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"content": "\u003cp>There are two kinds of parents in modern America, says Alison Gopnik in her recent book, \u003ca href=\"https://us.macmillan.com/thegardenerandthecarpenter/alisongopnik/9781250132253/\">The Gardener and the Carpenter\u003c/a>.\u003c/p>\n\u003cp>The \"carpenter\" thinks that his or her child can be molded. \"The idea is that if you just do the right things, get the right skills, read the right books, you're going to be able to shape your child into a particular kind of adult,\" she says.\u003c/p>\n\u003cp>The \"gardener,\" on the other hand, is less concerned about controlling who the child will become and instead provides a protected space to explore. The style is all about \"creating a rich, nurturant but also variable, diverse, dynamic ecosystem.\"\u003c/p>\n\u003cp>\u003ca href=\"http://alisongopnik.com/\">Gopnik\u003c/a>, a psychology and philosophy professor at the University of California, Berkeley, says that many parents are carpenters but they should really be cultivating that garden. She spent decades researching children's development and found that parents often focus too much on who their children will be as adults. The harm in that approach, she says, is that parents and their offspring may become anxious, tense or unhappy.\u003c/p>\n\u003cp>\"We're so concerned about how these children are going to turn out that we're unwilling to give them the autonomy that they need to be able to take risks and go out and explore the world,\" she says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ironically, the less that mothers and fathers worry about outcomes, she says, the better their children may fare in life.\u003c/p>\n\u003cp>Gopnik spoke with NPR's \u003cem>Hidden Brain\u003c/em> about her book and her view of the flaws in modern parenting.\u003c/p>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On the changing role of parents\u003c/strong>\u003c/p>\n\u003cp>For as long as we've been human, the whole village has been involved in caring for children. By the time you were ready to have children yourself, you'd had lots of practical experience in caring for children.\u003c/p>\n\u003cp>In the 20th century, families got smaller. People got to be more mobile and people had children at a later age. For the first time, people were having children who hadn't had much experience of caring for children but had lots of experience of going to school and working. It was kind of natural for people to think, \"OK, this is like going to school and working. And if I can just find the right manual or the right secret handbook, I'm going to succeed at this task the same way that I succeeded in my classes or I succeeded at my job.\"\u003c/p>\n\u003cp>\u003cstrong>On the uniquely long childhood of humans\u003c/strong>\u003c/p>\n\u003cp>We sort of take it for granted that children need to be taken care of for a long time. Having that long period of childhood gave you this protected period where you could move from one village to another. And childhood gave you a chance to master that new environment. A lot of the things that seem kind of strange about children — the fact that they're simultaneously so creative, so imaginative, so exploratory and yet so bad at taking care of themselves — kind of fit that picture.\u003c/p>\n\u003cp>\u003cstrong>On the benefits of not instructing toddlers\u003c/strong>\u003c/p>\n\u003cp>[An experiment] was done by [researchers] Elizabeth Bonawitz and Laura Schulz. What they found was that if you gave a complicated toy to a 4-year-old, they find all the things that it could do. It could squeak, had a mirror, it had a light. But when the experimenter said, \"This is my toy, I'm going to show you how it works,\" and did one thing, like squeak the squeaker, children were much less likely to explore. What they did, rationally, was squeak the squeaker — what the adult had demonstrated.\u003c/p>\n\u003cp>\u003cstrong>On what we can learn from robots that are built to \"play\" \u003c/strong>\u003c/p>\n\u003cp>It turns out that a very good way of getting a machine to learn is to give it an early period where it can just play. If you gave a robot a chance to just dance around, figure out what its limbs could do and then you gave it a specific job, like, 'Go and pick up this piece of cloth,\" the robot was more resilient.\u003c/p>\n\u003cp>That's a good model for the things that play can do in general. If you want someone to be flexible, to say, \"OK, I didn't learn how to do this particular thing, but now can I apply what I did to something else,\" then play really seems to play a deep role.\u003c/p>\n\u003cp>\u003cstrong>On how Silicon Valley gets it\u003c/strong>\u003c/p>\n\u003cp>Famously, Google gives their employees a day off to do whatever they want and Pixar has playhouses as part of their environment. I think the value of that kind of playful exploration is something that people in the tech world get.\u003c/p>\n\u003cp>\u003cstrong>On making pancakes with her grandson\u003c/strong>\u003c/p>\n\u003cp>One of the great joys of life is cooking with 2- and 3-year-olds. But of course they're extremely inefficient. So when [my grandson] Augie's whipping egg whites, [we] end up having egg white fresco all over the walls, and he's doing it in a way that is not nearly as efficient as it would be for me to do it myself. But it's interesting that if you look across cultures, what caregivers often do is not give their child instructions on what to do but let them participate. So let them take on a piece like whipping the eggs.\u003c/p>\n\u003ch3>\u003cstrong>Your Turn: Share Your Parenting Story\u003c/strong>\u003c/h3>\n\u003cp>\u003cem>Parents make mistakes. It comes with the job. \u003c/em>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/11/609470215/your-turn-what-do-you-wish-youd-known-before-becoming-a-parent\">\u003cem>\u003cstrong>What do you wish you had known about raising kids before becoming a parent?\u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read \u003c/em>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/08/609470215/your-turn-whats-the-parenting-advice-you-wish-you-had\">\u003cem>this post\u003c/em>\u003c/a>\u003cem> for inspiration, then share your story on Instagram or Twitter using the hashtag #HowToRaiseAHuman. We are collecting stories until June 30. We may feature your post on NPR.\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=What+Kind+Of+Parent+Are+You%3A+Carpenter+Or+Gardener%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are two kinds of parents in modern America, says Alison Gopnik in her recent book, \u003ca href=\"https://us.macmillan.com/thegardenerandthecarpenter/alisongopnik/9781250132253/\">The Gardener and the Carpenter\u003c/a>.\u003c/p>\n\u003cp>The \"carpenter\" thinks that his or her child can be molded. \"The idea is that if you just do the right things, get the right skills, read the right books, you're going to be able to shape your child into a particular kind of adult,\" she says.\u003c/p>\n\u003cp>The \"gardener,\" on the other hand, is less concerned about controlling who the child will become and instead provides a protected space to explore. The style is all about \"creating a rich, nurturant but also variable, diverse, dynamic ecosystem.\"\u003c/p>\n\u003cp>\u003ca href=\"http://alisongopnik.com/\">Gopnik\u003c/a>, a psychology and philosophy professor at the University of California, Berkeley, says that many parents are carpenters but they should really be cultivating that garden. She spent decades researching children's development and found that parents often focus too much on who their children will be as adults. The harm in that approach, she says, is that parents and their offspring may become anxious, tense or unhappy.\u003c/p>\n\u003cp>\"We're so concerned about how these children are going to turn out that we're unwilling to give them the autonomy that they need to be able to take risks and go out and explore the world,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ironically, the less that mothers and fathers worry about outcomes, she says, the better their children may fare in life.\u003c/p>\n\u003cp>Gopnik spoke with NPR's \u003cem>Hidden Brain\u003c/em> about her book and her view of the flaws in modern parenting.\u003c/p>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On the changing role of parents\u003c/strong>\u003c/p>\n\u003cp>For as long as we've been human, the whole village has been involved in caring for children. By the time you were ready to have children yourself, you'd had lots of practical experience in caring for children.\u003c/p>\n\u003cp>In the 20th century, families got smaller. People got to be more mobile and people had children at a later age. For the first time, people were having children who hadn't had much experience of caring for children but had lots of experience of going to school and working. It was kind of natural for people to think, \"OK, this is like going to school and working. And if I can just find the right manual or the right secret handbook, I'm going to succeed at this task the same way that I succeeded in my classes or I succeeded at my job.\"\u003c/p>\n\u003cp>\u003cstrong>On the uniquely long childhood of humans\u003c/strong>\u003c/p>\n\u003cp>We sort of take it for granted that children need to be taken care of for a long time. Having that long period of childhood gave you this protected period where you could move from one village to another. And childhood gave you a chance to master that new environment. A lot of the things that seem kind of strange about children — the fact that they're simultaneously so creative, so imaginative, so exploratory and yet so bad at taking care of themselves — kind of fit that picture.\u003c/p>\n\u003cp>\u003cstrong>On the benefits of not instructing toddlers\u003c/strong>\u003c/p>\n\u003cp>[An experiment] was done by [researchers] Elizabeth Bonawitz and Laura Schulz. What they found was that if you gave a complicated toy to a 4-year-old, they find all the things that it could do. It could squeak, had a mirror, it had a light. But when the experimenter said, \"This is my toy, I'm going to show you how it works,\" and did one thing, like squeak the squeaker, children were much less likely to explore. What they did, rationally, was squeak the squeaker — what the adult had demonstrated.\u003c/p>\n\u003cp>\u003cstrong>On what we can learn from robots that are built to \"play\" \u003c/strong>\u003c/p>\n\u003cp>It turns out that a very good way of getting a machine to learn is to give it an early period where it can just play. If you gave a robot a chance to just dance around, figure out what its limbs could do and then you gave it a specific job, like, 'Go and pick up this piece of cloth,\" the robot was more resilient.\u003c/p>\n\u003cp>That's a good model for the things that play can do in general. If you want someone to be flexible, to say, \"OK, I didn't learn how to do this particular thing, but now can I apply what I did to something else,\" then play really seems to play a deep role.\u003c/p>\n\u003cp>\u003cstrong>On how Silicon Valley gets it\u003c/strong>\u003c/p>\n\u003cp>Famously, Google gives their employees a day off to do whatever they want and Pixar has playhouses as part of their environment. I think the value of that kind of playful exploration is something that people in the tech world get.\u003c/p>\n\u003cp>\u003cstrong>On making pancakes with her grandson\u003c/strong>\u003c/p>\n\u003cp>One of the great joys of life is cooking with 2- and 3-year-olds. But of course they're extremely inefficient. So when [my grandson] Augie's whipping egg whites, [we] end up having egg white fresco all over the walls, and he's doing it in a way that is not nearly as efficient as it would be for me to do it myself. But it's interesting that if you look across cultures, what caregivers often do is not give their child instructions on what to do but let them participate. So let them take on a piece like whipping the eggs.\u003c/p>\n\u003ch3>\u003cstrong>Your Turn: Share Your Parenting Story\u003c/strong>\u003c/h3>\n\u003cp>\u003cem>Parents make mistakes. It comes with the job. \u003c/em>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/11/609470215/your-turn-what-do-you-wish-youd-known-before-becoming-a-parent\">\u003cem>\u003cstrong>What do you wish you had known about raising kids before becoming a parent?\u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read \u003c/em>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/08/609470215/your-turn-whats-the-parenting-advice-you-wish-you-had\">\u003cem>this post\u003c/em>\u003c/a>\u003cem> for inspiration, then share your story on Instagram or Twitter using the hashtag #HowToRaiseAHuman. We are collecting stories until June 30. We may feature your post on NPR.\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=What+Kind+Of+Parent+Are+You%3A+Carpenter+Or+Gardener%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's Going On In Your Child's Brain When You Read Them A Story?",
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"content": "\u003cp>\"I want The Three Bears!\"\u003c/p>\n\u003cp>These days parents, caregivers and teachers have lots of options when it comes to fulfilling that request. You can read a picture book, put on a cartoon, play an audiobook, or even ask Alexa.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.eurekalert.org/pub_releases/2018-05/pas-nsm042618.php\" target=\"_blank\" rel=\"noopener\">newly published study\u003c/a> gives some insight into what may be happening inside young children's brains in each of those situations. And, says lead author Dr. John Hutton, there is an apparent \"Goldilocks effect\" — some kinds of storytelling may be \"too cold\" for children, while others are \"too hot.\" And, of course, some are \"just right.\"\u003c/p>\n\u003cp>Hutton is a researcher and pediatrician at Cincinnati Children's Hospital with a special interest in \"emergent literacy\" — the process of learning to read.\u003c/p>\n\u003cp>For the study, 27 children around age 4 went into an \u003ca href=\"http://fmri.ucsd.edu/Research/whatisfmri.html\">FMRI\u003c/a> machine. They were presented with stories in three conditions: audio only; the illustrated pages of a storybook with an audio voiceover; and an animated cartoon. All three versions came from the Web site of \u003ca href=\"https://www.npr.org/books/authors/445040741/robert-n-munsch\">Canadian author Robert Munsch\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While the children paid attention to the stories, the MRI, the machine scanned for activation within certain brain networks, and connectivity between the networks.\u003c/p>\n\u003cp>\"We went into it with an idea in mind of what brain networks were likely to be influenced by the story,\" Hutton explains. One was language. One was visual perception. The third is called visual imagery. The fourth was the default mode network, which Hutton calls, \"the seat of the soul, internal reflection — how something matters to you.\"\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/sections/13.7/2016/06/17/481977405/why-do-our-minds-wander\">default mode network\u003c/a> includes regions of the brain that appear more active when someone is \u003cem>not\u003c/em> actively concentrating on a designated mental task involving the outside world.\u003c/p>\n\u003cp>In terms of Hutton's \"Goldilocks effect,\" here's what the researchers found:\u003c/p>\n\u003cp>In the audio-only condition (too cold): language networks were activated, but there was less connectivity overall. \"There was more evidence the children were straining to understand.\"\u003c/p>\n\u003cp>In the animation condition (too hot): there was a lot of activity in the audio and visual perception networks, but not a lot of connectivity among the various brain networks. \"The language network was working to keep up with the story,\" says Hutton. \"Our interpretation was that the animation was doing all the work for the child. They were expending the most energy just figuring out what it means.\" The children's comprehension of the story was the worst in this condition.\u003c/p>\n\u003cp>The illustration condition was what Hutton called \"just right\".\u003c/p>\n\u003cp>When children could see illustrations, language-network activity dropped a bit compared to the audio condition. Instead of only paying attention to the words, Hutton says, the children's understanding of the story was \"scaffolded\" by having the images as clues.\u003c/p>\n\u003cp>\"Give them a picture and they have a cookie to work with,\" he explains. \"With animation it's all dumped on them all at once and they don't have to do any of the work.\"\u003c/p>\n\u003cp>Most importantly, in the illustrated book condition, researchers saw increased connectivity between — and among — all the networks they were looking at: visual perception, imagery, default mode and language.\u003c/p>\n\u003cp>\"For 3- to 5-year-olds, the imagery and default mode networks mature late, and take practice to integrate with the rest of the brain,\" Hutton explains. \"With animation you may be missing an opportunity to develop them.\"\u003c/p>\n\u003cp>When we read to our children, they are doing more work than meets the eye. \"It's that muscle they're developing bringing the images to life in their minds.\"\u003c/p>\n\u003cp>Hutton's concern is that in the longer term, \"kids who are exposed to too much animation are going to be at risk for developing not enough integration.\"\u003c/p>\n\u003cp>Overwhelmed by the demands of processing language, without enough practice, they may also be less skilled at forming mental pictures based on what they read, much less reflecting on the content of a story. This is the stereotype of a \"reluctant reader\" whose brain is not well-versed in getting the most out of a book.\u003c/p>\n\u003cp>One interesting note is that, because of the constraints of an MRI machine, which encloses and immobilizes your body, the story-with-illustrations condition wasn't actually as good as reading on Mom or Dad's lap.\u003c/p>\n\u003cp>The emotional bonding and physical closeness, Hutton says, were missing. So were the exchanges known as \"dialogic reading,\" where caregivers point out specific words or prompt children to \"show me the cat?\" in a picture. \"That's a whole other layer,\" of building reading Hutton says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In an ideal world, you would always be there to read to your child. The results of this small, preliminary study also suggest that, when parents do turn to electronic devices for young children, they should gravitate toward the most stripped-down version of a narrated, illustrated ebook, as opposed to either audio-only or animation.\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=What%27s+Going+On+In+Your+Child%27s+Brain+When+You+Read+Them+A+Story%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"I want The Three Bears!\"\u003c/p>\n\u003cp>These days parents, caregivers and teachers have lots of options when it comes to fulfilling that request. You can read a picture book, put on a cartoon, play an audiobook, or even ask Alexa.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.eurekalert.org/pub_releases/2018-05/pas-nsm042618.php\" target=\"_blank\" rel=\"noopener\">newly published study\u003c/a> gives some insight into what may be happening inside young children's brains in each of those situations. And, says lead author Dr. John Hutton, there is an apparent \"Goldilocks effect\" — some kinds of storytelling may be \"too cold\" for children, while others are \"too hot.\" And, of course, some are \"just right.\"\u003c/p>\n\u003cp>Hutton is a researcher and pediatrician at Cincinnati Children's Hospital with a special interest in \"emergent literacy\" — the process of learning to read.\u003c/p>\n\u003cp>For the study, 27 children around age 4 went into an \u003ca href=\"http://fmri.ucsd.edu/Research/whatisfmri.html\">FMRI\u003c/a> machine. They were presented with stories in three conditions: audio only; the illustrated pages of a storybook with an audio voiceover; and an animated cartoon. All three versions came from the Web site of \u003ca href=\"https://www.npr.org/books/authors/445040741/robert-n-munsch\">Canadian author Robert Munsch\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While the children paid attention to the stories, the MRI, the machine scanned for activation within certain brain networks, and connectivity between the networks.\u003c/p>\n\u003cp>\"We went into it with an idea in mind of what brain networks were likely to be influenced by the story,\" Hutton explains. One was language. One was visual perception. The third is called visual imagery. The fourth was the default mode network, which Hutton calls, \"the seat of the soul, internal reflection — how something matters to you.\"\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/sections/13.7/2016/06/17/481977405/why-do-our-minds-wander\">default mode network\u003c/a> includes regions of the brain that appear more active when someone is \u003cem>not\u003c/em> actively concentrating on a designated mental task involving the outside world.\u003c/p>\n\u003cp>In terms of Hutton's \"Goldilocks effect,\" here's what the researchers found:\u003c/p>\n\u003cp>In the audio-only condition (too cold): language networks were activated, but there was less connectivity overall. \"There was more evidence the children were straining to understand.\"\u003c/p>\n\u003cp>In the animation condition (too hot): there was a lot of activity in the audio and visual perception networks, but not a lot of connectivity among the various brain networks. \"The language network was working to keep up with the story,\" says Hutton. \"Our interpretation was that the animation was doing all the work for the child. They were expending the most energy just figuring out what it means.\" The children's comprehension of the story was the worst in this condition.\u003c/p>\n\u003cp>The illustration condition was what Hutton called \"just right\".\u003c/p>\n\u003cp>When children could see illustrations, language-network activity dropped a bit compared to the audio condition. Instead of only paying attention to the words, Hutton says, the children's understanding of the story was \"scaffolded\" by having the images as clues.\u003c/p>\n\u003cp>\"Give them a picture and they have a cookie to work with,\" he explains. \"With animation it's all dumped on them all at once and they don't have to do any of the work.\"\u003c/p>\n\u003cp>Most importantly, in the illustrated book condition, researchers saw increased connectivity between — and among — all the networks they were looking at: visual perception, imagery, default mode and language.\u003c/p>\n\u003cp>\"For 3- to 5-year-olds, the imagery and default mode networks mature late, and take practice to integrate with the rest of the brain,\" Hutton explains. \"With animation you may be missing an opportunity to develop them.\"\u003c/p>\n\u003cp>When we read to our children, they are doing more work than meets the eye. \"It's that muscle they're developing bringing the images to life in their minds.\"\u003c/p>\n\u003cp>Hutton's concern is that in the longer term, \"kids who are exposed to too much animation are going to be at risk for developing not enough integration.\"\u003c/p>\n\u003cp>Overwhelmed by the demands of processing language, without enough practice, they may also be less skilled at forming mental pictures based on what they read, much less reflecting on the content of a story. This is the stereotype of a \"reluctant reader\" whose brain is not well-versed in getting the most out of a book.\u003c/p>\n\u003cp>One interesting note is that, because of the constraints of an MRI machine, which encloses and immobilizes your body, the story-with-illustrations condition wasn't actually as good as reading on Mom or Dad's lap.\u003c/p>\n\u003cp>The emotional bonding and physical closeness, Hutton says, were missing. So were the exchanges known as \"dialogic reading,\" where caregivers point out specific words or prompt children to \"show me the cat?\" in a picture. \"That's a whole other layer,\" of building reading Hutton says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In an ideal world, you would always be there to read to your child. The results of this small, preliminary study also suggest that, when parents do turn to electronic devices for young children, they should gravitate toward the most stripped-down version of a narrated, illustrated ebook, as opposed to either audio-only or animation.\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=What%27s+Going+On+In+Your+Child%27s+Brain+When+You+Read+Them+A+Story%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Sometimes 11-year-old B. comes home from school in tears. Maybe she was taunted about her weight that day, called \"ugly.\" Or her so-called friends blocked her on their phones. Some nights she is too anxious to sleep alone and climbs into her mother's bed. It's just the two of them at home, ever since her father was deported back to West Africa when she was a toddler.\u003c/p>\n\u003cp>B.'s mood has improved lately, though, thanks to a new set of skills she is learning at school. (We're using only first initials to protect students' privacy.) Cresthaven Elementary School in Silver Spring, Md., is one of growing number of schools offering kids training in how to manage emotions, handle stress and improve interpersonal relationships.\u003c/p>\n\u003cp>At Cresthaven, some fifth-graders like B. get an intensive 12 weeks of such training, a course called the Resilience Builder Program. Created by psychologist Mary Alvord, it's a form of group therapy designed to help students who are struggling with trauma or cognitive disorders — or everyday anxiety caused by things like bullying or moving schools..\u003c/p>\n\u003cp>\"I think it's so critical that kids know they have the power to make changes. While we can't control everything about our lives, we can control many facets,\" Alvord says.\u003c/p>\n\u003cp>If students can learn this kind of resilience, the ability to adapt to emotional challenges, she says, \"I think the whole world gets better.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The idea of teaching social and emotional skills in school is more than 20 years old. Research has shown this kind of intervention is effective and has a lasting impact. One \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/cdev.12864\">analysis published last year\u003c/a> in the journal \u003cem>Child Development\u003c/em> reviewed dozens of programs with similar approaches. Participants were 11 percent more likely to graduate from college and less likely to have mental health problems or be arrested than were students who never went through these programs.\u003c/p>\n\u003cp>In Australia, Canada and the U.K., social and emotional learning in schools is already being implemented on a large scale. Here in the U.S. it has spread, but not as quickly as some would hope. With all the mandates that schools have to keep up with, social emotional learning gets moved to the back burner.\u003c/p>\n\u003cp>But at Cresthaven, the school counselor, Marina Sklias, and the school principal were hungry for it.\u003c/p>\n\u003cp>Sklias says getting help for students dealing with trauma and emotional problems has been tough. In a high-poverty school such as Cresthaven, with a lot of immigrant families, she says there is only so much she can do.\u003c/p>\n\u003cp>\"Oftentimes I refer students for counseling and parents request counseling, but due to financial situations or transportation issues, parents can't always follow through,\" she says. At school, she is already stretched thin meeting with students or giving classroom presentations.\u003c/p>\n\u003cp>When Alvord offered to bring the Resilience Builder Program to Cresthaven pro bono as part of a research project, Sklias selected a group of students she thought could benefit from it. It has been used especially with students dealing with attention deficit hyperactivity disorder or anxiety or trauma — officially, students with \"social competence deficits.\" She met with parents, and many agreed to sign up their kids.\u003c/p>\n\u003cp>The program focuses on fifth-graders, Alvord explains, to prepare them for middle school, where pressures like dealing with sex or substance use really kick in. It's a time that can be especially hard for kids already struggling with social and emotional issues.\u003c/p>\n\u003cp>\"It's a big transition, big change,\" Alvord says.\u003c/p>\n\u003cp>For 12 weeks, small groups of Cresthaven students learned about topics like leadership skills, stress management, problem-solving, and empathy. The emotional-problem solving techniques they learned were based in cognitive behavioral therapy — adapted for kids.\u003c/p>\n\u003cp>They also drew on the whiteboard together, did role-playing and yoga, had snack time, and played lots of charades.\u003c/p>\n\u003cp>\"I was thinking we'll just sit and just do work,\" B. says. \"Instead we would play games and do things that were fun and do things that you usually don't do in regular class.\"\u003c/p>\n\u003cp>Some of the time they worked on simple social skills, like making eye contact during conversation, greeting people in the morning, respecting personal space.\u003c/p>\n\u003cp>The kids also learned handy techniques for working with negative thoughts, like visualizing a special kind of remote control. Alvord shows a drawing with buttons that say things like \"happy place\" and \"things thankful for.\"\u003c/p>\n\u003cp>\"You can switch channels in your head,\" she explains. \"Instead of 'that math test was really hard,' if we think, 'I got through it and I'm proud myself.' \"\u003c/p>\n\u003cp>Alvord developed the Resilience Builder Program in her private practice decades ago, and now she is working with \u003ca href=\"http://psychology.cua.edu/labs/richlab/\">researchers including Dr. Brendan Rich at Catholic University\u003c/a> to measure how well the program works in schools with underserved students. Early pilot studies on the program show it is effective.\u003c/p>\n\u003cp>For kids with ADHD, \u003ca href=\"https://www.researchgate.net/publication/300706726_Developing_Social_Competence_Through_a_Resilience_Model\">parents and teachers reported\u003c/a> that after the program, students were more social, were able to handle their emotions, and weren't as hyperactive as before. Parents also reported that kids with anxiety were able to manage their emotions and seemed less depressed.\u003c/p>\n\u003cp>The new research compares students who have done the program with those who haven't. Researchers have collected data from 119 kids at four schools in the Washington, D.C., area, including those at Cresthaven. They just had a paper accepted by the \u003cem>International Journal of Group Psychotherapy,\u003c/em> which found that students who went through the program reported better emotional control than students who hadn't. They plan to publish more in the coming months, and Alvord is excited by some early results that show the program is helping kids academically.\u003c/p>\n\u003cp>\"It all goes together,\" she says. \"If you're not struggling with relationships or teasing and bullying, you have more head space to give to study, and you're also just more positive.\"\u003c/p>\n\u003cp>After each Resilience Builder Program wraps up, Alvord organizes a showcase for the students and their parents. The kids get to share what they've learned and get certificates of achievement, and their parents cheer them on.\u003c/p>\n\u003cp>On a warm spring evening, the handful of Cresthaven fifth-graders who had just finished the program gathered in the school library for their showcase.\u003c/p>\n\u003cp>Most of the families are immigrants from all over the globe, East Africa, Latin America. Alvord is first generation herself and grew up speaking Russian and Armenian. She tells these families that they already know about how important and hard it can be to adapt.\u003c/p>\n\u003cp>\"You have had to make many changes and learn languages and customs — that's resilience,\" she says. There are nods of agreement in the room.\u003c/p>\n\u003cp>The students take turns coming up to the front to get their certificates and share their favorite takeaways.\u003c/p>\n\u003cp>When it's her turn, B. — the 11-year-old who was being bullied — says that she learned how to solve \"friendship problems.\"\u003c/p>\n\u003cp>\"It helped me not get as mad at my friends as I used to,\" she says.\u003c/p>\n\u003cp>B.'s mother is thrilled with the changes she has seen in her daughter. Her eyes well up as she talks about how proud she is. B. seems less nervous; she doesn't come home in tears as often.\u003c/p>\n\u003cp>B. is pleased, too. She especially likes the relaxation skills they learned — things like breathing in and then slowly out again, and clenching fists and then letting go. She can take her new set of problem-solving tools with her to middle school next year and beyond.\u003c/p>\n\u003cp>\u003cstrong>Your Turn: Share Your Parenting Story\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Parents make mistakes. It comes with the job. What do you wish you had known about raising kids before becoming a parent?\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/08/609470215/your-turn-whats-the-parenting-advice-you-wish-you-had\">\u003cstrong>Read this post\u003c/strong>\u003c/a>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/08/609470215/your-turn-whats-the-parenting-advice-you-wish-you-had\">\u003cstrong> for inspiration\u003c/strong>\u003c/a>, \u003cem>then share your story on Instagram or Twitter using the hashtag #HowToRaiseAHuman. We are collecting stories until June 30. We may feature your post on NPR.\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=For+Troubled+Kids%2C+Some+Schools+Take+Time+Out+For+Group+Therapy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sometimes 11-year-old B. comes home from school in tears. Maybe she was taunted about her weight that day, called \"ugly.\" Or her so-called friends blocked her on their phones. Some nights she is too anxious to sleep alone and climbs into her mother's bed. It's just the two of them at home, ever since her father was deported back to West Africa when she was a toddler.\u003c/p>\n\u003cp>B.'s mood has improved lately, though, thanks to a new set of skills she is learning at school. (We're using only first initials to protect students' privacy.) Cresthaven Elementary School in Silver Spring, Md., is one of growing number of schools offering kids training in how to manage emotions, handle stress and improve interpersonal relationships.\u003c/p>\n\u003cp>At Cresthaven, some fifth-graders like B. get an intensive 12 weeks of such training, a course called the Resilience Builder Program. Created by psychologist Mary Alvord, it's a form of group therapy designed to help students who are struggling with trauma or cognitive disorders — or everyday anxiety caused by things like bullying or moving schools..\u003c/p>\n\u003cp>\"I think it's so critical that kids know they have the power to make changes. While we can't control everything about our lives, we can control many facets,\" Alvord says.\u003c/p>\n\u003cp>If students can learn this kind of resilience, the ability to adapt to emotional challenges, she says, \"I think the whole world gets better.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The idea of teaching social and emotional skills in school is more than 20 years old. Research has shown this kind of intervention is effective and has a lasting impact. One \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/cdev.12864\">analysis published last year\u003c/a> in the journal \u003cem>Child Development\u003c/em> reviewed dozens of programs with similar approaches. Participants were 11 percent more likely to graduate from college and less likely to have mental health problems or be arrested than were students who never went through these programs.\u003c/p>\n\u003cp>In Australia, Canada and the U.K., social and emotional learning in schools is already being implemented on a large scale. Here in the U.S. it has spread, but not as quickly as some would hope. With all the mandates that schools have to keep up with, social emotional learning gets moved to the back burner.\u003c/p>\n\u003cp>But at Cresthaven, the school counselor, Marina Sklias, and the school principal were hungry for it.\u003c/p>\n\u003cp>Sklias says getting help for students dealing with trauma and emotional problems has been tough. In a high-poverty school such as Cresthaven, with a lot of immigrant families, she says there is only so much she can do.\u003c/p>\n\u003cp>\"Oftentimes I refer students for counseling and parents request counseling, but due to financial situations or transportation issues, parents can't always follow through,\" she says. At school, she is already stretched thin meeting with students or giving classroom presentations.\u003c/p>\n\u003cp>When Alvord offered to bring the Resilience Builder Program to Cresthaven pro bono as part of a research project, Sklias selected a group of students she thought could benefit from it. It has been used especially with students dealing with attention deficit hyperactivity disorder or anxiety or trauma — officially, students with \"social competence deficits.\" She met with parents, and many agreed to sign up their kids.\u003c/p>\n\u003cp>The program focuses on fifth-graders, Alvord explains, to prepare them for middle school, where pressures like dealing with sex or substance use really kick in. It's a time that can be especially hard for kids already struggling with social and emotional issues.\u003c/p>\n\u003cp>\"It's a big transition, big change,\" Alvord says.\u003c/p>\n\u003cp>For 12 weeks, small groups of Cresthaven students learned about topics like leadership skills, stress management, problem-solving, and empathy. The emotional-problem solving techniques they learned were based in cognitive behavioral therapy — adapted for kids.\u003c/p>\n\u003cp>They also drew on the whiteboard together, did role-playing and yoga, had snack time, and played lots of charades.\u003c/p>\n\u003cp>\"I was thinking we'll just sit and just do work,\" B. says. \"Instead we would play games and do things that were fun and do things that you usually don't do in regular class.\"\u003c/p>\n\u003cp>Some of the time they worked on simple social skills, like making eye contact during conversation, greeting people in the morning, respecting personal space.\u003c/p>\n\u003cp>The kids also learned handy techniques for working with negative thoughts, like visualizing a special kind of remote control. Alvord shows a drawing with buttons that say things like \"happy place\" and \"things thankful for.\"\u003c/p>\n\u003cp>\"You can switch channels in your head,\" she explains. \"Instead of 'that math test was really hard,' if we think, 'I got through it and I'm proud myself.' \"\u003c/p>\n\u003cp>Alvord developed the Resilience Builder Program in her private practice decades ago, and now she is working with \u003ca href=\"http://psychology.cua.edu/labs/richlab/\">researchers including Dr. Brendan Rich at Catholic University\u003c/a> to measure how well the program works in schools with underserved students. Early pilot studies on the program show it is effective.\u003c/p>\n\u003cp>For kids with ADHD, \u003ca href=\"https://www.researchgate.net/publication/300706726_Developing_Social_Competence_Through_a_Resilience_Model\">parents and teachers reported\u003c/a> that after the program, students were more social, were able to handle their emotions, and weren't as hyperactive as before. Parents also reported that kids with anxiety were able to manage their emotions and seemed less depressed.\u003c/p>\n\u003cp>The new research compares students who have done the program with those who haven't. Researchers have collected data from 119 kids at four schools in the Washington, D.C., area, including those at Cresthaven. They just had a paper accepted by the \u003cem>International Journal of Group Psychotherapy,\u003c/em> which found that students who went through the program reported better emotional control than students who hadn't. They plan to publish more in the coming months, and Alvord is excited by some early results that show the program is helping kids academically.\u003c/p>\n\u003cp>\"It all goes together,\" she says. \"If you're not struggling with relationships or teasing and bullying, you have more head space to give to study, and you're also just more positive.\"\u003c/p>\n\u003cp>After each Resilience Builder Program wraps up, Alvord organizes a showcase for the students and their parents. The kids get to share what they've learned and get certificates of achievement, and their parents cheer them on.\u003c/p>\n\u003cp>On a warm spring evening, the handful of Cresthaven fifth-graders who had just finished the program gathered in the school library for their showcase.\u003c/p>\n\u003cp>Most of the families are immigrants from all over the globe, East Africa, Latin America. Alvord is first generation herself and grew up speaking Russian and Armenian. She tells these families that they already know about how important and hard it can be to adapt.\u003c/p>\n\u003cp>\"You have had to make many changes and learn languages and customs — that's resilience,\" she says. There are nods of agreement in the room.\u003c/p>\n\u003cp>The students take turns coming up to the front to get their certificates and share their favorite takeaways.\u003c/p>\n\u003cp>When it's her turn, B. — the 11-year-old who was being bullied — says that she learned how to solve \"friendship problems.\"\u003c/p>\n\u003cp>\"It helped me not get as mad at my friends as I used to,\" she says.\u003c/p>\n\u003cp>B.'s mother is thrilled with the changes she has seen in her daughter. Her eyes well up as she talks about how proud she is. B. seems less nervous; she doesn't come home in tears as often.\u003c/p>\n\u003cp>B. is pleased, too. She especially likes the relaxation skills they learned — things like breathing in and then slowly out again, and clenching fists and then letting go. She can take her new set of problem-solving tools with her to middle school next year and beyond.\u003c/p>\n\u003cp>\u003cstrong>Your Turn: Share Your Parenting Story\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Parents make mistakes. It comes with the job. What do you wish you had known about raising kids before becoming a parent?\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/08/609470215/your-turn-whats-the-parenting-advice-you-wish-you-had\">\u003cstrong>Read this post\u003c/strong>\u003c/a>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/05/08/609470215/your-turn-whats-the-parenting-advice-you-wish-you-had\">\u003cstrong> for inspiration\u003c/strong>\u003c/a>, \u003cem>then share your story on Instagram or Twitter using the hashtag #HowToRaiseAHuman. We are collecting stories until June 30. We may feature your post on NPR.\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=For+Troubled+Kids%2C+Some+Schools+Take+Time+Out+For+Group+Therapy&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/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\u003cp>A decade ago, English teacher David Narter had a revelation. One of his students had asked for extra guidance on her writing. She and Narter, a teacher at the Leyden High Schools, outside Chicago, sat down to review an essay of hers that he’d marked up. Narter started by simply reading his comments aloud. To his surprise, that process made a big difference.\u003c/p>\n\u003cp>In an article for the \u003ca href=\"http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1073-jan2018/EJ1073essay.pdf\">\u003cem>English Journal\u003c/em>\u003c/a>, Narter recounts how the student found his feedback more encouraging when he expressed it orally. As his student explained to him, “When I see the writing all over the paper, it just sounds like you’re saying, ‘You’re a bad writer.’ But now I feel like I can actually write this.”\u003c/p>\n\u003cp>Feedback is a funny beast. We all need pointers on our performance, but giving and receiving feedback can be fraught with misunderstanding. Take red pens. Social psychologists and sociologists have found that, as opposed to blue ink, grading in crimson can lead to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/ejsp.753\">more aggressive critique\u003c/a>. The recipients of these mark-ups, meanwhile, may see their teacher as \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0362331912000638\">less approachable\u003c/a>.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Fortunately, some simple, creative changes can help. Although Narter could not provide one-on-one counseling to every student, he has found a way to simulate such tête-à-têtes to reach a larger audience: by replacing written comments with personalized, five-minute video reviews of each assignment. The videos, he has found, allow him to provide useful, big-picture commentary. They also keep students feeling motivated rather than deflated — and the task takes Narter less time than writing out his notes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=e8svksXIU4A&t=6s\u003c/p>\n\u003cp>Narter is not alone. In the past few years, a handful of educators, working in different disciplines and various education levels, have made similar observations. Michael Phillips and Michael Henderson, education faculty at Monash University in Australia, have been experimenting with \u003ca href=\"https://ajet.org.au/index.php/AJET/article/view/1878\">video feedback for years\u003c/a>. They’ve created a \u003ca href=\"http://newmediaresearch.educ.monash.edu.au/lnm/technology-mediated-assessment-feedback/\">website with recommendations\u003c/a> for teachers who want to try it out themselves. To date, Phillips and Henderson have helped instructors use video feedback for classes from 20 to 700 students, across high schools and universities, in subjects as far ranging as philosophy and engineering.\u003c/p>\n\u003cp>Technology has limitations, of course. Teachers need to master their smart phone or computer’s basic recording techniques. Videos must be relatively brief (about five minutes or less) lest the files become unwieldy to share. But technological advances are making the task easier and easier. For example, screencasting apps, which create the video equivalent of a screengrab, now let teachers highlight specific passages in a student’s work as part of the film.\u003c/p>\n\u003cp>Overall, Phillips and Henderson, who previously taught in high schools, have been blown away by their pupils’ rave reviews. Students, without any solicitation, have been emailing them to praise the videos for their clarity and encouragement. “In our combined 25 years of experience,” Phillips says, “we never got responses like that.”\u003c/p>\n\u003cp>Cognitive scientists may be less surprised by the enthusiasm for video grading. Simply put, video carries more communication cues, such as tone of voice and facial expression, than a written message. Those clues make it easier for students to correctly interpret their teacher’s meaning.\u003c/p>\n\u003cp>Emotion, for example, is largely conveyed through nonverbal cues, as psychologist Albert Mehrabian (now an emeritus professor at the University of California, Los Angeles) revealed in \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037/h0024532\">studies in the 1960s\u003c/a>. And Mehrabian believes the video format offers other advantages to both teacher and student. “Speaking and recording are bound to involve far greater freedom and less effort than composing a written comment,” he explained in an email to me.\u003c/p>\n\u003cp>Indeed, in the videos, teachers typically use a casual, conversational style, which students see as authentic and accessible. Phillips, for one, stresses that he never edits or performs any post-processing: “It’s not a Spielberg movie.”\u003c/p>\n\u003cp>Video may be rich with clues, but the written word is relatively sparse. As a result, we do a lot more mental work to interpret this latter form of communication. “We have this way of processing things in our brain where we actually attach information to a particular person, so we can imagine that person talking as we read their words,” says Monica Riordan, a cognitive scientist and assistant professor of psychology at Chatham University, in Pittsburgh.\u003c/p>\n\u003cp>The implication, then, is that the more we know about a speaker or writer, the better we’ll interpret his or her meaning. Riordan has studied text messages and email where, broadly, we struggle to communicate fully. In 2016, she found, for instance, that we tend to \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/hcre.12093\">overestimate how well we share our feelings via email\u003c/a> — even among friends. Happily, the study also hinted that this confidence was slightly more warranted when people have known each other longer. (It also found that people were more likely to accurately interpret negative emotions than positive ones.)\u003c/p>\n\u003cp>If a student doesn’t know his teacher well, Riordan points out, it may be easier for him to misinterpret her feedback. What’s more, without cues like tone of voice or facial expression, a reader’s mood can easily color his interpretations. If a student is feeling anxious and distressed, it’s probable he’ll take corrections critically. (Thus, it’s easy to imagine why Narter’s student was so reassured by his spoken commentary.)\u003c/p>\n\u003cp>Of course, we receive even more cues when we communicate in-person. Mahdi Roghanizad, an assistant professor of management and organizational studies at Canada’s Western University, has demonstrated that we’re more persuasive when we \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S002210311630292X\">make requests face-to-face\u003c/a> than via email. He has also found that people are better at gauging a stranger’s potential generosity when chatting in person, \u003ca href=\"https://scholarspace.manoa.hawaii.edu/bitstream/10125/41244/1/paper0095.pdf\">rather than \u003c/a>in a video-to-video format (a la Skype). This in-person advantage disappears, however, when people wear mirrored sunglasses, obstructing eye contact.\u003c/p>\n\u003cp>Evolutionary psychology, he says, offers a possible explanation: “Our brain has evolved to communicate face-to-face, the more we go away from that specific channel, the less efficient we are.”\u003c/p>\n\u003cp>That logic might also explain why online-only courses, including much-vaunted MOOCs, \u003ca href=\"http://hechingerreport.org/moocs-keep-getting-bigger-but-do-they-work/\">struggle to retain students\u003c/a>. But could video technology enhance these courses by adding more human elements?\u003c/p>\n\u003cp>Another Chatham professor, Meigan Robb of the nursing department, is trying to find out. Robb teaches an online course to experienced, degree-holding nursing professionals. Yet, just like Narter, she’s found that many pupils take away far more from a brief video than a densely edited manuscript. “I was pouring my heart and soul into [written feedback],” she recalls. But the students, she says, “didn’t do anything I asked them to do.”\u003c/p>\n\u003cp>To remedy that, she now \u003ca href=\"http://blogs.chatham.edu/techfellows/2017/03/15/dr-meigan-robb-nursing/\">combines written edits, audio files and narrated presentations\u003c/a> to comment on her students’ work, both at the level of individual assignments and their overall progress in the course. Although it’s time-consuming, Robb believes the approach makes the class more engaging.\u003c/p>\n\u003cp>Back at Monash, Phillips reports that students in classes with video feedback seem to take greater responsibility for their work. “It’s the only time ever that I’ve had a student apologize for failing,” he says of a recent class in which he used video. He suspects the rich, individualized feedback helped the student form a more personal connection to the course. That may be a small fail for the student but a big win for video.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\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/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\u003cp>A decade ago, English teacher David Narter had a revelation. One of his students had asked for extra guidance on her writing. She and Narter, a teacher at the Leyden High Schools, outside Chicago, sat down to review an essay of hers that he’d marked up. Narter started by simply reading his comments aloud. To his surprise, that process made a big difference.\u003c/p>\n\u003cp>In an article for the \u003ca href=\"http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1073-jan2018/EJ1073essay.pdf\">\u003cem>English Journal\u003c/em>\u003c/a>, Narter recounts how the student found his feedback more encouraging when he expressed it orally. As his student explained to him, “When I see the writing all over the paper, it just sounds like you’re saying, ‘You’re a bad writer.’ But now I feel like I can actually write this.”\u003c/p>\n\u003cp>Feedback is a funny beast. We all need pointers on our performance, but giving and receiving feedback can be fraught with misunderstanding. Take red pens. Social psychologists and sociologists have found that, as opposed to blue ink, grading in crimson can lead to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/ejsp.753\">more aggressive critique\u003c/a>. The recipients of these mark-ups, meanwhile, may see their teacher as \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0362331912000638\">less approachable\u003c/a>.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Fortunately, some simple, creative changes can help. Although Narter could not provide one-on-one counseling to every student, he has found a way to simulate such tête-à-têtes to reach a larger audience: by replacing written comments with personalized, five-minute video reviews of each assignment. The videos, he has found, allow him to provide useful, big-picture commentary. They also keep students feeling motivated rather than deflated — and the task takes Narter less time than writing out his notes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/e8svksXIU4A'\n title='//www.youtube.com/embed/e8svksXIU4A'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Narter is not alone. In the past few years, a handful of educators, working in different disciplines and various education levels, have made similar observations. Michael Phillips and Michael Henderson, education faculty at Monash University in Australia, have been experimenting with \u003ca href=\"https://ajet.org.au/index.php/AJET/article/view/1878\">video feedback for years\u003c/a>. They’ve created a \u003ca href=\"http://newmediaresearch.educ.monash.edu.au/lnm/technology-mediated-assessment-feedback/\">website with recommendations\u003c/a> for teachers who want to try it out themselves. To date, Phillips and Henderson have helped instructors use video feedback for classes from 20 to 700 students, across high schools and universities, in subjects as far ranging as philosophy and engineering.\u003c/p>\n\u003cp>Technology has limitations, of course. Teachers need to master their smart phone or computer’s basic recording techniques. Videos must be relatively brief (about five minutes or less) lest the files become unwieldy to share. But technological advances are making the task easier and easier. For example, screencasting apps, which create the video equivalent of a screengrab, now let teachers highlight specific passages in a student’s work as part of the film.\u003c/p>\n\u003cp>Overall, Phillips and Henderson, who previously taught in high schools, have been blown away by their pupils’ rave reviews. Students, without any solicitation, have been emailing them to praise the videos for their clarity and encouragement. “In our combined 25 years of experience,” Phillips says, “we never got responses like that.”\u003c/p>\n\u003cp>Cognitive scientists may be less surprised by the enthusiasm for video grading. Simply put, video carries more communication cues, such as tone of voice and facial expression, than a written message. Those clues make it easier for students to correctly interpret their teacher’s meaning.\u003c/p>\n\u003cp>Emotion, for example, is largely conveyed through nonverbal cues, as psychologist Albert Mehrabian (now an emeritus professor at the University of California, Los Angeles) revealed in \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037/h0024532\">studies in the 1960s\u003c/a>. And Mehrabian believes the video format offers other advantages to both teacher and student. “Speaking and recording are bound to involve far greater freedom and less effort than composing a written comment,” he explained in an email to me.\u003c/p>\n\u003cp>Indeed, in the videos, teachers typically use a casual, conversational style, which students see as authentic and accessible. Phillips, for one, stresses that he never edits or performs any post-processing: “It’s not a Spielberg movie.”\u003c/p>\n\u003cp>Video may be rich with clues, but the written word is relatively sparse. As a result, we do a lot more mental work to interpret this latter form of communication. “We have this way of processing things in our brain where we actually attach information to a particular person, so we can imagine that person talking as we read their words,” says Monica Riordan, a cognitive scientist and assistant professor of psychology at Chatham University, in Pittsburgh.\u003c/p>\n\u003cp>The implication, then, is that the more we know about a speaker or writer, the better we’ll interpret his or her meaning. Riordan has studied text messages and email where, broadly, we struggle to communicate fully. In 2016, she found, for instance, that we tend to \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/hcre.12093\">overestimate how well we share our feelings via email\u003c/a> — even among friends. Happily, the study also hinted that this confidence was slightly more warranted when people have known each other longer. (It also found that people were more likely to accurately interpret negative emotions than positive ones.)\u003c/p>\n\u003cp>If a student doesn’t know his teacher well, Riordan points out, it may be easier for him to misinterpret her feedback. What’s more, without cues like tone of voice or facial expression, a reader’s mood can easily color his interpretations. If a student is feeling anxious and distressed, it’s probable he’ll take corrections critically. (Thus, it’s easy to imagine why Narter’s student was so reassured by his spoken commentary.)\u003c/p>\n\u003cp>Of course, we receive even more cues when we communicate in-person. Mahdi Roghanizad, an assistant professor of management and organizational studies at Canada’s Western University, has demonstrated that we’re more persuasive when we \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S002210311630292X\">make requests face-to-face\u003c/a> than via email. He has also found that people are better at gauging a stranger’s potential generosity when chatting in person, \u003ca href=\"https://scholarspace.manoa.hawaii.edu/bitstream/10125/41244/1/paper0095.pdf\">rather than \u003c/a>in a video-to-video format (a la Skype). This in-person advantage disappears, however, when people wear mirrored sunglasses, obstructing eye contact.\u003c/p>\n\u003cp>Evolutionary psychology, he says, offers a possible explanation: “Our brain has evolved to communicate face-to-face, the more we go away from that specific channel, the less efficient we are.”\u003c/p>\n\u003cp>That logic might also explain why online-only courses, including much-vaunted MOOCs, \u003ca href=\"http://hechingerreport.org/moocs-keep-getting-bigger-but-do-they-work/\">struggle to retain students\u003c/a>. But could video technology enhance these courses by adding more human elements?\u003c/p>\n\u003cp>Another Chatham professor, Meigan Robb of the nursing department, is trying to find out. Robb teaches an online course to experienced, degree-holding nursing professionals. Yet, just like Narter, she’s found that many pupils take away far more from a brief video than a densely edited manuscript. “I was pouring my heart and soul into [written feedback],” she recalls. But the students, she says, “didn’t do anything I asked them to do.”\u003c/p>\n\u003cp>To remedy that, she now \u003ca href=\"http://blogs.chatham.edu/techfellows/2017/03/15/dr-meigan-robb-nursing/\">combines written edits, audio files and narrated presentations\u003c/a> to comment on her students’ work, both at the level of individual assignments and their overall progress in the course. Although it’s time-consuming, Robb believes the approach makes the class more engaging.\u003c/p>\n\u003cp>Back at Monash, Phillips reports that students in classes with video feedback seem to take greater responsibility for their work. “It’s the only time ever that I’ve had a student apologize for failing,” he says of a recent class in which he used video. He suspects the rich, individualized feedback helped the student form a more personal connection to the course. That may be a small fail for the student but a big win for video.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Hospitals See Growing Numbers Of Kids And Teens At Risk For Suicide",
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"content": "\u003cp>The number of kids who struggle with thoughts of suicide or who attempt to kill themselves is rising. New research, published Wednesday in \u003cem>Pediatrics,\u003c/em> finds children ages 5 to 17 visited children's hospitals for suicidal thoughts or attempts about twice as often in 2015 as in 2008.\u003c/p>\n\u003cp>\u003ca href=\"http://doi.org/10.1542/peds.2017-2426\">The study\u003c/a> found kids of all ages are affected though increases were greatest for older adolescents.\u003c/p>\n\u003cp>Lead author Gregory Plemmons, a pediatrician and researcher at Vanderbilt University in Nashville, Tenn., says the study results confirmed what he had been seeing at the hospital.\u003c/p>\n\u003cp>He says he hopes clinicians and families take note. \"The No. 1 thing to take home is that it's important to talk about this and important to ask about it,\" he says.\u003c/p>\n\u003cp>The findings line up with past data showing a steady increase in teen suicide over the past decade. The Centers for Disease Control and Prevention \u003ca href=\"http://www.cdc.gov/mmwr/volumes/66/wr/mm6630a6.htm\">reported last year\u003c/a> that a drop in adolescent suicide in the 1990s and early 2000s reversed course in 2008, though it has not yet reached peak levels seen in the 1980s. It's not clear what has contributed to the increase, but the study noted the 2008 financial crisis may be one factor.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Plemmons and his co-researchers examined billing data from 2008 to 2015 from a database of 49 children's hospitals across the U.S. They included all emergency department encounters, stays for observation and inpatient hospitalizations at those hospitals. However, community hospitals were not included.\u003c/p>\n\u003cp>The researchers turned up 115,856 visits for suicidal ideation or attempts, during the seven-year period. Such visits represented 0.7 percent of total children's hospital visits in 2008, but by 2015 had increased to 1.8 percent of all visits. More than half the visits required at least one night of hospitalization, and nearly 1 in 7 required intensive care.\u003c/p>\n\u003cp>Older teens were more likely to end up in the hospital and had the greater increase in hospital visits. About half of suicide-related hospital visits for the time studied were from teens ages 15 to 17, but 12- to 14-year-olds closely trailed them, making up 37 percent of visits. Children ages 5 to 11 made up the remaining 13 percent.\u003c/p>\n\u003cp>One of the study's most striking findings was a seasonal trend in hospital visits. Throughout the years, visits peaked in midfall and midspring and fell to the lowest point in the summer. \"We knew there was an association with school seasons, but actually seeing that mapped out was surprising,\" says Plemmons. It suggests a link with school pressures.\u003c/p>\n\u003cp>\"It really speaks to the stress and the strain at school,\" says Dr. Robert Dicker, associate director of Child & Adolescent Psychiatry at Zucker Hillside Hospital in Glen Oaks, N.Y. \"Kids appear to be under much more academic success to achieve and their perception of falling short.\"\u003c/p>\n\u003cp>Dicker, who was not involved in the study, noted possible influences \u003ca href=\"http://www.forbes.com/sites/tarahaelle/2017/07/31/online-searches-about-suicide-climbed-after-13-reasons-why-premiere/#7633f0e6558e\">from the media\u003c/a>, particularly social media.\u003c/p>\n\u003cp>Plemmons also drew attention to social media's influence. \"You're becoming more disconnected and not having relationships with real people, and at the same time, you're being fed a false distortion of what reality is, where everything looks great onscreen,\" he says.\u003c/p>\n\u003cp>Cyberbullying and sexting, he adds, could also be risk factors. \"These kids have to deal with pressures that we didn't deal with.\"\u003c/p>\n\u003cp>Other possible contributors noted in the study included earlier puberty in girls, since reaching puberty is a risk factor for suicide. Girls made up two-thirds of the hospital visits in the study period.\u003c/p>\n\u003cp>But none of these possibilities is definitive.\u003c/p>\n\u003cp>\"This type of study is very good at revealing trends but cannot address causality,\" says Dr. Laurel Williams, chief of psychiatry at Texas Children's Hospital in Houston. Despite being the third-leading cause of death in adolescents, suicide is still relatively rare, making it harder to study causes, she says.\u003c/p>\n\u003cp>But it is important to screen for depression and anxiety, she says. Her institution also uses validated screening tools to screen adolescents and is exploring teleconsultation strategies to help pediatricians manage cases if they feel underprepared or uncomfortable.\u003c/p>\n\u003cp>\"We know there are a lot of patients still out there who have clinical depression who are not accessing care,\" Plemmons says, adding that it's important for adults to identify resources in their area for struggling teens. Parents can start with their child's primary care doctor.\u003c/p>\n\u003cp>But the most important first step is one anyone can take.\u003c/p>\n\u003cp>\"The current best method for identifying risk is to ask,\" Williams says. \"Asking a young person how they are feeling, not just how they are doing, is essential. We need to give young people the time and space to talk about how they are feeling. This involves developing closer relationships over time, not something you can scramble at the last minute or only in moments of crisis.\"\u003c/p>\n\u003cp>Plemmons also emphasized the importance of talking to adolescents about the issue.\u003c/p>\n\u003cp>\"There's still a huge stigma and anything you can do to destigmatize it helps,\" he says, adding that a fear still exists among some pediatricians and parents that discussing suicide may suggest it to adolescents.\u003c/p>\n\u003cp>\"We know from literature that that's not the case,\" Plemmons says. \"Talking about it can sometimes help reduce the risk.\"\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 1-800-273-8255 (En Español: 1-888-628-9454; Deaf and Hard of Hearing: 1-800-799-4889) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting 741741.\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=Hospitals+See+Growing+Numbers+Of+Kids+And+Teens+At+Risk+For+Suicide+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The number of kids who struggle with thoughts of suicide or who attempt to kill themselves is rising. New research, published Wednesday in \u003cem>Pediatrics,\u003c/em> finds children ages 5 to 17 visited children's hospitals for suicidal thoughts or attempts about twice as often in 2015 as in 2008.\u003c/p>\n\u003cp>\u003ca href=\"http://doi.org/10.1542/peds.2017-2426\">The study\u003c/a> found kids of all ages are affected though increases were greatest for older adolescents.\u003c/p>\n\u003cp>Lead author Gregory Plemmons, a pediatrician and researcher at Vanderbilt University in Nashville, Tenn., says the study results confirmed what he had been seeing at the hospital.\u003c/p>\n\u003cp>He says he hopes clinicians and families take note. \"The No. 1 thing to take home is that it's important to talk about this and important to ask about it,\" he says.\u003c/p>\n\u003cp>The findings line up with past data showing a steady increase in teen suicide over the past decade. The Centers for Disease Control and Prevention \u003ca href=\"http://www.cdc.gov/mmwr/volumes/66/wr/mm6630a6.htm\">reported last year\u003c/a> that a drop in adolescent suicide in the 1990s and early 2000s reversed course in 2008, though it has not yet reached peak levels seen in the 1980s. It's not clear what has contributed to the increase, but the study noted the 2008 financial crisis may be one factor.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Plemmons and his co-researchers examined billing data from 2008 to 2015 from a database of 49 children's hospitals across the U.S. They included all emergency department encounters, stays for observation and inpatient hospitalizations at those hospitals. However, community hospitals were not included.\u003c/p>\n\u003cp>The researchers turned up 115,856 visits for suicidal ideation or attempts, during the seven-year period. Such visits represented 0.7 percent of total children's hospital visits in 2008, but by 2015 had increased to 1.8 percent of all visits. More than half the visits required at least one night of hospitalization, and nearly 1 in 7 required intensive care.\u003c/p>\n\u003cp>Older teens were more likely to end up in the hospital and had the greater increase in hospital visits. About half of suicide-related hospital visits for the time studied were from teens ages 15 to 17, but 12- to 14-year-olds closely trailed them, making up 37 percent of visits. Children ages 5 to 11 made up the remaining 13 percent.\u003c/p>\n\u003cp>One of the study's most striking findings was a seasonal trend in hospital visits. Throughout the years, visits peaked in midfall and midspring and fell to the lowest point in the summer. \"We knew there was an association with school seasons, but actually seeing that mapped out was surprising,\" says Plemmons. It suggests a link with school pressures.\u003c/p>\n\u003cp>\"It really speaks to the stress and the strain at school,\" says Dr. Robert Dicker, associate director of Child & Adolescent Psychiatry at Zucker Hillside Hospital in Glen Oaks, N.Y. \"Kids appear to be under much more academic success to achieve and their perception of falling short.\"\u003c/p>\n\u003cp>Dicker, who was not involved in the study, noted possible influences \u003ca href=\"http://www.forbes.com/sites/tarahaelle/2017/07/31/online-searches-about-suicide-climbed-after-13-reasons-why-premiere/#7633f0e6558e\">from the media\u003c/a>, particularly social media.\u003c/p>\n\u003cp>Plemmons also drew attention to social media's influence. \"You're becoming more disconnected and not having relationships with real people, and at the same time, you're being fed a false distortion of what reality is, where everything looks great onscreen,\" he says.\u003c/p>\n\u003cp>Cyberbullying and sexting, he adds, could also be risk factors. \"These kids have to deal with pressures that we didn't deal with.\"\u003c/p>\n\u003cp>Other possible contributors noted in the study included earlier puberty in girls, since reaching puberty is a risk factor for suicide. Girls made up two-thirds of the hospital visits in the study period.\u003c/p>\n\u003cp>But none of these possibilities is definitive.\u003c/p>\n\u003cp>\"This type of study is very good at revealing trends but cannot address causality,\" says Dr. Laurel Williams, chief of psychiatry at Texas Children's Hospital in Houston. Despite being the third-leading cause of death in adolescents, suicide is still relatively rare, making it harder to study causes, she says.\u003c/p>\n\u003cp>But it is important to screen for depression and anxiety, she says. Her institution also uses validated screening tools to screen adolescents and is exploring teleconsultation strategies to help pediatricians manage cases if they feel underprepared or uncomfortable.\u003c/p>\n\u003cp>\"We know there are a lot of patients still out there who have clinical depression who are not accessing care,\" Plemmons says, adding that it's important for adults to identify resources in their area for struggling teens. Parents can start with their child's primary care doctor.\u003c/p>\n\u003cp>But the most important first step is one anyone can take.\u003c/p>\n\u003cp>\"The current best method for identifying risk is to ask,\" Williams says. \"Asking a young person how they are feeling, not just how they are doing, is essential. We need to give young people the time and space to talk about how they are feeling. This involves developing closer relationships over time, not something you can scramble at the last minute or only in moments of crisis.\"\u003c/p>\n\u003cp>Plemmons also emphasized the importance of talking to adolescents about the issue.\u003c/p>\n\u003cp>\"There's still a huge stigma and anything you can do to destigmatize it helps,\" he says, adding that a fear still exists among some pediatricians and parents that discussing suicide may suggest it to adolescents.\u003c/p>\n\u003cp>\"We know from literature that that's not the case,\" Plemmons says. \"Talking about it can sometimes help reduce the risk.\"\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 1-800-273-8255 (En Español: 1-888-628-9454; Deaf and Hard of Hearing: 1-800-799-4889) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting 741741.\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=Hospitals+See+Growing+Numbers+Of+Kids+And+Teens+At+Risk+For+Suicide+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Teens Should Understand Their Own Brains (And Why Their Teachers Should, Too!)",
"title": "Why Teens Should Understand Their Own Brains (And Why Their Teachers Should, Too!)",
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"content": "\u003cp>A teenage brain is a fascinating, still-changing place. There's a lot going on: social awareness, risk-taking, peer pressure; all are heightened during this period.\u003c/p>\n\u003cp>Until relatively recently, it was thought that the brain was only actively developing during childhood, but in the last two decades, researchers have confirmed that the brain continues to develop during adolescence — a period of time that can stretch from the middle school years into early adulthood.\u003c/p>\n\u003cp>\"We were always under the assumption that the brain doesn't change very much after childhood,\" explains Sarah-Jayne Blakemore, a professor of cognitive neuroscience at University College London.\u003c/p>\n\u003cp>But that's simply not the case, she says, and educators — and teens themselves — can learn a lot from this.\u003c/p>\n\u003cp>Blakemore has a new book, \u003cem>Inventing Ourselves, The Secret Life of the Teenage Brain\u003c/em> — where she dives into the research and the science — and offers insights into how young adults are thinking, problem-solving and learning. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>Understanding\u003c/strong> \u003cstrong>the teenage brain can be really useful in an educational context. What are some things you've learned that educators should know?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sleep. The fact that the circadian rhythm matters. That the body clock changes at puberty. There's a kind of shift in the body clock by about two hours during the teenage years, meaning that teenagers feel sleepy a couple of hours later at night than adults. They, therefore, feel very tired in the morning, much more than they did as children or than they will feel as adults.\u003c/p>\n\u003cp>That has implications for school start times, because school starts very early in the morning. Schools normally start about 8:30 a.m. or earlier — and that, for a teenager, is arguably in the middle of their night. From a biological point of view, they should still be asleep.\u003c/p>\n\u003cp>Of course, this is really tricky because the whole of society revolves around young people being at school during the working day and parents are reluctant to leave their children at home while they go to work. So it's very difficult from a societal/policy point of view to implement this change. But a few schools are playing with start times and trying to monitor the results to see if later school start times improve educational outcomes and social-emotional outcomes.\u003c/p>\n\u003cp>\u003cstrong>You also suggest that teenagers themselves should be learning about the science happening in their brains. \u003c/strong>\u003c/p>\n\u003cp>I think that understanding the teen brain should be part of the education curriculum for teenagers. They should learn about their own brains and how they're changing because I think it's empowering for young people to know and understand more about why they might be feeling a certain way.\u003c/p>\n\u003cp>They should understand why they might be particularly self-conscious or susceptible to peer-influence, or more likely to take risks. The teenage years are a really important time in terms of vulnerability to mental illnesses. We know that most mental illnesses first appear during adolescence; at some point before the age of 24. It's important for teens to understand the biological reasons and the social reasons why that might be, in terms of trying to cope with different feelings and possibly mental health problems.\u003c/p>\n\u003cp>\u003cstrong>So brains are continuing to develop into the mid-20s. Does that mean that learning is easier during this period than adulthood? What's the relationship between development and plasticity?\u003c/strong>\u003c/p>\n\u003cp>So the brain is undergoing huge amounts of change in adolescence, both in terms of its structure — the composition, the amount of grey and white matter — and also in terms of how it functions: How it activates when you do different things.\u003c/p>\n\u003cp>Now the interesting thing about that is, what does it mean for brain plasticity and learning? And there's a general assumption based on a lot of research that this development that we see during the adolescent years, means that the brain is particularly plastic — at least in some brain regions.\u003c/p>\n\u003cp>The brain is particularly influenced by the environment during the teenage years and might be particularly amenable to learning certain skills. It's a sensitive period for social information, meaning that the brain is set up during adolescence to understand other people and to find out about other people's minds, their emotions. Brains at this time are good at understanding social hierarchies.\u003c/p>\n\u003cp>\u003cstrong>So peers and friends are really important during this time. \u003c/strong>\u003c/p>\n\u003cp>Friends take on an extra step in terms of their importance and the role they play in adolescents' lives. Adolescents do have an increased propensity to be influenced by their friends, particularly in areas like risk-taking. Things like smoking or drinking or experimenting with drugs, those are risks that they tend not to take when they're on their own. I think particularly the fear of being excluded by the peer group is a big driver of adolescent typical behavior.\u003c/p>\n\u003cp>\u003cstrong>Can schools use those social motivators to help students learn or to stop bullying, or increase awareness about health issues?\u003c/strong>\u003c/p>\n\u003cp>There's a model in public health. There's been research showing [that], if you educate the well-connected young people in the class about the negative effects of bullying and social exclusion and then you motivate them and incentivize them to run a kind of anti-bullying campaign, that leads to hugely reduced incidents of bullying and social exclusion. It also leads to changes in attitudes towards bullying and social exclusion across the whole year group over the following year.\u003c/p>\n\u003cp>That's exactly what young people care about. They care about what their friends think and the social norms. So trying to change attitudes and behaviors around people maybe around risk-taking or bullying should focus on judging. And teachers can use that model, too.\u003c/p>\n\u003cp>\u003cstrong>How does social media influence all this?\u003c/strong>\u003c/p>\n\u003cp>It really matters to teenagers to be included by their social group, by their friends, and so they're more likely to go along with what their friends think. Social media like Instagram or Snapchat or Facebook or whatever it might be, allows teenagers to exercise their desire to make social contact all the time. They never get away from it, even in the middle of the night\u003cem>.\u003c/em>\u003c/p>\n\u003cp>There's not very much research on how social media affects the developing brain, but one area that I'm pretty convinced by is the effect on sleep. A lot of young people who I work with, they will have their phones on all night. They won't turn them off. They won't put them on silent and they even respond to messages that come in throughout the night. That surely affects sleep and we all know that sleep is so critical for mental health and learning.\u003c/p>\n\u003cp>\u003cstrong>What's the next thing you want to investigate? \u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I'm really interested in individual differences. Everyone's brains during the teenage years develop slightly differently. And the question is, why? Why do some people's brains develop a little bit more quickly than other people's? Is it something to do with their genetics or their environment, or their socio-economic group or their culture? Maybe even things like their nutrition levels and how much exercise they do. \"How do all these environmental factors influence brain development?\" is a question that I'm really interested in, as are many other labs around the world.\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=Why+Teens+Should+Understand+Their+Own+Brains+%28And+Why+Their+Teachers+Should%2C+Too%21%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A teenage brain is a fascinating, still-changing place. There's a lot going on: social awareness, risk-taking, peer pressure; all are heightened during this period.\u003c/p>\n\u003cp>Until relatively recently, it was thought that the brain was only actively developing during childhood, but in the last two decades, researchers have confirmed that the brain continues to develop during adolescence — a period of time that can stretch from the middle school years into early adulthood.\u003c/p>\n\u003cp>\"We were always under the assumption that the brain doesn't change very much after childhood,\" explains Sarah-Jayne Blakemore, a professor of cognitive neuroscience at University College London.\u003c/p>\n\u003cp>But that's simply not the case, she says, and educators — and teens themselves — can learn a lot from this.\u003c/p>\n\u003cp>Blakemore has a new book, \u003cem>Inventing Ourselves, The Secret Life of the Teenage Brain\u003c/em> — where she dives into the research and the science — and offers insights into how young adults are thinking, problem-solving and learning. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>Understanding\u003c/strong> \u003cstrong>the teenage brain can be really useful in an educational context. What are some things you've learned that educators should know?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sleep. The fact that the circadian rhythm matters. That the body clock changes at puberty. There's a kind of shift in the body clock by about two hours during the teenage years, meaning that teenagers feel sleepy a couple of hours later at night than adults. They, therefore, feel very tired in the morning, much more than they did as children or than they will feel as adults.\u003c/p>\n\u003cp>That has implications for school start times, because school starts very early in the morning. Schools normally start about 8:30 a.m. or earlier — and that, for a teenager, is arguably in the middle of their night. From a biological point of view, they should still be asleep.\u003c/p>\n\u003cp>Of course, this is really tricky because the whole of society revolves around young people being at school during the working day and parents are reluctant to leave their children at home while they go to work. So it's very difficult from a societal/policy point of view to implement this change. But a few schools are playing with start times and trying to monitor the results to see if later school start times improve educational outcomes and social-emotional outcomes.\u003c/p>\n\u003cp>\u003cstrong>You also suggest that teenagers themselves should be learning about the science happening in their brains. \u003c/strong>\u003c/p>\n\u003cp>I think that understanding the teen brain should be part of the education curriculum for teenagers. They should learn about their own brains and how they're changing because I think it's empowering for young people to know and understand more about why they might be feeling a certain way.\u003c/p>\n\u003cp>They should understand why they might be particularly self-conscious or susceptible to peer-influence, or more likely to take risks. The teenage years are a really important time in terms of vulnerability to mental illnesses. We know that most mental illnesses first appear during adolescence; at some point before the age of 24. It's important for teens to understand the biological reasons and the social reasons why that might be, in terms of trying to cope with different feelings and possibly mental health problems.\u003c/p>\n\u003cp>\u003cstrong>So brains are continuing to develop into the mid-20s. Does that mean that learning is easier during this period than adulthood? What's the relationship between development and plasticity?\u003c/strong>\u003c/p>\n\u003cp>So the brain is undergoing huge amounts of change in adolescence, both in terms of its structure — the composition, the amount of grey and white matter — and also in terms of how it functions: How it activates when you do different things.\u003c/p>\n\u003cp>Now the interesting thing about that is, what does it mean for brain plasticity and learning? And there's a general assumption based on a lot of research that this development that we see during the adolescent years, means that the brain is particularly plastic — at least in some brain regions.\u003c/p>\n\u003cp>The brain is particularly influenced by the environment during the teenage years and might be particularly amenable to learning certain skills. It's a sensitive period for social information, meaning that the brain is set up during adolescence to understand other people and to find out about other people's minds, their emotions. Brains at this time are good at understanding social hierarchies.\u003c/p>\n\u003cp>\u003cstrong>So peers and friends are really important during this time. \u003c/strong>\u003c/p>\n\u003cp>Friends take on an extra step in terms of their importance and the role they play in adolescents' lives. Adolescents do have an increased propensity to be influenced by their friends, particularly in areas like risk-taking. Things like smoking or drinking or experimenting with drugs, those are risks that they tend not to take when they're on their own. I think particularly the fear of being excluded by the peer group is a big driver of adolescent typical behavior.\u003c/p>\n\u003cp>\u003cstrong>Can schools use those social motivators to help students learn or to stop bullying, or increase awareness about health issues?\u003c/strong>\u003c/p>\n\u003cp>There's a model in public health. There's been research showing [that], if you educate the well-connected young people in the class about the negative effects of bullying and social exclusion and then you motivate them and incentivize them to run a kind of anti-bullying campaign, that leads to hugely reduced incidents of bullying and social exclusion. It also leads to changes in attitudes towards bullying and social exclusion across the whole year group over the following year.\u003c/p>\n\u003cp>That's exactly what young people care about. They care about what their friends think and the social norms. So trying to change attitudes and behaviors around people maybe around risk-taking or bullying should focus on judging. And teachers can use that model, too.\u003c/p>\n\u003cp>\u003cstrong>How does social media influence all this?\u003c/strong>\u003c/p>\n\u003cp>It really matters to teenagers to be included by their social group, by their friends, and so they're more likely to go along with what their friends think. Social media like Instagram or Snapchat or Facebook or whatever it might be, allows teenagers to exercise their desire to make social contact all the time. They never get away from it, even in the middle of the night\u003cem>.\u003c/em>\u003c/p>\n\u003cp>There's not very much research on how social media affects the developing brain, but one area that I'm pretty convinced by is the effect on sleep. A lot of young people who I work with, they will have their phones on all night. They won't turn them off. They won't put them on silent and they even respond to messages that come in throughout the night. That surely affects sleep and we all know that sleep is so critical for mental health and learning.\u003c/p>\n\u003cp>\u003cstrong>What's the next thing you want to investigate? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I'm really interested in individual differences. Everyone's brains during the teenage years develop slightly differently. And the question is, why? Why do some people's brains develop a little bit more quickly than other people's? Is it something to do with their genetics or their environment, or their socio-economic group or their culture? Maybe even things like their nutrition levels and how much exercise they do. \"How do all these environmental factors influence brain development?\" is a question that I'm really interested in, as are many other labs around the world.\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=Why+Teens+Should+Understand+Their+Own+Brains+%28And+Why+Their+Teachers+Should%2C+Too%21%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What the Teacher Strikes Can Teach Students About the History of the Labor Movement",
"title": "What the Teacher Strikes Can Teach Students About the History of the Labor Movement",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">We’re living and teaching in some challenging times, thanks in no small part to \u003c/span>\u003ca href=\"http://nymag.com/daily/intelligencer/2017/12/inequality-is-rising-globally-and-soaring-in-the-u-s.html\">\u003cspan style=\"font-weight: 400\">long-festering and deepening economic inequality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The consequences of these economic divides are felt by many, but have been particularly galvanizing for those in the early-to-mid stages of their working lives. These workers are struggling to make their \u003c/span>\u003ca href=\"https://www.epi.org/publication/charting-wage-stagnation/\">\u003cspan style=\"font-weight: 400\">stagnant wages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> stretch further and further to cover \u003c/span>\u003ca href=\"https://www.nytimes.com/2014/04/15/business/more-renters-find-30-affordability-ratio-unattainable.html\">\u003cspan style=\"font-weight: 400\">rising rents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and crippling \u003c/span>\u003ca href=\"https://www.marketwatch.com/story/americas-growing-student-loan-debt-crisis-2016-01-15\">\u003cspan style=\"font-weight: 400\">student debt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many are having a hard time seeing a \u003c/span>\u003ca href=\"http://money.cnn.com/2018/03/29/retirement/no-retirement-savings-millennials/index.html\">\u003cspan style=\"font-weight: 400\">finish line\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers in particular have been feeling the squeeze, with their incomes averaging \u003c/span>\u003ca href=\"https://www.epi.org/publication/the-teacher-pay-gap-is-wider-than-ever-teachers-pay-continues-to-fall-further-behind-pay-of-comparable-workers/\">\u003cspan style=\"font-weight: 400\">17 percent less\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than comparably educated workers with the same level of experience, and schools \u003c/span>\u003ca href=\"https://www.cbpp.org/blog/k-12-funding-in-some-states-still-far-below-pre-recession-levels\">\u003cspan style=\"font-weight: 400\">lacking funding and resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the scope of these political and economic challenges, it’s likely students will inherit these struggles in their working lives. They may already be experiencing inequality through their parents' struggles. From this vantage point, inequality can feel like a permanent fact of life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the courageous teachers striking for better school and work conditions in West Virginia, Oklahoma, Kentucky, Arizona and Colorado give me hope by serving as an inspiring present-day example \u003c/span>\u003cspan style=\"font-weight: 400\">of combating inequality\u003c/span>\u003cspan style=\"font-weight: 400\">. This mass movement is an empowering reminder of the history of collective organization, and the way united people advocating for change can make material improvements to the world. Unfortunately, this movement also reminds me of how little exposure students get to the history of labor, a history that could help them process inequality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several studies have found a direct correspondence between the strength of unions and narrow gaps between the rich and the poor in the United States; \u003c/span>\u003ca href=\"https://www.epi.org/blog/union-decline-rising-inequality-charts/\">\u003cspan style=\"font-weight: 400\">when union membership was highest, the share of wealth was most equal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, union membersh\u003c/span>\u003cspan style=\"font-weight: 400\">ip has shrunk to a \u003c/span>\u003ca href=\"https://www.npr.org/sections/money/2015/02/23/385843576/50-years-of-shrinking-union-membership-in-one-map\">\u003cspan style=\"font-weight: 400\">low point over the past 50 years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; now only 1 in 10 workers belongs to a union, down from 1 out of 3 in the \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2017/12/06/the-richest-1-percent-now-owns-more-of-the-countrys-wealth-than-at-any-time-in-the-past-50-years/?utm_term=.8e3ee1b0f1c0\">\u003cspan style=\"font-weight: 400\">1960s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is why unions and the labor movement seem like an artifact of a different time -- or even totally alien -- for many of our students. With union membership so low, it is unlikely students even know someone in a union. If they do, that person might just be a teacher.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If we and our students are to solve inequality, we have to reimagine what labor activism looks like, and the teacher strikes provide the perfect platform to spark those conversations. These are discussions teachers are perfectly poised to lead and that students can relate to, given the near-weekly headlines about teachers taking to the picket lines. They’re also discussions that balance the bleak realities of inequality with a people-powered path to a better future. But take note that my emphasis on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">discussion\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> here is intentional. Teachers need to be careful not to engage in any explicit political advocacy in the classroom. By keeping the focus on learning about labor history and how the movement has evolved over time and connects the present moment, students can come to their own conclusions about any modern-day political battles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So if you’re inspired like me, I’ve collected some resources below for contextualizing the teacher strikes in terms of the broader history of labor, unions and organizing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Keeping Up With Current Events\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get students started, have them dig into recent news coverage of the teacher strikes. You can, of course, direct students to relevant articles from newspapers and blogs, but there are also \u003c/span>\u003ca href=\"https://www.commonsense.org/education/top-picks/best-news-websites-for-students\">\u003cspan style=\"font-weight: 400\">a host of resources specifically tuned to classroom needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/newsela\">\u003cspan style=\"font-weight: 400\">Newsela\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a particularly good, \u003c/span>\u003ca href=\"https://newsela.com/read/teachers-continue-to-strike/id/42875/\">\u003cspan style=\"font-weight: 400\">up-to-date resource with articles on the strikes \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that can be adjusted to students’ reading levels.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unpacking Labor History\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be tough to find quality resources on social studies and specifically labor. Many apps and sites gloss over the significant impact of labor and unions, as well as the deep intersection between labor and other struggles. There are, however, some extraordinary, research-backed websites out there. Some of my personal favorites include the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/american-social-history-project\">\u003cspan style=\"font-weight: 400\">American Social History Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially their \u003c/span>\u003ca href=\"https://ashp.cuny.edu/who-built-america\">\u003cspan style=\"font-weight: 400\">Who Built America?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program. The \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/zinn-education-project\">\u003cspan style=\"font-weight: 400\">Zinn Education Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has a whole set of \u003c/span>\u003ca href=\"https://zinnedproject.org/teaching-materials/?themes=labor\">\u003cspan style=\"font-weight: 400\">resources specifically on labor history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but the entire website is worth digging into. \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/beyond-the-bubble\">\u003cspan style=\"font-weight: 400\">Beyond the Bubble\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a project by the Stanford History Education Group that offers primary source learning materials paired with excellent, skills-building assessments, many of which cover labor-related topics. Finally, if you’re teaching labor history, you’re gonna address the New Deal, and for that you’ve gotta check out the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/the-living-new-deal-still-working-for-america\">\u003cspan style=\"font-weight: 400\">Living New Deal.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, while its focus is far broader than just labor issues, \u003c/span>\u003ca href=\"https://www.rethinkingschools.org\">\u003cspan style=\"font-weight: 400\">Rethinking Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an indispensable resource. I’d specifically recommend \u003c/span>\u003ca href=\"https://www.rethinkingschools.org/static/archive/29_02/RS29-2_Swalwell_LaborMixer.pdf\">\u003cspan style=\"font-weight: 400\">this exceptional lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and list of related materials. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gaining Perspective Through Books and Films\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have long used Upton Sinclair’s \u003c/span>\u003cem>\u003ca href=\"https://www.amazon.com/Jungle-Upton-Sinclair/dp/1543285708\">\u003cspan style=\"font-weight: 400\">The Jungle\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> to give students a window into the horrific conditions that spurred the labor movement in the early 20th century. For a more modern classic, check out Barbara Ehrenreich’s \u003c/span>\u003ca href=\"https://www.amazon.com/Nickel-Dimed-Not-Getting-America/dp/0312626681\">\u003cspan style=\"font-weight: 400\">\u003cem>Nickel and Dimed,\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which chronicles the plight of service-industry workers, a sector of the economy that has largely replaced the factory jobs once associated with unions. For younger kids, you might look to the list of additional resources for elementary kids in \u003c/span>\u003ca href=\"https://www.rethinkingschools.org/static/archive/29_02/RS29-2_Swalwell_LaborMixer.pdf\">\u003cspan style=\"font-weight: 400\">this lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In terms of film, \u003c/span>\u003cem>\u003ca href=\"https://www.commonsensemedia.org/movie-reviews/inequality-for-all\">\u003cspan style=\"font-weight: 400\">Inequality for All\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> gives students a nice overview of the causes of growing economic inequality. To help students process the role unions played in communities, turn to \u003c/span>\u003cem>\u003ca href=\"https://www.commonsensemedia.org/movie-reviews/harlan-county-usa\">\u003cspan style=\"font-weight: 400\">Harlan County USA\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">\u003cem>,\u003c/em> one of the best documentaries of all time, which focuses on a harrowing miner strike in Kentucky. \u003c/span>\u003cem>\u003ca href=\"https://www.commonsensemedia.org/movie-reviews/roger-me\">\u003cspan style=\"font-weight: 400\">Roger & Me\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> can be a good platform for discussing the end of labor’s dominance and its impact on the Midwest.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Connecting the Labor Movement to Social Justice \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To fully grasp the importance and history of labor and collective organizing, students must understand how fighting for better wages, benefits, and working conditions has been most effective when aligned with civil rights movements. Let’s not forget, for instance, that Dr. King’s “I Have a Dream Speech” took place during the March on Washington for Jobs and Freedom, or that a key element of the Black Panthers' platform was \u003c/span>\u003ca href=\"https://zinnedproject.org/materials/black-panthers-ten-point-program/\">\u003cspan style=\"font-weight: 400\">full employment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or that the first farmworkers’ union was thanks to Latino/a activists like C\u003c/span>\u003cspan style=\"font-weight: 400\">é\u003c/span>\u003cspan style=\"font-weight: 400\">sar Ch\u003c/span>\u003cspan style=\"font-weight: 400\">á\u003c/span>\u003cspan style=\"font-weight: 400\">vez and Dolores Huerta, or that women working in textile mills pioneered \u003c/span>\u003ca href=\"https://aflcio.org/about/history/labor-history-events/lowell-mill-women-form-union\">\u003cspan style=\"font-weight: 400\">earliest organizing efforts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the U.S., and so on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help illuminate how labor issues are social justice issues, teachers can turn to many of the same resources listed above, but I also wanted to call attention to one site that does a great job of intersectional work: \u003c/span>\u003ca href=\"https://www.civilrightsteaching.org/\">\u003cspan style=\"font-weight: 400\">Civil Rights Teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The site focuses on reframing traditional historical narratives or centering marginalized histories, and the section on \u003c/span>\u003ca href=\"https://www.civilrightsteaching.org/labor-land-and-economics\">\u003cspan style=\"font-weight: 400\">Labor, Land, and Economics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is no exception.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is director of education editorial strategy at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Education\u003c/a>, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Teachers in five states have demonstrated what organized protests can accomplish. Common Sense Education's Tanner Higgin curates a list of educational tools to help students understand organizing and the labor movement so they can be empowered to affect their own changes in the future. ",
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"description": "Teachers in five states have demonstrated what organized protests can accomplish. Common Sense Education's Tanner Higgin curates a list of educational tools to help students understand organizing and the labor movement so they can be empowered to affect their own changes in the future. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">We’re living and teaching in some challenging times, thanks in no small part to \u003c/span>\u003ca href=\"http://nymag.com/daily/intelligencer/2017/12/inequality-is-rising-globally-and-soaring-in-the-u-s.html\">\u003cspan style=\"font-weight: 400\">long-festering and deepening economic inequality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The consequences of these economic divides are felt by many, but have been particularly galvanizing for those in the early-to-mid stages of their working lives. These workers are struggling to make their \u003c/span>\u003ca href=\"https://www.epi.org/publication/charting-wage-stagnation/\">\u003cspan style=\"font-weight: 400\">stagnant wages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> stretch further and further to cover \u003c/span>\u003ca href=\"https://www.nytimes.com/2014/04/15/business/more-renters-find-30-affordability-ratio-unattainable.html\">\u003cspan style=\"font-weight: 400\">rising rents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and crippling \u003c/span>\u003ca href=\"https://www.marketwatch.com/story/americas-growing-student-loan-debt-crisis-2016-01-15\">\u003cspan style=\"font-weight: 400\">student debt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many are having a hard time seeing a \u003c/span>\u003ca href=\"http://money.cnn.com/2018/03/29/retirement/no-retirement-savings-millennials/index.html\">\u003cspan style=\"font-weight: 400\">finish line\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers in particular have been feeling the squeeze, with their incomes averaging \u003c/span>\u003ca href=\"https://www.epi.org/publication/the-teacher-pay-gap-is-wider-than-ever-teachers-pay-continues-to-fall-further-behind-pay-of-comparable-workers/\">\u003cspan style=\"font-weight: 400\">17 percent less\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than comparably educated workers with the same level of experience, and schools \u003c/span>\u003ca href=\"https://www.cbpp.org/blog/k-12-funding-in-some-states-still-far-below-pre-recession-levels\">\u003cspan style=\"font-weight: 400\">lacking funding and resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the scope of these political and economic challenges, it’s likely students will inherit these struggles in their working lives. They may already be experiencing inequality through their parents' struggles. From this vantage point, inequality can feel like a permanent fact of life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the courageous teachers striking for better school and work conditions in West Virginia, Oklahoma, Kentucky, Arizona and Colorado give me hope by serving as an inspiring present-day example \u003c/span>\u003cspan style=\"font-weight: 400\">of combating inequality\u003c/span>\u003cspan style=\"font-weight: 400\">. This mass movement is an empowering reminder of the history of collective organization, and the way united people advocating for change can make material improvements to the world. Unfortunately, this movement also reminds me of how little exposure students get to the history of labor, a history that could help them process inequality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several studies have found a direct correspondence between the strength of unions and narrow gaps between the rich and the poor in the United States; \u003c/span>\u003ca href=\"https://www.epi.org/blog/union-decline-rising-inequality-charts/\">\u003cspan style=\"font-weight: 400\">when union membership was highest, the share of wealth was most equal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, union membersh\u003c/span>\u003cspan style=\"font-weight: 400\">ip has shrunk to a \u003c/span>\u003ca href=\"https://www.npr.org/sections/money/2015/02/23/385843576/50-years-of-shrinking-union-membership-in-one-map\">\u003cspan style=\"font-weight: 400\">low point over the past 50 years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; now only 1 in 10 workers belongs to a union, down from 1 out of 3 in the \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2017/12/06/the-richest-1-percent-now-owns-more-of-the-countrys-wealth-than-at-any-time-in-the-past-50-years/?utm_term=.8e3ee1b0f1c0\">\u003cspan style=\"font-weight: 400\">1960s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is why unions and the labor movement seem like an artifact of a different time -- or even totally alien -- for many of our students. With union membership so low, it is unlikely students even know someone in a union. If they do, that person might just be a teacher.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If we and our students are to solve inequality, we have to reimagine what labor activism looks like, and the teacher strikes provide the perfect platform to spark those conversations. These are discussions teachers are perfectly poised to lead and that students can relate to, given the near-weekly headlines about teachers taking to the picket lines. They’re also discussions that balance the bleak realities of inequality with a people-powered path to a better future. But take note that my emphasis on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">discussion\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> here is intentional. Teachers need to be careful not to engage in any explicit political advocacy in the classroom. By keeping the focus on learning about labor history and how the movement has evolved over time and connects the present moment, students can come to their own conclusions about any modern-day political battles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So if you’re inspired like me, I’ve collected some resources below for contextualizing the teacher strikes in terms of the broader history of labor, unions and organizing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Keeping Up With Current Events\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get students started, have them dig into recent news coverage of the teacher strikes. You can, of course, direct students to relevant articles from newspapers and blogs, but there are also \u003c/span>\u003ca href=\"https://www.commonsense.org/education/top-picks/best-news-websites-for-students\">\u003cspan style=\"font-weight: 400\">a host of resources specifically tuned to classroom needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/newsela\">\u003cspan style=\"font-weight: 400\">Newsela\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a particularly good, \u003c/span>\u003ca href=\"https://newsela.com/read/teachers-continue-to-strike/id/42875/\">\u003cspan style=\"font-weight: 400\">up-to-date resource with articles on the strikes \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that can be adjusted to students’ reading levels.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unpacking Labor History\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be tough to find quality resources on social studies and specifically labor. Many apps and sites gloss over the significant impact of labor and unions, as well as the deep intersection between labor and other struggles. There are, however, some extraordinary, research-backed websites out there. Some of my personal favorites include the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/american-social-history-project\">\u003cspan style=\"font-weight: 400\">American Social History Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially their \u003c/span>\u003ca href=\"https://ashp.cuny.edu/who-built-america\">\u003cspan style=\"font-weight: 400\">Who Built America?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program. The \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/zinn-education-project\">\u003cspan style=\"font-weight: 400\">Zinn Education Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has a whole set of \u003c/span>\u003ca href=\"https://zinnedproject.org/teaching-materials/?themes=labor\">\u003cspan style=\"font-weight: 400\">resources specifically on labor history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but the entire website is worth digging into. \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/beyond-the-bubble\">\u003cspan style=\"font-weight: 400\">Beyond the Bubble\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a project by the Stanford History Education Group that offers primary source learning materials paired with excellent, skills-building assessments, many of which cover labor-related topics. Finally, if you’re teaching labor history, you’re gonna address the New Deal, and for that you’ve gotta check out the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/website/the-living-new-deal-still-working-for-america\">\u003cspan style=\"font-weight: 400\">Living New Deal.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finally, while its focus is far broader than just labor issues, \u003c/span>\u003ca href=\"https://www.rethinkingschools.org\">\u003cspan style=\"font-weight: 400\">Rethinking Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an indispensable resource. I’d specifically recommend \u003c/span>\u003ca href=\"https://www.rethinkingschools.org/static/archive/29_02/RS29-2_Swalwell_LaborMixer.pdf\">\u003cspan style=\"font-weight: 400\">this exceptional lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and list of related materials. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gaining Perspective Through Books and Films\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have long used Upton Sinclair’s \u003c/span>\u003cem>\u003ca href=\"https://www.amazon.com/Jungle-Upton-Sinclair/dp/1543285708\">\u003cspan style=\"font-weight: 400\">The Jungle\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> to give students a window into the horrific conditions that spurred the labor movement in the early 20th century. For a more modern classic, check out Barbara Ehrenreich’s \u003c/span>\u003ca href=\"https://www.amazon.com/Nickel-Dimed-Not-Getting-America/dp/0312626681\">\u003cspan style=\"font-weight: 400\">\u003cem>Nickel and Dimed,\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which chronicles the plight of service-industry workers, a sector of the economy that has largely replaced the factory jobs once associated with unions. For younger kids, you might look to the list of additional resources for elementary kids in \u003c/span>\u003ca href=\"https://www.rethinkingschools.org/static/archive/29_02/RS29-2_Swalwell_LaborMixer.pdf\">\u003cspan style=\"font-weight: 400\">this lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In terms of film, \u003c/span>\u003cem>\u003ca href=\"https://www.commonsensemedia.org/movie-reviews/inequality-for-all\">\u003cspan style=\"font-weight: 400\">Inequality for All\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> gives students a nice overview of the causes of growing economic inequality. To help students process the role unions played in communities, turn to \u003c/span>\u003cem>\u003ca href=\"https://www.commonsensemedia.org/movie-reviews/harlan-county-usa\">\u003cspan style=\"font-weight: 400\">Harlan County USA\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\">\u003cem>,\u003c/em> one of the best documentaries of all time, which focuses on a harrowing miner strike in Kentucky. \u003c/span>\u003cem>\u003ca href=\"https://www.commonsensemedia.org/movie-reviews/roger-me\">\u003cspan style=\"font-weight: 400\">Roger & Me\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> can be a good platform for discussing the end of labor’s dominance and its impact on the Midwest.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Connecting the Labor Movement to Social Justice \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To fully grasp the importance and history of labor and collective organizing, students must understand how fighting for better wages, benefits, and working conditions has been most effective when aligned with civil rights movements. Let’s not forget, for instance, that Dr. King’s “I Have a Dream Speech” took place during the March on Washington for Jobs and Freedom, or that a key element of the Black Panthers' platform was \u003c/span>\u003ca href=\"https://zinnedproject.org/materials/black-panthers-ten-point-program/\">\u003cspan style=\"font-weight: 400\">full employment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or that the first farmworkers’ union was thanks to Latino/a activists like C\u003c/span>\u003cspan style=\"font-weight: 400\">é\u003c/span>\u003cspan style=\"font-weight: 400\">sar Ch\u003c/span>\u003cspan style=\"font-weight: 400\">á\u003c/span>\u003cspan style=\"font-weight: 400\">vez and Dolores Huerta, or that women working in textile mills pioneered \u003c/span>\u003ca href=\"https://aflcio.org/about/history/labor-history-events/lowell-mill-women-form-union\">\u003cspan style=\"font-weight: 400\">earliest organizing efforts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the U.S., and so on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help illuminate how labor issues are social justice issues, teachers can turn to many of the same resources listed above, but I also wanted to call attention to one site that does a great job of intersectional work: \u003c/span>\u003ca href=\"https://www.civilrightsteaching.org/\">\u003cspan style=\"font-weight: 400\">Civil Rights Teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The site focuses on reframing traditional historical narratives or centering marginalized histories, and the section on \u003c/span>\u003ca href=\"https://www.civilrightsteaching.org/labor-land-and-economics\">\u003cspan style=\"font-weight: 400\">Labor, Land, and Economics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is no exception.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is director of education editorial strategy at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Education\u003c/a>, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Sept. 30, 2016 was a big day for Lake Canyon Elementary. Students, teachers, and staff arrived at the Galt, California, school wearing white shirts and before long were sent to stand by one of six large cardboard boxes. After a drum roll, cannons sprayed confetti over each cluster of students. The color matched one of six new banners, like the orange one reading “Sebete” and featuring a bear meant to symbolize courage. As music played, the boxes were ripped open to reveal matching T-shirts. Pulling them over their heads, students began doing something they’d continue every day until graduating: representing their house. Three semesters later, Principal Judi Hayes said, “Every part of our school culture now flows through the lens of the house system.”\u003c/p>\n\u003cp>If the image calls to mind Harry Potter being assigned to Gryffindor, that’s not far off the mark. The term “house” derives from English boarding schools where students once lived in a series of modest dwellings. More than a few U.S. universities, including Notre Dame and Rice, still give their dormitories a larger significance by, for example, allowing each “residential college” its own advisers and social events. The attachments formed tend to be so significant that alumni, upon meeting one another, frequently ask, “What college were you?”\u003c/p>\n\u003cp>That sense of camaraderie and identity is part of what schools like Lake Canyon are trying to develop. “We have first-graders on our campus that would never have the opportunity to become buddies with a fifth-grader,” Hayes said, “but now they see each other at the house meeting every Friday.” Sixth-grade teacher Val Seamons added, “They really deck out for those,” with kids even donning house-colored socks and tutus in a bid for extra points. Three days a week for the first two trimesters of the year, students eat lunch with their houses, and every morning the winning house from the previous day is announced. The house system also gives children the opportunity to interact with teachers they normally would have no cause to know, Hayes said, “creating smaller communities within the larger community where they can make stronger bonds and connections.”\u003c/p>\n\u003cfigure id=\"attachment_50964\" class=\"wp-caption alignnone\" style=\"max-width: 853px\">\u003cimg class=\"wp-image-50964 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/unspecified-45.jpg\" alt=\"\" width=\"853\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45.jpg 853w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-520x780.jpg 520w\" sizes=\"(max-width: 853px) 100vw, 853px\">\u003cfigcaption class=\"wp-caption-text\">Lake Canyon Elementary School ceremony assigning students to a house. (Katie Fewell Photography)\u003c/figcaption>\u003c/figure>\n\u003cp>Those ties can be critical when dealing with children touched by trauma. Seamons described a first-grader who lost her mother, a teacher at the school, when a colloid cyst burst in the 34-year-old’s brain. Seamons said she expressed concern to the students of Sebete: “And the first kid stood up, and he said, ‘The Sebete house has got her.’ And this went all down the line. The kids were all like, ‘We’ve got her. The house has got her.' ”\u003c/p>\n\u003cp>Other opportunities to develop leadership skills arise from the patterns established by the house system, Seamons said. Sixth-graders shepherd kindergartners from their classrooms to house meetings, and some students have been tapped to take over house planning duties from the teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Principal Hayes believes these mentoring activities are to thank for helping reduce bullying and other behavioral problems. Since the house system was introduced at Lake Canyon, suspensions went from nine to zero, she said, and instances of students being sent to the office for discipline greatly decreased.\u003c/p>\n\u003cp>A sense of inclusion and engagement in a common enterprise can have academic benefits as well as social-emotional ones, according to Jennifer Kloczko, the principal of Stoneridge Elementary School in Roseville, California. Two teams of her teachers traveled to observe Lake Canyon’s house system in action as they launched their own. “When kids are really excited about school,” Kloczko said, “they are happier and they tend to learn more.” It’s a proposition supported by \u003ca href=\"https://eric.ed.gov/?id=EJ1031094\">scholarly research\u003c/a> tying a heightened sense of belonging to increased achievement.\u003c/p>\n\u003cfigure id=\"attachment_51220\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51220\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/HillsdaleHigh-31-1-e1526318014603.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Signs indicating Marrakech house at Hillsdale High School. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>HELPING KIDS TRANSITION\u003c/strong>\u003c/p>\n\u003cp>Another touted benefit of houses is easing transitions. Last year the incoming kindergarten students at Lake Canyon were welcomed by sixth-graders who had planned a new tradition. The big kids formed a cheering tunnel, placed a Hawaiian lei in one of the house colors around each little one’s neck, and invited them to play. Jeff Gilbert, the principal of Hillsdale High School in the San Francisco Bay Area, credits his school’s house system with helping ninth-graders acclimate to a student body of nearly 1,500 and what can be an overwhelming roster of classes and teachers.\u003c/p>\n\u003cp>Each Hillsdale ninth-grader spends five periods a day—math, English, social studies, science and advisory—with their 111 housemates. Four teachers coordinate with one another in mostly adjacent classrooms as they teach those subjects, and each takes responsibility for advising 28 of the house’s students, whom they follow through the end of sophomore year.\u003c/p>\n\u003cp>“You talk about students all the time,” Gilbert said. “You know every family, and you know every student. You stop dealing with them in these sort of large abstract cohorts.” In addition to allowing for “much more individualized responses,” he said, the house system helps replicate the coherence of the elementary experience. “Our honors students know our special ed students,” he said. “It’s not always perfect, but those cliques and those tensions have dramatically reduced.”\u003c/p>\n\u003cfigure id=\"attachment_51216\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51216\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/HillsdaleHigh-2-e1526074491987.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Teachers within the same house meet on a regular basis to discuss needs of students. Hillsdale High School English teacher Andrew Hartig (left), math teacher Michael McCall and other teachers within Marrakech House share observations on students and discuss solutions for how they can help. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Modern elementary and secondary house systems aren’t just a California thing. The 735 kindergarten through fifth-grade students at Richard J. Lee Elementary School in the small Dallas suburb of Coppell, Texas, eat lunch with their houses. Ottway Elementary in Greenville, Tennessee, provides students with lanyards marked by the colors and names of the school’s four houses, each named for a rare gemstone. And at Jackson Road Elementary School in Griffin, Georgia—where houses have not just missions, colors, chants and symbols but also hand signs and mottos—each classroom contains four colored containers. Students who earn a house point are given a bean to place in their house’s container which, along with the others, gets periodically emptied into a larger one near the front office.\u003c/p>\n\u003cp>\u003cstrong>BENEFITS TO SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Educators at schools like these claim additional systemic advantages. Gilbert said he thinks Hillsdale’s house system empowers teachers and in so doing gives the high school an edge in recruitment and retention. Kloczko said Stoneridge’s houses help attract parents in Roseville’s choice system: “It makes us special.” And according to Hayes, the staff at Lake Canyon is more united “because now they have another small group … they are collaborating with.”\u003c/p>\n\u003cp>Of course, the specific successes of Lake Canyon might have something to do with the way the school rolled out the idea. In the spring of 2016, Hayes, Seamons and six others traveled to the Ron Clark Academy in Atlanta, a nonprofit middle school created to serve as a model school for educator training programs. After observing a house system in action there, the group volunteered to form a committee, calling themselves “the Hags” for “House Advisory Group.”\u003c/p>\n\u003cp>They introduced staff to the concept before school let out for summer and asked for help choosing the six character traits that would determine the house identities. “We really wanted a buy-in from the rest of the staff,” Seamons said. “They were familiar with the Harry Potter books,” Hayes added, “so it wasn’t a completely foreign concept,” but she made sure to hammer home the potential benefits. She was also careful not to demand too much extra work from teachers, setting aside about 25 minutes out of each 90-minute staff meeting for planning house meeting activities.\u003c/p>\n\u003cp>“There was no rhyme or reason” to the way Lake Canyon split students, teachers and staff up into six groups. They didn’t even pay attention to gender, but Hayes said, “It all kind of worked out.” (One thing the committee did massage: placement of children with special needs to ensure proper support.) Some people anticipated problems with students wanting to switch houses, but Hayes said that hasn’t really happened. “With the older kids, maybe their best friend is in a different house, and that’s an issue at lunch perhaps,” Seamons said, “but not really.”\u003c/p>\n\u003cp>\u003cstrong>TOOLS FOR IMPLEMENTATION \u003c/strong>\u003c/p>\n\u003cp>One focus the Hags maintained throughout was positivity. In order for the house system to function as an effective way to reinforce desired behavior, unlike at Hogwarts, teachers and staff at Lake Canyon only award points, never taking them away. Seamons said teachers also take steps to emphasize the “friendly” part of “friendly competition,” because students need to be taught “how to compete successfully.”\u003c/p>\n\u003cp>Dan Green helped launch a house system at California’s Goleta Valley Junior High in 2003. In a \u003ca href=\"https://eric.ed.gov/?id=EJ745589\">paper on the topic\u003c/a>, he wrote that some teachers worried competition might decrease collegiality and self-esteem. Administrators there responded by carefully calibrating the point system “to award participation, effort and growth just as much as achievement,” Green reported.\u003c/p>\n\u003cp>Lake Canyon’s experience would seem to provide a roadmap for successful implementation, but it might not be that simple. Hayes paid for things like the banners and T-shirts with a portion of \u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning\">federal funds the district won in 2012\u003c/a>. At Stoneridge, Kloczko relied on the financial support of the school’s Parent Teacher Club, as well as nine teachers who fundraised to attend the Ron Clark Academy. Gilbert said Hillsdale received a smaller learning community planning grant in the late 1990s and another grant in 2002.\u003c/p>\n\u003cp>Aside from some expense, “it requires a long-term commitment,” Hayes said, as well as whole-school involvement.\u003c/p>\n\u003cp>There also doesn’t yet seem to be reliable data on the efficacy of houses. Lake Canyon’s suspensions decreased, yes, but causation is difficult to establish since the school launched a restorative justice discipline model around the same time.\u003c/p>\n\u003cp>Hayes was careful to add a final caveat: For a house system to succeed, there has to be something substantive behind it, an underlying ethos being reinforced. At Lake Canyon, that’s a \u003ca href=\"https://lc-gjuesd-ca.schoolloop.com/lakecanyonessential33\">list of 33 “soft skills”\u003c/a> such as “do not brag” and “be courteous.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The houses are not just a thing that you do,” Kloczko agreed. “It’s really your whole school culture.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sept. 30, 2016 was a big day for Lake Canyon Elementary. Students, teachers, and staff arrived at the Galt, California, school wearing white shirts and before long were sent to stand by one of six large cardboard boxes. After a drum roll, cannons sprayed confetti over each cluster of students. The color matched one of six new banners, like the orange one reading “Sebete” and featuring a bear meant to symbolize courage. As music played, the boxes were ripped open to reveal matching T-shirts. Pulling them over their heads, students began doing something they’d continue every day until graduating: representing their house. Three semesters later, Principal Judi Hayes said, “Every part of our school culture now flows through the lens of the house system.”\u003c/p>\n\u003cp>If the image calls to mind Harry Potter being assigned to Gryffindor, that’s not far off the mark. The term “house” derives from English boarding schools where students once lived in a series of modest dwellings. More than a few U.S. universities, including Notre Dame and Rice, still give their dormitories a larger significance by, for example, allowing each “residential college” its own advisers and social events. The attachments formed tend to be so significant that alumni, upon meeting one another, frequently ask, “What college were you?”\u003c/p>\n\u003cp>That sense of camaraderie and identity is part of what schools like Lake Canyon are trying to develop. “We have first-graders on our campus that would never have the opportunity to become buddies with a fifth-grader,” Hayes said, “but now they see each other at the house meeting every Friday.” Sixth-grade teacher Val Seamons added, “They really deck out for those,” with kids even donning house-colored socks and tutus in a bid for extra points. Three days a week for the first two trimesters of the year, students eat lunch with their houses, and every morning the winning house from the previous day is announced. The house system also gives children the opportunity to interact with teachers they normally would have no cause to know, Hayes said, “creating smaller communities within the larger community where they can make stronger bonds and connections.”\u003c/p>\n\u003cfigure id=\"attachment_50964\" class=\"wp-caption alignnone\" style=\"max-width: 853px\">\u003cimg class=\"wp-image-50964 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/unspecified-45.jpg\" alt=\"\" width=\"853\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45.jpg 853w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-520x780.jpg 520w\" sizes=\"(max-width: 853px) 100vw, 853px\">\u003cfigcaption class=\"wp-caption-text\">Lake Canyon Elementary School ceremony assigning students to a house. (Katie Fewell Photography)\u003c/figcaption>\u003c/figure>\n\u003cp>Those ties can be critical when dealing with children touched by trauma. Seamons described a first-grader who lost her mother, a teacher at the school, when a colloid cyst burst in the 34-year-old’s brain. Seamons said she expressed concern to the students of Sebete: “And the first kid stood up, and he said, ‘The Sebete house has got her.’ And this went all down the line. The kids were all like, ‘We’ve got her. The house has got her.' ”\u003c/p>\n\u003cp>Other opportunities to develop leadership skills arise from the patterns established by the house system, Seamons said. Sixth-graders shepherd kindergartners from their classrooms to house meetings, and some students have been tapped to take over house planning duties from the teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Principal Hayes believes these mentoring activities are to thank for helping reduce bullying and other behavioral problems. Since the house system was introduced at Lake Canyon, suspensions went from nine to zero, she said, and instances of students being sent to the office for discipline greatly decreased.\u003c/p>\n\u003cp>A sense of inclusion and engagement in a common enterprise can have academic benefits as well as social-emotional ones, according to Jennifer Kloczko, the principal of Stoneridge Elementary School in Roseville, California. Two teams of her teachers traveled to observe Lake Canyon’s house system in action as they launched their own. “When kids are really excited about school,” Kloczko said, “they are happier and they tend to learn more.” It’s a proposition supported by \u003ca href=\"https://eric.ed.gov/?id=EJ1031094\">scholarly research\u003c/a> tying a heightened sense of belonging to increased achievement.\u003c/p>\n\u003cfigure id=\"attachment_51220\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51220\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/HillsdaleHigh-31-1-e1526318014603.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Signs indicating Marrakech house at Hillsdale High School. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>HELPING KIDS TRANSITION\u003c/strong>\u003c/p>\n\u003cp>Another touted benefit of houses is easing transitions. Last year the incoming kindergarten students at Lake Canyon were welcomed by sixth-graders who had planned a new tradition. The big kids formed a cheering tunnel, placed a Hawaiian lei in one of the house colors around each little one’s neck, and invited them to play. Jeff Gilbert, the principal of Hillsdale High School in the San Francisco Bay Area, credits his school’s house system with helping ninth-graders acclimate to a student body of nearly 1,500 and what can be an overwhelming roster of classes and teachers.\u003c/p>\n\u003cp>Each Hillsdale ninth-grader spends five periods a day—math, English, social studies, science and advisory—with their 111 housemates. Four teachers coordinate with one another in mostly adjacent classrooms as they teach those subjects, and each takes responsibility for advising 28 of the house’s students, whom they follow through the end of sophomore year.\u003c/p>\n\u003cp>“You talk about students all the time,” Gilbert said. “You know every family, and you know every student. You stop dealing with them in these sort of large abstract cohorts.” In addition to allowing for “much more individualized responses,” he said, the house system helps replicate the coherence of the elementary experience. “Our honors students know our special ed students,” he said. “It’s not always perfect, but those cliques and those tensions have dramatically reduced.”\u003c/p>\n\u003cfigure id=\"attachment_51216\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51216\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/HillsdaleHigh-2-e1526074491987.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Teachers within the same house meet on a regular basis to discuss needs of students. Hillsdale High School English teacher Andrew Hartig (left), math teacher Michael McCall and other teachers within Marrakech House share observations on students and discuss solutions for how they can help. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Modern elementary and secondary house systems aren’t just a California thing. The 735 kindergarten through fifth-grade students at Richard J. Lee Elementary School in the small Dallas suburb of Coppell, Texas, eat lunch with their houses. Ottway Elementary in Greenville, Tennessee, provides students with lanyards marked by the colors and names of the school’s four houses, each named for a rare gemstone. And at Jackson Road Elementary School in Griffin, Georgia—where houses have not just missions, colors, chants and symbols but also hand signs and mottos—each classroom contains four colored containers. Students who earn a house point are given a bean to place in their house’s container which, along with the others, gets periodically emptied into a larger one near the front office.\u003c/p>\n\u003cp>\u003cstrong>BENEFITS TO SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Educators at schools like these claim additional systemic advantages. Gilbert said he thinks Hillsdale’s house system empowers teachers and in so doing gives the high school an edge in recruitment and retention. Kloczko said Stoneridge’s houses help attract parents in Roseville’s choice system: “It makes us special.” And according to Hayes, the staff at Lake Canyon is more united “because now they have another small group … they are collaborating with.”\u003c/p>\n\u003cp>Of course, the specific successes of Lake Canyon might have something to do with the way the school rolled out the idea. In the spring of 2016, Hayes, Seamons and six others traveled to the Ron Clark Academy in Atlanta, a nonprofit middle school created to serve as a model school for educator training programs. After observing a house system in action there, the group volunteered to form a committee, calling themselves “the Hags” for “House Advisory Group.”\u003c/p>\n\u003cp>They introduced staff to the concept before school let out for summer and asked for help choosing the six character traits that would determine the house identities. “We really wanted a buy-in from the rest of the staff,” Seamons said. “They were familiar with the Harry Potter books,” Hayes added, “so it wasn’t a completely foreign concept,” but she made sure to hammer home the potential benefits. She was also careful not to demand too much extra work from teachers, setting aside about 25 minutes out of each 90-minute staff meeting for planning house meeting activities.\u003c/p>\n\u003cp>“There was no rhyme or reason” to the way Lake Canyon split students, teachers and staff up into six groups. They didn’t even pay attention to gender, but Hayes said, “It all kind of worked out.” (One thing the committee did massage: placement of children with special needs to ensure proper support.) Some people anticipated problems with students wanting to switch houses, but Hayes said that hasn’t really happened. “With the older kids, maybe their best friend is in a different house, and that’s an issue at lunch perhaps,” Seamons said, “but not really.”\u003c/p>\n\u003cp>\u003cstrong>TOOLS FOR IMPLEMENTATION \u003c/strong>\u003c/p>\n\u003cp>One focus the Hags maintained throughout was positivity. In order for the house system to function as an effective way to reinforce desired behavior, unlike at Hogwarts, teachers and staff at Lake Canyon only award points, never taking them away. Seamons said teachers also take steps to emphasize the “friendly” part of “friendly competition,” because students need to be taught “how to compete successfully.”\u003c/p>\n\u003cp>Dan Green helped launch a house system at California’s Goleta Valley Junior High in 2003. In a \u003ca href=\"https://eric.ed.gov/?id=EJ745589\">paper on the topic\u003c/a>, he wrote that some teachers worried competition might decrease collegiality and self-esteem. Administrators there responded by carefully calibrating the point system “to award participation, effort and growth just as much as achievement,” Green reported.\u003c/p>\n\u003cp>Lake Canyon’s experience would seem to provide a roadmap for successful implementation, but it might not be that simple. Hayes paid for things like the banners and T-shirts with a portion of \u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning\">federal funds the district won in 2012\u003c/a>. At Stoneridge, Kloczko relied on the financial support of the school’s Parent Teacher Club, as well as nine teachers who fundraised to attend the Ron Clark Academy. Gilbert said Hillsdale received a smaller learning community planning grant in the late 1990s and another grant in 2002.\u003c/p>\n\u003cp>Aside from some expense, “it requires a long-term commitment,” Hayes said, as well as whole-school involvement.\u003c/p>\n\u003cp>There also doesn’t yet seem to be reliable data on the efficacy of houses. Lake Canyon’s suspensions decreased, yes, but causation is difficult to establish since the school launched a restorative justice discipline model around the same time.\u003c/p>\n\u003cp>Hayes was careful to add a final caveat: For a house system to succeed, there has to be something substantive behind it, an underlying ethos being reinforced. At Lake Canyon, that’s a \u003ca href=\"https://lc-gjuesd-ca.schoolloop.com/lakecanyonessential33\">list of 33 “soft skills”\u003c/a> such as “do not brag” and “be courteous.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>This story about project-based learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"http://eepurl.com/hagg-/\">Hechinger newsletter.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>PHILADELPHIA — In a city that’s struggled to meet the educational needs of many of its children, especially its most vulnerable ones, a select group of district high schools is shunning the traditional classroom model in which teachers dispense knowledge from the front of the room and measure progress with tests. Instead, the schools have adopted an approach that’s become increasingly popular among education advocates and funders: project-based learning.\u003c/p>\n\u003cp>In this model, students embark on in-depth investigations relevant to their lives and their communities. Projects are organized around the development of skills like student collaboration, problem-solving and self-reflection through assignments that blend research with public presentations. They’re precisely the skills that colleges and \u003ca href=\"http://www.amanet.org/uploaded/2012-Critical-Skills-Survey.pdf\">employers say graduates need for success\u003c/a>.\u003c/p>\n\u003cp>Yet, in a school district where \u003ca href=\"https://www.philasd.org/performance/programsservices/school-progress-reports/district-scorecard/#1516201963551-80237f7d-9a0d\">more than half of 8-year-olds are reading below grade level and a third of high school students don’t graduate\u003c/a>, there’s an urgency to demonstrate improved results. One of the challenges facing a project-based learning (PBL) model lies in measuring the very benefits that characterize it. “We haven’t figured out how to assess the outcomes of PBL and that is a huge issue,” said Maia Bloomfield Cucchiara, associate professor at Temple University.\u003c/p>\n\u003cp>Standardized tests don’t measure student engagement or deep thinking about relevant, meaningful content. The tests have their place, said Cucchiara, who also serves on the board of the city’s newest project-based high school, but “they don’t begin to capture all the things that we’re hoping [kids] will get out of this education.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s a potential liability in a city looking to change the narrative of an urban school system that persistently \u003ca href=\"https://cdn.philasd.org/offices/performance/Open_Data/School_Performance/PSSA_Keystone/2016_2017_PSSA_Keystone_All_Data.zip\">lags behind\u003c/a> \u003ca href=\"http://www.education.pa.gov/Data-and-Statistics/Pages/Keystone-Exams-Results.aspx\">statewide averages\u003c/a> in academic proficiency. Philadelphia’s move toward the project-based model is part of a broader push to open alternatives to neighborhood comprehensive schools, which have struggled in the face of chronic underfunding.\u003c/p>\n\u003cp>Project-based learning advocates are confident that the model can succeed in Philadelphia by providing students with skills that translate equally to both postsecondary and career options. Less certain, however, is whether its adoption can push educators, students and families to re-examine assumptions about the very purpose of high school. Is the goal to improve test scores or prepare students for adulthood?\u003c/p>\n\u003cfigure id=\"attachment_51229\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51229\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Ninth-graders at the Science Leadership Academy work on a group project in science class. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the city’s project-based schools, the student experience is markedly different from that in more traditional high schools.\u003c/p>\n\u003cp>Spread out among the retro-chic sofas and love seats of the Bar Hygge brewpub in Philadelphia’s gentrified Fairmount neighborhood, a class of ninth-graders from Vaux Big Picture High School listens to restaurant co-owner Stew Keener talk about the collaboration and problem-solving that occurs on a daily basis in the food business. “Every meal service here is like the fourth quarter of a tie ball game,” he told them. “So when a problem comes up you can’t look for somebody to blame, you have to work together and come up with a solution.”\u003c/p>\n\u003cp>The message of teamwork and accountability, all in the service of a tangible product is, by now, a familiar one for this inaugural class of students at Vaux, the newest addition to Philadelphia’s network of recently opened small high schools designed around the project-based learning curriculum.\u003c/p>\n\u003cp>The visit to Bar Hygge is part of a required course in which freshmen spend one afternoon each week visiting a different business or community organization in order to identify internship opportunities they’d like to pursue in their sophomore year.\u003c/p>\n\u003cfigure class=\"media-mod img-container alignright inline-core-image\">\u003c/figure>\n\u003cp>The internships will serve as a linchpin of the school’s “real-world learning” academic model, said David Bromley, founder and executive director of Big Picture Philadelphia, which started the school. “For us, PBL is when they’re developing projects that they’re interested in with somebody in the community … projects that have some kind of impact. Our goal is that everything they learn in the classroom they apply in their internships.”\u003c/p>\n\u003cp>Vaux principal Gabriel Kuriloff emphasizes that the school has developed rigorous internal assessments to measure progress. “We’re getting an incredible amount of data about our students on the ground. But that doesn’t translate to a school report card,” he said, referring to the annual assessments that highlight a school’s performance on standardized tests. “There’s no [statewide] assessment for being able to look people in the eye and speak clearly.”\u003c/p>\n\u003cp>One of the barriers to measuring the effectiveness of the model is that there’s no universal standard for what constitutes a project-based learning curriculum. At Vaux, the model is designed around the internship program. Some schools have adopted a more career and technical education approach while others focus on projects tied to community needs.\u003c/p>\n\u003cfigure id=\"attachment_51226\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51226\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The Workshop School, English teacher Swetha Narasimhan works with ninth-graders on a project in which they create an original children’s book. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At The Workshop School, a project-based high school just a few miles west of Philadelphia’s Center City, more than 50 percent of each student’s day is dedicated to the research and implementation of a project, from designing a solar cellphone charger for personal use to auto repair for neighborhood clients (the school houses automotive and woodworking facilities). College-bound 18-year-old senior Miracle Townes has dreamed of owning her own businesses from an early age. She’s always been a self-motivated student, but what’s changed during her time at the school has been her ability to work with others. “When I came here,” she said, “I didn’t really want to share my work with people. I used to take the projects over and just do it myself, like ‘I’m gonna get us all an A on this project.’ But here you have to make sure everybody participates.”\u003c/p>\n\u003cp>What she’s learned, she says, is how to recognize group dynamics. “We have a few people in my class who are shy and don’t like to talk,” she explained. “If I’m placed in a group project with them I won’t say anything at the beginning even if I already have an idea because I want to hear from them. In my career I’m going to be working with other people and bringing my ideas to the table. Now I feel like I can tell when I’m talking too much, so I’ll know when to pull back.”\u003c/p>\n\u003cp>The process of learning is just as important as the resulting product, said Workshop principal Simon Hauger. “For our kids, we want the work of school to be closely tied to the work that’s going to be demanded of them as adults.”\u003c/p>\n\u003cp>Hauger doesn’t sugarcoat the challenges that his students face. “Our kids are dealing with the trauma of poverty,” he said. (Eighty-eight percent of the school’s students qualify for free or reduced-price lunch, a national measure of poverty.) Hauger believes that the project-based learning framework is flexible enough to accommodate the needs of schools serving affluent neighborhoods and those serving under-resourced neighborhoods because, at its core, he says, is the effort to build a real sense of community where kids feel safe enough to take risks, identify their passions and act on honest self-evaluations of their strengths and weaknesses. High school, he said, should be a place where students “develop a deep sense of who they are and tie that to a future vision for themselves.”\u003c/p>\n\u003cp>Education advocates say that, looking beyond test scores, a more accurate measure of success for Workshop, or any other high school, should involve following kids in the years after graduation. Are they engaged in a postsecondary experience that’s meaningful, like working at a living wage job with upward mobility or attending a college or technical school?\u003c/p>\n\u003cp>Fostering that kind of success isn’t easy. It demands unwavering commitment from teachers and stable leadership through the inevitable challenges. North Philadelphia’s The LINC High School, set in an area with \u003ca href=\"http://www.philly.com/philly/news/crime/philly-crime-decrease-homicides-over-300-ross-police-20171229.html\">one of the city’s highest violent crime rates\u003c/a>, has faced several obstacles in its short history. Designed around a project-based learning curriculum when it opened in 2014, the school’s founding principal announced she was leaving for a job in Baltimore \u003ca href=\"http://thenotebook.org/articles/2014/09/17/principal-saliyah-cruz-leaving-the-linc-for-job-in-baltimore\">just days into the first school year\u003c/a>, a move that led to an exodus of some faculty and students and a retreat to more traditional methods.\u003c/p>\n\u003cfigure id=\"attachment_51227\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51227\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The LINC High School, students Jose Vasquez, Sevonne Brockington and Anjeline Genao review a video project in the school’s digital lab. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Current principal Bridget Bujak says that following the upheaval of having three principals in a single year, the school did not begin to reintroduce the schoolwide project-based learning curriculum until 2017. “Everyone really struggled with the model,” she said, noting that as a nonselective school, she has some ninth-graders coming in at a kindergarten reading level. While the program is less hands-on than Workshop’s, student work remains focused on the surrounding community. Recent projects involved creating designs for residential construction and analysis of neighborhood crime patterns.\u003c/p>\n\u003cp>“Projects are really hard, collaboration is really hard,” said Bujak. “For this to work there has to be a culture of care for each other. And when there is friction among students or teachers we have to put it on the table. We have sit-downs, we have conversations. We can’t ignore it.”\u003c/p>\n\u003cp>Project-based learning’s student-focused approach, which values the process of learning for each child rather than simply recording test grades, forces everyone in the building to work more closely together, Philadelphia educators in the project-based learning schools say. The result has been strengthened relationships between students and teachers, helping schools be more attentive to their students’ needs beyond academics.\u003c/p>\n\u003cp>Sixteen-year-old junior, Rosbeiris Gomez, who will be taking community college classes during her senior year, says the work at LINC has been challenging and meaningful. But just as important, she adds, is the sense of care, which has allowed her to talk to school staff about personal issues in situations where she has needed outside help. “Everybody here knows each other,” she said. “There are times when I walk by Ms. Bujak in the hallway and she’s like ‘Rose, come here.’ She wants to catch up if it’s been a while since we have talked because she knows that since my first year, when I was down or feeling sad, she would be the one I would go to.”\u003c/p>\n\u003cp>Building meaningful, caring relationships like these is crucial to success, teachers and principals say, but is not something you’re rewarded for on a proficiency test. Philadelphia assistant superintendent Christina Grant, who oversees the district’s network of project-based learning high schools, stresses that while project-based learning schools may put an emphasis on difficult-to-measure metrics, they will be held to the same level of accountability as other district schools. “None of the things we measure have shifted,” she said.\u003c/p>\n\u003cp>If the project-based learning schools show measurable gains in test scores or graduation rates, she said, the district will look to them for methods that can be expanded to primary schools.\u003c/p>\n\u003cp>An unqualified success for these new schools would be results like those at Science Leadership Academy, a magnet school that is home to the district’s longest-running project-based learning program, which opened in 2006. The school combines rigorous research with student-driven projects that have impact beyond the school building. One student project involved putting on a city-wide Ultimate Frisbee tournament. In the 2016-17 school year, 99 percent of its seniors graduated, and 84 percent attended college immediately afterward. Algebra, Biology and English literature proficiency scores at the school are more than double the district high school average.\u003c/p>\n\u003cp>“As a magnet school,” said Science Leadership Academy principal Chris Lehmann, “we need to be able to prove that the learning we engage in here shows up on the test … without falling into a teach-for-the-test problem. It’s a balancing act. It always has been.”\u003c/p>\n\u003cp>It may prove difficult for other schools to replicate Science Leadership Academy’s performance, however. As a magnet school, it has selective admissions and attracts students from a wider range of socioeconomic backgrounds (fewer than half its students receive free or reduced-price lunch, for example) than the city’s other project-based learning schools.\u003c/p>\n\u003cp>Lehmann acknowledges the inherent advantages at a school that’s able to choose its students — applicants must meet minimum grade requirements and sit for an interview — but, like his counterparts at Philadelphia’s nonselective project-based learning schools, he argues that we need to be taking a more holistic view of school performance. “How you judge a school is an incredibly nuanced thing,” he said. “The way that we take care of each other and the way that we learn are intertwined.” There may not be a quantitative metric to assess whether students are being provided with meaningful work in an environment that lets them know they are cared for, but Lehmann believes that without those components, grades and test scores become an end unto themselves.\u003c/p>\n\u003cp>Tamir Harper is an 18-year-old senior at Science Leadership Academy whose passion is education reform: In 2017 he founded a \u003ca href=\"https://www.urbedadvocates.org/\">nonprofit that advocates for quality urban education\u003c/a>. He says that when he arrived at the school he was obsessed with grades. “I just wanted to know ‘How can I get an A?’ I didn’t care if I was learning, or comprehending,” he said. “Now I’m a student that wants to learn, and I don’t worry about the end result [grade]. I’m into the process.” He says a big part of that shift was the relationships he forged at school. “We’re not just project-based, we’re a community-driven school,” he said.\u003c/p>\n\u003cp>Fellow senior Madison Militello, 18, says her middle school was very strict, with no room for individual connections. “Here I don’t feel like the teachers are above me. I feel like we’re on the same level,” she said, noting that she’s still close with some teachers even though she doesn’t have their classes anymore. “You can’t teach a group of students you don’t have a connection with.”\u003c/p>\n\u003cp>That sentiment was a common refrain at Vaux, LINC and Workshop, each of which offer slightly different approaches to project-based learning in underserved communities. Educators at each are confident that the skills their students are acquiring — collaboration, critical thinking and problem-solving — will eventually manifest themselves in improved results on more traditional metrics like math and reading tests. More importantly, however, they believe that students will be much more prepared for the real world when they leave school. Whether project-based learning done on a larger scale can turn the tide in Philadelphia is another question.\u003c/p>\n\u003cp>“You can create the perfect school model and it’s still not going to solve American poverty,” Hauger said. “We’re moving the needle for every child who comes through the door and sometimes that doesn’t feel like enough.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about project-based learning \u003c/em>\u003cem>was produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://eepurl.com/hagg-/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about project-based learning was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003ca href=\"http://eepurl.com/hagg-/\">Hechinger newsletter.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>PHILADELPHIA — In a city that’s struggled to meet the educational needs of many of its children, especially its most vulnerable ones, a select group of district high schools is shunning the traditional classroom model in which teachers dispense knowledge from the front of the room and measure progress with tests. Instead, the schools have adopted an approach that’s become increasingly popular among education advocates and funders: project-based learning.\u003c/p>\n\u003cp>In this model, students embark on in-depth investigations relevant to their lives and their communities. Projects are organized around the development of skills like student collaboration, problem-solving and self-reflection through assignments that blend research with public presentations. They’re precisely the skills that colleges and \u003ca href=\"http://www.amanet.org/uploaded/2012-Critical-Skills-Survey.pdf\">employers say graduates need for success\u003c/a>.\u003c/p>\n\u003cp>Yet, in a school district where \u003ca href=\"https://www.philasd.org/performance/programsservices/school-progress-reports/district-scorecard/#1516201963551-80237f7d-9a0d\">more than half of 8-year-olds are reading below grade level and a third of high school students don’t graduate\u003c/a>, there’s an urgency to demonstrate improved results. One of the challenges facing a project-based learning (PBL) model lies in measuring the very benefits that characterize it. “We haven’t figured out how to assess the outcomes of PBL and that is a huge issue,” said Maia Bloomfield Cucchiara, associate professor at Temple University.\u003c/p>\n\u003cp>Standardized tests don’t measure student engagement or deep thinking about relevant, meaningful content. The tests have their place, said Cucchiara, who also serves on the board of the city’s newest project-based high school, but “they don’t begin to capture all the things that we’re hoping [kids] will get out of this education.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s a potential liability in a city looking to change the narrative of an urban school system that persistently \u003ca href=\"https://cdn.philasd.org/offices/performance/Open_Data/School_Performance/PSSA_Keystone/2016_2017_PSSA_Keystone_All_Data.zip\">lags behind\u003c/a> \u003ca href=\"http://www.education.pa.gov/Data-and-Statistics/Pages/Keystone-Exams-Results.aspx\">statewide averages\u003c/a> in academic proficiency. Philadelphia’s move toward the project-based model is part of a broader push to open alternatives to neighborhood comprehensive schools, which have struggled in the face of chronic underfunding.\u003c/p>\n\u003cp>Project-based learning advocates are confident that the model can succeed in Philadelphia by providing students with skills that translate equally to both postsecondary and career options. Less certain, however, is whether its adoption can push educators, students and families to re-examine assumptions about the very purpose of high school. Is the goal to improve test scores or prepare students for adulthood?\u003c/p>\n\u003cfigure id=\"attachment_51229\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51229\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_80558-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">Ninth-graders at the Science Leadership Academy work on a group project in science class. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the city’s project-based schools, the student experience is markedly different from that in more traditional high schools.\u003c/p>\n\u003cp>Spread out among the retro-chic sofas and love seats of the Bar Hygge brewpub in Philadelphia’s gentrified Fairmount neighborhood, a class of ninth-graders from Vaux Big Picture High School listens to restaurant co-owner Stew Keener talk about the collaboration and problem-solving that occurs on a daily basis in the food business. “Every meal service here is like the fourth quarter of a tie ball game,” he told them. “So when a problem comes up you can’t look for somebody to blame, you have to work together and come up with a solution.”\u003c/p>\n\u003cp>The message of teamwork and accountability, all in the service of a tangible product is, by now, a familiar one for this inaugural class of students at Vaux, the newest addition to Philadelphia’s network of recently opened small high schools designed around the project-based learning curriculum.\u003c/p>\n\u003cp>The visit to Bar Hygge is part of a required course in which freshmen spend one afternoon each week visiting a different business or community organization in order to identify internship opportunities they’d like to pursue in their sophomore year.\u003c/p>\n\u003cfigure class=\"media-mod img-container alignright inline-core-image\">\u003c/figure>\n\u003cp>The internships will serve as a linchpin of the school’s “real-world learning” academic model, said David Bromley, founder and executive director of Big Picture Philadelphia, which started the school. “For us, PBL is when they’re developing projects that they’re interested in with somebody in the community … projects that have some kind of impact. Our goal is that everything they learn in the classroom they apply in their internships.”\u003c/p>\n\u003cp>Vaux principal Gabriel Kuriloff emphasizes that the school has developed rigorous internal assessments to measure progress. “We’re getting an incredible amount of data about our students on the ground. But that doesn’t translate to a school report card,” he said, referring to the annual assessments that highlight a school’s performance on standardized tests. “There’s no [statewide] assessment for being able to look people in the eye and speak clearly.”\u003c/p>\n\u003cp>One of the barriers to measuring the effectiveness of the model is that there’s no universal standard for what constitutes a project-based learning curriculum. At Vaux, the model is designed around the internship program. Some schools have adopted a more career and technical education approach while others focus on projects tied to community needs.\u003c/p>\n\u003cfigure id=\"attachment_51226\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51226\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_00451-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The Workshop School, English teacher Swetha Narasimhan works with ninth-graders on a project in which they create an original children’s book. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At The Workshop School, a project-based high school just a few miles west of Philadelphia’s Center City, more than 50 percent of each student’s day is dedicated to the research and implementation of a project, from designing a solar cellphone charger for personal use to auto repair for neighborhood clients (the school houses automotive and woodworking facilities). College-bound 18-year-old senior Miracle Townes has dreamed of owning her own businesses from an early age. She’s always been a self-motivated student, but what’s changed during her time at the school has been her ability to work with others. “When I came here,” she said, “I didn’t really want to share my work with people. I used to take the projects over and just do it myself, like ‘I’m gonna get us all an A on this project.’ But here you have to make sure everybody participates.”\u003c/p>\n\u003cp>What she’s learned, she says, is how to recognize group dynamics. “We have a few people in my class who are shy and don’t like to talk,” she explained. “If I’m placed in a group project with them I won’t say anything at the beginning even if I already have an idea because I want to hear from them. In my career I’m going to be working with other people and bringing my ideas to the table. Now I feel like I can tell when I’m talking too much, so I’ll know when to pull back.”\u003c/p>\n\u003cp>The process of learning is just as important as the resulting product, said Workshop principal Simon Hauger. “For our kids, we want the work of school to be closely tied to the work that’s going to be demanded of them as adults.”\u003c/p>\n\u003cp>Hauger doesn’t sugarcoat the challenges that his students face. “Our kids are dealing with the trauma of poverty,” he said. (Eighty-eight percent of the school’s students qualify for free or reduced-price lunch, a national measure of poverty.) Hauger believes that the project-based learning framework is flexible enough to accommodate the needs of schools serving affluent neighborhoods and those serving under-resourced neighborhoods because, at its core, he says, is the effort to build a real sense of community where kids feel safe enough to take risks, identify their passions and act on honest self-evaluations of their strengths and weaknesses. High school, he said, should be a place where students “develop a deep sense of who they are and tie that to a future vision for themselves.”\u003c/p>\n\u003cp>Education advocates say that, looking beyond test scores, a more accurate measure of success for Workshop, or any other high school, should involve following kids in the years after graduation. Are they engaged in a postsecondary experience that’s meaningful, like working at a living wage job with upward mobility or attending a college or technical school?\u003c/p>\n\u003cp>Fostering that kind of success isn’t easy. It demands unwavering commitment from teachers and stable leadership through the inevitable challenges. North Philadelphia’s The LINC High School, set in an area with \u003ca href=\"http://www.philly.com/philly/news/crime/philly-crime-decrease-homicides-over-300-ross-police-20171229.html\">one of the city’s highest violent crime rates\u003c/a>, has faced several obstacles in its short history. Designed around a project-based learning curriculum when it opened in 2014, the school’s founding principal announced she was leaving for a job in Baltimore \u003ca href=\"http://thenotebook.org/articles/2014/09/17/principal-saliyah-cruz-leaving-the-linc-for-job-in-baltimore\">just days into the first school year\u003c/a>, a move that led to an exodus of some faculty and students and a retreat to more traditional methods.\u003c/p>\n\u003cfigure id=\"attachment_51227\" class=\"wp-caption alignnone\" style=\"max-width: 1000px\">\u003cimg class=\"size-full wp-image-51227\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg\" alt=\"\" width=\"1000\" height=\"750\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/05/Diallo_10502-1000x0-c-default-520x390.jpg 520w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003cfigcaption class=\"wp-caption-text\">At The LINC High School, students Jose Vasquez, Sevonne Brockington and Anjeline Genao review a video project in the school’s digital lab. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Current principal Bridget Bujak says that following the upheaval of having three principals in a single year, the school did not begin to reintroduce the schoolwide project-based learning curriculum until 2017. “Everyone really struggled with the model,” she said, noting that as a nonselective school, she has some ninth-graders coming in at a kindergarten reading level. While the program is less hands-on than Workshop’s, student work remains focused on the surrounding community. Recent projects involved creating designs for residential construction and analysis of neighborhood crime patterns.\u003c/p>\n\u003cp>“Projects are really hard, collaboration is really hard,” said Bujak. “For this to work there has to be a culture of care for each other. And when there is friction among students or teachers we have to put it on the table. We have sit-downs, we have conversations. We can’t ignore it.”\u003c/p>\n\u003cp>Project-based learning’s student-focused approach, which values the process of learning for each child rather than simply recording test grades, forces everyone in the building to work more closely together, Philadelphia educators in the project-based learning schools say. The result has been strengthened relationships between students and teachers, helping schools be more attentive to their students’ needs beyond academics.\u003c/p>\n\u003cp>Sixteen-year-old junior, Rosbeiris Gomez, who will be taking community college classes during her senior year, says the work at LINC has been challenging and meaningful. But just as important, she adds, is the sense of care, which has allowed her to talk to school staff about personal issues in situations where she has needed outside help. “Everybody here knows each other,” she said. “There are times when I walk by Ms. Bujak in the hallway and she’s like ‘Rose, come here.’ She wants to catch up if it’s been a while since we have talked because she knows that since my first year, when I was down or feeling sad, she would be the one I would go to.”\u003c/p>\n\u003cp>Building meaningful, caring relationships like these is crucial to success, teachers and principals say, but is not something you’re rewarded for on a proficiency test. Philadelphia assistant superintendent Christina Grant, who oversees the district’s network of project-based learning high schools, stresses that while project-based learning schools may put an emphasis on difficult-to-measure metrics, they will be held to the same level of accountability as other district schools. “None of the things we measure have shifted,” she said.\u003c/p>\n\u003cp>If the project-based learning schools show measurable gains in test scores or graduation rates, she said, the district will look to them for methods that can be expanded to primary schools.\u003c/p>\n\u003cp>An unqualified success for these new schools would be results like those at Science Leadership Academy, a magnet school that is home to the district’s longest-running project-based learning program, which opened in 2006. The school combines rigorous research with student-driven projects that have impact beyond the school building. One student project involved putting on a city-wide Ultimate Frisbee tournament. In the 2016-17 school year, 99 percent of its seniors graduated, and 84 percent attended college immediately afterward. Algebra, Biology and English literature proficiency scores at the school are more than double the district high school average.\u003c/p>\n\u003cp>“As a magnet school,” said Science Leadership Academy principal Chris Lehmann, “we need to be able to prove that the learning we engage in here shows up on the test … without falling into a teach-for-the-test problem. It’s a balancing act. It always has been.”\u003c/p>\n\u003cp>It may prove difficult for other schools to replicate Science Leadership Academy’s performance, however. As a magnet school, it has selective admissions and attracts students from a wider range of socioeconomic backgrounds (fewer than half its students receive free or reduced-price lunch, for example) than the city’s other project-based learning schools.\u003c/p>\n\u003cp>Lehmann acknowledges the inherent advantages at a school that’s able to choose its students — applicants must meet minimum grade requirements and sit for an interview — but, like his counterparts at Philadelphia’s nonselective project-based learning schools, he argues that we need to be taking a more holistic view of school performance. “How you judge a school is an incredibly nuanced thing,” he said. “The way that we take care of each other and the way that we learn are intertwined.” There may not be a quantitative metric to assess whether students are being provided with meaningful work in an environment that lets them know they are cared for, but Lehmann believes that without those components, grades and test scores become an end unto themselves.\u003c/p>\n\u003cp>Tamir Harper is an 18-year-old senior at Science Leadership Academy whose passion is education reform: In 2017 he founded a \u003ca href=\"https://www.urbedadvocates.org/\">nonprofit that advocates for quality urban education\u003c/a>. He says that when he arrived at the school he was obsessed with grades. “I just wanted to know ‘How can I get an A?’ I didn’t care if I was learning, or comprehending,” he said. “Now I’m a student that wants to learn, and I don’t worry about the end result [grade]. I’m into the process.” He says a big part of that shift was the relationships he forged at school. “We’re not just project-based, we’re a community-driven school,” he said.\u003c/p>\n\u003cp>Fellow senior Madison Militello, 18, says her middle school was very strict, with no room for individual connections. “Here I don’t feel like the teachers are above me. I feel like we’re on the same level,” she said, noting that she’s still close with some teachers even though she doesn’t have their classes anymore. “You can’t teach a group of students you don’t have a connection with.”\u003c/p>\n\u003cp>That sentiment was a common refrain at Vaux, LINC and Workshop, each of which offer slightly different approaches to project-based learning in underserved communities. Educators at each are confident that the skills their students are acquiring — collaboration, critical thinking and problem-solving — will eventually manifest themselves in improved results on more traditional metrics like math and reading tests. More importantly, however, they believe that students will be much more prepared for the real world when they leave school. Whether project-based learning done on a larger scale can turn the tide in Philadelphia is another question.\u003c/p>\n\u003cp>“You can create the perfect school model and it’s still not going to solve American poverty,” Hauger said. “We’re moving the needle for every child who comes through the door and sometimes that doesn’t feel like enough.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about project-based learning \u003c/em>\u003cem>was produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://eepurl.com/hagg-/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why So Many Gifted Yet Struggling Students Are Hidden In Plain Sight",
"title": "Why So Many Gifted Yet Struggling Students Are Hidden In Plain Sight",
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"content": "\u003cp>Scott Barry Kaufman was placed in special education classes as a kid. He struggled with auditory information processing and with anxiety.\u003c/p>\n\u003cp>But with the support of his mother, and some teachers who saw his creativity and intellectual curiosity, Kaufman ended up with degrees from Yale and Cambridge.\u003c/p>\n\u003cp>Now he's a psychologist who cares passionately about a holistic approach to education, one that recognizes the capacity within each child. He recently edited a volume of experts writing about how to reach students like himself: \u003cem>Twice Exceptional: Supporting And Educating Bright And Creative Students With Learning Difficulties.\u003c/em>\u003c/p>\n\u003cp>I spoke with him about ways schools and teachers can help these twice exceptional, or \"2E,\" students thrive. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>So these are students with exceptional, far-ahead-of-the-curve intellectual ability, but who also struggle with a learning disability or difficulty. And as the authors talk about in the book, these students are found all over the place — in special ed, gifted, and in general education classes, too. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That's right. The disability can be masked because they are functioning so high, or their disability may dominate, or each can mask the other.\u003c/p>\n\u003cp>\u003cstrong>Why is this group of students flying so under the radar? \u003c/strong>\u003c/p>\n\u003cp>Society still has this false dichotomy of, you're a superior human being or a weak loser with bad genes. This is a loss of a critical resource — students who don't graduate, don't pursue higher ed, become unemployed.\u003c/p>\n\u003cp>\u003cstrong>What do you mean by learning difficulties? \u003c/strong>\u003c/p>\n\u003cp>I want to be quite inclusive. You have the learning disorders — ADHD, autism, dyslexia — but I wanted to actually expand it to mental illnesses, like kids at risk for bipolar disorder, schizophrenia and depression — a really serious issue in our world today. We need a framework that incorporates them into this more positive psychology movement where we see greater potential.\u003c/p>\n\u003cp>\u003cstrong>And on the other side, you also have an expansive definition of giftedness — talk about that.\u003c/strong>\u003c/p>\n\u003cp>I talk about the 4 C's: capacity, competence, creativity and the fourth C is commitment — a higher purpose or a cause or a personal project that you believe in over the long term, like social activists. This is important because you shouldn't have to have a certain threshold on an IQ test to be able to make the world a better place.\u003c/p>\n\u003cp>\u003cstrong>The subtitle talks about bright and creative students with learning difficulties. Why do you single out creativity there?\u003c/strong>\u003c/p>\n\u003cp>I think we haven't fully come to terms with the fact that sometimes the things that we value in education, like expertise and intelligence and knowledge, conflict sometimes with creativity.\u003c/p>\n\u003cp>Creativity is just as important, and if we focus on intellectual power we're going to miss out on a lot of these kids that are going to really shake up the world, really change things.\u003c/p>\n\u003cp>Even at the neurological level, when you look at the brain [activity] of high IQ individuals, the network resembles someone who's really good at focusing, concentration, ignoring distraction.\u003c/p>\n\u003cp>With the creative person, sometimes you see the exact opposite pattern — the person who's open to new experiences, they can integrate seemingly disparate things.\u003c/p>\n\u003cp>\u003cstrong>So different kinds of intellectual abilities can be in tension with each other. Let's say you suspect you have a kid like this. What do you do?\u003c/strong>\u003c/p>\n\u003cp>Some people say, \"Oh, my child is smart, I'm going to fight for them to get into gifted classes,\" but maybe that's not always the right fight.\u003c/p>\n\u003cp>If you're seeing extraordinary creativity, you can help them find the right match in after-school activities or things outside of school. My mom signed me up for everything, to see what I would be interested in.\u003c/p>\n\u003cp>With commitment, I would really encourage your child to pursue that with full vigor and offer resources. Try to find a mentor in your community and help them get involved.\u003c/p>\n\u003cp>You do see cases where, when you get them involved in something where they feel good about themselves, it's almost like they forget to be disabled. Like Matt Lerner at Stony Brook University, who's done research putting kids with autism into improv classes.\u003c/p>\n\u003cp>Instead of saying, \"You have a social deficit,\" it's saying, \"We think you have great potential for some social creativity because you really think differently and you tell the truth.\"\u003c/p>\n\u003cp>\u003cstrong>Can a disorder really be that situational? \u003c/strong>\u003c/p>\n\u003cp>Well, anxiety is a big commonality among everyone on the twice-exceptional spectrum.\u003c/p>\n\u003cp>It's in so many ways conditional. It emerges from the interaction of their learning difficulties and the way they're being treated in school.\u003c/p>\n\u003cp>\u003cstrong>What about teachers? What can they do to support students like this? \u003c/strong>\u003c/p>\n\u003cp>Schools can respond in a number of ways. Teachers can take responsibility. Just being trained in the characteristics of twice-exceptionality, that's a huge leg up.\u003c/p>\n\u003cp>\u003cstrong>And what are some specific characteristics to look out for? \u003c/strong>\u003c/p>\n\u003cp>I have a \u003ca href=\"https://www.youtube.com/watch?v=ih5caeD06ms\">TEDx talk \u003c/a>about this. You'll see someone who has a great number of both strengths and challenges. A huge vocabulary, curious, great problem solver, wide range of interests, but also high anxiety, easily frustrated, argumentative and sensitive to criticism.\u003c/p>\n\u003cp>\u003cstrong>I remember reading about \u003c/strong>\u003ca href=\"https://www.nytimes.com/2007/12/05/business/worldbusiness/05iht-dyslexia.4.8602036.html\">\u003cstrong>studies showing a link\u003c/strong>\u003c/a>\u003cstrong> between dyslexia and entrepreneurship. \u003c/strong>\u003c/p>\n\u003cp>Yes. They might be low in capacity but high in commitment and competence. They might have uneven social skills, or be highly gifted verbally but not in math. If you look at total IQ scores, that's not where the real information is. It can mask someone who's extraordinarily gifted in visual-spatial skills, for example.\u003c/p>\n\u003cp>\u003cstrong>What I'm hearing is that this population is basically defined by heterogeneity. Which makes it hard to generalize about best practices, doesn't it?\u003c/strong>\u003c/p>\n\u003cp>I make the argument in this book that you should be screening for learning disabilities in both gifted and, of course, general education. I am such a firm believer in a holistic education. We need a humanitarian approach. The more we can learn about a whole person the more we can help them grow. I think that's the larger point there.\u003c/p>\n\u003cp>\u003cstrong>There's a chapter in the book by \u003c/strong>\u003ca href=\"https://www.nagc.org/bio/joy-lawson-davis\">Joy Lawson Davis\u003c/a>, \u003cstrong>about race and twice-exceptionality. Talk about that.\u003c/strong>\u003c/p>\n\u003cp>Gifted education is still \u003ca href=\"http://www.nber.org/papers/w21519\">virtually \u003c/a>entirely \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/2332858415622175http://journals.sagepub.com/doi/10.1177/0016986208330564\">white\u003c/a>. Do you want to make the argument that that's the truth of the world? That's obviously not the case. There's obviously more going on.\u003c/p>\n\u003cp>For gifted programs that still rely on teacher nominations, \u003ca href=\"https://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher\">they tend to be picking the white ones.\u003c/a>\u003c/p>\n\u003cp>For culturally diverse gifted learners, some behaviors may be seen by classroom teachers as a deficit in need of correction, that in a white person would be interpreted as creativity. Jonathan Plucker \u003ca href=\"https://blogs.scientificamerican.com/beautiful-minds/talent-on-the-sidelines-the-widening-gap-in-excellence/\">published a report\u003c/a> called \"Talent On The Sidelines\" showing there's a widening gap in excellence between whites and blacks at the upper end of the achievement spectrum, as measured by achievement gaps, by IQ tests. We clearly still have a long way to go in understanding all of the causal factors at play here, and helping all students reach their optimal potential.\u003c/p>\n\u003cp>\u003cstrong>So this seems to be related to so many other conversations we've been having about diversity and difference and how different identities intersect in the classroom and beyond. \u003c/strong>\u003c/p>\n\u003cp>What I came out of this with is a sense of how left behind and in the cracks these kids are, how serious this is. I think at the heart of the 2E movement there's something deeper.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We're getting at the heart of, what does it mean to grow up in a society on the margins? It's something more profound about humanity and ostracism.\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=Why+So+Many+Gifted+Yet+Struggling+Students+Are+Hidden+In+Plain+Sight&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "\"Twice-exceptional,\" or 2E students, find that one of their sides sometimes masks the other. Psychologist Scott Barry Kaufman says there are a lot more of them than you might think.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Scott Barry Kaufman was placed in special education classes as a kid. He struggled with auditory information processing and with anxiety.\u003c/p>\n\u003cp>But with the support of his mother, and some teachers who saw his creativity and intellectual curiosity, Kaufman ended up with degrees from Yale and Cambridge.\u003c/p>\n\u003cp>Now he's a psychologist who cares passionately about a holistic approach to education, one that recognizes the capacity within each child. He recently edited a volume of experts writing about how to reach students like himself: \u003cem>Twice Exceptional: Supporting And Educating Bright And Creative Students With Learning Difficulties.\u003c/em>\u003c/p>\n\u003cp>I spoke with him about ways schools and teachers can help these twice exceptional, or \"2E,\" students thrive. Our conversation has been edited for length and clarity.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>So these are students with exceptional, far-ahead-of-the-curve intellectual ability, but who also struggle with a learning disability or difficulty. And as the authors talk about in the book, these students are found all over the place — in special ed, gifted, and in general education classes, too. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's right. The disability can be masked because they are functioning so high, or their disability may dominate, or each can mask the other.\u003c/p>\n\u003cp>\u003cstrong>Why is this group of students flying so under the radar? \u003c/strong>\u003c/p>\n\u003cp>Society still has this false dichotomy of, you're a superior human being or a weak loser with bad genes. This is a loss of a critical resource — students who don't graduate, don't pursue higher ed, become unemployed.\u003c/p>\n\u003cp>\u003cstrong>What do you mean by learning difficulties? \u003c/strong>\u003c/p>\n\u003cp>I want to be quite inclusive. You have the learning disorders — ADHD, autism, dyslexia — but I wanted to actually expand it to mental illnesses, like kids at risk for bipolar disorder, schizophrenia and depression — a really serious issue in our world today. We need a framework that incorporates them into this more positive psychology movement where we see greater potential.\u003c/p>\n\u003cp>\u003cstrong>And on the other side, you also have an expansive definition of giftedness — talk about that.\u003c/strong>\u003c/p>\n\u003cp>I talk about the 4 C's: capacity, competence, creativity and the fourth C is commitment — a higher purpose or a cause or a personal project that you believe in over the long term, like social activists. This is important because you shouldn't have to have a certain threshold on an IQ test to be able to make the world a better place.\u003c/p>\n\u003cp>\u003cstrong>The subtitle talks about bright and creative students with learning difficulties. Why do you single out creativity there?\u003c/strong>\u003c/p>\n\u003cp>I think we haven't fully come to terms with the fact that sometimes the things that we value in education, like expertise and intelligence and knowledge, conflict sometimes with creativity.\u003c/p>\n\u003cp>Creativity is just as important, and if we focus on intellectual power we're going to miss out on a lot of these kids that are going to really shake up the world, really change things.\u003c/p>\n\u003cp>Even at the neurological level, when you look at the brain [activity] of high IQ individuals, the network resembles someone who's really good at focusing, concentration, ignoring distraction.\u003c/p>\n\u003cp>With the creative person, sometimes you see the exact opposite pattern — the person who's open to new experiences, they can integrate seemingly disparate things.\u003c/p>\n\u003cp>\u003cstrong>So different kinds of intellectual abilities can be in tension with each other. Let's say you suspect you have a kid like this. What do you do?\u003c/strong>\u003c/p>\n\u003cp>Some people say, \"Oh, my child is smart, I'm going to fight for them to get into gifted classes,\" but maybe that's not always the right fight.\u003c/p>\n\u003cp>If you're seeing extraordinary creativity, you can help them find the right match in after-school activities or things outside of school. My mom signed me up for everything, to see what I would be interested in.\u003c/p>\n\u003cp>With commitment, I would really encourage your child to pursue that with full vigor and offer resources. Try to find a mentor in your community and help them get involved.\u003c/p>\n\u003cp>You do see cases where, when you get them involved in something where they feel good about themselves, it's almost like they forget to be disabled. Like Matt Lerner at Stony Brook University, who's done research putting kids with autism into improv classes.\u003c/p>\n\u003cp>Instead of saying, \"You have a social deficit,\" it's saying, \"We think you have great potential for some social creativity because you really think differently and you tell the truth.\"\u003c/p>\n\u003cp>\u003cstrong>Can a disorder really be that situational? \u003c/strong>\u003c/p>\n\u003cp>Well, anxiety is a big commonality among everyone on the twice-exceptional spectrum.\u003c/p>\n\u003cp>It's in so many ways conditional. It emerges from the interaction of their learning difficulties and the way they're being treated in school.\u003c/p>\n\u003cp>\u003cstrong>What about teachers? What can they do to support students like this? \u003c/strong>\u003c/p>\n\u003cp>Schools can respond in a number of ways. Teachers can take responsibility. Just being trained in the characteristics of twice-exceptionality, that's a huge leg up.\u003c/p>\n\u003cp>\u003cstrong>And what are some specific characteristics to look out for? \u003c/strong>\u003c/p>\n\u003cp>I have a \u003ca href=\"https://www.youtube.com/watch?v=ih5caeD06ms\">TEDx talk \u003c/a>about this. You'll see someone who has a great number of both strengths and challenges. A huge vocabulary, curious, great problem solver, wide range of interests, but also high anxiety, easily frustrated, argumentative and sensitive to criticism.\u003c/p>\n\u003cp>\u003cstrong>I remember reading about \u003c/strong>\u003ca href=\"https://www.nytimes.com/2007/12/05/business/worldbusiness/05iht-dyslexia.4.8602036.html\">\u003cstrong>studies showing a link\u003c/strong>\u003c/a>\u003cstrong> between dyslexia and entrepreneurship. \u003c/strong>\u003c/p>\n\u003cp>Yes. They might be low in capacity but high in commitment and competence. They might have uneven social skills, or be highly gifted verbally but not in math. If you look at total IQ scores, that's not where the real information is. It can mask someone who's extraordinarily gifted in visual-spatial skills, for example.\u003c/p>\n\u003cp>\u003cstrong>What I'm hearing is that this population is basically defined by heterogeneity. Which makes it hard to generalize about best practices, doesn't it?\u003c/strong>\u003c/p>\n\u003cp>I make the argument in this book that you should be screening for learning disabilities in both gifted and, of course, general education. I am such a firm believer in a holistic education. We need a humanitarian approach. The more we can learn about a whole person the more we can help them grow. I think that's the larger point there.\u003c/p>\n\u003cp>\u003cstrong>There's a chapter in the book by \u003c/strong>\u003ca href=\"https://www.nagc.org/bio/joy-lawson-davis\">Joy Lawson Davis\u003c/a>, \u003cstrong>about race and twice-exceptionality. Talk about that.\u003c/strong>\u003c/p>\n\u003cp>Gifted education is still \u003ca href=\"http://www.nber.org/papers/w21519\">virtually \u003c/a>entirely \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1177/2332858415622175http://journals.sagepub.com/doi/10.1177/0016986208330564\">white\u003c/a>. Do you want to make the argument that that's the truth of the world? That's obviously not the case. There's obviously more going on.\u003c/p>\n\u003cp>For gifted programs that still rely on teacher nominations, \u003ca href=\"https://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher\">they tend to be picking the white ones.\u003c/a>\u003c/p>\n\u003cp>For culturally diverse gifted learners, some behaviors may be seen by classroom teachers as a deficit in need of correction, that in a white person would be interpreted as creativity. Jonathan Plucker \u003ca href=\"https://blogs.scientificamerican.com/beautiful-minds/talent-on-the-sidelines-the-widening-gap-in-excellence/\">published a report\u003c/a> called \"Talent On The Sidelines\" showing there's a widening gap in excellence between whites and blacks at the upper end of the achievement spectrum, as measured by achievement gaps, by IQ tests. We clearly still have a long way to go in understanding all of the causal factors at play here, and helping all students reach their optimal potential.\u003c/p>\n\u003cp>\u003cstrong>So this seems to be related to so many other conversations we've been having about diversity and difference and how different identities intersect in the classroom and beyond. \u003c/strong>\u003c/p>\n\u003cp>What I came out of this with is a sense of how left behind and in the cracks these kids are, how serious this is. I think at the heart of the 2E movement there's something deeper.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Reverse Planning for Goals Can Help Students Succeed in School",
"title": "How Reverse Planning for Goals Can Help Students Succeed in School",
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"content": "\u003cp>When Mamie, a 12\u003csup>th\u003c/sup> grader, has a long-term project ahead of her, she starts by making a list of everything she needs to do to finish the assignment. At some point in the day, she takes out her calendar and writes out—by hand—what she needs to complete. “Every day I work on a different task or topic,” she said, crossing off the work when she’s through so she can see what’s remaining. She builds in extra time in case she’s underestimated how time-consuming a particular task might be and sets reminders to keep herself on schedule.\u003c/p>\n\u003cp>Like most successful students, she understands that she can’t float along and simply assume that she’ll get to the necessary work by accident. She recognizes that being purposeful about her assignments, by structuring her time and planning her schedule, is essential to tackling all her work—and allowing time for what she loves outside school. Decades of studies on planning support her instinctive approach: under the right circumstances, planning can \u003ca href=\"https://www.researchgate.net/publication/232516645_Effects_of_temptation-inhibiting_and_task-facilitating_plans_on_self-control\">enhance\u003c/a> self-control, \u003ca href=\"http://www.psych.nyu.edu/gollwitzer/97GollBrand_ImpIntGoalPurs.pdf\">contribute\u003c/a> to better school performance and help people \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0065260106380021\">achieve\u003c/a> goals.\u003c/p>\n\u003cp>But according to a team of scholars at the University of Iowa who analyzed these studies, little research has been done to evaluate the effect of \u003cem>how\u003c/em> people construct plans on the plan’s outcome—that is, how well the plan worked. The trio of investigators—Jooyoung Park, Fang-Chi Lu and William Hedgcock—conducted five separate studies with about 300 university students to find out.\u003c/p>\n\u003cp>They identified two principal methods of planning: the forward variety, where the planner pinpoints tasks closest chronologically to the present and moves forward toward the goal; and reverse planning, where the planner starts with the end goal and works backward from there. A reverse plan for a research paper, for example, would start with the due date, then determine when a first draft would have to be done, and before that when research would need to be completed, and so on, going backward to the present.\u003c/p>\n\u003cp>The researchers \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28910234\">devised\u003c/a> various studies with students who had real-life goals to grapple with. As a way to find out if planning order affected motivation, one study involving 44 undergraduates enrolled in a university course were divided into two groups and instructed to plan for an upcoming exam. Half planned forward, and the other backward, but all had to incorporate 15 identical activities related to exam preparation into their plan. The kinds of activities that might be included in exam preparation were “read chapter 7,” “read chapter 8,” “review articles,” “make a summary of notes,” and “review key concepts.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Forward planners typically began the process by identifying what they needed to do before they could achieve their goals, and then slotted in those prep activities that were closest to the present—i.e., “read chapter 7”—and moving forward. Reverse planners typically began their plan with the activity that was furthest from the present and closest to the exam—i.e., “review key concepts”—and moved chronologically backwards from there. In the end, both forward and backward planners came up with very similar looking plans, Hedgcock said.\u003c/p>\n\u003cp>Other studies included students in different settings to assess how planning order affects motivation and actual academic performance, and to evaluate the role of goal complexity in planning. In all the studies, students were responsible for coming up with their own plans.\u003c/p>\n\u003cp>To their surprise, researchers discovered a marked difference in success between forward and backward planning. “Backward planning could change the actual outcome, student’s grades on an exam, in addition to motivation and perceptions,” Park said about their findings. This held true only when the goal was complex, Park added—say, a comprehensive final exam that required reviewing and integrating a lot of information, or a long-term research project that involved a sequence of related steps.\u003c/p>\n\u003cp>Even among the collection of students whose 15 exam-prep activities were identical, and whose plans looked alike, the results were striking. “The effects don’t seem to be driven by the plan itself,” Hedgcock said. “They seem to be driven by how the plan was \u003cem>constructed\u003c/em>,” he added.\u003c/p>\n\u003cp>Reverse planning for challenging assignments is more effective than forward planning for a few reasons, the researchers noted. For one, it helps the planner consider critical steps and then identify likely obstacles—all from the point of view of having completed the goal, which sharpens clarity. “When visualizing the endpoint, things seem clearer and more positive,” said William Hedgcock. “If you start at the present, you could go this way or that way—it can be more negative,” he added, because of the multiple possible steps to be taken. Backward planning also kickstarts motivation at the time when inspiration lags most, during the middle of a goal pursuit. Finally, backward planning from an imaginary finished goal lessened the perception of time pressure.\u003c/p>\n\u003cp>These findings could have broad applications. Though the studies involved college kids, high school students would likely experience similar results, Hedgcock said. Also, while “complexity is in the eye of the beholder,” he said, a student who \u003cem>perceives\u003c/em> an assignment to be complex might be more successful if she constructs a plan that starts with the end goal. “I have a four-and seven-year old, and figuring out what to wear to school every day is complex for them,” he said. Reverse planning might also help kids whose motivation often wilts, or who have lost track of what they’re trying to achieve, or who frequently feel strapped for time while working on tough projects. Though the studies did not look at different cohorts of kids, the finding suggests that children who struggle with executive function might benefit from this type of preparation.\u003c/p>\n\u003cp>The researchers were quick to point out the limits to their work. They hadn’t accounted for individual differences among the college students, which could play a role in outcomes. Their work consisted of just five studies, and included only university students. For simple goals, backward planning has no effect. “It’s something that should be examined further,” Hedgcock said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Nevertheless, the results suggest that students (and adults) could improve their ability to achieve certain goals by adjusting how they plan for them. “It’s a powerful finding,” he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Mamie, a 12\u003csup>th\u003c/sup> grader, has a long-term project ahead of her, she starts by making a list of everything she needs to do to finish the assignment. At some point in the day, she takes out her calendar and writes out—by hand—what she needs to complete. “Every day I work on a different task or topic,” she said, crossing off the work when she’s through so she can see what’s remaining. She builds in extra time in case she’s underestimated how time-consuming a particular task might be and sets reminders to keep herself on schedule.\u003c/p>\n\u003cp>Like most successful students, she understands that she can’t float along and simply assume that she’ll get to the necessary work by accident. She recognizes that being purposeful about her assignments, by structuring her time and planning her schedule, is essential to tackling all her work—and allowing time for what she loves outside school. Decades of studies on planning support her instinctive approach: under the right circumstances, planning can \u003ca href=\"https://www.researchgate.net/publication/232516645_Effects_of_temptation-inhibiting_and_task-facilitating_plans_on_self-control\">enhance\u003c/a> self-control, \u003ca href=\"http://www.psych.nyu.edu/gollwitzer/97GollBrand_ImpIntGoalPurs.pdf\">contribute\u003c/a> to better school performance and help people \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0065260106380021\">achieve\u003c/a> goals.\u003c/p>\n\u003cp>But according to a team of scholars at the University of Iowa who analyzed these studies, little research has been done to evaluate the effect of \u003cem>how\u003c/em> people construct plans on the plan’s outcome—that is, how well the plan worked. The trio of investigators—Jooyoung Park, Fang-Chi Lu and William Hedgcock—conducted five separate studies with about 300 university students to find out.\u003c/p>\n\u003cp>They identified two principal methods of planning: the forward variety, where the planner pinpoints tasks closest chronologically to the present and moves forward toward the goal; and reverse planning, where the planner starts with the end goal and works backward from there. A reverse plan for a research paper, for example, would start with the due date, then determine when a first draft would have to be done, and before that when research would need to be completed, and so on, going backward to the present.\u003c/p>\n\u003cp>The researchers \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/28910234\">devised\u003c/a> various studies with students who had real-life goals to grapple with. As a way to find out if planning order affected motivation, one study involving 44 undergraduates enrolled in a university course were divided into two groups and instructed to plan for an upcoming exam. Half planned forward, and the other backward, but all had to incorporate 15 identical activities related to exam preparation into their plan. The kinds of activities that might be included in exam preparation were “read chapter 7,” “read chapter 8,” “review articles,” “make a summary of notes,” and “review key concepts.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Forward planners typically began the process by identifying what they needed to do before they could achieve their goals, and then slotted in those prep activities that were closest to the present—i.e., “read chapter 7”—and moving forward. Reverse planners typically began their plan with the activity that was furthest from the present and closest to the exam—i.e., “review key concepts”—and moved chronologically backwards from there. In the end, both forward and backward planners came up with very similar looking plans, Hedgcock said.\u003c/p>\n\u003cp>Other studies included students in different settings to assess how planning order affects motivation and actual academic performance, and to evaluate the role of goal complexity in planning. In all the studies, students were responsible for coming up with their own plans.\u003c/p>\n\u003cp>To their surprise, researchers discovered a marked difference in success between forward and backward planning. “Backward planning could change the actual outcome, student’s grades on an exam, in addition to motivation and perceptions,” Park said about their findings. This held true only when the goal was complex, Park added—say, a comprehensive final exam that required reviewing and integrating a lot of information, or a long-term research project that involved a sequence of related steps.\u003c/p>\n\u003cp>Even among the collection of students whose 15 exam-prep activities were identical, and whose plans looked alike, the results were striking. “The effects don’t seem to be driven by the plan itself,” Hedgcock said. “They seem to be driven by how the plan was \u003cem>constructed\u003c/em>,” he added.\u003c/p>\n\u003cp>Reverse planning for challenging assignments is more effective than forward planning for a few reasons, the researchers noted. For one, it helps the planner consider critical steps and then identify likely obstacles—all from the point of view of having completed the goal, which sharpens clarity. “When visualizing the endpoint, things seem clearer and more positive,” said William Hedgcock. “If you start at the present, you could go this way or that way—it can be more negative,” he added, because of the multiple possible steps to be taken. Backward planning also kickstarts motivation at the time when inspiration lags most, during the middle of a goal pursuit. Finally, backward planning from an imaginary finished goal lessened the perception of time pressure.\u003c/p>\n\u003cp>These findings could have broad applications. Though the studies involved college kids, high school students would likely experience similar results, Hedgcock said. Also, while “complexity is in the eye of the beholder,” he said, a student who \u003cem>perceives\u003c/em> an assignment to be complex might be more successful if she constructs a plan that starts with the end goal. “I have a four-and seven-year old, and figuring out what to wear to school every day is complex for them,” he said. Reverse planning might also help kids whose motivation often wilts, or who have lost track of what they’re trying to achieve, or who frequently feel strapped for time while working on tough projects. Though the studies did not look at different cohorts of kids, the finding suggests that children who struggle with executive function might benefit from this type of preparation.\u003c/p>\n\u003cp>The researchers were quick to point out the limits to their work. They hadn’t accounted for individual differences among the college students, which could play a role in outcomes. Their work consisted of just five studies, and included only university students. For simple goals, backward planning has no effect. “It’s something that should be examined further,” Hedgcock said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nevertheless, the results suggest that students (and adults) could improve their ability to achieve certain goals by adjusting how they plan for them. “It’s a powerful finding,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Teachers across the country are pushing for better pay and increased school funding. They \u003ca href=\"https://www.npr.org/sections/ed/2018/04/11/600832090/walkouts-and-teacher-pay-how-did-we-get-here\">consistently make less than other college graduates with \u003c/a>comparable experience — even though, for many teachers, working with students is more than a full-time job.\u003c/p>\n\u003cp>There are long days in the classroom, clubs and activities, planning and grading, and the many after-school hours spent with students.\u003c/p>\n\u003cp>Earlier this spring, we asked NPR Ed readers to send in stories of teachers going to great lengths to help students succeed in and out of school. We heard from hundreds of you. Many of you said that \u003cem>every \u003c/em>teacher you know fits the bill.\u003c/p>\n\u003cp>Here are a few teachers that caught our eye.\u003c/p>\n\u003ch3>\u003cstrong>Bryan Alvarez \u003c/strong>\u003c/h3>\n\u003cp>M\u003cstrong>usic teacher, Frick Impact Academy in East Oakland, Calif.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Bryan Alvarez is a music teacher in Oakland who built his school's music program from nothing: no instruments, no room, and no budget to teach music. He solicited donations from companies like Spotify and Soundcloud, and the nonprofit Little Kids Rock, to outfit his class with instruments, music streaming subscriptions, recording and editing software, and other educational resources.\u003c/p>\n\u003cp>\"I used to keep track of how much the stuff was worth, and at some point I just lost track,\" he says. \"It's well over $100,000 of donated equipment.\"\u003c/p>\n\u003cp>Having a stocked classroom is great. But the key to building a music program, Alvarez says — and to being an effective teacher for these middle school students — is building relationships with each and every one of them.\u003c/p>\n\u003cp>The kids yelling, screaming, and laughing in the hallway are more than just his students, he says. They're his family.\u003c/p>\n\u003cp>Students now stop by Alvarez's music room at Frick Impact Academy during lunch and after school, asking, \"Can I just come in to practice for a little bit? Can I take this home?\" he says.\u003c/p>\n\u003ch3>\u003cstrong>Nita Nicholie \u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Science teacher, St. Joseph High School, St. Joseph, Mich.\u003c/strong>\u003c/p>\n\u003cp>Nita Nicholie — or Mrs. Nic, as her students call her — thought she'd only teach science for a few years when she started at St. Joseph. That was 32 years ago.\u003c/p>\n\u003cp>\"I went into teaching because I love science, but I stayed in teaching because I love the kids,\" she says now.\u003c/p>\n\u003cp>Multiple students who have or have had Nicholie as a teacher wrote to NPR about her. Autumn Roth, who took Honors Physics with Nicholie before heading to college, told us: \"On the first day of class she burst into the room singing show-tunes at the top of her lungs. I knew right then that this was going to be a good class.\"\u003c/p>\n\u003cp>Students mentioned that Mrs. Nic was known to open her home to students. When we got Nicholie on the phone, she told us that she and her family have taken in over 20 students to live with them over the years. \"A lot of times they just needed a safe place to sleep, to have a warm shower in the morning and food before they go to sleep at night,\" she says.\u003c/p>\n\u003cp>Nicholie even has an alarm set on her phone to remind her to text some students to make sure they're awake and heading to school. It's all part of connecting with her students — asking them how they're \u003cem>really \u003c/em>doing each day when they show up in class.\u003c/p>\n\u003cp>One project she can't stop talking about: a tutoring class, pairing up upperclassmen with students who need extra academic help. It's one of the most rewarding parts of her job.\u003c/p>\n\u003cp>\"There's no formula about how to be a great teacher,\" Nicholie says. \"If I really truly love what I do, the kids know it.\"\u003c/p>\n\u003ch3>\u003cstrong>Arinn Filer\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Social studies teacher, Humanities and Arts Academy of Los Angeles, Harbor City, Calif.\u003c/strong>\u003c/p>\n\u003cp>When Arinn Filer started teaching social studies at Humanities and Arts Academy in Los Angeles, she quickly noticed that many of her students were football players. One of them — a sophomore — already had an offer to play at University of Southern California.\u003c/p>\n\u003cp>During football season, many players didn't have time for homework between school, practices and games. Filer wanted to make sure these student-athletes had a point-person to guide them. She created a class for athletes to complete work, brush up on study skills, and plan out their classes to ensure that they're NCAA eligible — to ensure that they're be able to play in college.\u003c/p>\n\u003cp>\"I like to work with the athletes because I feel like they finally have a place to go on our campus,\" she says. She checks their report cards, talks to them about their grades, and leads lessons on specific skills, like goal-setting.\u003c/p>\n\u003cp>One of her coworkers, LaNea Austin, who teaches English, wrote to NPR, \"No matter what, she helps chart a future for these athletes.\"\u003c/p>\n\u003cp>Filer's football players won the state championship in the fall, and many have offers to play for big-name football schools. But she also takes time to present them with paths to college that don't depend on getting recruited to play sports.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Give back to someone else and be an inspiration to someone else,\" Filer tells her students. \"That's what will make me happy.\"\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+Than+Just+A+Job%3A+Stories+Of+Teachers+Who+Deserve+An+A%2B&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bryan Alvarez is a music teacher in Oakland who built his school's music program from nothing: no instruments, no room, and no budget to teach music. He solicited donations from companies like Spotify and Soundcloud, and the nonprofit Little Kids Rock, to outfit his class with instruments, music streaming subscriptions, recording and editing software, and other educational resources.\u003c/p>\n\u003cp>\"I used to keep track of how much the stuff was worth, and at some point I just lost track,\" he says. \"It's well over $100,000 of donated equipment.\"\u003c/p>\n\u003cp>Having a stocked classroom is great. But the key to building a music program, Alvarez says — and to being an effective teacher for these middle school students — is building relationships with each and every one of them.\u003c/p>\n\u003cp>The kids yelling, screaming, and laughing in the hallway are more than just his students, he says. They're his family.\u003c/p>\n\u003cp>Students now stop by Alvarez's music room at Frick Impact Academy during lunch and after school, asking, \"Can I just come in to practice for a little bit? Can I take this home?\" he says.\u003c/p>\n\u003ch3>\u003cstrong>Nita Nicholie \u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Science teacher, St. Joseph High School, St. Joseph, Mich.\u003c/strong>\u003c/p>\n\u003cp>Nita Nicholie — or Mrs. Nic, as her students call her — thought she'd only teach science for a few years when she started at St. Joseph. That was 32 years ago.\u003c/p>\n\u003cp>\"I went into teaching because I love science, but I stayed in teaching because I love the kids,\" she says now.\u003c/p>\n\u003cp>Multiple students who have or have had Nicholie as a teacher wrote to NPR about her. Autumn Roth, who took Honors Physics with Nicholie before heading to college, told us: \"On the first day of class she burst into the room singing show-tunes at the top of her lungs. I knew right then that this was going to be a good class.\"\u003c/p>\n\u003cp>Students mentioned that Mrs. Nic was known to open her home to students. When we got Nicholie on the phone, she told us that she and her family have taken in over 20 students to live with them over the years. \"A lot of times they just needed a safe place to sleep, to have a warm shower in the morning and food before they go to sleep at night,\" she says.\u003c/p>\n\u003cp>Nicholie even has an alarm set on her phone to remind her to text some students to make sure they're awake and heading to school. It's all part of connecting with her students — asking them how they're \u003cem>really \u003c/em>doing each day when they show up in class.\u003c/p>\n\u003cp>One project she can't stop talking about: a tutoring class, pairing up upperclassmen with students who need extra academic help. It's one of the most rewarding parts of her job.\u003c/p>\n\u003cp>\"There's no formula about how to be a great teacher,\" Nicholie says. \"If I really truly love what I do, the kids know it.\"\u003c/p>\n\u003ch3>\u003cstrong>Arinn Filer\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Social studies teacher, Humanities and Arts Academy of Los Angeles, Harbor City, Calif.\u003c/strong>\u003c/p>\n\u003cp>When Arinn Filer started teaching social studies at Humanities and Arts Academy in Los Angeles, she quickly noticed that many of her students were football players. One of them — a sophomore — already had an offer to play at University of Southern California.\u003c/p>\n\u003cp>During football season, many players didn't have time for homework between school, practices and games. Filer wanted to make sure these student-athletes had a point-person to guide them. She created a class for athletes to complete work, brush up on study skills, and plan out their classes to ensure that they're NCAA eligible — to ensure that they're be able to play in college.\u003c/p>\n\u003cp>\"I like to work with the athletes because I feel like they finally have a place to go on our campus,\" she says. She checks their report cards, talks to them about their grades, and leads lessons on specific skills, like goal-setting.\u003c/p>\n\u003cp>One of her coworkers, LaNea Austin, who teaches English, wrote to NPR, \"No matter what, she helps chart a future for these athletes.\"\u003c/p>\n\u003cp>Filer's football players won the state championship in the fall, and many have offers to play for big-name football schools. 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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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