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"content": "\u003cp>How important is it to have a role model?\u003c/p>\n\u003cp>A new working paper puts some numbers to that question.\u003c/p>\n\u003cp>Having just one black teacher in third, fourth or fifth grade reduced low-income black boys' probability of dropping out of high school by 39 percent, the study found.\u003c/p>\n\u003cp>And by high school, African-American students, both boys and girls, who had one African-American teacher had much stronger expectations of going to college. Keep in mind, this effect was observed seven to ten years after the experience of having just one black teacher.\u003c/p>\n\u003cp>The \u003ca href=\"http://ftp.iza.org/dp10630.pdf\" target=\"_BLANK\">study\u003c/a> is big. The authors, Seth Gershenson and Constance A. Lindsay of American University, Cassandra M.D. Hart of U.C. Davis and Nicholas Papageorge at Johns Hopkins, looked at long-term records for more than 100,000 black elementary school students in North Carolina.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then the researchers checked their conclusions by looking at students in a second state, Tennessee, who were randomly assigned to certain classes.\u003c/p>\n\u003cp>There they found that not only did the black students assigned to black teachers graduate high school at higher rates, they also were more likely to take a college entrance exam. \"The results line up strikingly well,\" says Papageorge.\u003c/p>\n\u003cp>This paper is another piece of social science evidence reinforcing the case for having more teachers of color and for training teachers to be more culturally responsive. We've reported on instances of \u003ca href=\"http://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem\" target=\"_BLANK\">implicit bias by white teachers\u003c/a>, even toward preschool students, that black students are more often \u003ca href=\"http://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher\" target=\"_BLANK\">recommended for gifted programs\u003c/a> by teachers of color and that \u003ca href=\"http://www.npr.org/sections/ed/2016/10/07/496717541/study-finds-students-of-all-races-prefer-teachers-of-color\" target=\"_BLANK\">students of all races prefer teachers of color.\u003c/a>\u003c/p>\n\u003cp>And this isn't news to many African-American families who already feel strongly that their children need role models in their education. Khalilah Harris has experienced the issue both as a policymaker and as a mother of three daughters. She was the Deputy Director of the White House Initiative on Educational Excellence for African Americans under the Obama administration. She recently transferred her two older daughters, 12 and 14, to a progressive private school to expose them to more diverse teachers and curriculum.\u003c/p>\n\u003cp>\"My youngest, who is 7, goes to supposedly the best public school in Baltimore City, but there is not any teacher of color there, and that is deplorable,\" she says. \"If you grow up in a world that does not reflect your essence as valuable from birth, the fact that you don't have a teacher ... who looks like you, will cause cognitive dissonance.\"\u003c/p>\n\u003cp>Papageorge says the \"role model effect\" that Harris describes is quantifiable. \"Sometimes when I talk about expectations, people think I'm talking about magic fairy dust,\" he says, \"but in economics, it's one of the biggest things that determine the kinds of investments people make.\" In other words, whether it's money you put toward a mutual fund, or time and energy you spend on your education, how much you expect to get out can determine how much you put in.\u003c/p>\n\u003cp>If a low-income black boy never sees anyone in the classroom who looks like him, Papageorge says he might conclude, \"'Hey, college is just not for me'. And then why would you work hard in school?\"\u003c/p>\n\u003cp>Yolanda Coles Jones of Charlottesville, Va., says she and her husband avoided the school system altogether. They homeschool their four children, two girls who are 9 and 7, and 4-year-old twin boys. She says they didn't see their local public or private schools \"understanding the needed emphasis on black children seeing black faces.\" The family is part of a homeschooling co-op called Community Roots, that, Coles Jones says, was founded \"to have an atmosphere that is safe for children of color to be in.\"\u003c/p>\n\u003cp>In future research, Papageorge hopes to replicate the study and unpack the powerful and long-lasting effects observed. But based on the evidence he already has, he has an immediate policy recommendation. Having just one black teacher in his study made all the difference to students; having two or three didn't increase the effect significantly. Therefore, schools could work to change student groupings so that every black student gets at least one black teacher by the end of elementary school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Should we hire more black teachers?\" he asks. \"Yeah, probably, but it requires more black college graduates ... We could push around rosters tomorrow, change the way we assign kids, and have some effects next school year, not 10 years from now.\"\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=Having+Just+One+Black+Teacher+Can+Keep+Black+Kids+In+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How important is it to have a role model?\u003c/p>\n\u003cp>A new working paper puts some numbers to that question.\u003c/p>\n\u003cp>Having just one black teacher in third, fourth or fifth grade reduced low-income black boys' probability of dropping out of high school by 39 percent, the study found.\u003c/p>\n\u003cp>And by high school, African-American students, both boys and girls, who had one African-American teacher had much stronger expectations of going to college. Keep in mind, this effect was observed seven to ten years after the experience of having just one black teacher.\u003c/p>\n\u003cp>The \u003ca href=\"http://ftp.iza.org/dp10630.pdf\" target=\"_BLANK\">study\u003c/a> is big. The authors, Seth Gershenson and Constance A. Lindsay of American University, Cassandra M.D. Hart of U.C. Davis and Nicholas Papageorge at Johns Hopkins, looked at long-term records for more than 100,000 black elementary school students in North Carolina.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then the researchers checked their conclusions by looking at students in a second state, Tennessee, who were randomly assigned to certain classes.\u003c/p>\n\u003cp>There they found that not only did the black students assigned to black teachers graduate high school at higher rates, they also were more likely to take a college entrance exam. \"The results line up strikingly well,\" says Papageorge.\u003c/p>\n\u003cp>This paper is another piece of social science evidence reinforcing the case for having more teachers of color and for training teachers to be more culturally responsive. We've reported on instances of \u003ca href=\"http://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem\" target=\"_BLANK\">implicit bias by white teachers\u003c/a>, even toward preschool students, that black students are more often \u003ca href=\"http://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher\" target=\"_BLANK\">recommended for gifted programs\u003c/a> by teachers of color and that \u003ca href=\"http://www.npr.org/sections/ed/2016/10/07/496717541/study-finds-students-of-all-races-prefer-teachers-of-color\" target=\"_BLANK\">students of all races prefer teachers of color.\u003c/a>\u003c/p>\n\u003cp>And this isn't news to many African-American families who already feel strongly that their children need role models in their education. Khalilah Harris has experienced the issue both as a policymaker and as a mother of three daughters. She was the Deputy Director of the White House Initiative on Educational Excellence for African Americans under the Obama administration. She recently transferred her two older daughters, 12 and 14, to a progressive private school to expose them to more diverse teachers and curriculum.\u003c/p>\n\u003cp>\"My youngest, who is 7, goes to supposedly the best public school in Baltimore City, but there is not any teacher of color there, and that is deplorable,\" she says. \"If you grow up in a world that does not reflect your essence as valuable from birth, the fact that you don't have a teacher ... who looks like you, will cause cognitive dissonance.\"\u003c/p>\n\u003cp>Papageorge says the \"role model effect\" that Harris describes is quantifiable. \"Sometimes when I talk about expectations, people think I'm talking about magic fairy dust,\" he says, \"but in economics, it's one of the biggest things that determine the kinds of investments people make.\" In other words, whether it's money you put toward a mutual fund, or time and energy you spend on your education, how much you expect to get out can determine how much you put in.\u003c/p>\n\u003cp>If a low-income black boy never sees anyone in the classroom who looks like him, Papageorge says he might conclude, \"'Hey, college is just not for me'. And then why would you work hard in school?\"\u003c/p>\n\u003cp>Yolanda Coles Jones of Charlottesville, Va., says she and her husband avoided the school system altogether. They homeschool their four children, two girls who are 9 and 7, and 4-year-old twin boys. She says they didn't see their local public or private schools \"understanding the needed emphasis on black children seeing black faces.\" The family is part of a homeschooling co-op called Community Roots, that, Coles Jones says, was founded \"to have an atmosphere that is safe for children of color to be in.\"\u003c/p>\n\u003cp>In future research, Papageorge hopes to replicate the study and unpack the powerful and long-lasting effects observed. But based on the evidence he already has, he has an immediate policy recommendation. Having just one black teacher in his study made all the difference to students; having two or three didn't increase the effect significantly. Therefore, schools could work to change student groupings so that every black student gets at least one black teacher by the end of elementary school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Should we hire more black teachers?\" he asks. \"Yeah, probably, but it requires more black college graduates ... We could push around rosters tomorrow, change the way we assign kids, and have some effects next school year, not 10 years from now.\"\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=Having+Just+One+Black+Teacher+Can+Keep+Black+Kids+In+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The scene is right out of a survival horror movie. A yellow school bus unloads a group of eager young campers, ready to meet their counselors and settle in for some summer camp fun. Instead, they are greeted by a horde of groaning zombies advancing at them from an open field. The staff frantically hand out three foam Nerf darts to each incredulous camper and suggest they start running. The rest of the day is spent hiding and defending in a desperate bid to evade the droves of undead.\u003c/p>\n\u003cp>Hours later, the bus is back to gather the exhilarated survivors. But it’s not over yet. Before they board, a jeep pulls up and a suited man jumps out and opens a briefcase filled with more foam darts. He distributes them liberally, along with plain business cards printed with the name “INGSOC.” As abruptly as he arrived, he speeds off in a cloud of dust, leaving a pack of mystified campers in his wake.\u003c/p>\n\u003cp>This is one of the many schemes cooked up by Meghan Gardner and her team at \u003ca href=\"http://guardup.com/\">Guard Up\u003c/a> to engage students in learning.\u003c/p>\n\u003cp>Inspired by an elixir of live-action role playing (LARP), video games, and choose-your-own-adventure-style bedtime stories she had dreamed up for her daughters, Gardner envisioned a program where learning occurred within self-determined narrative adventures. After participating in a LARP, she thought “Why not kids instead of adults? Rather than learning an invented language, why not Latin? Instead of alchemy, why not chemistry?” Gardner hired a group of teachers with live role-play experience and launched a series of day and overnight camps that operate with what she terms “story-based education.”\u003c/p>\n\u003cp>https://youtu.be/Br-b4VdGqlk\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Guard Up opened a full-time facility in Burlington, Massachusetts, in 2001. The company offered weekly \u003ca href=\"http://www.guardup.com/\">classes in fencing and swordsmanship\u003c/a> for all ages, as well as story-based educational adventures. Guard Up then launched educational summer camps that eventually became the largest part of the company. Despite being unplugged and device free, much of the adventures play out like a story-rich video game. Gardner’s background in anthropology, film, martial arts and fencing (she even taught a course in underwater defense with Navy SEAL trainers), as well as a passion for storytelling, explains her interest in both sword play and using stories to educate.\u003c/p>\n\u003cp>The camp included narrative elements from the very beginning, but became more deliberately educational in 2010. Today, campers can choose to survive a post-apocalyptic adventure in the \u003ca href=\"http://www.zombiesummercamp.com/\">Zombie STEM Summer Camp\u003c/a> or journey to the fantasy world of Sidleterra in \u003ca href=\"http://www.swordsummercamp.com/\">Wizards & Warriors STEM Camp\u003c/a>.\u003c/p>\n\u003cp>But how does education take place when running from zombies and battling 9-foot witch kings?\u003c/p>\n\u003cp>\u003cstrong>Applying Learning in a Real-World Fiction\u003c/strong>\u003c/p>\n\u003cp>Immersive narratives and embodied actions combine to engage players in a range of learning. Campers can play in story worlds drawn from literature, mythology and history. The name “INGSOC” that was printed on the business cards may seem familiar because it is the political ideology from George Orwell’s dark classic, \u003cem>1984\u003c/em>. Gardner remembered one resourceful young camper who went home and immediately researched the name on the internet. Within minutes of discovering the source he was out the door and on his way to check out a copy of the novel from the local library.\u003c/p>\n\u003cp>“The next day at camp, a huge group of kids, holding their Nerf blasters, surrounded this one boy who was reading out of \u003cem>1984,\u003c/em>\" said Gardner. “He reads about INGSOC and says ‘Guys! We can’t be friends with them … but we can infiltrate them.’ ”\u003c/p>\n\u003cp>This illustrates how an informal, story-driven environment can motivate students to take ownership of their learning. Similarly, when the players encounter Latin spells and scrolls, they are driven to learn and decode the classical language. Schools and libraries become resources to help students make sense of an unfolding narrative, solve problems and take action inside the game. Gardner feels that one of Guard Up’s biggest accomplishments is having students use school as a resource to practically apply abstract knowledge. She believes that by giving students greater agency, they will better transfer and accommodate learning into their lives.\u003c/p>\n\u003cp>Research supports the approach. \u003ca href=\"http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022013000100012\">A study\u003c/a> conducted with medical undergraduate students in Brazil found that using a cooperative role-play environment to teach cellular biology was preferred by the participants and produced equal or higher retention than traditional lecture-style classes. The researchers state that “by telling a story in which everyone takes part, there is greater student interaction and, as a consequence, we may expect better performance in their construction of knowledge.” Rather than one-way teacher transmission, knowledge is co-created by the students, which may lead to better long-term absorption of the material.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vy_ZAIx66ig&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>A Computer Game Without Computers \u003c/strong>\u003c/p>\n\u003cp>Each summer, dystopic works of literature like \u003cem>Animal Farm\u003c/em>, \u003cem>The Island of Dr. Moreau\u003c/em> or \u003cem>I Am Legend\u003c/em> are creatively adapted to structure the zombie apocalypse. The texts are not used in a wholesale linear fashion, but act as general guides to help inform an emerging story. Gardner aims for campers to be the masters of their own destiny, and the decisions they make alter and redirect the plot at every turn.\u003c/p>\n\u003cp>“When I first arrived I thought it would be people running around and hitting each other, but it’s not. It’s about reacting to the consequences of your actions and the responsibility that comes with it,” said one 13-year-old camper.\u003c/p>\n\u003cp>“We go where they want to go in our story. We give the learner the agency and autonomy to control their own outcome,” said Gardner. “There’s a lot of improv, but improv with some guidelines.” The affordance to play in a responsive environment is key to engaging players in video games, but Gardner exports the method off the screen and into the real world. “In this age of technology, so few kids are unplugged and playing pretend. We are a computer game without the computers.”\u003c/p>\n\u003cp>Keeping up with players without the magic of lightning-fast processors can be an epic challenge. At any given time, the staff will build props and costumes, apply makeup, play a host of characters, and maintain constant radio contact with mission control, where maps and figurines are used to orchestrate the unfolding adventure. Every night, the team gathers to alter and tweak the story, and to make all necessary preparations for the next day. To help with the demanding task, they maintain a database of easily deployable “pocket plots” or modular story fragments that can be inserted to respond to the players’ unscripted decisions.\u003c/p>\n\u003cp>Media scholar Dr. Henry Jenkins terms these “micronarratives” and \u003ca href=\"http://web.mit.edu/21fms/People/henry3/games&narrative.html\">identifies them as a prevalent storytelling feature\u003c/a> in popular video games. The technique lets players enjoy the freedom and agency of self-expression, while still loosely following a larger story arc.\u003c/p>\n\u003cp>“Certain plot points are fixed whereas other moments can be expanded or contracted in response to audience feedback without serious consequences to the overall plot,” wrote Jenkins.\u003c/p>\n\u003cp>\u003cstrong>The Heroic Journey to Intercultural Understanding\u003c/strong>\u003c/p>\n\u003cp>Although the Wizards & Warriors Camp emphasizes STEM learning, campers also benefit from a healthy exposure to global cultures. The camp sidesteps standard \u003cem>Lord of the Rings-\u003c/em>style fantasy plots in favor of storylines drawn from world mythology and indigenous oral histories. The narratives are woven together according to the \u003ca href=\"http://www.npr.org/programs/ted-radio-hour/458496650/the-heros-journey\">hero’s journey\u003c/a>, a recurrent narrative pattern that mythologist Joseph Campbell identified as common to all cultures. Notably, the universal but episodic structure of the hero’s journey is often applied as a flexible template for storytelling in video games.\u003c/p>\n\u003cfigure id=\"attachment_47931\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47931 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg\" alt=\"Arawak educational consultant, Claudia Fox Tree, standing next to Opiyel, the three legged dog who guards the Arawak afterlife. The Opiyel costume was made by Marin Gardner, Costume Designer at Guard Up.\" width=\"640\" height=\"904\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-160x226.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-800x1130.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-768x1084.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1180x1666.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-960x1355.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-240x339.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-375x529.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-520x734.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">For a session on Arawak culture, Guard Up worked with educational consultant Claudia Fox Tree (right) who helped staff develop Opiyel, the three-legged dog who guards the Arawak afterlife. Guard Up costume designer Marin Gardner made the Opiyel costume. \u003ccite>(Courtesy of Meghan Gardner)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Camp policy dictates that a non-Eurocentric culture be used every other year, so in addition to the tales of the Romans, Celts and Norse, they include Japanese myths and indigenous oral histories. To treat these traditions with sensitivity and avoid the pitfalls of cultural appropriation, Guard Up contracts consultants to guide and advise them every step of the way.\u003c/p>\n\u003cp>“This year, we chose both the Abenaki and Arawak tribes to explore because they were very different from each other in location,” said Gardner. “We had Claudia Fox Tree, a local Arawak educator, counsel us on the story, props and regalia, and enlisted the help of Jim Bruchac, Abenaki educator and author from the Ndakinna Education Center in upstate New York.”\u003c/p>\n\u003cp>Gardner affirmed that indigenous people do not consider their stories myths -- they are a collective history transmitted by oral tradition. Similarly, the indigenous vestments are not costumes but regalia, as they are not disguises but a genuine expression of culture and tradition. These efforts toward sensitive representation are transmitted to the campers, fostering a mindset to more respectfully encounter other cultures.\u003c/p>\n\u003cp>UNESCO advocates for including intercultural understanding in curricula to encourage a sense of global citizenship in an increasingly connected world. \u003ca href=\"http://unesdoc.unesco.org/images/0018/001890/189051E.pdf\">A 2010 UNESCO report\u003c/a> states that “respect for cultural diversity falls within the social dimension of peace, equality and human rights, underpinned by the cultural context, within and through which learning occurs, and which forms the basis for inter-linkages between the various sustainability dimensions (i.e., socio-political, environmental and economic).”\u003c/p>\n\u003cp>A sensitive exposure to other cultures adds an ethical dimension to the experience, reinforced by the camp’s emphasis on compassion, courage and honor as the highest virtues to which the young heroes should aspire.\u003c/p>\n\u003cp>\u003cstrong>Sneaky STEM: Designing Spells with Physics\u003c/strong>\u003c/p>\n\u003cp>Beneath the realm of sword and sorcery lies a foundation of hard science. Heroes begin their journey by affiliating themselves with one of several guilds, each offering instruction in a different branch of science. Chemistry is learned to brew potions in the Mages’ Guild, while members of the Healers’ Guild become versed in the rudiments of biology and first aid. “To get first-level spells, mages have to learn basic physics which they then use to cast them,” explained Gardner. “We have 7-year-olds running around the camp reciting Newton’s Laws of Physics.” As players progress they can design and teach their own spells as long as they can scientifically defend them before a Board of Mages. Teachers and education graduate students are hired by the camp to sit on the guild boards, be camp counselors and also develop the camp’s curriculum.\u003c/p>\n\u003cp>https://youtu.be/o6dyj1-OLDs\u003c/p>\n\u003cp>Scientific knowledge helps the heroes prevail, so they are motivated to research, consult with their teachers and librarians, and master the content to ensure that their spells don’t backfire. Gardner calls the approach “sneaky STEM” and laughs with equal mischief and delight when she speaks about the campers learning “subversively.” The informal environment of a camp grants the freedom to experiment in a way that might be challenging in formal school settings. “Standardized tests limit a teachers’ ability to creatively engage the student,” said Gardner. “I don’t know how many times I’ve heard teachers complain that they have to teach to the test.”\u003c/p>\n\u003cp>\u003cstrong>Intergenerational and Inclusive\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Despite the constant menace of monsters and zombies, testimonials from the intergenerational campers repeatedly express a sense of acceptance, inclusion and belonging. The camp brings together a range of ages from 7 years old and upward, but unlike the age silos in schools, all age groups interact in an atmosphere of collaboration and mentorship. Like more traditional summer camps, older campers can become CITs, which is when they get to wear the monster costumes. Although the camp was about 70 percent boys at its inception, Guard Up has formed partnerships, offered scholarships, and targeted promotion to substantially increase its female population. “The counselors make a big effort to not differentiate between genders, “said one 16-year-old camper. “They refer to everyone as heroes. No one cares -- just be you.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The scene is right out of a survival horror movie. A yellow school bus unloads a group of eager young campers, ready to meet their counselors and settle in for some summer camp fun. Instead, they are greeted by a horde of groaning zombies advancing at them from an open field. The staff frantically hand out three foam Nerf darts to each incredulous camper and suggest they start running. The rest of the day is spent hiding and defending in a desperate bid to evade the droves of undead.\u003c/p>\n\u003cp>Hours later, the bus is back to gather the exhilarated survivors. But it’s not over yet. Before they board, a jeep pulls up and a suited man jumps out and opens a briefcase filled with more foam darts. He distributes them liberally, along with plain business cards printed with the name “INGSOC.” As abruptly as he arrived, he speeds off in a cloud of dust, leaving a pack of mystified campers in his wake.\u003c/p>\n\u003cp>This is one of the many schemes cooked up by Meghan Gardner and her team at \u003ca href=\"http://guardup.com/\">Guard Up\u003c/a> to engage students in learning.\u003c/p>\n\u003cp>Inspired by an elixir of live-action role playing (LARP), video games, and choose-your-own-adventure-style bedtime stories she had dreamed up for her daughters, Gardner envisioned a program where learning occurred within self-determined narrative adventures. After participating in a LARP, she thought “Why not kids instead of adults? Rather than learning an invented language, why not Latin? Instead of alchemy, why not chemistry?” Gardner hired a group of teachers with live role-play experience and launched a series of day and overnight camps that operate with what she terms “story-based education.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Br-b4VdGqlk'\n title='//www.youtube.com/embed/Br-b4VdGqlk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Guard Up opened a full-time facility in Burlington, Massachusetts, in 2001. The company offered weekly \u003ca href=\"http://www.guardup.com/\">classes in fencing and swordsmanship\u003c/a> for all ages, as well as story-based educational adventures. Guard Up then launched educational summer camps that eventually became the largest part of the company. Despite being unplugged and device free, much of the adventures play out like a story-rich video game. Gardner’s background in anthropology, film, martial arts and fencing (she even taught a course in underwater defense with Navy SEAL trainers), as well as a passion for storytelling, explains her interest in both sword play and using stories to educate.\u003c/p>\n\u003cp>The camp included narrative elements from the very beginning, but became more deliberately educational in 2010. Today, campers can choose to survive a post-apocalyptic adventure in the \u003ca href=\"http://www.zombiesummercamp.com/\">Zombie STEM Summer Camp\u003c/a> or journey to the fantasy world of Sidleterra in \u003ca href=\"http://www.swordsummercamp.com/\">Wizards & Warriors STEM Camp\u003c/a>.\u003c/p>\n\u003cp>But how does education take place when running from zombies and battling 9-foot witch kings?\u003c/p>\n\u003cp>\u003cstrong>Applying Learning in a Real-World Fiction\u003c/strong>\u003c/p>\n\u003cp>Immersive narratives and embodied actions combine to engage players in a range of learning. Campers can play in story worlds drawn from literature, mythology and history. The name “INGSOC” that was printed on the business cards may seem familiar because it is the political ideology from George Orwell’s dark classic, \u003cem>1984\u003c/em>. Gardner remembered one resourceful young camper who went home and immediately researched the name on the internet. Within minutes of discovering the source he was out the door and on his way to check out a copy of the novel from the local library.\u003c/p>\n\u003cp>“The next day at camp, a huge group of kids, holding their Nerf blasters, surrounded this one boy who was reading out of \u003cem>1984,\u003c/em>\" said Gardner. “He reads about INGSOC and says ‘Guys! We can’t be friends with them … but we can infiltrate them.’ ”\u003c/p>\n\u003cp>This illustrates how an informal, story-driven environment can motivate students to take ownership of their learning. Similarly, when the players encounter Latin spells and scrolls, they are driven to learn and decode the classical language. Schools and libraries become resources to help students make sense of an unfolding narrative, solve problems and take action inside the game. Gardner feels that one of Guard Up’s biggest accomplishments is having students use school as a resource to practically apply abstract knowledge. She believes that by giving students greater agency, they will better transfer and accommodate learning into their lives.\u003c/p>\n\u003cp>Research supports the approach. \u003ca href=\"http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022013000100012\">A study\u003c/a> conducted with medical undergraduate students in Brazil found that using a cooperative role-play environment to teach cellular biology was preferred by the participants and produced equal or higher retention than traditional lecture-style classes. The researchers state that “by telling a story in which everyone takes part, there is greater student interaction and, as a consequence, we may expect better performance in their construction of knowledge.” Rather than one-way teacher transmission, knowledge is co-created by the students, which may lead to better long-term absorption of the material.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vy_ZAIx66ig'\n title='//www.youtube.com/embed/vy_ZAIx66ig'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>A Computer Game Without Computers \u003c/strong>\u003c/p>\n\u003cp>Each summer, dystopic works of literature like \u003cem>Animal Farm\u003c/em>, \u003cem>The Island of Dr. Moreau\u003c/em> or \u003cem>I Am Legend\u003c/em> are creatively adapted to structure the zombie apocalypse. The texts are not used in a wholesale linear fashion, but act as general guides to help inform an emerging story. Gardner aims for campers to be the masters of their own destiny, and the decisions they make alter and redirect the plot at every turn.\u003c/p>\n\u003cp>“When I first arrived I thought it would be people running around and hitting each other, but it’s not. It’s about reacting to the consequences of your actions and the responsibility that comes with it,” said one 13-year-old camper.\u003c/p>\n\u003cp>“We go where they want to go in our story. We give the learner the agency and autonomy to control their own outcome,” said Gardner. “There’s a lot of improv, but improv with some guidelines.” The affordance to play in a responsive environment is key to engaging players in video games, but Gardner exports the method off the screen and into the real world. “In this age of technology, so few kids are unplugged and playing pretend. We are a computer game without the computers.”\u003c/p>\n\u003cp>Keeping up with players without the magic of lightning-fast processors can be an epic challenge. At any given time, the staff will build props and costumes, apply makeup, play a host of characters, and maintain constant radio contact with mission control, where maps and figurines are used to orchestrate the unfolding adventure. Every night, the team gathers to alter and tweak the story, and to make all necessary preparations for the next day. To help with the demanding task, they maintain a database of easily deployable “pocket plots” or modular story fragments that can be inserted to respond to the players’ unscripted decisions.\u003c/p>\n\u003cp>Media scholar Dr. Henry Jenkins terms these “micronarratives” and \u003ca href=\"http://web.mit.edu/21fms/People/henry3/games&narrative.html\">identifies them as a prevalent storytelling feature\u003c/a> in popular video games. The technique lets players enjoy the freedom and agency of self-expression, while still loosely following a larger story arc.\u003c/p>\n\u003cp>“Certain plot points are fixed whereas other moments can be expanded or contracted in response to audience feedback without serious consequences to the overall plot,” wrote Jenkins.\u003c/p>\n\u003cp>\u003cstrong>The Heroic Journey to Intercultural Understanding\u003c/strong>\u003c/p>\n\u003cp>Although the Wizards & Warriors Camp emphasizes STEM learning, campers also benefit from a healthy exposure to global cultures. The camp sidesteps standard \u003cem>Lord of the Rings-\u003c/em>style fantasy plots in favor of storylines drawn from world mythology and indigenous oral histories. The narratives are woven together according to the \u003ca href=\"http://www.npr.org/programs/ted-radio-hour/458496650/the-heros-journey\">hero’s journey\u003c/a>, a recurrent narrative pattern that mythologist Joseph Campbell identified as common to all cultures. Notably, the universal but episodic structure of the hero’s journey is often applied as a flexible template for storytelling in video games.\u003c/p>\n\u003cfigure id=\"attachment_47931\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47931 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg\" alt=\"Arawak educational consultant, Claudia Fox Tree, standing next to Opiyel, the three legged dog who guards the Arawak afterlife. The Opiyel costume was made by Marin Gardner, Costume Designer at Guard Up.\" width=\"640\" height=\"904\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1020x1440.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-160x226.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-800x1130.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-768x1084.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-1180x1666.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-960x1355.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-240x339.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-375x529.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Arawak-Nation7-520x734.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">For a session on Arawak culture, Guard Up worked with educational consultant Claudia Fox Tree (right) who helped staff develop Opiyel, the three-legged dog who guards the Arawak afterlife. Guard Up costume designer Marin Gardner made the Opiyel costume. \u003ccite>(Courtesy of Meghan Gardner)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Camp policy dictates that a non-Eurocentric culture be used every other year, so in addition to the tales of the Romans, Celts and Norse, they include Japanese myths and indigenous oral histories. To treat these traditions with sensitivity and avoid the pitfalls of cultural appropriation, Guard Up contracts consultants to guide and advise them every step of the way.\u003c/p>\n\u003cp>“This year, we chose both the Abenaki and Arawak tribes to explore because they were very different from each other in location,” said Gardner. “We had Claudia Fox Tree, a local Arawak educator, counsel us on the story, props and regalia, and enlisted the help of Jim Bruchac, Abenaki educator and author from the Ndakinna Education Center in upstate New York.”\u003c/p>\n\u003cp>Gardner affirmed that indigenous people do not consider their stories myths -- they are a collective history transmitted by oral tradition. Similarly, the indigenous vestments are not costumes but regalia, as they are not disguises but a genuine expression of culture and tradition. These efforts toward sensitive representation are transmitted to the campers, fostering a mindset to more respectfully encounter other cultures.\u003c/p>\n\u003cp>UNESCO advocates for including intercultural understanding in curricula to encourage a sense of global citizenship in an increasingly connected world. \u003ca href=\"http://unesdoc.unesco.org/images/0018/001890/189051E.pdf\">A 2010 UNESCO report\u003c/a> states that “respect for cultural diversity falls within the social dimension of peace, equality and human rights, underpinned by the cultural context, within and through which learning occurs, and which forms the basis for inter-linkages between the various sustainability dimensions (i.e., socio-political, environmental and economic).”\u003c/p>\n\u003cp>A sensitive exposure to other cultures adds an ethical dimension to the experience, reinforced by the camp’s emphasis on compassion, courage and honor as the highest virtues to which the young heroes should aspire.\u003c/p>\n\u003cp>\u003cstrong>Sneaky STEM: Designing Spells with Physics\u003c/strong>\u003c/p>\n\u003cp>Beneath the realm of sword and sorcery lies a foundation of hard science. Heroes begin their journey by affiliating themselves with one of several guilds, each offering instruction in a different branch of science. Chemistry is learned to brew potions in the Mages’ Guild, while members of the Healers’ Guild become versed in the rudiments of biology and first aid. “To get first-level spells, mages have to learn basic physics which they then use to cast them,” explained Gardner. “We have 7-year-olds running around the camp reciting Newton’s Laws of Physics.” As players progress they can design and teach their own spells as long as they can scientifically defend them before a Board of Mages. Teachers and education graduate students are hired by the camp to sit on the guild boards, be camp counselors and also develop the camp’s curriculum.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/o6dyj1-OLDs'\n title='//www.youtube.com/embed/o6dyj1-OLDs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Scientific knowledge helps the heroes prevail, so they are motivated to research, consult with their teachers and librarians, and master the content to ensure that their spells don’t backfire. Gardner calls the approach “sneaky STEM” and laughs with equal mischief and delight when she speaks about the campers learning “subversively.” The informal environment of a camp grants the freedom to experiment in a way that might be challenging in formal school settings. “Standardized tests limit a teachers’ ability to creatively engage the student,” said Gardner. “I don’t know how many times I’ve heard teachers complain that they have to teach to the test.”\u003c/p>\n\u003cp>\u003cstrong>Intergenerational and Inclusive\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the constant menace of monsters and zombies, testimonials from the intergenerational campers repeatedly express a sense of acceptance, inclusion and belonging. The camp brings together a range of ages from 7 years old and upward, but unlike the age silos in schools, all age groups interact in an atmosphere of collaboration and mentorship. Like more traditional summer camps, older campers can become CITs, which is when they get to wear the monster costumes. Although the camp was about 70 percent boys at its inception, Guard Up has formed partnerships, offered scholarships, and targeted promotion to substantially increase its female population. “The counselors make a big effort to not differentiate between genders, “said one 16-year-old camper. “They refer to everyone as heroes. No one cares -- just be you.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Surprising Explanation For Why Some Immigrants Excel In Science",
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"content": "\u003cp>Seventeen-year-old Indrani Das just won the top high school science prize in the country. Das, who lives in Oradell, N.J., took home $250,000 from the former Intel Science Talent Search, now the Regeneron Science Talent Search, for her study of brain injuries and neuron damage. In her spare time, she's already working with patients as a certified EMT.\u003c/p>\n\u003cp>In last year's contest, according to one study, \u003ca href=\"http://www.teenvogue.com/story/83-percent-top-high-school-science-students-parents-immigrants\" target=\"_blank\">more than 80 percent of finalists were, like Das, the children of immigrants\u003c/a>. As the \u003cem>\u003ca href=\"http://timesofindia.indiatimes.com/nri/us-canada-news/indian-american-teen-wins-top-science-award-worth-250000/articleshow/57673063.cms\" target=\"_blank\">Times of India\u003c/a> \u003c/em>pointed out, Das, a Jersey girl whose parents were born in Kolkata, was one of five Indian Americans among the competition's top ten finishers.\u003c/p>\n\u003cp>What is it that spurs so many people with foreign roots to excel in science, technology, engineering and math, or STEM disciplines? The cultural stereotype is broad; it sweeps in both immigrants and their children from many different parts of the world.\u003c/p>\n\u003cp>Some invoke tropes like that of the \u003ca href=\"http://www.npr.org/2011/01/11/132833376/tiger-mothers-raising-children-the-chinese-way\">\"Tiger Mother,\"\u003c/a> for an explanation.\u003c/p>\n\u003cp>Not Marcos Rangel. For a new study \u003ca href=\"https://www.springerprofessional.de/en/economic-assimilation-and-skill-acquisition-evidence-from-the-oc/12152080\">published in the journal \u003cem>Demography\u003c/em>\u003c/a>, Rangel, an economist at Duke University, and his co-author, Marigee Bacolod of the U.S. Naval Postgraduate School, looked at U.S. Census data for young adults who arrived in the United States before age 18. The data covers in detail the relative skills required for different occupations, such as physical strength, communication skills, social skills, math and reasoning. For those who went to college, they were also able to see what major they chose.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What's unique about this study is that Bacolod and Rangel subdivided the immigrants in two ways. First, whether they arrived in early childhood, before age 10. Second, whether their native language was linguistically close to English — say, German — or less similar — say, Vietnamese. Most linguists agree that these two factors have a dramatic impact on someone's chances of becoming perfectly fluent in a second language.\u003c/p>\n\u003cp>Immigrants in general, he found, were markedly more likely to choose jobs that require physical strength. This may reflect barriers to accessing higher education. However, they were also relatively more likely to choose jobs that require math and logic or social and emotional skills rather than relying on communication skills. And among the subset of immigrants who attended college, the ones who arrived later and from more linguistically distinct places — think the Vietnamese teen, not the German toddler — were many times more likely to major in a STEM field.\u003c/p>\n\u003cp>\"If it were just as easy for me to write with my left hand as with my right, I would be using both. But no, I specialize,\" Rangel says. In the same way, academically motivated students who have to play catch-up in English class may prefer to zoom ahead in the universal language of mathematics.\u003c/p>\n\u003cp>Rangel, who came here from Brazil as a young father, has seen this dynamic play out in his own family. \"The younger one, who went to Pre-K in English, is different from my kid who came at five already reading Portuguese,\" he says. The older one is more inclined toward math.\u003c/p>\n\u003cp>To be clear, Rangel doesn't discount the notion that cultural values may also influence immigrants' career choices, or those of their children for that matter.\u003c/p>\n\u003cp>But he is out to tell a more nuanced story — \"a movie, not just a photograph,\" he says — of how people develop different skills and talents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Das exemplifies this nuance. A former \u003ca href=\"http://archive.northjersey.com/news/education/oradell-girl-is-north-jersey-spelling-bee-champ-1.552242\" target=\"_blank\">spelling bee champion\u003c/a> as well as a science whiz, she told one newspaper that \u003ca href=\"http://www.financialexpress.com/india-news/rebellion-led-indian-american-teen-indrani-das-to-250000-science-prize/602756/\" target=\"_blank\">she sought out medicine \u003c/a>as a kind of rebellion after her parents tried to discourage her from the field.\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+Surprising+Explanation+For+Why+Some+Immigrants+Excel+In+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Seventeen-year-old Indrani Das just won the top high school science prize in the country. Das, who lives in Oradell, N.J., took home $250,000 from the former Intel Science Talent Search, now the Regeneron Science Talent Search, for her study of brain injuries and neuron damage. In her spare time, she's already working with patients as a certified EMT.\u003c/p>\n\u003cp>In last year's contest, according to one study, \u003ca href=\"http://www.teenvogue.com/story/83-percent-top-high-school-science-students-parents-immigrants\" target=\"_blank\">more than 80 percent of finalists were, like Das, the children of immigrants\u003c/a>. As the \u003cem>\u003ca href=\"http://timesofindia.indiatimes.com/nri/us-canada-news/indian-american-teen-wins-top-science-award-worth-250000/articleshow/57673063.cms\" target=\"_blank\">Times of India\u003c/a> \u003c/em>pointed out, Das, a Jersey girl whose parents were born in Kolkata, was one of five Indian Americans among the competition's top ten finishers.\u003c/p>\n\u003cp>What is it that spurs so many people with foreign roots to excel in science, technology, engineering and math, or STEM disciplines? The cultural stereotype is broad; it sweeps in both immigrants and their children from many different parts of the world.\u003c/p>\n\u003cp>Some invoke tropes like that of the \u003ca href=\"http://www.npr.org/2011/01/11/132833376/tiger-mothers-raising-children-the-chinese-way\">\"Tiger Mother,\"\u003c/a> for an explanation.\u003c/p>\n\u003cp>Not Marcos Rangel. For a new study \u003ca href=\"https://www.springerprofessional.de/en/economic-assimilation-and-skill-acquisition-evidence-from-the-oc/12152080\">published in the journal \u003cem>Demography\u003c/em>\u003c/a>, Rangel, an economist at Duke University, and his co-author, Marigee Bacolod of the U.S. Naval Postgraduate School, looked at U.S. Census data for young adults who arrived in the United States before age 18. The data covers in detail the relative skills required for different occupations, such as physical strength, communication skills, social skills, math and reasoning. For those who went to college, they were also able to see what major they chose.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What's unique about this study is that Bacolod and Rangel subdivided the immigrants in two ways. First, whether they arrived in early childhood, before age 10. Second, whether their native language was linguistically close to English — say, German — or less similar — say, Vietnamese. Most linguists agree that these two factors have a dramatic impact on someone's chances of becoming perfectly fluent in a second language.\u003c/p>\n\u003cp>Immigrants in general, he found, were markedly more likely to choose jobs that require physical strength. This may reflect barriers to accessing higher education. However, they were also relatively more likely to choose jobs that require math and logic or social and emotional skills rather than relying on communication skills. And among the subset of immigrants who attended college, the ones who arrived later and from more linguistically distinct places — think the Vietnamese teen, not the German toddler — were many times more likely to major in a STEM field.\u003c/p>\n\u003cp>\"If it were just as easy for me to write with my left hand as with my right, I would be using both. But no, I specialize,\" Rangel says. In the same way, academically motivated students who have to play catch-up in English class may prefer to zoom ahead in the universal language of mathematics.\u003c/p>\n\u003cp>Rangel, who came here from Brazil as a young father, has seen this dynamic play out in his own family. \"The younger one, who went to Pre-K in English, is different from my kid who came at five already reading Portuguese,\" he says. The older one is more inclined toward math.\u003c/p>\n\u003cp>To be clear, Rangel doesn't discount the notion that cultural values may also influence immigrants' career choices, or those of their children for that matter.\u003c/p>\n\u003cp>But he is out to tell a more nuanced story — \"a movie, not just a photograph,\" he says — of how people develop different skills and talents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Das exemplifies this nuance. A former \u003ca href=\"http://archive.northjersey.com/news/education/oradell-girl-is-north-jersey-spelling-bee-champ-1.552242\" target=\"_blank\">spelling bee champion\u003c/a> as well as a science whiz, she told one newspaper that \u003ca href=\"http://www.financialexpress.com/india-news/rebellion-led-indian-american-teen-indrani-das-to-250000-science-prize/602756/\" target=\"_blank\">she sought out medicine \u003c/a>as a kind of rebellion after her parents tried to discourage her from the field.\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+Surprising+Explanation+For+Why+Some+Immigrants+Excel+In+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's a little after 8 a.m. at Wakefield High School in Arlington, Va., and Michelle Harris' AP Environmental Science class is getting right to it.\u003c/p>\n\u003cp>\"All right, you guys got your brackets out?\" Harris asks.\u003c/p>\n\u003cp>The class of mostly juniors and seniors ruffle through folders and pull out pieces of paper with brackets — 64 slots, four quadrants, and one central box to predict the championship. But there's something a little different about these brackets ...\u003c/p>\n\u003cp>\"We're going to jump down to the fourth-seeded spider monkey against the 12th-seeded antelope squirrel,\" Harris says.\u003c/p>\n\u003cp>\"Spider monkey better win!\" one student shouts from the back of the class.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is March \u003cem>Mammal\u003c/em> Madness: Round 2. It's a competition that has been playing out online and in hundreds of classrooms over the past month. Real animals wage fictional battles, while students use science — a lot of it — to try to predict the winner.\u003c/p>\n\u003cp>March Mammal Madness was \u003ca href=\"http://mammalssuck.blogspot.com/2017/02/dont-call-it-is-comeback-weve-been-here.html\" target=\"_blank\">created five years ago by Katie Hinde\u003c/a>, an evolutionary biologist at Arizona State University, though now, she says, the competition depends on a whole team of volunteer scientists and conservationists: biologists, animal behaviorists, paleoanthropologists, marine biologists.\u003c/p>\n\u003cp>Hinde's team meets every year for a Selection Sunday of its own. Team members pick the animals that will compete and even decide who will win, though they keep it a secret. That's because a whole lot of research has to be done.\u003c/p>\n\u003cp>Each scientist is assigned a specific battle, then studies up and writes a battle story based on facts.\u003c/p>\n\u003cp>\"Then the battles are live-tweeted as a dynamic, play-by-play story, much like someone would watch a basketball game,\" Hinde says.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/Mammals_Suck?lang=en\" target=\"_blank\">Those tweets link to scientific articles\u003c/a>, videos, photos, fossil records — whatever the team can use to drop knowledge into the story. That's why so many teachers, including Michelle Harris, have begun using the brackets in class.\u003c/p>\n\u003cp>As in basketball, there are plenty of upsets and broken hearts — like the time a snow leopard and a flying squirrel faced off in the rain forest. The snow leopard overheated and lost. Or the time tourists used their human junk food to lure an adorable quokka off the playing field.\u003c/p>\n\u003cp>\"Sometimes animals can displace one another. Sometimes animals can hide, animals can run away. Sometimes they get eaten. Sometimes they actually engage in contact aggression,\" Hinde says.\u003c/p>\n\u003cp>It's a little ridiculous, but she says the point is to have fun while also creating a learning opportunity.\u003c/p>\n\u003cp>\"We really try to showcase animals that people might never have heard of,\" she says. \"Like dhole and bandicoot and binturong and babirusa.\"\u003c/p>\n\u003cp>At Wakefield High, Michelle Harris is going over the tweets from one of the previous night's battles: the No. 6 seed tiger versus the No. 3 seed leopard seal.\u003c/p>\n\u003cp>\"And apparently we need to bundle up,\" she tells the class, \"because we're headed to the vast coastal ice flows of Antarctica!\"\u003c/p>\n\u003cp>Near the back of the class, senior Jordan Simpson giggles with Tiara Jones, both looking at a computer screen. They've Googled the bilby, a tiny Australian marsupial with big, rabbitlike ears. Simpson says she picked it to go all the way.\u003c/p>\n\u003cp>\"I thought it was cute,\" she says with a laugh. \"I knew it had no chance, but I thought I'd give it a shot.\"\u003c/p>\n\u003cp>Jones bursts out laughing. The bilby was ousted in the first round by a Tibetan sand fox.\u003c/p>\n\u003cp>Harris says those fits of giggles are a big reason she uses the bracket in class.\u003c/p>\n\u003cp>\"This time of year can be a little stressful as we're leading up to AP exams, so it's nice to have a little bit of fun along the way,\" she says.\u003c/p>\n\u003cp>That's Hinde's ultimate goal, too — to make science fun.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I think it's a chance to return to that time when science was all about the imagination and the wonder at the natural world,\" she says. \"Science is narrative, and that is incredibly salient to the human mind.\"\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+New+Kind+Of+March+Madness+Hits+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's a little after 8 a.m. at Wakefield High School in Arlington, Va., and Michelle Harris' AP Environmental Science class is getting right to it.\u003c/p>\n\u003cp>\"All right, you guys got your brackets out?\" Harris asks.\u003c/p>\n\u003cp>The class of mostly juniors and seniors ruffle through folders and pull out pieces of paper with brackets — 64 slots, four quadrants, and one central box to predict the championship. But there's something a little different about these brackets ...\u003c/p>\n\u003cp>\"We're going to jump down to the fourth-seeded spider monkey against the 12th-seeded antelope squirrel,\" Harris says.\u003c/p>\n\u003cp>\"Spider monkey better win!\" one student shouts from the back of the class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is March \u003cem>Mammal\u003c/em> Madness: Round 2. It's a competition that has been playing out online and in hundreds of classrooms over the past month. Real animals wage fictional battles, while students use science — a lot of it — to try to predict the winner.\u003c/p>\n\u003cp>March Mammal Madness was \u003ca href=\"http://mammalssuck.blogspot.com/2017/02/dont-call-it-is-comeback-weve-been-here.html\" target=\"_blank\">created five years ago by Katie Hinde\u003c/a>, an evolutionary biologist at Arizona State University, though now, she says, the competition depends on a whole team of volunteer scientists and conservationists: biologists, animal behaviorists, paleoanthropologists, marine biologists.\u003c/p>\n\u003cp>Hinde's team meets every year for a Selection Sunday of its own. Team members pick the animals that will compete and even decide who will win, though they keep it a secret. That's because a whole lot of research has to be done.\u003c/p>\n\u003cp>Each scientist is assigned a specific battle, then studies up and writes a battle story based on facts.\u003c/p>\n\u003cp>\"Then the battles are live-tweeted as a dynamic, play-by-play story, much like someone would watch a basketball game,\" Hinde says.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/Mammals_Suck?lang=en\" target=\"_blank\">Those tweets link to scientific articles\u003c/a>, videos, photos, fossil records — whatever the team can use to drop knowledge into the story. That's why so many teachers, including Michelle Harris, have begun using the brackets in class.\u003c/p>\n\u003cp>As in basketball, there are plenty of upsets and broken hearts — like the time a snow leopard and a flying squirrel faced off in the rain forest. The snow leopard overheated and lost. Or the time tourists used their human junk food to lure an adorable quokka off the playing field.\u003c/p>\n\u003cp>\"Sometimes animals can displace one another. Sometimes animals can hide, animals can run away. Sometimes they get eaten. Sometimes they actually engage in contact aggression,\" Hinde says.\u003c/p>\n\u003cp>It's a little ridiculous, but she says the point is to have fun while also creating a learning opportunity.\u003c/p>\n\u003cp>\"We really try to showcase animals that people might never have heard of,\" she says. \"Like dhole and bandicoot and binturong and babirusa.\"\u003c/p>\n\u003cp>At Wakefield High, Michelle Harris is going over the tweets from one of the previous night's battles: the No. 6 seed tiger versus the No. 3 seed leopard seal.\u003c/p>\n\u003cp>\"And apparently we need to bundle up,\" she tells the class, \"because we're headed to the vast coastal ice flows of Antarctica!\"\u003c/p>\n\u003cp>Near the back of the class, senior Jordan Simpson giggles with Tiara Jones, both looking at a computer screen. They've Googled the bilby, a tiny Australian marsupial with big, rabbitlike ears. Simpson says she picked it to go all the way.\u003c/p>\n\u003cp>\"I thought it was cute,\" she says with a laugh. \"I knew it had no chance, but I thought I'd give it a shot.\"\u003c/p>\n\u003cp>Jones bursts out laughing. The bilby was ousted in the first round by a Tibetan sand fox.\u003c/p>\n\u003cp>Harris says those fits of giggles are a big reason she uses the bracket in class.\u003c/p>\n\u003cp>\"This time of year can be a little stressful as we're leading up to AP exams, so it's nice to have a little bit of fun along the way,\" she says.\u003c/p>\n\u003cp>That's Hinde's ultimate goal, too — to make science fun.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I think it's a chance to return to that time when science was all about the imagination and the wonder at the natural world,\" she says. \"Science is narrative, and that is incredibly salient to the human mind.\"\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+New+Kind+Of+March+Madness+Hits+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Kids Who Suffer Hunger In First Years Lag Behind Their Peers In School",
"title": "Kids Who Suffer Hunger In First Years Lag Behind Their Peers In School",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Growing up in a hungry household in the first couple of years of life can hurt how well a child performs in school years later, according to a new study.\u003c/p>\n\u003cp>An estimated 13.1 million children live in homes with insufficient food, \u003ca href=\"https://www.ers.usda.gov/webdocs/publications/err215/err-215.pdf?v=42636\">according to the most recent figures from the U.S. Department of Agriculture\u003c/a>.\u003c/p>\n\u003cp>Many of those children experience hunger during their first few years of life, or their parents are hungry and stressed out about food during those years – the most crucial time for a child's development.\u003c/p>\n\u003cp>The new study, published in the latest issue of the journal \u003cem>Child Development\u003c/em>, suggests that such early experience of hunger in the family is likely to make those children less ready for kindergarten than their classmates who came from homes with enough to eat. It shows that kids who experienced food insecurity in their first five years of life are more likely to be lagging behind in social, emotional and to some degree, cognitive skills when they begin kindergarten.\u003c/p>\n\u003cp>And many previous studies have shown \"that kids who enter the kindergarten door behind, tend to stay behind. They do not catch up,\" says \u003ca href=\"http://explore.georgetown.edu/people/johnsoad/\">Anna Johnson\u003c/a>, a psychologist and an author of the new study.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Johnson and her colleague used data from an older study by the U.S. Department of Education conducted between 2000 and 2006, which followed about 10,700 children born in low-income households in 2000. It surveyed the parents of these children on various aspects of their lives, including the quantity and quality of food in their households.\u003c/p>\n\u003cp>Johnson says surveyors asked parents a range of questions that are part of a standardized USDA measure for food security, like, \"In the last 12 months, did you worry your food would run out before you could buy more? In the last 12 months, could you afford to eat balanced meals? In the last 12 months, were you ever hungry because there wasn't enough food?\"\u003c/p>\n\u003cp>The surveyors collected the data at different time points in the children's lives: When they were 9 months old, 2 years old and when they were in preschool. When the children started kindergarten, the scientists tested the kids on their math and reading skills (a measure of their cognitive development). They also worked with the kids' teachers to assess their ability to pay attention in class, their tendencies to throw tantrums or be hyperactive, and their eagerness to learn (all measures for emotional and social skills).\u003c/p>\n\u003cp>Analyzing this data, Johnson found that early experience of high levels of hunger in the household strongly correlated with poor performance in kindergarten. And the younger the children were when the family struggled with hunger, the stronger the effect on their performance once they started school.\u003c/p>\n\u003cp>In other words, Johnson says, \"When children were 9 months old, those who experienced food insecurity were more likely five years later, in kindergarten, to have lower reading and math scores than similar low-income 9-month-olds who didn't experience food insecurity.\" They were also more likely to be hyperactive and throw tantrums in the classroom.\u003c/p>\n\u003cp>Growing up in a hungry family at age 2 had a similarly strong negative effect on children's social, emotional and cognitive abilities in kindergarten. Hunger experienced at preschool also seemed to affect reading scores and how the children approached learning, but the overall effects were weaker than food deprivation at earlier ages.\u003c/p>\n\u003cp>\"Preschoolers at least are getting some access to food in their preschool classrooms if they go to preschools, or their child care centers,\" says Johnson. Little babies and toddlers, on the other hand, don't have this option.\u003c/p>\n\u003cp>However, these effects aren't necessarily because the children themselves went hungry. They could also be an indirect result of parents being hungry, which also affects a child's development, says Johnson.\u003c/p>\n\u003cp>Previous research shows that when parents are hungry, they tend to \"be irritable, harsh and impatient with their children,\" she says. They can also be distracted or depressed. And irritable, distracted and depressed parents engage less with their children.\u003c/p>\n\u003cp>\"They're not playing games with the children, they're not getting down to their levels and playing a puzzle and talking about colors, or holding the child in their lap and tickling their feet and singing songs to them,\" she says. \"All of these things we know to be important for supporting early [brain] development.\"\u003c/p>\n\u003cp>\"The findings from the study weren't surprising, in the sense that they're consistent with previous research,\" says \u003ca href=\"http://profiles.bu.edu/display/151345\">John Cook\u003c/a>, the lead scientist at Boston Medical Center's Children's Health Watch, a research group that monitors the effects of economic condition and public policies on the health of very young kids. A growing number of studies in neuroscience and social science show that hunger experienced early in life can have serious consequences for a child's development.\u003c/p>\n\u003cp>Cook says the strength of the new study is in showing how hunger during specific times in infancy and early childhood can result in subtle but significant differences in learning abilities later in childhood.\u003c/p>\n\u003cp>\"It really highlights the range of effects that food insecurity can have on a child's readiness to learn, which then sets the tone for their academic attainment, essentially for the rest of their school years,\" Cook says.\u003c/p>\n\u003cp>The findings further reinforce the importance of food assistance programs like SNAP, the federal Supplemental Nutrition Assistance Program, also known as food stamps, and the \u003ca href=\"https://www.fns.usda.gov/wic/women-infants-and-children-wic\">Women, Infants and Children (WIC) Food and Nutrition Service\u003c/a>, says Cook. \"Those programs have been proven to be very effective in proving both the food security and the health of school children and enabling them to go to school ready to learn,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And making sure kids get enough to eat pays societal dividends in the long run, he says, because hunger experienced early in life can really set the trajectory for a child's \"ability to compete in the workforce and to earn enough to be a fully functional member of society.\"\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=Kids+Who+Suffer+Hunger+In+First+Years+Lag+Behind+Their+Peers+In+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "When infants and young kids grow up in homes without enough to eat, they're more likely to perform poorly in kindergarten, a study shows. The younger they experienced hunger, the stronger the effect.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Growing up in a hungry household in the first couple of years of life can hurt how well a child performs in school years later, according to a new study.\u003c/p>\n\u003cp>An estimated 13.1 million children live in homes with insufficient food, \u003ca href=\"https://www.ers.usda.gov/webdocs/publications/err215/err-215.pdf?v=42636\">according to the most recent figures from the U.S. Department of Agriculture\u003c/a>.\u003c/p>\n\u003cp>Many of those children experience hunger during their first few years of life, or their parents are hungry and stressed out about food during those years – the most crucial time for a child's development.\u003c/p>\n\u003cp>The new study, published in the latest issue of the journal \u003cem>Child Development\u003c/em>, suggests that such early experience of hunger in the family is likely to make those children less ready for kindergarten than their classmates who came from homes with enough to eat. It shows that kids who experienced food insecurity in their first five years of life are more likely to be lagging behind in social, emotional and to some degree, cognitive skills when they begin kindergarten.\u003c/p>\n\u003cp>And many previous studies have shown \"that kids who enter the kindergarten door behind, tend to stay behind. They do not catch up,\" says \u003ca href=\"http://explore.georgetown.edu/people/johnsoad/\">Anna Johnson\u003c/a>, a psychologist and an author of the new study.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Johnson and her colleague used data from an older study by the U.S. Department of Education conducted between 2000 and 2006, which followed about 10,700 children born in low-income households in 2000. It surveyed the parents of these children on various aspects of their lives, including the quantity and quality of food in their households.\u003c/p>\n\u003cp>Johnson says surveyors asked parents a range of questions that are part of a standardized USDA measure for food security, like, \"In the last 12 months, did you worry your food would run out before you could buy more? In the last 12 months, could you afford to eat balanced meals? In the last 12 months, were you ever hungry because there wasn't enough food?\"\u003c/p>\n\u003cp>The surveyors collected the data at different time points in the children's lives: When they were 9 months old, 2 years old and when they were in preschool. When the children started kindergarten, the scientists tested the kids on their math and reading skills (a measure of their cognitive development). They also worked with the kids' teachers to assess their ability to pay attention in class, their tendencies to throw tantrums or be hyperactive, and their eagerness to learn (all measures for emotional and social skills).\u003c/p>\n\u003cp>Analyzing this data, Johnson found that early experience of high levels of hunger in the household strongly correlated with poor performance in kindergarten. And the younger the children were when the family struggled with hunger, the stronger the effect on their performance once they started school.\u003c/p>\n\u003cp>In other words, Johnson says, \"When children were 9 months old, those who experienced food insecurity were more likely five years later, in kindergarten, to have lower reading and math scores than similar low-income 9-month-olds who didn't experience food insecurity.\" They were also more likely to be hyperactive and throw tantrums in the classroom.\u003c/p>\n\u003cp>Growing up in a hungry family at age 2 had a similarly strong negative effect on children's social, emotional and cognitive abilities in kindergarten. Hunger experienced at preschool also seemed to affect reading scores and how the children approached learning, but the overall effects were weaker than food deprivation at earlier ages.\u003c/p>\n\u003cp>\"Preschoolers at least are getting some access to food in their preschool classrooms if they go to preschools, or their child care centers,\" says Johnson. Little babies and toddlers, on the other hand, don't have this option.\u003c/p>\n\u003cp>However, these effects aren't necessarily because the children themselves went hungry. They could also be an indirect result of parents being hungry, which also affects a child's development, says Johnson.\u003c/p>\n\u003cp>Previous research shows that when parents are hungry, they tend to \"be irritable, harsh and impatient with their children,\" she says. They can also be distracted or depressed. And irritable, distracted and depressed parents engage less with their children.\u003c/p>\n\u003cp>\"They're not playing games with the children, they're not getting down to their levels and playing a puzzle and talking about colors, or holding the child in their lap and tickling their feet and singing songs to them,\" she says. \"All of these things we know to be important for supporting early [brain] development.\"\u003c/p>\n\u003cp>\"The findings from the study weren't surprising, in the sense that they're consistent with previous research,\" says \u003ca href=\"http://profiles.bu.edu/display/151345\">John Cook\u003c/a>, the lead scientist at Boston Medical Center's Children's Health Watch, a research group that monitors the effects of economic condition and public policies on the health of very young kids. A growing number of studies in neuroscience and social science show that hunger experienced early in life can have serious consequences for a child's development.\u003c/p>\n\u003cp>Cook says the strength of the new study is in showing how hunger during specific times in infancy and early childhood can result in subtle but significant differences in learning abilities later in childhood.\u003c/p>\n\u003cp>\"It really highlights the range of effects that food insecurity can have on a child's readiness to learn, which then sets the tone for their academic attainment, essentially for the rest of their school years,\" Cook says.\u003c/p>\n\u003cp>The findings further reinforce the importance of food assistance programs like SNAP, the federal Supplemental Nutrition Assistance Program, also known as food stamps, and the \u003ca href=\"https://www.fns.usda.gov/wic/women-infants-and-children-wic\">Women, Infants and Children (WIC) Food and Nutrition Service\u003c/a>, says Cook. \"Those programs have been proven to be very effective in proving both the food security and the health of school children and enabling them to go to school ready to learn,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And making sure kids get enough to eat pays societal dividends in the long run, he says, because hunger experienced early in life can really set the trajectory for a child's \"ability to compete in the workforce and to earn enough to be a fully functional member of society.\"\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=Kids+Who+Suffer+Hunger+In+First+Years+Lag+Behind+Their+Peers+In+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Educators often look for classroom inspiration from instructional strategies that “work,” focusing on how many students improved based on a given strategy. While that’s important and helpful, focusing only on how a strategy works, without examining why it didn’t work for some learners, is a missed opportunity. Examining the conditions when a strategy is ineffective or unintentionally misleads students doesn’t necessarily mean teachers should abandon that strategy altogether, but it does help them plan ahead for how it might backfire.\u003c/p>\n\u003cp>“What seems to be a great way to learn for the teachers, the students, the instructional designers is often a great way to learn,” said \u003ca href=\"https://ed.stanford.edu/faculty/danls\" target=\"_blank\" rel=\"noopener noreferrer\">Daniel Schwartz\u003c/a>, dean of Stanford’s Graduate School of Education, at the \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain\u003c/a> conference in San Francisco. “But sometimes it’s a horrible way to learn.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'The scientists can give you certain laws about learning, but they can't put it together into instruction.'\u003ccite>Dan Schwartz, Dean of Stanford Graduate School of Education\u003c/cite>\u003c/aside>\n\u003cp>There are many examples in education of ideas implemented as though they were gospel backfiring because educators lost sight of the nuances. Rewards are a commonly misapplied tool in education, for example. Simple behavior theory predicts that rewards produce more of a desired behavior, while punishments yield less undesirable behavior. But a \u003ca href=\"https://psycnet.apa.org/record/1974-10497-001\" target=\"_blank\" rel=\"noopener noreferrer\">famous study by Mark Lepper, David Greene and Richard Nisbett\u003c/a> found that misapplied rewards can have disastrous consequences for intrinsic motivation.\u003c/p>\n\u003cp>For their study, Lepper, Greene and Nisbett first observed a preschool classroom for baseline observations and found that drawing was one of the most popular activities. They wanted to test intrinsic versus extrinsic rewards, so they put out felt-tipped markers (a big treat) at the art table and told one group of students that if they chose drawing during free play time they would get a certificate with a gold seal on it. A second group was not told about the reward, but after making art they received one. The third group was neither told about the rewards nor received one. After a week or two, the researchers again put out the felt-tipped markers and observed from behind a one-way mirror what activities the children chose to play with on their own.\u003c/p>\n\u003cp>Children in the reward condition chose to draw much less during a three-hour play period than either of the other two conditions. What happened? “The [certificate] replaced the satisfaction of drawing,” Schwartz said. “When there was no more reward, the kids didn’t want to draw.” And, interestingly, when kids were being rewarded for their drawings, they produced less creative work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another example is the commonly believed notion that treating each case as unique is a good problem-solving strategy. But this, too, can be misapplied. “Sometimes you design instruction that leads students to inadvertently do the wrong thing,” Schwartz said.\u003c/p>\n\u003cp>In \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/04/Seeking-the-General-Explanation-Offprint-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">one study\u003c/a> done with college undergraduates, physics students were learning about how magnets affect electric current. They were given three cases of how a magnet interacted with a lightbulb attached to a wire loop. In Case A, the magnet moved right and the lightbulb lit up. In Case B, the magnet moved up and the lightbulb did not light up. In Case C, the magnet was flipped and the light went on.\u003c/p>\n\u003cp>Students were asked to come up with one account that could explain all three cases. They were placed in two groups, one of which was asked to use the “Predict-Observe-Explain” (POE) strategy, common in science education. This is a difficult problem and only about 30 percent of the control group got the correct answer: the lightbulb lights up with a change to the x-vector of the magnetic field. However, only one student was able to get the right answer in the POE group.\u003c/p>\n\u003cp>The researchers found that when students used POE, they treated each case as separate and weren’t looking for patterns across the cases. Schwartz said another way the each-case-is-unique idea can go wrong is when students are doing problem sets. They often treat each problem separately, instead of thinking about how they relate.\u003c/p>\n\u003cp>This is an example of what Schwartz calls a “learning frailty,” or things students are likely to do and that teachers can predict and plan to circumvent. To do this, teachers often have to explicitly tell students what the frailty is and advise them not to give into it. “You have to address what you want them to do, but also what you don’t want them to do,” Schwartz said.\u003c/p>\n\u003cp>\u003cstrong>INVESTIGATING LEARNING FRAILTIES\u003c/strong>\u003c/p>\n\u003cp>Schwartz wanted to know whether he could teach students to seek constructive feedback and to explore a space before prematurely settling on an idea, both strategies found to improve learning. He inserted an intervention into the setup of design thinking activities that 200 sixth-graders were doing in math, social studies and science. Students went through a design cycle where they were told to explore materials and ideas, generate solutions, create prototypes and reflect on the process.\u003c/p>\n\u003cp>One group was told that at each stage of the design process, they should seek constructive criticism on their idea. They were also told to avoid the learning frailty, “we like to hear what we have done well,” in favor of criticism that would help them improve. The other half were told that at each stage of the design process they should resist the temptation to settle on the first idea (the learning frailty), and instead to try multiple ideas before picking one.\u003c/p>\n\u003cp>Measuring whether these interventions taught the students to use the strategy on their own was tricky because Schwartz and his team were interested in whether students would recognize the value in the strategy and choose to use it on their own when they weren’t explicitly told to do so. They needed a way to measure choice, not knowledge, so they chose a game format.\u003c/p>\n\u003cfigure id=\"attachment_47716\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://aaalab.stanford.edu/research/new-models-of-assessment/choice-based-assessments/\">\u003cimg class=\"size-large wp-image-47716\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png\" alt=\"Screenshot from Schwartz' feedback game. Students could choose to either hear positive or negative feedback on their posters.\" width=\"640\" height=\"412\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-800x515.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-768x494.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-960x617.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-240x154.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-375x241.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-520x334.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot.png 1121w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screen shot from Schwartz's feedback game. Students could choose to either hear positive or negative feedback on their posters. \u003ccite>(Courtesy Dan Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The seeking-criticism group played a game in which they are hired to make posters for booths at a school fair. The game offers various tools kids can use to create the posters, and then students present their first draft to a focus group of animals that provide feedback that includes praise as well as constructive criticism. Students read the feedback, make changes to the poster, and then see how many tickets they sold. Researchers were looking for \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/08/4091-19508-1-PB.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">how often students chose to hear more feedback\u003c/a> from the focus group and made changes to their posters as part of their process.\u003c/p>\n\u003cp>“The more feedback you choose in this game, the more likely you do well on the California standardized tests,” Schwartz said. He also found that lower-achieving kids weren’t using this strategy before the intervention, but after the design thinking project they recognized its power and did use the strategy more. Kids who were already high achievers were already using this strategy, so it didn’t make much difference.\u003c/p>\n\u003cp>Similarly, Schwartz designed a game for the group that was asked to design in parallel instead of choosing the first idea they had. In the game, students are photographers with a variety of settings on their cameras. The game measured how many different camera settings students tried before settling on their final version. And, once again, kids who had not previously used the “exploring the space” strategy did improve.\u003c/p>\n\u003cp>“You want to teach students what to do and what to avoid. And acknowledge why you’d want to avoid it,” Schwartz said. Another common learning frailty is to do the thing that takes the least time. Teachers can try to circumvent the frailty by explaining why a better strategy, while more time-consuming, will pay off in the end.\u003c/p>\n\u003cp>Schwartz is wary of anyone who says teachers should never lecture, or never give rewards because it is “bad pedagogy.” “The key here is understanding that these instructional moves are good. You just have to figure out when,” Schwartz said. Rewards work well to incentivize something students don’t like to do, but educators have to be careful about unintentionally reinforcing the idea that whatever is being rewarded is work and therefore not fun.\u003c/p>\n\u003cp>Similarly, some educators argue that telling students information is wrong or anti-constructivist, but there is a time and a place for telling students information, a relatively efficient way to transfer knowledge. Schwartz and Bransford \u003ca href=\"http://aaalab.stanford.edu/papers/time_for_telling.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">completed a study\u003c/a> in 1998 showing that when college students analyzed contrasting data sets from classic psychology experiments and then read a text or listened to a lecture about why those experiments were important to the development of psychology, they were more prepared to understand and contextualize the new information. The students were then better able to grasp the outcomes of a similar set of data a week later, as compared to students who had summarized the information before the lecture. The analyze-and-lecture condition also predicted more accurately than students in a condition who analyzed the data twice.\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES THIS MEAN FOR TEACHERS?\u003c/strong>\u003c/p>\n\u003cp>Ultimately, Schwartz’s warning about unintended consequences of instruction is a rallying cry for teacher professionalism. “The science points out what’s necessary; the trick is making instruction where that component sits in an environment that’s sufficient for learning,” Schwartz said. For example, scientists can prove that overwhelming students’ cognitive load is bad. But reduce cognitive load too much and students are bored. That’s why teachers are so important; they are the investigators carefully taking note of how different students respond to strategies in the classroom, and are constantly tweaking ideas to improve them.\u003c/p>\n\u003cp>“The scientists can give you certain laws about learning, but they can’t put it together into instruction,” Schwartz said. They understand the neuroscience, not how to translate it into a classroom environment. That’s why Schwartz believes the most important thing for good instruction is for the teacher to be an “adaptive expert,” someone who is constantly reflecting, and learning from what he or she has tried in the past. Adaptive experts have growth mindsets about their teaching, whereas “routine experts” get good at one way and repeat it over and over.\u003c/p>\n\u003cp>“You develop a great deal of expertise by designing instruction and looking at the outcomes of the instruction,” Schwartz said. “You as the teacher need to think about this as a creative endeavor.” Observing how students interpret a lesson and thinking through what learning frailties may have led them in the wrong direction is one way to try to avoid unintended consequences of instruction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This discussion of instruction misfiring may feel frustrating for educators looking for tried-and-true research-based strategies, but it also reaffirms the importance of educators’ expertise in the classroom. The one guideline Schwartz offers is that often when the rationale for an instructional strategy is to save time or be more efficient, the likelihood of an instructional backfire is high. Resorting to only telling students things, rewarding them for doing what you want them to do and oversimplifying are all ways this can happen.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators often look for classroom inspiration from instructional strategies that “work,” focusing on how many students improved based on a given strategy. While that’s important and helpful, focusing only on how a strategy works, without examining why it didn’t work for some learners, is a missed opportunity. Examining the conditions when a strategy is ineffective or unintentionally misleads students doesn’t necessarily mean teachers should abandon that strategy altogether, but it does help them plan ahead for how it might backfire.\u003c/p>\n\u003cp>“What seems to be a great way to learn for the teachers, the students, the instructional designers is often a great way to learn,” said \u003ca href=\"https://ed.stanford.edu/faculty/danls\" target=\"_blank\" rel=\"noopener noreferrer\">Daniel Schwartz\u003c/a>, dean of Stanford’s Graduate School of Education, at the \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain\u003c/a> conference in San Francisco. “But sometimes it’s a horrible way to learn.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'The scientists can give you certain laws about learning, but they can't put it together into instruction.'\u003ccite>Dan Schwartz, Dean of Stanford Graduate School of Education\u003c/cite>\u003c/aside>\n\u003cp>There are many examples in education of ideas implemented as though they were gospel backfiring because educators lost sight of the nuances. Rewards are a commonly misapplied tool in education, for example. Simple behavior theory predicts that rewards produce more of a desired behavior, while punishments yield less undesirable behavior. But a \u003ca href=\"https://psycnet.apa.org/record/1974-10497-001\" target=\"_blank\" rel=\"noopener noreferrer\">famous study by Mark Lepper, David Greene and Richard Nisbett\u003c/a> found that misapplied rewards can have disastrous consequences for intrinsic motivation.\u003c/p>\n\u003cp>For their study, Lepper, Greene and Nisbett first observed a preschool classroom for baseline observations and found that drawing was one of the most popular activities. They wanted to test intrinsic versus extrinsic rewards, so they put out felt-tipped markers (a big treat) at the art table and told one group of students that if they chose drawing during free play time they would get a certificate with a gold seal on it. A second group was not told about the reward, but after making art they received one. The third group was neither told about the rewards nor received one. After a week or two, the researchers again put out the felt-tipped markers and observed from behind a one-way mirror what activities the children chose to play with on their own.\u003c/p>\n\u003cp>Children in the reward condition chose to draw much less during a three-hour play period than either of the other two conditions. What happened? “The [certificate] replaced the satisfaction of drawing,” Schwartz said. “When there was no more reward, the kids didn’t want to draw.” And, interestingly, when kids were being rewarded for their drawings, they produced less creative work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another example is the commonly believed notion that treating each case as unique is a good problem-solving strategy. But this, too, can be misapplied. “Sometimes you design instruction that leads students to inadvertently do the wrong thing,” Schwartz said.\u003c/p>\n\u003cp>In \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/04/Seeking-the-General-Explanation-Offprint-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">one study\u003c/a> done with college undergraduates, physics students were learning about how magnets affect electric current. They were given three cases of how a magnet interacted with a lightbulb attached to a wire loop. In Case A, the magnet moved right and the lightbulb lit up. In Case B, the magnet moved up and the lightbulb did not light up. In Case C, the magnet was flipped and the light went on.\u003c/p>\n\u003cp>Students were asked to come up with one account that could explain all three cases. They were placed in two groups, one of which was asked to use the “Predict-Observe-Explain” (POE) strategy, common in science education. This is a difficult problem and only about 30 percent of the control group got the correct answer: the lightbulb lights up with a change to the x-vector of the magnetic field. However, only one student was able to get the right answer in the POE group.\u003c/p>\n\u003cp>The researchers found that when students used POE, they treated each case as separate and weren’t looking for patterns across the cases. Schwartz said another way the each-case-is-unique idea can go wrong is when students are doing problem sets. They often treat each problem separately, instead of thinking about how they relate.\u003c/p>\n\u003cp>This is an example of what Schwartz calls a “learning frailty,” or things students are likely to do and that teachers can predict and plan to circumvent. To do this, teachers often have to explicitly tell students what the frailty is and advise them not to give into it. “You have to address what you want them to do, but also what you don’t want them to do,” Schwartz said.\u003c/p>\n\u003cp>\u003cstrong>INVESTIGATING LEARNING FRAILTIES\u003c/strong>\u003c/p>\n\u003cp>Schwartz wanted to know whether he could teach students to seek constructive feedback and to explore a space before prematurely settling on an idea, both strategies found to improve learning. He inserted an intervention into the setup of design thinking activities that 200 sixth-graders were doing in math, social studies and science. Students went through a design cycle where they were told to explore materials and ideas, generate solutions, create prototypes and reflect on the process.\u003c/p>\n\u003cp>One group was told that at each stage of the design process, they should seek constructive criticism on their idea. They were also told to avoid the learning frailty, “we like to hear what we have done well,” in favor of criticism that would help them improve. The other half were told that at each stage of the design process they should resist the temptation to settle on the first idea (the learning frailty), and instead to try multiple ideas before picking one.\u003c/p>\n\u003cp>Measuring whether these interventions taught the students to use the strategy on their own was tricky because Schwartz and his team were interested in whether students would recognize the value in the strategy and choose to use it on their own when they weren’t explicitly told to do so. They needed a way to measure choice, not knowledge, so they chose a game format.\u003c/p>\n\u003cfigure id=\"attachment_47716\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://aaalab.stanford.edu/research/new-models-of-assessment/choice-based-assessments/\">\u003cimg class=\"size-large wp-image-47716\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png\" alt=\"Screenshot from Schwartz' feedback game. Students could choose to either hear positive or negative feedback on their posters.\" width=\"640\" height=\"412\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-800x515.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-768x494.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-960x617.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-240x154.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-375x241.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-520x334.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot.png 1121w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screen shot from Schwartz's feedback game. Students could choose to either hear positive or negative feedback on their posters. \u003ccite>(Courtesy Dan Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The seeking-criticism group played a game in which they are hired to make posters for booths at a school fair. The game offers various tools kids can use to create the posters, and then students present their first draft to a focus group of animals that provide feedback that includes praise as well as constructive criticism. Students read the feedback, make changes to the poster, and then see how many tickets they sold. Researchers were looking for \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/08/4091-19508-1-PB.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">how often students chose to hear more feedback\u003c/a> from the focus group and made changes to their posters as part of their process.\u003c/p>\n\u003cp>“The more feedback you choose in this game, the more likely you do well on the California standardized tests,” Schwartz said. He also found that lower-achieving kids weren’t using this strategy before the intervention, but after the design thinking project they recognized its power and did use the strategy more. Kids who were already high achievers were already using this strategy, so it didn’t make much difference.\u003c/p>\n\u003cp>Similarly, Schwartz designed a game for the group that was asked to design in parallel instead of choosing the first idea they had. In the game, students are photographers with a variety of settings on their cameras. The game measured how many different camera settings students tried before settling on their final version. And, once again, kids who had not previously used the “exploring the space” strategy did improve.\u003c/p>\n\u003cp>“You want to teach students what to do and what to avoid. And acknowledge why you’d want to avoid it,” Schwartz said. Another common learning frailty is to do the thing that takes the least time. Teachers can try to circumvent the frailty by explaining why a better strategy, while more time-consuming, will pay off in the end.\u003c/p>\n\u003cp>Schwartz is wary of anyone who says teachers should never lecture, or never give rewards because it is “bad pedagogy.” “The key here is understanding that these instructional moves are good. You just have to figure out when,” Schwartz said. Rewards work well to incentivize something students don’t like to do, but educators have to be careful about unintentionally reinforcing the idea that whatever is being rewarded is work and therefore not fun.\u003c/p>\n\u003cp>Similarly, some educators argue that telling students information is wrong or anti-constructivist, but there is a time and a place for telling students information, a relatively efficient way to transfer knowledge. Schwartz and Bransford \u003ca href=\"http://aaalab.stanford.edu/papers/time_for_telling.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">completed a study\u003c/a> in 1998 showing that when college students analyzed contrasting data sets from classic psychology experiments and then read a text or listened to a lecture about why those experiments were important to the development of psychology, they were more prepared to understand and contextualize the new information. The students were then better able to grasp the outcomes of a similar set of data a week later, as compared to students who had summarized the information before the lecture. The analyze-and-lecture condition also predicted more accurately than students in a condition who analyzed the data twice.\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES THIS MEAN FOR TEACHERS?\u003c/strong>\u003c/p>\n\u003cp>Ultimately, Schwartz’s warning about unintended consequences of instruction is a rallying cry for teacher professionalism. “The science points out what’s necessary; the trick is making instruction where that component sits in an environment that’s sufficient for learning,” Schwartz said. For example, scientists can prove that overwhelming students’ cognitive load is bad. But reduce cognitive load too much and students are bored. That’s why teachers are so important; they are the investigators carefully taking note of how different students respond to strategies in the classroom, and are constantly tweaking ideas to improve them.\u003c/p>\n\u003cp>“The scientists can give you certain laws about learning, but they can’t put it together into instruction,” Schwartz said. They understand the neuroscience, not how to translate it into a classroom environment. That’s why Schwartz believes the most important thing for good instruction is for the teacher to be an “adaptive expert,” someone who is constantly reflecting, and learning from what he or she has tried in the past. Adaptive experts have growth mindsets about their teaching, whereas “routine experts” get good at one way and repeat it over and over.\u003c/p>\n\u003cp>“You develop a great deal of expertise by designing instruction and looking at the outcomes of the instruction,” Schwartz said. “You as the teacher need to think about this as a creative endeavor.” Observing how students interpret a lesson and thinking through what learning frailties may have led them in the wrong direction is one way to try to avoid unintended consequences of instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This discussion of instruction misfiring may feel frustrating for educators looking for tried-and-true research-based strategies, but it also reaffirms the importance of educators’ expertise in the classroom. The one guideline Schwartz offers is that often when the rationale for an instructional strategy is to save time or be more efficient, the likelihood of an instructional backfire is high. Resorting to only telling students things, rewarding them for doing what you want them to do and oversimplifying are all ways this can happen.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Socioeconomic Diversity In Schools Helps All Students",
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"content": "\u003cp>\"Millions of poor, disadvantaged students are trapped in failing schools.\"\u003c/p>\n\u003cp>So said President Trump at the White House recently. It's a familiar lament across the political spectrum, so much so that you could almost give it its own acronym : PKTIFS (Poor Kids Trapped In Failing Schools).\u003c/p>\n\u003cp>Where there's no consensus, however, is on the proper remedy for PKTIFS.\u003c/p>\n\u003cp>The Obama administration's signature proposal was the School Improvement Grant. This was a $7 billion attempt to turn around struggling schools with some combination of replacing personnel, overhauling the curriculum, renewed teacher support and other practices.\u003c/p>\n\u003cp>It was one of the largest federal education grant programs ever created. There was just one problem. As a \u003ca href=\"https://ies.ed.gov/ncee/pubs/20174013/pdf/20174012.pdf\">department-commissioned independent review \u003c/a>concluded just as Obama was leaving office, it didn't work. \"Overall, across all grades, we found ... no significant impacts on math or reading test scores, high school graduation, or college enrollment.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>President Trump, and his education secretary, Betsy DeVos, are largely focused on the T for \"trapped\" part of the problem. They talk about creating escape routes, largely by expanding charter and voucher programs.\u003c/p>\n\u003cfigure id=\"attachment_47767\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-47767\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29.jpe\" alt=\"Richard Kahlenberg\" width=\"200\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29-160x214.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Richard Kahlenberg \u003ccite>(Courtesy of Richard Kahlenberg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Richard Kahlenberg has spent decades stumping for a third way. His idea: Create public schools that are more integrated. He helped innovate the use of social and economic indicators to do that — instead of race and ethnicity, the use of which is prohibited by a 2007 Supreme Court decision.\u003c/p>\n\u003cp>His strategy could be summed up as: Give poor kids the opportunity to attend school with not-so-poor kids.\u003c/p>\n\u003cp>The organization where he's a senior fellow, the Century Foundation, keeps track of 100 districts and charter schools around the country that are currently trying various integration strategies. The foundation recently released\u003ca href=\"https://tcf.org/content/report/school-integration-practice-lessons-nine-districts/\"> a paper with nine case studies\u003c/a>: New York; Chicago; Dallas; Hartford and Stamford, Conn.; Jefferson County, Ky.; Eden Prairie, Minn.; Champaign, Ill.; and Cambridge, Mass.\u003c/p>\n\u003cp>[The integration strategy in Jefferson County is challenged by a new bill in the state legislature.]\u003c/p>\n\u003cp>Though it may seem quixotic, Kahlenberg says there's reason to be optimistic about integration policies. After all, we've tried everything else.\u003c/p>\n\u003cp>\"I was critical of [former Education Secretary Arne] Duncan when he proposed school turnaround and ignored segregation,\" Kahlenberg says. \"When they announced federal turnaround efforts, Duncan bragged about the fact that in Chicago, 'We had the same kids but we changed the adults.'\u003c/p>\n\u003cp>\"On one level I understand that,\" he continues. \"Even in segregated environments, there are positive things you can do for kids. Yet, it seemed to be taking off the table this really powerful tool that 50 years of research suggest can make a big difference in students' lives.\"\u003c/p>\n\u003cp>NPR Ed talked to Kahlenberg about this body of research. First, about the case for creating schools that are both economically and racially integrated, and second, on how to go about that.\u003c/p>\n\u003cp>\u003cstrong>What's the educational case for integration?\u003c/strong>\u003c/p>\n\u003cp>There are three reasons: the kids, the parents and the teachers.\u003c/p>\n\u003cp>Kids who have big dreams and are expecting to go on to college are less likely to cause disruption, cut classes and are more likely to be academically engaged.\u003c/p>\n\u003cp>On average, those peers are found more often in economically mixed than in high-poverty schools.\u003c/p>\n\u003cp>It's also an advantage to be in a classroom where your peers are high-achieving. For example, children of professionals have bigger vocabularies on average than low-income students, and that will rub off.\u003c/p>\n\u003cp>As for the parents, again, not attaching any blame, but middle-class parents are more likely to be PTA members and volunteer in class. That parental involvement benefits every child in a school.\u003c/p>\n\u003cp>And finally, the teachers deemed more effective are more likely to be found in economically mixed schools. That has to do with those first two factors. It's easier to teach in a school with fewer discipline issues and with parents who are there to help out.\u003c/p>\n\u003cp>\u003cstrong>OK, but what about the middle-class students? Is there evidence that it won't hurt them to attend a more diverse school?\u003c/strong>\u003c/p>\n\u003cp>Yes, the research shows that middle-class students tend to do as well academically in economically mixed schools. But more than that, there's \u003ca href=\"http://www.npr.org/sections/ed/2015/10/19/446085513/the-evidence-that-white-children-benefit-from-integrated-schools\">emerging research to suggest\u003c/a> that, indeed, middle-class students benefit from both economic and racial diversity. As we become a majority-minority nation, more millennial parents are recognizing that it's a skill to thrive in diverse environments, and employers are looking for people who can get along with individuals from all different backgrounds.\u003c/p>\n\u003cp>\u003cstrong>That said, most of the criteria we use to judge school performance, like test scores, are tightly correlated with class. How do you get parents who are privileged to choose an economically mixed school?\u003c/strong>\u003c/p>\n\u003cp>I think it's an exciting moment for magnet schools. When magnet schools offer different themes and pedagogical approaches, they're providing things that are popular with enough parents that it opens the door to the reality of school integration in a way that's politically palatable.\u003c/p>\n\u003cp>[DeVos spoke recently at the Magnet Schools of America conference, where she highlighted the role of magnet schools in reducing segregation. This \u003ca href=\"http://www.magnet.edu/files/documents/review-of-research-on-magnet-schools.pdf\">recent review of research\u003c/a> on magnet schools shows both positive and null results on academic performance, although most studies support higher graduation rates at magnet schools. When NPR Ed went looking for a school that had succeeded under the School Improvement Grant program, \u003ca href=\"http://www.npr.org/sections/ed/2015/10/27/450903995/forcing-schools-to-hit-the-reset-button\">we profiled a magnet school\u003c/a>.]\u003c/p>\n\u003cp>\u003cstrong>In New York City, where I live, as your report notes, 77 percent of students live in poverty. How do you create economically mixed schools if there aren't enough middle-class kids to go around?\u003c/strong>\u003c/p>\n\u003cp>I worked with Chicago Public Schools on their socioeconomic integration plan. The district is 85 percent low-income. My recommendation was not to ensure that every school was 85 percent low-income, because high-poverty schools are bad for students. In Chicago what they've done is to begin with magnet and selective-enrollment schools. You want to create a virtuous cycle where people can see examples of success.\u003c/p>\n\u003cp>[According to the recent report, Chicago's selective enrollment or \"exam high schools\" are much more racially balanced than their counterparts in Boston and New York City. And in those Chicago schools students from all backgrounds are keeping up academically and graduating at very high rates.]\u003c/p>\n\u003cp>\u003cstrong>It almost sounds like a chemistry experiment — you have to control the conditions very carefully and titrate your mixture until it hits that tipping point.\u003c/strong>\u003c/p>\n\u003cp>The long-term aspiration is that, as you develop more socioeconomically integrated schools, that the overall demographics of the public school system could shift. We saw that in Cambridge: Over time, more middle-class and white people came back into the district, stopped using private schools and stopped moving away once their kids got to be a certain age.\u003c/p>\n\u003cp>\u003cstrong>How good are the chances of seeing more districts try integration in this policy climate?\u003c/strong>\u003c/p>\n\u003cp>Most of the focus around choice has been on charter schools, and I think now, maybe after an election that revealed these tremendous divisions by race, class and gender, there's an opportunity to harness the interest in choice for a program that will actually bring kids of different backgrounds together, and heal some of those divisions that we saw come out during the election.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Now, at a programmatic level, there's lots of reasons for someone like me to be depressed, because DeVos and Trump haven't talked [much] about the benefits of school integration. But you can see lots of progress on the issue of school integration that isn't directed by the feds. ... So, rather than continuing to pound our heads against the wall in finding new ways to make separate but equal work, we could rediscover this other approach that actually is having really strong results.\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=Try+This+One+Trick+To+Improve+Student+Outcomes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Millions of poor, disadvantaged students are trapped in failing schools.\"\u003c/p>\n\u003cp>So said President Trump at the White House recently. It's a familiar lament across the political spectrum, so much so that you could almost give it its own acronym : PKTIFS (Poor Kids Trapped In Failing Schools).\u003c/p>\n\u003cp>Where there's no consensus, however, is on the proper remedy for PKTIFS.\u003c/p>\n\u003cp>The Obama administration's signature proposal was the School Improvement Grant. This was a $7 billion attempt to turn around struggling schools with some combination of replacing personnel, overhauling the curriculum, renewed teacher support and other practices.\u003c/p>\n\u003cp>It was one of the largest federal education grant programs ever created. There was just one problem. As a \u003ca href=\"https://ies.ed.gov/ncee/pubs/20174013/pdf/20174012.pdf\">department-commissioned independent review \u003c/a>concluded just as Obama was leaving office, it didn't work. \"Overall, across all grades, we found ... no significant impacts on math or reading test scores, high school graduation, or college enrollment.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>President Trump, and his education secretary, Betsy DeVos, are largely focused on the T for \"trapped\" part of the problem. They talk about creating escape routes, largely by expanding charter and voucher programs.\u003c/p>\n\u003cfigure id=\"attachment_47767\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-47767\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29.jpe\" alt=\"Richard Kahlenberg\" width=\"200\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29.jpe 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/kahlenberg-photo-2010_300dpi_custom-052db1fc15e39f9fe3e554fd568b43a99df81f29-160x214.jpe 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Richard Kahlenberg \u003ccite>(Courtesy of Richard Kahlenberg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Richard Kahlenberg has spent decades stumping for a third way. His idea: Create public schools that are more integrated. He helped innovate the use of social and economic indicators to do that — instead of race and ethnicity, the use of which is prohibited by a 2007 Supreme Court decision.\u003c/p>\n\u003cp>His strategy could be summed up as: Give poor kids the opportunity to attend school with not-so-poor kids.\u003c/p>\n\u003cp>The organization where he's a senior fellow, the Century Foundation, keeps track of 100 districts and charter schools around the country that are currently trying various integration strategies. The foundation recently released\u003ca href=\"https://tcf.org/content/report/school-integration-practice-lessons-nine-districts/\"> a paper with nine case studies\u003c/a>: New York; Chicago; Dallas; Hartford and Stamford, Conn.; Jefferson County, Ky.; Eden Prairie, Minn.; Champaign, Ill.; and Cambridge, Mass.\u003c/p>\n\u003cp>[The integration strategy in Jefferson County is challenged by a new bill in the state legislature.]\u003c/p>\n\u003cp>Though it may seem quixotic, Kahlenberg says there's reason to be optimistic about integration policies. After all, we've tried everything else.\u003c/p>\n\u003cp>\"I was critical of [former Education Secretary Arne] Duncan when he proposed school turnaround and ignored segregation,\" Kahlenberg says. \"When they announced federal turnaround efforts, Duncan bragged about the fact that in Chicago, 'We had the same kids but we changed the adults.'\u003c/p>\n\u003cp>\"On one level I understand that,\" he continues. \"Even in segregated environments, there are positive things you can do for kids. Yet, it seemed to be taking off the table this really powerful tool that 50 years of research suggest can make a big difference in students' lives.\"\u003c/p>\n\u003cp>NPR Ed talked to Kahlenberg about this body of research. First, about the case for creating schools that are both economically and racially integrated, and second, on how to go about that.\u003c/p>\n\u003cp>\u003cstrong>What's the educational case for integration?\u003c/strong>\u003c/p>\n\u003cp>There are three reasons: the kids, the parents and the teachers.\u003c/p>\n\u003cp>Kids who have big dreams and are expecting to go on to college are less likely to cause disruption, cut classes and are more likely to be academically engaged.\u003c/p>\n\u003cp>On average, those peers are found more often in economically mixed than in high-poverty schools.\u003c/p>\n\u003cp>It's also an advantage to be in a classroom where your peers are high-achieving. For example, children of professionals have bigger vocabularies on average than low-income students, and that will rub off.\u003c/p>\n\u003cp>As for the parents, again, not attaching any blame, but middle-class parents are more likely to be PTA members and volunteer in class. That parental involvement benefits every child in a school.\u003c/p>\n\u003cp>And finally, the teachers deemed more effective are more likely to be found in economically mixed schools. That has to do with those first two factors. It's easier to teach in a school with fewer discipline issues and with parents who are there to help out.\u003c/p>\n\u003cp>\u003cstrong>OK, but what about the middle-class students? Is there evidence that it won't hurt them to attend a more diverse school?\u003c/strong>\u003c/p>\n\u003cp>Yes, the research shows that middle-class students tend to do as well academically in economically mixed schools. But more than that, there's \u003ca href=\"http://www.npr.org/sections/ed/2015/10/19/446085513/the-evidence-that-white-children-benefit-from-integrated-schools\">emerging research to suggest\u003c/a> that, indeed, middle-class students benefit from both economic and racial diversity. As we become a majority-minority nation, more millennial parents are recognizing that it's a skill to thrive in diverse environments, and employers are looking for people who can get along with individuals from all different backgrounds.\u003c/p>\n\u003cp>\u003cstrong>That said, most of the criteria we use to judge school performance, like test scores, are tightly correlated with class. How do you get parents who are privileged to choose an economically mixed school?\u003c/strong>\u003c/p>\n\u003cp>I think it's an exciting moment for magnet schools. When magnet schools offer different themes and pedagogical approaches, they're providing things that are popular with enough parents that it opens the door to the reality of school integration in a way that's politically palatable.\u003c/p>\n\u003cp>[DeVos spoke recently at the Magnet Schools of America conference, where she highlighted the role of magnet schools in reducing segregation. This \u003ca href=\"http://www.magnet.edu/files/documents/review-of-research-on-magnet-schools.pdf\">recent review of research\u003c/a> on magnet schools shows both positive and null results on academic performance, although most studies support higher graduation rates at magnet schools. When NPR Ed went looking for a school that had succeeded under the School Improvement Grant program, \u003ca href=\"http://www.npr.org/sections/ed/2015/10/27/450903995/forcing-schools-to-hit-the-reset-button\">we profiled a magnet school\u003c/a>.]\u003c/p>\n\u003cp>\u003cstrong>In New York City, where I live, as your report notes, 77 percent of students live in poverty. How do you create economically mixed schools if there aren't enough middle-class kids to go around?\u003c/strong>\u003c/p>\n\u003cp>I worked with Chicago Public Schools on their socioeconomic integration plan. The district is 85 percent low-income. My recommendation was not to ensure that every school was 85 percent low-income, because high-poverty schools are bad for students. In Chicago what they've done is to begin with magnet and selective-enrollment schools. You want to create a virtuous cycle where people can see examples of success.\u003c/p>\n\u003cp>[According to the recent report, Chicago's selective enrollment or \"exam high schools\" are much more racially balanced than their counterparts in Boston and New York City. And in those Chicago schools students from all backgrounds are keeping up academically and graduating at very high rates.]\u003c/p>\n\u003cp>\u003cstrong>It almost sounds like a chemistry experiment — you have to control the conditions very carefully and titrate your mixture until it hits that tipping point.\u003c/strong>\u003c/p>\n\u003cp>The long-term aspiration is that, as you develop more socioeconomically integrated schools, that the overall demographics of the public school system could shift. We saw that in Cambridge: Over time, more middle-class and white people came back into the district, stopped using private schools and stopped moving away once their kids got to be a certain age.\u003c/p>\n\u003cp>\u003cstrong>How good are the chances of seeing more districts try integration in this policy climate?\u003c/strong>\u003c/p>\n\u003cp>Most of the focus around choice has been on charter schools, and I think now, maybe after an election that revealed these tremendous divisions by race, class and gender, there's an opportunity to harness the interest in choice for a program that will actually bring kids of different backgrounds together, and heal some of those divisions that we saw come out during the election.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, at a programmatic level, there's lots of reasons for someone like me to be depressed, because DeVos and Trump haven't talked [much] about the benefits of school integration. But you can see lots of progress on the issue of school integration that isn't directed by the feds. ... So, rather than continuing to pound our heads against the wall in finding new ways to make separate but equal work, we could rediscover this other approach that actually is having really strong results.\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=Try+This+One+Trick+To+Improve+Student+Outcomes&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">Schools are typically designed to serve the average student, and those with learning differences -- such as dyslexia or trouble with executive functioning skills -- usually make up a smaller part of the population. Estimates find that \u003ca href=\"https://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/risk.aspx\">5 to 20 percent\u003c/a> of Americans have learning differences. If struggling students don't find the help they need in school, keeping up with the rest of the class can be an enormous challenge.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"https://www.curreyingram.org/\">\u003cspan style=\"font-weight: 400\">Currey Ingram Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an independent school in Nashville developed specifically for kids with learning differences. As a way to spread the word about tactics that have worked at Currey Ingram Academy, head of school Jeffrey Mitchell shared 10 principles the school uses that are “realistic for every school in every context” as they seek to meet the needs of diverse learners. He presented his findings at the \u003ca href=\"http://schedule.sxswedu.com/events/event_PP60296\">SXSWedu\u003c/a> conference in Austin.\u003c/span>\u003c/p>\n\u003cp class=\"p1\">He said that educators might already be applying the following ideas, and some might not work at their school. \"But if you take home one or two or three of these things and tweak what you’re currently doing, I think that the outcome will be positive.”\u003c/p>\n\u003cp class=\"p1\">\u003cb>Be Intentional\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let the mission of the school -- and your own personal mission -- guide your work, said Mitchell. \u003c/span>\u003cspan style=\"font-weight: 400\">School mission statements should be “understandable, memorable, powerful and simple,” so that teachers and administrators can say with confidence, “I know that, I believe in that, I live that. That’s what we do as a school.” The \u003ca href=\"https://www.curreyingram.org/page/about/mission-history--milestones\">mission\u003c/a> at his school is to create an academy \"\u003c/span>that empowers students with learning differences to achieve their fullest potential.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also adopt personal mission statements to help guide their planning. For example, when Mitchell was a seventh-grade science teacher, he wanted his students to be able to “ask questions like scientists,” and he infused that idea into each of his units.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rely on Evidence\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether the topic is reading instruction or classroom management, there is rich research available if you take the time to look for it. For example, recent advances in neuroimaging are changing intervention methods for students with dyslexia. Mitchell also pointed to \u003c/span>\u003ca href=\"https://visible-learning.org/2016/04/hattie-ranking-backup-of-138-effects/\">\u003cspan style=\"font-weight: 400\">John Hattie’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> research on 1,200 meta-analyses in an effort to determine the variables that truly impact students' achievement.*\u003c/span>\u003c/p>\n\u003cp>“If something is not working, consult the evidence,” said Mitchell. “Because chances are somebody out there is doing research on it and there’s good evidence to support a practice that you might not know about.”\u003c/p>\n\u003cp>\u003cb>Break Down the Traditional Structure of School\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love being an educator,” said Mitchell. “But most everything about the industrial-factory model of school is not ideal for learners.” However, there are ways teachers can work around this structure, such as focusing on the word “variety.”\u003c/span>\u003c/p>\n\u003cp>“When you, as an administrator or teacher, are constructing curriculum, think about variety,\" said Mitchell. He reminds educators that classes will have a variety of learners so it's important to have several offerings. \"Think about multiple-sensory inputs -- let them hear it, let them see it, let them feel it -- and think about multiple instructional forms.” He also said variety is important when assessing student understanding; one form of test or assessment will not adequately reveal every student’s knowledge and skills.\u003c/p>\n\u003cp>\u003cb>Provide Clear Instruction on How to Think \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Currey Ingram Academy, teachers explicitly teach executive functioning skills to their students. Executive function and self-regulation skills are, according to \u003c/span>\u003ca href=\"http://developingchild.harvard.edu/science/key-concepts/executive-function/\">\u003cspan style=\"font-weight: 400\">Harvard’s Center on the Developing Child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mitchell shared a strategy used by a third-grade teacher who was giving a short unit test. Immediately prior to the test, she spent 10 minutes reviewing test-taking strategies with her students -- with the test right in front of them. “She reminded them of seemingly simple things like, ‘There are four blanks for question two, and that means four responses are needed.'” After students were done with the test, they engaged in one more learning exercise. “They went over the test again. Not the answers, but the test itself. Did you answer all the questions? Instead of a typically summative learning experience, she made it a formative learning experience.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Be Mindful of Working Memory Limitations \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Working memory is a brain system that temporarily holds information while you process it. It’s where humans store data, step-by-step instructions, or a list until they don’t need it anymore.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The fundamental friction between the human brain and the traditional learning structure of school resides with our relatively poor working memory,” said Mitchell. He believes that sometimes teachers misinterpret a working memory issue as “willful misbehavior.” For example, what an adult might call “difficulty paying attention” may simply be that “there might be too many things for that child [to hold in working memory], especially children with learning differences.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Working memory also affects students’ ability to access information, remember instructions, get started on a task and copy information from the board. For some students, “three instructions may be too many. You may need to break it down to one or two.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach Reading Explicitly\u003c/b>\u003c/p>\n\u003cp>Evidence reveals that “explicit, direct instruction works,” said Mitchell, “especially for younger and struggling readers.” There are many evidence-based programs available, but they all contain five strains: phonemic awareness, phonics, fluency, vocabulary and comprehension. But even with a great program, a school must still schedule enough time for students to master these skills, said Mitchell. “You need an hour to an hour and a half every day to make the difference.”\u003c/p>\n\u003cp>\u003cb>Manage Behavior Through Prevention\u003c/b>\u003c/p>\n\u003cp>Mitchell believes that 90 percent of classroom management is prevention: rules, routines, engaging instruction and structure. Rules should be simple, generated by consensus and reviewed regularly. Routines should include regular brain breaks (Mitchell’s teachers use egg timers and take a one-minute “learning break” when it dings), and instruction should use a variety of activities to engage learners. “For the other 10 percent,” said Mitchell, “you need formal, systematic behavior plans and support.”\u003c/p>\n\u003cp>\u003cb>Use Communication to Your Advantage\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools “teach families, not just students,” said Mitchell. “If you reach out to your students or parents before they reach out to you, you have built up immense capital.” He recommends that teachers and administrators conduct regular surveys to hear feedback about how things are going in the classroom and at the school. Mitchell has found that his constituents often respond to the surveys with “ ‘thanks for listening to me,’ and that’s probably the most important thing that happens.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use Supporting Programs in a Targeted Way\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Strong schools engage in “robust and targeted professional development,” said Mitchell. “By targeted I mean you’ve set a goal as a district, you’ve set a goal as a school, you’ve set a goal as an individual, and you target your professional development based on those goals.” Given the financial constraints every school faces, targeting professional development to goals is the \"most effective way to utilize your finite resources.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Celebrate and Empower Students \u003c/b>\u003c/p>\n\u003cp>“Systematically, identify and celebrate at least one strength in every student,” said Mitchell. Then, “give each student opportunities to showcase this strength.”\u003c/p>\n\u003cp>Students who enroll in Currey Ingram Academy after attending school in a more traditional environment “come in and they are fragile – they have had little success in the academic setting,” said Mitchell. He hopes that these 10 ideas his school employs can help schools that aren't specifically designed for kids with learning differences better meet the needs of all learners.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">*An earlier version of this post confused the number of meta-analyses as the number of studies. We regret this error. \u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Schools are typically designed to serve the average student, and those with learning differences -- such as dyslexia or trouble with executive functioning skills -- usually make up a smaller part of the population. Estimates find that \u003ca href=\"https://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/risk.aspx\">5 to 20 percent\u003c/a> of Americans have learning differences. If struggling students don't find the help they need in school, keeping up with the rest of the class can be an enormous challenge.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"https://www.curreyingram.org/\">\u003cspan style=\"font-weight: 400\">Currey Ingram Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an independent school in Nashville developed specifically for kids with learning differences. As a way to spread the word about tactics that have worked at Currey Ingram Academy, head of school Jeffrey Mitchell shared 10 principles the school uses that are “realistic for every school in every context” as they seek to meet the needs of diverse learners. He presented his findings at the \u003ca href=\"http://schedule.sxswedu.com/events/event_PP60296\">SXSWedu\u003c/a> conference in Austin.\u003c/span>\u003c/p>\n\u003cp class=\"p1\">He said that educators might already be applying the following ideas, and some might not work at their school. \"But if you take home one or two or three of these things and tweak what you’re currently doing, I think that the outcome will be positive.”\u003c/p>\n\u003cp class=\"p1\">\u003cb>Be Intentional\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let the mission of the school -- and your own personal mission -- guide your work, said Mitchell. \u003c/span>\u003cspan style=\"font-weight: 400\">School mission statements should be “understandable, memorable, powerful and simple,” so that teachers and administrators can say with confidence, “I know that, I believe in that, I live that. That’s what we do as a school.” The \u003ca href=\"https://www.curreyingram.org/page/about/mission-history--milestones\">mission\u003c/a> at his school is to create an academy \"\u003c/span>that empowers students with learning differences to achieve their fullest potential.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also adopt personal mission statements to help guide their planning. For example, when Mitchell was a seventh-grade science teacher, he wanted his students to be able to “ask questions like scientists,” and he infused that idea into each of his units.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rely on Evidence\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether the topic is reading instruction or classroom management, there is rich research available if you take the time to look for it. For example, recent advances in neuroimaging are changing intervention methods for students with dyslexia. Mitchell also pointed to \u003c/span>\u003ca href=\"https://visible-learning.org/2016/04/hattie-ranking-backup-of-138-effects/\">\u003cspan style=\"font-weight: 400\">John Hattie’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> research on 1,200 meta-analyses in an effort to determine the variables that truly impact students' achievement.*\u003c/span>\u003c/p>\n\u003cp>“If something is not working, consult the evidence,” said Mitchell. “Because chances are somebody out there is doing research on it and there’s good evidence to support a practice that you might not know about.”\u003c/p>\n\u003cp>\u003cb>Break Down the Traditional Structure of School\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love being an educator,” said Mitchell. “But most everything about the industrial-factory model of school is not ideal for learners.” However, there are ways teachers can work around this structure, such as focusing on the word “variety.”\u003c/span>\u003c/p>\n\u003cp>“When you, as an administrator or teacher, are constructing curriculum, think about variety,\" said Mitchell. He reminds educators that classes will have a variety of learners so it's important to have several offerings. \"Think about multiple-sensory inputs -- let them hear it, let them see it, let them feel it -- and think about multiple instructional forms.” He also said variety is important when assessing student understanding; one form of test or assessment will not adequately reveal every student’s knowledge and skills.\u003c/p>\n\u003cp>\u003cb>Provide Clear Instruction on How to Think \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Currey Ingram Academy, teachers explicitly teach executive functioning skills to their students. Executive function and self-regulation skills are, according to \u003c/span>\u003ca href=\"http://developingchild.harvard.edu/science/key-concepts/executive-function/\">\u003cspan style=\"font-weight: 400\">Harvard’s Center on the Developing Child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mitchell shared a strategy used by a third-grade teacher who was giving a short unit test. Immediately prior to the test, she spent 10 minutes reviewing test-taking strategies with her students -- with the test right in front of them. “She reminded them of seemingly simple things like, ‘There are four blanks for question two, and that means four responses are needed.'” After students were done with the test, they engaged in one more learning exercise. “They went over the test again. Not the answers, but the test itself. Did you answer all the questions? Instead of a typically summative learning experience, she made it a formative learning experience.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Be Mindful of Working Memory Limitations \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Working memory is a brain system that temporarily holds information while you process it. It’s where humans store data, step-by-step instructions, or a list until they don’t need it anymore.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The fundamental friction between the human brain and the traditional learning structure of school resides with our relatively poor working memory,” said Mitchell. He believes that sometimes teachers misinterpret a working memory issue as “willful misbehavior.” For example, what an adult might call “difficulty paying attention” may simply be that “there might be too many things for that child [to hold in working memory], especially children with learning differences.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Working memory also affects students’ ability to access information, remember instructions, get started on a task and copy information from the board. For some students, “three instructions may be too many. You may need to break it down to one or two.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach Reading Explicitly\u003c/b>\u003c/p>\n\u003cp>Evidence reveals that “explicit, direct instruction works,” said Mitchell, “especially for younger and struggling readers.” There are many evidence-based programs available, but they all contain five strains: phonemic awareness, phonics, fluency, vocabulary and comprehension. But even with a great program, a school must still schedule enough time for students to master these skills, said Mitchell. “You need an hour to an hour and a half every day to make the difference.”\u003c/p>\n\u003cp>\u003cb>Manage Behavior Through Prevention\u003c/b>\u003c/p>\n\u003cp>Mitchell believes that 90 percent of classroom management is prevention: rules, routines, engaging instruction and structure. Rules should be simple, generated by consensus and reviewed regularly. Routines should include regular brain breaks (Mitchell’s teachers use egg timers and take a one-minute “learning break” when it dings), and instruction should use a variety of activities to engage learners. “For the other 10 percent,” said Mitchell, “you need formal, systematic behavior plans and support.”\u003c/p>\n\u003cp>\u003cb>Use Communication to Your Advantage\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools “teach families, not just students,” said Mitchell. “If you reach out to your students or parents before they reach out to you, you have built up immense capital.” He recommends that teachers and administrators conduct regular surveys to hear feedback about how things are going in the classroom and at the school. Mitchell has found that his constituents often respond to the surveys with “ ‘thanks for listening to me,’ and that’s probably the most important thing that happens.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use Supporting Programs in a Targeted Way\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Strong schools engage in “robust and targeted professional development,” said Mitchell. “By targeted I mean you’ve set a goal as a district, you’ve set a goal as a school, you’ve set a goal as an individual, and you target your professional development based on those goals.” Given the financial constraints every school faces, targeting professional development to goals is the \"most effective way to utilize your finite resources.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Celebrate and Empower Students \u003c/b>\u003c/p>\n\u003cp>“Systematically, identify and celebrate at least one strength in every student,” said Mitchell. Then, “give each student opportunities to showcase this strength.”\u003c/p>\n\u003cp>Students who enroll in Currey Ingram Academy after attending school in a more traditional environment “come in and they are fragile – they have had little success in the academic setting,” said Mitchell. He hopes that these 10 ideas his school employs can help schools that aren't specifically designed for kids with learning differences better meet the needs of all learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When Michael Shaner was a freshman at Smyrna High School he joined the Future Educators Association club to explore an interest in teaching. At that time, club members mostly talked about issues in education and what a career in teaching entailed. But Shaner wanted experience working with kids, so he started a tutoring program at the local elementary school two times a week. He says these experiences changed his life.\u003c/p>\n\u003cp>“It is the reason I am a teacher,” Shaner said. He returned to his hometown after college and got a job teaching at his alma mater, where he now runs a more robust version of the program that so forcefully set him on his professional path. “It allowed me to fall in love with what I wanted to do and be sure that’s what it was,” he said.\u003c/p>\n\u003cp>Future Educators Association is now called \u003ca href=\"https://www.educatorsrising.org/\" target=\"_blank\">Educators Rising\u003c/a> and it has 2,000 participating schools across the country.* Some states have career pathways dedicated to education as part of their Career Technical Education (CTE) offerings, while others have more informal extracurricular programs. At comprehensive high schools in Delaware, students take college preparation classes as usual, but they also take three credits of a career pathway, of which teaching is one.\u003c/p>\n\u003cp>Shaner gives a pretty thorough introduction to the history of education and various pedagogical models in the introductory course in Smyrna's teaching pathway. He then moves on to some of the more practical elements of teaching. Students write lesson plans, develop Individualized Education Programs (IEP) for hypothetical students with special needs, and learn how to comply with legal requirements. When they are seniors, students also get to work in classrooms around the district, first observing, then working to design interventions for one student. The responsibilities gradually scale up until the student has the opportunity to teach a full class.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=zBWqPc1A6Sk\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When they go to college they are so far ahead of the game that they are able to excel and dig deeper,” Shaner said. Perhaps more importantly, participating high school students are getting a pretty good idea of what teaching is really like. At the end of the Teacher Academy some students decide it’s not for them, but others have found a lifelong passion.\u003c/p>\n\u003cp>Shaner doesn’t shy away from talking about the hard parts of education with his students. He leads discussions on funding inequalities and segregation, different forms of teacher evaluation, and the work load. During the first marking period of senior year, when students are observing in real classrooms, Shaner makes sure they have to do a lot of the “grunt work” inherent to the job, like photocopying and making bulletin boards. He wants them to understand that while working with kids may be what excites them, paperwork is part of teaching too.\u003c/p>\n\u003cp>Tyler Jones was part of a teaching program at his high school in Virginia Beach. He interned in a music class and worked with a student who often acted out. Jones was able to form a connection with the boy and the gratification he felt when his student made progress hooked him on teaching.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=WR4Fee7-rGo\u003c/p>\n\u003cp>“I want to be that for my own students one day,” Jones said. He’s currently attending Tidewater Community College and speaks about his experiences with Educators Rising regularly. He’s grateful he had the opportunity to explore a career while still in high school, instead of potentially committing four years of college to something he didn’t know much about.\u003c/p>\n\u003cp>Educators Rising announced it will now offer free \u003ca href=\"https://www.educatorsrising.org/what-we-offer/micro-credentials\" target=\"_blank\">micro-credentials\u003c/a> that high school and college students can earn to demonstrate competency in specific skills. The courses take between five and 15 hours to complete and include anti-bias instruction, classroom culture, collaboration, formative assessment and learner engagement. The micro-credential represent topics that may not be covered in high school teaching courses, but are ones that Educator Rising believes will be crucial for future teachers to be successful.\u003c/p>\n\u003cp>“They are designed to articulate clearly to young people who are interested in teaching, here is the bar for taking those first steps,” said Educators Rising Co-Director Dan Brown. A micro-credential is an \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/how-it-works/\" target=\"_blank\">asynchronous course offered through an online platform\u003c/a> that requires participants to learn about and then try research-based practices in their own interactions with students. They then submit evidence of their work, get feedback from reviewers, reflect on what they’ve learned and ultimately must demonstrate competency in the set of skills to earn the credential.\u003c/p>\n\u003cp>“These skills are designed to coherently connect with the skills teachers need in the classroom,” Brown said. The five micro-credentials Educators Rising currently offers are rooted in the standards the organization \u003ca href=\"https://www.educatorsrising.org/what-we-offer/standards\">developed with\u003c/a> the National Board for Professional Teaching Standards. High schools around the country can use Educators Rising curriculum in their classes to essentially map out the first phase of a teacher’s career. Now, they can also augment those courses with the new micro-credentials.\u003c/p>\n\u003cp>Brown said the micro-credentials are intended to clarify and build foundational mindsets for teachers of the future. “It can be hard to know where you stand as a teacher,” he said. “I fear that a lot of folks in classrooms are sort of winging it and determining their success based on how they feel about the experience that may be untethered from professional standards of practice.” Brown says the micro-credentials his organization has developed are not a substitution for a teacher credential, but rather a way for high school students interested in teaching to deepen their skills and demonstrate their commitment to colleges and future employers.\u003c/p>\n\u003cp>Shaner helped pilot the micro-credentials with his students at Smyrna High School and has mapped them onto his curriculum so that feedback students get on their micro-credential work is now part of their final grade in his class. He says his students were already building a robust portfolio during their time in his program, but it’s only certified by Smyrna School District.\u003c/p>\n\u003cp>Shaner appreciates that the feedback and practice loop inherent in the micro-credential builds students’ sense that teaching must always be a reflective practice, and that once they have classrooms of their own they will always be learning and adapting to the students in front of them.\u003c/p>\n\u003cp>“This will look really good to colleges and future employers in the education system because it will show we take this seriously,” Tyler Jones said about earning micro-credentials. He plans to take them on top of his other coursework.\u003c/p>\n\u003cp>“They’re fired up about making a difference,” Brown said of young people like Jones. Even better, Brown cited \u003ca href=\"https://cepa.stanford.edu/sites/default/files/Reininger%20HA%20EEPA%202012.pdf\" target=\"_blank\">a report\u003c/a> that found 60 percent of teachers end up working within 15 miles of where they went to high school. Getting current high school students interested in teaching could be one of the best ways to build a teacher pipeline back to the building. And, he hopes that the micro-credentials could help guide those young teachers with skills that will particularly useful in today's classrooms.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Shaner said the Smyrna School District regularly hires its graduates after college. The district sees the Teacher Academy as a strong recruiting tool. And Brown says 51 percent of Educator Rising participants across the country are students of color, so academies like the one at Smyrna High could also be a way to attract a more diverse teaching staff. For schools that don't have programs as robust as Smyrna's, the micro-credentials could be a good way for students interested in teaching to start building a track record of commitment to teaching.\u003cbr>\n\u003cem>\u003cbr>\n*A previous version of this story incorrectly stated that 850 schools partner with Educators Rising. The correct number is 2,000. We regret the error.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Michael Shaner was a freshman at Smyrna High School he joined the Future Educators Association club to explore an interest in teaching. At that time, club members mostly talked about issues in education and what a career in teaching entailed. But Shaner wanted experience working with kids, so he started a tutoring program at the local elementary school two times a week. He says these experiences changed his life.\u003c/p>\n\u003cp>“It is the reason I am a teacher,” Shaner said. He returned to his hometown after college and got a job teaching at his alma mater, where he now runs a more robust version of the program that so forcefully set him on his professional path. “It allowed me to fall in love with what I wanted to do and be sure that’s what it was,” he said.\u003c/p>\n\u003cp>Future Educators Association is now called \u003ca href=\"https://www.educatorsrising.org/\" target=\"_blank\">Educators Rising\u003c/a> and it has 2,000 participating schools across the country.* Some states have career pathways dedicated to education as part of their Career Technical Education (CTE) offerings, while others have more informal extracurricular programs. At comprehensive high schools in Delaware, students take college preparation classes as usual, but they also take three credits of a career pathway, of which teaching is one.\u003c/p>\n\u003cp>Shaner gives a pretty thorough introduction to the history of education and various pedagogical models in the introductory course in Smyrna's teaching pathway. He then moves on to some of the more practical elements of teaching. Students write lesson plans, develop Individualized Education Programs (IEP) for hypothetical students with special needs, and learn how to comply with legal requirements. When they are seniors, students also get to work in classrooms around the district, first observing, then working to design interventions for one student. The responsibilities gradually scale up until the student has the opportunity to teach a full class.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/zBWqPc1A6Sk'\n title='//www.youtube.com/embed/zBWqPc1A6Sk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When they go to college they are so far ahead of the game that they are able to excel and dig deeper,” Shaner said. Perhaps more importantly, participating high school students are getting a pretty good idea of what teaching is really like. At the end of the Teacher Academy some students decide it’s not for them, but others have found a lifelong passion.\u003c/p>\n\u003cp>Shaner doesn’t shy away from talking about the hard parts of education with his students. He leads discussions on funding inequalities and segregation, different forms of teacher evaluation, and the work load. During the first marking period of senior year, when students are observing in real classrooms, Shaner makes sure they have to do a lot of the “grunt work” inherent to the job, like photocopying and making bulletin boards. He wants them to understand that while working with kids may be what excites them, paperwork is part of teaching too.\u003c/p>\n\u003cp>Tyler Jones was part of a teaching program at his high school in Virginia Beach. He interned in a music class and worked with a student who often acted out. Jones was able to form a connection with the boy and the gratification he felt when his student made progress hooked him on teaching.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/WR4Fee7-rGo'\n title='//www.youtube.com/embed/WR4Fee7-rGo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“I want to be that for my own students one day,” Jones said. He’s currently attending Tidewater Community College and speaks about his experiences with Educators Rising regularly. He’s grateful he had the opportunity to explore a career while still in high school, instead of potentially committing four years of college to something he didn’t know much about.\u003c/p>\n\u003cp>Educators Rising announced it will now offer free \u003ca href=\"https://www.educatorsrising.org/what-we-offer/micro-credentials\" target=\"_blank\">micro-credentials\u003c/a> that high school and college students can earn to demonstrate competency in specific skills. The courses take between five and 15 hours to complete and include anti-bias instruction, classroom culture, collaboration, formative assessment and learner engagement. The micro-credential represent topics that may not be covered in high school teaching courses, but are ones that Educator Rising believes will be crucial for future teachers to be successful.\u003c/p>\n\u003cp>“They are designed to articulate clearly to young people who are interested in teaching, here is the bar for taking those first steps,” said Educators Rising Co-Director Dan Brown. A micro-credential is an \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/how-it-works/\" target=\"_blank\">asynchronous course offered through an online platform\u003c/a> that requires participants to learn about and then try research-based practices in their own interactions with students. They then submit evidence of their work, get feedback from reviewers, reflect on what they’ve learned and ultimately must demonstrate competency in the set of skills to earn the credential.\u003c/p>\n\u003cp>“These skills are designed to coherently connect with the skills teachers need in the classroom,” Brown said. The five micro-credentials Educators Rising currently offers are rooted in the standards the organization \u003ca href=\"https://www.educatorsrising.org/what-we-offer/standards\">developed with\u003c/a> the National Board for Professional Teaching Standards. High schools around the country can use Educators Rising curriculum in their classes to essentially map out the first phase of a teacher’s career. Now, they can also augment those courses with the new micro-credentials.\u003c/p>\n\u003cp>Brown said the micro-credentials are intended to clarify and build foundational mindsets for teachers of the future. “It can be hard to know where you stand as a teacher,” he said. “I fear that a lot of folks in classrooms are sort of winging it and determining their success based on how they feel about the experience that may be untethered from professional standards of practice.” Brown says the micro-credentials his organization has developed are not a substitution for a teacher credential, but rather a way for high school students interested in teaching to deepen their skills and demonstrate their commitment to colleges and future employers.\u003c/p>\n\u003cp>Shaner helped pilot the micro-credentials with his students at Smyrna High School and has mapped them onto his curriculum so that feedback students get on their micro-credential work is now part of their final grade in his class. He says his students were already building a robust portfolio during their time in his program, but it’s only certified by Smyrna School District.\u003c/p>\n\u003cp>Shaner appreciates that the feedback and practice loop inherent in the micro-credential builds students’ sense that teaching must always be a reflective practice, and that once they have classrooms of their own they will always be learning and adapting to the students in front of them.\u003c/p>\n\u003cp>“This will look really good to colleges and future employers in the education system because it will show we take this seriously,” Tyler Jones said about earning micro-credentials. He plans to take them on top of his other coursework.\u003c/p>\n\u003cp>“They’re fired up about making a difference,” Brown said of young people like Jones. Even better, Brown cited \u003ca href=\"https://cepa.stanford.edu/sites/default/files/Reininger%20HA%20EEPA%202012.pdf\" target=\"_blank\">a report\u003c/a> that found 60 percent of teachers end up working within 15 miles of where they went to high school. Getting current high school students interested in teaching could be one of the best ways to build a teacher pipeline back to the building. And, he hopes that the micro-credentials could help guide those young teachers with skills that will particularly useful in today's classrooms.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shaner said the Smyrna School District regularly hires its graduates after college. The district sees the Teacher Academy as a strong recruiting tool. And Brown says 51 percent of Educator Rising participants across the country are students of color, so academies like the one at Smyrna High could also be a way to attract a more diverse teaching staff. For schools that don't have programs as robust as Smyrna's, the micro-credentials could be a good way for students interested in teaching to start building a track record of commitment to teaching.\u003cbr>\n\u003cem>\u003cbr>\n*A previous version of this story incorrectly stated that 850 schools partner with Educators Rising. The correct number is 2,000. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Making lasting change in schools is difficult not only because schools are communities made up of individuals with their own opinions about what’s best for kids, but also because, like most institutions, they are full of “bad habits” that can be tough to break. While habitual behavior can be good -- like when it reinforces a positive culture or set of norms -- it can also be a stubborn obstacle to enacting meaningful change.\u003c/p>\n\u003cp>At the \u003ca href=\"http://2017.educon.org/\">EduCon\u003c/a> conference hosted by Science Leadership Academy in Philadelphia, a room full of educators easily listed common “bad habits” they’ve experienced in their work, such as siloed learning, homework just for the sake of it, spending time planning with no action, keeping the door closed and visitors out, poor communication between administrators and teachers, traditional professional development, fixing problems by mandate rather than by team problem solving and initiative overload.\u003c/p>\n\u003cp>Even when everyone in a school building understands that a set of habitual behaviors are holding back change it can be difficult to shift away from them because of time constraints, history, comfort with something familiar, or control issues. But if school leaders and educators in the building truly want to see changes to teaching and learning, they must name negative habitual behaviors, own them, and intentionally make plans to address them.\u003c/p>\n\u003cp>“This issue of patterned behavior and things that are hard to break is something we keep running into over and over and over,” said Diana Laufenberg, executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a>. Laufenberg has been consulting with schools around the country on school transformation and often finds that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\">long-held beliefs about things like the schedule\u003c/a> present the most persistent obstacles to helping school leaders achieve their visions. She once worked with a project that had lots of flexibility, no accountability, only 15 students and four teachers, but the first thing the organizers freaked out about was the schedule.\u003c/p>\n\u003cp>When Laufenberg encounters patterned behavior that is challenging the rest of a school’s vision, she not only tries to get leaders and educators to identify and own that habit, but she does so in a way that isn’t judgmental. Teachers get defensive when a new leader -- or worse, a consultant -- comes in and implies everything they’ve done in their careers has been wrong. Instead, Laufenberg says it’s crucial to make a strong case for why change is necessary and then invite people to walk through a new door together. Leaders can frame that change as a positive thing and help individuals to focus on transforming practices within their control.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers often complain about “initiative overload” as a bad habit at the system level. It’s a common story: a district superintendent or coordinator attends a conference and comes back with a bunch of new, shiny ideas that she or he wants implemented in classrooms right away. Often new leaders spearhead signature initiatives that then die out when they leave, and classroom teachers are left with the memory of a litany of failed initiatives that were poorly implemented and never given enough time to succeed. It’s no wonder \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">teachers are reluctant to throw themselves into each new idea\u003c/a> that comes along.\u003c/p>\n\u003cp>\u003cstrong>A COMMON UNDERSTANDING\u003c/strong>\u003c/p>\n\u003cp>Mandated initiatives from the top are a reality that teachers in classrooms can do very little to modify, but when discussing the idea, educator Gerald Aungst realized his personal bad habit is a scaled down version of initiative fatigue.\u003c/p>\n\u003cp>“I always notice what I could be doing better and I tend to try to tackle it right away,” Aungst said. He supports gifted children at Cheltenham Elementary near Philadelphia and often finds good ideas he’d like to try with students mid-year. For example, when running literature circles with his students he was dissatisfied with the kind of questions students were bringing to kickoff the discussions. He stumbled upon the \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">Question Formulation Technique\u003c/a> and immediately knew it could help his students develop better questions. He put aside what he had been doing with students and dove into the new strategy.\u003c/p>\n\u003cp>He now realizes that approach didn’t give him enough time to think through how he would introduce the technique most effectively. “I had a good idea and I jumped to implementation of that idea too soon,” Aungst said. Interestingly, that’s often what happens at the school and district level as well. A good idea may be poorly implemented because the leader doesn’t take time to explain and build enthusiasm among staff.\u003c/p>\n\u003cp>To address his own bad habit, Aungst is trying to carve out space in his prep time to not just map out lessons for that day, but also to do some longer range planning. And, he’s trying to develop a system for saving ideas as they arise so he can examine them more deeply over the summer and integrate them into his plan for the following year.\u003c/p>\n\u003cp>Aungst has also worked at the district level, so he knows the view from the central office is quite different from the one in the classroom. “When I was a teacher I felt like so many things that came from district offices felt random and arbitrary,” he said. But he also worked as the supervisor of gifted education for several years, where he began to see that there were lots of individual teachers doing amazing work, but they weren’t all headed in the same direction. He began to see the need for consistency and then struggled to balance that against giving teachers autonomy and preserving their excitement.\u003c/p>\n\u003cp>“It’s the teachers who are constantly reflecting on what they can do to be better at their jobs who feel even more overwhelmed because they’re getting input from so many different places,” Aungst said of initiative fatigue. These experiences have led him to believe that teachers and building leaders need to understand the broader district goals, but \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\">have space to work together on how to get there\u003c/a>. That may not be the most efficient delivery mechanism, but it might end up producing the most positive long term results.\u003c/p>\n\u003cp>Another challenge of habitualized behavior in schools is recognizing that change can’t happen if the structures, schedules, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">culture and mindsets\u003c/a> don’t also change. That often means that in order to break out of calcified approaches changemakers need to put every idea on the table and consider each equally.\u003c/p>\n\u003cp>For example, when Laufenberg taught in Flagstaff the district was having a lot of financial trouble. She raised the idea of going to a four-day school week, which would save the district a lot of transportation costs. But the idea was dismissed out of hand as something parents and the school board wouldn’t approve. Predetermining solutions like that limits the levers for change available.\u003cbr>\n\u003cstrong>\u003cbr>\nCHANGE IN A TECHNOLOGY CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Adina Sullivan has been thinking for years about how to help teachers in her district break out of patterned beliefs and fears about using technology in the classroom. As the education technology coordinator for San Marcos Unified in Southern California, she often encounters teachers who say kids can’t use technology either because of age or ability, they themselves aren’t “techy” people so they can’t do it, or fear using a tool that they don’t already know everything about.\u003c/p>\n\u003cp>“It’s the same or similar issues that have always been there, it’s just now applied to using technology with students,” Sullivan said. When pushing teachers to try new approaches Sullivan is careful not to shame them about their current strategies or their fears, but instead try to understand where they are coming from and then help them to have a positive classroom technology experience that will bolster confidence.\u003c/p>\n\u003cp>One high school English teacher was resistant to technology at first. She often missed trainings and generally felt that since she planned to retire soon she didn’t need to learn much about it. But the district is six years into a rollout of classroom devices and the pressure from parents and students to have a more tech-savvy class is mounting. This teacher started with a simple project producing brochures with Google Drawings and then moved on to a \u003ca href=\"http://alicekeeler.com/2016/03/09/google-slides-jigsaw-activity-template/\" target=\"_blank\">jigsaw activity with Google Slides\u003c/a>. Those successes gave her confidence.\u003c/p>\n\u003cp>“Now she has found ways and a reason to integrate technology into her college prep English course, which is a course that a lot of teachers don’t feel they have time to add anything new to,” Sullivan said.\u003c/p>\n\u003cp>The first steps teachers take to integrate technology are usually just a substitution of technology for something that used to be done analog. But Sullivan says it’s important to start somewhere. “Sometimes transformation is just changing someone’s idea of what they can and can’t do, or what is and isn’t possible,” she said. And, she notes, bad habits or deeply held beliefs about the roles of students and teachers in classrooms were developed over a long time, so substituting new belief structures and habits will also take time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Change often comes with a period of discomfort that can be good, but Laufenberg cautions educators trying to make change in their buildings or districts that when morale goes down and buy-in fades it can be easy to end up with exactly the system that existed before the change process started. That’s why leaders and individuals within the system have to fight hard to recognize and replace their own bad habits.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Making lasting change in schools is difficult not only because schools are communities made up of individuals with their own opinions about what’s best for kids, but also because, like most institutions, they are full of “bad habits” that can be tough to break. While habitual behavior can be good -- like when it reinforces a positive culture or set of norms -- it can also be a stubborn obstacle to enacting meaningful change.\u003c/p>\n\u003cp>At the \u003ca href=\"http://2017.educon.org/\">EduCon\u003c/a> conference hosted by Science Leadership Academy in Philadelphia, a room full of educators easily listed common “bad habits” they’ve experienced in their work, such as siloed learning, homework just for the sake of it, spending time planning with no action, keeping the door closed and visitors out, poor communication between administrators and teachers, traditional professional development, fixing problems by mandate rather than by team problem solving and initiative overload.\u003c/p>\n\u003cp>Even when everyone in a school building understands that a set of habitual behaviors are holding back change it can be difficult to shift away from them because of time constraints, history, comfort with something familiar, or control issues. But if school leaders and educators in the building truly want to see changes to teaching and learning, they must name negative habitual behaviors, own them, and intentionally make plans to address them.\u003c/p>\n\u003cp>“This issue of patterned behavior and things that are hard to break is something we keep running into over and over and over,” said Diana Laufenberg, executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a>. Laufenberg has been consulting with schools around the country on school transformation and often finds that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\">long-held beliefs about things like the schedule\u003c/a> present the most persistent obstacles to helping school leaders achieve their visions. She once worked with a project that had lots of flexibility, no accountability, only 15 students and four teachers, but the first thing the organizers freaked out about was the schedule.\u003c/p>\n\u003cp>When Laufenberg encounters patterned behavior that is challenging the rest of a school’s vision, she not only tries to get leaders and educators to identify and own that habit, but she does so in a way that isn’t judgmental. Teachers get defensive when a new leader -- or worse, a consultant -- comes in and implies everything they’ve done in their careers has been wrong. Instead, Laufenberg says it’s crucial to make a strong case for why change is necessary and then invite people to walk through a new door together. Leaders can frame that change as a positive thing and help individuals to focus on transforming practices within their control.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers often complain about “initiative overload” as a bad habit at the system level. It’s a common story: a district superintendent or coordinator attends a conference and comes back with a bunch of new, shiny ideas that she or he wants implemented in classrooms right away. Often new leaders spearhead signature initiatives that then die out when they leave, and classroom teachers are left with the memory of a litany of failed initiatives that were poorly implemented and never given enough time to succeed. It’s no wonder \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">teachers are reluctant to throw themselves into each new idea\u003c/a> that comes along.\u003c/p>\n\u003cp>\u003cstrong>A COMMON UNDERSTANDING\u003c/strong>\u003c/p>\n\u003cp>Mandated initiatives from the top are a reality that teachers in classrooms can do very little to modify, but when discussing the idea, educator Gerald Aungst realized his personal bad habit is a scaled down version of initiative fatigue.\u003c/p>\n\u003cp>“I always notice what I could be doing better and I tend to try to tackle it right away,” Aungst said. He supports gifted children at Cheltenham Elementary near Philadelphia and often finds good ideas he’d like to try with students mid-year. For example, when running literature circles with his students he was dissatisfied with the kind of questions students were bringing to kickoff the discussions. He stumbled upon the \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">Question Formulation Technique\u003c/a> and immediately knew it could help his students develop better questions. He put aside what he had been doing with students and dove into the new strategy.\u003c/p>\n\u003cp>He now realizes that approach didn’t give him enough time to think through how he would introduce the technique most effectively. “I had a good idea and I jumped to implementation of that idea too soon,” Aungst said. Interestingly, that’s often what happens at the school and district level as well. A good idea may be poorly implemented because the leader doesn’t take time to explain and build enthusiasm among staff.\u003c/p>\n\u003cp>To address his own bad habit, Aungst is trying to carve out space in his prep time to not just map out lessons for that day, but also to do some longer range planning. And, he’s trying to develop a system for saving ideas as they arise so he can examine them more deeply over the summer and integrate them into his plan for the following year.\u003c/p>\n\u003cp>Aungst has also worked at the district level, so he knows the view from the central office is quite different from the one in the classroom. “When I was a teacher I felt like so many things that came from district offices felt random and arbitrary,” he said. But he also worked as the supervisor of gifted education for several years, where he began to see that there were lots of individual teachers doing amazing work, but they weren’t all headed in the same direction. He began to see the need for consistency and then struggled to balance that against giving teachers autonomy and preserving their excitement.\u003c/p>\n\u003cp>“It’s the teachers who are constantly reflecting on what they can do to be better at their jobs who feel even more overwhelmed because they’re getting input from so many different places,” Aungst said of initiative fatigue. These experiences have led him to believe that teachers and building leaders need to understand the broader district goals, but \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\">have space to work together on how to get there\u003c/a>. That may not be the most efficient delivery mechanism, but it might end up producing the most positive long term results.\u003c/p>\n\u003cp>Another challenge of habitualized behavior in schools is recognizing that change can’t happen if the structures, schedules, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">culture and mindsets\u003c/a> don’t also change. That often means that in order to break out of calcified approaches changemakers need to put every idea on the table and consider each equally.\u003c/p>\n\u003cp>For example, when Laufenberg taught in Flagstaff the district was having a lot of financial trouble. She raised the idea of going to a four-day school week, which would save the district a lot of transportation costs. But the idea was dismissed out of hand as something parents and the school board wouldn’t approve. Predetermining solutions like that limits the levers for change available.\u003cbr>\n\u003cstrong>\u003cbr>\nCHANGE IN A TECHNOLOGY CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Adina Sullivan has been thinking for years about how to help teachers in her district break out of patterned beliefs and fears about using technology in the classroom. As the education technology coordinator for San Marcos Unified in Southern California, she often encounters teachers who say kids can’t use technology either because of age or ability, they themselves aren’t “techy” people so they can’t do it, or fear using a tool that they don’t already know everything about.\u003c/p>\n\u003cp>“It’s the same or similar issues that have always been there, it’s just now applied to using technology with students,” Sullivan said. When pushing teachers to try new approaches Sullivan is careful not to shame them about their current strategies or their fears, but instead try to understand where they are coming from and then help them to have a positive classroom technology experience that will bolster confidence.\u003c/p>\n\u003cp>One high school English teacher was resistant to technology at first. She often missed trainings and generally felt that since she planned to retire soon she didn’t need to learn much about it. But the district is six years into a rollout of classroom devices and the pressure from parents and students to have a more tech-savvy class is mounting. This teacher started with a simple project producing brochures with Google Drawings and then moved on to a \u003ca href=\"http://alicekeeler.com/2016/03/09/google-slides-jigsaw-activity-template/\" target=\"_blank\">jigsaw activity with Google Slides\u003c/a>. Those successes gave her confidence.\u003c/p>\n\u003cp>“Now she has found ways and a reason to integrate technology into her college prep English course, which is a course that a lot of teachers don’t feel they have time to add anything new to,” Sullivan said.\u003c/p>\n\u003cp>The first steps teachers take to integrate technology are usually just a substitution of technology for something that used to be done analog. But Sullivan says it’s important to start somewhere. “Sometimes transformation is just changing someone’s idea of what they can and can’t do, or what is and isn’t possible,” she said. And, she notes, bad habits or deeply held beliefs about the roles of students and teachers in classrooms were developed over a long time, so substituting new belief structures and habits will also take time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Change often comes with a period of discomfort that can be good, but Laufenberg cautions educators trying to make change in their buildings or districts that when morale goes down and buy-in fades it can be easy to end up with exactly the system that existed before the change process started. That’s why leaders and individuals within the system have to fight hard to recognize and replace their own bad habits.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Five Guidelines to Make School Innovation Successful",
"title": "Five Guidelines to Make School Innovation Successful",
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"content": "\u003cp>Eleven years ago Chris Lehmann and a committed team of educators started \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public magnet school in Philadelphia that focuses on student inquiry through projects in a community that cultivates a culture of care. The school has been so successful over the last decade that the district has \u003ca href=\"http://thenotebook.org/articles/2015/07/08/sla-s-lehmann-named-to-head-innovative-schools-network\" target=\"_blank\">tapped Lehmann\u003c/a> to help other schools get started or transform themselves.\u003c/p>\n\u003cp>“We’ve learned a lot and it’s been fascinating for me thinking about what it was like to go through the SLA process and then working with people who have different missions, different visions,” Lehmann told a room full of educators at the school’s yearly conference, EduCon. SLA is now part of an Innovation Network of eight district schools that each have their own take on transforming the traditional model of education. Throughout the process of opening or transforming schools, training staff and sustaining the work, Lehmann and others working on the \u003ca href=\"https://apps1.philasd.org/onlinedirectory/onlinedirectory.do?handler=org.philasd.onlinedirectory.handler.GetLocationDetailHandler&adLoc=true&page_next=locDetails.jsp&page_error=regionList.jsp&ulcs=3530\" target=\"_blank\">Innovative Schools Network \u003c/a>have gained some clarity on five areas that leaders need to consider for change to be successful.\u003c/p>\n\u003cp>\u003cstrong>1. Simplicity Matters\u003c/strong>\u003c/p>\n\u003cp>Often the vision and mission statements of schools are written by committee and read more like a wish list than a statement of purpose. While many of the ideas expressed in those statements are valuable, Lehmann says if the mission and vision aren’t a guiding star, they end up meaning nothing. The \u003ca href=\"https://scienceleadership.org/pages/Mission_and_Vision\" target=\"_blank\">Science Leadership Academy mission reads\u003c/a>: “Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.”\u003c/p>\n\u003cp>Every year the staff at SLA revisit these five core values to talk about what they mean in the current moment and how the staff envisions them, but “we’ve never taken a 90-degree turn,” Lehmann said. This laserlike focus on a simple mission and vision can help make sure every person in the building is focused on putting into daily practice the things the school says it values.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Common Language Matters\u003c/strong>\u003c/p>\n\u003cp>In some ways this is an extension of a clear mission and vision statement, but extended down to the level of the words used by educators in the building. Every teacher at SLA has the same understanding of what constitutes a project and how inquiry works. When education \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">catchphrases like “personalized learning”\u003c/a> are thrown into mission statements, make sure everyone in the building and the wider community of parents know what that means.\u003c/p>\n\u003cp>But Lehmann would argue the mission statement shouldn’t have a lot of jargon in it because those terms obscure the meat of teaching and learning. And because change work is hard, every teacher and student needs to know what values guide the work. “If your ideas don’t add up, if you’ve got beautiful flowery language, but it doesn’t serve anything,” then you’re doing nothing, Lehmann said. And worse, students usually see through inconsistencies like those and choose not to buy in.\u003c/p>\n\u003cp>\u003cstrong>3. Operations Matter\u003c/strong>\u003c/p>\n\u003cp>The values set out by teachers and leaders should be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\">infused into everything the school does\u003c/a>, whether it’s academics, discipline or school safety. As a public school in Philadelphia, SLA has a security guard, but she understands the core values as well as classroom teachers and practices a culture of care with students, too.\u003c/p>\n\u003cp>The values also extend to the adults in the building -- inquiry, research, projects, collaboration, reflection and a culture of care don’t exist only for students. They are part of how teachers interact with one another and how they go about their work, and they are central to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">how leadership treats teachers\u003c/a>.\u003c/p>\n\u003cp>“You’ve got to love your teachers as much as you want your teachers to love your kids,” Lehmann said. He acknowledged that much of what happens in school is a negotiation between the needs of students and the needs of teachers, and that’s fine. But he doesn’t think schools should hide that fact, and they should be transparent about how tricky that balance can be.\u003c/p>\n\u003cp>\u003cstrong>4. Culture, Talent and Instruction Must Align\u003c/strong>\u003c/p>\n\u003cp>Any great school has a strong school culture, talented teachers and a powerful instructional program that all \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">overlap to create a sweet spot for learning\u003c/a>. If a school has a strong culture and talented staff but no instructional consistency, then school is a place kids like to be, but they may not be learning much. If there’s a strong culture and great instructional design, but the teachers aren’t supported to do their best work, then the implementation can go awry. And if talented teachers are working with a great instructional program, but there’s not a strong school culture, then students won’t feel safe taking risks. Cultivating all three of these areas in tandem has been crucial to successful transformations in the Innovative Schools Network.\u003c/p>\n\u003cp>\u003cstrong>5. Startup Is Hard, But So Is Sustainability\u003c/strong>\u003c/p>\n\u003cp>Anyone who has started a new school or tried to transform an existing one knows that the work can take over life. Sometimes the all-encompassing nature of the work is OK because passionate people are excited at its potential and know it will end at some point. But Lehmann said the schools that have been successful in their transitions intentionally plan for the moment when the \u003ca href=\"http://practicaltheory.org/blog/2016/03/22/schools-are-fragile/\" target=\"_blank\">hectic startup mode turns to sustainability mode\u003c/a>. That roadmap helps ensure staff doesn’t burn out, but maintains the urgency necessary to sustain what was started.\u003c/p>\n\u003cp>“What I’ve learned the most is we need time to do the work,” said Alexa Dunn, who heads up professional learning for the Innovation Network. “If we want to make strides, and we want to improve the model, and we want to make teaching and learning meaningful for teachers and students, we need time.”\u003c/p>\n\u003cp>All the schools in the Innovative Schools Network have staff meetings once a week and find ways to bank time to comply with union work rules. Teachers need that collaborative time to figure out how to teach in ways that can feel uncomfortable and to reflect on how their everyday practice sustains the mission and vision statements. “When adults in the building feel supported they want to take more risks,” Dunn said.\u003c/p>\n\u003cp>Visiting SLA and talking to teachers there, it is clear that even though they open their doors to visitors from all over the country and share their approach at this annual conference, they don’t feel finished or all-knowing. Teachers here are constantly pushing to improve, try new things, and balance the demands of school with a fulfilling personal life.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Eleven years later we actually believe these things more than when we started,” Lehmann said. Helping other passionate people start schools that aren’t exactly like SLA has only reaffirmed that there are some core tenets of change work that must be present, no matter the model or philosophy.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eleven years ago Chris Lehmann and a committed team of educators started \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public magnet school in Philadelphia that focuses on student inquiry through projects in a community that cultivates a culture of care. The school has been so successful over the last decade that the district has \u003ca href=\"http://thenotebook.org/articles/2015/07/08/sla-s-lehmann-named-to-head-innovative-schools-network\" target=\"_blank\">tapped Lehmann\u003c/a> to help other schools get started or transform themselves.\u003c/p>\n\u003cp>“We’ve learned a lot and it’s been fascinating for me thinking about what it was like to go through the SLA process and then working with people who have different missions, different visions,” Lehmann told a room full of educators at the school’s yearly conference, EduCon. SLA is now part of an Innovation Network of eight district schools that each have their own take on transforming the traditional model of education. Throughout the process of opening or transforming schools, training staff and sustaining the work, Lehmann and others working on the \u003ca href=\"https://apps1.philasd.org/onlinedirectory/onlinedirectory.do?handler=org.philasd.onlinedirectory.handler.GetLocationDetailHandler&adLoc=true&page_next=locDetails.jsp&page_error=regionList.jsp&ulcs=3530\" target=\"_blank\">Innovative Schools Network \u003c/a>have gained some clarity on five areas that leaders need to consider for change to be successful.\u003c/p>\n\u003cp>\u003cstrong>1. Simplicity Matters\u003c/strong>\u003c/p>\n\u003cp>Often the vision and mission statements of schools are written by committee and read more like a wish list than a statement of purpose. While many of the ideas expressed in those statements are valuable, Lehmann says if the mission and vision aren’t a guiding star, they end up meaning nothing. The \u003ca href=\"https://scienceleadership.org/pages/Mission_and_Vision\" target=\"_blank\">Science Leadership Academy mission reads\u003c/a>: “Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.”\u003c/p>\n\u003cp>Every year the staff at SLA revisit these five core values to talk about what they mean in the current moment and how the staff envisions them, but “we’ve never taken a 90-degree turn,” Lehmann said. This laserlike focus on a simple mission and vision can help make sure every person in the building is focused on putting into daily practice the things the school says it values.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Common Language Matters\u003c/strong>\u003c/p>\n\u003cp>In some ways this is an extension of a clear mission and vision statement, but extended down to the level of the words used by educators in the building. Every teacher at SLA has the same understanding of what constitutes a project and how inquiry works. When education \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">catchphrases like “personalized learning”\u003c/a> are thrown into mission statements, make sure everyone in the building and the wider community of parents know what that means.\u003c/p>\n\u003cp>But Lehmann would argue the mission statement shouldn’t have a lot of jargon in it because those terms obscure the meat of teaching and learning. And because change work is hard, every teacher and student needs to know what values guide the work. “If your ideas don’t add up, if you’ve got beautiful flowery language, but it doesn’t serve anything,” then you’re doing nothing, Lehmann said. And worse, students usually see through inconsistencies like those and choose not to buy in.\u003c/p>\n\u003cp>\u003cstrong>3. Operations Matter\u003c/strong>\u003c/p>\n\u003cp>The values set out by teachers and leaders should be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\">infused into everything the school does\u003c/a>, whether it’s academics, discipline or school safety. As a public school in Philadelphia, SLA has a security guard, but she understands the core values as well as classroom teachers and practices a culture of care with students, too.\u003c/p>\n\u003cp>The values also extend to the adults in the building -- inquiry, research, projects, collaboration, reflection and a culture of care don’t exist only for students. They are part of how teachers interact with one another and how they go about their work, and they are central to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">how leadership treats teachers\u003c/a>.\u003c/p>\n\u003cp>“You’ve got to love your teachers as much as you want your teachers to love your kids,” Lehmann said. He acknowledged that much of what happens in school is a negotiation between the needs of students and the needs of teachers, and that’s fine. But he doesn’t think schools should hide that fact, and they should be transparent about how tricky that balance can be.\u003c/p>\n\u003cp>\u003cstrong>4. Culture, Talent and Instruction Must Align\u003c/strong>\u003c/p>\n\u003cp>Any great school has a strong school culture, talented teachers and a powerful instructional program that all \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">overlap to create a sweet spot for learning\u003c/a>. If a school has a strong culture and talented staff but no instructional consistency, then school is a place kids like to be, but they may not be learning much. If there’s a strong culture and great instructional design, but the teachers aren’t supported to do their best work, then the implementation can go awry. And if talented teachers are working with a great instructional program, but there’s not a strong school culture, then students won’t feel safe taking risks. Cultivating all three of these areas in tandem has been crucial to successful transformations in the Innovative Schools Network.\u003c/p>\n\u003cp>\u003cstrong>5. Startup Is Hard, But So Is Sustainability\u003c/strong>\u003c/p>\n\u003cp>Anyone who has started a new school or tried to transform an existing one knows that the work can take over life. Sometimes the all-encompassing nature of the work is OK because passionate people are excited at its potential and know it will end at some point. But Lehmann said the schools that have been successful in their transitions intentionally plan for the moment when the \u003ca href=\"http://practicaltheory.org/blog/2016/03/22/schools-are-fragile/\" target=\"_blank\">hectic startup mode turns to sustainability mode\u003c/a>. That roadmap helps ensure staff doesn’t burn out, but maintains the urgency necessary to sustain what was started.\u003c/p>\n\u003cp>“What I’ve learned the most is we need time to do the work,” said Alexa Dunn, who heads up professional learning for the Innovation Network. “If we want to make strides, and we want to improve the model, and we want to make teaching and learning meaningful for teachers and students, we need time.”\u003c/p>\n\u003cp>All the schools in the Innovative Schools Network have staff meetings once a week and find ways to bank time to comply with union work rules. Teachers need that collaborative time to figure out how to teach in ways that can feel uncomfortable and to reflect on how their everyday practice sustains the mission and vision statements. “When adults in the building feel supported they want to take more risks,” Dunn said.\u003c/p>\n\u003cp>Visiting SLA and talking to teachers there, it is clear that even though they open their doors to visitors from all over the country and share their approach at this annual conference, they don’t feel finished or all-knowing. Teachers here are constantly pushing to improve, try new things, and balance the demands of school with a fulfilling personal life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Eleven years later we actually believe these things more than when we started,” Lehmann said. Helping other passionate people start schools that aren’t exactly like SLA has only reaffirmed that there are some core tenets of change work that must be present, no matter the model or philosophy.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"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",
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"masters-of-scale": {
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},
"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"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.",
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"onourwatch": {
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"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?",
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"order": 11
},
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"on-the-media": {
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"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",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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