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He'd spent more than three decades working in the banking industry, where he saw the importance of presentation skills: \"A lot of it is acting.\"\u003c/p>\n\u003cp>When he came to Skidmore as a business professor, he noticed a lot of students struggling with self-confidence and public speaking. \"Students just plain don't like to talk about themselves,\" Calhoun says. \"Some students have never had to.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He enlisted the help of theater professors to help him shape what eventually became this class, in order to give business majors \"the same training that the theater department gives to actors.\"\u003c/p>\n\u003cp>Over the 13 weeks, there's some role-playing with improv — \"Talk for a minute about anything — go!\" There are dance classes, and a slew of guest speakers who talk about cover letters, resumes and personal branding. By the end of the course, students leave with a polished \u003ca href=\"https://lifehacker.com/5960201/use-the-star-technique-to-ace-your-interviews\">\"STAR\" story\u003c/a> — the short story you craft about yourself and your abilities that's designed to help land you a job.\u003c/p>\n\u003cp>\"People don't remember when you tell them you're good at something,\" Calhoun explains, \"they remember when you tell them a story that proves you're good at something.\"\u003c/p>\n\u003cp>I took this course my senior year at Skidmore and my mock interview ended up landing me my first job. I'm not the only one with a story like that, and the students wrapping up the course this year are anticipating that it will have that power for them, too.\u003c/p>\n\u003cp>Dante Delemos is a junior business major, soft-spoken but confident. In his mock interviews, he tells a story about losing the election for class president, back when he was in high school.\u003c/p>\n\u003cp>Is he nervous? After all, he's had only one other job interview before today.\u003c/p>\n\u003cp>Yeah, he says, a little bit. But it could have been much worse: \"Being able to put myself in a headspace where it's just for a class and it's a learning experience,\" he says, \"that definitely helps it not be such a nerve-wracking experience.\"\u003c/p>\n\u003cp>Delemos is originally from the Bronx, and he's the first in his family to go to college.\u003c/p>\n\u003cp>\"I like to use that as an advantage,\" he says. \"I come from a place where people aren't very successful, and that makes me want to drive to be more successful.\"\u003c/p>\n\u003cp>He says this class has helped him realize that telling a story — \u003cem>his story\u003c/em> — has value, so he uses it whenever he can: in cover letters, to shape his resume and during interviews.\u003c/p>\n\u003cp>And it worked. Delemos is spending the summer working in finance, with an internship in Manhattan.\u003c/p>\n\u003cp>To land internships like that, students need these skills. And yet, there's a big divide between folks who just know them — maybe their parents or guidance counselors or others taught them — and those who don't. Often, that divide widens for students who come from low-income families.\u003c/p>\n\u003cp>\u003cstrong>Course in high school, too\u003c/strong>\u003c/p>\n\u003cp>\"I didn't know what a resume was at one point in time and I didn't know how important they were,\" Tytianna McClenningham, a recent high school graduate, says in the sun-drenched cafeteria at Ballou Senior High School in Washington, D.C.\u003c/p>\n\u003cp>In her sophomore year, she took a class called Tenacity that's in a handful of the city's public schools. In addition to making resumes, the class created professional-sounding email addresses for themselves. Say goodbye to \"Bubblegum123.\"\u003c/p>\n\u003cp>\"You can't email your future boss with some really odd email name,\" she explains. And there's email etiquette, too. \"I didn't even think it was important to use a subject in an email,\" McClenningham says. \"But now I know.\"\u003c/p>\n\u003cp>The Tenacity curriculum is filled with lots of useful tips, from how to dress professionally to how to \u003ca href=\"https://www.npr.org/sections/codeswitch/2013/04/08/176064688/how-code-switching-explains-the-world\">code-switch \u003c/a>under pressure. But McClenningham says the biggest thing she learned was confidence. She's straight-up cocky about her stellar resume, and maybe she should be: Most of her friends didn't take the class, so they look to her for help and edits on theirs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That resume helped her land a summer internship. And when she starts college at Central State University near Dayton, Ohio, this fall, she says she's actually looking forward to interviewing for jobs and work study.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+To+Get+Your+First+Job%3F+There%27s+A+Class+For+That&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Look people in the eye. Smile. Shake hands. Sit up tall. Speak clearly and confidently.\u003c/p>\n\u003cp>That's the last-minute advice professor Paul Calhoun gives a handful of college students before they head off for a series of job interviews. The Skidmore College juniors and seniors he's talking to are dressed in suits and button-downs; dresses and heels. They stand out in a college library swimming with other finals-takers, most in sweatpants or leggings and T-shirts.\u003c/p>\n\u003cp>There isn't an actual job on the other end of these interviews, just a satisfactory/unsatisfactory grade from a class called \u003ca href=\"http://catalog.skidmore.edu/preview_course_nopop.php?catoid=19&coid=37692\">Presenting the Brand Called Me\u003c/a> at this liberal arts college in upstate New York.\u003c/p>\n\u003cp>Calhoun created the popular, semester-long course 10 years ago. He'd spent more than three decades working in the banking industry, where he saw the importance of presentation skills: \"A lot of it is acting.\"\u003c/p>\n\u003cp>When he came to Skidmore as a business professor, he noticed a lot of students struggling with self-confidence and public speaking. \"Students just plain don't like to talk about themselves,\" Calhoun says. \"Some students have never had to.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He enlisted the help of theater professors to help him shape what eventually became this class, in order to give business majors \"the same training that the theater department gives to actors.\"\u003c/p>\n\u003cp>Over the 13 weeks, there's some role-playing with improv — \"Talk for a minute about anything — go!\" There are dance classes, and a slew of guest speakers who talk about cover letters, resumes and personal branding. By the end of the course, students leave with a polished \u003ca href=\"https://lifehacker.com/5960201/use-the-star-technique-to-ace-your-interviews\">\"STAR\" story\u003c/a> — the short story you craft about yourself and your abilities that's designed to help land you a job.\u003c/p>\n\u003cp>\"People don't remember when you tell them you're good at something,\" Calhoun explains, \"they remember when you tell them a story that proves you're good at something.\"\u003c/p>\n\u003cp>I took this course my senior year at Skidmore and my mock interview ended up landing me my first job. I'm not the only one with a story like that, and the students wrapping up the course this year are anticipating that it will have that power for them, too.\u003c/p>\n\u003cp>Dante Delemos is a junior business major, soft-spoken but confident. In his mock interviews, he tells a story about losing the election for class president, back when he was in high school.\u003c/p>\n\u003cp>Is he nervous? After all, he's had only one other job interview before today.\u003c/p>\n\u003cp>Yeah, he says, a little bit. But it could have been much worse: \"Being able to put myself in a headspace where it's just for a class and it's a learning experience,\" he says, \"that definitely helps it not be such a nerve-wracking experience.\"\u003c/p>\n\u003cp>Delemos is originally from the Bronx, and he's the first in his family to go to college.\u003c/p>\n\u003cp>\"I like to use that as an advantage,\" he says. \"I come from a place where people aren't very successful, and that makes me want to drive to be more successful.\"\u003c/p>\n\u003cp>He says this class has helped him realize that telling a story — \u003cem>his story\u003c/em> — has value, so he uses it whenever he can: in cover letters, to shape his resume and during interviews.\u003c/p>\n\u003cp>And it worked. Delemos is spending the summer working in finance, with an internship in Manhattan.\u003c/p>\n\u003cp>To land internships like that, students need these skills. And yet, there's a big divide between folks who just know them — maybe their parents or guidance counselors or others taught them — and those who don't. Often, that divide widens for students who come from low-income families.\u003c/p>\n\u003cp>\u003cstrong>Course in high school, too\u003c/strong>\u003c/p>\n\u003cp>\"I didn't know what a resume was at one point in time and I didn't know how important they were,\" Tytianna McClenningham, a recent high school graduate, says in the sun-drenched cafeteria at Ballou Senior High School in Washington, D.C.\u003c/p>\n\u003cp>In her sophomore year, she took a class called Tenacity that's in a handful of the city's public schools. In addition to making resumes, the class created professional-sounding email addresses for themselves. Say goodbye to \"Bubblegum123.\"\u003c/p>\n\u003cp>\"You can't email your future boss with some really odd email name,\" she explains. And there's email etiquette, too. \"I didn't even think it was important to use a subject in an email,\" McClenningham says. \"But now I know.\"\u003c/p>\n\u003cp>The Tenacity curriculum is filled with lots of useful tips, from how to dress professionally to how to \u003ca href=\"https://www.npr.org/sections/codeswitch/2013/04/08/176064688/how-code-switching-explains-the-world\">code-switch \u003c/a>under pressure. But McClenningham says the biggest thing she learned was confidence. She's straight-up cocky about her stellar resume, and maybe she should be: Most of her friends didn't take the class, so they look to her for help and edits on theirs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That resume helped her land a summer internship. And when she starts college at Central State University near Dayton, Ohio, this fall, she says she's actually looking forward to interviewing for jobs and work study.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+To+Get+Your+First+Job%3F+There%27s+A+Class+For+That&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Genrefication Makes School Libraries More Like Bookstores",
"title": "How Genrefication Makes School Libraries More Like Bookstores",
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"content": "\u003cp>For 12 years Jennifer Taylor watched kids come into the library at McCaffrey Middle School in Galt, California and struggle: “We’d have rows and rows of books, and they don’t know what to pick.” Students would just wander, she said, sliding out a random spine and, if they found the book’s cover appealing, reading the blurb on the back—usually to their disappointment. After a while, they’d ask her something like, “Where are the scary books?”\u003c/p>\n\u003cp>Taylor started pulling out her top titles in different categories, making a tabletop display of Mystery books here and Sports there. When she had to box everything up for a remodel anyway, she searched Pinterest and discovered “genrefication,” a movement to organize schools’ libraries by type, like bookstores. Little did Taylor know, she’d stumbled upon a hotbed of controversy in the world of library science.\u003c/p>\n\u003cp>Under the Dewey Decimal System that revolutionized and standardized book shelving starting in 1876, nonfiction essentially already gets the genrefication treatment with, for example, Music located in the 780s and Paleontology in the 560s. Yet most fiction is shelved in one big clump alphabetized by author’s last name. Under this rubric, a child who liked \"The Hunger Games\" could find its sequel nearby, but they’d need sophisticated search skills to identify \"Divergent\" as similar and then find it using a call number.\u003c/p>\n\u003cp>Many librarians say the “search hurdle” imposed by Dewey classification (a system originally designed for adults) significantly reduces the odds of a child finding something new they’re likely to enjoy. In a genrefied library, on the other hand, a young reader standing near a favorite book need only stick out a hand to find more like it. (It’s a bit like the analog version of Amazon’s recommendation feature: “Customers who bought this item also bought”)\u003c/p>\n\u003cp>Since genrefication enables one book to serve as a \u003ca href=\"https://www.nytimes.com/2017/07/29/opinion/sunday/want-teenage-boys-to-read-easy-give-them-books-about-sex.html\">gateway drug\u003c/a> to the next, its fans say it encourages literacy—especially for those least likely to effectively scan a book’s summary or master catalog search: struggling readers, students not yet fluent in English, and those with learning disabilities. Illustrated signs demarcating each section and color-coded spine labels provide these kids with visual cues that render them more self-sufficient. Meanwhile, the argument goes, others can still use the catalog to locate favorite authors across genre.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It used to be when a class would come in,” Taylor said, “I’d have a line of 10 kids that needed to ask me, ‘Where’s this book?’ Or where’s this or that.” After genrefication, she said, “some periods came in, and there wasn’t one kid that needed to ask me anything, and they all found books in half the time.” A child who previously floundered “went right over to the Humor shelf, and it took about 30 seconds,” she added.\u003c/p>\n\u003cfigure id=\"attachment_51341\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/IMG-0934-160x120.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-520x390.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Sandra Lampear sorts picture books by subject matter at Rooftop School in San Francisco. \u003ccite>(Gail Cornwall)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Genrefication is also said to highlight usage patterns and gaps in inventory, allowing librarians to better tailor their offerings to students’ needs. Taylor was able to purge a third of her collection as she discovered just how many books fell into categories the students didn’t care about; she also realized McCaffrey had far too much Fantasy and not enough Adventure. Blogging on “\u003ca href=\"https://christyminton.wordpress.com/author/christyminton/\">Beyond the Shelves,\u003c/a>” Christy Minton tried to rally other librarians: “Instead of purchasing books that you think your patrons will like, why not start ordering books you know teens will love!” Data-informed curating doesn’t just serve kids better, Minton pointed out; it’s a savvy play in a school climate where budget-cuts rein: “A busy library is a funded library.”\u003c/p>\n\u003cp>Librarians wield circulation statistics to support their claims of genrefication success. Leigh Collazo, otherwise known as “Mrs. Reader Pants,” reports a 36% increase after she genrefied a middle school library in Fort Worth, Texas in 2011. The team of librarians at New York City’s Ethical Culture Fieldston School also reported “dramatic increases in circulation” in a School Library Journal article entitled “Are Dewey’s Days Numbered?”\u003c/p>\n\u003cp>Though data on how widespread the practice is aren’t readily available, Tamra Marshall, a certified teacher librarian at Rooftop School in San Francisco*, said the notion that genrefication may be better is “the current thinking in the school librarian world.” But Marshall hasn’t yet tackled the project because, as she put it, “We just do not have the man/woman-power to take on a switch, especially since most schools only get a part-time librarian.” In a popular 2013 article Jocelyn Sams elaborated, “I have a full schedule of classes on most days, and I don’t have an assistant. I can barely get my books shelved in a typical week, let alone redo thousands of labels and change the online catalog.”\u003c/p>\n\u003cp>Some take advantage of a transition, like Taylor who sorted her collection during a three-week winter break and then completed the project over the following month with help from another staff member and a few students (plus about $500 for new labels). Collazo said she worked on the reorganization alongside an aide and about 10 eighth-grade students a little each day for four months. Others report shortcuts like using books’ copyright pages or Goodreads listings to quickly select a genre. But there’s no question that time and effort stand as barriers to implementation.\u003c/p>\n\u003cfigure id=\"attachment_51342\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-51342 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Genrefication1-e1528911118554.jpg\" alt=\"\" width=\"250\" height=\"333\">\u003cfigcaption class=\"wp-caption-text\">Genrefied shelves in the library at McCaffrey Middle School in Galt, California. \u003ccite>(Jennifer Taylor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Dewey-loyal also oppose genrefication in principle for, interestingly enough, the same reason others support it: self-sufficiency. Sure, they argue, kids might be better able to find a book independently in their school library, but what happens when they go to the public one? When they get to high school? Each library shelving books according to its own system is exactly the problem Dewey set out to fix, and it’s one that’s particularly problematic for high-mobility kids who move from school to school, they say.\u003c/p>\n\u003cp>That’s why the American Association of School Librarians hasn’t taken an official position on the “white-hot” topic, said its current president Steven Yates, despite “spirited discussion” at the group’s biennial conference and in the “Dewey or Don’t We” issue of its print magazine. “It really comes down to meeting your community’s needs,” he said. In a school with a fixed schedule and generous amount of library time, for example, “there’s time for a lot of library-skills instruction,” and in that setting, he said, “Dewey can be something that can be a lot easier to adopt.”\u003c/p>\n\u003cp>Even then, the New York City librarians wrote: “Having moved away from an old system of organization that demanded that a significant portion of our teaching time was spent on simply finding books, we’re now able to concentrate on talking with our students about books, as well as teaching them critical thinking and assessment skills.” So the decision could come down to a pragmatic consideration of resource availability and student body composition, but it might also touch the soul of the field: What ought the core mission of a modern school librarian be?\u003c/p>\n\u003cp>The debate has led to compromise positions. Some leave books for older students in the Dewey arrangement while genrefying for younger ones. Other librarians rearrange middle readers and young adult books but leave picture books shelved by author since it can be unclear how to categorize a story about a duck driving a tractor. (Animals? Transportation? Fantasy? Librarians have gotten creative with multifaceted books such as \"Twilight\" which qualifies as both Romance and Paranormal. Some report letting students vote at the get-go; others assign a genre and then encourage kids to lobby for a switch.)\u003c/p>\n\u003cp>Collazo took things in the other direction. She de-Deweyed many of her nonfiction books as well, moving, for example, Parapsychology and Occult to sit alongside scary fiction books: “Students didn’t tend to find the 133 section before, but boy do they find them in the Horror section.” That’s a move others who genrefy say better aligns libraries with the Common Core curriculum.\u003c/p>\n\u003cp>Back in Galt, Taylor’s new classifications continually evolve. What she initially dubbed Drama morphed “basically into Chick Lit,” and she created a small shelf dedicated to the Holocaust, a focus of school assignments at McCaffrey. Each change is made with one goal in mind, she said: “So they don’t waste a week reading a book that they end up not liking and can’t finish.”\u003c/p>\n\u003cp>“I really try not to come down on any one side,” AASL’s Yates reiterated, but then added, “I just think that I’ve not seen people that’ve gone to genrefication then go back.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Note: The author's children attend Rooftop Elementary and she is a member of the school's PTA and School Site Council.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For 12 years Jennifer Taylor watched kids come into the library at McCaffrey Middle School in Galt, California and struggle: “We’d have rows and rows of books, and they don’t know what to pick.” Students would just wander, she said, sliding out a random spine and, if they found the book’s cover appealing, reading the blurb on the back—usually to their disappointment. After a while, they’d ask her something like, “Where are the scary books?”\u003c/p>\n\u003cp>Taylor started pulling out her top titles in different categories, making a tabletop display of Mystery books here and Sports there. When she had to box everything up for a remodel anyway, she searched Pinterest and discovered “genrefication,” a movement to organize schools’ libraries by type, like bookstores. Little did Taylor know, she’d stumbled upon a hotbed of controversy in the world of library science.\u003c/p>\n\u003cp>Under the Dewey Decimal System that revolutionized and standardized book shelving starting in 1876, nonfiction essentially already gets the genrefication treatment with, for example, Music located in the 780s and Paleontology in the 560s. Yet most fiction is shelved in one big clump alphabetized by author’s last name. Under this rubric, a child who liked \"The Hunger Games\" could find its sequel nearby, but they’d need sophisticated search skills to identify \"Divergent\" as similar and then find it using a call number.\u003c/p>\n\u003cp>Many librarians say the “search hurdle” imposed by Dewey classification (a system originally designed for adults) significantly reduces the odds of a child finding something new they’re likely to enjoy. In a genrefied library, on the other hand, a young reader standing near a favorite book need only stick out a hand to find more like it. (It’s a bit like the analog version of Amazon’s recommendation feature: “Customers who bought this item also bought”)\u003c/p>\n\u003cp>Since genrefication enables one book to serve as a \u003ca href=\"https://www.nytimes.com/2017/07/29/opinion/sunday/want-teenage-boys-to-read-easy-give-them-books-about-sex.html\">gateway drug\u003c/a> to the next, its fans say it encourages literacy—especially for those least likely to effectively scan a book’s summary or master catalog search: struggling readers, students not yet fluent in English, and those with learning disabilities. Illustrated signs demarcating each section and color-coded spine labels provide these kids with visual cues that render them more self-sufficient. Meanwhile, the argument goes, others can still use the catalog to locate favorite authors across genre.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It used to be when a class would come in,” Taylor said, “I’d have a line of 10 kids that needed to ask me, ‘Where’s this book?’ Or where’s this or that.” After genrefication, she said, “some periods came in, and there wasn’t one kid that needed to ask me anything, and they all found books in half the time.” A child who previously floundered “went right over to the Humor shelf, and it took about 30 seconds,” she added.\u003c/p>\n\u003cfigure id=\"attachment_51341\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/IMG-0934-160x120.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/IMG-0934-520x390.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Sandra Lampear sorts picture books by subject matter at Rooftop School in San Francisco. \u003ccite>(Gail Cornwall)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Genrefication is also said to highlight usage patterns and gaps in inventory, allowing librarians to better tailor their offerings to students’ needs. Taylor was able to purge a third of her collection as she discovered just how many books fell into categories the students didn’t care about; she also realized McCaffrey had far too much Fantasy and not enough Adventure. Blogging on “\u003ca href=\"https://christyminton.wordpress.com/author/christyminton/\">Beyond the Shelves,\u003c/a>” Christy Minton tried to rally other librarians: “Instead of purchasing books that you think your patrons will like, why not start ordering books you know teens will love!” Data-informed curating doesn’t just serve kids better, Minton pointed out; it’s a savvy play in a school climate where budget-cuts rein: “A busy library is a funded library.”\u003c/p>\n\u003cp>Librarians wield circulation statistics to support their claims of genrefication success. Leigh Collazo, otherwise known as “Mrs. Reader Pants,” reports a 36% increase after she genrefied a middle school library in Fort Worth, Texas in 2011. The team of librarians at New York City’s Ethical Culture Fieldston School also reported “dramatic increases in circulation” in a School Library Journal article entitled “Are Dewey’s Days Numbered?”\u003c/p>\n\u003cp>Though data on how widespread the practice is aren’t readily available, Tamra Marshall, a certified teacher librarian at Rooftop School in San Francisco*, said the notion that genrefication may be better is “the current thinking in the school librarian world.” But Marshall hasn’t yet tackled the project because, as she put it, “We just do not have the man/woman-power to take on a switch, especially since most schools only get a part-time librarian.” In a popular 2013 article Jocelyn Sams elaborated, “I have a full schedule of classes on most days, and I don’t have an assistant. I can barely get my books shelved in a typical week, let alone redo thousands of labels and change the online catalog.”\u003c/p>\n\u003cp>Some take advantage of a transition, like Taylor who sorted her collection during a three-week winter break and then completed the project over the following month with help from another staff member and a few students (plus about $500 for new labels). Collazo said she worked on the reorganization alongside an aide and about 10 eighth-grade students a little each day for four months. Others report shortcuts like using books’ copyright pages or Goodreads listings to quickly select a genre. But there’s no question that time and effort stand as barriers to implementation.\u003c/p>\n\u003cfigure id=\"attachment_51342\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-51342 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Genrefication1-e1528911118554.jpg\" alt=\"\" width=\"250\" height=\"333\">\u003cfigcaption class=\"wp-caption-text\">Genrefied shelves in the library at McCaffrey Middle School in Galt, California. \u003ccite>(Jennifer Taylor)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Dewey-loyal also oppose genrefication in principle for, interestingly enough, the same reason others support it: self-sufficiency. Sure, they argue, kids might be better able to find a book independently in their school library, but what happens when they go to the public one? When they get to high school? Each library shelving books according to its own system is exactly the problem Dewey set out to fix, and it’s one that’s particularly problematic for high-mobility kids who move from school to school, they say.\u003c/p>\n\u003cp>That’s why the American Association of School Librarians hasn’t taken an official position on the “white-hot” topic, said its current president Steven Yates, despite “spirited discussion” at the group’s biennial conference and in the “Dewey or Don’t We” issue of its print magazine. “It really comes down to meeting your community’s needs,” he said. In a school with a fixed schedule and generous amount of library time, for example, “there’s time for a lot of library-skills instruction,” and in that setting, he said, “Dewey can be something that can be a lot easier to adopt.”\u003c/p>\n\u003cp>Even then, the New York City librarians wrote: “Having moved away from an old system of organization that demanded that a significant portion of our teaching time was spent on simply finding books, we’re now able to concentrate on talking with our students about books, as well as teaching them critical thinking and assessment skills.” So the decision could come down to a pragmatic consideration of resource availability and student body composition, but it might also touch the soul of the field: What ought the core mission of a modern school librarian be?\u003c/p>\n\u003cp>The debate has led to compromise positions. Some leave books for older students in the Dewey arrangement while genrefying for younger ones. Other librarians rearrange middle readers and young adult books but leave picture books shelved by author since it can be unclear how to categorize a story about a duck driving a tractor. (Animals? Transportation? Fantasy? Librarians have gotten creative with multifaceted books such as \"Twilight\" which qualifies as both Romance and Paranormal. Some report letting students vote at the get-go; others assign a genre and then encourage kids to lobby for a switch.)\u003c/p>\n\u003cp>Collazo took things in the other direction. She de-Deweyed many of her nonfiction books as well, moving, for example, Parapsychology and Occult to sit alongside scary fiction books: “Students didn’t tend to find the 133 section before, but boy do they find them in the Horror section.” That’s a move others who genrefy say better aligns libraries with the Common Core curriculum.\u003c/p>\n\u003cp>Back in Galt, Taylor’s new classifications continually evolve. What she initially dubbed Drama morphed “basically into Chick Lit,” and she created a small shelf dedicated to the Holocaust, a focus of school assignments at McCaffrey. Each change is made with one goal in mind, she said: “So they don’t waste a week reading a book that they end up not liking and can’t finish.”\u003c/p>\n\u003cp>“I really try not to come down on any one side,” AASL’s Yates reiterated, but then added, “I just think that I’ve not seen people that’ve gone to genrefication then go back.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Rates of anxiety and depression among teens in the U.S. have been rising for years. According to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2946114/\">one study\u003c/a>, nearly one in three adolescents (ages 13-18) now meets the criteria for an anxiety disorder, and in the \u003ca href=\"https://www.npr.org/sections/ed/2018/06/16/620278545/what-teens-really-say-about-sex-drugs-and-sadness\">latest results\u003c/a> from the Centers for Disease Control and Prevention's Youth Risk Behavior Survey, 32 percent of teens reported persistent feelings of sadness or hopelessness.\u003c/p>\n\u003cp>And there's more bad news, grown-ups: The authors of two new parenting books believe you're part of the problem.\u003c/p>\n\u003cp>\"Kids are play-deprived nowadays,\" says Katherine Reynolds Lewis, a journalist, parent, parent-educator and the author of one of those two new books, \u003ca href=\"https://www.npr.org/sections/ed/2018/06/02/611082566/why-children-arent-behaving-and-what-you-can-do-about-it\">\u003cem>The Good News About Bad Behavior\u003c/em>\u003c/a>. And by \"play\" she means play without screens or adults keeping watch.\u003c/p>\n\u003cp>\"Two or three decades ago, children were roaming neighborhoods in mixed-age groups, playing pretty unsupervised,\" Lewis says. And this kind of parent-free play helped them develop important skills they'd use for the rest of their lives. \"They were able to resolve disputes. They planned their time. They managed their games. They had a lot of autonomy, which also feeds self-esteem and mental health.\"\u003c/p>\n\u003cp>These days, though, free play is on the decline, Lewis says, and so are the social and emotional skills that come with it. Part of the problem, according to Lewis, is parents who worry that unsupervised play is just too risky. But the risk is part of the point — for kids \"to have falls and scrapes and tumbles and discover that they're okay. They can survive being hurt.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In many families, Lewis says, play has also been crowded out by parents' increased focus on schoolwork.\u003c/p>\n\u003cp>William Stixrud is not one of those parents.\u003c/p>\n\u003cp>\"When my kids were in elementary school, I said, 'You know, I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself,'\" says Stixrud, a neuropsychologist and co-author of the other new parenting book, \u003ca href=\"https://www.npr.org/sections/ed/2018/02/14/584275859/the-key-to-raising-a-happy-child\">\u003cem>The Self-Driven Child\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>He says academics are important, but that, in most cases, kids should be in the driver's seat, learning to manage their work, their time and, ideally, being able to pursue their own interests. That freedom, Stixrud says, helps them develop internal motivation in a way that rewards and grades just can't.\u003c/p>\n\u003cp>Stixrud's daughter, Jora LaFontaine, who now has a Ph.D. in economics, says she still remembers first grade, when she brought a paper home from school. Her parents were supposed to sign it every day, proving she'd read for fifteen minutes. The first day, though, Jora says her father looked at it, laughed, \"signed every single line on it and said that he did not want to turn reading into homework or a chore.\"\u003c/p>\n\u003cp>When she was an A student in high school, Jora attended a talk her dad gave about why parents shouldn't focus on grades. William Stixrud remembers his daughter pushing back that night in the car.\u003c/p>\n\u003cp>\"Driving home she said, 'You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades,\" Stixrud remembers.\u003c/p>\n\u003cp>\"Most people I tell this to laugh,\" Jora says, laughing herself. \"So, I said to my dad, 'If you don't get [good] grades, you're not gonna get into college. Or at least you won't get into a good college.\"\u003c/p>\n\u003cp>... and if you don't get into a good college, you won't get a good job ...\u003c/p>\n\u003cp>\"So my dad said, 'I will give you a hundred dollars if you're willing to get a C in one of your classes,'\" Jora says.\u003c/p>\n\u003cp>A hundred dollars.\u003c/p>\n\u003cp>Stixrud says, his daughter already took school seriously, and he wanted her to understand that \"one thing that seems like a disaster is just not that big a deal.\"\u003c/p>\n\u003cp>Jora didn't take her father up on his offer, but she says it meant a lot, knowing that the only person really pushing her to succeed ... was her. In that way, she embodies the spirit of both books' message to parents:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As Lewis writes, \"to build self-control, we need to stop controlling children.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Empowering+Kids+In+An+Anxious+World&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Rates of anxiety and depression among teens in the U.S. have been rising for years. According to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2946114/\">one study\u003c/a>, nearly one in three adolescents (ages 13-18) now meets the criteria for an anxiety disorder, and in the \u003ca href=\"https://www.npr.org/sections/ed/2018/06/16/620278545/what-teens-really-say-about-sex-drugs-and-sadness\">latest results\u003c/a> from the Centers for Disease Control and Prevention's Youth Risk Behavior Survey, 32 percent of teens reported persistent feelings of sadness or hopelessness.\u003c/p>\n\u003cp>And there's more bad news, grown-ups: The authors of two new parenting books believe you're part of the problem.\u003c/p>\n\u003cp>\"Kids are play-deprived nowadays,\" says Katherine Reynolds Lewis, a journalist, parent, parent-educator and the author of one of those two new books, \u003ca href=\"https://www.npr.org/sections/ed/2018/06/02/611082566/why-children-arent-behaving-and-what-you-can-do-about-it\">\u003cem>The Good News About Bad Behavior\u003c/em>\u003c/a>. And by \"play\" she means play without screens or adults keeping watch.\u003c/p>\n\u003cp>\"Two or three decades ago, children were roaming neighborhoods in mixed-age groups, playing pretty unsupervised,\" Lewis says. And this kind of parent-free play helped them develop important skills they'd use for the rest of their lives. \"They were able to resolve disputes. They planned their time. They managed their games. They had a lot of autonomy, which also feeds self-esteem and mental health.\"\u003c/p>\n\u003cp>These days, though, free play is on the decline, Lewis says, and so are the social and emotional skills that come with it. Part of the problem, according to Lewis, is parents who worry that unsupervised play is just too risky. But the risk is part of the point — for kids \"to have falls and scrapes and tumbles and discover that they're okay. They can survive being hurt.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In many families, Lewis says, play has also been crowded out by parents' increased focus on schoolwork.\u003c/p>\n\u003cp>William Stixrud is not one of those parents.\u003c/p>\n\u003cp>\"When my kids were in elementary school, I said, 'You know, I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself,'\" says Stixrud, a neuropsychologist and co-author of the other new parenting book, \u003ca href=\"https://www.npr.org/sections/ed/2018/02/14/584275859/the-key-to-raising-a-happy-child\">\u003cem>The Self-Driven Child\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>He says academics are important, but that, in most cases, kids should be in the driver's seat, learning to manage their work, their time and, ideally, being able to pursue their own interests. That freedom, Stixrud says, helps them develop internal motivation in a way that rewards and grades just can't.\u003c/p>\n\u003cp>Stixrud's daughter, Jora LaFontaine, who now has a Ph.D. in economics, says she still remembers first grade, when she brought a paper home from school. Her parents were supposed to sign it every day, proving she'd read for fifteen minutes. The first day, though, Jora says her father looked at it, laughed, \"signed every single line on it and said that he did not want to turn reading into homework or a chore.\"\u003c/p>\n\u003cp>When she was an A student in high school, Jora attended a talk her dad gave about why parents shouldn't focus on grades. William Stixrud remembers his daughter pushing back that night in the car.\u003c/p>\n\u003cp>\"Driving home she said, 'You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades,\" Stixrud remembers.\u003c/p>\n\u003cp>\"Most people I tell this to laugh,\" Jora says, laughing herself. \"So, I said to my dad, 'If you don't get [good] grades, you're not gonna get into college. Or at least you won't get into a good college.\"\u003c/p>\n\u003cp>... and if you don't get into a good college, you won't get a good job ...\u003c/p>\n\u003cp>\"So my dad said, 'I will give you a hundred dollars if you're willing to get a C in one of your classes,'\" Jora says.\u003c/p>\n\u003cp>A hundred dollars.\u003c/p>\n\u003cp>Stixrud says, his daughter already took school seriously, and he wanted her to understand that \"one thing that seems like a disaster is just not that big a deal.\"\u003c/p>\n\u003cp>Jora didn't take her father up on his offer, but she says it meant a lot, knowing that the only person really pushing her to succeed ... was her. In that way, she embodies the spirit of both books' message to parents:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As Lewis writes, \"to build self-control, we need to stop controlling children.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Empowering+Kids+In+An+Anxious+World&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Tupac Shakur has been dead for over 20 years, and yet his music and lyrics are still popular with young people today. \u003ca href=\"https://edd.sfsu.edu/content/jeff-duncan-andrade\" target=\"_blank\" rel=\"noopener noreferrer\">Dr. Jeff Duncan-Andrade\u003c/a> thinks Tupac remains influential all over the world because he writes about some of the essential truths young people still experience. Duncan-Andrade even named the elementary school he helped start \u003ca href=\"http://rosesinconcrete.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Roses in Concrete\u003c/a> after the Tupac poem \u003ca href=\"https://genius.com/2pac-the-rose-that-grew-from-concrete-lyrics\" target=\"_blank\" rel=\"noopener noreferrer\">“The Rose That Grew From Concrete.”\u003c/a> The rapper’s metaphor for young people in tough neighborhoods trying to grow toward the light, despite a toxic environment, feels exactly like what Duncan-Andrade has seen in Oakland schools throughout his career.\u003c/p>\n\u003cp>“We see them [students] for their damaged petals instead of their tenacity and will to reach the sun,” said Duncan-Andrade at the final keynote of the \u003ca href=\"http://www.deeper-learning.org/dl2018/\" target=\"_blank\" rel=\"noopener noreferrer\">2018 Deeper Learning Conference\u003c/a>. In addition to his academic research and writing, Duncan-Andrade is the founder and Board Chair at the Roses in Concrete Community School.* For his students, violence is one of the most persistent toxic stressors. Most of them know someone who has died, often by gunfire. But in Tupac’s metaphor, the concrete isn’t just violence. It’s institutional racism, patriarchy, gentrification, poverty in the face of great wealth -- it’s inequality.\u003c/p>\n\u003cp>“The concrete is real and it’s multilayered and it’s toxic,” Duncan-Andrade said. “If schools are not aware of the concrete and that students are showing up with damaged petals, then we can’t see those roses.”\u003c/p>\n\u003cp>Duncan-Andrade is the first to admit that students need to learn to read, write, think and do math -- he has a doctorate, after all. But he doesn’t think educators can close the opportunity gap if they don’t stop pretending that the conditions students live in, and what happens to them outside of school, isn’t part of being a teacher. Those experiences are a critical part of whether kids are prepared to learn or not.\u003c/p>\n\u003cp>As with so many things in schools, Duncan-Andrade said this comes back to measuring the things we value. Schools measure numeracy and literacy and truancy, but not less tangible things, like hope. That sends kids the message that teachers care more about reading and math skills than they do about whether their students have eaten or not, if they feel safe, if they have somewhere to sleep at night.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/2CwS60ykM8s\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“There are a lot of other things that we’re not attentive to enough, and that we’re not measuring, to make it important in schools,” Duncan-Andrade said. Educators have known about \u003ca href=\"https://www.edutopia.org/blog/addressing-our-needs-maslow-hierarchy-lori-desautels\" target=\"_blank\" rel=\"noopener noreferrer\">Maslow’s hierarchy of needs\u003c/a> for decades, but Duncan-Andrade contends it has to be at the center of everything educators do. He’s found it essential that students believe he cares about them on that basic level before they'll be willing to learn from him.\u003c/p>\n\u003cp>Research coming out of the medical field about \u003ca href=\"https://www.cdc.gov/violenceprevention/acestudy/about_ace.html\" target=\"_blank\" rel=\"noopener noreferrer\">adverse childhood experiences (ACEs)\u003c/a> fuels Duncan-Andrade’s argument that inequality has a \u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\" target=\"_blank\" rel=\"noopener noreferrer\">huge impact on the health and learning\u003c/a> of children. Some \u003ca href=\"http://gradytraumaproject.com/publications/\" target=\"_blank\" rel=\"noopener noreferrer\">researchers\u003c/a> estimate that \u003ca href=\"https://www.propublica.org/article/the-ptsd-crisis-thats-being-ignored-americans-wounded-in-their-own-neighbor\" target=\"_blank\" rel=\"noopener noreferrer\">one in three residents of urban areas with high rates of violent crimes has post-traumatic stress disorder\u003c/a>. But even worse, these young people aren’t “post traumatic” because the trauma they experience is ongoing, around them always. Researchers have come up with a new name for this disorder: \u003ca href=\"https://www.ptsd.va.gov/professional/ptsd-overview/complex-ptsd.asp\" target=\"_blank\" rel=\"noopener noreferrer\">complex post-traumatic stress disorder\u003c/a>.\u003c/p>\n\u003cp>“The symptoms are more complex than what they’re seeing in the military,” Duncan-Andrade said, and schools are not equipping teachers to handle this health crisis. “The best I see in schools is a one-off training on trauma, and now you’re trauma-informed and go help those kids.” That’s nowhere near enough to equip people to show up for kids in the difficult but necessary ways required.\u003c/p>\n\u003cp>\u003cstrong>THE ROLE OF HOPE\u003c/strong>\u003c/p>\n\u003cp>“Hope is the best indicator for the degree to which kids will successfully navigate toxic stress, and the degree to which kids are less likely to engage in self-harming behavior,” Duncan-Andrade told me in another interview. But he warns the hope he’s talking about \u003ca href=\"http://hepg.org/her-home/issues/harvard-educational-review-volume-79-issue-2/herarticle/hope-required-when-growing-roses-in-concrete_696\" target=\"_blank\" rel=\"noopener noreferrer\">can’t be a false hope\u003c/a> -- kids see right through that.\u003c/p>\n\u003cp>Too often, he said, teachers send the message that if students come to class and study hard they will succeed. The problem is that’s often not true, and kids know that. It’s a type of hope that comes from outside the community, based on assumptions that aren’t rooted in the reality that many of the most struggling students experience. Parroting this message devalues the lived experiences of kids by ignoring them.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/GB8mTOiQXjY?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>But there’s another kind of hope that’s equally bad -- deferred hope. This is when people know better than to blame the kids, so they blame the system instead. “The problem with this is, of course, that their critique never results in a transformative program for the kids,” Duncan-Andrade said in \u003ca href=\"https://www.youtube.com/watch?v=8z1gwmkgFss\" target=\"_blank\" rel=\"noopener noreferrer\">a talk he gave at the Harvard Graduate School of Education\u003c/a>. Blaming the system defers a solution for the kids in school right now, waiting for a utopian society where inequality, racism and poverty don’t exist. Kids need hope now.\u003c/p>\n\u003cp>That’s why Duncan-Andrade advocates for something he calls “critical hope.” To achieve critical hope educators have to combine material resources, like great teaching, with fierce love for students demonstrated with actions, not words. This is incredibly hard work, but through all its ups and downs critical hope requires educators to continue believing they can do what they’ve never done before. Duncan-Andrade knows what he’s asking is hard, but he also knows that students are watching the adults.\u003c/p>\n\u003cp>“Wounded children tell the most truth,” Duncan-Andrade said at the Deeper Learning Conference. “And they tell it in the most raw ways. And it’s painful to hear that.” But when teachers send those wounded children out of class, passing them off to someone else in the building, it sends a message that they’re too difficult to love. He’s clear that fiercely loving students does not mean there is no conflict. Any good parent knows sometimes doing what’s best for kids doesn’t make them like you, but it should always show your love.\u003c/p>\n\u003cp>“You win the heart to get to the head,” Duncan-Andrade said. “We keep banging on their heads.”\u003c/p>\n\u003cp>The most “hopeful” teachers for Duncan-Andrade are the ones who see their classrooms as microecosystems. Teachers have no control over the institutional racisms kids face, the families they come from, where they live, or what happened on the way to school that day, but they can control the conditions of their classroom. They can create a new kind of soil for the roses to grow in, soil that isn’t toxic, that allows them to flourish.\u003c/p>\n\u003cp>“No master gardener blames the seed for not growing,” Duncan-Andrade said. \"They know they have to change the soil. You’ve got to license yourself to be audacious.”\u003c/p>\n\u003cp>Students will make mistakes on this journey; they’ll lose all the progress they’ve made when another destabilizing event happens. And it will be incredibly frustrating to the teachers that love them. But, “We have to learn to love that about kids. And when we learn to love that about kids, we can remain audaciously hopeful,” Duncan-Andrade said.\u003c/p>\n\u003cp>As a high school teacher, college professor and founder of the Roses in Concrete Community School in Oakland, Duncan-Andrade tries to embody the tenets of effective teaching that he champions. He admits he doesn’t have it all figured out. He has never had a perfect day, but he hopes that approaching teaching as “radical healing” will start to heal the community, too.\u003c/p>\n\u003cp>He doesn’t want the battered roses growing up in his square of Oakland concrete to get transplanted to a rose garden, never to return. He wants them to go off to institutions of higher education and take advantage of the knowledge, resources, opportunities and access found there before coming back to reinsert themselves into the concrete. Because when the people who “got out” come back, they widen the cracks for the seeds coming up behind them.\u003c/p>\n\u003cp>“So much of what we teach our young people is that those battered petals are bad, as opposed to that’s what enabled them to reach the sun,” Duncan-Andrade said. He thinks young people still love Tupac because his narrative is about staying connected to the concrete -- the parents, community and places of one's childhood -- even when one has become a healthy, thriving rose.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/7wAwF3FfhYU?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*A previous version of this article incorrectly stated Duncan-Andrade was still teaching at Fremont High School. He no longer does. We regret the error.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tupac Shakur has been dead for over 20 years, and yet his music and lyrics are still popular with young people today. \u003ca href=\"https://edd.sfsu.edu/content/jeff-duncan-andrade\" target=\"_blank\" rel=\"noopener noreferrer\">Dr. Jeff Duncan-Andrade\u003c/a> thinks Tupac remains influential all over the world because he writes about some of the essential truths young people still experience. Duncan-Andrade even named the elementary school he helped start \u003ca href=\"http://rosesinconcrete.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Roses in Concrete\u003c/a> after the Tupac poem \u003ca href=\"https://genius.com/2pac-the-rose-that-grew-from-concrete-lyrics\" target=\"_blank\" rel=\"noopener noreferrer\">“The Rose That Grew From Concrete.”\u003c/a> The rapper’s metaphor for young people in tough neighborhoods trying to grow toward the light, despite a toxic environment, feels exactly like what Duncan-Andrade has seen in Oakland schools throughout his career.\u003c/p>\n\u003cp>“We see them [students] for their damaged petals instead of their tenacity and will to reach the sun,” said Duncan-Andrade at the final keynote of the \u003ca href=\"http://www.deeper-learning.org/dl2018/\" target=\"_blank\" rel=\"noopener noreferrer\">2018 Deeper Learning Conference\u003c/a>. In addition to his academic research and writing, Duncan-Andrade is the founder and Board Chair at the Roses in Concrete Community School.* For his students, violence is one of the most persistent toxic stressors. Most of them know someone who has died, often by gunfire. But in Tupac’s metaphor, the concrete isn’t just violence. It’s institutional racism, patriarchy, gentrification, poverty in the face of great wealth -- it’s inequality.\u003c/p>\n\u003cp>“The concrete is real and it’s multilayered and it’s toxic,” Duncan-Andrade said. “If schools are not aware of the concrete and that students are showing up with damaged petals, then we can’t see those roses.”\u003c/p>\n\u003cp>Duncan-Andrade is the first to admit that students need to learn to read, write, think and do math -- he has a doctorate, after all. But he doesn’t think educators can close the opportunity gap if they don’t stop pretending that the conditions students live in, and what happens to them outside of school, isn’t part of being a teacher. Those experiences are a critical part of whether kids are prepared to learn or not.\u003c/p>\n\u003cp>As with so many things in schools, Duncan-Andrade said this comes back to measuring the things we value. Schools measure numeracy and literacy and truancy, but not less tangible things, like hope. That sends kids the message that teachers care more about reading and math skills than they do about whether their students have eaten or not, if they feel safe, if they have somewhere to sleep at night.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/2CwS60ykM8s\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“There are a lot of other things that we’re not attentive to enough, and that we’re not measuring, to make it important in schools,” Duncan-Andrade said. Educators have known about \u003ca href=\"https://www.edutopia.org/blog/addressing-our-needs-maslow-hierarchy-lori-desautels\" target=\"_blank\" rel=\"noopener noreferrer\">Maslow’s hierarchy of needs\u003c/a> for decades, but Duncan-Andrade contends it has to be at the center of everything educators do. He’s found it essential that students believe he cares about them on that basic level before they'll be willing to learn from him.\u003c/p>\n\u003cp>Research coming out of the medical field about \u003ca href=\"https://www.cdc.gov/violenceprevention/acestudy/about_ace.html\" target=\"_blank\" rel=\"noopener noreferrer\">adverse childhood experiences (ACEs)\u003c/a> fuels Duncan-Andrade’s argument that inequality has a \u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\" target=\"_blank\" rel=\"noopener noreferrer\">huge impact on the health and learning\u003c/a> of children. Some \u003ca href=\"http://gradytraumaproject.com/publications/\" target=\"_blank\" rel=\"noopener noreferrer\">researchers\u003c/a> estimate that \u003ca href=\"https://www.propublica.org/article/the-ptsd-crisis-thats-being-ignored-americans-wounded-in-their-own-neighbor\" target=\"_blank\" rel=\"noopener noreferrer\">one in three residents of urban areas with high rates of violent crimes has post-traumatic stress disorder\u003c/a>. But even worse, these young people aren’t “post traumatic” because the trauma they experience is ongoing, around them always. Researchers have come up with a new name for this disorder: \u003ca href=\"https://www.ptsd.va.gov/professional/ptsd-overview/complex-ptsd.asp\" target=\"_blank\" rel=\"noopener noreferrer\">complex post-traumatic stress disorder\u003c/a>.\u003c/p>\n\u003cp>“The symptoms are more complex than what they’re seeing in the military,” Duncan-Andrade said, and schools are not equipping teachers to handle this health crisis. “The best I see in schools is a one-off training on trauma, and now you’re trauma-informed and go help those kids.” That’s nowhere near enough to equip people to show up for kids in the difficult but necessary ways required.\u003c/p>\n\u003cp>\u003cstrong>THE ROLE OF HOPE\u003c/strong>\u003c/p>\n\u003cp>“Hope is the best indicator for the degree to which kids will successfully navigate toxic stress, and the degree to which kids are less likely to engage in self-harming behavior,” Duncan-Andrade told me in another interview. But he warns the hope he’s talking about \u003ca href=\"http://hepg.org/her-home/issues/harvard-educational-review-volume-79-issue-2/herarticle/hope-required-when-growing-roses-in-concrete_696\" target=\"_blank\" rel=\"noopener noreferrer\">can’t be a false hope\u003c/a> -- kids see right through that.\u003c/p>\n\u003cp>Too often, he said, teachers send the message that if students come to class and study hard they will succeed. The problem is that’s often not true, and kids know that. It’s a type of hope that comes from outside the community, based on assumptions that aren’t rooted in the reality that many of the most struggling students experience. Parroting this message devalues the lived experiences of kids by ignoring them.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/GB8mTOiQXjY?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>But there’s another kind of hope that’s equally bad -- deferred hope. This is when people know better than to blame the kids, so they blame the system instead. “The problem with this is, of course, that their critique never results in a transformative program for the kids,” Duncan-Andrade said in \u003ca href=\"https://www.youtube.com/watch?v=8z1gwmkgFss\" target=\"_blank\" rel=\"noopener noreferrer\">a talk he gave at the Harvard Graduate School of Education\u003c/a>. Blaming the system defers a solution for the kids in school right now, waiting for a utopian society where inequality, racism and poverty don’t exist. Kids need hope now.\u003c/p>\n\u003cp>That’s why Duncan-Andrade advocates for something he calls “critical hope.” To achieve critical hope educators have to combine material resources, like great teaching, with fierce love for students demonstrated with actions, not words. This is incredibly hard work, but through all its ups and downs critical hope requires educators to continue believing they can do what they’ve never done before. Duncan-Andrade knows what he’s asking is hard, but he also knows that students are watching the adults.\u003c/p>\n\u003cp>“Wounded children tell the most truth,” Duncan-Andrade said at the Deeper Learning Conference. “And they tell it in the most raw ways. And it’s painful to hear that.” But when teachers send those wounded children out of class, passing them off to someone else in the building, it sends a message that they’re too difficult to love. He’s clear that fiercely loving students does not mean there is no conflict. Any good parent knows sometimes doing what’s best for kids doesn’t make them like you, but it should always show your love.\u003c/p>\n\u003cp>“You win the heart to get to the head,” Duncan-Andrade said. “We keep banging on their heads.”\u003c/p>\n\u003cp>The most “hopeful” teachers for Duncan-Andrade are the ones who see their classrooms as microecosystems. Teachers have no control over the institutional racisms kids face, the families they come from, where they live, or what happened on the way to school that day, but they can control the conditions of their classroom. They can create a new kind of soil for the roses to grow in, soil that isn’t toxic, that allows them to flourish.\u003c/p>\n\u003cp>“No master gardener blames the seed for not growing,” Duncan-Andrade said. \"They know they have to change the soil. You’ve got to license yourself to be audacious.”\u003c/p>\n\u003cp>Students will make mistakes on this journey; they’ll lose all the progress they’ve made when another destabilizing event happens. And it will be incredibly frustrating to the teachers that love them. But, “We have to learn to love that about kids. And when we learn to love that about kids, we can remain audaciously hopeful,” Duncan-Andrade said.\u003c/p>\n\u003cp>As a high school teacher, college professor and founder of the Roses in Concrete Community School in Oakland, Duncan-Andrade tries to embody the tenets of effective teaching that he champions. He admits he doesn’t have it all figured out. He has never had a perfect day, but he hopes that approaching teaching as “radical healing” will start to heal the community, too.\u003c/p>\n\u003cp>He doesn’t want the battered roses growing up in his square of Oakland concrete to get transplanted to a rose garden, never to return. He wants them to go off to institutions of higher education and take advantage of the knowledge, resources, opportunities and access found there before coming back to reinsert themselves into the concrete. Because when the people who “got out” come back, they widen the cracks for the seeds coming up behind them.\u003c/p>\n\u003cp>“So much of what we teach our young people is that those battered petals are bad, as opposed to that’s what enabled them to reach the sun,” Duncan-Andrade said. He thinks young people still love Tupac because his narrative is about staying connected to the concrete -- the parents, community and places of one's childhood -- even when one has become a healthy, thriving rose.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/7wAwF3FfhYU?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Do you remember the day you decided you were no good at math?\u003c/p>\n\u003cp>Or maybe you had the less common, opposite experience: a moment of math excitement that hooked you for good?\u003c/p>\n\u003cp>Thousands of studies \u003ca href=\"https://scholar.google.com/scholar?q=%22math+anxiety%22&hl=en&as_sdt=0,33\">have been published\u003c/a> that touch on the topic of \"math anxiety.\" Overwhelming fear of math, regardless of one's actual aptitude, affects students of all ages, from kindergarten to grad school.\u003c/p>\n\u003cp>This anxiety extends to the daily lives of grown-ups; we put off planning for retirement, avoid trying to understand health risks, \u003ca href=\"https://www.jstor.org/stable/40248135?seq=1#page_scan_tab_contents\">try to get out of calculating a tip\u003c/a>. And even teachers suffer from math anxiety, which \u003ca href=\"http://www.pnas.org/content/107/5/1860.short\">has been shown\u003c/a> to hurt their students' scores, especially when the teachers and the students are both female; the theory is that anxiety interacts with negative stereotypes about women's abilities.\u003c/p>\n\u003cp>At Evergreen State College's Tacoma Program in Washington state, faculty member Paul McCreary assigns students to write a \"mini-memoir\" of their experiences with math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He estimates that, on average, 23 students out of a class of 25 enter not liking math. (That's 92 percent, if you're keeping track at home. In other words: a lot.)\u003c/p>\n\u003cp>\"In the memoirs, I find: 'I loved it until sixth grade and after that Mr. Hanrickhan made it impossible,' \" says McCreary. \"So they remember the name of the individual, and sometimes they describe the day that it happened.\"\u003c/p>\n\u003cp>A turning point, that is, where \"their interest and love of math fell away.\"\u003c/p>\n\u003cp>Writing it all down helps students put their bad experiences in the past. It also demonstrates, to their instructor and to themselves, that the students have other skills.\u003c/p>\n\u003cp>\"Math has been one of my biggest fears in life,\" reads one mini-memoir from a women's studies student. \"I studied in an education system that said science and math are the important factors ... and each student was analyzed and measured by their math and science grades.\"\u003c/p>\n\u003cp>A social work student remembered changing schools when she was in fourth grade: \"I would say that's where my trouble in math stemmed from. I was not comfortable in my new school and didn't feel comfortable speaking up or asking questions when I didn't understand. I felt as if there were a few students [who] shined and the rest were left to fend for [themselves].\"\u003c/p>\n\u003cp>McCreary, who holds a Ph.D. in mathematics from the University of Illinois and a master's degree in education from Harvard, says he likes math, but what he loves \"deeply\" is \"how one can actually rise above a feeling of not being able to do it and as a result being an unworthy person, which is how many of the students arrive here.\"\u003c/p>\n\u003cp>His students, who are mainly adults, come from all sorts of backgrounds and experiences. The program is \u003ca href=\"https://www.npr.org/sections/ed/2018/07/04/616778773/this-college-for-adult-learners-is-a-refuge-not-just-a-career-boost\">specifically designed\u003c/a> to serve a diverse population and to offer a rich educational experience while allowing flexibility to work around jobs, parenting and other demands.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> What would you write in your math memoir? Email us at NPRed@npr.org. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Scared+Of+Math%3F+Here%27s+One+Way+To+Fight+The+Fear&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Do you remember the day you decided you were no good at math?\u003c/p>\n\u003cp>Or maybe you had the less common, opposite experience: a moment of math excitement that hooked you for good?\u003c/p>\n\u003cp>Thousands of studies \u003ca href=\"https://scholar.google.com/scholar?q=%22math+anxiety%22&hl=en&as_sdt=0,33\">have been published\u003c/a> that touch on the topic of \"math anxiety.\" Overwhelming fear of math, regardless of one's actual aptitude, affects students of all ages, from kindergarten to grad school.\u003c/p>\n\u003cp>This anxiety extends to the daily lives of grown-ups; we put off planning for retirement, avoid trying to understand health risks, \u003ca href=\"https://www.jstor.org/stable/40248135?seq=1#page_scan_tab_contents\">try to get out of calculating a tip\u003c/a>. And even teachers suffer from math anxiety, which \u003ca href=\"http://www.pnas.org/content/107/5/1860.short\">has been shown\u003c/a> to hurt their students' scores, especially when the teachers and the students are both female; the theory is that anxiety interacts with negative stereotypes about women's abilities.\u003c/p>\n\u003cp>At Evergreen State College's Tacoma Program in Washington state, faculty member Paul McCreary assigns students to write a \"mini-memoir\" of their experiences with math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He estimates that, on average, 23 students out of a class of 25 enter not liking math. (That's 92 percent, if you're keeping track at home. In other words: a lot.)\u003c/p>\n\u003cp>\"In the memoirs, I find: 'I loved it until sixth grade and after that Mr. Hanrickhan made it impossible,' \" says McCreary. \"So they remember the name of the individual, and sometimes they describe the day that it happened.\"\u003c/p>\n\u003cp>A turning point, that is, where \"their interest and love of math fell away.\"\u003c/p>\n\u003cp>Writing it all down helps students put their bad experiences in the past. It also demonstrates, to their instructor and to themselves, that the students have other skills.\u003c/p>\n\u003cp>\"Math has been one of my biggest fears in life,\" reads one mini-memoir from a women's studies student. \"I studied in an education system that said science and math are the important factors ... and each student was analyzed and measured by their math and science grades.\"\u003c/p>\n\u003cp>A social work student remembered changing schools when she was in fourth grade: \"I would say that's where my trouble in math stemmed from. I was not comfortable in my new school and didn't feel comfortable speaking up or asking questions when I didn't understand. I felt as if there were a few students [who] shined and the rest were left to fend for [themselves].\"\u003c/p>\n\u003cp>McCreary, who holds a Ph.D. in mathematics from the University of Illinois and a master's degree in education from Harvard, says he likes math, but what he loves \"deeply\" is \"how one can actually rise above a feeling of not being able to do it and as a result being an unworthy person, which is how many of the students arrive here.\"\u003c/p>\n\u003cp>His students, who are mainly adults, come from all sorts of backgrounds and experiences. The program is \u003ca href=\"https://www.npr.org/sections/ed/2018/07/04/616778773/this-college-for-adult-learners-is-a-refuge-not-just-a-career-boost\">specifically designed\u003c/a> to serve a diverse population and to offer a rich educational experience while allowing flexibility to work around jobs, parenting and other demands.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> What would you write in your math memoir? Email us at NPRed@npr.org. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Scared+Of+Math%3F+Here%27s+One+Way+To+Fight+The+Fear&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Can't cool off this summer? Heat waves can slow us down in ways we may not realize.\u003c/p>\n\u003cp>New research suggests heat stress can muddle our thinking, making simple math a little harder to do.\u003c/p>\n\u003cp>\"There's evidence that our brains are susceptible to temperature abnormalities,\" says \u003ca href=\"https://www.hsph.harvard.edu/joseph-allen/\">Joe Allen\u003c/a>, co-director of the \u003ca href=\"https://www.hsph.harvard.edu/c-change/\">Center for Climate, Health and the Global Environment\u003c/a> at Harvard University. And as the climate changes, temperatures spike and \u003ca href=\"https://science2017.globalchange.gov/chapter/6/\">heat waves are more frequent\u003c/a>.\u003c/p>\n\u003cp>To learn more about how the heat influences young, healthy adults, Allen and his colleagues studied college students living in dorms during a summer heat wave in Boston.\u003c/p>\n\u003cp>Half of the students lived in buildings with central AC, where the indoor air temperature averaged 71 degrees. The other half lived in dorms with no AC, where air temperatures averaged almost 80 degrees.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In the morning, when they woke up, we pushed tests out to their cellphones,\" explains Allen. The students took two tests a day for 12 consecutive days.\u003c/p>\n\u003cp>One test, which included basic addition and subtraction, measured cognitive speed and memory. A second test assessed attention and processing speed.\u003c/p>\n\u003cp>\"We found that the students who were in the non-air-conditioned buildings actually had slower reaction times: 13 percent lower performance on basic arithmetic tests, and nearly a 10 percent reduction in the number of correct responses per minute,\" Allen explains.\u003c/p>\n\u003cp>The results, \u003ca href=\"http://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1002605\">published in PLOS Medicine\u003c/a>, may come as a surprise. \"I think it's a little bit akin to the frog in the boiling water,\" Allen says. There's a \"slow, steady — largely imperceptible — rise in temperature, and you don't realize it's having an impact on you.\"\u003c/p>\n\u003cp>The findings add to a growing body of evidence that documents the effect of heat on mental performance, both in schools and workplaces.\u003c/p>\n\u003cp>For instance, a 2006 study from researchers at the Lawrence Berkeley National Lab found that when office temperatures rise above the mid-70s, \u003ca href=\"https://indoor.lbl.gov/publications/effect-temperature-task-performance\">workers' performance begins to drop off\u003c/a>. Researchers reviewed multiple studies that evaluated performance on common office tasks\u003cem>.\u003c/em> The study found that worker productivity is highest at about 72 degrees. When temperatures exceeded the mid-80s, worker productivity decreased by about 9 percent.\u003c/p>\n\u003cp>Another, \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0360132316304723\">more recent study\u003c/a> compared worker performance in green-certified buildings and typical office buildings. They found a dip in cognitive function linked to conditions in the indoor environment, including higher indoor temperatures and poor lighting.\u003c/p>\n\u003cp>And, when it comes to performance in the classroom, a study funded by the Harvard Environmental Economics Program finds that taking a standardized test on a very hot day is\u003ca href=\"https://scholar.harvard.edu/files/jisungpark/files/paper_nyc_aejep.pdf\"> linked to poorer performance\u003c/a>. The study includes an analysis of test scores from students in New York City who take a series of high-school exams called the Regents Exams.\u003c/p>\n\u003cp>The author, R. Jisung Park, assistant professor at the University of California, Los Angeles, writes that compared with a 72-degree day, \"taking an exam on a 90◦F day leads to a 10.9 percent lower likelihood of passing a particular subject (e.g. Algebra), which in turn affects probability of graduation.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There's still a lot to learn about how our brains and bodies respond to heat. \"We all tend to think we can compensate, we can do just fine\" during heat waves says Allen. But he says the \"evidence shows that the indoor temperature can have a dramatic impact on our ability to be productive and learn.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Heat+Making+You+Lethargic%3F+Research+Shows+It+Can+Slow+Your+Brain%2C+Too&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In the morning, when they woke up, we pushed tests out to their cellphones,\" explains Allen. The students took two tests a day for 12 consecutive days.\u003c/p>\n\u003cp>One test, which included basic addition and subtraction, measured cognitive speed and memory. A second test assessed attention and processing speed.\u003c/p>\n\u003cp>\"We found that the students who were in the non-air-conditioned buildings actually had slower reaction times: 13 percent lower performance on basic arithmetic tests, and nearly a 10 percent reduction in the number of correct responses per minute,\" Allen explains.\u003c/p>\n\u003cp>The results, \u003ca href=\"http://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1002605\">published in PLOS Medicine\u003c/a>, may come as a surprise. \"I think it's a little bit akin to the frog in the boiling water,\" Allen says. There's a \"slow, steady — largely imperceptible — rise in temperature, and you don't realize it's having an impact on you.\"\u003c/p>\n\u003cp>The findings add to a growing body of evidence that documents the effect of heat on mental performance, both in schools and workplaces.\u003c/p>\n\u003cp>For instance, a 2006 study from researchers at the Lawrence Berkeley National Lab found that when office temperatures rise above the mid-70s, \u003ca href=\"https://indoor.lbl.gov/publications/effect-temperature-task-performance\">workers' performance begins to drop off\u003c/a>. Researchers reviewed multiple studies that evaluated performance on common office tasks\u003cem>.\u003c/em> The study found that worker productivity is highest at about 72 degrees. When temperatures exceeded the mid-80s, worker productivity decreased by about 9 percent.\u003c/p>\n\u003cp>Another, \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0360132316304723\">more recent study\u003c/a> compared worker performance in green-certified buildings and typical office buildings. They found a dip in cognitive function linked to conditions in the indoor environment, including higher indoor temperatures and poor lighting.\u003c/p>\n\u003cp>And, when it comes to performance in the classroom, a study funded by the Harvard Environmental Economics Program finds that taking a standardized test on a very hot day is\u003ca href=\"https://scholar.harvard.edu/files/jisungpark/files/paper_nyc_aejep.pdf\"> linked to poorer performance\u003c/a>. The study includes an analysis of test scores from students in New York City who take a series of high-school exams called the Regents Exams.\u003c/p>\n\u003cp>The author, R. Jisung Park, assistant professor at the University of California, Los Angeles, writes that compared with a 72-degree day, \"taking an exam on a 90◦F day leads to a 10.9 percent lower likelihood of passing a particular subject (e.g. Algebra), which in turn affects probability of graduation.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There's still a lot to learn about how our brains and bodies respond to heat. \"We all tend to think we can compensate, we can do just fine\" during heat waves says Allen. But he says the \"evidence shows that the indoor temperature can have a dramatic impact on our ability to be productive and learn.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Heat+Making+You+Lethargic%3F+Research+Shows+It+Can+Slow+Your+Brain%2C+Too&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>math\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>reading\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BROOKLYN, N.Y. — One of the longtime \u003ca href=\"https://www.epi.org/publication/webfeatures_viewpoints_education_goals/\">goals\u003c/a> of public education is to produce young people capable of participating in the democratic process. \u003ca href=\"https://www.socialstudies.org/positions/powerfulandpurposeful\">Experts\u003c/a> say that requires regular and high-quality social studies lessons, starting in kindergarten, to teach kids to be critical thinkers and communicators who know how to take meaningful action.\u003c/p>\n\u003cp>Yet, as teachers scramble to meet math and reading standards, social studies lessons have been pushed far back on the list of academic priorities, especially in the early grades.\u003c/p>\n\u003cp>“Without social studies, we lose the civic mission of public schools,” said Stephanie Serriere, a former early-grade teacher who is now an associate professor of social studies education at Indiana University-Purdue University Columbus. “Ultimately, we can’t prepare children for living in a rich, diverse democracy if we don't expose them to the controversial topics inherent in our democracy.”\u003c/p>\n\u003cp>Time spent teaching social studies has \u003ca href=\"https://nces.ed.gov/pubs2007/2007305.pdf\">declined\u003c/a> in the last two decades, particularly since the 2001 passage of No Child Left Behind, which favored a focus on math, reading and accountability as a way of addressing the country’s growing achievement gap between rich and poor children. Social studies in the early grades was especially affected by that legislation: kindergarten through second grade became reading, writing and math crunch time in preparation for the testing that begins in third grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Social studies is like the lima beans on the curricular plate of the elementary student’s day,” said Paul Fitchett, associate professor and director of curriculum and instruction for the doctoral program in education at University of North Carolina at Charlotte. “Research shows that teachers coming from elementary ed programs feel the least competent in teaching social studies, compared to math, English language arts and even the sciences.” Because social studies isn’t an academic priority in many states, teachers often receive inadequate training from teacher-prep programs on how to teach the subject; once they begin teaching in the classroom, according to the National Council for the Social Studies, teachers need continued professional development to allow them to master the skills of effective social studies instructions. Often, educators say, that training is lacking.\u003c/p>\n\u003cp>Because social studies teaching continues to be given short shrift, educators sometimes seek instructional help in the form of sessions organized outside of school.\u003c/p>\n\u003cfigure id=\"attachment_51667\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51667\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlySS1-e1531377632190.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Teachers and administrators get acquainted at a Border Crossers workshop for educators about discussing race and racism in the classroom. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a rainy Saturday morning this spring, 40 teachers and school administrators sat on folding chairs in the basement of a Brooklyn school for an all-day workshop on how to talk about race in the classroom. Organized by Border Crossers, a nonprofit group that trains teachers, administrators and parents how to explore race and racism, the event was led by trainers Ana Duque and Ben Howort, both former teachers.\u003c/p>\n\u003cp>“I do this work because, as a former kindergarten through third-grade teacher, and as a parent, I learned that when children have the language to explain race and racism, good things can happen,” Duque told the group. “There’s something about race that’s so fundamentally uncomfortable in our culture — especially when it intercepts with conversations about class and privilege.”\u003c/p>\n\u003cp>The workshop began with a discussion of racism from both historical and current perspectives, how it shows up in schools and classrooms today, why and how students of color were first denied equal educational opportunities, and how students of color continue to reap unequal opportunity from public education in the United States. After lunch, participants split up into small groups and practiced applying the day’s lessons to various fictional classroom scenarios.\u003c/p>\n\u003cp>“Racism cannot be solved in a six-hour workshop,” Howort told the group. “But hopefully you’ll leave with a lot more questions, a sense of urgency to catapult yourself into new knowledge.”\u003c/p>\n\u003cp>When it comes to dealing with sensitive issues like race, class, equity and gender, Duque, who teaches elementary school social studies curriculum development at Hunter College School of Education, said she wants her student-teachers to understand that social studies is not a skill to be practiced but rather an opportunity for inquiry and exploration. “If you, as the teacher, come into the classroom trusting that children have knowledge about the world already, then they can build an understanding of the world with you, the teacher, to guide them,” she said.\u003c/p>\n\u003cfigure id=\"attachment_51665\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51665\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlySS3-e1531377757292.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Border Crossers trainers Ben Howort and Ana Duque are both former elementary school teachers. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When social studies aren’t part of the early-grade curriculum, she noted, the impact lasts through generations. “I’m finding that children don’t fully understand what’s happening in the world; they’re not given the time or space to process what’s happening because a) no one’s talking about it, and b) no one’s helping them connect what’s happening today to the systems and patterns of the past,” said Duque. “So now I’m seeing student teachers, products of No Child Left Behind, who never experienced rigorous social studies in their schooling either, so they don’t even know how to teach it. When I ask them to take part in inquiry, research or exploration, they don’t know how to do that.”\u003c/p>\n\u003cp>Experts recommend that, starting in preschool, students receive daily social studies lessons in order to fully develop the skills needed to become engaged citizens who are ready for college and careers. Common Core standards, however, tucked social studies into English Language Arts, relegating it to side-subject status rather than a discipline unto itself. That makes it even harder for teachers in the early grades as they work to meet Common Core standards while getting students test-ready for third grade.\u003c/p>\n\u003cp>“In kindergarten through second grade, teachers are focused on getting kids to read. Sometimes they’re using social studies as a reader — the word is integration, they’re integrating social studies into reading and language arts — and we’ve seen that done very poorly,” said Serriere, adding that there are some notable exceptions. “Most states either don’t test social studies, or the social studies test doesn’t really count toward adequate yearly progress.”\u003c/p>\n\u003cp>In an effort to bring social studies back and make it more coherent and challenging, the National Council for Social Studies in 2013 published the \u003ca href=\"https://www.socialstudies.org/c3\">C3 Framework\u003c/a>, an inquiry-based guide for states to use as a supplement to the Common Core standards. The C3 framework — the three Cs refer to college, career and civic life — includes curriculums in civics, economics, geography and history. Serriere said C3 is being used across the country. \u003ca href=\"https://historynewsnetwork.org/article/157845\">Critics\u003c/a> say the framework waters down meaningful social studies instruction and fails to adequately inspire students to civic action.\u003c/p>\n\u003cp>Back at the Border Crossers training, Erica Davis, a workshop participant and assistant principal at a small New York City public elementary school, said she signed up for the workshop because it felt like important work. “But I’m positive that if we did this in my school, there would be blocks,” said Davis, who noted that discussions at her school about race and gender quickly become stiff and closed. And yet, she added, when conversations about race and other sensitive topics aren’t part of everyday classroom teaching, children aren’t prepared to handle difficult subjects. “We don’t have these conversations in our schools. We don’t make it comfortable. For example, we freak out when kids use the N word but we don’t support them to have further conversations about it,” said Davis. “So anyone who’s moved through the American school system just isn’t equipped to handle these issues.”\u003c/p>\n\u003cp>As teachers and administrators progressed through the day’s work, the two trainers repeated a mantra: “How often are we willing to misstep, to misspeak?” Howort asked the group. “When having conversations about race, you’re going to step in it — it’s just going to happen. It’s a continuous learning process.”\u003c/p>\n\u003cfigure id=\"attachment_51664\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51664\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlySS4-e1531377740228.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">\"I’m positive that if we did this in my school, there would be blocks,” said Erica Davis, pictured at the Border Crossers training for educators. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Indeed, as teachers discussed sensitive subjects like the complex power dynamics within schools and classrooms or white teachers teaching students of color, for instance, tempers flared at several points in the day as participants struggled to find the right words to talk about these issues.\u003c/p>\n\u003cp>Social studies, said Serriere, is the place to incorporate sensitive conversations in the early grades. “If we listen to children and pay attention to what they’re bringing into the classroom, we realize it’s full of issues about race, class, gender, money — all those things,” she said. “So if we have an emergent curriculum in which we’re asking, ‘What’s on your mind? What isn’t fair? What bothers you? What could be improved in society?’ it might start very small, but I am confident, based on my experience in elementary classrooms, that all these issues are present in even the most homogeneous classrooms.”\u003c/p>\n\u003cp>Folding in difficult conversations about sensitive issues in the early grades is crucial preparation for delving more deeply into various social studies disciplines in the later grades. History, for example, with its accounts of wars, slavery, intrigue and fierce battles for rights is full of social and ethical issues including religion, race relations, gender roles, cultural differences and the merits of different political and economic systems.\u003c/p>\n\u003cp>As early as kindergarten, when children are at an age at which they like talking about themselves, students may begin discussing identity. “Any opportunity you can give them to talk about themselves [you should use], but in the context of some kind of social identity where you define it, give them some language,” said Duque. “Then they get an awareness of who they are within the context of other people.” First- and second-graders are ready to discuss stereotypes, the ways in which people categorize each other, and they are also able to think about re-categorizing people based on a variety of criteria. “The world categorizes people based on race, and if we never challenge or address it, then kids assume that’s the right way to engage with the world,” said Duque. “Personally, I think all these issues should be part of early-grade curriculums. And it’s important that there is also an active, purposeful relationship with families so they are involved in the conversations.”\u003c/p>\n\u003cp>At the workshop, Howort wrapped up the day with a bit of advice: Once a teacher decides to take on sensitive issues in the classroom, it’s crucial to have a support system. “You’ve got to have allies as teachers, so when you mess up, you have someone you can discuss it with. Set up your system so you don’t burn out,” Howort told the group.\u003c/p>\n\u003cp>Social studies remains a low priority in many school districts and will likely remain so until districts or states mandate daily or weekly social studies instructional time, similar to English and math instructional time requirements, said Fitchett of the University of North Carolina. That may be a tough sell, he acknowledged. “Social studies can tend to be a political hot potato,” he said. “It can ruffle a lot of feathers in terms of how it's being used. But who doesn't want children to be part of the democratic process? Who doesn’t want young people to be critical consumers of the world around them? Maybe I’m too optimistic here, but I think that — across parties — most people want that.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>math\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>reading\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>math\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>reading\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BROOKLYN, N.Y. — One of the longtime \u003ca href=\"https://www.epi.org/publication/webfeatures_viewpoints_education_goals/\">goals\u003c/a> of public education is to produce young people capable of participating in the democratic process. \u003ca href=\"https://www.socialstudies.org/positions/powerfulandpurposeful\">Experts\u003c/a> say that requires regular and high-quality social studies lessons, starting in kindergarten, to teach kids to be critical thinkers and communicators who know how to take meaningful action.\u003c/p>\n\u003cp>Yet, as teachers scramble to meet math and reading standards, social studies lessons have been pushed far back on the list of academic priorities, especially in the early grades.\u003c/p>\n\u003cp>“Without social studies, we lose the civic mission of public schools,” said Stephanie Serriere, a former early-grade teacher who is now an associate professor of social studies education at Indiana University-Purdue University Columbus. “Ultimately, we can’t prepare children for living in a rich, diverse democracy if we don't expose them to the controversial topics inherent in our democracy.”\u003c/p>\n\u003cp>Time spent teaching social studies has \u003ca href=\"https://nces.ed.gov/pubs2007/2007305.pdf\">declined\u003c/a> in the last two decades, particularly since the 2001 passage of No Child Left Behind, which favored a focus on math, reading and accountability as a way of addressing the country’s growing achievement gap between rich and poor children. Social studies in the early grades was especially affected by that legislation: kindergarten through second grade became reading, writing and math crunch time in preparation for the testing that begins in third grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Social studies is like the lima beans on the curricular plate of the elementary student’s day,” said Paul Fitchett, associate professor and director of curriculum and instruction for the doctoral program in education at University of North Carolina at Charlotte. “Research shows that teachers coming from elementary ed programs feel the least competent in teaching social studies, compared to math, English language arts and even the sciences.” Because social studies isn’t an academic priority in many states, teachers often receive inadequate training from teacher-prep programs on how to teach the subject; once they begin teaching in the classroom, according to the National Council for the Social Studies, teachers need continued professional development to allow them to master the skills of effective social studies instructions. Often, educators say, that training is lacking.\u003c/p>\n\u003cp>Because social studies teaching continues to be given short shrift, educators sometimes seek instructional help in the form of sessions organized outside of school.\u003c/p>\n\u003cfigure id=\"attachment_51667\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51667\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlySS1-e1531377632190.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Teachers and administrators get acquainted at a Border Crossers workshop for educators about discussing race and racism in the classroom. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a rainy Saturday morning this spring, 40 teachers and school administrators sat on folding chairs in the basement of a Brooklyn school for an all-day workshop on how to talk about race in the classroom. Organized by Border Crossers, a nonprofit group that trains teachers, administrators and parents how to explore race and racism, the event was led by trainers Ana Duque and Ben Howort, both former teachers.\u003c/p>\n\u003cp>“I do this work because, as a former kindergarten through third-grade teacher, and as a parent, I learned that when children have the language to explain race and racism, good things can happen,” Duque told the group. “There’s something about race that’s so fundamentally uncomfortable in our culture — especially when it intercepts with conversations about class and privilege.”\u003c/p>\n\u003cp>The workshop began with a discussion of racism from both historical and current perspectives, how it shows up in schools and classrooms today, why and how students of color were first denied equal educational opportunities, and how students of color continue to reap unequal opportunity from public education in the United States. After lunch, participants split up into small groups and practiced applying the day’s lessons to various fictional classroom scenarios.\u003c/p>\n\u003cp>“Racism cannot be solved in a six-hour workshop,” Howort told the group. “But hopefully you’ll leave with a lot more questions, a sense of urgency to catapult yourself into new knowledge.”\u003c/p>\n\u003cp>When it comes to dealing with sensitive issues like race, class, equity and gender, Duque, who teaches elementary school social studies curriculum development at Hunter College School of Education, said she wants her student-teachers to understand that social studies is not a skill to be practiced but rather an opportunity for inquiry and exploration. “If you, as the teacher, come into the classroom trusting that children have knowledge about the world already, then they can build an understanding of the world with you, the teacher, to guide them,” she said.\u003c/p>\n\u003cfigure id=\"attachment_51665\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51665\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlySS3-e1531377757292.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Border Crossers trainers Ben Howort and Ana Duque are both former elementary school teachers. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When social studies aren’t part of the early-grade curriculum, she noted, the impact lasts through generations. “I’m finding that children don’t fully understand what’s happening in the world; they’re not given the time or space to process what’s happening because a) no one’s talking about it, and b) no one’s helping them connect what’s happening today to the systems and patterns of the past,” said Duque. “So now I’m seeing student teachers, products of No Child Left Behind, who never experienced rigorous social studies in their schooling either, so they don’t even know how to teach it. When I ask them to take part in inquiry, research or exploration, they don’t know how to do that.”\u003c/p>\n\u003cp>Experts recommend that, starting in preschool, students receive daily social studies lessons in order to fully develop the skills needed to become engaged citizens who are ready for college and careers. Common Core standards, however, tucked social studies into English Language Arts, relegating it to side-subject status rather than a discipline unto itself. That makes it even harder for teachers in the early grades as they work to meet Common Core standards while getting students test-ready for third grade.\u003c/p>\n\u003cp>“In kindergarten through second grade, teachers are focused on getting kids to read. Sometimes they’re using social studies as a reader — the word is integration, they’re integrating social studies into reading and language arts — and we’ve seen that done very poorly,” said Serriere, adding that there are some notable exceptions. “Most states either don’t test social studies, or the social studies test doesn’t really count toward adequate yearly progress.”\u003c/p>\n\u003cp>In an effort to bring social studies back and make it more coherent and challenging, the National Council for Social Studies in 2013 published the \u003ca href=\"https://www.socialstudies.org/c3\">C3 Framework\u003c/a>, an inquiry-based guide for states to use as a supplement to the Common Core standards. The C3 framework — the three Cs refer to college, career and civic life — includes curriculums in civics, economics, geography and history. Serriere said C3 is being used across the country. \u003ca href=\"https://historynewsnetwork.org/article/157845\">Critics\u003c/a> say the framework waters down meaningful social studies instruction and fails to adequately inspire students to civic action.\u003c/p>\n\u003cp>Back at the Border Crossers training, Erica Davis, a workshop participant and assistant principal at a small New York City public elementary school, said she signed up for the workshop because it felt like important work. “But I’m positive that if we did this in my school, there would be blocks,” said Davis, who noted that discussions at her school about race and gender quickly become stiff and closed. And yet, she added, when conversations about race and other sensitive topics aren’t part of everyday classroom teaching, children aren’t prepared to handle difficult subjects. “We don’t have these conversations in our schools. We don’t make it comfortable. For example, we freak out when kids use the N word but we don’t support them to have further conversations about it,” said Davis. “So anyone who’s moved through the American school system just isn’t equipped to handle these issues.”\u003c/p>\n\u003cp>As teachers and administrators progressed through the day’s work, the two trainers repeated a mantra: “How often are we willing to misstep, to misspeak?” Howort asked the group. “When having conversations about race, you’re going to step in it — it’s just going to happen. It’s a continuous learning process.”\u003c/p>\n\u003cfigure id=\"attachment_51664\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51664\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlySS4-e1531377740228.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">\"I’m positive that if we did this in my school, there would be blocks,” said Erica Davis, pictured at the Border Crossers training for educators. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Indeed, as teachers discussed sensitive subjects like the complex power dynamics within schools and classrooms or white teachers teaching students of color, for instance, tempers flared at several points in the day as participants struggled to find the right words to talk about these issues.\u003c/p>\n\u003cp>Social studies, said Serriere, is the place to incorporate sensitive conversations in the early grades. “If we listen to children and pay attention to what they’re bringing into the classroom, we realize it’s full of issues about race, class, gender, money — all those things,” she said. “So if we have an emergent curriculum in which we’re asking, ‘What’s on your mind? What isn’t fair? What bothers you? What could be improved in society?’ it might start very small, but I am confident, based on my experience in elementary classrooms, that all these issues are present in even the most homogeneous classrooms.”\u003c/p>\n\u003cp>Folding in difficult conversations about sensitive issues in the early grades is crucial preparation for delving more deeply into various social studies disciplines in the later grades. History, for example, with its accounts of wars, slavery, intrigue and fierce battles for rights is full of social and ethical issues including religion, race relations, gender roles, cultural differences and the merits of different political and economic systems.\u003c/p>\n\u003cp>As early as kindergarten, when children are at an age at which they like talking about themselves, students may begin discussing identity. “Any opportunity you can give them to talk about themselves [you should use], but in the context of some kind of social identity where you define it, give them some language,” said Duque. “Then they get an awareness of who they are within the context of other people.” First- and second-graders are ready to discuss stereotypes, the ways in which people categorize each other, and they are also able to think about re-categorizing people based on a variety of criteria. “The world categorizes people based on race, and if we never challenge or address it, then kids assume that’s the right way to engage with the world,” said Duque. “Personally, I think all these issues should be part of early-grade curriculums. And it’s important that there is also an active, purposeful relationship with families so they are involved in the conversations.”\u003c/p>\n\u003cp>At the workshop, Howort wrapped up the day with a bit of advice: Once a teacher decides to take on sensitive issues in the classroom, it’s crucial to have a support system. “You’ve got to have allies as teachers, so when you mess up, you have someone you can discuss it with. Set up your system so you don’t burn out,” Howort told the group.\u003c/p>\n\u003cp>Social studies remains a low priority in many school districts and will likely remain so until districts or states mandate daily or weekly social studies instructional time, similar to English and math instructional time requirements, said Fitchett of the University of North Carolina. That may be a tough sell, he acknowledged. “Social studies can tend to be a political hot potato,” he said. “It can ruffle a lot of feathers in terms of how it's being used. But who doesn't want children to be part of the democratic process? Who doesn’t want young people to be critical consumers of the world around them? Maybe I’m too optimistic here, but I think that — across parties — most people want that.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>math\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>reading\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How to Prepare Students in the Early Years to Read at Grade Level",
"title": "How to Prepare Students in the Early Years to Read at Grade Level",
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"content": "\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BRONX, N.Y. — The end of third grade is a turning point for young readers; it’s where skilled readers take off, finally able to competently read a variety of texts, and struggling readers teeter off track, often unable to ever catch up. This crucial juncture, and its far-reaching implications for those who don’t meet the mark, is why some educators are focusing their literacy efforts on the school years that come before third grade — hoping through innovation to offset what could be a terrible and lasting deficit in children’s reading skills.\u003c/p>\n\u003cp>Last year, in tests of the nation's public school fourth graders, just \u003ca href=\"https://www.nationsreportcard.gov/reading_2017/#/nation/achievement?grade=4\">23 percent\u003c/a> of Hispanic children and 20 percent of African-American children scored ‘proficient’ in reading. Among low-income students in general, just 22 percent of fourth-graders were proficient readers. The repercussions of not learning to read are magnified for poor children: \u003ca href=\"http://www.aecf.org/m/resourcedoc/aecf-EarlyWarningConfirmedExecSummary-2013.pdf\">Research\u003c/a> shows that low-income children who cannot read at grade level by third grade are six times more likely to become high school dropouts.\u003c/p>\n\u003cfigure id=\"attachment_51626\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51626\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlyRead3-e1531201513717.jpg\" alt=\"\" width=\"1920\" height=\"1920\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Rosy Taveras, pictured left, receives feedback from reading coach, Xiania Foster. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“In this country, we have the ability to get 90 to 95 percent of kids reading successfully — if only we’d implement scientifically based methods,” said Kate Walsh, president of the National Council on Teacher Quality, a think tank that advocates tougher teacher evaluation. “Yet we routinely only prepare between 60 and 70 percent of kids to be successful readers.” Teacher-prep programs, she added, bear a large part of the responsibility here: Many teachers-in-training receive just one course in how to teach reading — a teaching task which experts agree is extremely complex — before heading into the classroom. “It’s a source of deep frustration for a lot of people, including myself, that we fail to adequately prepare teachers to teach reading,” Walsh said. “It’s simply malpractice.”\u003c/p>\n\u003cp>Children do not come wired to learn how to read: It is an acquired skill. A teacher must be able to synthesize a deep well of research, master a variety of instructional methods and then be able to deploy this knowledge daily to meet each child at his or her own reading ability level.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At P.S. 218 in the Bronx, a high-poverty public bilingual school where nearly 90 percent of the students are Hispanic and \u003ca href=\"http://schools.nyc.gov/OA/SchoolReports/2016-17/School_Quality_Snapshot_2017_EMS_X218.pdf\">32 percent\u003c/a> are English language learners, early-grade teachers have spent the last three years learning how to do a better job of teaching students to read — and they are seeing results.\u003c/p>\n\u003cp>On a recent spring day, 16 kindergarteners, some sitting on small chairs, others cross-legged on foam mats on the floor, trained their eyes on a large yellow easel pad. Miss T., known outside the classroom as Rosy Taveras, tapped a hand pointer below each word on the pad as, together, they read aloud:\u003c/p>\n\u003cp>“My New Pet\u003cbr>\nI wanted a new pet.\u003cbr>\nA pet that could fly.\u003cbr>\nSo I got out a net\u003cbr>\nand chased a butterfly.”\u003c/p>\n\u003cp>Taveras showed flashcards with the words “OUT” and “SO” spelled in large block letters.\u003c/p>\n\u003cp>“Gimme an O, gimme a U, gimme a T! What’s that spell?” she asked, cheerleader-style.\u003c/p>\n\u003cp>“OUT!” yelled her students.\u003c/p>\n\u003cp>“Take a look at these cards,” Taveras said. “Now turn to your neighbor and ask: ‘How did you know it was ‘HOW’ or ‘SO’?’”\u003c/p>\n\u003cp>The students mumbled to each other for several seconds.\u003c/p>\n\u003cp>“Now I need a friend to find ‘SO’ and ‘OUT’ in the poem,” Taveras said. Small hands shot up. “Ephraim, you’re up.”\u003c/p>\n\u003cfigure id=\"attachment_51627\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51627\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlyRead2-e1531200889118.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Children do not come wired to learn how to read; it is an acquired skill. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This is shared reading, a finely-tuned teaching practice that offers Taveras the opportunity to model fluent and expressive reading while her students join in. If the practice is done well, kids will feel like successful readers, and be eager to learn more. Although Taveras is the teacher in charge, she is closely monitored by reading coach Xiania Foster, who provides feedback after each chunk of the daily reading lesson.\u003c/p>\n\u003cp>Taveras has been a teacher for four years, all of them at P.S. 218. “When I went to college [to study teaching], they tell you: ‘Here, this is the lesson plan for reading, for math, etc.,’ but once you get to the classroom, you realize there’s no way this is going to cover everything,” she said. “You can’t just go black and white. You have to differentiate for each student, and always keep in your mind: what movement can I do for the students who don’t know the language, what visuals can I bring so they have a better understanding of the lesson? These are not things they teach you in college.”\u003c/p>\n\u003cp>Foster, Taveras’ instructional coach, has been coming to P.S. 218 for three years, part of a partnership between the school and \u003ca href=\"http://www.teachingmatters.org/services/erm\">Early Reading Matters\u003c/a> (ERM), a teacher-training program. ERM focuses on showing public school teachers who work in New York City’s high-poverty schools how to skillfully get students in the early grades to read at grade level. The program is currently working in 32 schools in the Bronx, Brooklyn, Queens and Manhattan, with plans to expand to 62 schools by 2021. So far, results are promising. Averaged across 15 schools during the 2016-17 school year, the nonprofit reports an approximately 11 percent boost in the number of students reading at grade level — from 33 percent reading at grade level in the fall, to 44 percent by the beginning of summer. The figures do not include students who missed more than 28 days of class each year.\u003c/p>\n\u003cfigure id=\"attachment_51628\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51628\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlyRead1-e1531200857976.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Rosy Taveras, a kindergarten teacher at P.S. 218 in the Bronx, models fluent and expressive reading. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The program is research-based, said Lynette Guastaferro, chief executive officer of ERM’s parent company, Teaching Matters. If teachers hope to create eager readers, especially among kids who struggle to learn the skill, their chances of success will be far greater if key principals of \u003ca href=\"https://www.readinga-z.com/literacy-frameworks/balanced-literacy/\">balanced literacy\u003c/a> become second nature, an essential part of their teaching practice. These techniques include how to create strong, guided reading instruction, how to select and appropriately use high-quality texts and how to assess each child’s reading level to better target guided and independent reading.\u003c/p>\n\u003cp>When Sergio Cáceres became principal of P.S. 218 four years ago, he decided to focus on the school’s youngest students. “If you want to have an impact in the later grades, you need to start with K to 2,” he said. “That’s the foundation of learning.”\u003c/p>\n\u003cp>After an initial assessment, he determined that early reading instruction was one of the school’s glaring weaknesses. “We have very good teachers but they did not know how to teach reading,” Cáceres said.\u003cspan style=\"text-decoration: line-through\"> \u003c/span>\u003c/p>\n\u003cp>In 2014, Cáceres’ first year at the school, just \u003ca href=\"https://data.nysed.gov/assessment38.php?subject=ELA&year=2014&instid=800000046392\">19 percent\u003c/a> of the students tested as proficient on the statewide English Language Arts (ELA) test, compared to 31 percent statewide. “Early literacy is difficult to teach well, especially when it comes to teaching students who are struggling readers, and unfortunately, it’s a skill teachers don’t come prepared with,” said the principal. “Especially so for kindergarten through second grade.”\u003c/p>\n\u003cp>Without high-quality and targeted support, research shows, many teachers decide to quit. The rate at which teachers leave the profession — generally about \u003ca href=\"https://learningpolicyinstitute.org/product/coming-crisis-teaching\">8 percent\u003c/a> nationwide — is \u003ca href=\"https://learningpolicyinstitute.org/product/teacher-turnover-report\">50 percent\u003c/a> higher at high-poverty schools and 70 percent higher in schools serving primarily students of color. At P.S. 218, almost 40 percent of teachers have less than three years’ teaching experience.\u003c/p>\n\u003cfigure id=\"attachment_51624\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51624\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlyRead5-e1531200968592.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">After an initial assessment four years ago, P.S. 218 principal Sergio Cáceres, pictured in the school’s new leveled-books collection, determined that early reading instruction was one of the school’s glaring weaknesses. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When the district superintendent asked P.S. 218 to consider implementing the ERM teaching model, Cáceres didn’t hesitate, even though it would clearly mean extra hours and effort for Cáceres and his already overworked teachers. He appreciated ERM’s research-based approach to teaching reading and he was also swayed by the financials: Normally, hiring a reading coach would cost approximately $1,250 per day, but ERM training and three years of in-school coaching won’t cost the school a penny; it is all funded by grants. In addition to the ERM training, the school received a Universal Literacy Coach, part of New York City’s \u003ca href=\"http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2016-2017/InvestmentClassroomLibraries.htm\">Universal Literacy Initiative\u003c/a>, a citywide effort to get 100 percent of all second-graders reading at grade level by 2026. “So we worked to align Early Reading Matters with the U.Lit coach and, wow, what a powerful combination,” said Cáceres. “It was very rigorous.”\u003c/p>\n\u003cp>Back in Taveras’ classroom, Foster, the reading coach, checked in with the teacher. “Your timing: It’s getting much better,” Foster said quietly. Taveras nodded, her eyes scanning the room. Her students were split into small groups, each working at prepared stations where they reinforced their reading skills by playing with objects like play dough to shape out letters, multicolored Unifix cubes to form short words, and a word-based memory game on the rug. “We talked about shortening your lesson to 15 minutes and you nailed it,” said Foster.\u003c/p>\n\u003cp>Taveras headed to her desk where five children were waiting to do small group work. “Pull out your flashcards with the words ‘IS’ and ‘MY’,” she instructed the group. Foster pulled up a chair to observe. The extra attention helps children deepen their grasp of specific letters and sounds.\u003c/p>\n\u003cp>As one of ERM’s 10 coaches, Foster works in five schools, each at a different stage in its three-year relationship with the program. After an intensive multi-day training session for teachers and principals at ERM’s headquarters, schools receive 30 days of coaching over the first two years. That number decreases to 15 days in the third year. (P.S. 218 purchased another 15 days this year to provide reading instruction training for new hires and to continue strengthening the skills of existing teachers.)\u003c/p>\n\u003cp>Foster works individually with teachers to develop targeted teaching strategies, help create reading lessons, and train teachers and administrators to assess and monitor growth, of both students and teachers. She often starts with a school’s lead teachers — frequently modeling teaching skills and techniques in the classroom — who then share lessons learned with other teachers in the grade. “Probably the hardest part of my job is changing mindset, because the kids can do a lot, but sometimes teachers and administrators aren’t aware of how much kids — even struggling students — can accomplish.” said Foster, “So part of my work is encouraging teachers to say, okay, I’m going to read this text, even though it’s hard, and the kids can grapple with it.”\u003c/p>\n\u003cp>Because reading proficiency has such a huge impact on later learning, the challenging task of teaching young children to read must be “job one for elementary teachers,” according to a 2016 \u003ca href=\"https://www.nctq.org/dmsView/UE_2016_Reading_Findings\">report\u003c/a> by the National Council on Teacher Quality. Yet just \u003ca href=\"https://www.nctq.org/dmsView/UE_2016_Reading_Findings\">39 percent\u003c/a> of the nation’s 820 teacher-prep programs cover the \u003ca href=\"https://www.nichd.nih.gov/research/supported/nrp\">essential components\u003c/a> of effective early reading instruction. “Poor teacher prep for reading has been going on a long time,” said Cáceres, the principal at P.S. 218. “Yet I haven’t met a teacher who can’t master it. But the schools that perform well, they all have high-level coaches. After that, success depends on two things: the quality of the coaching and how open a teacher is to receiving professional input.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>early reading instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>math\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BRONX, N.Y. — The end of third grade is a turning point for young readers; it’s where skilled readers take off, finally able to competently read a variety of texts, and struggling readers teeter off track, often unable to ever catch up. This crucial juncture, and its far-reaching implications for those who don’t meet the mark, is why some educators are focusing their literacy efforts on the school years that come before third grade — hoping through innovation to offset what could be a terrible and lasting deficit in children’s reading skills.\u003c/p>\n\u003cp>Last year, in tests of the nation's public school fourth graders, just \u003ca href=\"https://www.nationsreportcard.gov/reading_2017/#/nation/achievement?grade=4\">23 percent\u003c/a> of Hispanic children and 20 percent of African-American children scored ‘proficient’ in reading. Among low-income students in general, just 22 percent of fourth-graders were proficient readers. The repercussions of not learning to read are magnified for poor children: \u003ca href=\"http://www.aecf.org/m/resourcedoc/aecf-EarlyWarningConfirmedExecSummary-2013.pdf\">Research\u003c/a> shows that low-income children who cannot read at grade level by third grade are six times more likely to become high school dropouts.\u003c/p>\n\u003cfigure id=\"attachment_51626\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51626\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlyRead3-e1531201513717.jpg\" alt=\"\" width=\"1920\" height=\"1920\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Rosy Taveras, pictured left, receives feedback from reading coach, Xiania Foster. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“In this country, we have the ability to get 90 to 95 percent of kids reading successfully — if only we’d implement scientifically based methods,” said Kate Walsh, president of the National Council on Teacher Quality, a think tank that advocates tougher teacher evaluation. “Yet we routinely only prepare between 60 and 70 percent of kids to be successful readers.” Teacher-prep programs, she added, bear a large part of the responsibility here: Many teachers-in-training receive just one course in how to teach reading — a teaching task which experts agree is extremely complex — before heading into the classroom. “It’s a source of deep frustration for a lot of people, including myself, that we fail to adequately prepare teachers to teach reading,” Walsh said. “It’s simply malpractice.”\u003c/p>\n\u003cp>Children do not come wired to learn how to read: It is an acquired skill. A teacher must be able to synthesize a deep well of research, master a variety of instructional methods and then be able to deploy this knowledge daily to meet each child at his or her own reading ability level.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At P.S. 218 in the Bronx, a high-poverty public bilingual school where nearly 90 percent of the students are Hispanic and \u003ca href=\"http://schools.nyc.gov/OA/SchoolReports/2016-17/School_Quality_Snapshot_2017_EMS_X218.pdf\">32 percent\u003c/a> are English language learners, early-grade teachers have spent the last three years learning how to do a better job of teaching students to read — and they are seeing results.\u003c/p>\n\u003cp>On a recent spring day, 16 kindergarteners, some sitting on small chairs, others cross-legged on foam mats on the floor, trained their eyes on a large yellow easel pad. Miss T., known outside the classroom as Rosy Taveras, tapped a hand pointer below each word on the pad as, together, they read aloud:\u003c/p>\n\u003cp>“My New Pet\u003cbr>\nI wanted a new pet.\u003cbr>\nA pet that could fly.\u003cbr>\nSo I got out a net\u003cbr>\nand chased a butterfly.”\u003c/p>\n\u003cp>Taveras showed flashcards with the words “OUT” and “SO” spelled in large block letters.\u003c/p>\n\u003cp>“Gimme an O, gimme a U, gimme a T! What’s that spell?” she asked, cheerleader-style.\u003c/p>\n\u003cp>“OUT!” yelled her students.\u003c/p>\n\u003cp>“Take a look at these cards,” Taveras said. “Now turn to your neighbor and ask: ‘How did you know it was ‘HOW’ or ‘SO’?’”\u003c/p>\n\u003cp>The students mumbled to each other for several seconds.\u003c/p>\n\u003cp>“Now I need a friend to find ‘SO’ and ‘OUT’ in the poem,” Taveras said. Small hands shot up. “Ephraim, you’re up.”\u003c/p>\n\u003cfigure id=\"attachment_51627\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51627\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlyRead2-e1531200889118.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Children do not come wired to learn how to read; it is an acquired skill. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This is shared reading, a finely-tuned teaching practice that offers Taveras the opportunity to model fluent and expressive reading while her students join in. If the practice is done well, kids will feel like successful readers, and be eager to learn more. Although Taveras is the teacher in charge, she is closely monitored by reading coach Xiania Foster, who provides feedback after each chunk of the daily reading lesson.\u003c/p>\n\u003cp>Taveras has been a teacher for four years, all of them at P.S. 218. “When I went to college [to study teaching], they tell you: ‘Here, this is the lesson plan for reading, for math, etc.,’ but once you get to the classroom, you realize there’s no way this is going to cover everything,” she said. “You can’t just go black and white. You have to differentiate for each student, and always keep in your mind: what movement can I do for the students who don’t know the language, what visuals can I bring so they have a better understanding of the lesson? These are not things they teach you in college.”\u003c/p>\n\u003cp>Foster, Taveras’ instructional coach, has been coming to P.S. 218 for three years, part of a partnership between the school and \u003ca href=\"http://www.teachingmatters.org/services/erm\">Early Reading Matters\u003c/a> (ERM), a teacher-training program. ERM focuses on showing public school teachers who work in New York City’s high-poverty schools how to skillfully get students in the early grades to read at grade level. The program is currently working in 32 schools in the Bronx, Brooklyn, Queens and Manhattan, with plans to expand to 62 schools by 2021. So far, results are promising. Averaged across 15 schools during the 2016-17 school year, the nonprofit reports an approximately 11 percent boost in the number of students reading at grade level — from 33 percent reading at grade level in the fall, to 44 percent by the beginning of summer. The figures do not include students who missed more than 28 days of class each year.\u003c/p>\n\u003cfigure id=\"attachment_51628\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51628\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlyRead1-e1531200857976.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Rosy Taveras, a kindergarten teacher at P.S. 218 in the Bronx, models fluent and expressive reading. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The program is research-based, said Lynette Guastaferro, chief executive officer of ERM’s parent company, Teaching Matters. If teachers hope to create eager readers, especially among kids who struggle to learn the skill, their chances of success will be far greater if key principals of \u003ca href=\"https://www.readinga-z.com/literacy-frameworks/balanced-literacy/\">balanced literacy\u003c/a> become second nature, an essential part of their teaching practice. These techniques include how to create strong, guided reading instruction, how to select and appropriately use high-quality texts and how to assess each child’s reading level to better target guided and independent reading.\u003c/p>\n\u003cp>When Sergio Cáceres became principal of P.S. 218 four years ago, he decided to focus on the school’s youngest students. “If you want to have an impact in the later grades, you need to start with K to 2,” he said. “That’s the foundation of learning.”\u003c/p>\n\u003cp>After an initial assessment, he determined that early reading instruction was one of the school’s glaring weaknesses. “We have very good teachers but they did not know how to teach reading,” Cáceres said.\u003cspan style=\"text-decoration: line-through\"> \u003c/span>\u003c/p>\n\u003cp>In 2014, Cáceres’ first year at the school, just \u003ca href=\"https://data.nysed.gov/assessment38.php?subject=ELA&year=2014&instid=800000046392\">19 percent\u003c/a> of the students tested as proficient on the statewide English Language Arts (ELA) test, compared to 31 percent statewide. “Early literacy is difficult to teach well, especially when it comes to teaching students who are struggling readers, and unfortunately, it’s a skill teachers don’t come prepared with,” said the principal. “Especially so for kindergarten through second grade.”\u003c/p>\n\u003cp>Without high-quality and targeted support, research shows, many teachers decide to quit. The rate at which teachers leave the profession — generally about \u003ca href=\"https://learningpolicyinstitute.org/product/coming-crisis-teaching\">8 percent\u003c/a> nationwide — is \u003ca href=\"https://learningpolicyinstitute.org/product/teacher-turnover-report\">50 percent\u003c/a> higher at high-poverty schools and 70 percent higher in schools serving primarily students of color. At P.S. 218, almost 40 percent of teachers have less than three years’ teaching experience.\u003c/p>\n\u003cfigure id=\"attachment_51624\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51624\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Sarah-Gonser-EarlyRead5-e1531200968592.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">After an initial assessment four years ago, P.S. 218 principal Sergio Cáceres, pictured in the school’s new leveled-books collection, determined that early reading instruction was one of the school’s glaring weaknesses. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When the district superintendent asked P.S. 218 to consider implementing the ERM teaching model, Cáceres didn’t hesitate, even though it would clearly mean extra hours and effort for Cáceres and his already overworked teachers. He appreciated ERM’s research-based approach to teaching reading and he was also swayed by the financials: Normally, hiring a reading coach would cost approximately $1,250 per day, but ERM training and three years of in-school coaching won’t cost the school a penny; it is all funded by grants. In addition to the ERM training, the school received a Universal Literacy Coach, part of New York City’s \u003ca href=\"http://schools.nyc.gov/Offices/mediarelations/NewsandSpeeches/2016-2017/InvestmentClassroomLibraries.htm\">Universal Literacy Initiative\u003c/a>, a citywide effort to get 100 percent of all second-graders reading at grade level by 2026. “So we worked to align Early Reading Matters with the U.Lit coach and, wow, what a powerful combination,” said Cáceres. “It was very rigorous.”\u003c/p>\n\u003cp>Back in Taveras’ classroom, Foster, the reading coach, checked in with the teacher. “Your timing: It’s getting much better,” Foster said quietly. Taveras nodded, her eyes scanning the room. Her students were split into small groups, each working at prepared stations where they reinforced their reading skills by playing with objects like play dough to shape out letters, multicolored Unifix cubes to form short words, and a word-based memory game on the rug. “We talked about shortening your lesson to 15 minutes and you nailed it,” said Foster.\u003c/p>\n\u003cp>Taveras headed to her desk where five children were waiting to do small group work. “Pull out your flashcards with the words ‘IS’ and ‘MY’,” she instructed the group. Foster pulled up a chair to observe. The extra attention helps children deepen their grasp of specific letters and sounds.\u003c/p>\n\u003cp>As one of ERM’s 10 coaches, Foster works in five schools, each at a different stage in its three-year relationship with the program. After an intensive multi-day training session for teachers and principals at ERM’s headquarters, schools receive 30 days of coaching over the first two years. That number decreases to 15 days in the third year. (P.S. 218 purchased another 15 days this year to provide reading instruction training for new hires and to continue strengthening the skills of existing teachers.)\u003c/p>\n\u003cp>Foster works individually with teachers to develop targeted teaching strategies, help create reading lessons, and train teachers and administrators to assess and monitor growth, of both students and teachers. She often starts with a school’s lead teachers — frequently modeling teaching skills and techniques in the classroom — who then share lessons learned with other teachers in the grade. “Probably the hardest part of my job is changing mindset, because the kids can do a lot, but sometimes teachers and administrators aren’t aware of how much kids — even struggling students — can accomplish.” said Foster, “So part of my work is encouraging teachers to say, okay, I’m going to read this text, even though it’s hard, and the kids can grapple with it.”\u003c/p>\n\u003cp>Because reading proficiency has such a huge impact on later learning, the challenging task of teaching young children to read must be “job one for elementary teachers,” according to a 2016 \u003ca href=\"https://www.nctq.org/dmsView/UE_2016_Reading_Findings\">report\u003c/a> by the National Council on Teacher Quality. Yet just \u003ca href=\"https://www.nctq.org/dmsView/UE_2016_Reading_Findings\">39 percent\u003c/a> of the nation’s 820 teacher-prep programs cover the \u003ca href=\"https://www.nichd.nih.gov/research/supported/nrp\">essential components\u003c/a> of effective early reading instruction. “Poor teacher prep for reading has been going on a long time,” said Cáceres, the principal at P.S. 218. “Yet I haven’t met a teacher who can’t master it. But the schools that perform well, they all have high-level coaches. After that, success depends on two things: the quality of the coaching and how open a teacher is to receiving professional input.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>early reading instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>math\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How to Boost Math Skills in the Early Grades",
"title": "How to Boost Math Skills in the Early Grades",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BERWYN, Ill. — In the last decade, educators have focused on boosting literacy skills among low-income kids in the hope that all children will read well by third grade. But the early-grade math skills of these same low-income children have not received equal attention. Researchers say many high-poverty kindergarten classrooms don’t teach enough math and the few lessons on the subject are often too basic. While instruction may challenge kids with no previous exposure to math, it is often not engaging enough for the growing number of kindergarteners with some math skills.\u003c/p>\n\u003cp>During the last school year, only \u003ca href=\"https://www.nationsreportcard.gov/math_2017/%2523/nation/achievement?grade=4\">40 percent of fourth-graders\u003c/a> nationwide scored at a proficient level in a nationwide math assessment. Even more alarming, just 26 percent of Hispanic students and 19 percent of African-American children tested proficient in fourth-grade math. That is significant because strong math skills are needed for some of the \u003ca href=\"https://www.bls.gov/ooh/fastest-growing.htm\">fastest growing jobs\u003c/a> of the next decade and are requirements for many of the \u003ca href=\"https://www.bls.gov/ooh/highest-paying.htm\">highest paying\u003c/a> jobs. Understanding and being able to work with numbers “is a fundamental skill for success in almost any occupation you might choose,” said economist Greg J. Duncan of the University of California Irvine’s School of Education, whose research examines child poverty and education. “It leads to the analytic, higher-level thinking that’s increasingly important.”\u003c/p>\n\u003cp>One district that is steadily ratcheting up its achievement levels, with a focus this year on mathematics, is located in a small Chicago suburb. Two years ago, just 14 percent of third-graders in Berwyn North School District 98 — a high-poverty, mostly Hispanic school district about 30 minutes from downtown Chicago — were able to do grade-level math. That was the district’s first year taking the \u003ca href=\"https://parcc.pearson.com\">PARCC\u003c/a> assessment, a college- and career-readiness test mandated by the state of Illinois, and the results were dismal, though not exactly surprising. “When we started here in 2012, our district was the lowest performing in math and reading of all the schools that feed into Morton West High School,” said Carmen Ayala, Berwyn North School District 98’s superintendent.\u003c/p>\n\u003cp>Ayala, the district’s first woman and first Latina in the top spot, rolled up her sleeves. “Turning this around isn’t something you can do during a couple of workshops,” said Ayala. “For us, the focus had to be on equity because our district is 96 percent children of color, but 90 percent of our teaching staff is white. It’s not just about teachers teaching. It’s how we recruit, how we use resources, how we conduct business in the district.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although Illinois adopted Common Core standards in 2010, Berwyn North, a kindergarten through eighth-grade district with \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=studentdemographics&Districtid=06016098002\">3,084 students\u003c/a>, had not yet incorporated the standards when Ayala and her new assistant superintendent, Amy Zaher, were hired in 2012. “When I started, the consistent word was how inconsistent we were,” said Ayala.\u003c/p>\n\u003cp>Ayala and Zaher created a set of goals for fixing Berwyn North that included an entirely new, district-wide Common Core standards-based curriculum that aligned through each grade, fixing the district’s special education inclusion program, upgrading programs for English learners and better integrating technology into schools and classrooms.\u003c/p>\n\u003cp>These goals still guide the district today. “We’ve become laser-focused on these areas in order to really bring up the achievement levels,” said Ayala.\u003c/p>\n\u003cp>In a district where almost \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">30 \u003c/a>\u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">percent\u003c/a> of the students are learning English, these goals have meant a radical change in how math is taught in the early grades. Ayala said that before she took over, math lessons were basically one-size-fits-all, making it especially difficult for kids learning English to absorb what was being taught. “We needed to change how we're teaching math, especially for our English-learners, so that we were paying attention to language development and communication skills — how our teachers are helping our students express themselves and connect their experiences with what they were learning,\" said Ayala.\u003c/p>\n\u003cp>This connected closely to the common core mandate that children learn to discuss their thinking about math problems, and to approach problem-solving in a variety of ways, rather than simply producing the correct answer. One way the district is applying this standard is via “number talks,” a math practice that encourages students to discuss and critique math solutions, helping kids develop into flexible and creative mathematical thinkers.\u003c/p>\n\u003cp>On a recent spring day, Maritza Cleary’s third-grade class at the district’s Prairie Oak Elementary School tackled math pictographs. Children sat together in small groups at tables and on the floor with large sheets of paper and markers spread out between them. Cleary was not the only adult in the room: Four adults — teachers and administrators from the district there to observe Prairie Oak teachers at work — meandered between the groups, scrawling notes onto clipboards, sometimes kneeling beside the children to listen as they worked out the problem.\u003c/p>\n\u003cp>A pictograph query, a way of showing information using images, was projected onto a whiteboard at the front of the class:\u003c/p>\n\u003cp>“Mrs. Cleary is having a last-day-of-school ice cream party for her third grade class. She did a survey to find out what flavor each student preferred. There were 10 votes for chocolate, eight votes for vanilla, four votes for strawberry, and three votes for coconut. Use the information from the survey to create a pictograph that shows the preferred ice cream flavors. Create an ice cream symbol for your pictograph that represents two students.”\u003c/p>\n\u003cp>Students quietly discussed possible solutions, and sketched out ideas on small dry-erase boards before drawing their solutions on the poster-size sheets of paper. Cleary pulled a chair close to a group, listening intently as her students debated the ideal ice cream cone data layout strategy — an opportunity to flex their math skills and, in the process, become stronger communicators and mathematicians.\u003c/p>\n\u003cp>Shortly after this classroom visit, 30 teachers and administrators who had spent the day visiting the school's classrooms — including the four adults who observed Cleary’s class — sipped coffee and nibbled pastries in a windowless conference room in the basement of the school. It was the second and final instructional round of the school year at Prairie Oak (the first was last fall). Instructional rounds, modeled after medical rounds, are an opportunity for educators to observe classroom instruction, and then address problems together in an effort to improve their teaching. This year, the district’s instructional rounds focused on the quality and depth of math instruction.\u003c/p>\n\u003cp>At this Prairie Oak session, educators looked for improvements on math-related issues identified last fall during the school’s first instructional round. Were teachers working more closely with instructional coaches? Were lessons rigorous enough? Was classroom management stronger? Were students willing to take risks? In a post-rounds wrap-up session, teachers and administrators discussed positive growth, including greater student participation and more productive math talks between students. The group also noted areas requiring improvement: Teachers needed to use classroom wall space to better promote mathematical thinking, for example, and they needed to step back more frequently to allow students to work out their own creative solutions.\u003c/p>\n\u003cp>Instructional rounds, first brought to the district by Assistant Superintendent Zaher, who learned the practice at her previous job as a Chicago Public Schools administrator, are clearly an effort to unite a formerly disjointed, low-achieving school district around a common vision — 100 percent of students meeting high academic standards — and, importantly, to adopt a cohesive curriculum, connected grade-to-grade and school-to-school.\u003c/p>\n\u003cp>That push for a common, connected curriculum also includes what happens before, and during, kindergarten. Until recently, researchers believed that instilling strong foundational math skills before children enter kindergarten was the best predictor of success in school and life. For those children who missed out on a quality preschool experience, especially poor children of color, catching up in the elementary years was considered unlikely. Today, this thinking is evolving, putting into question just \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5779101/\">how permanent the advantage may be\u003c/a> for children who benefit from rich math curriculums in high-quality preschools. The reason: The early-math boost tends to fade out once children enter elementary school classrooms where teachers often focus on helping students who did not benefit from preschool prep, neglecting to teach more advanced skills to the advanced learners.\u003c/p>\n\u003cp>Last year, 43 states, plus Washington, D.C. and Guam, poured $7.6 billion into publicly funded preschool. In the past few years, researchers have begun exploring how to take advantage of that powerful preschool bump, especially in math, while also ensuring students who didn’t go to preschool could catch up. One of the biggest roadblocks, experts say, is the disconnect between preschool and elementary school math curriculums.\u003c/p>\n\u003cp>UC Irvine’s Duncan, co-author of a seminal \u003ca href=\"http://www.apa.org/news/press/releases/2007/11/school-readiness.aspx\">study\u003c/a> linking early math and reading skills with later academic success, noted that recent research using strong math curriculums in preschool or Head Start programs showed it is possible to level the math-skills playing field among low-income and middle-class children in the early grades.\u003c/p>\n\u003cp>The weak spot occurs once kids enter elementary school and kindergarten teachers become absorbed with teaching students who don’t yet know their numbers. “There’s really not much point [to high-quality preschool] if we don’t work on this task of aligning kindergarten and first-grade classrooms — setting them up to take advantage of the skills built up in the preschool year,” said Duncan. “If most children benefit from preschool or Head Start before heading to [a] kindergarten where teachers are skilled, and coached and supported to build on those gains, then you’ve got a situation for low-income kids that’s on par with middle- or upper-middle-class kids who come into kindergarten knowing their letters and numbers and teachers just take off from there.”\u003c/p>\n\u003cp>Another neglected area contributing to the national math achievement gap, is the lack of math emphasis at home. “Parents focus on reading to their child much more than they do on math skills. We’ve not been very successful so far in convincing parents — as we have with reading — to ‘count with your child’, ” noted Deborah Stipek of the Stanford Graduate School of Education.\u003c/p>\n\u003cp>In Berwyn North District 98, math scores are steadily creeping upward. Last year, \u003ca href=\"https://illinoisreportcard.com/district.aspx?source=trends&source2=parcc.details&Districtid=06016098002\">33 percent\u003c/a> of Hispanic third-graders met or exceeded math grade-level expectations on the PARCC test — nearly double the percentage from 2015. Berwyn North recently turned another stat on its head: Of the four districts that feed into the local high school, Berwyn went from dead-last to leading the pack in both math and reading achievement.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>early math instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>reading\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Early math skills, though critical to academic success, get far less attention than literacy in high-poverty classrooms. One Illinois school district is working to change that.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BERWYN, Ill. — In the last decade, educators have focused on boosting literacy skills among low-income kids in the hope that all children will read well by third grade. But the early-grade math skills of these same low-income children have not received equal attention. Researchers say many high-poverty kindergarten classrooms don’t teach enough math and the few lessons on the subject are often too basic. While instruction may challenge kids with no previous exposure to math, it is often not engaging enough for the growing number of kindergarteners with some math skills.\u003c/p>\n\u003cp>During the last school year, only \u003ca href=\"https://www.nationsreportcard.gov/math_2017/%2523/nation/achievement?grade=4\">40 percent of fourth-graders\u003c/a> nationwide scored at a proficient level in a nationwide math assessment. Even more alarming, just 26 percent of Hispanic students and 19 percent of African-American children tested proficient in fourth-grade math. That is significant because strong math skills are needed for some of the \u003ca href=\"https://www.bls.gov/ooh/fastest-growing.htm\">fastest growing jobs\u003c/a> of the next decade and are requirements for many of the \u003ca href=\"https://www.bls.gov/ooh/highest-paying.htm\">highest paying\u003c/a> jobs. Understanding and being able to work with numbers “is a fundamental skill for success in almost any occupation you might choose,” said economist Greg J. Duncan of the University of California Irvine’s School of Education, whose research examines child poverty and education. “It leads to the analytic, higher-level thinking that’s increasingly important.”\u003c/p>\n\u003cp>One district that is steadily ratcheting up its achievement levels, with a focus this year on mathematics, is located in a small Chicago suburb. Two years ago, just 14 percent of third-graders in Berwyn North School District 98 — a high-poverty, mostly Hispanic school district about 30 minutes from downtown Chicago — were able to do grade-level math. That was the district’s first year taking the \u003ca href=\"https://parcc.pearson.com\">PARCC\u003c/a> assessment, a college- and career-readiness test mandated by the state of Illinois, and the results were dismal, though not exactly surprising. “When we started here in 2012, our district was the lowest performing in math and reading of all the schools that feed into Morton West High School,” said Carmen Ayala, Berwyn North School District 98’s superintendent.\u003c/p>\n\u003cp>Ayala, the district’s first woman and first Latina in the top spot, rolled up her sleeves. “Turning this around isn’t something you can do during a couple of workshops,” said Ayala. “For us, the focus had to be on equity because our district is 96 percent children of color, but 90 percent of our teaching staff is white. It’s not just about teachers teaching. It’s how we recruit, how we use resources, how we conduct business in the district.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although Illinois adopted Common Core standards in 2010, Berwyn North, a kindergarten through eighth-grade district with \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=studentdemographics&Districtid=06016098002\">3,084 students\u003c/a>, had not yet incorporated the standards when Ayala and her new assistant superintendent, Amy Zaher, were hired in 2012. “When I started, the consistent word was how inconsistent we were,” said Ayala.\u003c/p>\n\u003cp>Ayala and Zaher created a set of goals for fixing Berwyn North that included an entirely new, district-wide Common Core standards-based curriculum that aligned through each grade, fixing the district’s special education inclusion program, upgrading programs for English learners and better integrating technology into schools and classrooms.\u003c/p>\n\u003cp>These goals still guide the district today. “We’ve become laser-focused on these areas in order to really bring up the achievement levels,” said Ayala.\u003c/p>\n\u003cp>In a district where almost \u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">30 \u003c/a>\u003ca href=\"https://www.illinoisreportcard.com/District.aspx?source=studentcharacteristics&source2=lep&Districtid=06016098002\">percent\u003c/a> of the students are learning English, these goals have meant a radical change in how math is taught in the early grades. Ayala said that before she took over, math lessons were basically one-size-fits-all, making it especially difficult for kids learning English to absorb what was being taught. “We needed to change how we're teaching math, especially for our English-learners, so that we were paying attention to language development and communication skills — how our teachers are helping our students express themselves and connect their experiences with what they were learning,\" said Ayala.\u003c/p>\n\u003cp>This connected closely to the common core mandate that children learn to discuss their thinking about math problems, and to approach problem-solving in a variety of ways, rather than simply producing the correct answer. One way the district is applying this standard is via “number talks,” a math practice that encourages students to discuss and critique math solutions, helping kids develop into flexible and creative mathematical thinkers.\u003c/p>\n\u003cp>On a recent spring day, Maritza Cleary’s third-grade class at the district’s Prairie Oak Elementary School tackled math pictographs. Children sat together in small groups at tables and on the floor with large sheets of paper and markers spread out between them. Cleary was not the only adult in the room: Four adults — teachers and administrators from the district there to observe Prairie Oak teachers at work — meandered between the groups, scrawling notes onto clipboards, sometimes kneeling beside the children to listen as they worked out the problem.\u003c/p>\n\u003cp>A pictograph query, a way of showing information using images, was projected onto a whiteboard at the front of the class:\u003c/p>\n\u003cp>“Mrs. Cleary is having a last-day-of-school ice cream party for her third grade class. She did a survey to find out what flavor each student preferred. There were 10 votes for chocolate, eight votes for vanilla, four votes for strawberry, and three votes for coconut. Use the information from the survey to create a pictograph that shows the preferred ice cream flavors. Create an ice cream symbol for your pictograph that represents two students.”\u003c/p>\n\u003cp>Students quietly discussed possible solutions, and sketched out ideas on small dry-erase boards before drawing their solutions on the poster-size sheets of paper. Cleary pulled a chair close to a group, listening intently as her students debated the ideal ice cream cone data layout strategy — an opportunity to flex their math skills and, in the process, become stronger communicators and mathematicians.\u003c/p>\n\u003cp>Shortly after this classroom visit, 30 teachers and administrators who had spent the day visiting the school's classrooms — including the four adults who observed Cleary’s class — sipped coffee and nibbled pastries in a windowless conference room in the basement of the school. It was the second and final instructional round of the school year at Prairie Oak (the first was last fall). Instructional rounds, modeled after medical rounds, are an opportunity for educators to observe classroom instruction, and then address problems together in an effort to improve their teaching. This year, the district’s instructional rounds focused on the quality and depth of math instruction.\u003c/p>\n\u003cp>At this Prairie Oak session, educators looked for improvements on math-related issues identified last fall during the school’s first instructional round. Were teachers working more closely with instructional coaches? Were lessons rigorous enough? Was classroom management stronger? Were students willing to take risks? In a post-rounds wrap-up session, teachers and administrators discussed positive growth, including greater student participation and more productive math talks between students. The group also noted areas requiring improvement: Teachers needed to use classroom wall space to better promote mathematical thinking, for example, and they needed to step back more frequently to allow students to work out their own creative solutions.\u003c/p>\n\u003cp>Instructional rounds, first brought to the district by Assistant Superintendent Zaher, who learned the practice at her previous job as a Chicago Public Schools administrator, are clearly an effort to unite a formerly disjointed, low-achieving school district around a common vision — 100 percent of students meeting high academic standards — and, importantly, to adopt a cohesive curriculum, connected grade-to-grade and school-to-school.\u003c/p>\n\u003cp>That push for a common, connected curriculum also includes what happens before, and during, kindergarten. Until recently, researchers believed that instilling strong foundational math skills before children enter kindergarten was the best predictor of success in school and life. For those children who missed out on a quality preschool experience, especially poor children of color, catching up in the elementary years was considered unlikely. Today, this thinking is evolving, putting into question just \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5779101/\">how permanent the advantage may be\u003c/a> for children who benefit from rich math curriculums in high-quality preschools. The reason: The early-math boost tends to fade out once children enter elementary school classrooms where teachers often focus on helping students who did not benefit from preschool prep, neglecting to teach more advanced skills to the advanced learners.\u003c/p>\n\u003cp>Last year, 43 states, plus Washington, D.C. and Guam, poured $7.6 billion into publicly funded preschool. In the past few years, researchers have begun exploring how to take advantage of that powerful preschool bump, especially in math, while also ensuring students who didn’t go to preschool could catch up. One of the biggest roadblocks, experts say, is the disconnect between preschool and elementary school math curriculums.\u003c/p>\n\u003cp>UC Irvine’s Duncan, co-author of a seminal \u003ca href=\"http://www.apa.org/news/press/releases/2007/11/school-readiness.aspx\">study\u003c/a> linking early math and reading skills with later academic success, noted that recent research using strong math curriculums in preschool or Head Start programs showed it is possible to level the math-skills playing field among low-income and middle-class children in the early grades.\u003c/p>\n\u003cp>The weak spot occurs once kids enter elementary school and kindergarten teachers become absorbed with teaching students who don’t yet know their numbers. “There’s really not much point [to high-quality preschool] if we don’t work on this task of aligning kindergarten and first-grade classrooms — setting them up to take advantage of the skills built up in the preschool year,” said Duncan. “If most children benefit from preschool or Head Start before heading to [a] kindergarten where teachers are skilled, and coached and supported to build on those gains, then you’ve got a situation for low-income kids that’s on par with middle- or upper-middle-class kids who come into kindergarten knowing their letters and numbers and teachers just take off from there.”\u003c/p>\n\u003cp>Another neglected area contributing to the national math achievement gap, is the lack of math emphasis at home. “Parents focus on reading to their child much more than they do on math skills. We’ve not been very successful so far in convincing parents — as we have with reading — to ‘count with your child’, ” noted Deborah Stipek of the Stanford Graduate School of Education.\u003c/p>\n\u003cp>In Berwyn North District 98, math scores are steadily creeping upward. Last year, \u003ca href=\"https://illinoisreportcard.com/district.aspx?source=trends&source2=parcc.details&Districtid=06016098002\">33 percent\u003c/a> of Hispanic third-graders met or exceeded math grade-level expectations on the PARCC test — nearly double the percentage from 2015. Berwyn North recently turned another stat on its head: Of the four districts that feed into the local high school, Berwyn went from dead-last to leading the pack in both math and reading achievement.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-boost-math-skills-in-the-early-grades/\">\u003cem>early math instruction\u003c/em>\u003c/a>\u003cem> is part of a series about innovative practices in the core subjects in the early grades. Read about \u003c/em>\u003ca href=\"http://hechingerreport.org/how-to-help-struggling-young-readers/\">\u003cem>reading\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://hechingerreport.org/how-social-studies-can-help-young-kids-make-sense-of-the-world/\">\u003cem>social studies\u003c/em>\u003c/a>\u003cem>. It was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Raising Kids Who Want To Read — Even During The Summer",
"title": "Raising Kids Who Want To Read — Even During The Summer",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This piece combines two interviews from 2015 and 2016\u003c/em>.\u003c/p>\n\u003cp>You sneak them into backpacks and let them commingle with the video games (hoping some of the latter's appeal will rub off). You lay them around the kids' beds like stepping stones through the \u003ca href=\"https://en.wikipedia.org/wiki/Slough_of_Despond\">Slough of Despond\u003c/a> and, for good measure, Vitamix them to an imperceptible pulp for the occasional smoothie.\u003c/p>\n\u003cp>Books are everywhere in your house, and yet ... they're not being \u003cem>consumed\u003c/em>. Because it's summer, and kids have so many other things they'd rather do.\u003c/p>\n\u003cp>Daniel Willingham, a psychologist at the University of Virginia and the author of \u003cem>Raising Kids Who Read\u003c/em>, doesn't champion reading for the obvious reasons — not because research suggests that kids who read for pleasure do better in school and in life.\u003c/p>\n\u003cp>\"The standard things you'll hear about why kids should read I actually don't think are very strong arguments,\" he says. \"Because if the goal is to become a good citizen or the goal is to make a lot of money, I can think of more direct ways to reach those goals than to read during your leisure time.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Willingham wants his kids to love reading because, he says, \"for me it's a family value. It's something that I love, something that I find important. I think I gain experiences I wouldn't gain any other way by virtue of being a reader. And so naturally I want my children to experience that.\"\u003c/p>\n\u003cp>We've talked to Willingham a few times over the years — about his book, and his tips for helping kids choose reading and eventually see themselves as readers. Here's what he's had to say.\u003c/p>\n\u003ch3>Interview highlights\u003c/h3>\n\u003cp>\u003cstrong>On fostering a love of reading, early\u003c/strong>\u003c/p>\n\u003cp>One of the things I hit hard in this book is the idea of creating a sense in the child that this is what we value in our family. I think a lot of parents don't appreciate what a powerful message that can be for kids — like the things that are on your wall, the rules you set in your household, who parents talk about as the people they respect.\u003c/p>\n\u003cp>You should model reading, make reading pleasurable, read aloud to your kid in situations that are warm and create positive associations. But also setting a tone where our family is one where we like to learn new things. We like to learn about the world, and a big part of that is reading.\u003c/p>\n\u003cp>\u003cstrong>On using incentives — like money — to encourage kids to read \u003c/strong>\u003c/p>\n\u003cp>Some people say, \"This should be off the table,\" or \"This is terrible.\" I wouldn't go that far, just because I'm always a little uncomfortable pretending that psychologists have the absolute answer to anything. My recommendation is, maybe don't try it first.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/389511520/raising-kids-who-read-what-parents-and-teachers-can-do\">\u003cimg class=\"alignright wp-image-51575\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Willingham.jpg\" alt=\"\" width=\"180\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Willingham.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Willingham-160x238.jpg 160w\" sizes=\"(max-width: 180px) 100vw, 180px\">\u003c/a>Money has the potential to change a child's attribution about why he would read and why he has read in the past. When you offer kids rewards, there's the potential for them to think, \"The reason I read is because I'm offered a reward.\" Therefore, what's going to happen when you eventually stop the reward? The child is going to figure, \"There's not really any point to reading. I wasn't reading because I liked it. I was only reading to access the reward.\"\u003c/p>\n\u003cp>\u003cstrong>For kids, self-concept is essential\u003c/strong>\u003c/p>\n\u003cp>You have to see yourself as a reader. You can have an attitude that reading is a good thing to do and that reading makes you smart. And that's the thing, I think most kids know that. But they don't read.\u003c/p>\n\u003cp>It's the same as someone who knows broccoli is really healthy, but sorry, I just don't like it. Another example is: I have a really good attitude towards exercise. I never do it, but my attitude towards exercise is wonderful! And so talking about kids' reading attitudes is important, but it's only part of the picture. I think self-concept really matters. You have to see yourself as a reader.\u003c/p>\n\u003cp>\u003cstrong>On starting young readers with graphic novels \u003c/strong>\u003c/p>\n\u003cp>Because graphics novels have only become super-common in the last five or 10 years. I think, in general, I'm a big fan of graphic novels if they can be a gateway drug — just to reach kids who think that print is not worth their time. Here is something that is print that they think is worth their time. I think getting to other reading material will come. I'd be fine even if graphic novels were the mainstay of my child's reading diet.\u003c/p>\n\u003cp>\u003cstrong>The challenge: reading during the summer\u003c/strong>\u003c/p>\n\u003cp>My recommendation is, if you really want your child to choose reading, there are two strategies you can use. One is, you can look at environments that are already impoverished environments, where there's not much to do, and put books there — like the car, like the bathroom. My wife's a teacher, and she tells parents all the time: Put books in your child's bathroom. And it's amazing how much kids will read when there are books in the bathroom.\u003c/p>\n\u003cp>The other thing you can do — and I hate to put it this way — is impoverish the environment your child is in. And that means restricting other things they can do. It's not really coercing reading. Restricting screen time is an obvious version of that.\u003c/p>\n\u003cp>The other thing I recommend, when you're talking about little kids, is when they give up their nap, it's very smart to institute quiet time. So it's like, \"No, you don't have to sleep. You're too old for a nap. But you're gonna go in your room and have a half-hour of quiet time.\"\u003c/p>\n\u003cp>And that's a time when a child who is too young to read could well be looking at picture books. And I know families where quiet time goes through grade school.\u003c/p>\n\u003cp>Getting back to the summer, another way you could implement this strategy — and you really need to do this at the beginning of the summer — is to say, \"Okay, here's the summer. This is great. You're out of school. But the weekdays are not gonna be a free-for-all. There's still gonna be some structure.\" We've done this in our house at various times.\u003c/p>\n\u003cp>So you think about the categories of things you'd like to happen. Maybe one of the categories is contributing to the house — basically, household chores. Or, once a week we're going to have some kind of an adventure. We're going to go in the car and we're all gonna go someplace we've never been before.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And then one of those categories you're thinking about could easily be fulfilled by reading. So, in the middle of the afternoon, when it's hot, if we're not at the pool, that's when we're gonna do some sort of quiet, indoor activity — maybe it's reading, maybe it's games. This is a way of doing a soft restriction of children's activity as a way of encouraging reading.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Raising+Kids+Who+Want+To+Read+%E2%80%94+Even+During+The+Summer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This piece combines two interviews from 2015 and 2016\u003c/em>.\u003c/p>\n\u003cp>You sneak them into backpacks and let them commingle with the video games (hoping some of the latter's appeal will rub off). You lay them around the kids' beds like stepping stones through the \u003ca href=\"https://en.wikipedia.org/wiki/Slough_of_Despond\">Slough of Despond\u003c/a> and, for good measure, Vitamix them to an imperceptible pulp for the occasional smoothie.\u003c/p>\n\u003cp>Books are everywhere in your house, and yet ... they're not being \u003cem>consumed\u003c/em>. Because it's summer, and kids have so many other things they'd rather do.\u003c/p>\n\u003cp>Daniel Willingham, a psychologist at the University of Virginia and the author of \u003cem>Raising Kids Who Read\u003c/em>, doesn't champion reading for the obvious reasons — not because research suggests that kids who read for pleasure do better in school and in life.\u003c/p>\n\u003cp>\"The standard things you'll hear about why kids should read I actually don't think are very strong arguments,\" he says. \"Because if the goal is to become a good citizen or the goal is to make a lot of money, I can think of more direct ways to reach those goals than to read during your leisure time.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Willingham wants his kids to love reading because, he says, \"for me it's a family value. It's something that I love, something that I find important. I think I gain experiences I wouldn't gain any other way by virtue of being a reader. And so naturally I want my children to experience that.\"\u003c/p>\n\u003cp>We've talked to Willingham a few times over the years — about his book, and his tips for helping kids choose reading and eventually see themselves as readers. Here's what he's had to say.\u003c/p>\n\u003ch3>Interview highlights\u003c/h3>\n\u003cp>\u003cstrong>On fostering a love of reading, early\u003c/strong>\u003c/p>\n\u003cp>One of the things I hit hard in this book is the idea of creating a sense in the child that this is what we value in our family. I think a lot of parents don't appreciate what a powerful message that can be for kids — like the things that are on your wall, the rules you set in your household, who parents talk about as the people they respect.\u003c/p>\n\u003cp>You should model reading, make reading pleasurable, read aloud to your kid in situations that are warm and create positive associations. But also setting a tone where our family is one where we like to learn new things. We like to learn about the world, and a big part of that is reading.\u003c/p>\n\u003cp>\u003cstrong>On using incentives — like money — to encourage kids to read \u003c/strong>\u003c/p>\n\u003cp>Some people say, \"This should be off the table,\" or \"This is terrible.\" I wouldn't go that far, just because I'm always a little uncomfortable pretending that psychologists have the absolute answer to anything. My recommendation is, maybe don't try it first.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/389511520/raising-kids-who-read-what-parents-and-teachers-can-do\">\u003cimg class=\"alignright wp-image-51575\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Willingham.jpg\" alt=\"\" width=\"180\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Willingham.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Willingham-160x238.jpg 160w\" sizes=\"(max-width: 180px) 100vw, 180px\">\u003c/a>Money has the potential to change a child's attribution about why he would read and why he has read in the past. When you offer kids rewards, there's the potential for them to think, \"The reason I read is because I'm offered a reward.\" Therefore, what's going to happen when you eventually stop the reward? The child is going to figure, \"There's not really any point to reading. I wasn't reading because I liked it. I was only reading to access the reward.\"\u003c/p>\n\u003cp>\u003cstrong>For kids, self-concept is essential\u003c/strong>\u003c/p>\n\u003cp>You have to see yourself as a reader. You can have an attitude that reading is a good thing to do and that reading makes you smart. And that's the thing, I think most kids know that. But they don't read.\u003c/p>\n\u003cp>It's the same as someone who knows broccoli is really healthy, but sorry, I just don't like it. Another example is: I have a really good attitude towards exercise. I never do it, but my attitude towards exercise is wonderful! And so talking about kids' reading attitudes is important, but it's only part of the picture. I think self-concept really matters. You have to see yourself as a reader.\u003c/p>\n\u003cp>\u003cstrong>On starting young readers with graphic novels \u003c/strong>\u003c/p>\n\u003cp>Because graphics novels have only become super-common in the last five or 10 years. I think, in general, I'm a big fan of graphic novels if they can be a gateway drug — just to reach kids who think that print is not worth their time. Here is something that is print that they think is worth their time. I think getting to other reading material will come. I'd be fine even if graphic novels were the mainstay of my child's reading diet.\u003c/p>\n\u003cp>\u003cstrong>The challenge: reading during the summer\u003c/strong>\u003c/p>\n\u003cp>My recommendation is, if you really want your child to choose reading, there are two strategies you can use. One is, you can look at environments that are already impoverished environments, where there's not much to do, and put books there — like the car, like the bathroom. My wife's a teacher, and she tells parents all the time: Put books in your child's bathroom. And it's amazing how much kids will read when there are books in the bathroom.\u003c/p>\n\u003cp>The other thing you can do — and I hate to put it this way — is impoverish the environment your child is in. And that means restricting other things they can do. It's not really coercing reading. Restricting screen time is an obvious version of that.\u003c/p>\n\u003cp>The other thing I recommend, when you're talking about little kids, is when they give up their nap, it's very smart to institute quiet time. So it's like, \"No, you don't have to sleep. You're too old for a nap. But you're gonna go in your room and have a half-hour of quiet time.\"\u003c/p>\n\u003cp>And that's a time when a child who is too young to read could well be looking at picture books. And I know families where quiet time goes through grade school.\u003c/p>\n\u003cp>Getting back to the summer, another way you could implement this strategy — and you really need to do this at the beginning of the summer — is to say, \"Okay, here's the summer. This is great. You're out of school. But the weekdays are not gonna be a free-for-all. There's still gonna be some structure.\" We've done this in our house at various times.\u003c/p>\n\u003cp>So you think about the categories of things you'd like to happen. Maybe one of the categories is contributing to the house — basically, household chores. Or, once a week we're going to have some kind of an adventure. We're going to go in the car and we're all gonna go someplace we've never been before.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And then one of those categories you're thinking about could easily be fulfilled by reading. So, in the middle of the afternoon, when it's hot, if we're not at the pool, that's when we're gonna do some sort of quiet, indoor activity — maybe it's reading, maybe it's games. This is a way of doing a soft restriction of children's activity as a way of encouraging reading.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Raising+Kids+Who+Want+To+Read+%E2%80%94+Even+During+The+Summer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "More States Opting To 'Robo-Grade' Student Essays By Computer",
"title": "More States Opting To 'Robo-Grade' Student Essays By Computer",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Here's a little pop quiz.\u003c/p>\n\u003cp>Multiple-choice tests are useful because:\u003c/p>\n\u003cp>A: They're cheap to score.\u003c/p>\n\u003cp>B: They can be scored quickly.\u003c/p>\n\u003cp>C: They score without human bias.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>D: All of the above.\u003c/p>\n\u003cp>It would take a computer about a nano-second to mark \"D\" as the correct answer. That's easy.\u003c/p>\n\u003cp>But now, machines are also grading students' essays. Computers are scoring long form answers on anything from the fall of the Roman Empire, to the pros and cons of government regulations.\u003c/p>\n\u003cp>Developers of so-called \"robo-graders\" say they understand why many students and teachers would be skeptical of the idea. But they insist, with computers already doing jobs as complicated and as fraught as driving cars, detecting cancer, and carrying on conversations, they can certainly handle grading students' essays.\u003c/p>\n\u003cp>\"I've been working on this now for about 25 years, and I feel that ... the time is right and it's really starting to be used now,\" says Peter Foltz, a research professor at the University of Colorado, Boulder. He's also vice president for research for Pearson, the company whose automated scoring program graded some 34 million student essays on state and national high-stakes tests last year. \"There will always be people who don't trust it ... but we're seeing a lot more breakthroughs in areas like content understanding, and AI is now able to do things which they couldn't do really well before.\"\u003c/p>\n\u003cp>Foltz says computers \"learn\" what's considered good writing by analyzing essays graded by humans. Then, the automated programs score essays themselves by scanning for those same features.\u003c/p>\n\u003cp>\"We have artificial intelligence techniques which can judge anywhere from 50 to 100 features,\" Foltz says. That includes not only basics like spelling and grammar, but also whether a student is on topic, the coherence or the flow of an argument, and the complexity of word choice and sentence structure. \"We've done a number of studies to show that the scoring can be highly accurate,\" he says.\u003c/p>\n\u003cp>To demonstrate, he takes a not-so-stellar sample essay, rife with spelling mistakes and sentence fragments, and runs it by the robo-grader, which instantly spits back a not-so-stellar score.\u003c/p>\n\u003cp>\"It gives an overall score of two out of four,\" Foltz explains. The computer also breaks it down in several categories of sub-scores showing, for example, a one on spelling and grammar, and a two on task and focus.\u003c/p>\n\u003cp>Several states including Utah and Ohio already use automated grading on their standardized tests. Cyndee Carter, assessment development coordinator for the Utah State Board of Education, says the state began very cautiously, at first making sure every machine-graded essay was \u003cem>also\u003c/em> read by a real person. But she says the computer scoring has proven \"spot-on\" and Utah now lets machines be the sole judge of the vast majority of essays. In about 20 percent of cases, she says, when the computer detects something unusual, or is on the fence between two scores, it flags an essay for human review. But all in all, she says the automated scoring system has been a boon for the state, not only for the cost savings, but also because it enables teachers to get test results back in minutes rather than months.\u003c/p>\n\u003cp>Massachusetts is among those now intrigued by the possibilities, and considering jumping on the bandwagon to have computers score essays on its state-wide Massachusetts Comprehensive Assessment System (MCAS) tests.\u003c/p>\n\u003cp>Commissioner of Elementary and Secondary Education Jeffrey C. Riley called the prospect \"exciting\" at a recent Board of Elementary and Secondary Education meeting outlining plans to look into the idea. \"I'm suspending belief that this is possible,\" he said.\u003c/p>\n\u003cp>Department Of Education Deputy Commissioner Jeff Wulfson cited \"huge advances in artificial intelligence in the last few years\" and cracked, \"I asked Alexa whether she thought we'd ever be able to use computers to reliably score tests, and she said absolutely.\"\u003c/p>\n\u003cp>But many teachers are unconvinced.\u003c/p>\n\u003cp>\"The idea is bananas, as far as I'm concerned,\" says Kelly Henderson, an English teacher at Newton South High School just outside Boston. \"An art form, a form of expression being evaluated by an algorithm is patently ridiculous.\"\u003c/p>\n\u003cp>Another English teacher, Robyn Marder, nods her head in agreement. \"What about original ideas? Where is room for creativity of expression? A computer is going to miss all of that,\" she says.\u003c/p>\n\u003cp>Marder and Henderson worry robo-graders will just encourage the worst kind of formulaic writing.\u003c/p>\n\u003cp>\"What is the computer program going to reward?\" Henderson challenges. \"Is it going to reward some vapid drivel that happens to be structurally sound?\"\u003c/p>\n\u003cp>\u003cstrong>Robo-graders' kryptonite\u003c/strong>\u003c/p>\n\u003cp>Turns out that's an easy question to answer, thanks to MIT research affiliate, and longtime-critic of automated scoring, Les Perelman. He's designed what you might think of as robo-graders' kryptonite, to expose what he sees as the weakness and absurdity of automated scoring. Called the Babel (\"Basic Automatic B.S. Essay Language\") Generator, it works like a computerized Mad Libs, creating essays that make zero sense, but earn top scores from robo-graders.\u003c/p>\n\u003cp>To demonstrate, he calls up a practice question for the GRE exam that's graded with the same algorithms that actual tests are. He then enters three words related to the essay prompt into his Babel Generator, which instantly spits back a 500-word wonder, replete with a plethora of obscure multisyllabic synonyms:\u003c/p>\n\u003cp>\u003cem>\"History by mimic has not, and presumably never will be precipitously but blithely ensconced. Society will always encompass imaginativeness; many of scrutinizations but a few for an amanuensis. The perjured imaginativeness lies in the area of theory of knowledge but also the field of literature. Instead of enthralling the analysis, grounds constitutes both a disparaging quip and a diligent explanation.\"\u003c/em>\u003c/p>\n\u003cp>\"It makes absolutely no sense,\" he says, shaking his head. \"There is no meaning. It's not real writing.\"\u003c/p>\n\u003cp>But Perelman promises that won't matter to the robo-grader. And sure enough, when he submits it to the GRE automated scoring system, it gets a perfect score: 6 out of 6, which according to the GRE, means it \"presents a cogent, well-articulated analysis of the issue and conveys meaning skillfully.\"\u003c/p>\n\u003cp>\"It's so scary that it works,\" Perelman sighs. \"Machines are very brilliant for certain things and very stupid on other things. This is a case where the machines are very, very stupid.\"\u003c/p>\n\u003cp>Because computers can only count, and cannot actually understand meaning, he says, facts are irrelevant to the algorithm. \"So you can write that the War of 1812 began in 1945, and that wouldn't count against you at all,\" he says. \"In fact it would count for you because [the computer would consider it to be] good detail.\"\u003c/p>\n\u003cp>Perelman says his Babel Generator also proves how easy it is to game the system. While students are not going to walk into a standardized test with a Babel Generator in their back pocket, he says, they \u003cem>will\u003c/em> quickly learn they can fool the algorithm by using lots of big words, complex sentences, and some key phrases - that make some English teachers cringe.\u003c/p>\n\u003cp>\"For example, you will get a higher score just by [writing] \"in conclusion,'\" he says.\u003c/p>\n\u003cp>\u003cstrong>Gaming the system?\u003c/strong>\u003c/p>\n\u003cp>But Nitin Madnani, senior research scientist at Educational Testing Service (ETS), the company that makes the GRE's automated scoring program, says that's not exactly a hack.\u003c/p>\n\u003cp>\"If someone is smart enough to pay attention to all the things that an automated system pays attention to, and to incorporate them in their writing, that's no longer gaming, that's good writing,\" he says. \"So you kind of do want to give them a good grade.\"\u003c/p>\n\u003cp>GRE essays are still always scored by a human reader as well as a computer, Madnani says. So pure babble would never pass a real test.\u003c/p>\n\u003cp>But in places like Utah, where tests are graded by machines \u003cem>only\u003c/em>, scampish students are giving the algorithm a run for its money.\u003c/p>\n\u003cp>\"Students are genius, and they're able to game the system,\" notes Carter, the assessment official from Utah.\u003c/p>\n\u003cp>One year, she says, a student who wrote a whole page of the letter \"b\" ended up with a good score. Other students have figured out that they could do well writing one really good paragraph and just copying that four times to make a five-paragraph essay that scores well. Others have pulled one over on the computer by padding their essays with long quotes from the text they're supposed to analyze, or from the question they're supposed to answer.\u003c/p>\n\u003cp>But each time, Carter says, the computer code is tweaked to spot those tricks.\u003c/p>\n\u003cp>\"We think we're catching most things now,\" Carter says, but students are \"very creative\" and the computer programs are continually being updated to flag different kinds of ruses.\u003c/p>\n\u003cp>\"In this game of cat and mouse, the vendors have already identified [these] strategy[ies],\" says Mark Shermis, dean and professor at the College of Education at the University of Houston, Clear Lake, who's an expert in automated scoring. As a safeguard, all essays get not only a score, but also a \"confidence\" rating. \"So those essays will be scored with 'low confidence,' and [the computer] will say 'please have a human have a look at this,'\" he says.\u003c/p>\n\u003cp>Critics of robo-grading also worry it will change the way teachers teach. \"If teachers are being evaluated on how well their students perform on [standardized tests that are machine-graded] and schools are being evaluated on how well they test, then teachers are going to be teaching to the test,\" says Perelman. And teachers will be teaching students to produce the wrong thing.\"\u003c/p>\n\u003cp>\u003cstrong>\"The facts are secondary\" \u003c/strong>\u003c/p>\n\u003cp>Indeed, being a good writer is not the same thing as being a \"higher-scoring GRE essay writer,\" says Orion Taraban, executive director of Stellar GRE, a tutoring company in San Francisco.\u003c/p>\n\u003cp>\"Students really need to appreciate that they're writing for a machine ... [and when students] agonize over crafting beautiful, wonderfully logically coherent and empirically validated paragraphs, it's like pearls before swine. The computer can't appreciate what this person has done and they don't get the score that they deserve.\"\u003c/p>\n\u003cp>Instead, Taraban tutors students to give the computer what it wants. \"I train them in fabricating evidence and fabricating fake studies, which is a lot of fun,\" he says, quickly adding, \"but I also tell them not to do this in real life.\"\u003c/p>\n\u003cp>For example, when writing a persuasive essay\u003cem>, \u003c/em>Taraban advises students to use a basic formula and get creative. It goes something like this:\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>A [pick any year] study by Professor [fill in any old name] at the [insert your favorite university] in which the authors analyze [summarize the crux of the debate here], researchers discovered that [insert compelling data here] ... and that [offer more invented, persuasive evidence here.] This demonstrates that [go to town boosting your thesis here!]\"\u003c/p>\n\u003cp>His students do this all the time, using the name of say, their roommate, and citing that fake expert's fake research to bolster their argument. More often than not, they've been rewarded with great scores.\u003c/p>\n\u003cp>\"Yeah, we see a lot of that,\" concedes Madnani, who works for ETS on the GRE automated scoring program. \"But it's not the end of the world.\" Even human readers, who may have two minutes to read each essay, would not take the time to fact check those kind of details, he says. \"But if the goal of the assessment is to test whether you are a good English writer, then the facts are secondary.\"\u003c/p>\n\u003cp>It's a different story on achievement tests that are meant to test a student's mastery of history, for example. In those cases it \u003cem>would\u003c/em> matter if a student writes that the War of 1812 began in 1945. AI systems can check facts against a database, he says, but that only works on very narrow questions. \"If you might have millions of facts that could come in, there's no possible way any automated system could verify all of them,\" he says. \"So that's why we have humans in the loop.\"\u003c/p>\n\u003cp>Ultimately, he says, computer programs are doing what they were designed to do: to assess whether a student knows how to construct an essay, with a thesis, evidence, and a conclusion, all in good English. It's true that a transitional phrase like \"in conclusion\" signals to the algorithm that you've got one, just as \"firstly,\" \"secondly,\" and \"thirdly,\" broadcasts that a student is moving through a multifaceted argument. Purists may turn their nose up at that kind of formulaic writing, but as developers note, the computers learn what good writing is from teachers, and just mirror that. \"Only if teachers think that writing 'in conclusion' is a good structure to use, then students will tend to be rewarded for it,\" says Foltz, from Pearson.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>So, in conclusion, robo-grading technology may indeed be \"demonstrating proficiency\" and \"learning new skills.\" But experts say, it's also still got plenty of \"room for improvement.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=More+States+Opting+To+%27Robo-Grade%27+Student+Essays+By+Computer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Developers say they understand why teachers would be skeptical. But, they insist, computers already drive cars and detect cancer, so they can certainly handle grading students' essays. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Here's a little pop quiz.\u003c/p>\n\u003cp>Multiple-choice tests are useful because:\u003c/p>\n\u003cp>A: They're cheap to score.\u003c/p>\n\u003cp>B: They can be scored quickly.\u003c/p>\n\u003cp>C: They score without human bias.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>D: All of the above.\u003c/p>\n\u003cp>It would take a computer about a nano-second to mark \"D\" as the correct answer. That's easy.\u003c/p>\n\u003cp>But now, machines are also grading students' essays. Computers are scoring long form answers on anything from the fall of the Roman Empire, to the pros and cons of government regulations.\u003c/p>\n\u003cp>Developers of so-called \"robo-graders\" say they understand why many students and teachers would be skeptical of the idea. But they insist, with computers already doing jobs as complicated and as fraught as driving cars, detecting cancer, and carrying on conversations, they can certainly handle grading students' essays.\u003c/p>\n\u003cp>\"I've been working on this now for about 25 years, and I feel that ... the time is right and it's really starting to be used now,\" says Peter Foltz, a research professor at the University of Colorado, Boulder. He's also vice president for research for Pearson, the company whose automated scoring program graded some 34 million student essays on state and national high-stakes tests last year. \"There will always be people who don't trust it ... but we're seeing a lot more breakthroughs in areas like content understanding, and AI is now able to do things which they couldn't do really well before.\"\u003c/p>\n\u003cp>Foltz says computers \"learn\" what's considered good writing by analyzing essays graded by humans. Then, the automated programs score essays themselves by scanning for those same features.\u003c/p>\n\u003cp>\"We have artificial intelligence techniques which can judge anywhere from 50 to 100 features,\" Foltz says. That includes not only basics like spelling and grammar, but also whether a student is on topic, the coherence or the flow of an argument, and the complexity of word choice and sentence structure. \"We've done a number of studies to show that the scoring can be highly accurate,\" he says.\u003c/p>\n\u003cp>To demonstrate, he takes a not-so-stellar sample essay, rife with spelling mistakes and sentence fragments, and runs it by the robo-grader, which instantly spits back a not-so-stellar score.\u003c/p>\n\u003cp>\"It gives an overall score of two out of four,\" Foltz explains. The computer also breaks it down in several categories of sub-scores showing, for example, a one on spelling and grammar, and a two on task and focus.\u003c/p>\n\u003cp>Several states including Utah and Ohio already use automated grading on their standardized tests. Cyndee Carter, assessment development coordinator for the Utah State Board of Education, says the state began very cautiously, at first making sure every machine-graded essay was \u003cem>also\u003c/em> read by a real person. But she says the computer scoring has proven \"spot-on\" and Utah now lets machines be the sole judge of the vast majority of essays. In about 20 percent of cases, she says, when the computer detects something unusual, or is on the fence between two scores, it flags an essay for human review. But all in all, she says the automated scoring system has been a boon for the state, not only for the cost savings, but also because it enables teachers to get test results back in minutes rather than months.\u003c/p>\n\u003cp>Massachusetts is among those now intrigued by the possibilities, and considering jumping on the bandwagon to have computers score essays on its state-wide Massachusetts Comprehensive Assessment System (MCAS) tests.\u003c/p>\n\u003cp>Commissioner of Elementary and Secondary Education Jeffrey C. Riley called the prospect \"exciting\" at a recent Board of Elementary and Secondary Education meeting outlining plans to look into the idea. \"I'm suspending belief that this is possible,\" he said.\u003c/p>\n\u003cp>Department Of Education Deputy Commissioner Jeff Wulfson cited \"huge advances in artificial intelligence in the last few years\" and cracked, \"I asked Alexa whether she thought we'd ever be able to use computers to reliably score tests, and she said absolutely.\"\u003c/p>\n\u003cp>But many teachers are unconvinced.\u003c/p>\n\u003cp>\"The idea is bananas, as far as I'm concerned,\" says Kelly Henderson, an English teacher at Newton South High School just outside Boston. \"An art form, a form of expression being evaluated by an algorithm is patently ridiculous.\"\u003c/p>\n\u003cp>Another English teacher, Robyn Marder, nods her head in agreement. \"What about original ideas? Where is room for creativity of expression? A computer is going to miss all of that,\" she says.\u003c/p>\n\u003cp>Marder and Henderson worry robo-graders will just encourage the worst kind of formulaic writing.\u003c/p>\n\u003cp>\"What is the computer program going to reward?\" Henderson challenges. \"Is it going to reward some vapid drivel that happens to be structurally sound?\"\u003c/p>\n\u003cp>\u003cstrong>Robo-graders' kryptonite\u003c/strong>\u003c/p>\n\u003cp>Turns out that's an easy question to answer, thanks to MIT research affiliate, and longtime-critic of automated scoring, Les Perelman. He's designed what you might think of as robo-graders' kryptonite, to expose what he sees as the weakness and absurdity of automated scoring. Called the Babel (\"Basic Automatic B.S. Essay Language\") Generator, it works like a computerized Mad Libs, creating essays that make zero sense, but earn top scores from robo-graders.\u003c/p>\n\u003cp>To demonstrate, he calls up a practice question for the GRE exam that's graded with the same algorithms that actual tests are. He then enters three words related to the essay prompt into his Babel Generator, which instantly spits back a 500-word wonder, replete with a plethora of obscure multisyllabic synonyms:\u003c/p>\n\u003cp>\u003cem>\"History by mimic has not, and presumably never will be precipitously but blithely ensconced. Society will always encompass imaginativeness; many of scrutinizations but a few for an amanuensis. The perjured imaginativeness lies in the area of theory of knowledge but also the field of literature. Instead of enthralling the analysis, grounds constitutes both a disparaging quip and a diligent explanation.\"\u003c/em>\u003c/p>\n\u003cp>\"It makes absolutely no sense,\" he says, shaking his head. \"There is no meaning. It's not real writing.\"\u003c/p>\n\u003cp>But Perelman promises that won't matter to the robo-grader. And sure enough, when he submits it to the GRE automated scoring system, it gets a perfect score: 6 out of 6, which according to the GRE, means it \"presents a cogent, well-articulated analysis of the issue and conveys meaning skillfully.\"\u003c/p>\n\u003cp>\"It's so scary that it works,\" Perelman sighs. \"Machines are very brilliant for certain things and very stupid on other things. This is a case where the machines are very, very stupid.\"\u003c/p>\n\u003cp>Because computers can only count, and cannot actually understand meaning, he says, facts are irrelevant to the algorithm. \"So you can write that the War of 1812 began in 1945, and that wouldn't count against you at all,\" he says. \"In fact it would count for you because [the computer would consider it to be] good detail.\"\u003c/p>\n\u003cp>Perelman says his Babel Generator also proves how easy it is to game the system. While students are not going to walk into a standardized test with a Babel Generator in their back pocket, he says, they \u003cem>will\u003c/em> quickly learn they can fool the algorithm by using lots of big words, complex sentences, and some key phrases - that make some English teachers cringe.\u003c/p>\n\u003cp>\"For example, you will get a higher score just by [writing] \"in conclusion,'\" he says.\u003c/p>\n\u003cp>\u003cstrong>Gaming the system?\u003c/strong>\u003c/p>\n\u003cp>But Nitin Madnani, senior research scientist at Educational Testing Service (ETS), the company that makes the GRE's automated scoring program, says that's not exactly a hack.\u003c/p>\n\u003cp>\"If someone is smart enough to pay attention to all the things that an automated system pays attention to, and to incorporate them in their writing, that's no longer gaming, that's good writing,\" he says. \"So you kind of do want to give them a good grade.\"\u003c/p>\n\u003cp>GRE essays are still always scored by a human reader as well as a computer, Madnani says. So pure babble would never pass a real test.\u003c/p>\n\u003cp>But in places like Utah, where tests are graded by machines \u003cem>only\u003c/em>, scampish students are giving the algorithm a run for its money.\u003c/p>\n\u003cp>\"Students are genius, and they're able to game the system,\" notes Carter, the assessment official from Utah.\u003c/p>\n\u003cp>One year, she says, a student who wrote a whole page of the letter \"b\" ended up with a good score. Other students have figured out that they could do well writing one really good paragraph and just copying that four times to make a five-paragraph essay that scores well. Others have pulled one over on the computer by padding their essays with long quotes from the text they're supposed to analyze, or from the question they're supposed to answer.\u003c/p>\n\u003cp>But each time, Carter says, the computer code is tweaked to spot those tricks.\u003c/p>\n\u003cp>\"We think we're catching most things now,\" Carter says, but students are \"very creative\" and the computer programs are continually being updated to flag different kinds of ruses.\u003c/p>\n\u003cp>\"In this game of cat and mouse, the vendors have already identified [these] strategy[ies],\" says Mark Shermis, dean and professor at the College of Education at the University of Houston, Clear Lake, who's an expert in automated scoring. As a safeguard, all essays get not only a score, but also a \"confidence\" rating. \"So those essays will be scored with 'low confidence,' and [the computer] will say 'please have a human have a look at this,'\" he says.\u003c/p>\n\u003cp>Critics of robo-grading also worry it will change the way teachers teach. \"If teachers are being evaluated on how well their students perform on [standardized tests that are machine-graded] and schools are being evaluated on how well they test, then teachers are going to be teaching to the test,\" says Perelman. And teachers will be teaching students to produce the wrong thing.\"\u003c/p>\n\u003cp>\u003cstrong>\"The facts are secondary\" \u003c/strong>\u003c/p>\n\u003cp>Indeed, being a good writer is not the same thing as being a \"higher-scoring GRE essay writer,\" says Orion Taraban, executive director of Stellar GRE, a tutoring company in San Francisco.\u003c/p>\n\u003cp>\"Students really need to appreciate that they're writing for a machine ... [and when students] agonize over crafting beautiful, wonderfully logically coherent and empirically validated paragraphs, it's like pearls before swine. The computer can't appreciate what this person has done and they don't get the score that they deserve.\"\u003c/p>\n\u003cp>Instead, Taraban tutors students to give the computer what it wants. \"I train them in fabricating evidence and fabricating fake studies, which is a lot of fun,\" he says, quickly adding, \"but I also tell them not to do this in real life.\"\u003c/p>\n\u003cp>For example, when writing a persuasive essay\u003cem>, \u003c/em>Taraban advises students to use a basic formula and get creative. It goes something like this:\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>A [pick any year] study by Professor [fill in any old name] at the [insert your favorite university] in which the authors analyze [summarize the crux of the debate here], researchers discovered that [insert compelling data here] ... and that [offer more invented, persuasive evidence here.] This demonstrates that [go to town boosting your thesis here!]\"\u003c/p>\n\u003cp>His students do this all the time, using the name of say, their roommate, and citing that fake expert's fake research to bolster their argument. More often than not, they've been rewarded with great scores.\u003c/p>\n\u003cp>\"Yeah, we see a lot of that,\" concedes Madnani, who works for ETS on the GRE automated scoring program. \"But it's not the end of the world.\" Even human readers, who may have two minutes to read each essay, would not take the time to fact check those kind of details, he says. \"But if the goal of the assessment is to test whether you are a good English writer, then the facts are secondary.\"\u003c/p>\n\u003cp>It's a different story on achievement tests that are meant to test a student's mastery of history, for example. In those cases it \u003cem>would\u003c/em> matter if a student writes that the War of 1812 began in 1945. AI systems can check facts against a database, he says, but that only works on very narrow questions. \"If you might have millions of facts that could come in, there's no possible way any automated system could verify all of them,\" he says. \"So that's why we have humans in the loop.\"\u003c/p>\n\u003cp>Ultimately, he says, computer programs are doing what they were designed to do: to assess whether a student knows how to construct an essay, with a thesis, evidence, and a conclusion, all in good English. It's true that a transitional phrase like \"in conclusion\" signals to the algorithm that you've got one, just as \"firstly,\" \"secondly,\" and \"thirdly,\" broadcasts that a student is moving through a multifaceted argument. Purists may turn their nose up at that kind of formulaic writing, but as developers note, the computers learn what good writing is from teachers, and just mirror that. \"Only if teachers think that writing 'in conclusion' is a good structure to use, then students will tend to be rewarded for it,\" says Foltz, from Pearson.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So, in conclusion, robo-grading technology may indeed be \"demonstrating proficiency\" and \"learning new skills.\" But experts say, it's also still got plenty of \"room for improvement.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=More+States+Opting+To+%27Robo-Grade%27+Student+Essays+By+Computer&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Benefits of Cultivating Curiosity in Kids",
"title": "The Benefits of Cultivating Curiosity in Kids",
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"content": "\u003cp>Jamie Jirout was not the sort of student who simply took a textbook at its word. In her first semester of college, she asked her psychology professor if she could assist in the professor’s research. Jirout’s interest wasn’t fueled by the fact that she found the coursework convincing — quite the opposite.\u003c/p>\n\u003cp>“I’d read something in the textbook and then I’d think, that doesn’t really make sense with what I’ve seen, how do they know that?” she recalls. She wanted to reconcile that gap and so, threw herself into research.\u003c/p>\n\u003cp>Her quest for answers has propelled her career to the present day. Jirout is now an assistant professor of education at the University of Virginia, where one of her primary research interests is studying curiosity in the classroom.\u003c/p>\n\u003cp>That research is sorely needed. Despite the centrality of curiosity to all scientific endeavors, there’s a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0896627315007679\">relative dearth of studies\u003c/a> on the subject itself. Fortunately, scientists such as Jirout and others are actively unraveling this concept and, in the process, making a convincing case that we can and should teach young minds to embrace their inquisitive nature.\u003c/p>\n\u003cp>Far from driving the demise of cats, curiosity comes with many benefits. Studies suggest it’s linked to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/1532-1096%28200021%2911%3A1%3C5%3A%3AAID-HRDQ2%3E3.0.CO%3B2-A\">joy on the job\u003c/a>, \u003ca href=\"https://guilfordjournals.com/doi/abs/10.1521/jscp.23.6.792.54800\">social skills\u003c/a> and even a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1207/s15327752jpa8203_05\">happy disposition\u003c/a>. And in an academic context, greater curiosity generally predicts greater \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1745691611421204\">success\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In April, for example, Prachi Shah, an associate professor of pediatrics at the University of Michigan, \u003ca href=\"https://www.nature.com/articles/s41390-018-0039-3\">published findings from a study of 6,200 children\u003c/a> and found that elevated curiosity was linked to higher math and literacy skills among kindergarteners. That effect remained strong even when researchers compared kids with similar levels of “effortful control,” or the ability to concentrate and pay attention. Even more surprising, she discovered that students from impoverished backgrounds with a strong thirst for knowledge performed as well as those from affluent homes.\u003c/p>\n\u003cp>“At high levels [of curiosity], the achievement gap associated with poverty was essentially closed,” Shah says. That finding hints that promoting inquisitive thinking could reduce differences in school performance related to socioeconomic disadvantage. In future work, Shah hopes to identify parenting styles that help explain why some students are so driven to learn, which might lead to interventions benefiting economically disadvantaged children.\u003c/p>\n\u003cp>Meanwhile, neuroscience is starting to explain curiosity’s power. When we’re hungry for answers, our brain activity changes in ways that \u003ca href=\"http://www.cell.com/neuron/abstract/S0896-6273(14)00804-6\">help us retain new information\u003c/a>. For one, the curious mind engages processes and brain regions associated with anticipating a reward. We want to learn more because the answers are satisfying. In addition, the hippocampus, a memory hub, ramps up activity, preparing to store information. The more we want to know an answer, \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1111/j.1467-9280.2009.02402.x\">research suggests\u003c/a>, the more memorable it becomes.\u003c/p>\n\u003cp>“It’s also probably tied to depth of processing,” says Mary Helen Immordino-Yang, a professor of education, psychology and neuroscience at the University of Southern California. In ongoing research, she has found that curiosity can predict not only how much teens will remember about a story they’ve read, but also how thoughtfully they reflect on the story’s characters. “They can take multiple perspectives, try to integrate and reconcile them, [and] they appreciate the feelings people have that drive their actions,” she says.\u003c/p>\n\u003cp>But unraveling the factors that shape a curious mind has long been a daunting prospect. “It’s so difficult to study,” says Shah of the University of Michigan. Not only is the concept difficult to measure, she explains, but also “there isn’t a well-defined or recognized definition of what curiosity is.”\u003c/p>\n\u003cp>Rather than being clear-cut, curiosity overlaps with other psychological constructs such as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5364176/\">intrinsic motivation\u003c/a> and an \u003ca href=\"https://www.scientificamerican.com/article/openness-to-experience-the-gates-of-the-mind/\">open personality\u003c/a>. And there’s evidence for both the idea that curiosity is a trait (not unlike extroversion or neuroticism) that’s pretty stable within each person and that it is a state (akin to happiness or hunger) that can wax and wane based on context.\u003c/p>\n\u003cp>“Curiosity is automatic, it’s in our DNA … We’re born curious about so many things,” says psychologist, author and researcher Scott Barry Kaufman. But we’re not equally curious about everything, he says. Instead we each have special interests and natural proclivities.\u003c/p>\n\u003cp>When we talk about curiosity in an academic context, Kaufman points out, we are describing a desire to acquire very specific kinds of knowledge. “You don’t need to be more curious about eating pizza,” he says.\u003c/p>\n\u003cp>Indeed, an \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2210656117301472\">as yet unpublished study\u003c/a> of 92 kids from grades 1 through 6 found that all of the students exhibited some level of curiosity. But for the most part their curiosity was directed towards social and extracurricular interests — not schoolwork. The challenge for teachers is finding a way to encourage interest in what’s happening in class.\u003c/p>\n\u003cp>One way to do that, Kaufman argues, is allowing kids to follow their interests. Immordino-Yang, for example, has found that when classwork connects to topics that students care about, they engage more deeply. She points to a New York City school where teachers connected chemistry coursework to discussions of lead in the water in Detroit. “The science and societal implications inform and drive one another so kids can connect to the bigger purpose of these academic skills,” she says.\u003c/p>\n\u003cp>Another option is for teachers to model curious behavior. Curiosity, as it turns out, is contagious. In 2015, for example, \u003ca href=\"http://docs.wixstatic.com/ugd/80855c_39e522315c8845d4b0a455f105f81409.pdf\">a team at the Massachusetts Institute of Technology found\u003c/a> that a robot that expressed enthusiasm for learning and actively speculated about a story’s outcome during a reading activity with a child could inspire that youngster’s desire for knowledge.\u003c/p>\n\u003cp>For her part, Jirout suspects that a teacher’s language can encourage kids to think like creative detectives about their schoolwork. “It really can be subtle differences,” she says. “Not just answering a student’s question but acknowledging ‘thank you for asking that question.’”\u003c/p>\n\u003cp>She also believes teachers can be models of how to be comfortable with uncertainty. That idea stems from the fact that, in her work, Jirout defines and measures curiosity in terms of how people respond to \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0273229712000123\">gaps in their knowledge\u003c/a>. Teachers can demonstrate through their own mistakes or uncertainty that admitting to not knowing something opens up an opportunity for learning.\u003c/p>\n\u003cp>They can also adjust the levels of freedom and handholding they give students. With curiosity, you need just enough information to be intrigued — too little can make a situation bewildering and too much robs you of the opportunity to explore a topic and learn for yourself. Curiosity, then, like so many things, is all about balance.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/piqued-the-case-for-curiosity/\">\u003cem>curiosity\u003c/em>\u003c/a>\u003cem> was produced by\u003c/em> \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em> \u003cem>Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jamie Jirout was not the sort of student who simply took a textbook at its word. In her first semester of college, she asked her psychology professor if she could assist in the professor’s research. Jirout’s interest wasn’t fueled by the fact that she found the coursework convincing — quite the opposite.\u003c/p>\n\u003cp>“I’d read something in the textbook and then I’d think, that doesn’t really make sense with what I’ve seen, how do they know that?” she recalls. She wanted to reconcile that gap and so, threw herself into research.\u003c/p>\n\u003cp>Her quest for answers has propelled her career to the present day. Jirout is now an assistant professor of education at the University of Virginia, where one of her primary research interests is studying curiosity in the classroom.\u003c/p>\n\u003cp>That research is sorely needed. Despite the centrality of curiosity to all scientific endeavors, there’s a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0896627315007679\">relative dearth of studies\u003c/a> on the subject itself. Fortunately, scientists such as Jirout and others are actively unraveling this concept and, in the process, making a convincing case that we can and should teach young minds to embrace their inquisitive nature.\u003c/p>\n\u003cp>Far from driving the demise of cats, curiosity comes with many benefits. Studies suggest it’s linked to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/1532-1096%28200021%2911%3A1%3C5%3A%3AAID-HRDQ2%3E3.0.CO%3B2-A\">joy on the job\u003c/a>, \u003ca href=\"https://guilfordjournals.com/doi/abs/10.1521/jscp.23.6.792.54800\">social skills\u003c/a> and even a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1207/s15327752jpa8203_05\">happy disposition\u003c/a>. And in an academic context, greater curiosity generally predicts greater \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1745691611421204\">success\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In April, for example, Prachi Shah, an associate professor of pediatrics at the University of Michigan, \u003ca href=\"https://www.nature.com/articles/s41390-018-0039-3\">published findings from a study of 6,200 children\u003c/a> and found that elevated curiosity was linked to higher math and literacy skills among kindergarteners. That effect remained strong even when researchers compared kids with similar levels of “effortful control,” or the ability to concentrate and pay attention. Even more surprising, she discovered that students from impoverished backgrounds with a strong thirst for knowledge performed as well as those from affluent homes.\u003c/p>\n\u003cp>“At high levels [of curiosity], the achievement gap associated with poverty was essentially closed,” Shah says. That finding hints that promoting inquisitive thinking could reduce differences in school performance related to socioeconomic disadvantage. In future work, Shah hopes to identify parenting styles that help explain why some students are so driven to learn, which might lead to interventions benefiting economically disadvantaged children.\u003c/p>\n\u003cp>Meanwhile, neuroscience is starting to explain curiosity’s power. When we’re hungry for answers, our brain activity changes in ways that \u003ca href=\"http://www.cell.com/neuron/abstract/S0896-6273(14)00804-6\">help us retain new information\u003c/a>. For one, the curious mind engages processes and brain regions associated with anticipating a reward. We want to learn more because the answers are satisfying. In addition, the hippocampus, a memory hub, ramps up activity, preparing to store information. The more we want to know an answer, \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1111/j.1467-9280.2009.02402.x\">research suggests\u003c/a>, the more memorable it becomes.\u003c/p>\n\u003cp>“It’s also probably tied to depth of processing,” says Mary Helen Immordino-Yang, a professor of education, psychology and neuroscience at the University of Southern California. In ongoing research, she has found that curiosity can predict not only how much teens will remember about a story they’ve read, but also how thoughtfully they reflect on the story’s characters. “They can take multiple perspectives, try to integrate and reconcile them, [and] they appreciate the feelings people have that drive their actions,” she says.\u003c/p>\n\u003cp>But unraveling the factors that shape a curious mind has long been a daunting prospect. “It’s so difficult to study,” says Shah of the University of Michigan. Not only is the concept difficult to measure, she explains, but also “there isn’t a well-defined or recognized definition of what curiosity is.”\u003c/p>\n\u003cp>Rather than being clear-cut, curiosity overlaps with other psychological constructs such as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5364176/\">intrinsic motivation\u003c/a> and an \u003ca href=\"https://www.scientificamerican.com/article/openness-to-experience-the-gates-of-the-mind/\">open personality\u003c/a>. And there’s evidence for both the idea that curiosity is a trait (not unlike extroversion or neuroticism) that’s pretty stable within each person and that it is a state (akin to happiness or hunger) that can wax and wane based on context.\u003c/p>\n\u003cp>“Curiosity is automatic, it’s in our DNA … We’re born curious about so many things,” says psychologist, author and researcher Scott Barry Kaufman. But we’re not equally curious about everything, he says. Instead we each have special interests and natural proclivities.\u003c/p>\n\u003cp>When we talk about curiosity in an academic context, Kaufman points out, we are describing a desire to acquire very specific kinds of knowledge. “You don’t need to be more curious about eating pizza,” he says.\u003c/p>\n\u003cp>Indeed, an \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2210656117301472\">as yet unpublished study\u003c/a> of 92 kids from grades 1 through 6 found that all of the students exhibited some level of curiosity. But for the most part their curiosity was directed towards social and extracurricular interests — not schoolwork. The challenge for teachers is finding a way to encourage interest in what’s happening in class.\u003c/p>\n\u003cp>One way to do that, Kaufman argues, is allowing kids to follow their interests. Immordino-Yang, for example, has found that when classwork connects to topics that students care about, they engage more deeply. She points to a New York City school where teachers connected chemistry coursework to discussions of lead in the water in Detroit. “The science and societal implications inform and drive one another so kids can connect to the bigger purpose of these academic skills,” she says.\u003c/p>\n\u003cp>Another option is for teachers to model curious behavior. Curiosity, as it turns out, is contagious. In 2015, for example, \u003ca href=\"http://docs.wixstatic.com/ugd/80855c_39e522315c8845d4b0a455f105f81409.pdf\">a team at the Massachusetts Institute of Technology found\u003c/a> that a robot that expressed enthusiasm for learning and actively speculated about a story’s outcome during a reading activity with a child could inspire that youngster’s desire for knowledge.\u003c/p>\n\u003cp>For her part, Jirout suspects that a teacher’s language can encourage kids to think like creative detectives about their schoolwork. “It really can be subtle differences,” she says. “Not just answering a student’s question but acknowledging ‘thank you for asking that question.’”\u003c/p>\n\u003cp>She also believes teachers can be models of how to be comfortable with uncertainty. That idea stems from the fact that, in her work, Jirout defines and measures curiosity in terms of how people respond to \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0273229712000123\">gaps in their knowledge\u003c/a>. Teachers can demonstrate through their own mistakes or uncertainty that admitting to not knowing something opens up an opportunity for learning.\u003c/p>\n\u003cp>They can also adjust the levels of freedom and handholding they give students. With curiosity, you need just enough information to be intrigued — too little can make a situation bewildering and too much robs you of the opportunity to explore a topic and learn for yourself. Curiosity, then, like so many things, is all about balance.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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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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"link": "/radio/program/morning-edition"
},
"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",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
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