportunity to have more control over school-based decisions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re modeling democracy at work, with self-directed projects, where students can mediate conflicts, make laws, and contribute to [school policies].”\u003c/aside>\n\u003cp>So what would a teacher-led school look like? Carrie Bakken, one of the founders of \u003ca href=\"http://www.avalonschool.org/\" target=\"_blank\">Avalon School\u003c/a>, a grade 6-12 charter school in St. Paul, Minnesota, described how a teacher-powered school operates, at the \u003ca href=\"http://www.ewa.org/event/registration-67th-national-seminar\" target=\"_blank\">EWA conference \u003c/a>in Nashville.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Avalon, there are 17 teachers and 190 students, 35 percent of who are recognized as special-needs. Bakken is one of the teachers, and in addition to teaching, she has designated time to tend to actually running the school. She has a hand in deciding everything from class curriculum, teachers’ salaries, budgets, benefits, whom to hire and fire.\u003c/p>\n\u003cp>The model has worked well for this school: Avalon has a 95-100 percent teacher-retention rate, the last teacher having left two years ago because she retired. And because their teachers tend to stick around, they all know that all the hard work they put into their strategic planning will be carried out by teachers who have complete buy-in and are invested in seeing it succeed.\u003c/p>\n\u003cp>Those interested in Avalon’s state test scores can note that the school has a higher rate of proficiency than St. Paul public schools, Bakken said, despite the fact that more than one-third of their students come from difficult backgrounds, including homelessness, substance abuse, being disengaged in school, and falling far behind in school work. “We’re not just taking the ‘cream from the top,’” she said in reference to criticisms that high-achieving charter schools pick and choose high-achieving students. “We have big cross section of students.”\u003c/p>\n\u003cp>But high test scores are not this school’s main objective. Putting power in the hands of teachers also means that students have much more control over their learning. The school takes a student-led, project-based approach to the curriculum, and has created a “constructive culture with student power at the center where they’re learning a framework for governance,” Bakken said. (Check out \u003ca href=\"http://www.avalonschool.org/students/2012-13-senior-projects/\" target=\"_blank\">last year's students' projects\u003c/a>).\u003c/p>\n\u003cp>“We’re modeling democracy at work, with self-directed projects, where students can mediate conflicts, make laws, and contribute to [school policies],” she said.\u003c/p>\n\u003cp>Students become accountable for their experience, and become agents of their own learning. If teachers feel powerless, then their students feel powerless too. But if a student can go to a teacher, knowing that they have a hand in making a decision that will have a direct impact, then students feel they have power too.\u003c/p>\n\u003cp>\u003cstrong>MORE POWER, MORE WORK\u003c/strong>\u003c/p>\n\u003cp>Though it’s gratifying in many ways, it’s not an easy path, Bakken said. And paradoxically, the benefits happen to be the same as the challenges.\u003c/p>\n\u003cp>“I’m constantly learning things, but I’m also constantly learning new things,” she said.\u003c/p>\n\u003cp>Avalon doesn’t have a district central office that can interpret new policies, and when the state budget is in crisis, the teachers have to figure out what steps to take to stay solvent. What’s more, collaboration doesn’t always come naturally -- it takes practice and work. “I enjoy being able to work to get to the best solution possible, but it can be time consuming,” she said. “Sometimes I feel like I have 26 other bosses.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-35835\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM.png\" alt=\"Teacher Powered School\" width=\"948\" height=\"462\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM.png 948w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM-400x195.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM-800x390.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM-768x374.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/Screen-Shot-2014-05-20-at-6.19.25-AM-320x156.png 320w\" sizes=\"(max-width: 948px) 100vw, 948px\">When it comes to teacher evaluations, the staff “police each other,” Bakken says. Plus, they hire coaches to observe them, and work with a personnel committee on those specific issues that come up. “We get a lot of feedback from each other,” she said.\u003c/p>\n\u003cp>Xian Barrett, of \u003ca href=\"http://vivateachers.org/\" target=\"_blank\">VIVA Teachers,\u003c/a> which works to increase teachers’ participation in making policy decisions about public education, pointed out a key point in making this work-by-consensus successful: “If you have trust in a room, consensus works much more effectively,” he said.\u003c/p>\n\u003cp>And it’s this level of collaboration and equality in running the school that gives teachers’ the voice they’ve been yearning for.\u003c/p>\n\u003cp>“The more power you give away, the more power you have,” Barrett said.\u003c/p>\n\u003cp>It’s also important to note that, although there's a support network and plenty of advice to make a school teacher-powered, there’s no prescriptive blueprint. “There’s no one telling you, ‘You’re going to do this and do it this way,’” Bakken said. “Teachers have to develop it organically. “\u003c/p>\n\u003cp>In fact, teachers can do this alongside principals – so long as there’s buy-in from principals. Some school leaders may choose to look at ceding control to teachers as a way of helping them, though others might say they’re just subverting authority.\u003c/p>\n\u003cp>“You’re a great leader if you’re not threatened by the concept,” Bakken said.\u003c/p>\n\u003cp>And with those supportive principals, educators can have autonomy over their classrooms, even about such issues as having input into assessments being used.\u003c/p>\n\u003cp>\u003cstrong>WHY THIS IS IMPORTANT\u003c/strong>\u003c/p>\n\u003cp>Having teachers feel and be empowered as school leaders has many benefits, according to \u003ca href=\"http://www.teachingquality.org/about/barnett-berry\" target=\"_blank\">Barnett Berry, \u003c/a>founder of Center for Teaching Quality. High among them is establishing trust among students, parents, and teachers.\u003c/p>\n\u003cp>\"No one knows better what students need than the teachers,\" Berry said. For this reason alone, schools must make it a priority to allow teachers to make important decisions that will directly affect their students.\u003c/p>\n\u003cp>Berry cites examples of schools in Singapore and Finland that create the space for teachers to develop leadership skills and take more control over school policies. \"They have the time to both teach and lead,\" he said.\u003c/p>\n\u003cp>But there are big barriers to overcome in making this model the norm, he added. Too many schools have organizational schedules that force teachers to be isolated from each other. There's a lasting belief that teachers are all the same and must play the same roles. Highly successful teachers may surface \"inconvenient truths for reform.\" And the accountability systems in place discourage both teachers and administrators from taking risks.\u003c/p>\n\u003cp>\"Leadership is all about risk taking,\" Berry said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Hip Hop Can Foster the Scientific Mind",
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"content": "\u003cp>[youtube http://www.youtube.com/watch?v=bIgAEqG_UwY&w=640&h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Hip hop has unequivocally captured the imagination of young people in a way that no other phenomenon ever has. With that strong belief, Columbia professor \u003ca href=\"http://chrisemdin.com/\" target=\"_blank\">Chris Emdin\u003c/a> launched \u003ca href=\"http://chrisemdin.com/science-genius/\" target=\"_blank\">Science Genius\u003c/a>, mashing hip hop and science education. His reasoning is deductive: \"If hip hop can grab them like that, and if science is a piece of who they are, and if there's so much science in hip hop, then why not make those connections?\" We spoke to recently Emdin at the \u003ca href=\"http://www.bigideasfest.org/about-big-ideas-fest-2013\" target=\"_blank\">Big Ideas Fest\u003c/a>.\u003c/p>\n\u003cp>It's easy to get swept up in Emdin's passion for hip hop, for learning, for science, for the success of each and every one of his students. It's his infectious passion that he brings to his work, the work he says can \"change the world.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\"Game-based learning is not gamification!\" exclaims Jordan Shapiro, author of \u003cem> \u003ca href=\"http://www.amazon.com/FREEPLAY-Video-Guide-Maximum-Euphoric/dp/147938643X/ref=la_B006R9HXOE_1_1?ie=UTF8&qid=1353193496&sr=1-1\" target=\"_blank\">FREEPLAY: A Video Game Guide to Maximum Euphoric Bliss\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>\"We don't need gamification if gamification is about competition and commodification of learning,\" Shapiro says in this talk at the \u003ca href=\"https://educationandskillsforum.org/\">Global Education And Skills Forum\u003c/a> in Dubai. \"There's no need for more commodified motivation. We don't need more gold coins or badges.\"\u003c/p>\n\u003cp>So what can games do? Game-based learning can help teachers scaffold \"emptiness.\" It can introduce systems thinking in a way that allows kids to \u003cem>want \u003c/em>to solve problems and master new systems, even if they don't know the first thing about it -- yet.\u003c/p>\n\u003cp>Check out Shapiro's fascinating talk, in which he addresses the pitfalls of ed-tech, the value of inquiry learning, and more \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/03/19/heres-why-we-need-video-games-in-every-classroom/\" target=\"_blank\">here\u003c/a>.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://img.youtube.com/vi/BnP87Aj_2wk/0.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.forbes.com/sites/jordanshapiro/2014/03/19/heres-why-we-need-video-games-in-every-classroom/\" target=\"_blank\">What's the Real Value of Video Games?\u003c/a>VideoVideo games teach critical thinking, problem solving skills, and perseverance while building metacognitive skills. Game-based learning can provide systematic, data driven teaching in a way that forces creative problem solving rather than rote memorization. And video games can do that in a way that is replicable, scalable, and increasingly affordable enough [...]\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.forbes.com%2Fsites%2Fjordanshapiro%2F2014%2F03%2F19%2Fheres-why-we-need-video-games-in-every-classroom%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.forbes.com\" target=\"_blank\">Forbes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "\"Game-based learning is not gamification!\" exclaims Jordan Shapiro, author of FREEPLAY: A Video Game Guide to Maximum Euphoric Bliss. \"We don't need gamification if gamification is about competition and commodification of learning,\" Shapiro says in this talk at the Global Education And Skills Forum in Dubai. But what it can do is introduce systems thinking in a way that allows kids to want to solve problems and master new systems, even if they don't know the first thing about it -- yet.",
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"disqusTitle": "Should Handheld Devices for Kids Under 12 Be Banned? ",
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"content": "\u003cp>A \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">Huffington Post\u003c/a> article, \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">10 Reasons Why Handheld Devices Should Be Banned,\u003c/a> from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares.\u003c/p>\n\u003cp>The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser Foundation, Active Healthy Kids Canada, and Common Sense Media as the primary sources that back up her call to ban the use of all handheld devices for children under the age of 12 years. She cites sleep deprivation, obesity, delayed brain development, mental illness, aggression, addiction, and digital dementia as just a few of the detrimental consequences of allowing kids under 12 to use handheld devices.\u003c/p>\n\u003cp>(Since the post was published, \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/10-reasons-why-we-need-re_b_4940987.html?utm_hp_ref=technology&ir=Technology\">many have written responses\u003c/a> that refute both the factual assertions and the conclusions the author makes.)\u003c/p>\n\u003cp>The article comes at a pivotal moment when schools, teachers, and parents are figuring out how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/tablets-for-fifth-graders-teachers-try-different-tactics/\">students can use mobile devices\u003c/a> -- specifically \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">smartphones\u003c/a> or \u003ca href=\"http://wp.me/p2io8W-8K5\">tablets\u003c/a> -- for the purposes of learning: to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">create\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">collaborate\u003c/a>, research, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/tablets-for-learning-emphasis-on-capturing-students-voices/\">share information and opinion\u003c/a>, and possibly as an \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">equalizing force in the digital divide\u003c/a>.\u003c/p>\n\u003cp>How does this call for a ban on handheld devices square with what parents and teachers believe about the value of devices towards the purposes of learning, whether in or out of school? Should mobile devices be kept from students below the sixth grade altogether? Is a child's age a valid determining factor in answering these questions?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://i.huffpost.com/gen/1663311/thumbs/o-KIDS-ON-CELL-PHONE-facebook.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age of 12\u003c/a>Posted: Print Article The American Academy of Pediatrics and the Canadian Society of Pediatrics state infants aged 0-2 years should not have any exposure to technology, 3-5 years be restricted to one hour per day, and 6-18 years restricted to 2 hours per day (AAP 2001/13, CPS 2010).\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.huffingtonpost.com%2Fcris-rowan%2F10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.huffingtonpost.com\" target=\"_blank\">Huffingtonpost\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
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"order": 1
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"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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"id": "commonwealth-club",
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"meta": {
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"source": "WNYC"
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"id": "fresh-air",
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"hidden-brain": {
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"hyphenacion": {
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"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. ",
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"jerrybrown": {
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"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. ",
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"order": 18
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"title": "Latino USA",
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"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",
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},
"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": {
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"source": "American Public Media"
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"masters-of-scale": {
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"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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"source": "WaitWhat"
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"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>",
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"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"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/",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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