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"content": "\u003cp>Jack Bacon was 16 and a junior in high school when his mother died. Though he felt “broken” over her death, he continued to strive in school and sports and pretended to be strong for his sister. Bacon had always been a motivated, goal-oriented student and athlete. But sometime after his mother’s death, following a period of reflection, Bacon felt newly infused with a sense of purpose.\u003c/p>\n\u003cp>“The passing of my mother gave me a more important purpose besides advancing myself,” he said. Bacon saw with fresh eyes the sacrifices his father had made for the family, as well as his stepfather’s extraordinary kindness. 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Just some 20 percent of high school kids can be categorized as purposeful, according to Damon's research; the rest vary between being motivated but lacking a plan, being active but lacking direction, and being neither active nor forward-thinking.\u003c/p>\n\u003cp>One way to help young people is by providing them with help to identify a calling. Parents can provide guidance for their children in multiple ways.\u003c/p>\n\u003cp>\u003cstrong>Act, but tread lightly\u003c/strong>. “You can’t write the script of life for your child,” Damon said. As difficult as that may be, especially for competitive and accomplished parents, stepping back and following a child’s lead is a precondition for effective assistance. Parental heavy-handedness may work in the short term, but is likely to backfire. Parents would be wise to think of themselves as playing the supporting rather than lead role, Damon writes.\u003c/p>\n\u003cp>\u003cstrong>Discuss what your work means to you\u003c/strong>. Rarely do kids hear from their parents about what drives them at work. Whether it’s helping others, expressing themselves or providing for the family, work often serves a larger purpose for adults besides remuneration. Conveying this message to children is especially important when so much professional work is abstract and remote. “The obfuscation of work’s deeper meaning,” Damon writes, “is a breeding ground for apathy and cynicism.’\u003c/p>\n\u003cp>\u003cstrong>Ask thoughtful questions and listen\u003c/strong>. Adolescents are more often lectured to than queried about their futures. If parents ask probing questions in a gentle way, they might inspire a teenager to think more about where she’s headed. \u003cem>What’s most important to you in your life? What does it mean to be a good person? What kinds of things do you really care about? How do you want to be remembered?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Open up regular dialogue\u003c/strong>. An annual Q & A about purpose is not enough to stimulate a purposeful mindset among kids. By making a habit of asking their children’s opinion on everyday events, parents cultivate their own listening skills and invite their children to offer hints about their values. For example, a parent can ask what a child thinks about a TV show, a commercial or a news story. Through careful listening, and repeatedly asking \u003cem>Why\u003c/em>? parents can glean what’s truly important to the child. “When we evoke from children their own nascent ideas about what they find meaningful, we become better able to hear their first murmurings of purpose,” Damon writes.\u003c/p>\n\u003cp>\u003cstrong>Get on board with their interests\u003c/strong>. Parents shouldn’t fight their child’s healthy interests. Instead, offer opportunities for further exploration and provide resources when possible. Introducing children to other adults who share that interest is also useful; one might become a mentor. At the same time, it’s vital to allow children to direct their own course, even if they move on to other pursuits.\u003c/p>\n\u003cp>\u003cstrong>Be positive and share your wisdom\u003c/strong>. Having an optimistic mindset, and working to instill that in kids, can help them gain a sense of agency over their lives. Without glossing over life’s hardships and failings, parents should avoid interpreting every misfortune as an inevitable catastrophe. Children gain confidence when they look at life’s difficulties as challenges that can be addressed, and parents can also help by discussing their own practical wisdom, especially about work and relationships.\u003c/p>\n\u003cp>\u003cstrong>Use diagnostic tools to help them find their strengths\u003c/strong>. Some kids might benefit from testing that helps them discover what they do best. The \u003ca href=\"https://www.gallupstrengthscenter.com/Purchase/en-US/Index\">Clifton StrengthsFinder\u003c/a> test, for example, which was put together by the Gallup Poll group, helps takers identify their top five strengths out of a possible 35. Other useful diagnostics include the \u003ca href=\"https://www.cpp.com/products/strong/index.aspx\">Strong Interest Inventory\u003c/a> and the \u003ca href=\"http://www.myersbriggs.org/my-mbti-personality-type/\">Myers-Briggs Type Indicator.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Let them do the work\u003c/strong>. As tempting as it may be to dive in and “help” when a child shows an inkling of purpose, parents need to keep themselves at a healthy distance. In her book \u003cem>How to Raise an Adult,\u003c/em> \u003ca href=\"http://www.howtoraiseanadult.com/\">Julie Lythcott-Haims\u003c/a> warns against parents taking over and directing their children’s budding entrepreneurial or charitable impulses. “Remember, if you construct the enterprise, order the items being sold, or devise the storage method for the items being collected … and all your child does is make a sign or poster, stand there with a smile, and take people’s money or donated items, you haven’t helped your child develop any of these traits at all.” Better to observe carefully what the child is most drawn to, and follow up with thoughtful questions.\u003c/p>\n\u003cp>\u003cstrong>Encourage them to believe that what they do matters\u003c/strong>. Kids need to know that everything they do has an impact on others, for better or worse. “Parents should teach their children the basic principle \u003cem>Whatever you do in this world matters\u003c/em>,” Damon writes. By conveying confidence in their child, and assigning regular chores that affect the family, parents teach that their child’s contributions have an effect. Encouraging volunteer work, delegating responsibility for pet and plant care, and seizing everyday moments to talk about impact are simple ways parents can convey that message to children.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When discussing the roots of his own purposefulness, Jack Bacon, now 19 and a freshman at Boston College, said that his parents’ way of rearing him taught him that his life mattered. “I’ve always understood implicitly that I would do something, and not just go through life,” he said. He’s highly focused, and intends to bring up his grades, improve his goal-keeping skills and be a better person. “Each day is very significant to me,” Bacon said, “because I want to make progress every day.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jack Bacon was 16 and a junior in high school when his mother died. Though he felt “broken” over her death, he continued to strive in school and sports and pretended to be strong for his sister. Bacon had always been a motivated, goal-oriented student and athlete. But sometime after his mother’s death, following a period of reflection, Bacon felt newly infused with a sense of purpose.\u003c/p>\n\u003cp>“The passing of my mother gave me a more important purpose besides advancing myself,” he said. Bacon saw with fresh eyes the sacrifices his father had made for the family, as well as his stepfather’s extraordinary kindness. He also felt the drive to live a full and rich life, as his mother expected of him. “I want to be a better athlete, better student, and better person, because that’s what my mom wanted me to be,” Bacon said.\u003c/p>\n\u003cp>These epiphanies now fuel his desire to be the best version of himself, so he can repay his father, excel in the classroom, distinguish himself in his sport — and be a person of integrity. Whereas he once saw his studies as a means to an end, today Bacon looks at education as important for all aspects of his life. “I realized that things I do can’t just be for me — it’s bigger than me,” Bacon said.\u003c/p>\n\u003cp>Purpose comes from believing that the world needs improving and that you can help, according to William Damon of the Stanford Center on Adolescence, and author of \u003ca href=\"http://www.williamdamon.com/the-path-to-purpose/\">\u003cem>The Path to Purpose\u003c/em>\u003c/a>. Traumatic events like the one Bacon experienced can trigger a sense of purpose, Damon said, but tragedy isn’t a prerequisite to developing a purposeful outlook.\u003c/p>\n\u003cp>Purpose is critical, because it is linked to dedication, energy and resilience — “psychological goods,” Damon said, that most aspire to. “Purpose is the number one, long-term motivator in life,\" according to Damon. Unlike passion or ambition, which focus on the self, purpose touches on the needs of the wider world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Finding purpose in life is more challenging today than for previous generations of young people, Damon said. What used to be natural avenues through which to devote one’s life — faith, marriage, long-term careers and stable communities — have withered, leaving more adolescents unclear about what path to travel or how to get there. Just some 20 percent of high school kids can be categorized as purposeful, according to Damon's research; the rest vary between being motivated but lacking a plan, being active but lacking direction, and being neither active nor forward-thinking.\u003c/p>\n\u003cp>One way to help young people is by providing them with help to identify a calling. Parents can provide guidance for their children in multiple ways.\u003c/p>\n\u003cp>\u003cstrong>Act, but tread lightly\u003c/strong>. “You can’t write the script of life for your child,” Damon said. As difficult as that may be, especially for competitive and accomplished parents, stepping back and following a child’s lead is a precondition for effective assistance. Parental heavy-handedness may work in the short term, but is likely to backfire. Parents would be wise to think of themselves as playing the supporting rather than lead role, Damon writes.\u003c/p>\n\u003cp>\u003cstrong>Discuss what your work means to you\u003c/strong>. Rarely do kids hear from their parents about what drives them at work. Whether it’s helping others, expressing themselves or providing for the family, work often serves a larger purpose for adults besides remuneration. Conveying this message to children is especially important when so much professional work is abstract and remote. “The obfuscation of work’s deeper meaning,” Damon writes, “is a breeding ground for apathy and cynicism.’\u003c/p>\n\u003cp>\u003cstrong>Ask thoughtful questions and listen\u003c/strong>. Adolescents are more often lectured to than queried about their futures. If parents ask probing questions in a gentle way, they might inspire a teenager to think more about where she’s headed. \u003cem>What’s most important to you in your life? What does it mean to be a good person? What kinds of things do you really care about? How do you want to be remembered?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Open up regular dialogue\u003c/strong>. An annual Q & A about purpose is not enough to stimulate a purposeful mindset among kids. By making a habit of asking their children’s opinion on everyday events, parents cultivate their own listening skills and invite their children to offer hints about their values. For example, a parent can ask what a child thinks about a TV show, a commercial or a news story. Through careful listening, and repeatedly asking \u003cem>Why\u003c/em>? parents can glean what’s truly important to the child. “When we evoke from children their own nascent ideas about what they find meaningful, we become better able to hear their first murmurings of purpose,” Damon writes.\u003c/p>\n\u003cp>\u003cstrong>Get on board with their interests\u003c/strong>. Parents shouldn’t fight their child’s healthy interests. Instead, offer opportunities for further exploration and provide resources when possible. Introducing children to other adults who share that interest is also useful; one might become a mentor. At the same time, it’s vital to allow children to direct their own course, even if they move on to other pursuits.\u003c/p>\n\u003cp>\u003cstrong>Be positive and share your wisdom\u003c/strong>. Having an optimistic mindset, and working to instill that in kids, can help them gain a sense of agency over their lives. Without glossing over life’s hardships and failings, parents should avoid interpreting every misfortune as an inevitable catastrophe. Children gain confidence when they look at life’s difficulties as challenges that can be addressed, and parents can also help by discussing their own practical wisdom, especially about work and relationships.\u003c/p>\n\u003cp>\u003cstrong>Use diagnostic tools to help them find their strengths\u003c/strong>. Some kids might benefit from testing that helps them discover what they do best. The \u003ca href=\"https://www.gallupstrengthscenter.com/Purchase/en-US/Index\">Clifton StrengthsFinder\u003c/a> test, for example, which was put together by the Gallup Poll group, helps takers identify their top five strengths out of a possible 35. Other useful diagnostics include the \u003ca href=\"https://www.cpp.com/products/strong/index.aspx\">Strong Interest Inventory\u003c/a> and the \u003ca href=\"http://www.myersbriggs.org/my-mbti-personality-type/\">Myers-Briggs Type Indicator.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Let them do the work\u003c/strong>. As tempting as it may be to dive in and “help” when a child shows an inkling of purpose, parents need to keep themselves at a healthy distance. In her book \u003cem>How to Raise an Adult,\u003c/em> \u003ca href=\"http://www.howtoraiseanadult.com/\">Julie Lythcott-Haims\u003c/a> warns against parents taking over and directing their children’s budding entrepreneurial or charitable impulses. “Remember, if you construct the enterprise, order the items being sold, or devise the storage method for the items being collected … and all your child does is make a sign or poster, stand there with a smile, and take people’s money or donated items, you haven’t helped your child develop any of these traits at all.” Better to observe carefully what the child is most drawn to, and follow up with thoughtful questions.\u003c/p>\n\u003cp>\u003cstrong>Encourage them to believe that what they do matters\u003c/strong>. Kids need to know that everything they do has an impact on others, for better or worse. “Parents should teach their children the basic principle \u003cem>Whatever you do in this world matters\u003c/em>,” Damon writes. By conveying confidence in their child, and assigning regular chores that affect the family, parents teach that their child’s contributions have an effect. Encouraging volunteer work, delegating responsibility for pet and plant care, and seizing everyday moments to talk about impact are simple ways parents can convey that message to children.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When discussing the roots of his own purposefulness, Jack Bacon, now 19 and a freshman at Boston College, said that his parents’ way of rearing him taught him that his life mattered. “I’ve always understood implicitly that I would do something, and not just go through life,” he said. He’s highly focused, and intends to bring up his grades, improve his goal-keeping skills and be a better person. “Each day is very significant to me,” Bacon said, “because I want to make progress every day.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Read this article if you're having a rough day. This is a rare story about positive social change.\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.stopbullying.gov/laws/\">state now has laws\u003c/a> against school bullying. In the past decade, many districts have \u003ca href=\"http://www.npr.org/2014/12/17/371483112/restorative-justice-a-new-approach-to-discipline-at-school\">overhauled discipline policies\u003c/a> and created interventions to increase mutual respect at school. \u003ca href=\"http://www.npr.org/sections/ed/2017/05/05/526871398/facts-about-teens-suicide-and-13-reasons-why\">Pop culture\u003c/a> and the \u003ca href=\"http://www.npr.org/sections/ed/2016/10/28/499635141/4-myths-about-school-bullying-and-the-trump-effect\">news media\u003c/a> have focused on the harm that is done when children target each other with cruel treatment. Marginalized groups have found solidarity in social media campaigns such as \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=130519806\">It Gets Better\u003c/a> and World Autism Awareness Day, underlining the message that everyone is worthy of learning in a safe environment.\u003c/p>\n\u003cp>And, according to a \u003ca href=\"http://pediatrics.aappublications.org/content/early/2017/04/27/peds.2016-2615..info\">big new study\u003c/a> in the journal \u003cem>Pediatrics\u003c/em>, bullying is down. In 2005, 28.5 percent of students surveyed reported experiencing at least one form of bullying. By 2014, that had dropped more than half, to 13.4 percent.\u003c/p>\n\u003cp>\"Occasionally, there is some good news out there,\" says Catherine Bradshaw, a professor and associate dean at the University of Virginia, one of the study authors. \"There are some things that are improving.\"\u003c/p>\n\u003cp>The study scrutinized the responses of nearly 250,000 Maryland students in grades 4 through 12 to an annual school survey. Students were asked if they had directly experienced behaviors such as pushing, slapping, threats, spreading rumors or negative online posts in the previous 30 days. There were significant declines across every category of behavior and in most grades, the researchers found.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The story isn't that bullying is checked off the list,\" notes Bradshaw. Instead, this paper provides a mark in favor of \"increased awareness,\" and \"evidence-based practices and policies.\"\u003c/p>\n\u003cp>To wit, Bradshaw's previous research supports the potential of \u003ca href=\"http://www.npr.org/sections/ed/2015/10/30/452910812/what-if-every-high-school-had-a-justice-program-instead-of-a-cop\">restorative justice practices\u003c/a> in schools and social-emotional learning curricula to directly improve how students treat each other. This, in turn, has major impacts on students' readiness to learn and succeed by almost any measure.\u003c/p>\n\u003cp>And, Bradshaw noted, much of the improvement coincides with the Obama administration's efforts to fund research and use its, ahem, bully pulpit to improve school climate.\u003c/p>\n\u003cp>Ron Avi Astor at the University of Southern California, who was not involved in this research, points out that while the data come from just one state, these findings are not isolated; they are part of a broader trend. \"There's strong international data showing these reductions not only in schools, but in communities and families,\" Avi Astor says. \"Child abuse, violence, murder rates, they've hit record lows. There's something normative happening in societies, not just schools.\"\u003c/p>\n\u003cp>A clue to exactly how this is working is found in an apparent paradox within the Maryland survey. When asked in 2005 whether bullying was a problem at their school, half said yes. Ten years later, the answer was almost the same: 48 percent. In other words, even though reality got brighter, young people's view of their schools remained partly cloudy.\u003c/p>\n\u003cp>I asked Professor Bradshaw whether this was inevitable. Do we need to keep kids and adults worried about bullying in order for it to keep getting better? Even if those worries become disconnected from reality?\u003c/p>\n\u003cp>\"Our perception of how common something is, is very important,\" she said, but raising awareness about positive social norms can itself be a lever for improvement. She cites related research that showed that binge drinking went down when college students were told that most of their classmates in fact were already drinking moderately.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So spread the word: students are treating each other more kindly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Bullying+Is+Down.+Why+Don%27t+Students+Believe+It%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The story isn't that bullying is checked off the list,\" notes Bradshaw. Instead, this paper provides a mark in favor of \"increased awareness,\" and \"evidence-based practices and policies.\"\u003c/p>\n\u003cp>To wit, Bradshaw's previous research supports the potential of \u003ca href=\"http://www.npr.org/sections/ed/2015/10/30/452910812/what-if-every-high-school-had-a-justice-program-instead-of-a-cop\">restorative justice practices\u003c/a> in schools and social-emotional learning curricula to directly improve how students treat each other. This, in turn, has major impacts on students' readiness to learn and succeed by almost any measure.\u003c/p>\n\u003cp>And, Bradshaw noted, much of the improvement coincides with the Obama administration's efforts to fund research and use its, ahem, bully pulpit to improve school climate.\u003c/p>\n\u003cp>Ron Avi Astor at the University of Southern California, who was not involved in this research, points out that while the data come from just one state, these findings are not isolated; they are part of a broader trend. \"There's strong international data showing these reductions not only in schools, but in communities and families,\" Avi Astor says. \"Child abuse, violence, murder rates, they've hit record lows. There's something normative happening in societies, not just schools.\"\u003c/p>\n\u003cp>A clue to exactly how this is working is found in an apparent paradox within the Maryland survey. When asked in 2005 whether bullying was a problem at their school, half said yes. Ten years later, the answer was almost the same: 48 percent. In other words, even though reality got brighter, young people's view of their schools remained partly cloudy.\u003c/p>\n\u003cp>I asked Professor Bradshaw whether this was inevitable. Do we need to keep kids and adults worried about bullying in order for it to keep getting better? Even if those worries become disconnected from reality?\u003c/p>\n\u003cp>\"Our perception of how common something is, is very important,\" she said, but raising awareness about positive social norms can itself be a lever for improvement. She cites related research that showed that binge drinking went down when college students were told that most of their classmates in fact were already drinking moderately.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So spread the word: students are treating each other more kindly.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=School+Bullying+Is+Down.+Why+Don%27t+Students+Believe+It%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A couple of years ago, Ashok Goel was overwhelmed by the number of questions his students were asking in his course on artificial intelligence.\u003c/p>\n\u003cp>Goel teaches computer science at Georgia Tech, sometimes to large classes, where students can ask thousands of questions online in a discussion forum.\u003c/p>\n\u003cp>With a limited number of teaching assistants, or TAs, many of those questions weren't getting answered in time. So, Goel came up with a plan: make an artificial intelligence \"teaching assistant\" that could answer some of students' frequently asked questions.\u003c/p>\n\u003cp>In 2015 he built Jill Watson, his AI TA — named after one of the IBM founders, Thomas J. Watson.\u003c/p>\n\u003cp>Jill performed well that first year, alleviating the amount of work on Goel and his teaching assistants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And, something else happened. Goel says using AI, in a course about AI, caught students by surprise. \"They had been interacting with the TA all of this time, and you sort of assume that it's a human.\"\u003c/p>\n\u003cp>His human TAs, usually graduate students, used fake names in the online discussion forum and didn't attend class. So, just like Jill, they were totally anonymous.\u003c/p>\n\u003cp>Last semester, Goel says only a handful of students could tell when they were interacting with a human TA or an artificial TA.\u003c/p>\n\u003cp>\"It's kind of fun trying to guess who's who.\" The whole thing became a game for Christopher Cassion after he saw a teaching assistant correctly answer a student's question, but quoting material from a previous semester.\u003c/p>\n\u003cp>\"His reply was correct, but he quoted something that was nowhere to be found,\" Cassion says. \"I don't know if the quote came up by mistake or if he generated the answer.\"\u003c/p>\n\u003cp>Same thing this semester — students have even started a poll to vote on who they think is real and who they think is AI. \"Some of their guesses are right, some are not,\" says Goel. \"I'm not going to tell them until the end of the semester.\"\u003c/p>\n\u003cp>He says his artificial intelligence teaching assistants are getting smarter by the day, engaging with students in longer discussions online.\u003c/p>\n\u003cp>\"Raising Jill is like raising a young child,\" Goel says. \"Initially when your child is very, very young, she just remembers all kinds of things she has heard from you, but she doesn't understand it.\"\u003c/p>\n\u003cp>He says the newest version of Jill now understands concepts. Eventually he wants to export these artificial teachers to countries like India to try to boost literacy rates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But he wants to make this clear: The goal is definitely not to put teachers, like himself, out of work.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 WABE-FM. To see more, visit \u003ca href=\"http://www.wabe.org/\">WABE-FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+You%27re+Not+Quite+Sure+If+Your+Teacher+Is+Human&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And, something else happened. Goel says using AI, in a course about AI, caught students by surprise. \"They had been interacting with the TA all of this time, and you sort of assume that it's a human.\"\u003c/p>\n\u003cp>His human TAs, usually graduate students, used fake names in the online discussion forum and didn't attend class. So, just like Jill, they were totally anonymous.\u003c/p>\n\u003cp>Last semester, Goel says only a handful of students could tell when they were interacting with a human TA or an artificial TA.\u003c/p>\n\u003cp>\"It's kind of fun trying to guess who's who.\" The whole thing became a game for Christopher Cassion after he saw a teaching assistant correctly answer a student's question, but quoting material from a previous semester.\u003c/p>\n\u003cp>\"His reply was correct, but he quoted something that was nowhere to be found,\" Cassion says. \"I don't know if the quote came up by mistake or if he generated the answer.\"\u003c/p>\n\u003cp>Same thing this semester — students have even started a poll to vote on who they think is real and who they think is AI. \"Some of their guesses are right, some are not,\" says Goel. \"I'm not going to tell them until the end of the semester.\"\u003c/p>\n\u003cp>He says his artificial intelligence teaching assistants are getting smarter by the day, engaging with students in longer discussions online.\u003c/p>\n\u003cp>\"Raising Jill is like raising a young child,\" Goel says. \"Initially when your child is very, very young, she just remembers all kinds of things she has heard from you, but she doesn't understand it.\"\u003c/p>\n\u003cp>He says the newest version of Jill now understands concepts. Eventually he wants to export these artificial teachers to countries like India to try to boost literacy rates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But he wants to make this clear: The goal is definitely not to put teachers, like himself, out of work.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 WABE-FM. To see more, visit \u003ca href=\"http://www.wabe.org/\">WABE-FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+You%27re+Not+Quite+Sure+If+Your+Teacher+Is+Human&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Some of the nation's top researchers who've spent their careers studying early childhood education recently got together in Washington with one goal in mind: to cut through the fog of studies and the endless debates over the benefits of pre-school.\u003c/p>\n\u003cp>And they came away with one clear, strong message: Kids who attend public preschool programs are better prepared for kindergarten than kids who don't.\u003c/p>\n\u003cp>The findings come in a report \"\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/04/duke_prekstudy_final_4-4-17_hires.pdf\" target=\"_blank\">The Current State of Scientific Knowledge on Pre-Kindergarten Effects\u003c/a>,\" and the authors include big names from the early childhood world: Deborah Phillips of Georgetown University, Mark W. Lipsey of Vanderbilt, Kenneth Dodge of Duke, Ron Haskins of the Brookings Institution and others.\u003c/p>\n\u003cp>It lays out the current state of preschool education in the U.S. and what research can tell us about what works and what doesn't.\u003c/p>\n\u003cp>Among their key findings, drawing from across the research base, are:\u003c/p>\n\u003cul>\n\u003cli>That while all kids benefit from preschool, poor and disadvantaged kids often make the most gains. \"Researchers who study pre-K education often find that children who have had early experiences of economic scarcity and insecurity gain more from these programs than their more advantaged peers.\"\u003c/li>\n\u003cli>Children who are dual-language learners \"show relatively large benefits from pre-K education\" — both in their English-language proficiency and in other academic skills. Dual-language learners are mostly low income, Spanish speaking children, often with underdeveloped pre-literacy and pre-math skills. But, says Phillips, \"there's substantial evidence now that, because they're learning two languages at the same time, they have stronger brain circuits that support self regulation.\" That may explain why preschool can help them make quick progress: \"Their capacity to incorporate new information and to switch attention from one task to another, these are the skills they bring.\"\u003c/li>\n\u003cli>And yet, the researchers said, that doesn't mean preschool should necessarily be targeted toward poor or disadvantaged kids. \"Part of what may render a pre-K classroom advantageous\" for a poor student or a child learning English, \"is the value of being immersed among a diverse array of classmates.\"\u003c/li>\n\u003cli>Not all preschool programs are alike. Features that may lead to success include: \"a well implemented, evidence-based curriculum,\" and an emphasis on the quality and continuous training of pre-K teachers. There's still a lot of research that needs to be done, the study concludes, \"to generate more complete and reliable evidence on effectiveness factors.\"\u003c/li>\n\u003c/ul>\n\u003cp>Currently, the federal government, along with 42 states and the District of Columbia, spend about $37 billion a year on early childhood programs, mostly targeting low-income 3- to 5-year-olds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When it comes to what preschools should teach, the researchers took on a big question in that field, too: Should pre-K focus on the social and emotional development of children or should it concentrate on what researchers call \"skills specific curricula,\" namely numeracy and literacy?\u003c/p>\n\u003cp>The research clearly says its not a matter of either/or.\u003c/p>\n\u003cp>\"What we know is that children bring a vast array of experiences, both strengths and weaknesses,\" Phillips says. \"Some children need more support than others. Some bring vast knowledge and skills.\"\u003c/p>\n\u003cp>Instruction built on social and emotional skills, rich play, toys, games, art, music and movement complements explicit instruction focused on things like learning to count and matching letters to sounds and words. Both benefit kids' readiness for school.\u003c/p>\n\u003cp>For researchers, the critical questions now are: What should the next generation of pre-K programs look like? What else needs to happen — in preschool and beyond — to ensure a long-term impact? And how do we connect all the dots in a child's educational trajectory beginning with pre-school?\u003c/p>\n\u003cp>That's no easy task considering that half of the school-readiness gap between poor and affluent children is already evident by age 2, before most kids ever get to preschool.\u003c/p>\n\u003cp>Another major hurdle is the disconnect between pre-K and elementary education. Rather than building on the skills that kids arrive with, researchers have found lots of redundancy with kindergarten and first-grade teachers repeating a lot of what pre-K teachers do. This results in what researchers call \"dead zones\" that squander hard-won gains.\u003c/p>\n\u003cp>\"On that count we cannot declare victory,\" says Phillips. \"We need to look at the elementary grades as re-charging stations.\"\u003c/p>\n\u003cp>Pre-K programs today can also do a better job reaching out to low income families dealing with stress and mental health issues. The home after all, researchers say, provides either a sturdy or fragile foundation.\u003c/p>\n\u003cp>\"We know that poverty and adversity compromises the developing brain architecture and circuits,\" says Phillips.\u003c/p>\n\u003cp>And, while even a high-quality program does not inoculate children from adversity and poverty, it can help mitigate those effects.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Absolutely,\" says Phillips. \"That is pre-K education's primary function.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Pre-K%3A+Decades+Worth+of+Studies%2C+One+Strong+Message&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some of the nation's top researchers who've spent their careers studying early childhood education recently got together in Washington with one goal in mind: to cut through the fog of studies and the endless debates over the benefits of pre-school.\u003c/p>\n\u003cp>And they came away with one clear, strong message: Kids who attend public preschool programs are better prepared for kindergarten than kids who don't.\u003c/p>\n\u003cp>The findings come in a report \"\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/04/duke_prekstudy_final_4-4-17_hires.pdf\" target=\"_blank\">The Current State of Scientific Knowledge on Pre-Kindergarten Effects\u003c/a>,\" and the authors include big names from the early childhood world: Deborah Phillips of Georgetown University, Mark W. Lipsey of Vanderbilt, Kenneth Dodge of Duke, Ron Haskins of the Brookings Institution and others.\u003c/p>\n\u003cp>It lays out the current state of preschool education in the U.S. and what research can tell us about what works and what doesn't.\u003c/p>\n\u003cp>Among their key findings, drawing from across the research base, are:\u003c/p>\n\u003cul>\n\u003cli>That while all kids benefit from preschool, poor and disadvantaged kids often make the most gains. \"Researchers who study pre-K education often find that children who have had early experiences of economic scarcity and insecurity gain more from these programs than their more advantaged peers.\"\u003c/li>\n\u003cli>Children who are dual-language learners \"show relatively large benefits from pre-K education\" — both in their English-language proficiency and in other academic skills. Dual-language learners are mostly low income, Spanish speaking children, often with underdeveloped pre-literacy and pre-math skills. But, says Phillips, \"there's substantial evidence now that, because they're learning two languages at the same time, they have stronger brain circuits that support self regulation.\" That may explain why preschool can help them make quick progress: \"Their capacity to incorporate new information and to switch attention from one task to another, these are the skills they bring.\"\u003c/li>\n\u003cli>And yet, the researchers said, that doesn't mean preschool should necessarily be targeted toward poor or disadvantaged kids. \"Part of what may render a pre-K classroom advantageous\" for a poor student or a child learning English, \"is the value of being immersed among a diverse array of classmates.\"\u003c/li>\n\u003cli>Not all preschool programs are alike. Features that may lead to success include: \"a well implemented, evidence-based curriculum,\" and an emphasis on the quality and continuous training of pre-K teachers. There's still a lot of research that needs to be done, the study concludes, \"to generate more complete and reliable evidence on effectiveness factors.\"\u003c/li>\n\u003c/ul>\n\u003cp>Currently, the federal government, along with 42 states and the District of Columbia, spend about $37 billion a year on early childhood programs, mostly targeting low-income 3- to 5-year-olds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When it comes to what preschools should teach, the researchers took on a big question in that field, too: Should pre-K focus on the social and emotional development of children or should it concentrate on what researchers call \"skills specific curricula,\" namely numeracy and literacy?\u003c/p>\n\u003cp>The research clearly says its not a matter of either/or.\u003c/p>\n\u003cp>\"What we know is that children bring a vast array of experiences, both strengths and weaknesses,\" Phillips says. \"Some children need more support than others. Some bring vast knowledge and skills.\"\u003c/p>\n\u003cp>Instruction built on social and emotional skills, rich play, toys, games, art, music and movement complements explicit instruction focused on things like learning to count and matching letters to sounds and words. Both benefit kids' readiness for school.\u003c/p>\n\u003cp>For researchers, the critical questions now are: What should the next generation of pre-K programs look like? What else needs to happen — in preschool and beyond — to ensure a long-term impact? And how do we connect all the dots in a child's educational trajectory beginning with pre-school?\u003c/p>\n\u003cp>That's no easy task considering that half of the school-readiness gap between poor and affluent children is already evident by age 2, before most kids ever get to preschool.\u003c/p>\n\u003cp>Another major hurdle is the disconnect between pre-K and elementary education. Rather than building on the skills that kids arrive with, researchers have found lots of redundancy with kindergarten and first-grade teachers repeating a lot of what pre-K teachers do. This results in what researchers call \"dead zones\" that squander hard-won gains.\u003c/p>\n\u003cp>\"On that count we cannot declare victory,\" says Phillips. \"We need to look at the elementary grades as re-charging stations.\"\u003c/p>\n\u003cp>Pre-K programs today can also do a better job reaching out to low income families dealing with stress and mental health issues. The home after all, researchers say, provides either a sturdy or fragile foundation.\u003c/p>\n\u003cp>\"We know that poverty and adversity compromises the developing brain architecture and circuits,\" says Phillips.\u003c/p>\n\u003cp>And, while even a high-quality program does not inoculate children from adversity and poverty, it can help mitigate those effects.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Absolutely,\" says Phillips. \"That is pre-K education's primary function.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Pre-K%3A+Decades+Worth+of+Studies%2C+One+Strong+Message&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Aly Buffett was a young girl struggling with reading, her parents brought in a tutor. The tutor told her, “You’re struggling right now, but I’m here with you, and you’re going to do amazing things,” Buffett said. Now 20 years old and a junior at Tulane University, Buffett believes her tutor’s warmth and confidence altered the path of her life. She realized that the steady support she’d received from her parents, teachers and tutor isn’t something every struggling child receives.\u003c/p>\n\u003cp>“A lot of kids aren’t told, ‘You’re going to be successful, you’re going to achieve a lot,' ” she said. Conscious of her good fortune, and grateful to all who helped her, Buffett is considering a career in politics so she can shape education or health policy. “I feel the need to pay it forward,” she said.\u003c/p>\n\u003cp>Having a sense of purpose like this is “the long-term, number one motivator in life,” said William Damon, author of\u003ca href=\"https://www.amazon.com/Path-Purpose-Young-People-Calling/dp/1416537244\"> \u003cem>The Path to Purpose\u003c/em>\u003c/a>. To have purpose is to be engaged in something larger than the self, he said; it’s often sparked by the observation that something’s missing in the world that you might provide. It’s also a mindset that many teenagers appear to lack, according to research Damon carried out at the \u003ca href=\"https://coa.stanford.edu/\">Stanford Center on Adolescence\u003c/a>: About 20 percent of high school kids report being purposeful and dedicated to something besides themselves. The majority are either adrift, frenetic with work but purposeless, or full of big dreams but lacking a deliberate plan.\u003c/p>\n\u003cp>Of course, parents are instrumental in guiding their children toward purpose. But schools also play a part. And so far, Damon writes, when it comes to steering teenagers toward futures that are meaningful and rewarding, there's more work to be done.\u003c/p>\n\u003cp>Damon and other experts offer teachers and school leaders practical steps to assist students to find purpose.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Relate the lessons of literature to teenagers’ lives.\u003c/strong> When discussing Ken Kesey’s \u003cem>One Flew Over the Cuckoo’s Nest\u003c/em> with her 12\u003csup>th-\u003c/sup>grade English students, Anne Weisgerber prods her students to consider the characters’ purpose, and to puzzle over how their flaws set them on a disastrous path. “Stories like these get students thinking about why people do certain things, while commenting on right and wrong behavior,” Weisgerber said. “Students begin to understand the time and place and how there might be parallels to their own lives,” she added. Weisgerber wants her students to reflect over literature’s enduring themes and to apply these insights to their own life plan. “I always tell my students that life doesn't come with a rule book, but it does provide us with great literature,” she said.\u003c/p>\n\u003cp>\u003cstrong>Talk about why. \u003c/strong>“Every part of the curriculum should be taught with the \u003cem>Why\u003c/em> question squarely in the foreground,” Damon writes. Why study mathematics, or literature, or biology? Students might better appreciate a subject’s value if they understand its purpose, as well as what drove leading figures in the field to devote themselves to it. In literature, teachers can explore what compelled the author to develop a character in a particular way. “The closing question is always, ‘what’s the author’s purpose?’” Weisgerber said. “That’s where the big discussions happen,” she added.\u003c/p>\n\u003cp>\u003cstrong>Explain your purpose as a teacher.\u003c/strong> By sharing what they find meaningful in their work, teachers prod students to think about their own lives’ purpose. “They can be a model of what a purposeful person looks like,” Damon said.\u003c/p>\n\u003cp>\u003cstrong>Connect the classroom to the outside world\u003c/strong>. “There’s a disconnect between school curriculum and real life,” said Adam Poswolsky, author of \u003ca href=\"https://www.amazon.com/Quarter-Life-Breakthrough-Invent-Meaningful-Matters/dp/0143109529/ref=la_B00JAZQT2O_1_1?s=books&ie=UTF8&qid=1493729018&sr=1-1\">\u003cem>The Quarter-Life Breakthrough\u003c/em>\u003c/a>. When what goes on in class feels untethered to reality, kids lose interest in the subject and start to drift. Poswolsky encourages teachers to take students on field trips whenever possible. “You can’t replicate the real world in the classroom,” he said. Exposure to actual careers and experiences might help kids recognize the connection between what they’re learning and reality.\u003c/p>\n\u003cp>\u003cstrong>Promote community service and civic engagement\u003c/strong>. Already, schools have been successful in steering kids toward serving the community; \u003ca href=\"https://www.bls.gov/news.release/volun.nr0.htm\">26 percent\u003c/a> of teenagers between 16 and 19 volunteer. Such volunteerism, even when coerced by schools or parents, is apt to carry on beyond high school, especially when some \u003ca href=\"http://www.nytimes.com/2010/07/31/your-money/31shortcuts.html\">education accompanies the service\u003c/a>. To encourage more political engagement, schools can talk up the importance of student elections. These ultra-local, bottom-up campaigns teach kids about elections and the political process, and introduce them to purpose, said Poswolsky.\u003c/p>\n\u003cp>\u003cstrong>Continue to ask important questions.\u003c/strong> Elementary school kids are routinely asked big questions about their futures. What do you dream about? What do you want to be when you grow up? But by high school, adults more often inquire about teenagers’ college plan or course load. “Your purpose in high school is to get into the best college,” said Caroline Wohl, a freshman at Georgetown University, who said she spent her high school years striving for academic success. Candid, thoughtful conversations between teachers and students about purpose — as Weisgerber does in her literature discussions — can prod young people to think about their own values and how best to live.\u003c/p>\n\u003cp>\u003cstrong>It’s not just teachers.\u003c/strong> Coaches, tutors and guidance counselors also are well-suited to inviting thoughtful conversations about purpose. “There need to be people in a school who say, ‘I’m not worried about your actual work, I’m worried about your heart and dreams,” Poswolsky said. In high-needs schools, such figures are even more vital, he added. Neal Sharma, who has coached track and cross-country for 17 years in Summit, New Jersey, said that he delivers the message to kids that distance running will give them confidence in themselves and a sense of self-efficacy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I think about helping kids become better versions of themselves, which might lead them to their purpose,” he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Aly Buffett was a young girl struggling with reading, her parents brought in a tutor. The tutor told her, “You’re struggling right now, but I’m here with you, and you’re going to do amazing things,” Buffett said. Now 20 years old and a junior at Tulane University, Buffett believes her tutor’s warmth and confidence altered the path of her life. She realized that the steady support she’d received from her parents, teachers and tutor isn’t something every struggling child receives.\u003c/p>\n\u003cp>“A lot of kids aren’t told, ‘You’re going to be successful, you’re going to achieve a lot,' ” she said. Conscious of her good fortune, and grateful to all who helped her, Buffett is considering a career in politics so she can shape education or health policy. “I feel the need to pay it forward,” she said.\u003c/p>\n\u003cp>Having a sense of purpose like this is “the long-term, number one motivator in life,” said William Damon, author of\u003ca href=\"https://www.amazon.com/Path-Purpose-Young-People-Calling/dp/1416537244\"> \u003cem>The Path to Purpose\u003c/em>\u003c/a>. To have purpose is to be engaged in something larger than the self, he said; it’s often sparked by the observation that something’s missing in the world that you might provide. It’s also a mindset that many teenagers appear to lack, according to research Damon carried out at the \u003ca href=\"https://coa.stanford.edu/\">Stanford Center on Adolescence\u003c/a>: About 20 percent of high school kids report being purposeful and dedicated to something besides themselves. The majority are either adrift, frenetic with work but purposeless, or full of big dreams but lacking a deliberate plan.\u003c/p>\n\u003cp>Of course, parents are instrumental in guiding their children toward purpose. But schools also play a part. And so far, Damon writes, when it comes to steering teenagers toward futures that are meaningful and rewarding, there's more work to be done.\u003c/p>\n\u003cp>Damon and other experts offer teachers and school leaders practical steps to assist students to find purpose.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Relate the lessons of literature to teenagers’ lives.\u003c/strong> When discussing Ken Kesey’s \u003cem>One Flew Over the Cuckoo’s Nest\u003c/em> with her 12\u003csup>th-\u003c/sup>grade English students, Anne Weisgerber prods her students to consider the characters’ purpose, and to puzzle over how their flaws set them on a disastrous path. “Stories like these get students thinking about why people do certain things, while commenting on right and wrong behavior,” Weisgerber said. “Students begin to understand the time and place and how there might be parallels to their own lives,” she added. Weisgerber wants her students to reflect over literature’s enduring themes and to apply these insights to their own life plan. “I always tell my students that life doesn't come with a rule book, but it does provide us with great literature,” she said.\u003c/p>\n\u003cp>\u003cstrong>Talk about why. \u003c/strong>“Every part of the curriculum should be taught with the \u003cem>Why\u003c/em> question squarely in the foreground,” Damon writes. Why study mathematics, or literature, or biology? Students might better appreciate a subject’s value if they understand its purpose, as well as what drove leading figures in the field to devote themselves to it. In literature, teachers can explore what compelled the author to develop a character in a particular way. “The closing question is always, ‘what’s the author’s purpose?’” Weisgerber said. “That’s where the big discussions happen,” she added.\u003c/p>\n\u003cp>\u003cstrong>Explain your purpose as a teacher.\u003c/strong> By sharing what they find meaningful in their work, teachers prod students to think about their own lives’ purpose. “They can be a model of what a purposeful person looks like,” Damon said.\u003c/p>\n\u003cp>\u003cstrong>Connect the classroom to the outside world\u003c/strong>. “There’s a disconnect between school curriculum and real life,” said Adam Poswolsky, author of \u003ca href=\"https://www.amazon.com/Quarter-Life-Breakthrough-Invent-Meaningful-Matters/dp/0143109529/ref=la_B00JAZQT2O_1_1?s=books&ie=UTF8&qid=1493729018&sr=1-1\">\u003cem>The Quarter-Life Breakthrough\u003c/em>\u003c/a>. When what goes on in class feels untethered to reality, kids lose interest in the subject and start to drift. Poswolsky encourages teachers to take students on field trips whenever possible. “You can’t replicate the real world in the classroom,” he said. Exposure to actual careers and experiences might help kids recognize the connection between what they’re learning and reality.\u003c/p>\n\u003cp>\u003cstrong>Promote community service and civic engagement\u003c/strong>. Already, schools have been successful in steering kids toward serving the community; \u003ca href=\"https://www.bls.gov/news.release/volun.nr0.htm\">26 percent\u003c/a> of teenagers between 16 and 19 volunteer. Such volunteerism, even when coerced by schools or parents, is apt to carry on beyond high school, especially when some \u003ca href=\"http://www.nytimes.com/2010/07/31/your-money/31shortcuts.html\">education accompanies the service\u003c/a>. To encourage more political engagement, schools can talk up the importance of student elections. These ultra-local, bottom-up campaigns teach kids about elections and the political process, and introduce them to purpose, said Poswolsky.\u003c/p>\n\u003cp>\u003cstrong>Continue to ask important questions.\u003c/strong> Elementary school kids are routinely asked big questions about their futures. What do you dream about? What do you want to be when you grow up? But by high school, adults more often inquire about teenagers’ college plan or course load. “Your purpose in high school is to get into the best college,” said Caroline Wohl, a freshman at Georgetown University, who said she spent her high school years striving for academic success. Candid, thoughtful conversations between teachers and students about purpose — as Weisgerber does in her literature discussions — can prod young people to think about their own values and how best to live.\u003c/p>\n\u003cp>\u003cstrong>It’s not just teachers.\u003c/strong> Coaches, tutors and guidance counselors also are well-suited to inviting thoughtful conversations about purpose. “There need to be people in a school who say, ‘I’m not worried about your actual work, I’m worried about your heart and dreams,” Poswolsky said. In high-needs schools, such figures are even more vital, he added. Neal Sharma, who has coached track and cross-country for 17 years in Summit, New Jersey, said that he delivers the message to kids that distance running will give them confidence in themselves and a sense of self-efficacy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I think about helping kids become better versions of themselves, which might lead them to their purpose,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Quality Pre-K and Career Training For Parents Break Cycle of Poverty?",
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"content": "\u003cp>What makes a high-quality learning program effective not just for the child but the whole family? What else, besides a \u003ca href=\"http://www.npr.org/sections/ed/2016/12/27/504712171/we-learned-a-lot-in-2016-about-how-preschool-can-help-kids\" target=\"_blank\">well-run pre-K\u003c/a>, is essential to help families break out of intergenerational poverty?\u003c/p>\n\u003cp>These are some of the key questions that an approach called \u003ca href=\"http://www.ipr.northwestern.edu/events/briefing/two-generation-solutions-research.html\" target=\"_blank\">\"two-generation\" programs\u003c/a> are working to answer. There are many of these \"two-gen\" programs across the U.S. And while they differ in emphasis and detail, at their core they intentionally focus on ways to help both the child and parent. Usually this happens through targeted education and career training and other vital support such as health services, mentoring, and transportation.\u003c/p>\n\u003cp>NPR Ed has been keeping an eye on one innovative two-gen program in Oklahoma. It's called \u003ca href=\"http://captulsa.org/families/family-advancement/careeradvance/\" target=\"_blank\">Career Advance\u003c/a> and is run by the Community Action Project of Tulsa County (CAP Tulsa). I've reported \u003ca href=\"http://www.npr.org/sections/ed/2014/04/23/303797060/one-approach-to-head-start-to-help-kids-help-their-parents\" target=\"_blank\">on it here \u003c/a>and \u003ca href=\"http://www.npr.org/2014/04/26/307186244/fighting-poverty-by-helping-parents-and-children-at-once-in-okla\" target=\"_blank\">here.\u003c/a> It gives low-income mothers access to high-quality Head Start for their children, alongside free career training in nursing and other in-demand health care fields as well as life coaching and support.\u003c/p>\n\u003cp>A \u003ca href=\"http://ascend.aspeninstitute.org/\" target=\"_blank\">new study on the first year impact\u003c/a> of Tulsa's Career Advance shows that, so far, Career Advance is working well for both parents and their children. In fact, the study says, CAP Tulsa's program is working better than similar combined job training and pre-K programs elsewhere in terms of job certification, employment, income and overall well-being for the parent. And, the report shows, the program has boosted attendance and reduced absenteeism among participating children.\u003c/p>\n\u003cp>I reached out to two of study's co-authors to find out more. \u003ca href=\"http://www.ipr.northwestern.edu/about/people/others/sommer.html\" target=\"_blank\">Teresa Eckrich Sommer\u003c/a> is a research professor at Northwestern University's Institute for Policy Research. \u003ca href=\"https://lbj.utexas.edu/directory/faculty/christopher-king\" target=\"_blank\">Chris King \u003c/a>is a senior research scientist and lecturer at the Lyndon B. Johnson School of Public Affairs at the University of Texas at Austin.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>When I went down to report on the program, no one had studied it in-depth. Is this the first big look at this program and its impact? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Teresa Ekrich Sommer\u003c/strong>: This is the first one. We're [a colleague, Lindsay Chase-Lansdale at Northwestern University, is the first author on this paper] looking at what happens at the end of year one.\u003c/p>\n\u003cp>In terms of their education, we see that participants had much higher rates of certification in the healthcare fields. And then we see that in terms of employment, a greater proportion of the families, at the end of the first year, are employed in the specific career to which they've been trained, as compared to those who weren't in the program. Sixty-one percent compared to 3 percent.\u003c/p>\n\u003cp>\u003cstrong>Chris King\u003c/strong>: I would add to that, Eric, that the kinds of impacts we're seeing, certainly in terms of job certification, the shifts towards healthcare employment are much larger than anything you see in most other similar career pathway programs. I think this speaks to the components of the model: the career coaching, the peer groups and the incentives.\u003c/p>\n\u003cp>[The program offers a $3,000 a year max incentive if certain goals are reached — for example, attendance at monthly partner meetings for skills training — as well as incentives for achieving milestones such as certification.]\u003c/p>\n\u003cp>\u003cstrong>You're saying that there's no secret sauce, that it's the whole package? The financial incentives, the career counseling, the mentoring, etc., all together?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Somme\u003c/strong>r: We can't conclusively say what single element matters the most. You know, at the base, just having this high-quality early childhood education is an incredible starting point for them.\u003c/p>\n\u003cp>There's no question that the financial incentives make an enormous difference to them in their lives. Many of them have previous college debt, and are struggling financially. And we have people in the comparison group that are similar in motivation and interest and talk about how big their financial struggles are. So I think that's a significant piece.\u003c/p>\n\u003cp>Also, I wouldn't want to leave out the importance of the fact that these are families doing this together. They're in a small learning group. They go to school together, they have their schedules for school when they start out coordinated with their child's Head Start schedule, so they can both pick up and drop off their kids and still go to school. And many continue to work, usually in off hours.\u003c/p>\n\u003cp>And also this coach is an essential element to helping families break down big goals, set specific markers along the way and be able to achieve them. Such as becoming a certified nurse assistant or becoming a licensed nurse practitioner, and knowing how to make those steps and decide, 'Should I take a full course-load? Can I take a half course-load? How do I do this and manage the work and income I need for my family?' with the education that they're trying to pursue at the same time.\u003c/p>\n\u003cp>\u003cstrong>For the children, I also see that attendance was better and fewer were chronically absent. But the absentee rate is still kinda high. Near 50 percent. Do you think there's more to do to lower that?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer:\u003c/strong> I think there is. I know that the eye goes towards the high rate. The bar is pretty low, it's missing 10 percent or more of the school days. It tends to be a few kids who are absent a lot that drive up those numbers.\u003c/p>\n\u003cp>\u003cstrong>Your report argues that Career Advance is doing better than comparable career training programs in other cities in America. In your view, what exactly is Career Advance doing better?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King: \u003c/strong>Career Advance fits within the family of other career pathway sector strategies. Employer-driven strategies based in specific growth sectors of the labor market that offer opportunities for career advancement over time in jobs with good wages and benefits, e.g., health care, advanced manufacturing, transportation and logistics. It may be that they have more of all these elements feeding together to make the success possible. What we really have, I think, blown away is traditional postsecondary workforce and education training which doesn't have persistence completion and employment kinds of effects the same size, at all, to what we're seeing here.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's incredibly important is that we're building on what's already a positive platform, which is early childhood education. So we know the kids are getting these huge benefits. And then we're adding to that these incredible benefits to the parents.\u003c/p>\n\u003cp>The question is, what is the overall effect over time? And as we follow the kids we'll know that in a few years.\u003c/p>\n\u003cp>\u003cstrong>There's additional help under the program: gas cards, bus passes, childcare outside of Head Start's normal hours. Overall, it's costly. Can it be scaled or replicated easily?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> Easily, probably not. ... It's admittedly a high-cost intervention. So you're paying for both parents and kids to get leading-edge, high-quality services, very intensive. At the same time, the way the Career Advance model has rolled out, it really hasn't been a model that relied on the other partners involved to ante up.\u003c/p>\n\u003cp>And I think going forward the way to scale this thing up is to go to the workforce system. To go to the community college system. To go to other providers in the community and say 'OK, we're providing the wraparound services, the career coaches, the Head Start services.' You could then begin to share the cost for training those parents going forward and probably cut those costs to some extent.\u003c/p>\n\u003cp>We know that \u003ca href=\"http://www.npr.org/sections/ed/2017/04/25/525594764/the-research-argument-for-nycs-preschool-plan-for-3-year-olds\" target=\"_blank\">the return on investment for early childhood \u003c/a>is what, [between] 7 [and] 13-to-1. I mean, it's high. We see similar returns for adult services in career pathway sector models. So the theory that we're operating under, we don't have the proof yet, is that when you combine them, you should get at least that, if not more.\u003c/p>\n\u003cp>\u003cstrong>If someone from another city said 'We want to replicate this, but it looks expensive.' What do you tell them?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's really interesting and important to think about is these initial investments, I think, have led to some changes in the way the local educational partners do their business. And that kind of systems change is essential.\u003c/p>\n\u003cp>So, for example, by buying classes at the local community college, and working very closely with the instructors there, they've thought much harder about how do you serve families well? Parents of young children, who in fact, are a large majority of the population at many community colleges nationally.\u003c/p>\n\u003cp>And so if you change the way things are done in a traditional school system, then you're making improvements that you can't even quantify, but you know , are the result of this initial big investment.\u003c/p>\n\u003cp>It's not cheap, but it is less expensive than the initial intensive model.\u003c/p>\n\u003cp>And we will have more results, unfortunately, in about five years.\u003c/p>\n\u003cp>\u003cstrong>What are the takeaways here for cities and states that might not be able to afford this kind of a gold-standard program, but still want to try to replicate some of the achievements CAP Tulsa is seeing?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> [Colleges need to] make it easier for all students, but especially parents, to navigate what the offerings are, and focus those offerings on sectors that are growing, that will lead to families sustaining jobs. \u003ca href=\"http://economicmobilitycorp.org/index.php?page=81&utm_source=QUEST+final&utm_campaign=Project+QUEST+Demonstrates+Large+Earnings+Gains&utm_medium=email\" target=\"_blank\">Project Quest in San Antonio\u003c/a> has done a good job. [Other leading examples include programs with the \u003ca href=\"http://www.wrtp.org/\" target=\"_blank\">Wisconsin Regional Training Partnership\u003c/a>, \u003ca href=\"https://perscholas.org/\" target=\"_blank\">Per Scholas\u003c/a>, and \u003ca href=\"http://www.jvskc.org/\" target=\"_blank\">Jewish Vocational Services\u003c/a>.]\u003c/p>\n\u003cp>Having governors support [two-gen] strategies and having local workforce entities pursue them is now part of the federal legislation and guidance coming out of the U.S. Department of Labor. Under the Workforce Innovation and Opportunity Act, governors must support implementation of career, private sector strategies statewide and are encouraged to embed career pathway approaches as well.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>I think it's about partnership. And I think community colleges and early childhood education programs and anti-poverty programs can work together, and figure out how they can both serve parents and children.\u003c/p>\n\u003cp>And I think they're both invested in that, but they tend to focus on their primary population and if they think about investing in the other, and how it'll improve the gains for each, then everyone's better off.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[The CAP Tulsa study was funded in part by the U.S. Department of Health and Human Services as part of the Affordable Care Act's Health Professions Opportunity Grant]\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Path+Out+Of+Poverty%3A+Career+Training+%2B+Quality+Pre+K+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What makes a high-quality learning program effective not just for the child but the whole family? What else, besides a \u003ca href=\"http://www.npr.org/sections/ed/2016/12/27/504712171/we-learned-a-lot-in-2016-about-how-preschool-can-help-kids\" target=\"_blank\">well-run pre-K\u003c/a>, is essential to help families break out of intergenerational poverty?\u003c/p>\n\u003cp>These are some of the key questions that an approach called \u003ca href=\"http://www.ipr.northwestern.edu/events/briefing/two-generation-solutions-research.html\" target=\"_blank\">\"two-generation\" programs\u003c/a> are working to answer. There are many of these \"two-gen\" programs across the U.S. And while they differ in emphasis and detail, at their core they intentionally focus on ways to help both the child and parent. Usually this happens through targeted education and career training and other vital support such as health services, mentoring, and transportation.\u003c/p>\n\u003cp>NPR Ed has been keeping an eye on one innovative two-gen program in Oklahoma. It's called \u003ca href=\"http://captulsa.org/families/family-advancement/careeradvance/\" target=\"_blank\">Career Advance\u003c/a> and is run by the Community Action Project of Tulsa County (CAP Tulsa). I've reported \u003ca href=\"http://www.npr.org/sections/ed/2014/04/23/303797060/one-approach-to-head-start-to-help-kids-help-their-parents\" target=\"_blank\">on it here \u003c/a>and \u003ca href=\"http://www.npr.org/2014/04/26/307186244/fighting-poverty-by-helping-parents-and-children-at-once-in-okla\" target=\"_blank\">here.\u003c/a> It gives low-income mothers access to high-quality Head Start for their children, alongside free career training in nursing and other in-demand health care fields as well as life coaching and support.\u003c/p>\n\u003cp>A \u003ca href=\"http://ascend.aspeninstitute.org/\" target=\"_blank\">new study on the first year impact\u003c/a> of Tulsa's Career Advance shows that, so far, Career Advance is working well for both parents and their children. In fact, the study says, CAP Tulsa's program is working better than similar combined job training and pre-K programs elsewhere in terms of job certification, employment, income and overall well-being for the parent. And, the report shows, the program has boosted attendance and reduced absenteeism among participating children.\u003c/p>\n\u003cp>I reached out to two of study's co-authors to find out more. \u003ca href=\"http://www.ipr.northwestern.edu/about/people/others/sommer.html\" target=\"_blank\">Teresa Eckrich Sommer\u003c/a> is a research professor at Northwestern University's Institute for Policy Research. \u003ca href=\"https://lbj.utexas.edu/directory/faculty/christopher-king\" target=\"_blank\">Chris King \u003c/a>is a senior research scientist and lecturer at the Lyndon B. Johnson School of Public Affairs at the University of Texas at Austin.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>When I went down to report on the program, no one had studied it in-depth. Is this the first big look at this program and its impact? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Teresa Ekrich Sommer\u003c/strong>: This is the first one. We're [a colleague, Lindsay Chase-Lansdale at Northwestern University, is the first author on this paper] looking at what happens at the end of year one.\u003c/p>\n\u003cp>In terms of their education, we see that participants had much higher rates of certification in the healthcare fields. And then we see that in terms of employment, a greater proportion of the families, at the end of the first year, are employed in the specific career to which they've been trained, as compared to those who weren't in the program. Sixty-one percent compared to 3 percent.\u003c/p>\n\u003cp>\u003cstrong>Chris King\u003c/strong>: I would add to that, Eric, that the kinds of impacts we're seeing, certainly in terms of job certification, the shifts towards healthcare employment are much larger than anything you see in most other similar career pathway programs. I think this speaks to the components of the model: the career coaching, the peer groups and the incentives.\u003c/p>\n\u003cp>[The program offers a $3,000 a year max incentive if certain goals are reached — for example, attendance at monthly partner meetings for skills training — as well as incentives for achieving milestones such as certification.]\u003c/p>\n\u003cp>\u003cstrong>You're saying that there's no secret sauce, that it's the whole package? The financial incentives, the career counseling, the mentoring, etc., all together?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Somme\u003c/strong>r: We can't conclusively say what single element matters the most. You know, at the base, just having this high-quality early childhood education is an incredible starting point for them.\u003c/p>\n\u003cp>There's no question that the financial incentives make an enormous difference to them in their lives. Many of them have previous college debt, and are struggling financially. And we have people in the comparison group that are similar in motivation and interest and talk about how big their financial struggles are. So I think that's a significant piece.\u003c/p>\n\u003cp>Also, I wouldn't want to leave out the importance of the fact that these are families doing this together. They're in a small learning group. They go to school together, they have their schedules for school when they start out coordinated with their child's Head Start schedule, so they can both pick up and drop off their kids and still go to school. And many continue to work, usually in off hours.\u003c/p>\n\u003cp>And also this coach is an essential element to helping families break down big goals, set specific markers along the way and be able to achieve them. Such as becoming a certified nurse assistant or becoming a licensed nurse practitioner, and knowing how to make those steps and decide, 'Should I take a full course-load? Can I take a half course-load? How do I do this and manage the work and income I need for my family?' with the education that they're trying to pursue at the same time.\u003c/p>\n\u003cp>\u003cstrong>For the children, I also see that attendance was better and fewer were chronically absent. But the absentee rate is still kinda high. Near 50 percent. Do you think there's more to do to lower that?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer:\u003c/strong> I think there is. I know that the eye goes towards the high rate. The bar is pretty low, it's missing 10 percent or more of the school days. It tends to be a few kids who are absent a lot that drive up those numbers.\u003c/p>\n\u003cp>\u003cstrong>Your report argues that Career Advance is doing better than comparable career training programs in other cities in America. In your view, what exactly is Career Advance doing better?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King: \u003c/strong>Career Advance fits within the family of other career pathway sector strategies. Employer-driven strategies based in specific growth sectors of the labor market that offer opportunities for career advancement over time in jobs with good wages and benefits, e.g., health care, advanced manufacturing, transportation and logistics. It may be that they have more of all these elements feeding together to make the success possible. What we really have, I think, blown away is traditional postsecondary workforce and education training which doesn't have persistence completion and employment kinds of effects the same size, at all, to what we're seeing here.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's incredibly important is that we're building on what's already a positive platform, which is early childhood education. So we know the kids are getting these huge benefits. And then we're adding to that these incredible benefits to the parents.\u003c/p>\n\u003cp>The question is, what is the overall effect over time? And as we follow the kids we'll know that in a few years.\u003c/p>\n\u003cp>\u003cstrong>There's additional help under the program: gas cards, bus passes, childcare outside of Head Start's normal hours. Overall, it's costly. Can it be scaled or replicated easily?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> Easily, probably not. ... It's admittedly a high-cost intervention. So you're paying for both parents and kids to get leading-edge, high-quality services, very intensive. At the same time, the way the Career Advance model has rolled out, it really hasn't been a model that relied on the other partners involved to ante up.\u003c/p>\n\u003cp>And I think going forward the way to scale this thing up is to go to the workforce system. To go to the community college system. To go to other providers in the community and say 'OK, we're providing the wraparound services, the career coaches, the Head Start services.' You could then begin to share the cost for training those parents going forward and probably cut those costs to some extent.\u003c/p>\n\u003cp>We know that \u003ca href=\"http://www.npr.org/sections/ed/2017/04/25/525594764/the-research-argument-for-nycs-preschool-plan-for-3-year-olds\" target=\"_blank\">the return on investment for early childhood \u003c/a>is what, [between] 7 [and] 13-to-1. I mean, it's high. We see similar returns for adult services in career pathway sector models. So the theory that we're operating under, we don't have the proof yet, is that when you combine them, you should get at least that, if not more.\u003c/p>\n\u003cp>\u003cstrong>If someone from another city said 'We want to replicate this, but it looks expensive.' What do you tell them?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's really interesting and important to think about is these initial investments, I think, have led to some changes in the way the local educational partners do their business. And that kind of systems change is essential.\u003c/p>\n\u003cp>So, for example, by buying classes at the local community college, and working very closely with the instructors there, they've thought much harder about how do you serve families well? Parents of young children, who in fact, are a large majority of the population at many community colleges nationally.\u003c/p>\n\u003cp>And so if you change the way things are done in a traditional school system, then you're making improvements that you can't even quantify, but you know , are the result of this initial big investment.\u003c/p>\n\u003cp>It's not cheap, but it is less expensive than the initial intensive model.\u003c/p>\n\u003cp>And we will have more results, unfortunately, in about five years.\u003c/p>\n\u003cp>\u003cstrong>What are the takeaways here for cities and states that might not be able to afford this kind of a gold-standard program, but still want to try to replicate some of the achievements CAP Tulsa is seeing?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> [Colleges need to] make it easier for all students, but especially parents, to navigate what the offerings are, and focus those offerings on sectors that are growing, that will lead to families sustaining jobs. \u003ca href=\"http://economicmobilitycorp.org/index.php?page=81&utm_source=QUEST+final&utm_campaign=Project+QUEST+Demonstrates+Large+Earnings+Gains&utm_medium=email\" target=\"_blank\">Project Quest in San Antonio\u003c/a> has done a good job. [Other leading examples include programs with the \u003ca href=\"http://www.wrtp.org/\" target=\"_blank\">Wisconsin Regional Training Partnership\u003c/a>, \u003ca href=\"https://perscholas.org/\" target=\"_blank\">Per Scholas\u003c/a>, and \u003ca href=\"http://www.jvskc.org/\" target=\"_blank\">Jewish Vocational Services\u003c/a>.]\u003c/p>\n\u003cp>Having governors support [two-gen] strategies and having local workforce entities pursue them is now part of the federal legislation and guidance coming out of the U.S. Department of Labor. Under the Workforce Innovation and Opportunity Act, governors must support implementation of career, private sector strategies statewide and are encouraged to embed career pathway approaches as well.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>I think it's about partnership. And I think community colleges and early childhood education programs and anti-poverty programs can work together, and figure out how they can both serve parents and children.\u003c/p>\n\u003cp>And I think they're both invested in that, but they tend to focus on their primary population and if they think about investing in the other, and how it'll improve the gains for each, then everyone's better off.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Will Richardson and Bruce Dixon are two longtime education activists and reformers who have become increasingly convinced that the current education model is not preparing students for a world in which computers can do much of what humans used to do and in which creative thinking is highly prized. They consult with school leaders around the world for their company \u003ca href=\"https://modernlearners.com/welcome-to-educating-modern-learners/\">Educating Modern Learners\u003c/a>. After many conversations they believe education as a system is \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">ripe for a radical shift\u003c/a> away from reform efforts that tinker at the edges and towards learning that puts students at the center with agency over what and how they learn.\u003c/p>\n\u003cp>“The conversation is shifting a little bit, but the ‘how’ part is still really hard,” Will Richardson said. Through his work as a consultant he has worked with several districts he thinks are moving in the right direction. In an effort to understand why these districts have been able to push against the status quo, he and Dixon have catalogued the ingredients they believe are necessary to make the kind of change they hope all districts will embrace in a \u003ca href=\"https://modernlearners.com/10Principles\" target=\"_blank\">white paper\u003c/a>. He cautions that the “how” of dramatically changing traditional education will be different in every community, but hopes their “ingredient list” will help anyone seeking to make real, seismic, sustainable change.\u003c/p>\n\u003cp>\u003cstrong>STRONG LEADERSHIP\u003c/strong>\u003c/p>\n\u003cp>As the superintendent of Albemarle County schools in Virginia, Pam Moran sees one of her main jobs as building a strong culture (Moran is also on the \u003ca href=\"https://modernlearners.com/advisory-board/\">advisory board\u003c/a> for Educating Modern Learners). She contends that the system of education is what holds educators back and that teaching is an incredibly creative profession. “You just don’t see it sometimes because teachers hide it,” Moran said in an interview with Richardson on the \u003ca href=\"http://modernlearners.com/pam-moran/\" target=\"_blank\">Modern Learners podcast\u003c/a>. “So how do you make that space a part of the formal culture?”\u003c/p>\n\u003cp>One way Moran tries to create that space is to find ways to say “Yes” when educators come to her with new ideas. But saying “Yes” is easier than acting on “Yes,” she admits. For example, one of her middle school principals called her to ask if his students could use \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\">design thinking\u003c/a> to redesign the “dining experience” in their cafeteria. She said “Yes,” but was surprised when the principal started posting pictures of what they were doing on Twitter; rather than the simple booths she had imagined they might make, students were building 12-14 foot-high tree houses on wheels.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">middle schlers wouldn't B up here building cafeteria treehouse this week if I hadn't run N2 \u003ca href=\"https://twitter.com/publicworkshop\">@publicworkshop\u003c/a> \u003ca href=\"https://twitter.com/hashtag/satchat?src=hash\">#satchat\u003c/a> \u003ca href=\"http://t.co/7OpOgGlzWY\">pic.twitter.com/7OpOgGlzWY\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/594478557193207808\">May 2, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Mindful that her role as superintendent includes watching out for liability concerns, Moran got a little nervous. But when she went to visit the project she could see that students were engaged and passionate about their work. Not only that, their teachers told her that some of the strongest leaders on the project, the most creative thinkers, and the best workers were the students who struggled the most in regular classes. And in fact, as they were measuring, calculating angles, sawing, and designing their tree houses, those students were doing math that their teachers didn’t realize they were capable of doing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This was a real put your money where your mouth is moment for me,” Moran said. But rather than shut the project down she called the school board’s lawyer who said as long as she got the structures inspected and made sure the school had a clear plan for how they would be used the project could move forward.\u003c/p>\n\u003cp>In her 12 years as superintendent Moran has consistently tried to fight the bureaucratic tendency to say “No” to anything risky or new. But she is also strategic about pushing her employees to connect with one another so that creative ideas can touch many people. She doesn’t want greatness siloed in individual classrooms anymore.\u003c/p>\n\u003cp>“If we truly are a learning community then we have to behave as a community and not as a schoolhouse full of free agents,” Moran said. She has also found when the right people are involved in a risk-taking pilot project it is more likely those involved will be able to identify and think through potential blind spots. Moran’s “Yes” attitude messages to the educators in her district that their ideas are welcome and that nothing is off the table for discussion. Moran finds her attitude goes a long way to building a culture where creative, risk-taking educators feel supported.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I don't think creativity can B turned into \"4.0 GPA\" or collaboration into a transcript as \u003ca href=\"https://twitter.com/dintersmith\">@dintersmith\u003c/a> says \"can't score creativity\" \u003ca href=\"https://twitter.com/hashtag/acps?src=hash\">#acps\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/662794823003471873\">November 7, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“When [teachers] see kids walking across a stage who otherwise never would have likely graduated high school, and they realize that kid is walking because of something we changed that gave that kid a pathway,” they get it, Moran said. And it motivates educators to keep taking risks that could pay off in the same way.\u003c/p>\n\u003cp>For example, one high school built a recording studio that all students can use regardless of their academic status. Students love the space. One student knew so much more about recording and music than anyone else in the school that now he is co-teaching a credit bearing class with a teacher. Moran wants to see more of that trend; to her it shows that students are taking over the learning experience, no longer waiting for adults to tell them what to do or how to learn.\u003c/p>\n\u003cp>“You need people who are visionary or who are at least curious enough to pursue those bigger questions,” Richardson said about the kind of person necessary to lead what he and Dixon have termed “modern learning.”\u003c/p>\n\u003cp>Richardson says Moran is an example of a strong leader because she is clearly committed to sustainable, long-term change in her district. She manages both projects and people, and is a strong advocate for the work her teachers do. And, she’s constantly celebrating their innovations on Twitter, communicating to the public the mission and vision of the district.\u003c/p>\n\u003cp>\u003cstrong>COMMUNICATION\u003c/strong>\u003c/p>\n\u003cp>“The biggest misconception about communication is that it occurs,” said Art Fessler, \u003ca href=\"http://www.ccsd59.org/superintendent/\" target=\"_blank\">Superintendent of CCSD59\u003c/a> outside of Chicago in an interview on the \u003ca href=\"https://itunes.apple.com/us/podcast/modern-learners/id1204916835?mt=2\" target=\"_blank\">Modern Learners podcast\u003c/a>. Fessler has also been pushing for a more modern approach to learning in his district, but he’s been careful to build the capacity of his community, parents, and teachers while slowly taking on change in the classroom.\u003c/p>\n\u003cp>“What they understand more than most is that for that stuff to be successful in classrooms, you need parents who understand why you’re doing that,” Richardson said of Fessler and his assistant superintendent, Ben Grey.* That’s why the leadership first spent time digging into what it means to learn in the 21st century and developing core tenets that they hope to see in every classroom in the district. They’ve developed a common language and their district mission is clear, “to provide the skills, knowledge, and experiences that will prepare students to be successful for life.”\u003c/p>\n\u003cp>A big part of his strategy is to cultivate leadership in every building across the district. “For too long we’ve overlooked the importance of effective leadership and because of that we have a void in our leadership,” Fessler said. The kind of learning he’d like to see in his district requires teachers to open their doors and learn together, but they can only do that with effective leaders. “That’s the intersection where awesomeness happens,” he said.\u003c/p>\n\u003cp>[vimeo 193438263 w=640 h=360]\u003c/p>\n\u003cp>Like all institutions CCSD59 has old habits to break and deeply ingrained notions of what a “good education” is to overcome. “What I’ve learned is that people hear things based on their experiences,” Fessler said. “What I say and what is heard is interpreted so differently by different people.” He tries to remember that as he talks to parents and teachers about his vision.\u003c/p>\n\u003cp>To help tell the district’s story and celebrate ongoing creative work, Fessler hired a professional videographer who tells the stories of all the learners in the system from the human resources coordinator, to the assistant principal, to the orchestra teacher.\u003c/p>\n\u003cp>“We wanted to share important things about our staff in terms of what their vision is for learning,” Fessler said. “The primary rationale is to share the things we’re proud of and to allow people in our community and across our district to get to know our staff.”\u003c/p>\n\u003cp>The district has also developed branding guidelines for all communications, which might seem like an odd focus for a school district. But Fessler said he wants the community to have a positive experience when interacting with the district’s website and communications. He wants communiques to send the message that “we’re very serious about what we do in teaching and learning. In every communication we want that reflected.”\u003c/p>\n\u003cp>[vimeo 205103798 w=640 h=360]\u003c/p>\n\u003cp>Building \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/09/how-can-parents-help-advance-ideas-about-education/\" target=\"_blank\">buy-in from parents\u003c/a>, teachers, building leaders and the community is essential to making sustainable change in a district. When change only comes from one person at the top it stalls when that person leaves. But if the vision is wholeheartedly shared by the community that stays, then the school board will hire with the vision in mind and teachers will continue the work not because they are told to, but because they see the results in their classrooms. And when kids are excited and engaged with learning they talk about it with their parents, which helps bring along the older generation that might think the traditional model worked well enough for them.\u003c/p>\n\u003cp>\u003cstrong>RESOURCES\u003c/strong>\u003c/p>\n\u003cp>Leadership, culture, and communication are ingredients for success to dramatically shift schools from “places of teaching” to “places of learning,” but to make them truly modern, technology should be involved. Richardson is bullish on this point: most of the technology being used in classrooms currently isn’t doing anything to shift how students learn. Instead, devices have become the primary content deliverers, replacing the lecture, but doing nothing to shift the agency for learning onto the student.\u003c/p>\n\u003cp>“In a learning culture we give devices to kids because we are trying to amplify their ability to learn on their own in a real, self-directed, passion-based way,” Richardson said. He contends that if leaders examine their education technology plans through a lens of shifting agency, then many schools have spent billions of dollars on nothing. But he’s not an anti-technology crusader. In fact he believes technology has a crucial role in modern learning because of its powerful potential to connect students to diverse people and experts, to create and communicate, to learn on their own.\u003c/p>\n\u003cp>“If you really have agency over the device that you own and use and someone is nurturing that curiosity and love of learning with that device, that’s a powerful thing,” Richardson said. In their \u003ca href=\"https://s3-us-west-2.amazonaws.com/modernlearners/Modern+Learners+10+Principles+for+Schools+of+Modern+Learning+whitepaper.pdf\" target=\"_blank\">“10 Principals For Schools of Modern Learning” white paper\u003c/a>, Richardson and Dixon contend that education is at a \u003ca href=\"https://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">tipping point\u003c/a>, with many teachers aching for these changes and leaders poised to take the leap.\u003c/p>\n\u003cp>“I think there’s a really compelling case to be made that the traditional way of thinking about school is not working anymore,” Richardson said. “It’s not fixable.” But existing public schools educate the majority of children in this country, so while \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/26/five-guidelines-to-make-school-innovation-successful/\" target=\"_blank\">effecting change within existing systems is harder\u003c/a>, it’s also imperative.\u003c/p>\n\u003cp>Richardson and Dixon are running a\u003ca href=\"http://change.school/\" target=\"_blank\"> workshop\u003c/a> for leaders interested to learn more about the ingredients for change. They aren’t promising a recipe because change will look different depending on context, but they hope to help leaders chart a way forward with the support of other leaders in similar positions around the country.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*A previous version of this story left out the help of Ben Grey. We apologize for the error.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Will Richardson and Bruce Dixon are two longtime education activists and reformers who have become increasingly convinced that the current education model is not preparing students for a world in which computers can do much of what humans used to do and in which creative thinking is highly prized. They consult with school leaders around the world for their company \u003ca href=\"https://modernlearners.com/welcome-to-educating-modern-learners/\">Educating Modern Learners\u003c/a>. After many conversations they believe education as a system is \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">ripe for a radical shift\u003c/a> away from reform efforts that tinker at the edges and towards learning that puts students at the center with agency over what and how they learn.\u003c/p>\n\u003cp>“The conversation is shifting a little bit, but the ‘how’ part is still really hard,” Will Richardson said. Through his work as a consultant he has worked with several districts he thinks are moving in the right direction. In an effort to understand why these districts have been able to push against the status quo, he and Dixon have catalogued the ingredients they believe are necessary to make the kind of change they hope all districts will embrace in a \u003ca href=\"https://modernlearners.com/10Principles\" target=\"_blank\">white paper\u003c/a>. He cautions that the “how” of dramatically changing traditional education will be different in every community, but hopes their “ingredient list” will help anyone seeking to make real, seismic, sustainable change.\u003c/p>\n\u003cp>\u003cstrong>STRONG LEADERSHIP\u003c/strong>\u003c/p>\n\u003cp>As the superintendent of Albemarle County schools in Virginia, Pam Moran sees one of her main jobs as building a strong culture (Moran is also on the \u003ca href=\"https://modernlearners.com/advisory-board/\">advisory board\u003c/a> for Educating Modern Learners). She contends that the system of education is what holds educators back and that teaching is an incredibly creative profession. “You just don’t see it sometimes because teachers hide it,” Moran said in an interview with Richardson on the \u003ca href=\"http://modernlearners.com/pam-moran/\" target=\"_blank\">Modern Learners podcast\u003c/a>. “So how do you make that space a part of the formal culture?”\u003c/p>\n\u003cp>One way Moran tries to create that space is to find ways to say “Yes” when educators come to her with new ideas. But saying “Yes” is easier than acting on “Yes,” she admits. For example, one of her middle school principals called her to ask if his students could use \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\">design thinking\u003c/a> to redesign the “dining experience” in their cafeteria. She said “Yes,” but was surprised when the principal started posting pictures of what they were doing on Twitter; rather than the simple booths she had imagined they might make, students were building 12-14 foot-high tree houses on wheels.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">middle schlers wouldn't B up here building cafeteria treehouse this week if I hadn't run N2 \u003ca href=\"https://twitter.com/publicworkshop\">@publicworkshop\u003c/a> \u003ca href=\"https://twitter.com/hashtag/satchat?src=hash\">#satchat\u003c/a> \u003ca href=\"http://t.co/7OpOgGlzWY\">pic.twitter.com/7OpOgGlzWY\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/594478557193207808\">May 2, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Mindful that her role as superintendent includes watching out for liability concerns, Moran got a little nervous. But when she went to visit the project she could see that students were engaged and passionate about their work. Not only that, their teachers told her that some of the strongest leaders on the project, the most creative thinkers, and the best workers were the students who struggled the most in regular classes. And in fact, as they were measuring, calculating angles, sawing, and designing their tree houses, those students were doing math that their teachers didn’t realize they were capable of doing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This was a real put your money where your mouth is moment for me,” Moran said. But rather than shut the project down she called the school board’s lawyer who said as long as she got the structures inspected and made sure the school had a clear plan for how they would be used the project could move forward.\u003c/p>\n\u003cp>In her 12 years as superintendent Moran has consistently tried to fight the bureaucratic tendency to say “No” to anything risky or new. But she is also strategic about pushing her employees to connect with one another so that creative ideas can touch many people. She doesn’t want greatness siloed in individual classrooms anymore.\u003c/p>\n\u003cp>“If we truly are a learning community then we have to behave as a community and not as a schoolhouse full of free agents,” Moran said. She has also found when the right people are involved in a risk-taking pilot project it is more likely those involved will be able to identify and think through potential blind spots. Moran’s “Yes” attitude messages to the educators in her district that their ideas are welcome and that nothing is off the table for discussion. Moran finds her attitude goes a long way to building a culture where creative, risk-taking educators feel supported.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I don't think creativity can B turned into \"4.0 GPA\" or collaboration into a transcript as \u003ca href=\"https://twitter.com/dintersmith\">@dintersmith\u003c/a> says \"can't score creativity\" \u003ca href=\"https://twitter.com/hashtag/acps?src=hash\">#acps\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/662794823003471873\">November 7, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“When [teachers] see kids walking across a stage who otherwise never would have likely graduated high school, and they realize that kid is walking because of something we changed that gave that kid a pathway,” they get it, Moran said. And it motivates educators to keep taking risks that could pay off in the same way.\u003c/p>\n\u003cp>For example, one high school built a recording studio that all students can use regardless of their academic status. Students love the space. One student knew so much more about recording and music than anyone else in the school that now he is co-teaching a credit bearing class with a teacher. Moran wants to see more of that trend; to her it shows that students are taking over the learning experience, no longer waiting for adults to tell them what to do or how to learn.\u003c/p>\n\u003cp>“You need people who are visionary or who are at least curious enough to pursue those bigger questions,” Richardson said about the kind of person necessary to lead what he and Dixon have termed “modern learning.”\u003c/p>\n\u003cp>Richardson says Moran is an example of a strong leader because she is clearly committed to sustainable, long-term change in her district. She manages both projects and people, and is a strong advocate for the work her teachers do. And, she’s constantly celebrating their innovations on Twitter, communicating to the public the mission and vision of the district.\u003c/p>\n\u003cp>\u003cstrong>COMMUNICATION\u003c/strong>\u003c/p>\n\u003cp>“The biggest misconception about communication is that it occurs,” said Art Fessler, \u003ca href=\"http://www.ccsd59.org/superintendent/\" target=\"_blank\">Superintendent of CCSD59\u003c/a> outside of Chicago in an interview on the \u003ca href=\"https://itunes.apple.com/us/podcast/modern-learners/id1204916835?mt=2\" target=\"_blank\">Modern Learners podcast\u003c/a>. Fessler has also been pushing for a more modern approach to learning in his district, but he’s been careful to build the capacity of his community, parents, and teachers while slowly taking on change in the classroom.\u003c/p>\n\u003cp>“What they understand more than most is that for that stuff to be successful in classrooms, you need parents who understand why you’re doing that,” Richardson said of Fessler and his assistant superintendent, Ben Grey.* That’s why the leadership first spent time digging into what it means to learn in the 21st century and developing core tenets that they hope to see in every classroom in the district. They’ve developed a common language and their district mission is clear, “to provide the skills, knowledge, and experiences that will prepare students to be successful for life.”\u003c/p>\n\u003cp>A big part of his strategy is to cultivate leadership in every building across the district. “For too long we’ve overlooked the importance of effective leadership and because of that we have a void in our leadership,” Fessler said. The kind of learning he’d like to see in his district requires teachers to open their doors and learn together, but they can only do that with effective leaders. “That’s the intersection where awesomeness happens,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Like all institutions CCSD59 has old habits to break and deeply ingrained notions of what a “good education” is to overcome. “What I’ve learned is that people hear things based on their experiences,” Fessler said. “What I say and what is heard is interpreted so differently by different people.” He tries to remember that as he talks to parents and teachers about his vision.\u003c/p>\n\u003cp>To help tell the district’s story and celebrate ongoing creative work, Fessler hired a professional videographer who tells the stories of all the learners in the system from the human resources coordinator, to the assistant principal, to the orchestra teacher.\u003c/p>\n\u003cp>“We wanted to share important things about our staff in terms of what their vision is for learning,” Fessler said. “The primary rationale is to share the things we’re proud of and to allow people in our community and across our district to get to know our staff.”\u003c/p>\n\u003cp>The district has also developed branding guidelines for all communications, which might seem like an odd focus for a school district. But Fessler said he wants the community to have a positive experience when interacting with the district’s website and communications. He wants communiques to send the message that “we’re very serious about what we do in teaching and learning. In every communication we want that reflected.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Building \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/09/how-can-parents-help-advance-ideas-about-education/\" target=\"_blank\">buy-in from parents\u003c/a>, teachers, building leaders and the community is essential to making sustainable change in a district. When change only comes from one person at the top it stalls when that person leaves. But if the vision is wholeheartedly shared by the community that stays, then the school board will hire with the vision in mind and teachers will continue the work not because they are told to, but because they see the results in their classrooms. And when kids are excited and engaged with learning they talk about it with their parents, which helps bring along the older generation that might think the traditional model worked well enough for them.\u003c/p>\n\u003cp>\u003cstrong>RESOURCES\u003c/strong>\u003c/p>\n\u003cp>Leadership, culture, and communication are ingredients for success to dramatically shift schools from “places of teaching” to “places of learning,” but to make them truly modern, technology should be involved. Richardson is bullish on this point: most of the technology being used in classrooms currently isn’t doing anything to shift how students learn. Instead, devices have become the primary content deliverers, replacing the lecture, but doing nothing to shift the agency for learning onto the student.\u003c/p>\n\u003cp>“In a learning culture we give devices to kids because we are trying to amplify their ability to learn on their own in a real, self-directed, passion-based way,” Richardson said. He contends that if leaders examine their education technology plans through a lens of shifting agency, then many schools have spent billions of dollars on nothing. But he’s not an anti-technology crusader. In fact he believes technology has a crucial role in modern learning because of its powerful potential to connect students to diverse people and experts, to create and communicate, to learn on their own.\u003c/p>\n\u003cp>“If you really have agency over the device that you own and use and someone is nurturing that curiosity and love of learning with that device, that’s a powerful thing,” Richardson said. In their \u003ca href=\"https://s3-us-west-2.amazonaws.com/modernlearners/Modern+Learners+10+Principles+for+Schools+of+Modern+Learning+whitepaper.pdf\" target=\"_blank\">“10 Principals For Schools of Modern Learning” white paper\u003c/a>, Richardson and Dixon contend that education is at a \u003ca href=\"https://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">tipping point\u003c/a>, with many teachers aching for these changes and leaders poised to take the leap.\u003c/p>\n\u003cp>“I think there’s a really compelling case to be made that the traditional way of thinking about school is not working anymore,” Richardson said. “It’s not fixable.” But existing public schools educate the majority of children in this country, so while \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/26/five-guidelines-to-make-school-innovation-successful/\" target=\"_blank\">effecting change within existing systems is harder\u003c/a>, it’s also imperative.\u003c/p>\n\u003cp>Richardson and Dixon are running a\u003ca href=\"http://change.school/\" target=\"_blank\"> workshop\u003c/a> for leaders interested to learn more about the ingredients for change. They aren’t promising a recipe because change will look different depending on context, but they hope to help leaders chart a way forward with the support of other leaders in similar positions around the country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*A previous version of this story left out the help of Ben Grey. We apologize for the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>On my best day as a teacher, I will talk passionately about progressive pedagogy, empathy as the core of a classroom and diverse student needs. I will say I care about every child, the whole child, and am committed to their growth.\u003c/p>\n\u003cp>And then there are those bad days. The days where within the first two hours of my morning, I’m called a b*** three times. The ones where my perfectly planned learning activity falls flat because my brilliant student just refuses to pick her head up off the desk. The days when the differentiated lesson I designed just for that one student goes on perfectly but that one student’s chair is empty, missing school again. These are the days that push on my best intentions and idealistic visions. These are the days when reality and philosophy collide, and it feels like my challenging students are behind the steering wheel and I’m just along for the ride.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE ACTUAL CHALLENGE HERE?\u003c/strong>\u003c/p>\n\u003cp>Challenging students aren’t that way because they are inherently bad kids or intentionally creating difficulties in the classroom. To borrow a phrase from Ross Greene, “kids do well if they can,” and if they aren’t doing well, it’s because there’s something getting in the way. When I step back and consider the obstacles in my students’ lives -- poverty, trauma, chronic stress -- it makes total sense that they are struggling to communicate, regulate their emotions and make progress on learning.\u003c/p>\n\u003cp>To me, the challenge about challenging kids is the way that I feel working with them. Interacting with these students can bring up all kinds of emotions: sadness because of their pain, defensiveness if a student is criticizing or attacking me, protectiveness over the other students being disrupted, and even annoyance that my day didn’t go as I planned. All this is made more challenging by the fast pace of the day, and the fact that even on a good day it can be hard to find time to take care of my own needs. But I know that how I react to students, and my ability to manage my emotions, colors every interaction I have. \u003ca href=\"http://www.livesinthebalance.org/\" target=\"_blank\" rel=\"noopener\">Left unexamined, these strong emotions can lead to burnout\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>How do we really feel about our most challenging students? Most of us will say “frustrated” as a first reaction. But after we dig a little bit under the layer of frustration, what’s the next emotion, the truer emotion? I asked a room of educators this question at the \u003ca href=\"http://2017.educon.org/conversations?slot=Conversations:Session_4\">Educon conference\u003c/a> earlier this year. I heard: Worried. Hopeless. Lost. Powerless. Stuck. Many of us feel a deep sense of responsibility and care for “our kids.” When we see a student struggling and believe that we can’t help, the powerlessness can feel overwhelming. If we don’t do the work to transform that emotion in a healthy way, it can instead become frustration and irritation, and begin to chip away at our empathy.\u003c/p>\n\u003cp>This frustration infuses all our interactions with and about that student, which in turn communicates a lack of care to the student and family, heightening what may have already felt like an insurmountable wall. We say we believe in every child, care for every child, support every child -- but when we let our challenging emotions fester, we struggle to communicate that to others -- or even believe it ourselves.\u003c/p>\n\u003cp>I’ve gotten stuck in this trap more than once. It was my student who jolted me out of this cycle when she said, “You don’t really care about kids, you’re just here for the money.” My instinct was to laugh, but I quickly realized that what my student was trying to tell me was that she didn’t feel like I cared about her. I was able to use that moment to let her know that I did indeed care, and we were able to have a great conversation about how teachers can feel frustrated sometimes and how we’re all human. That conversation ended up strengthening our relationship and my work with her.\u003c/p>\n\u003cp>My most challenging student is not inherently challenging as a human being -- but I need to own that it’s challenging for me to work with them. Once I take responsibility for my own emotions, I am now in a position to transform them.\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN I DO TO CHANGE THIS?\u003c/strong>\u003c/p>\n\u003cp>It’s not about not feeling hopeless, defeated and powerless in the face of challenging student behaviors. These are normal responses we can expect to have as humans in relationship with other humans who are struggling. Instead, we need to own the emotions and work to make meaning of them. This means taking the time to dig into questions like:\u003c/p>\n\u003cul>\n\u003cli>Why am I feeling this way?\u003c/li>\n\u003cli>Could this feeling give me insight into how my student is feeling?\u003c/li>\n\u003cli>What does it mean about me that I feel so frustrated, lost or hopeless? Does it change my conception of myself as a teacher, as a person?\u003c/li>\n\u003cli>What do my students’ challenges bring up for me? How does my own history influence my responses?\u003c/li>\n\u003c/ul>\n\u003cp>What is the venue for these questions? In an ideal world, teachers would make space for grappling with these questions as part of their scheduled job responsibilities. At my school, we take time formally and informally to delve into our own emotional response to the work, to gain perspective, to check our assumptions and stay grounded.\u003c/p>\n\u003cp>Informally, this looks like maintaining a school culture where the students’ strengths are at the center. We have an informal “no venting” policy, preferring instead to problem-solve. It’s common to find teachers in each other’s classrooms at the end of the day comparing notes and talking through a challenging situation: “Hey, was he upset in your class today, too? What did you do about it? Do you have any sense of what’s going on for him?” We encourage this peer consultation and make time for it.\u003c/p>\n\u003cp>Formally, we have several mandatory and optional group opportunities for staff to focus on \u003ca href=\"https://shevrin.wordpress.com/2017/03/12/wellness-a-guide-for-teachers/\" target=\"_blank\" rel=\"noopener\">wellness and making meaning\u003c/a> of the work. Once a month we have wellness groups where staff choose a personal wellness goal for the year and use the group to stay on track and get ideas. We also do periodic case conferences, focusing on one particular student, where we walk through what behaviors are coming up, what we understand to be at the root of those behaviors, how we’re feeling working with that student, and what we should do going forward. We make the choice to invest our time as a school doing this rather than focusing staff meetings on other topics, and we see the benefit for students when teachers are on the same page about supporting them.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S NEXT?\u003c/strong>\u003c/p>\n\u003cp>We will never lose the need for meaning-making, because working with humans will always be inherently complex and bring up emotions. However, there are some proactive things we can do to smooth the path for ourselves.\u003c/p>\n\u003cul>\n\u003cli>Proactively plan for being a person with emotions. Expect that the work will be challenging and that sometimes you will feel awful, and accept that this is a normal part of a human-centered job. What are some ways you do this?\u003c/li>\n\u003cli>Build in support systems. Find the people, groups or strategies that will proactively support you and will respond to you with kindness and understanding when the going gets rough. This might be nurturing your personal friendships or relationships, strengthening connections with co-workers, my supervisor or other folks at work, or going to my own counselor or therapist. If I’m worried about respecting my students’ confidentiality, I remind myself to turn my focus back to my own emotions: I don’t need to share my students’ names or stories in order to talk about how frustrated or hopeless I’m feeling, and work through those emotions.\u003c/li>\n\u003cli>Develop understanding. We can better make meaning when we better understand the underlying issues at stake. Seek out \u003ca href=\"http://www.nctsn.org/resources/audiences/school-personnel\" target=\"_blank\" rel=\"noopener\">information about trauma\u003c/a>, chronic stress, the impacts of racism and discrimination, and other systems at play with your particular population. I incorporate these topics into my school’s ongoing professional development (which staff design and facilitate), and also use my own personal learning community online to find these resources.\u003c/li>\n\u003cli>Forgive yourself: Above all, we need to be gentle with ourselves. This self-forgiveness serves to remind us that we also must be gentle with our students, offering a fresh start each day and providing opportunities to repair and rebuild our relationships after conflict\u003c/li>\n\u003c/ul>\n\u003cp>When I feel like I just don’t have time to slow down and do this emotional work, I remind myself that an investment in this work pays off tenfold in my ability to stay grounded, not to get so stressed out, and most importantly, to be a better help to my students who need it most.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Alex Shevrin Venet is a teacher/leader at an alternative therapeutic school in Vermont and an instructor at Community College of Vermont. She also writes about her work at \u003ca href=\"https://shevrin.wordpress.com/\">Unconditional\u003c/a>. You can follower her on Twitter at \u003cspan class=\"username u-dir\" dir=\"ltr\">\u003ca class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https://twitter.com/alexsvenet?lang=en\" target=\"_blank\" rel=\"noopener\">@AlexSVenet\u003c/a>.\u003c/span> \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On my best day as a teacher, I will talk passionately about progressive pedagogy, empathy as the core of a classroom and diverse student needs. I will say I care about every child, the whole child, and am committed to their growth.\u003c/p>\n\u003cp>And then there are those bad days. The days where within the first two hours of my morning, I’m called a b*** three times. The ones where my perfectly planned learning activity falls flat because my brilliant student just refuses to pick her head up off the desk. The days when the differentiated lesson I designed just for that one student goes on perfectly but that one student’s chair is empty, missing school again. These are the days that push on my best intentions and idealistic visions. These are the days when reality and philosophy collide, and it feels like my challenging students are behind the steering wheel and I’m just along for the ride.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE ACTUAL CHALLENGE HERE?\u003c/strong>\u003c/p>\n\u003cp>Challenging students aren’t that way because they are inherently bad kids or intentionally creating difficulties in the classroom. To borrow a phrase from Ross Greene, “kids do well if they can,” and if they aren’t doing well, it’s because there’s something getting in the way. When I step back and consider the obstacles in my students’ lives -- poverty, trauma, chronic stress -- it makes total sense that they are struggling to communicate, regulate their emotions and make progress on learning.\u003c/p>\n\u003cp>To me, the challenge about challenging kids is the way that I feel working with them. Interacting with these students can bring up all kinds of emotions: sadness because of their pain, defensiveness if a student is criticizing or attacking me, protectiveness over the other students being disrupted, and even annoyance that my day didn’t go as I planned. All this is made more challenging by the fast pace of the day, and the fact that even on a good day it can be hard to find time to take care of my own needs. But I know that how I react to students, and my ability to manage my emotions, colors every interaction I have. \u003ca href=\"http://www.livesinthebalance.org/\" target=\"_blank\" rel=\"noopener\">Left unexamined, these strong emotions can lead to burnout\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>How do we really feel about our most challenging students? Most of us will say “frustrated” as a first reaction. But after we dig a little bit under the layer of frustration, what’s the next emotion, the truer emotion? I asked a room of educators this question at the \u003ca href=\"http://2017.educon.org/conversations?slot=Conversations:Session_4\">Educon conference\u003c/a> earlier this year. I heard: Worried. Hopeless. Lost. Powerless. Stuck. Many of us feel a deep sense of responsibility and care for “our kids.” When we see a student struggling and believe that we can’t help, the powerlessness can feel overwhelming. If we don’t do the work to transform that emotion in a healthy way, it can instead become frustration and irritation, and begin to chip away at our empathy.\u003c/p>\n\u003cp>This frustration infuses all our interactions with and about that student, which in turn communicates a lack of care to the student and family, heightening what may have already felt like an insurmountable wall. We say we believe in every child, care for every child, support every child -- but when we let our challenging emotions fester, we struggle to communicate that to others -- or even believe it ourselves.\u003c/p>\n\u003cp>I’ve gotten stuck in this trap more than once. It was my student who jolted me out of this cycle when she said, “You don’t really care about kids, you’re just here for the money.” My instinct was to laugh, but I quickly realized that what my student was trying to tell me was that she didn’t feel like I cared about her. I was able to use that moment to let her know that I did indeed care, and we were able to have a great conversation about how teachers can feel frustrated sometimes and how we’re all human. That conversation ended up strengthening our relationship and my work with her.\u003c/p>\n\u003cp>My most challenging student is not inherently challenging as a human being -- but I need to own that it’s challenging for me to work with them. Once I take responsibility for my own emotions, I am now in a position to transform them.\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN I DO TO CHANGE THIS?\u003c/strong>\u003c/p>\n\u003cp>It’s not about not feeling hopeless, defeated and powerless in the face of challenging student behaviors. These are normal responses we can expect to have as humans in relationship with other humans who are struggling. Instead, we need to own the emotions and work to make meaning of them. This means taking the time to dig into questions like:\u003c/p>\n\u003cul>\n\u003cli>Why am I feeling this way?\u003c/li>\n\u003cli>Could this feeling give me insight into how my student is feeling?\u003c/li>\n\u003cli>What does it mean about me that I feel so frustrated, lost or hopeless? Does it change my conception of myself as a teacher, as a person?\u003c/li>\n\u003cli>What do my students’ challenges bring up for me? How does my own history influence my responses?\u003c/li>\n\u003c/ul>\n\u003cp>What is the venue for these questions? In an ideal world, teachers would make space for grappling with these questions as part of their scheduled job responsibilities. At my school, we take time formally and informally to delve into our own emotional response to the work, to gain perspective, to check our assumptions and stay grounded.\u003c/p>\n\u003cp>Informally, this looks like maintaining a school culture where the students’ strengths are at the center. We have an informal “no venting” policy, preferring instead to problem-solve. It’s common to find teachers in each other’s classrooms at the end of the day comparing notes and talking through a challenging situation: “Hey, was he upset in your class today, too? What did you do about it? Do you have any sense of what’s going on for him?” We encourage this peer consultation and make time for it.\u003c/p>\n\u003cp>Formally, we have several mandatory and optional group opportunities for staff to focus on \u003ca href=\"https://shevrin.wordpress.com/2017/03/12/wellness-a-guide-for-teachers/\" target=\"_blank\" rel=\"noopener\">wellness and making meaning\u003c/a> of the work. Once a month we have wellness groups where staff choose a personal wellness goal for the year and use the group to stay on track and get ideas. We also do periodic case conferences, focusing on one particular student, where we walk through what behaviors are coming up, what we understand to be at the root of those behaviors, how we’re feeling working with that student, and what we should do going forward. We make the choice to invest our time as a school doing this rather than focusing staff meetings on other topics, and we see the benefit for students when teachers are on the same page about supporting them.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S NEXT?\u003c/strong>\u003c/p>\n\u003cp>We will never lose the need for meaning-making, because working with humans will always be inherently complex and bring up emotions. However, there are some proactive things we can do to smooth the path for ourselves.\u003c/p>\n\u003cul>\n\u003cli>Proactively plan for being a person with emotions. Expect that the work will be challenging and that sometimes you will feel awful, and accept that this is a normal part of a human-centered job. What are some ways you do this?\u003c/li>\n\u003cli>Build in support systems. Find the people, groups or strategies that will proactively support you and will respond to you with kindness and understanding when the going gets rough. This might be nurturing your personal friendships or relationships, strengthening connections with co-workers, my supervisor or other folks at work, or going to my own counselor or therapist. If I’m worried about respecting my students’ confidentiality, I remind myself to turn my focus back to my own emotions: I don’t need to share my students’ names or stories in order to talk about how frustrated or hopeless I’m feeling, and work through those emotions.\u003c/li>\n\u003cli>Develop understanding. We can better make meaning when we better understand the underlying issues at stake. Seek out \u003ca href=\"http://www.nctsn.org/resources/audiences/school-personnel\" target=\"_blank\" rel=\"noopener\">information about trauma\u003c/a>, chronic stress, the impacts of racism and discrimination, and other systems at play with your particular population. I incorporate these topics into my school’s ongoing professional development (which staff design and facilitate), and also use my own personal learning community online to find these resources.\u003c/li>\n\u003cli>Forgive yourself: Above all, we need to be gentle with ourselves. This self-forgiveness serves to remind us that we also must be gentle with our students, offering a fresh start each day and providing opportunities to repair and rebuild our relationships after conflict\u003c/li>\n\u003c/ul>\n\u003cp>When I feel like I just don’t have time to slow down and do this emotional work, I remind myself that an investment in this work pays off tenfold in my ability to stay grounded, not to get so stressed out, and most importantly, to be a better help to my students who need it most.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Alex Shevrin Venet is a teacher/leader at an alternative therapeutic school in Vermont and an instructor at Community College of Vermont. She also writes about her work at \u003ca href=\"https://shevrin.wordpress.com/\">Unconditional\u003c/a>. You can follower her on Twitter at \u003cspan class=\"username u-dir\" dir=\"ltr\">\u003ca class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https://twitter.com/alexsvenet?lang=en\" target=\"_blank\" rel=\"noopener\">@AlexSVenet\u003c/a>.\u003c/span> \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Excerpted from \u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">Teach Like Finlan\u003c/a>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">d: 33 Simple Strategies For Joyful Classrooms\u003c/a> (c) 2017 by \u003c/em>\u003cem>Timothy D. Walker. Used with permission of the publisher, W. W. Norton. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Schedule brain breaks\u003c/strong>\u003c/p>\n\u003cp>Like a zombie, Sami\u003ca href=\"#_ftn1\" name=\"_ftnref1\">*\u003c/a>—one of my fifth graders—lumbered over to me and hissed, “I think I’m going to explode! I’m not used to this schedule.” And I believed him. An angry red rash was starting to form on his forehead.\u003c/p>\n\u003cp>\u003cem>Yikes\u003c/em>, I thought, \u003cem>what a way to begin my first year of teaching in Finland\u003c/em>. It was only the third day of school, and I was already pushing a student to the breaking point. When I took him aside, I quickly discovered why he was so upset.\u003c/p>\n\u003cp>Throughout this first week of school, I had gotten creative with my fifth grade timetable. If you recall, students in Finland normally take a fifteen-minute break for every forty-five minutes of instruction. During a typical break, the children head outside to play and socialize with friends.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I didn’t see the point of these frequent pit stops. As a teacher in the United States, I’d usually spent consecutive hours with my students in the classroom. And I was trying to replicate this model in Finland. The Finnish way seemed soft, and I was convinced that kids learned better with longer stretches of instructional time. So I decided to hold my students back from their regularly scheduled break and teach two forty-five-minute lessons in a row, followed by a double break of thirty minutes. Now I knew why the red dots had appeared on Sami’s forehead.\u003c/p>\n\u003cp>Come to think of it, I wasn’t sure if the American approach had ever worked very well. My students in the States had always seemed to drag their feet after about forty-five minutes in the classroom. But they’d never thought of revolting like this shrimpy Finnish fifth grader, who was digging in his heels on the third day of school. At that moment, I decided to embrace the Finnish model of taking breaks.\u003c/p>\n\u003cp>Once I incorporated these short recesses into our timetable, I no longer saw feet-dragging, zombie-like kids in my classroom. Throughout the school year, my Finnish students would, without fail, enter the classroom with a bounce in their steps after a fifteen-minute break. And most important, they were more focused during lessons.\u003c/p>\n\u003cp>At first I was convinced that I had made a groundbreaking discovery: frequent breaks kept students fresh throughout the day. But then I remembered that Finns have known this for years—they’ve been providing breaks to their students since the 1960s.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">\u003cimg class=\"alignleft wp-image-47910 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Teach-Like-Finland-e1491328874828.jpg\" alt=\"Teach Like Finland\" width=\"250\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp>In my quest to understand the value of the Finnish practice, I stumbled upon the work of Anthony Pellegrini, author of the book \u003ca href=\"https://www.amazon.com/Recess-Role-Education-Development-Developing/dp/0805855440\">Recess: Its Role in Education and Development \u003c/a>and emeritus professor of educational psychology at the \u003ca href=\"http://www.cehd.umn.edu/edpsych/people/pelle013/\">University of Minnesota\u003c/a>—who has praised this approach for more than a decade. In East Asia, where many primary schools provide their students with a ten-minute break after about forty minutes of classroom instruction, Pellegrini observed the same phenomenon that I had witnessed at my Finnish school. After these shorter recesses, students appeared to be more focused in the classroom (Pellegrini, 2005).\u003c/p>\n\u003cp>Not satisfied with anecdotal evidence alone, Pellegrini and his colleagues ran a series of experiments at a U.S. public elementary school to explore the relationship between recess timing and attentiveness in the classroom. In every one of the experiments, students were more attentive after a break than before a break. They also found that the children were less focused when the timing of the break was delayed—or in other words, when the lesson dragged on (Pellegrini, 2005).\u003c/p>\n\u003cp>In Finland, primary school teachers seem to know this intuitively. They send kids outside—rain or shine—for their frequent recesses. And the children get to decide how they spend their break times.\u003c/p>\n\u003cp>Although I favor the Finnish model, I realize that unleashing fifth graders on the playground every hour would be a huge shift for most schools. According to Pellegrini, breaks don’t have to be held outdoors to be beneficial. In one of his experiments at a public elementary school, the children had their recess times inside the school, and the results matched those of other experiments where they took their breaks outside: after their breaks, the students were more focused in class (Pellegrini, 2005).\u003c/p>\n\u003cp>What I realized in Finland, with the help of a flustered fifth grader, is that once I started to see a break as a strategy to maximize learning, I stopped feeling guilty about shortening classroom instruction. Pellegrini’s findings confirm that frequent breaks boost attentiveness in class. With this in mind, we no longer need to fear that students won’t learn what they need to learn if we let them disconnect from their work several times throughout the school day.\u003c/p>\n\u003cp>The year before I arrived in Helsinki, the American researcher and kinesiologist Debbie Rhea visited Finnish schools, and she, too, was inspired by their frequent fifteen-minute breaks. When she returned to the States, she piloted a study to evaluate the learning benefits of a Finland-inspired schedule with multiple recesses throughout the school day (Turner, 2013).\u003c/p>\n\u003cp>Today, Rhea’s research project is up and running in a handful of American schools in several states, and so far the early results have been promising. \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/04/more-playtime-how-kids-succeed-with-recess-four-times-a-day-at-school/\">Educators at Eagle Mountain Elementary School \u003c/a>in Fort Worth, Texas, report a significant change in their students, who receive four fifteen-minute breaks each day; for example, they are more focused, and they are not tattling as often. One first grade teacher even noticed that her students are no longer chewing on pencils (Connelly, 2016).\u003c/p>\n\u003cp>Rhea’s research is exciting, and it seems like the national interest in bringing more breaks to American schools is high. However, while the tide might be changing in American education, many U.S. teachers and students lack the freedom to imitate the Finnish model. Thankfully, any classroom, even non-Finnish ones, can tap into the benefits of taking multiple breaks throughout each day.\u003c/p>\n\u003cfigure id=\"attachment_47911\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-47911\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg\" alt=\"Author Timothy Walker\" width=\"250\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-160x211.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-800x1055.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-768x1013.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1180x1557.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-960x1266.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-240x317.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-375x495.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-520x686.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa.jpg 1466w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Author Timothy Walker \u003ccite>(David Popa)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Initially, I thought that the true value of Finnish-style breaks is related to free play, but I no longer hold this view. I’ve concluded that the primary benefit of Finnish breaks is in the way it keeps kids focused by refreshing their brains. \u003ca href=\"https://www.mcgill.ca/psychology/daniel-j-levitin\">Daniel Levitin\u003c/a>, professor of psychology, behavioral neuroscience, and music at McGill University, believes that giving the brain time to rest, through regular breaks, leads to greater productivity and creativity. “You need to give your brain time to consolidate all the information that’s come in,” he said in an interview for the education blog MindShift (Schwartz, 2014). But even without scheduled breaks at school, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/06/why-daydreaming-is-critical-to-effective-learning/\">mind rests naturally through daydreaming\u003c/a>, which “allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” said Levitin. “Children shouldn’t be overly scheduled. They should have blocks of time to promote spontaneity and creativity” (Schwartz, 2014).\u003c/p>\n\u003cp>There are different ways of offering little brain breaks, which I describe below, but one of the most important things to remember is that they need to happen regularly to benefit our students. In other words, it’s wise to schedule them throughout the day. A good start, perhaps, would be thinking about offering a whole-group brain break for every forty-five minutes of classroom instruction—just like many Finnish teachers. But even that timing could be too infrequent for your students. What’s important is that you watch your students carefully. If they seem to be dragging their feet before the forty-five-minute mark, it would seem beneficial to offer a brain break right away.\u003c/p>\n\u003cp>\u003cem>Timothy D. Walker is an American teacher and writer living in Finland. He has written extensively about his experiences for Education Week Teacher, Educational Leadership, and on his blog, \u003ca href=\"http://taughtbyfinland.com/\">Taught by Finland\u003c/a>. While working at a Helsinki public school, he completed his teaching practicum and received his master’s degree in elementary education from the United States. He is a contributing writer on education issues for \u003ca href=\"https://www.theatlantic.com/author/tim-walker/\">The Atlantic\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">*\u003c/a>The names used for students in this book are pseudonyms.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">Teach Like Finlan\u003c/a>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">d: 33 Simple Strategies For Joyful Classrooms\u003c/a> (c) 2017 by \u003c/em>\u003cem>Timothy D. Walker. Used with permission of the publisher, W. W. Norton. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Schedule brain breaks\u003c/strong>\u003c/p>\n\u003cp>Like a zombie, Sami\u003ca href=\"#_ftn1\" name=\"_ftnref1\">*\u003c/a>—one of my fifth graders—lumbered over to me and hissed, “I think I’m going to explode! I’m not used to this schedule.” And I believed him. An angry red rash was starting to form on his forehead.\u003c/p>\n\u003cp>\u003cem>Yikes\u003c/em>, I thought, \u003cem>what a way to begin my first year of teaching in Finland\u003c/em>. It was only the third day of school, and I was already pushing a student to the breaking point. When I took him aside, I quickly discovered why he was so upset.\u003c/p>\n\u003cp>Throughout this first week of school, I had gotten creative with my fifth grade timetable. If you recall, students in Finland normally take a fifteen-minute break for every forty-five minutes of instruction. During a typical break, the children head outside to play and socialize with friends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I didn’t see the point of these frequent pit stops. As a teacher in the United States, I’d usually spent consecutive hours with my students in the classroom. And I was trying to replicate this model in Finland. The Finnish way seemed soft, and I was convinced that kids learned better with longer stretches of instructional time. So I decided to hold my students back from their regularly scheduled break and teach two forty-five-minute lessons in a row, followed by a double break of thirty minutes. Now I knew why the red dots had appeared on Sami’s forehead.\u003c/p>\n\u003cp>Come to think of it, I wasn’t sure if the American approach had ever worked very well. My students in the States had always seemed to drag their feet after about forty-five minutes in the classroom. But they’d never thought of revolting like this shrimpy Finnish fifth grader, who was digging in his heels on the third day of school. At that moment, I decided to embrace the Finnish model of taking breaks.\u003c/p>\n\u003cp>Once I incorporated these short recesses into our timetable, I no longer saw feet-dragging, zombie-like kids in my classroom. Throughout the school year, my Finnish students would, without fail, enter the classroom with a bounce in their steps after a fifteen-minute break. And most important, they were more focused during lessons.\u003c/p>\n\u003cp>At first I was convinced that I had made a groundbreaking discovery: frequent breaks kept students fresh throughout the day. But then I remembered that Finns have known this for years—they’ve been providing breaks to their students since the 1960s.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">\u003cimg class=\"alignleft wp-image-47910 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Teach-Like-Finland-e1491328874828.jpg\" alt=\"Teach Like Finland\" width=\"250\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp>In my quest to understand the value of the Finnish practice, I stumbled upon the work of Anthony Pellegrini, author of the book \u003ca href=\"https://www.amazon.com/Recess-Role-Education-Development-Developing/dp/0805855440\">Recess: Its Role in Education and Development \u003c/a>and emeritus professor of educational psychology at the \u003ca href=\"http://www.cehd.umn.edu/edpsych/people/pelle013/\">University of Minnesota\u003c/a>—who has praised this approach for more than a decade. In East Asia, where many primary schools provide their students with a ten-minute break after about forty minutes of classroom instruction, Pellegrini observed the same phenomenon that I had witnessed at my Finnish school. After these shorter recesses, students appeared to be more focused in the classroom (Pellegrini, 2005).\u003c/p>\n\u003cp>Not satisfied with anecdotal evidence alone, Pellegrini and his colleagues ran a series of experiments at a U.S. public elementary school to explore the relationship between recess timing and attentiveness in the classroom. In every one of the experiments, students were more attentive after a break than before a break. They also found that the children were less focused when the timing of the break was delayed—or in other words, when the lesson dragged on (Pellegrini, 2005).\u003c/p>\n\u003cp>In Finland, primary school teachers seem to know this intuitively. They send kids outside—rain or shine—for their frequent recesses. And the children get to decide how they spend their break times.\u003c/p>\n\u003cp>Although I favor the Finnish model, I realize that unleashing fifth graders on the playground every hour would be a huge shift for most schools. According to Pellegrini, breaks don’t have to be held outdoors to be beneficial. In one of his experiments at a public elementary school, the children had their recess times inside the school, and the results matched those of other experiments where they took their breaks outside: after their breaks, the students were more focused in class (Pellegrini, 2005).\u003c/p>\n\u003cp>What I realized in Finland, with the help of a flustered fifth grader, is that once I started to see a break as a strategy to maximize learning, I stopped feeling guilty about shortening classroom instruction. Pellegrini’s findings confirm that frequent breaks boost attentiveness in class. With this in mind, we no longer need to fear that students won’t learn what they need to learn if we let them disconnect from their work several times throughout the school day.\u003c/p>\n\u003cp>The year before I arrived in Helsinki, the American researcher and kinesiologist Debbie Rhea visited Finnish schools, and she, too, was inspired by their frequent fifteen-minute breaks. When she returned to the States, she piloted a study to evaluate the learning benefits of a Finland-inspired schedule with multiple recesses throughout the school day (Turner, 2013).\u003c/p>\n\u003cp>Today, Rhea’s research project is up and running in a handful of American schools in several states, and so far the early results have been promising. \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/04/more-playtime-how-kids-succeed-with-recess-four-times-a-day-at-school/\">Educators at Eagle Mountain Elementary School \u003c/a>in Fort Worth, Texas, report a significant change in their students, who receive four fifteen-minute breaks each day; for example, they are more focused, and they are not tattling as often. One first grade teacher even noticed that her students are no longer chewing on pencils (Connelly, 2016).\u003c/p>\n\u003cp>Rhea’s research is exciting, and it seems like the national interest in bringing more breaks to American schools is high. However, while the tide might be changing in American education, many U.S. teachers and students lack the freedom to imitate the Finnish model. Thankfully, any classroom, even non-Finnish ones, can tap into the benefits of taking multiple breaks throughout each day.\u003c/p>\n\u003cfigure id=\"attachment_47911\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-47911\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg\" alt=\"Author Timothy Walker\" width=\"250\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-160x211.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-800x1055.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-768x1013.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1180x1557.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-960x1266.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-240x317.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-375x495.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-520x686.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa.jpg 1466w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Author Timothy Walker \u003ccite>(David Popa)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Initially, I thought that the true value of Finnish-style breaks is related to free play, but I no longer hold this view. I’ve concluded that the primary benefit of Finnish breaks is in the way it keeps kids focused by refreshing their brains. \u003ca href=\"https://www.mcgill.ca/psychology/daniel-j-levitin\">Daniel Levitin\u003c/a>, professor of psychology, behavioral neuroscience, and music at McGill University, believes that giving the brain time to rest, through regular breaks, leads to greater productivity and creativity. “You need to give your brain time to consolidate all the information that’s come in,” he said in an interview for the education blog MindShift (Schwartz, 2014). But even without scheduled breaks at school, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/06/why-daydreaming-is-critical-to-effective-learning/\">mind rests naturally through daydreaming\u003c/a>, which “allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” said Levitin. “Children shouldn’t be overly scheduled. They should have blocks of time to promote spontaneity and creativity” (Schwartz, 2014).\u003c/p>\n\u003cp>There are different ways of offering little brain breaks, which I describe below, but one of the most important things to remember is that they need to happen regularly to benefit our students. In other words, it’s wise to schedule them throughout the day. A good start, perhaps, would be thinking about offering a whole-group brain break for every forty-five minutes of classroom instruction—just like many Finnish teachers. But even that timing could be too infrequent for your students. What’s important is that you watch your students carefully. If they seem to be dragging their feet before the forty-five-minute mark, it would seem beneficial to offer a brain break right away.\u003c/p>\n\u003cp>\u003cem>Timothy D. Walker is an American teacher and writer living in Finland. He has written extensively about his experiences for Education Week Teacher, Educational Leadership, and on his blog, \u003ca href=\"http://taughtbyfinland.com/\">Taught by Finland\u003c/a>. While working at a Helsinki public school, he completed his teaching practicum and received his master’s degree in elementary education from the United States. He is a contributing writer on education issues for \u003ca href=\"https://www.theatlantic.com/author/tim-walker/\">The Atlantic\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When I was 4 years old, my parents faced a decision. My birthday is in late November, so should they send me to kindergarten as the youngest kid in my class? Or, wait another year to enroll me? — A practice referred to as academic redshirting.\u003c/p>\n\u003cp>Since I was already the oldest sibling, they decided it was time for me to experience something different. So, they sent me to school.\u003c/p>\n\u003cp>For me, the age gap didn't really matter until my freshman year at college when I was only 17 and couldn't vote in the 2012 presidential election with everybody else. Feeling left out, I started to wish my parents \u003cem>had\u003c/em> waited to put me in school. But, Diane Schanzenbach, an education professor at Northwestern University, and Stephanie Larson, director of Rose Hall Montessori School, have made me think twice.\u003c/p>\n\u003cp>The two recently \u003ca href=\"http://educationnext.org/is-your-child-ready-kindergarten-redshirting-may-do-more-harm-than-good/\" target=\"_blank\">published an article\u003c/a> on the emotional and economic toll that redshirting can have on students, despite all its praise from writers like \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=97117414\" target=\"_blank\">Malcolm Gladwell\u003c/a>.\u003c/p>\n\u003cp>I spoke to Schanzenbach about why it might not be worth the wait. This interview has been edited for clarity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What about your article contributes to the research on redshirting that's already out there?\u003c/strong>\u003c/p>\n\u003cp>I guess what I've learned is that it's really useful to put those things into terms that people can understand.\u003c/p>\n\u003cp>I have found since I started working in this area, every couple of months I would get an email from some random parent somewhere saying, \"I read Malcolm Gladwell and I was doing a Google search of things, so I just thought I'd write to you directly.\" And they'll ask these really intelligent questions.\u003c/p>\n\u003cp>Of course, the goal of this article was to try and present more information so that parents feel equipped to make the decision that they think is best for their kid. Certainly, we don't think never redshirting is the right idea, but we did think it was going to be useful to provide additional info, especially to the type of parent who wants to understand [what the data shows.]\u003c/p>\n\u003cp>\u003cstrong>Even though kids won't start kindergarten until the fall, many parents have to decide now whether to enroll them. What should parents keep in mind before making their decision?\u003c/strong>\u003c/p>\n\u003cp>Let me answer you with an anecdote. When Stephanie and I were writing — this was back in December and January — at the time, my daughter is finishing up preschool and going to start kindergarten the next year. We were not thinking about redshirting her, but the thought crossed my mind because she was not talking. It was very upsetting that she wasn't talking, and we had taken her to speech therapy and that didn't really go anywhere. She just wouldn't talk. And between January and today, some switch has flipped in her.\u003c/p>\n\u003cp>Anybody who has kids can relate to that. But of course, it makes you nervous as a parent because you can't really predict what my kid is going to be like in September. Our advice is: As you're weighing these pieces, keep in mind the kid in September might be quite different from the kid in April.\u003c/p>\n\u003cp>\u003cstrong>What seems to be the biggest reason that parents choose to delay their kids' enrollment into kindergarten?\u003c/strong>\u003c/p>\n\u003cp>It really does seem to be emotional development. In the data you can see, clearly, that this happens most for boys who are born in the summer time to highly educated parents. They want [their kids] to be able to walk tall into a classroom, advocate for themselves, be an active participant in their learning.\u003c/p>\n\u003cp>I want to tell the story of Julia from our church. She was so bright and so self-possessed. And she was just annoyed that the boys weren't behaving well enough. And for her parents to say, \"Oh, we're going to redshirt her because she's short.\" You've got to be kidding me. There's nothing you're gonna do here to make her not short. These kids are going to drive her nuts. That's the piece that I really worry about.\u003c/p>\n\u003cp>\u003cstrong>In the article, you write that redshirting can even have a financial effect on students — an $80,000 decrease in earnings. Can you elaborate on that?\u003c/strong>\u003c/p>\n\u003cp>It is only one additional year in the workforce, but it was fun to do that calculation and see, how much money is that going to be worth?\u003c/p>\n\u003cp>Every year, typically, you get a raise over time. You add up all of that, and [by the time you retire], you've just been in the labor force one [less] year. And that does add up. Often times when you see people talk about this issue, they'll talk about, \"Oh, you should give your child the gift of time.\" And as an economist, I want to respond, \"Actually, it's the cost of time.\" You're imposing an $80,000 lifetime cost on them by holding them back if it really doesn't improve their outcomes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>In that case... Thanks, Mom and Dad. \u003c/strong>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ready+Or+Not+%28For+Kindergarten%29+Some+Research+Says%2C+Enroll+Anyway&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What about your article contributes to the research on redshirting that's already out there?\u003c/strong>\u003c/p>\n\u003cp>I guess what I've learned is that it's really useful to put those things into terms that people can understand.\u003c/p>\n\u003cp>I have found since I started working in this area, every couple of months I would get an email from some random parent somewhere saying, \"I read Malcolm Gladwell and I was doing a Google search of things, so I just thought I'd write to you directly.\" And they'll ask these really intelligent questions.\u003c/p>\n\u003cp>Of course, the goal of this article was to try and present more information so that parents feel equipped to make the decision that they think is best for their kid. Certainly, we don't think never redshirting is the right idea, but we did think it was going to be useful to provide additional info, especially to the type of parent who wants to understand [what the data shows.]\u003c/p>\n\u003cp>\u003cstrong>Even though kids won't start kindergarten until the fall, many parents have to decide now whether to enroll them. What should parents keep in mind before making their decision?\u003c/strong>\u003c/p>\n\u003cp>Let me answer you with an anecdote. When Stephanie and I were writing — this was back in December and January — at the time, my daughter is finishing up preschool and going to start kindergarten the next year. We were not thinking about redshirting her, but the thought crossed my mind because she was not talking. It was very upsetting that she wasn't talking, and we had taken her to speech therapy and that didn't really go anywhere. She just wouldn't talk. And between January and today, some switch has flipped in her.\u003c/p>\n\u003cp>Anybody who has kids can relate to that. But of course, it makes you nervous as a parent because you can't really predict what my kid is going to be like in September. Our advice is: As you're weighing these pieces, keep in mind the kid in September might be quite different from the kid in April.\u003c/p>\n\u003cp>\u003cstrong>What seems to be the biggest reason that parents choose to delay their kids' enrollment into kindergarten?\u003c/strong>\u003c/p>\n\u003cp>It really does seem to be emotional development. In the data you can see, clearly, that this happens most for boys who are born in the summer time to highly educated parents. They want [their kids] to be able to walk tall into a classroom, advocate for themselves, be an active participant in their learning.\u003c/p>\n\u003cp>I want to tell the story of Julia from our church. She was so bright and so self-possessed. And she was just annoyed that the boys weren't behaving well enough. And for her parents to say, \"Oh, we're going to redshirt her because she's short.\" You've got to be kidding me. There's nothing you're gonna do here to make her not short. These kids are going to drive her nuts. That's the piece that I really worry about.\u003c/p>\n\u003cp>\u003cstrong>In the article, you write that redshirting can even have a financial effect on students — an $80,000 decrease in earnings. Can you elaborate on that?\u003c/strong>\u003c/p>\n\u003cp>It is only one additional year in the workforce, but it was fun to do that calculation and see, how much money is that going to be worth?\u003c/p>\n\u003cp>Every year, typically, you get a raise over time. You add up all of that, and [by the time you retire], you've just been in the labor force one [less] year. And that does add up. Often times when you see people talk about this issue, they'll talk about, \"Oh, you should give your child the gift of time.\" And as an economist, I want to respond, \"Actually, it's the cost of time.\" You're imposing an $80,000 lifetime cost on them by holding them back if it really doesn't improve their outcomes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>In that case... Thanks, Mom and Dad. \u003c/strong>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ready+Or+Not+%28For+Kindergarten%29+Some+Research+Says%2C+Enroll+Anyway&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
"link": "/californiareport",
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},
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"id": "californiareportmagazine",
"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": {
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"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": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "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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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"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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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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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": {
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"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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},
"fresh-air": {
"id": "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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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"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",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"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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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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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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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"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": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"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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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
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