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"content": "\u003cp>Saxon Scott was 5 years old when her parents decided she could do without kindergarten. She’d sailed through a series of tests that measured her acumen, and moved directly to first grade once preschool ended. Now she’s 15 and a high school junior, and Scott thinks nothing of her relative youth. She continues to shine in the classroom, is friendly with students in her grade, and only briefly laments the fact that she won’t be driving until the end of her freshman year in college. “As someone who skipped kindergarten, I can say it wasn’t a big deal,” Scott said.\u003c/p>\n\u003cp>Skipping grades used to be a common strategy to keep gifted or very bright children engaged in learning; it was a simple intervention that worked well when schools were smaller, more flexible and lacking enrichment programs. But today, according to a recent \u003ca href=\"http://edpolicy.education.jhu.edu/wordpress/?p=153\">report\u003c/a> by researchers at Johns Hopkins University, just 1 percent of students jumps a grade level.\u003c/p>\n\u003cp>The practice has fallen out of favor among parents and teachers for a variety of reasons. “Like any system, schools like it when all parts are identical, and all kids are the same,” explained \u003ca href=\"http://www.prufrock.com/cw_contributorinfo.aspx?ContribID=210&Name=Michael+S.+Matthews%2C+Ph.D.\">Michael S. Matthews,\u003c/a> an associate professor at the University of North Carolina at Charlotte and contributor to the Johns Hopkins study. Few teachers have classroom experience working with accelerated students and so resist the change. Schools generally lack the systems and policies to determine fairly which students can be skipped. For parents, the effect on a child’s social and emotional development is the main objection to bumping them up. Their worries center on what educational assessment expert \u003ca href=\"http://www.questarai.com/about-us/leadership/leadership-katie-mcclarty/\">Katie McClarty\u003c/a> calls “the three D’s”: drinking, driving and dating.\u003c/p>\n\u003cp>A parent named Chelle had a different set of worries when she considered whether or not her daughter Jordan should skip first grade. It was the start of the school year and Jordan was misbehaving—uncharacteristically—in class. Yet the child would come home after school and sail through her brother’s third-grade math homework. When Chelle contemplated the idea of grade skipping with other parents, “Everyone had a very strong opinion,” she said. “’Don’t take away her childhood!’” some told her.\u003c/p>\n\u003cp>Chelle worried most about interfering with her daughter’s natural gregariousness and willingness to take the lead. But after testing showed that Jordan could handle advanced material, Chelle quickly moved her into second grade and hoped for the best. Now, years later, she is thankful for her decision. “Jordan has done very well. She has made great friends with other girls, and is one of the strongest leaders,” Chelle said. “It’s a non-issue by now.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Several studies indicate that grade skipping is largely beneficial for able children and devoid of significant drawbacks. A \u003ca href=\"http://gcq.sagepub.com/content/55/1/39.abstract\">2011 review\u003c/a> of 38 studies on grade skipping asserts that gifted students who passed over a grade achieved more academically than their equally qualified peers who remained in the “appropriate” grade level. A 2015 study on gifted children carried out at the University of Iowa, \u003ca href=\"http://www.accelerationinstitute.org/nation_empowered/\">\u003cem>A Nation Empowered\u003c/em>\u003c/a>, concludes that accelerating children helps them academically and socially. The worry that grade-skipped kids will fall behind or slip to the middle is without merit, Matthews said.\u003c/p>\n\u003cp>How many kids would benefit from grade skipping? According to the study team at Johns Hopkins, two out of seven children test at a grade level higher than their current one—“staggeringly large numbers of students,” in their words, who might benefit from jumping ahead by grade or class. Advocates of accelerated learning point out that skipping a grade is just one way to jump ahead. In middle and high school, students can more easily move in and out of higher-level classes without missing an entire grade. And technology has eased the way for accelerated learning. Children living in remote parts of the country, for example, can move up by taking AP classes online.\u003c/p>\n\u003cp>As much as proponents of grade skipping encourage families to consider the intervention, they also recognize that it won’t suit every child, and that schools have work to do before they embrace the idea on a large scale. Research shows that the social and emotional development of children who skip grades is usually not harmed—and might even be helped—but some children might not be ready for it.\u003c/p>\n\u003cp>“Grade skipping is not the answer for every kid,” said \u003ca href=\"http://www.questarai.com/about-us/leadership/leadership-katie-mcclarty/\">McClarty\u003c/a>, who is currently chief assessment officer at Questar.\u003c/p>\n\u003cp>She recommends that parents and teachers evaluate a child’s social, emotional and intellectual readiness using a tool known as the \u003ca href=\"https://www.accelerationinstitute.org/Resources/IAS.aspx\">Iowa Acceleration Scale\u003c/a>.\u003c/p>\n\u003cp>Teacher and author Jessica Lahey wrote about some of the developmental concerns about accelerating students based on intellect that become more pronounced in middle school. She wrote in \u003ca href=\"https://parenting.blogs.nytimes.com/2012/10/14/against-accelerating-the-gifted-child/?_r=0\">The New York Times\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>And that whole child, a child who skipped happily along through elementary school, becomes profoundly and heartbreakingly vulnerable in adolescence.\u003c/p>\u003c/blockquote>\n\u003cp>Schools, too, would have to develop a transparent process for determining which kids can skip ahead, including offering regular pre-testing.\u003c/p>\n\u003cp>“This would require a shift in how we do assessments,” Matthews said.\u003c/p>\n\u003cp>A clear and fair method of selecting students would be necessary to ensure access for all qualified kids, not merely those with ambitious and well-informed parents who insist on it. “Schools would have to be careful not to miss people who would benefit from acceleration,” Matthews added. For example, in one Florida county gifted and talented education program, selecting students based on teacher and parent \u003ca href=\"https://www.nytimes.com/2016/04/10/upshot/why-talented-black-and-hispanic-students-can-go-undiscovered.html\">referrals\u003c/a> resulted in under representation of African American and Latino students compared to the student population. Introducing a universal screening program (which is no longer being used) doubled the number of gifted students who are African American and Latino.\u003c/p>\n\u003cp>And, if two out of seven children suddenly bumped up a grade, schools and colleges would have to react to some probable unintended consequences. Universities would need to offer more emotional support, guidance and supervision to incoming freshman who might not be legal adults, Matthews explained. Schools would also need to figure out how to share the cost savings that would result from educating a child in 11 years, say, rather than 12.\u003c/p>\n\u003cp>These adjustments are worth the effort, Matthews believes. Parents and educators need to consider the largely hidden costs of holding overqualified kids in classes that are beneath them, including wasted time, abundant boredom and diminished enthusiasm for learning. And for young people who hope to enter careers that require years of undergraduate and graduate school education, grade skipping early in life can expedite their entry into the professional world.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s a social capital issue,” Matthews said. “What are we missing as a society by not taking advantage of the talents in our population?”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Saxon Scott was 5 years old when her parents decided she could do without kindergarten. She’d sailed through a series of tests that measured her acumen, and moved directly to first grade once preschool ended. Now she’s 15 and a high school junior, and Scott thinks nothing of her relative youth. She continues to shine in the classroom, is friendly with students in her grade, and only briefly laments the fact that she won’t be driving until the end of her freshman year in college. “As someone who skipped kindergarten, I can say it wasn’t a big deal,” Scott said.\u003c/p>\n\u003cp>Skipping grades used to be a common strategy to keep gifted or very bright children engaged in learning; it was a simple intervention that worked well when schools were smaller, more flexible and lacking enrichment programs. But today, according to a recent \u003ca href=\"http://edpolicy.education.jhu.edu/wordpress/?p=153\">report\u003c/a> by researchers at Johns Hopkins University, just 1 percent of students jumps a grade level.\u003c/p>\n\u003cp>The practice has fallen out of favor among parents and teachers for a variety of reasons. “Like any system, schools like it when all parts are identical, and all kids are the same,” explained \u003ca href=\"http://www.prufrock.com/cw_contributorinfo.aspx?ContribID=210&Name=Michael+S.+Matthews%2C+Ph.D.\">Michael S. Matthews,\u003c/a> an associate professor at the University of North Carolina at Charlotte and contributor to the Johns Hopkins study. Few teachers have classroom experience working with accelerated students and so resist the change. Schools generally lack the systems and policies to determine fairly which students can be skipped. For parents, the effect on a child’s social and emotional development is the main objection to bumping them up. Their worries center on what educational assessment expert \u003ca href=\"http://www.questarai.com/about-us/leadership/leadership-katie-mcclarty/\">Katie McClarty\u003c/a> calls “the three D’s”: drinking, driving and dating.\u003c/p>\n\u003cp>A parent named Chelle had a different set of worries when she considered whether or not her daughter Jordan should skip first grade. It was the start of the school year and Jordan was misbehaving—uncharacteristically—in class. Yet the child would come home after school and sail through her brother’s third-grade math homework. When Chelle contemplated the idea of grade skipping with other parents, “Everyone had a very strong opinion,” she said. “’Don’t take away her childhood!’” some told her.\u003c/p>\n\u003cp>Chelle worried most about interfering with her daughter’s natural gregariousness and willingness to take the lead. But after testing showed that Jordan could handle advanced material, Chelle quickly moved her into second grade and hoped for the best. Now, years later, she is thankful for her decision. “Jordan has done very well. She has made great friends with other girls, and is one of the strongest leaders,” Chelle said. “It’s a non-issue by now.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Several studies indicate that grade skipping is largely beneficial for able children and devoid of significant drawbacks. A \u003ca href=\"http://gcq.sagepub.com/content/55/1/39.abstract\">2011 review\u003c/a> of 38 studies on grade skipping asserts that gifted students who passed over a grade achieved more academically than their equally qualified peers who remained in the “appropriate” grade level. A 2015 study on gifted children carried out at the University of Iowa, \u003ca href=\"http://www.accelerationinstitute.org/nation_empowered/\">\u003cem>A Nation Empowered\u003c/em>\u003c/a>, concludes that accelerating children helps them academically and socially. The worry that grade-skipped kids will fall behind or slip to the middle is without merit, Matthews said.\u003c/p>\n\u003cp>How many kids would benefit from grade skipping? According to the study team at Johns Hopkins, two out of seven children test at a grade level higher than their current one—“staggeringly large numbers of students,” in their words, who might benefit from jumping ahead by grade or class. Advocates of accelerated learning point out that skipping a grade is just one way to jump ahead. In middle and high school, students can more easily move in and out of higher-level classes without missing an entire grade. And technology has eased the way for accelerated learning. Children living in remote parts of the country, for example, can move up by taking AP classes online.\u003c/p>\n\u003cp>As much as proponents of grade skipping encourage families to consider the intervention, they also recognize that it won’t suit every child, and that schools have work to do before they embrace the idea on a large scale. Research shows that the social and emotional development of children who skip grades is usually not harmed—and might even be helped—but some children might not be ready for it.\u003c/p>\n\u003cp>“Grade skipping is not the answer for every kid,” said \u003ca href=\"http://www.questarai.com/about-us/leadership/leadership-katie-mcclarty/\">McClarty\u003c/a>, who is currently chief assessment officer at Questar.\u003c/p>\n\u003cp>She recommends that parents and teachers evaluate a child’s social, emotional and intellectual readiness using a tool known as the \u003ca href=\"https://www.accelerationinstitute.org/Resources/IAS.aspx\">Iowa Acceleration Scale\u003c/a>.\u003c/p>\n\u003cp>Teacher and author Jessica Lahey wrote about some of the developmental concerns about accelerating students based on intellect that become more pronounced in middle school. She wrote in \u003ca href=\"https://parenting.blogs.nytimes.com/2012/10/14/against-accelerating-the-gifted-child/?_r=0\">The New York Times\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>And that whole child, a child who skipped happily along through elementary school, becomes profoundly and heartbreakingly vulnerable in adolescence.\u003c/p>\u003c/blockquote>\n\u003cp>Schools, too, would have to develop a transparent process for determining which kids can skip ahead, including offering regular pre-testing.\u003c/p>\n\u003cp>“This would require a shift in how we do assessments,” Matthews said.\u003c/p>\n\u003cp>A clear and fair method of selecting students would be necessary to ensure access for all qualified kids, not merely those with ambitious and well-informed parents who insist on it. “Schools would have to be careful not to miss people who would benefit from acceleration,” Matthews added. For example, in one Florida county gifted and talented education program, selecting students based on teacher and parent \u003ca href=\"https://www.nytimes.com/2016/04/10/upshot/why-talented-black-and-hispanic-students-can-go-undiscovered.html\">referrals\u003c/a> resulted in under representation of African American and Latino students compared to the student population. Introducing a universal screening program (which is no longer being used) doubled the number of gifted students who are African American and Latino.\u003c/p>\n\u003cp>And, if two out of seven children suddenly bumped up a grade, schools and colleges would have to react to some probable unintended consequences. Universities would need to offer more emotional support, guidance and supervision to incoming freshman who might not be legal adults, Matthews explained. Schools would also need to figure out how to share the cost savings that would result from educating a child in 11 years, say, rather than 12.\u003c/p>\n\u003cp>These adjustments are worth the effort, Matthews believes. Parents and educators need to consider the largely hidden costs of holding overqualified kids in classes that are beneath them, including wasted time, abundant boredom and diminished enthusiasm for learning. And for young people who hope to enter careers that require years of undergraduate and graduate school education, grade skipping early in life can expedite their entry into the professional world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s a social capital issue,” Matthews said. “What are we missing as a society by not taking advantage of the talents in our population?”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Sixty-three years after the Supreme Court's ruling in \u003cem>\u003ca href=\"http://www.npr.org/tags/313370164/brown-v-board-of-education\">Brown v. Board of Education\u003c/a>\u003c/em>, many schools across the country either remain segregated or have re-segregated.\u003c/p>\n\u003cp>Journalist Nikole Hannah-Jones tells \u003cem>Fresh Air\u003c/em>'s Terry Gross that when it comes to school segregation, separate is never truly equal.\u003c/p>\n\u003cp>\"There's never been a moment in the history of this country where black people who have been isolated from white people have gotten the same resources,\" Hannah-Jones says. \"They often don't have the same level of instruction. They often don't have strong principals. They often don't have the same technology.\"\u003c/p>\n\u003cp>Still, when it was time for Hannah-Jones' daughter, Najya, to attend kindergarten, the journalist chose the public school near their home in Bedford-Stuyvesant, Brooklyn, even though its students were almost all poor and black or Latino. Hannah-Jones later \u003ca href=\"https://www.nytimes.com/2016/06/12/magazine/choosing-a-school-for-my-daughter-in-a-segregated-city.html?_r=0\">wrote about\u003c/a> that decision in \u003cem>The New York Times\u003c/em> \u003cem>Magazine.\u003c/em>\u003c/p>\n\u003cp>For Hannah-Jones, sending Najya to the neighborhood school was a moral issue. \"It is important to understand that the inequality we see, school segregation, is both structural, it is systemic, but it's also upheld by individual choices,\" she says. \"As long as individual parents continue to make choices that only benefit their own children ... we're not going to see a change.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hannah-Jones adds that her daughter is thriving at school. \"I know she's learning a lot,\" she says. \"I think it is making her a good citizen. ... It is teaching her that children who have less resources than her are not any less intelligent than her or not any less worthy than her.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why she chose to send her young daughter to the public school in her neighborhood\u003c/strong>\u003c/p>\n\u003cp>One of the things I've done in my work is kind of show the hypocrisy of progressive people who say they believe in inequality, but when it comes to their individual choices about where they're going to live and where they're going to send their children, they make very different decisions, and I just didn't want to do that. So for me it was a matter of needing to live my values, and not being someone who contributed to the inequality that I write about.\u003c/p>\n\u003cp>\u003cstrong>On the importance of having students from different races and income levels in the public schools\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_47343\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-47343\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/nhjhead-7431469d58ad6f78bf87e2b083539ee0f415d2a2-e1484657165504.jpg\" alt=\"Before she joined The New York Times to cover racial injustice, Nikole Hannah-Jones was an award-winning reporter at Propublica. \" width=\"250\" height=\"187\">\u003cfigcaption class=\"wp-caption-text\">Before she joined The New York Times to cover racial injustice, Nikole Hannah-Jones was an award-winning reporter at Propublica. \u003ccite>(Kathy Ryan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The original mission of public schools ... is this understanding that no matter where you come from, you will go into the doors of a school and every child will receive the same education.\u003c/p>\n\u003cp>And no, my daughter is not going to get an education that she would get if I paid $40,000 a year in private-school tuition, but that's kind of the whole point of public schools.\u003c/p>\n\u003cp>And I say this — and it always feels weird when I say it as a parent, because a lot of other parents look at you a little like you're maybe not as good of a parent — I don't think she's deserving of more than other kids. I just don't. I think that we can't say \"This school is not good enough for my child\" and then sustain that system. I think that that's just morally wrong. If it's not good enough for my child, then why are we putting any children in those schools?\u003c/p>\n\u003cp>\u003cstrong>On the history of school desegregation since the 1954 Supreme Court ruling in \u003cem>Brown v. Board of Education\u003c/em> \u003c/strong>\u003c/p>\n\u003cp>\u003cem>Brown v. Board\u003c/em> happens, and the way that we're taught it or the myth about it is immediately our nation repented and went into an integrated future together. That's not what happened. There was massive resistance, and we don't see real desegregation occurring in this country until 1964, and really most rapidly from 1968 on. ...\u003c/p>\n\u003cp>Then you see pretty rapid desegregation particularly in the South, but then that changes, and in 1988 we start to go backwards. So we reach kind of the peak of schools integrating, of black students attending majority white schools at the highest rates that they ever have in the country, and then we start to see school districts re-segregating, which means black students are starting to go to schools that are more and more segregated. And school districts that had had a degree of integration are losing that integration. ...\u003c/p>\n\u003cp>\u003cstrong>On American resistance to desegregating schools and housing\u003c/strong>\u003c/p>\n\u003cp>When I started what I kind of call the segregation beat about five years ago ... I think we had stopped talking about this as a problem. If you look at \u003ca href=\"http://www.npr.org/tags/126953503/no-child-left-behind\">No Child Left Behind,\u003c/a> which comes out of the Bush administration, that was all about giving up on integration in schools and just saying, \"We're going to make these poor black and Latino schools equal to white schools by testing and accountability.\"\u003c/p>\n\u003cp>So no one was discussing integration anymore. I think it's because ... we never really wanted this. ... It's always had to be forced, and as soon as ... our elected officials and our courts lost the will to force it, most white Americans were just fine with that. ...\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One of the things that I really try to do with my work is show how racial segregation and racial inequality was intentionally created with a ton of resources. From the federal government, to the state, to city governments, to private citizens, we put so much effort into creating this segregation and inequality, and we're willing to put almost no effort in fixing it, and that's the problem.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 Fresh Air. To see more, visit \u003ca href=\"http://www.npr.org/programs/fresh-air/\">Fresh Air\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+The+Systemic+Segregation+Of+Schools+Is+Maintained+By+%27Individual+Choices%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sixty-three years after the Supreme Court's ruling in \u003cem>\u003ca href=\"http://www.npr.org/tags/313370164/brown-v-board-of-education\">Brown v. Board of Education\u003c/a>\u003c/em>, many schools across the country either remain segregated or have re-segregated.\u003c/p>\n\u003cp>Journalist Nikole Hannah-Jones tells \u003cem>Fresh Air\u003c/em>'s Terry Gross that when it comes to school segregation, separate is never truly equal.\u003c/p>\n\u003cp>\"There's never been a moment in the history of this country where black people who have been isolated from white people have gotten the same resources,\" Hannah-Jones says. \"They often don't have the same level of instruction. They often don't have strong principals. They often don't have the same technology.\"\u003c/p>\n\u003cp>Still, when it was time for Hannah-Jones' daughter, Najya, to attend kindergarten, the journalist chose the public school near their home in Bedford-Stuyvesant, Brooklyn, even though its students were almost all poor and black or Latino. Hannah-Jones later \u003ca href=\"https://www.nytimes.com/2016/06/12/magazine/choosing-a-school-for-my-daughter-in-a-segregated-city.html?_r=0\">wrote about\u003c/a> that decision in \u003cem>The New York Times\u003c/em> \u003cem>Magazine.\u003c/em>\u003c/p>\n\u003cp>For Hannah-Jones, sending Najya to the neighborhood school was a moral issue. \"It is important to understand that the inequality we see, school segregation, is both structural, it is systemic, but it's also upheld by individual choices,\" she says. \"As long as individual parents continue to make choices that only benefit their own children ... we're not going to see a change.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hannah-Jones adds that her daughter is thriving at school. \"I know she's learning a lot,\" she says. \"I think it is making her a good citizen. ... It is teaching her that children who have less resources than her are not any less intelligent than her or not any less worthy than her.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why she chose to send her young daughter to the public school in her neighborhood\u003c/strong>\u003c/p>\n\u003cp>One of the things I've done in my work is kind of show the hypocrisy of progressive people who say they believe in inequality, but when it comes to their individual choices about where they're going to live and where they're going to send their children, they make very different decisions, and I just didn't want to do that. So for me it was a matter of needing to live my values, and not being someone who contributed to the inequality that I write about.\u003c/p>\n\u003cp>\u003cstrong>On the importance of having students from different races and income levels in the public schools\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_47343\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-47343\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/nhjhead-7431469d58ad6f78bf87e2b083539ee0f415d2a2-e1484657165504.jpg\" alt=\"Before she joined The New York Times to cover racial injustice, Nikole Hannah-Jones was an award-winning reporter at Propublica. \" width=\"250\" height=\"187\">\u003cfigcaption class=\"wp-caption-text\">Before she joined The New York Times to cover racial injustice, Nikole Hannah-Jones was an award-winning reporter at Propublica. \u003ccite>(Kathy Ryan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The original mission of public schools ... is this understanding that no matter where you come from, you will go into the doors of a school and every child will receive the same education.\u003c/p>\n\u003cp>And no, my daughter is not going to get an education that she would get if I paid $40,000 a year in private-school tuition, but that's kind of the whole point of public schools.\u003c/p>\n\u003cp>And I say this — and it always feels weird when I say it as a parent, because a lot of other parents look at you a little like you're maybe not as good of a parent — I don't think she's deserving of more than other kids. I just don't. I think that we can't say \"This school is not good enough for my child\" and then sustain that system. I think that that's just morally wrong. If it's not good enough for my child, then why are we putting any children in those schools?\u003c/p>\n\u003cp>\u003cstrong>On the history of school desegregation since the 1954 Supreme Court ruling in \u003cem>Brown v. Board of Education\u003c/em> \u003c/strong>\u003c/p>\n\u003cp>\u003cem>Brown v. Board\u003c/em> happens, and the way that we're taught it or the myth about it is immediately our nation repented and went into an integrated future together. That's not what happened. There was massive resistance, and we don't see real desegregation occurring in this country until 1964, and really most rapidly from 1968 on. ...\u003c/p>\n\u003cp>Then you see pretty rapid desegregation particularly in the South, but then that changes, and in 1988 we start to go backwards. So we reach kind of the peak of schools integrating, of black students attending majority white schools at the highest rates that they ever have in the country, and then we start to see school districts re-segregating, which means black students are starting to go to schools that are more and more segregated. And school districts that had had a degree of integration are losing that integration. ...\u003c/p>\n\u003cp>\u003cstrong>On American resistance to desegregating schools and housing\u003c/strong>\u003c/p>\n\u003cp>When I started what I kind of call the segregation beat about five years ago ... I think we had stopped talking about this as a problem. If you look at \u003ca href=\"http://www.npr.org/tags/126953503/no-child-left-behind\">No Child Left Behind,\u003c/a> which comes out of the Bush administration, that was all about giving up on integration in schools and just saying, \"We're going to make these poor black and Latino schools equal to white schools by testing and accountability.\"\u003c/p>\n\u003cp>So no one was discussing integration anymore. I think it's because ... we never really wanted this. ... It's always had to be forced, and as soon as ... our elected officials and our courts lost the will to force it, most white Americans were just fine with that. ...\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One of the things that I really try to do with my work is show how racial segregation and racial inequality was intentionally created with a ton of resources. 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"disqusTitle": "Four Ways School Leaders Can Support Meaningful Innovation",
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"content": "\u003cp>When schools try to innovate, they often take a traditional top-down approach: devise a strategy, roll it out to teachers and support a high-fidelity implementation. The end result is often one that lacks teacher support or genuine enthusiasm -- initiatives putter along and change is sporadic or modest.\u003c/p>\n\u003cp>In education and beyond, innovation is usually the result of iteration rather than central planning. In schools that succeed in implementing real instructional improvements, teachers figure out how to improve teaching and learning by journeying through multiple passes of a cycle of experiment, reflection and adjustment.\u003c/p>\n\u003cp>If a school leader’s goal is to implement thoughtful innovation, one way to think about school leadership, therefore, is to think about how to help teachers move through that cycle of iteration and innovation more effectively, more efficiently and more joyfully. Administrators have four powerful places where they can \"grease the gears\" of this cycle: creating an R&D budget, supporting opportunities for team learning, creating spaces for broader teacher sharing and learning, and building consensus around a shared vision and shared instructional language.\u003c/p>\n\u003cp>\u003cstrong>1. R&D\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In order to stay relevant to the changing demands of the consumer, companies and organizations invest in research and development. What can schools do to invest in research and development for good teaching? One place to start is to ask about the R&D budget in your school in a more expansive sense. How do schools allocate time, resources and energy to support teachers in trying new things?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As a school leader, the first resource that you can offer innovative teachers is your enthusiasm and your protection. Whenever I start working with teachers in a new school district around innovation initiatives, I always ask the principal or headmaster or superintendent to come to the first professional development session and offer a benediction of sorts. One part of the benediction is to offer encouragement and support for the new initiative, but the second part is to offer cover and to say, \"Look, learning takes time, and not everything you try is going to work. But as students have questions, as parents have questions, you can count on me to have your back, and support you through these changes.\"\u003c/p>\n\u003cp>https://youtu.be/2Q3VyW1zMHI\u003c/p>\n\u003cp>How can you find more time, more money, more resources to give to teachers as an R&D budget? Can you give a teacher a one-course release for a year or half a year to do some extra research and experimentation in a department? Can you pay teachers for their time over the summer to work together?\u003c/p>\n\u003cp>One of the largest untapped resources for innovation in schools are students. In many technology initiatives, schools have realized that they will never have the budget to hire enough support staff to meet all of the tech-support needs of their teachers, but there are lots of kids in schools who would love to help their teachers create better lessons and classrooms using technology. So schools around the world are organizing these \u003cstrong>\u003ca href=\"https://bhshelpdesk.com/\">great student help desks\u003c/a>,\u003c/strong> where teachers can not only get tech support, but real instructional design support.\u003c/p>\n\u003cp>\u003cstrong>2. Helping Teams Learn from Experiments\u003c/strong>\u003c/p>\n\u003cp>The second entry point is around team learning. When teachers are experimenting, how do we maximize opportunities for teams to learn from one another? Two particularly powerful practices here are Looking at Student Work and instructional rounds. \u003ca href=\"http://www.nsrfharmony.org/system/files/protocols/atlas_lfsw_0.pdf\">\u003cstrong>Looking at Student Work\u003c/strong>\u003c/a> involves closely examining representative pieces of student work, and asking questions about what kinds of learning students are doing and what kinds of evidence we can find of student learning in their assessments. Teams usually use specific protocols that help keep people focused on evidence of student thinking and understanding. These are really powerful pathways into understanding learning. The second practice is classroom observation and \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Making-the-Most-of-Instructional-Rounds.aspx\">\u003cstrong>instructional rounds\u003c/strong>\u003c/a>. The idea here is to let teachers get into each other's classrooms to see innovation happening. The deeper level of exposure to teachers engaged in new practices helps others figure out how to make sense of them throughout the school year.\u003c/p>\n\u003cp>\u003cstrong>3. Creating Opportunities for Sharing Across Learning Communities\u003c/strong>\u003c/p>\n\u003cp>For the third entry point to innovation, school leaders need to create spaces where teachers can share with one another. How much time in faculty meeting is spent on announcements that you could just print out for people and have them read? How can we devote all of that time to celebrating and sharing practice, to let teachers who do cool things show them to their colleagues?\u003c/p>\n\u003cp>How can you create informal learning spaces for people to gather? Here in Boston we have the Lila G. Frederick Pilot School, which was founded by Deb Socia, a leading advocate for technology access for students in poverty-impacted communities. Deb used to run \u003ca href=\"http://commonwealthmagazine.org/uncategorized/laptops-rule-among-students-in-middle-school/\">\u003cstrong>Bagels and Laptops\u003c/strong>\u003c/a>, where every Wednesday she'd buy a big bag of bagels and invite one teacher to share work for 15-20 minutes before classes got going.\u003c/p>\n\u003cp>There are schools where administrators are experimenting with models of teacher-led professional development like \u003ca href=\"http://www.edcamp.org/\">\u003cstrong>EdCamps\u003c/strong>\u003c/a>. EdCamps are conferences or professional development days that have learning sessions, but they aren't planned in advance. Rather, participants make suggestions for what they most want to discuss and learn more about, and then teachers get a chance to share with one another. It's a forum that privileges teacher-to-teacher learning and sharing.\u003c/p>\n\u003cp>\u003cstrong>4. Guiding Innovation with Shared Vision and Shared Instructional Language\u003c/strong>\u003c/p>\n\u003cp>The fourth entry point is about guidelines and guardrails. One risk of encouraging experimentation is that it can go in a million different directions. This is one of the central risks of innovation in America schools, that it's happening all the time, but it never comes together. We have a culture in schools of radical teacher autonomy where every teacher closes the door behind them and does whatever they want, and in too many cases that means that innovation happens in classrooms, but not in departments, not in grade-level teams, and not in whole schools. Great teachers retire, and their insights and wisdom retire with them\u003c/p>\n\u003cp>Effective school leaders help ensure that innovation has a trajectory that's guided by a shared vision and a shared instructional language. Ideally, teachers have a sense that they are encouraged to innovate and experiment, but particularly encouraged to try to improve the shared goals of the school. Basically, it's like giving teachers a canvas and a frame in which innovation can happen in ways that connect efforts.\u003c/p>\n\u003cp>Collaborative innovation also benefits from a shared instructional language, from a common way of describing what good teaching and learning look like. There are lots of ideas, systems, books and experts that can help as the foundation of this shared instructional language: \u003ca href=\"http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx\">\u003cstrong>Understanding by Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.pz.harvard.edu/projects/teaching-for-understanding\">\u003cstrong>Teaching for Understanding\u003c/strong>\u003c/a>, or \u003ca href=\"http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf\">\u003cstrong>First Principles of Instructional Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.cast.org/our-work/about-udl.html\">\u003cstrong>Universal Design for Learning\u003c/strong>\u003c/a>, or \u003ca href=\"http://teachlikeachampion.com/\">\u003cstrong>Teach Like a Champion\u003c/strong>\u003c/a>, or\u003ca href=\"https://www.bie.org/\">\u003cstrong> Project-Based Learning\u003c/strong>\u003c/a> or any one of many other languages of instruction. And there are plenty of schools and districts that create their own shared ways of described great teaching and learning.\u003c/p>\n\u003cp>I favor some of these approaches over others, but I actually think it's less important which language schools choose and more important that they choose a language. It's more important to get one system right than it is to get the one right system.\u003c/p>\n\u003cp>When there are some guardrails and guidelines for innovation, that's a foundation for teachers to share, collaborate and improve together.\u003c/p>\n\u003cp>There will never be enough administrators in a school building to do all of the classroom work needed to be done to truly have innovation thrive. School leaders need to focus their attention on creating the conditions where teachers have the resources, courage and support to experiment with improving their practice, and then the space to share what they are learning with other educators.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/bjfr\">Justin Reich\u003c/a> is \u003c/em>\u003cem>executive director of the MIT Teaching Systems Lab and a research scientist in the MIT Office of Digital Learning\u003c/em>\u003cem>. He teaches the online course, \u003c/em>\u003ca href=\"https://www.edx.org/course/launching-innovation-schools-mitx-microsoft-education-11-154x\">\u003cem>Launching Innovation in Schools\u003c/em>\u003c/a>\u003cem>\u003cstrong>,\u003c/strong> offered through edX and taught with Peter Senge. Launching Innovation in Schools guides school leaders -- teacher-leaders, principals, department heads, IT directors, superintendents -- through fundamental principles of launching and sustaining innovation in schools. An version of this post appeared on \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2016/11/four_ways_school_leaders_can_support_innovation.html\">Education Week's EdTech Researcher\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When schools try to innovate, they often take a traditional top-down approach: devise a strategy, roll it out to teachers and support a high-fidelity implementation. The end result is often one that lacks teacher support or genuine enthusiasm -- initiatives putter along and change is sporadic or modest.\u003c/p>\n\u003cp>In education and beyond, innovation is usually the result of iteration rather than central planning. In schools that succeed in implementing real instructional improvements, teachers figure out how to improve teaching and learning by journeying through multiple passes of a cycle of experiment, reflection and adjustment.\u003c/p>\n\u003cp>If a school leader’s goal is to implement thoughtful innovation, one way to think about school leadership, therefore, is to think about how to help teachers move through that cycle of iteration and innovation more effectively, more efficiently and more joyfully. Administrators have four powerful places where they can \"grease the gears\" of this cycle: creating an R&D budget, supporting opportunities for team learning, creating spaces for broader teacher sharing and learning, and building consensus around a shared vision and shared instructional language.\u003c/p>\n\u003cp>\u003cstrong>1. R&D\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In order to stay relevant to the changing demands of the consumer, companies and organizations invest in research and development. What can schools do to invest in research and development for good teaching? One place to start is to ask about the R&D budget in your school in a more expansive sense. How do schools allocate time, resources and energy to support teachers in trying new things?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As a school leader, the first resource that you can offer innovative teachers is your enthusiasm and your protection. Whenever I start working with teachers in a new school district around innovation initiatives, I always ask the principal or headmaster or superintendent to come to the first professional development session and offer a benediction of sorts. One part of the benediction is to offer encouragement and support for the new initiative, but the second part is to offer cover and to say, \"Look, learning takes time, and not everything you try is going to work. But as students have questions, as parents have questions, you can count on me to have your back, and support you through these changes.\"\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/2Q3VyW1zMHI'\n title='//www.youtube.com/embed/2Q3VyW1zMHI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>How can you find more time, more money, more resources to give to teachers as an R&D budget? Can you give a teacher a one-course release for a year or half a year to do some extra research and experimentation in a department? Can you pay teachers for their time over the summer to work together?\u003c/p>\n\u003cp>One of the largest untapped resources for innovation in schools are students. In many technology initiatives, schools have realized that they will never have the budget to hire enough support staff to meet all of the tech-support needs of their teachers, but there are lots of kids in schools who would love to help their teachers create better lessons and classrooms using technology. So schools around the world are organizing these \u003cstrong>\u003ca href=\"https://bhshelpdesk.com/\">great student help desks\u003c/a>,\u003c/strong> where teachers can not only get tech support, but real instructional design support.\u003c/p>\n\u003cp>\u003cstrong>2. Helping Teams Learn from Experiments\u003c/strong>\u003c/p>\n\u003cp>The second entry point is around team learning. When teachers are experimenting, how do we maximize opportunities for teams to learn from one another? Two particularly powerful practices here are Looking at Student Work and instructional rounds. \u003ca href=\"http://www.nsrfharmony.org/system/files/protocols/atlas_lfsw_0.pdf\">\u003cstrong>Looking at Student Work\u003c/strong>\u003c/a> involves closely examining representative pieces of student work, and asking questions about what kinds of learning students are doing and what kinds of evidence we can find of student learning in their assessments. Teams usually use specific protocols that help keep people focused on evidence of student thinking and understanding. These are really powerful pathways into understanding learning. The second practice is classroom observation and \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Making-the-Most-of-Instructional-Rounds.aspx\">\u003cstrong>instructional rounds\u003c/strong>\u003c/a>. The idea here is to let teachers get into each other's classrooms to see innovation happening. The deeper level of exposure to teachers engaged in new practices helps others figure out how to make sense of them throughout the school year.\u003c/p>\n\u003cp>\u003cstrong>3. Creating Opportunities for Sharing Across Learning Communities\u003c/strong>\u003c/p>\n\u003cp>For the third entry point to innovation, school leaders need to create spaces where teachers can share with one another. How much time in faculty meeting is spent on announcements that you could just print out for people and have them read? How can we devote all of that time to celebrating and sharing practice, to let teachers who do cool things show them to their colleagues?\u003c/p>\n\u003cp>How can you create informal learning spaces for people to gather? Here in Boston we have the Lila G. Frederick Pilot School, which was founded by Deb Socia, a leading advocate for technology access for students in poverty-impacted communities. Deb used to run \u003ca href=\"http://commonwealthmagazine.org/uncategorized/laptops-rule-among-students-in-middle-school/\">\u003cstrong>Bagels and Laptops\u003c/strong>\u003c/a>, where every Wednesday she'd buy a big bag of bagels and invite one teacher to share work for 15-20 minutes before classes got going.\u003c/p>\n\u003cp>There are schools where administrators are experimenting with models of teacher-led professional development like \u003ca href=\"http://www.edcamp.org/\">\u003cstrong>EdCamps\u003c/strong>\u003c/a>. EdCamps are conferences or professional development days that have learning sessions, but they aren't planned in advance. Rather, participants make suggestions for what they most want to discuss and learn more about, and then teachers get a chance to share with one another. It's a forum that privileges teacher-to-teacher learning and sharing.\u003c/p>\n\u003cp>\u003cstrong>4. Guiding Innovation with Shared Vision and Shared Instructional Language\u003c/strong>\u003c/p>\n\u003cp>The fourth entry point is about guidelines and guardrails. One risk of encouraging experimentation is that it can go in a million different directions. This is one of the central risks of innovation in America schools, that it's happening all the time, but it never comes together. We have a culture in schools of radical teacher autonomy where every teacher closes the door behind them and does whatever they want, and in too many cases that means that innovation happens in classrooms, but not in departments, not in grade-level teams, and not in whole schools. Great teachers retire, and their insights and wisdom retire with them\u003c/p>\n\u003cp>Effective school leaders help ensure that innovation has a trajectory that's guided by a shared vision and a shared instructional language. Ideally, teachers have a sense that they are encouraged to innovate and experiment, but particularly encouraged to try to improve the shared goals of the school. Basically, it's like giving teachers a canvas and a frame in which innovation can happen in ways that connect efforts.\u003c/p>\n\u003cp>Collaborative innovation also benefits from a shared instructional language, from a common way of describing what good teaching and learning look like. There are lots of ideas, systems, books and experts that can help as the foundation of this shared instructional language: \u003ca href=\"http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx\">\u003cstrong>Understanding by Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.pz.harvard.edu/projects/teaching-for-understanding\">\u003cstrong>Teaching for Understanding\u003c/strong>\u003c/a>, or \u003ca href=\"http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf\">\u003cstrong>First Principles of Instructional Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.cast.org/our-work/about-udl.html\">\u003cstrong>Universal Design for Learning\u003c/strong>\u003c/a>, or \u003ca href=\"http://teachlikeachampion.com/\">\u003cstrong>Teach Like a Champion\u003c/strong>\u003c/a>, or\u003ca href=\"https://www.bie.org/\">\u003cstrong> Project-Based Learning\u003c/strong>\u003c/a> or any one of many other languages of instruction. And there are plenty of schools and districts that create their own shared ways of described great teaching and learning.\u003c/p>\n\u003cp>I favor some of these approaches over others, but I actually think it's less important which language schools choose and more important that they choose a language. It's more important to get one system right than it is to get the one right system.\u003c/p>\n\u003cp>When there are some guardrails and guidelines for innovation, that's a foundation for teachers to share, collaborate and improve together.\u003c/p>\n\u003cp>There will never be enough administrators in a school building to do all of the classroom work needed to be done to truly have innovation thrive. School leaders need to focus their attention on creating the conditions where teachers have the resources, courage and support to experiment with improving their practice, and then the space to share what they are learning with other educators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/bjfr\">Justin Reich\u003c/a> is \u003c/em>\u003cem>executive director of the MIT Teaching Systems Lab and a research scientist in the MIT Office of Digital Learning\u003c/em>\u003cem>. He teaches the online course, \u003c/em>\u003ca href=\"https://www.edx.org/course/launching-innovation-schools-mitx-microsoft-education-11-154x\">\u003cem>Launching Innovation in Schools\u003c/em>\u003c/a>\u003cem>\u003cstrong>,\u003c/strong> offered through edX and taught with Peter Senge. Launching Innovation in Schools guides school leaders -- teacher-leaders, principals, department heads, IT directors, superintendents -- through fundamental principles of launching and sustaining innovation in schools. An version of this post appeared on \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2016/11/four_ways_school_leaders_can_support_innovation.html\">Education Week's EdTech Researcher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "They Still Need You: How Adults Help Young Kids Learn With Technology",
"title": "They Still Need You: How Adults Help Young Kids Learn With Technology",
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"content": "\u003cp>There are more than 80,000 educational apps in Apple's app store. It seems like a great way to encourage brain development and make your little one the smartest baby genius. But just sticking a tablet in your kid's hands might not be as helpful.\u003c/p>\n\u003cp>Sure, use the app. But it's not a babysitter — you've got to help them use it, too.\u003c/p>\n\u003cp>Several recent studies have looked at how young children learn from touchscreens. One study, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12683/full\">published in Child Development\u003c/a>, compared how 2- and 3-year-olds learned to build a three-piece puzzle. Some children learned how to assemble the puzzle from a \"ghost demonstration\" — meaning that, initially, the pieces moved by themselves on the tablet to show how it works. A lot of apps that are intended for young children often have some element of this ghost demonstration: Pieces move on their own or objects will move them.\u003c/p>\n\u003cp>Other children had a person sitting next to them to move the puzzle pieces on the tablet.\u003c/p>\n\u003cp>After they watched the demonstration, both groups of children were asked to complete the task on either a touchscreen tablet or a real puzzle that looked identical to the one they saw.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The 2- and 3-year-olds who saw the ghost demonstration had a hard time replicating the task — but did well after they saw the human hand. Researchers concluded that having a human guide — often referred to as having social scaffolding — helped these young children learn.\u003c/p>\n\u003cp>\"Simply having someone show them how to put that puzzle together, rather than the app showing it to them, allowed them to put that puzzle together themselves\" explains Rachel Barr, a professor at Georgetown and one of the authors of the study. \"But taking away that person — taking away that scaffold — made their performance just look like they had never even seen it before.\"\u003c/p>\n\u003cp>Previous \u003ca href=\"http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01264/full\">research from Barr found that\u003c/a> the presence of a parent — more social scaffolding — increased a child's ability to transfer knowledge from the tablet to a real object.\u003c/p>\n\u003cp>I spoke with Barr and Laura Zimmermann, the study's lead author who is now at the University of Delaware, about the takeaways for parents, teachers and app developers.\u003c/p>\n\u003cp>\u003cstrong>Should we be surprised that 2- and 3-year-olds learn better from a real person than from a screen? \u003c/strong>\u003c/p>\n\u003cp>Rachel Barr: Learning from apps and connecting it to the real world is challenging for a really young child. When we watch children play with touchscreens, it seems so intuitive to them. It's very easy for us to forget that they are just like any other tool. And just like any other tool, children are going to need to learn how to learn from them.\u003c/p>\n\u003cp>The ease with which we use technology makes us forget that this is really a fairly complex tool. If we think about how many hours each of us as adults spend with technology each day, and if you just add that up over at least 10 years, this is thousands of hours that we spent learning how to use this technology. These babies are only 2 years old, so their amount of experience using the tools is relatively limited. The fact that they don't just learn everything like magic from these tools means that they require someone to help them with this experience.\u003c/p>\n\u003cp>\u003cstrong>Is this a plea to have adults interact with the apps their kids are using?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: In an ideal world, we would love for there to be joint media engagement. So: Having a scenario in which a parent or a teacher or a sibling or peer is co-viewing with the child, interacting, teaching and showing new things to each other. This is an optimal way to promote learning and that should not be downplayed at all.\u003c/p>\n\u003cp>Typically, having another person present during these interactions with touch screens or while viewing television is really beneficial. The parent or teacher can take into consideration what their child knows and build on that — something that's too complex for an app to be able to do. So rather than children interacting with a touch screen on their own, parents can provide support, to then boost their learning or help them transfer what they learned to the real world. They could also connect that information to something else that they have in their home.\u003c/p>\n\u003cp>Barr: With puzzle-building, [it's] giving the child a little bit of support. That can really help them to process. It's no different than other learning situations. Technology seems to be able to do everything. But for a very young child, it's just a tool just like any other. And they need to learn how to do it and the best person to help them may be a parent or older siblings.\u003c/p>\n\u003cp>\u003cstrong>Can you give me a concrete example? What would this look like? \u003c/strong>\u003c/p>\n\u003cp>Barr: Let's say there's a show or an app game about a cat and you have a cat living in your house. When that image of the cat is on the screen, the parent can simply say, \"Oh that's a cat just like ours.\" So it's not sort of 24/7 and guiding every single piece of the experience, but it's providing that information at the key point. \"Here's the cat. It's like the cat in our real world.\"\u003c/p>\n\u003cp>Or, if they're playing a game putting together pieces of a puzzle on an app, then afterward, the parent can say, \"Oh let's get out a real puzzle and switch that out.\" Or if they're building a block tower on an app program, building it with them. And now, \"Let's build some real blocks.\"\u003c/p>\n\u003cp>So it's just really helping them make those connections that seem obvious to us, but really are more difficult for young children. It doesn't have to be a whole lot, but the trick is to think about apps and the television more like you think about picture books.\u003c/p>\n\u003cp>\u003cstrong>That's the ideal world. But that doesn't always happen.\u003c/strong>\u003c/p>\n\u003cp>Barr: Right. We want to be realistic.\u003c/p>\n\u003cp>Zimmermann: There is going to be interaction without humans. That's just the nature of our world. Kids are spending time using touchscreens. And if we want to promote the best possible learning, then we have to think about ways that we can provide this social scaffolding in some other form. That's the way I approach it. I definitely agree that having a parent show a child something would be the gold standard. Very early in life, infants are capable of imitating different facial expressions or sounds, just by observing their parents.\u003c/p>\n\u003cp>\u003cstrong>This isn't a new idea, right? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: We know, from decades of work looking at social learning, that kids learn best from a human. Compared to a touch screen, compared to video. There's real importance in terms of the social scaffolding.\u003c/p>\n\u003cp>Barr: Exactly. It's the same with books. There's been a number of studies where we find the same thing. Parental support around book-reading is highly beneficial for later literacy. Around television: Some support around the content, helping them bridge that gap between the 2D world and the 3D world is really helpful. And now these latest findings suggesting the same thing is happening with apps.\u003c/p>\n\u003cp>\u003cstrong>So, if there's not a human around, are there things that app developers can incorporate into tablet games to help replace or mimic the social scaffolding? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: App developers could provide information in the app that teaches children or gives them feedback if they're right or wrong to help improve their learning.\u003c/p>\n\u003cp>Maybe a special sound or other haptic feedback — which is a form of touch information, such as vibration. This addition is something that would allow kids to learn, \"Oh I'm doing something right, or I'm doing something wrong,\" to help them achieve some type of goal. In our study we did not provide this feedback in the app.\u003c/p>\n\u003cp>We also know from previous work that different factors like repetition can help facilitate learning and encoding of information. So building in things like repetition can be useful for young children.\u003c/p>\n\u003cp>Barr: The really nice thing about technology is that it will repeat. So we know that if babies are able to see the same show again, or the same task, this does help them learn.\u003c/p>\n\u003cp>Zimmermann: There could also be adaptive play — things like leveling and scaling. It may be the case that with the 2-and-a-half-year-olds in our study, this puzzle was pretty complex for them. So maybe we should have started with a two-piece puzzle. And depending on either the age of the kids or their previous performance, the app could present information accordingly. So as the kid succeeds on a two-piece puzzle, the app could move on to a three-piece puzzle. The task could get increasingly more complex based on the kid's individual performance. I also want to be clear that this leveling is not something we manipulated in this particular study, but it's something that I think future work should look at.\u003c/p>\n\u003cp>When making educational apps, we need to be careful, to go back to the basics. It should be the starting point for developers to ask: \"What do we know about learning and early childhood?\" and then use that information to design new technologies.\u003c/p>\n\u003cp>All this is not to say that there aren't exceptional educational apps out there, but there's a lot for parents and teachers to sift through.\u003c/p>\n\u003cp>\u003cstrong>How could this apply to the classroom?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: Early educators often require children to transfer knowledge from a task that they learned in one context to another. One example of transfer learning is a teacher showing their students something online or in a video, and then asking them to do an activity in real life or with some hands-on test. Another example, in a preschool or an early elementary school classroom, is children learning basic addition and subtraction with blocks from their teacher. Then later, being asked to transfer their learning to a math activity on a touchscreen for a follow-up assessment.\u003c/p>\n\u003cp>Touchscreen assessments can be very useful tools, but it may be important to consider how their children learn a new skill — on a touchscreen or with concrete toys — as it may influence how they demonstrate what they have learned.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Worried+About+Screen+Time%3F+Don%27t+Let+Kids+Go+It+Alone&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are more than 80,000 educational apps in Apple's app store. It seems like a great way to encourage brain development and make your little one the smartest baby genius. But just sticking a tablet in your kid's hands might not be as helpful.\u003c/p>\n\u003cp>Sure, use the app. But it's not a babysitter — you've got to help them use it, too.\u003c/p>\n\u003cp>Several recent studies have looked at how young children learn from touchscreens. One study, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12683/full\">published in Child Development\u003c/a>, compared how 2- and 3-year-olds learned to build a three-piece puzzle. Some children learned how to assemble the puzzle from a \"ghost demonstration\" — meaning that, initially, the pieces moved by themselves on the tablet to show how it works. A lot of apps that are intended for young children often have some element of this ghost demonstration: Pieces move on their own or objects will move them.\u003c/p>\n\u003cp>Other children had a person sitting next to them to move the puzzle pieces on the tablet.\u003c/p>\n\u003cp>After they watched the demonstration, both groups of children were asked to complete the task on either a touchscreen tablet or a real puzzle that looked identical to the one they saw.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The 2- and 3-year-olds who saw the ghost demonstration had a hard time replicating the task — but did well after they saw the human hand. Researchers concluded that having a human guide — often referred to as having social scaffolding — helped these young children learn.\u003c/p>\n\u003cp>\"Simply having someone show them how to put that puzzle together, rather than the app showing it to them, allowed them to put that puzzle together themselves\" explains Rachel Barr, a professor at Georgetown and one of the authors of the study. \"But taking away that person — taking away that scaffold — made their performance just look like they had never even seen it before.\"\u003c/p>\n\u003cp>Previous \u003ca href=\"http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01264/full\">research from Barr found that\u003c/a> the presence of a parent — more social scaffolding — increased a child's ability to transfer knowledge from the tablet to a real object.\u003c/p>\n\u003cp>I spoke with Barr and Laura Zimmermann, the study's lead author who is now at the University of Delaware, about the takeaways for parents, teachers and app developers.\u003c/p>\n\u003cp>\u003cstrong>Should we be surprised that 2- and 3-year-olds learn better from a real person than from a screen? \u003c/strong>\u003c/p>\n\u003cp>Rachel Barr: Learning from apps and connecting it to the real world is challenging for a really young child. When we watch children play with touchscreens, it seems so intuitive to them. It's very easy for us to forget that they are just like any other tool. And just like any other tool, children are going to need to learn how to learn from them.\u003c/p>\n\u003cp>The ease with which we use technology makes us forget that this is really a fairly complex tool. If we think about how many hours each of us as adults spend with technology each day, and if you just add that up over at least 10 years, this is thousands of hours that we spent learning how to use this technology. These babies are only 2 years old, so their amount of experience using the tools is relatively limited. The fact that they don't just learn everything like magic from these tools means that they require someone to help them with this experience.\u003c/p>\n\u003cp>\u003cstrong>Is this a plea to have adults interact with the apps their kids are using?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: In an ideal world, we would love for there to be joint media engagement. So: Having a scenario in which a parent or a teacher or a sibling or peer is co-viewing with the child, interacting, teaching and showing new things to each other. This is an optimal way to promote learning and that should not be downplayed at all.\u003c/p>\n\u003cp>Typically, having another person present during these interactions with touch screens or while viewing television is really beneficial. The parent or teacher can take into consideration what their child knows and build on that — something that's too complex for an app to be able to do. So rather than children interacting with a touch screen on their own, parents can provide support, to then boost their learning or help them transfer what they learned to the real world. They could also connect that information to something else that they have in their home.\u003c/p>\n\u003cp>Barr: With puzzle-building, [it's] giving the child a little bit of support. That can really help them to process. It's no different than other learning situations. Technology seems to be able to do everything. But for a very young child, it's just a tool just like any other. And they need to learn how to do it and the best person to help them may be a parent or older siblings.\u003c/p>\n\u003cp>\u003cstrong>Can you give me a concrete example? What would this look like? \u003c/strong>\u003c/p>\n\u003cp>Barr: Let's say there's a show or an app game about a cat and you have a cat living in your house. When that image of the cat is on the screen, the parent can simply say, \"Oh that's a cat just like ours.\" So it's not sort of 24/7 and guiding every single piece of the experience, but it's providing that information at the key point. \"Here's the cat. It's like the cat in our real world.\"\u003c/p>\n\u003cp>Or, if they're playing a game putting together pieces of a puzzle on an app, then afterward, the parent can say, \"Oh let's get out a real puzzle and switch that out.\" Or if they're building a block tower on an app program, building it with them. And now, \"Let's build some real blocks.\"\u003c/p>\n\u003cp>So it's just really helping them make those connections that seem obvious to us, but really are more difficult for young children. It doesn't have to be a whole lot, but the trick is to think about apps and the television more like you think about picture books.\u003c/p>\n\u003cp>\u003cstrong>That's the ideal world. But that doesn't always happen.\u003c/strong>\u003c/p>\n\u003cp>Barr: Right. We want to be realistic.\u003c/p>\n\u003cp>Zimmermann: There is going to be interaction without humans. That's just the nature of our world. Kids are spending time using touchscreens. And if we want to promote the best possible learning, then we have to think about ways that we can provide this social scaffolding in some other form. That's the way I approach it. I definitely agree that having a parent show a child something would be the gold standard. Very early in life, infants are capable of imitating different facial expressions or sounds, just by observing their parents.\u003c/p>\n\u003cp>\u003cstrong>This isn't a new idea, right? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: We know, from decades of work looking at social learning, that kids learn best from a human. Compared to a touch screen, compared to video. There's real importance in terms of the social scaffolding.\u003c/p>\n\u003cp>Barr: Exactly. It's the same with books. There's been a number of studies where we find the same thing. Parental support around book-reading is highly beneficial for later literacy. Around television: Some support around the content, helping them bridge that gap between the 2D world and the 3D world is really helpful. And now these latest findings suggesting the same thing is happening with apps.\u003c/p>\n\u003cp>\u003cstrong>So, if there's not a human around, are there things that app developers can incorporate into tablet games to help replace or mimic the social scaffolding? \u003c/strong>\u003c/p>\n\u003cp>Zimmermann: App developers could provide information in the app that teaches children or gives them feedback if they're right or wrong to help improve their learning.\u003c/p>\n\u003cp>Maybe a special sound or other haptic feedback — which is a form of touch information, such as vibration. This addition is something that would allow kids to learn, \"Oh I'm doing something right, or I'm doing something wrong,\" to help them achieve some type of goal. In our study we did not provide this feedback in the app.\u003c/p>\n\u003cp>We also know from previous work that different factors like repetition can help facilitate learning and encoding of information. So building in things like repetition can be useful for young children.\u003c/p>\n\u003cp>Barr: The really nice thing about technology is that it will repeat. So we know that if babies are able to see the same show again, or the same task, this does help them learn.\u003c/p>\n\u003cp>Zimmermann: There could also be adaptive play — things like leveling and scaling. It may be the case that with the 2-and-a-half-year-olds in our study, this puzzle was pretty complex for them. So maybe we should have started with a two-piece puzzle. And depending on either the age of the kids or their previous performance, the app could present information accordingly. So as the kid succeeds on a two-piece puzzle, the app could move on to a three-piece puzzle. The task could get increasingly more complex based on the kid's individual performance. I also want to be clear that this leveling is not something we manipulated in this particular study, but it's something that I think future work should look at.\u003c/p>\n\u003cp>When making educational apps, we need to be careful, to go back to the basics. It should be the starting point for developers to ask: \"What do we know about learning and early childhood?\" and then use that information to design new technologies.\u003c/p>\n\u003cp>All this is not to say that there aren't exceptional educational apps out there, but there's a lot for parents and teachers to sift through.\u003c/p>\n\u003cp>\u003cstrong>How could this apply to the classroom?\u003c/strong>\u003c/p>\n\u003cp>Laura Zimmermann: Early educators often require children to transfer knowledge from a task that they learned in one context to another. One example of transfer learning is a teacher showing their students something online or in a video, and then asking them to do an activity in real life or with some hands-on test. Another example, in a preschool or an early elementary school classroom, is children learning basic addition and subtraction with blocks from their teacher. Then later, being asked to transfer their learning to a math activity on a touchscreen for a follow-up assessment.\u003c/p>\n\u003cp>Touchscreen assessments can be very useful tools, but it may be important to consider how their children learn a new skill — on a touchscreen or with concrete toys — as it may influence how they demonstrate what they have learned.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When \u003ca href=\"http://mrsrileygandt.weebly.com/\">Kristine Riley\u003c/a> looks back on how she used to teach her students, she sees order and control. Her third, fourth and fifth grade gifted-and-talented classes had been structured and orderly, and students sat in designated seats. She had assigned the same tasks to every student and had hoped for roughly the same answers from all of them. She used to believe that it was her responsibility as a teacher to impart information to her students. Riley had decided what was important and students were expected to learn what they were taught.\u003c/p>\n\u003cp>Riley is also a conscientious teacher and regularly looks for ways to better herself on behalf of her students in Edison, New Jersey public schools. So after a colleague she admired and teachers she followed on social media began extolling the learning advantages of letting go of control in the classroom, Riley decided to give it a try. “I started out small,” she said. It took about a year, maybe a year and a half, to abandon her top-down approach to teaching and replace it with what she calls “structured chaos.” She shared her findings at a recent \u003ca href=\"http://www.edcampnewjersey.net/\">EdCamp\u003c/a> gathering in New Jersey.\u003c/p>\n\u003cp>https://twitter.com/MrsRileyGandT/status/799969366687289344\u003c/p>\n\u003cp>“In the beginning, it was uncomfortable,” Riley said. She had to let go of her micro-managing mentality and embrace the notion that the students needed to drive their learning—which meant less of her standing at the front of the classroom. But over time, she came up with a range of classroom strategies that put students squarely in charge.\u003c/p>\n\u003cp>\u003cstrong>GIVING STUDENTS CHOICE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Student choice is central to her methods. When she assigns projects, Riley now offers options for students to choose from. Some assignments will include “menus” of questions, for example, that ask students to pick what intrigues them from the “breakfast,” “lunch” and “dinner” selections—with a “dessert” choice for those hungry to learn more. In a third grade science unit on oil spills, to name another, Riley proposed different ways to explore the problem, including researching the Keystone XL pipeline and studying cruise ship pollution. Students could then pick an assignment that suited their personal inclination: they could write a song, create a commercial or build a website to share what they learned. Along with choice of subjects, students also have freedom to move at their own pace. And with their teacher’s input, students set their own goals, reflect on their work and assess themselves. What’s not allowed in class? Students are prohibited from declaring “I’m done.” Instead, Riley invites students to ask themselves new questions, like “How can I make this better?” or “What else can I add?”\u003c/p>\n\u003cp>Rather than have Riley assign seats, students now choose their own work place: a standing desk, an overturned crate or a spot next to the windowsill. Students are free to move around within the room, from one station to another; they’re not expected to sit still for the duration of class. Riley encourages them to find a place and get comfortable—ideally, where they will feel engaged and productive.\u003c/p>\n\u003cp>https://twitter.com/MrsRileyGandT/status/788415284675768321\u003c/p>\n\u003cp>And as a way to underscore the confidence she places on the students to direct their own learning, the children are free to select their work partners. “This was the most scary for me,” Riley said. To prevent children from picking their best friends or ostracizing anyone, she guided the children in creating norms on how to select a work partner. The model they devised was simple: work together, not against each other; compromise; split tasks fairly. Again, Riley encourages the kids to think of their partner as someone with whom they could work successfully—not just a friend, or someone with identical skills, but a fellow student who would contribute to the project.\u003c/p>\n\u003cp>\u003cstrong>TOO MUCH FREEDOM?\u003c/strong>\u003c/p>\n\u003cp>Does such freedom of choice deter young students from pursuing unfamiliar subjects? Will inviting children to present their work in the way that best suits their interests discourage them from taking risks? Riley says no. “I encourage them to try something different,” she said. She is clear about letting students know that she doesn’t want the same old thing, just repurposed, every time they turn in an assignment. “I tell them, ’show me that you’re challenging yourself to try something new.’”\u003c/p>\n\u003cp>And to counterbalance the self-directed nature of students’ learning, Riley also emphasizes the need for community within the classroom. All students are responsible for clean up and each week Riley picks one empowering quote from the many that students have submitted for consideration. Riley posts the quote at the front of the class and students then strive to live by the saying—for example, “Be yourself, because everybody else is already taken.” At the end of the week, students decide who best embodied the quote, and that student then gets to “keep” the quote.\u003c/p>\n\u003cp>Riley’s students prefer the new classroom environment, she said. “They enjoy what’s going on in the class so much more,” she said. Academically, the kids dive deeper when they determine where they’re headed. When Riley introduced programmable robots to the students, for example, each work group sought to develop a different robot capability. And while some groups followed Riley’s instructions on programming, others turned to online tutorials to learn more. “They’re embracing it and running with it,” Riley said about her spirited classroom.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Parents seem to love what’s happening in her classroom, Riley said, in part because their excited children tinker with school projects at home. School officials also support her new approach. “My supervisor encourages me to try different things, and is very supportive of all that’s going on,” she said—so much so that he is trying to push the rest of the school to adopt this mindset. Riley is convinced that these student-centered methods can apply as well in general education classes as in gifted and talented programs. What has changed for her, as she has let go of control in her classes? “Every day, they continue to surprise me,” Riley said. “They blow my mind.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When \u003ca href=\"http://mrsrileygandt.weebly.com/\">Kristine Riley\u003c/a> looks back on how she used to teach her students, she sees order and control. Her third, fourth and fifth grade gifted-and-talented classes had been structured and orderly, and students sat in designated seats. She had assigned the same tasks to every student and had hoped for roughly the same answers from all of them. She used to believe that it was her responsibility as a teacher to impart information to her students. Riley had decided what was important and students were expected to learn what they were taught.\u003c/p>\n\u003cp>Riley is also a conscientious teacher and regularly looks for ways to better herself on behalf of her students in Edison, New Jersey public schools. So after a colleague she admired and teachers she followed on social media began extolling the learning advantages of letting go of control in the classroom, Riley decided to give it a try. “I started out small,” she said. It took about a year, maybe a year and a half, to abandon her top-down approach to teaching and replace it with what she calls “structured chaos.” She shared her findings at a recent \u003ca href=\"http://www.edcampnewjersey.net/\">EdCamp\u003c/a> gathering in New Jersey.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>“In the beginning, it was uncomfortable,” Riley said. She had to let go of her micro-managing mentality and embrace the notion that the students needed to drive their learning—which meant less of her standing at the front of the classroom. But over time, she came up with a range of classroom strategies that put students squarely in charge.\u003c/p>\n\u003cp>\u003cstrong>GIVING STUDENTS CHOICE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Student choice is central to her methods. When she assigns projects, Riley now offers options for students to choose from. Some assignments will include “menus” of questions, for example, that ask students to pick what intrigues them from the “breakfast,” “lunch” and “dinner” selections—with a “dessert” choice for those hungry to learn more. In a third grade science unit on oil spills, to name another, Riley proposed different ways to explore the problem, including researching the Keystone XL pipeline and studying cruise ship pollution. Students could then pick an assignment that suited their personal inclination: they could write a song, create a commercial or build a website to share what they learned. Along with choice of subjects, students also have freedom to move at their own pace. And with their teacher’s input, students set their own goals, reflect on their work and assess themselves. What’s not allowed in class? Students are prohibited from declaring “I’m done.” Instead, Riley invites students to ask themselves new questions, like “How can I make this better?” or “What else can I add?”\u003c/p>\n\u003cp>Rather than have Riley assign seats, students now choose their own work place: a standing desk, an overturned crate or a spot next to the windowsill. Students are free to move around within the room, from one station to another; they’re not expected to sit still for the duration of class. Riley encourages them to find a place and get comfortable—ideally, where they will feel engaged and productive.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>And as a way to underscore the confidence she places on the students to direct their own learning, the children are free to select their work partners. “This was the most scary for me,” Riley said. To prevent children from picking their best friends or ostracizing anyone, she guided the children in creating norms on how to select a work partner. The model they devised was simple: work together, not against each other; compromise; split tasks fairly. Again, Riley encourages the kids to think of their partner as someone with whom they could work successfully—not just a friend, or someone with identical skills, but a fellow student who would contribute to the project.\u003c/p>\n\u003cp>\u003cstrong>TOO MUCH FREEDOM?\u003c/strong>\u003c/p>\n\u003cp>Does such freedom of choice deter young students from pursuing unfamiliar subjects? Will inviting children to present their work in the way that best suits their interests discourage them from taking risks? Riley says no. “I encourage them to try something different,” she said. She is clear about letting students know that she doesn’t want the same old thing, just repurposed, every time they turn in an assignment. “I tell them, ’show me that you’re challenging yourself to try something new.’”\u003c/p>\n\u003cp>And to counterbalance the self-directed nature of students’ learning, Riley also emphasizes the need for community within the classroom. All students are responsible for clean up and each week Riley picks one empowering quote from the many that students have submitted for consideration. Riley posts the quote at the front of the class and students then strive to live by the saying—for example, “Be yourself, because everybody else is already taken.” At the end of the week, students decide who best embodied the quote, and that student then gets to “keep” the quote.\u003c/p>\n\u003cp>Riley’s students prefer the new classroom environment, she said. “They enjoy what’s going on in the class so much more,” she said. Academically, the kids dive deeper when they determine where they’re headed. When Riley introduced programmable robots to the students, for example, each work group sought to develop a different robot capability. And while some groups followed Riley’s instructions on programming, others turned to online tutorials to learn more. “They’re embracing it and running with it,” Riley said about her spirited classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Every year there are some topics and conversations that grab readers’ attention more than others. In 2016, MindShift readers engaged most often and deeply with stories about the tricky job of motivating learners, especially when circumstances like poverty, learning differences and trauma complicate classroom dynamics. Educators are looking for ways to reach all facets of the complicated learners that sit in their classrooms, diving deeply into research about self-control, mindfulness programs and teaching strategies to give students structures for their thinking. And, since educating a child is a partnership between schools, families and communities, many classroom teachers and parents alike are increasingly concerned about the role parents play in nurturing and supporting students.\u003c/p>\n\u003cp>\u003cstrong>MOTIVATION AND ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Motivating students is a perennially difficult aspect of teaching, so it’s no wonder that there is robust interest in the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/04/how-to-turn-on-the-part-of-your-brain-that-controls-motivation/\" target=\"_blank\">neuroscience behind motivation\u003c/a>. Researchers found that when test subjects could see how their brains were reacting to different motivational strategies on MRI images, they got better using successful approaches. But they also found it exhausting. While not yet applicable to the classroom setting, this neuroscience does offer educators insights into strategies that did and didn’t work, as well as how tiring the process can be.\u003c/p>\n\u003cp>On a more practical note, an article featuring \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/03/20-strategies-for-motivating-reluctant-learners/\" target=\"_blank\">20 tips to engage even the most seemingly reluctant\u003c/a> students also grabbed readers’ attention. No teaching approach is going to reach every student, so teachers need lots of strategies. When teachers have many ways to present information, to offer varying points of entry, and know how to demonstrate concepts from multiple viewpoints, they can better serve the different needs of their students.\u003c/p>\n\u003cp>\u003cstrong>SELF-REGULATION AND TRAUMA\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Increasingly, teachers are being asked to do far more than deliver content, and that shift requires a new set of strategies and a compassionate approach to the job. Often educators are looking for guidance on how they can help kids improve self-control and behavior, as well as address their social and emotional needs.\u003c/p>\n\u003cp>Managing the behavior of 30 kids in an enclosed space is one of the most difficult aspects of teaching, so it’s no surprise that no teacher knows exactly how to respond to every situation. Yet acting out is a form of communication that can easily be misinterpreted as intentional disobedience or malice. That’s why \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/21/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students/\" target=\"_blank\">tips to de-escalate situations\u003c/a> with anxious or defiant students, presented by an experienced behavior analyst, was so helpful to educators.\u003c/p>\n\u003cp>Similarly, more and more educators are beginning to realize how much trauma their students have endured and how their behavior is often a symptom of those experiences. Educators are gravitating to workshops on \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/06/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care/\" target=\"_blank\">how to teach with a trauma-informed lens\u003c/a>, and are seeking support as they deal with the taxing work of educating children who are suffering intensely.\u003c/p>\n\u003cp>One school turned to a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/30/what-changes-when-a-school-embraces-mindfulness/\" target=\"_blank\">program that combines mindfulness and education about the brain\u003c/a> to deal with residual trauma from a school fire, as well as the daily trauma of poverty that many students experience. The program has helped shift the culture of the school into a more positive place for students and staff with mindfulness baked into most school processes.\u003c/p>\n\u003cp>Early research on mindfulness has found that practices like focusing on one’s breath or intentionally showing gratitude can positively influence executive functioning skills that are also crucial for focusing in class, organizing work and many other cognitive functions. The importance of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control on life outcomes\u003c/a> has been well documented by psychologists, research that educators are now taking advantage of in classrooms.\u003c/p>\n\u003cp>\u003cstrong>DEEPENING TEACHING PRACTICE\u003c/strong>\u003c/p>\n\u003cp>Alongside discussions about how to instill character, improve school climate and motivate students to do their best work, educators are also continually trying to hone their craft, learning from research about the most effective ways to pull the best thinking out of every child. Often the articles that stimulate the most excitement and debate are not about specific curriculum or tools, but instead grapple with how to improve students’ metacognition. Researchers at Harvard have studied educators who focus on “teaching for understanding” for several years and have narrowed in on some \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\">practices that help improve the depth of student thinking\u003c/a>.\u003c/p>\n\u003cp>In math classrooms a similar discussion is raging, with many math teachers looking for strategies to provide multiple entry points into the underlying conceptual topics in the curriculum. At the same time, most math curricula are stuffed with so many standards that teachers struggle to cover them all well. Math teachers are balancing trying to both prepare students for tests and give them the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/13/why-kids-should-keep-using-theirs-fingers-to-do-math/\" target=\"_blank\">space and time to explore the foundations of math\u003c/a>, a key practice to future math success.\u003c/p>\n\u003cp>\u003cstrong>CAN PARENTS BE TOO INVOLVED?\u003c/strong>\u003c/p>\n\u003cp>Parents are crucial partners for teachers in the academic and social development of children. Many parents take that responsibility seriously, reading up on how they can prepare their kids for academic success \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/06/how-to-raise-brilliant-children-according-to-science/\" target=\"_blank\">through the myriad of small interactions that happen daily\u003c/a>. But the obsession with doing everything right is taking a toll on parents and may not be that great for kids either.\u003c/p>\n\u003cp>Teachers at the K-12 and university level are beginning to notice a worrying trend of overinvolvement from parents -- while well-intended, it is actually depriving kids of crucial learning experiences. Parents, too, are noticing this tendency in themselves and are \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/05/overparenting-5-recovery-steps-from-a-former-stanford-dean/\" target=\"_blank\">trying to pull back\u003c/a>, with varying levels of success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reporting about education so often comes down to examining how humans interact with one another. Many of the themes that caught MindShift readers’ attention this year deal with how a bureaucratic system filled with well-intentioned people can nurture the whole child, paying attention to their academic minds, of course, but also recognizing that success in life rests on so much more. The trajectory of a life is a complicated interplay of opportunity, psychology, mentors and skills. The parents and teachers that help young people down this path have a very difficult job, but it can ultimately be one of the most rewarding ones, too.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Increasingly, teachers are being asked to do far more than deliver content, and that shift requires a new set of strategies and a compassionate approach to the job. Often educators are looking for guidance on how they can help kids improve self-control and behavior, as well as address their social and emotional needs.\u003c/p>\n\u003cp>Managing the behavior of 30 kids in an enclosed space is one of the most difficult aspects of teaching, so it’s no surprise that no teacher knows exactly how to respond to every situation. Yet acting out is a form of communication that can easily be misinterpreted as intentional disobedience or malice. That’s why \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/21/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students/\" target=\"_blank\">tips to de-escalate situations\u003c/a> with anxious or defiant students, presented by an experienced behavior analyst, was so helpful to educators.\u003c/p>\n\u003cp>Similarly, more and more educators are beginning to realize how much trauma their students have endured and how their behavior is often a symptom of those experiences. Educators are gravitating to workshops on \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/06/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care/\" target=\"_blank\">how to teach with a trauma-informed lens\u003c/a>, and are seeking support as they deal with the taxing work of educating children who are suffering intensely.\u003c/p>\n\u003cp>One school turned to a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/30/what-changes-when-a-school-embraces-mindfulness/\" target=\"_blank\">program that combines mindfulness and education about the brain\u003c/a> to deal with residual trauma from a school fire, as well as the daily trauma of poverty that many students experience. The program has helped shift the culture of the school into a more positive place for students and staff with mindfulness baked into most school processes.\u003c/p>\n\u003cp>Early research on mindfulness has found that practices like focusing on one’s breath or intentionally showing gratitude can positively influence executive functioning skills that are also crucial for focusing in class, organizing work and many other cognitive functions. The importance of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control on life outcomes\u003c/a> has been well documented by psychologists, research that educators are now taking advantage of in classrooms.\u003c/p>\n\u003cp>\u003cstrong>DEEPENING TEACHING PRACTICE\u003c/strong>\u003c/p>\n\u003cp>Alongside discussions about how to instill character, improve school climate and motivate students to do their best work, educators are also continually trying to hone their craft, learning from research about the most effective ways to pull the best thinking out of every child. Often the articles that stimulate the most excitement and debate are not about specific curriculum or tools, but instead grapple with how to improve students’ metacognition. Researchers at Harvard have studied educators who focus on “teaching for understanding” for several years and have narrowed in on some \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\">practices that help improve the depth of student thinking\u003c/a>.\u003c/p>\n\u003cp>In math classrooms a similar discussion is raging, with many math teachers looking for strategies to provide multiple entry points into the underlying conceptual topics in the curriculum. At the same time, most math curricula are stuffed with so many standards that teachers struggle to cover them all well. Math teachers are balancing trying to both prepare students for tests and give them the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/13/why-kids-should-keep-using-theirs-fingers-to-do-math/\" target=\"_blank\">space and time to explore the foundations of math\u003c/a>, a key practice to future math success.\u003c/p>\n\u003cp>\u003cstrong>CAN PARENTS BE TOO INVOLVED?\u003c/strong>\u003c/p>\n\u003cp>Parents are crucial partners for teachers in the academic and social development of children. Many parents take that responsibility seriously, reading up on how they can prepare their kids for academic success \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/06/how-to-raise-brilliant-children-according-to-science/\" target=\"_blank\">through the myriad of small interactions that happen daily\u003c/a>. But the obsession with doing everything right is taking a toll on parents and may not be that great for kids either.\u003c/p>\n\u003cp>Teachers at the K-12 and university level are beginning to notice a worrying trend of overinvolvement from parents -- while well-intended, it is actually depriving kids of crucial learning experiences. Parents, too, are noticing this tendency in themselves and are \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/05/overparenting-5-recovery-steps-from-a-former-stanford-dean/\" target=\"_blank\">trying to pull back\u003c/a>, with varying levels of success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reporting about education so often comes down to examining how humans interact with one another. Many of the themes that caught MindShift readers’ attention this year deal with how a bureaucratic system filled with well-intentioned people can nurture the whole child, paying attention to their academic minds, of course, but also recognizing that success in life rests on so much more. The trajectory of a life is a complicated interplay of opportunity, psychology, mentors and skills. The parents and teachers that help young people down this path have a very difficult job, but it can ultimately be one of the most rewarding ones, too.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Five Culturally Relevant Books To Inspire English Language Learners",
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"content": "\u003cp>\u003cem>Part of our series, \u003ca href=\"http://www.npr.org/series/502207601/5-million-voices\">5 Million Voices\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>I grew up speaking Spanish, and I didn't start learning English until I was in preschool. When it came to books, I struggled — like many ELL students — to connect with characters that didn't look like me or speak my language.\u003c/p>\n\u003cp>To this day I have yet to pick up a copy of \u003cem>Anne of Green Gables.\u003c/em>\u003c/p>\n\u003cp>It wasn't until Ms. Rueckert handed me a biography of Diego Rivera in the fourth grade that my relationship with books changed forever. I started to read for fun and not for a grade.\u003c/p>\n\u003cp>Research shows that reading comprehension in ELL students \u003ca href=\"http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1016&context=reading_horizons\">gets a boost\u003c/a> when kids are exposed to culturally relevant books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Story is both individual and collective,\" says Candis Grover, director of literacy and Spanish development at \u003ca href=\"https://readyrosie.com/\">ReadyRosie\u003c/a>, an educational web site.\u003c/p>\n\u003cp>She says students need more than just a few scattered stories: \"We need to give them a large literary room of characters to connect with.\"\u003c/p>\n\u003cp>So, in that spirit, we've reached out to experts and scoured the blogs and asked authors what books they'd put in that big room. Here are five great examples:\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/494896749/the-name-jar\">\u003cimg class=\"alignleft size-full wp-image-47180\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Name-Jar.jpg\" alt=\"name-jar\" width=\"200\" height=\"259\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/Name-Jar.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Name-Jar-160x207.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/494896749/the-name-jar\">The Name Jar\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/138353323/yangsook-choi\">Yangsook Choi\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/138353323/yangsook-choi\">Yangsook Choi\u003c/a>\u003c/p>\n\u003cp>Names are an important part of our identity. Unhei's classmates show their support as she decides whether to keep her Korean name or choose a completely new American one.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/494896922/chocolate-milk-por-favor\">\u003cimg class=\"alignleft size-full wp-image-47182\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Chocolate-Milk.jpg\" alt=\"chocolate-milk\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/494896922/chocolate-milk-por-favor\">\u003cstrong>Chocolate Milk, Por Favor\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/494896929/maria-dismondy\">Maria Dismondy\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/494896937/donna-farrell\">Donna Farrell\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>Body language helps overcome language barriers. Gabe's classmates learn how to communicate with him through sports, food, and play.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/250736604/marisol-mcdonald-doesnt-match-marisol-mcdonald-no-combina\">\u003cimg class=\"alignleft size-full wp-image-47184\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Marisol.jpg\" alt=\"marisol\" width=\"200\" height=\"227\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/Marisol.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Marisol-160x182.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/250736604/marisol-mcdonald-doesnt-match-marisol-mcdonald-no-combina\">Marisol McDonald Doesn't Match/Marisol McDonald No Combina\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/250736913/monica-brown\">Monica Brown\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/250740428/sara-palacios\">Sara Palacios\u003c/a>\u003cbr>\nNo one would dare stop Pippi Longstocking from being her own unique self. Marisol, like Pippi, owns her identity. She redefines what it means to be Peruvian-Scottish-American.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"http://www.npr.org/books/titles/494898368/jalapeno-bagels\">\u003cimg class=\"alignleft size-full wp-image-47183\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Jalapeno-Bagels.jpg\" alt=\"jalapeno-bagels\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/494898368/jalapeno-bagels\">Jalapeño\u003c/a> \u003c/strong>\u003c/span>\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/494898368/jalapeno-bagels\">Bagels\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/494898382/natasha-wing\">Natasha Wing\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/494898390/robert-casilla\">Robert Casilla\u003c/a>\u003c/p>\n\u003cp>Pablo spends quality time with his Mexican mom and Jewish father learning about their respective cultures through food. Instead of favoring one culture, Pablo chooses to celebrate both.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/494898886/maximilian-the-mystery-of-the-guardian-angel-a-bilingual-lucha-libre-thriller\">\u003cimg class=\"alignleft size-full wp-image-47181\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Maximilian.jpg\" alt=\"maximilian\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/Maximilian.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Maximilian-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.npr.org/books/titles/494898886/maximilian-the-mystery-of-the-guardian-angel-a-bilingual-lucha-libre-thriller\">\u003cstrong>Maximilian & The Mystery Of The Guardian Angel: A Bilingual Lucha Libre Thriller\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/494898891/xavier-garza\">Xavier Garza\u003c/a>\u003c/p>\n\u003cp>Whether it's read in Spanish or English, Mexican traditions and pop culture shine in this book for older students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Great+Books+To+Inspire+English+Language+Learners&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n",
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"excerpt": "Way too many students who are English language learners are reading below grade level. Here are five culturally relevant books that might spark their curiosity.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Part of our series, \u003ca href=\"http://www.npr.org/series/502207601/5-million-voices\">5 Million Voices\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>I grew up speaking Spanish, and I didn't start learning English until I was in preschool. When it came to books, I struggled — like many ELL students — to connect with characters that didn't look like me or speak my language.\u003c/p>\n\u003cp>To this day I have yet to pick up a copy of \u003cem>Anne of Green Gables.\u003c/em>\u003c/p>\n\u003cp>It wasn't until Ms. Rueckert handed me a biography of Diego Rivera in the fourth grade that my relationship with books changed forever. I started to read for fun and not for a grade.\u003c/p>\n\u003cp>Research shows that reading comprehension in ELL students \u003ca href=\"http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1016&context=reading_horizons\">gets a boost\u003c/a> when kids are exposed to culturally relevant books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Story is both individual and collective,\" says Candis Grover, director of literacy and Spanish development at \u003ca href=\"https://readyrosie.com/\">ReadyRosie\u003c/a>, an educational web site.\u003c/p>\n\u003cp>She says students need more than just a few scattered stories: \"We need to give them a large literary room of characters to connect with.\"\u003c/p>\n\u003cp>So, in that spirit, we've reached out to experts and scoured the blogs and asked authors what books they'd put in that big room. Here are five great examples:\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/494896749/the-name-jar\">\u003cimg class=\"alignleft size-full wp-image-47180\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Name-Jar.jpg\" alt=\"name-jar\" width=\"200\" height=\"259\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/Name-Jar.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Name-Jar-160x207.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/494896749/the-name-jar\">The Name Jar\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/138353323/yangsook-choi\">Yangsook Choi\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/138353323/yangsook-choi\">Yangsook Choi\u003c/a>\u003c/p>\n\u003cp>Names are an important part of our identity. Unhei's classmates show their support as she decides whether to keep her Korean name or choose a completely new American one.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/494896922/chocolate-milk-por-favor\">\u003cimg class=\"alignleft size-full wp-image-47182\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Chocolate-Milk.jpg\" alt=\"chocolate-milk\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Chocolate-Milk-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/494896922/chocolate-milk-por-favor\">\u003cstrong>Chocolate Milk, Por Favor\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/494896929/maria-dismondy\">Maria Dismondy\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/494896937/donna-farrell\">Donna Farrell\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>Body language helps overcome language barriers. Gabe's classmates learn how to communicate with him through sports, food, and play.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/250736604/marisol-mcdonald-doesnt-match-marisol-mcdonald-no-combina\">\u003cimg class=\"alignleft size-full wp-image-47184\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Marisol.jpg\" alt=\"marisol\" width=\"200\" height=\"227\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/Marisol.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Marisol-160x182.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/250736604/marisol-mcdonald-doesnt-match-marisol-mcdonald-no-combina\">Marisol McDonald Doesn't Match/Marisol McDonald No Combina\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/250736913/monica-brown\">Monica Brown\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/250740428/sara-palacios\">Sara Palacios\u003c/a>\u003cbr>\nNo one would dare stop Pippi Longstocking from being her own unique self. Marisol, like Pippi, owns her identity. She redefines what it means to be Peruvian-Scottish-American.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"http://www.npr.org/books/titles/494898368/jalapeno-bagels\">\u003cimg class=\"alignleft size-full wp-image-47183\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Jalapeno-Bagels.jpg\" alt=\"jalapeno-bagels\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Jalapeno-Bagels-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/494898368/jalapeno-bagels\">Jalapeño\u003c/a> \u003c/strong>\u003c/span>\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/494898368/jalapeno-bagels\">Bagels\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/494898382/natasha-wing\">Natasha Wing\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/494898390/robert-casilla\">Robert Casilla\u003c/a>\u003c/p>\n\u003cp>Pablo spends quality time with his Mexican mom and Jewish father learning about their respective cultures through food. Instead of favoring one culture, Pablo chooses to celebrate both.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/books/titles/494898886/maximilian-the-mystery-of-the-guardian-angel-a-bilingual-lucha-libre-thriller\">\u003cimg class=\"alignleft size-full wp-image-47181\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Maximilian.jpg\" alt=\"maximilian\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/Maximilian.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/Maximilian-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.npr.org/books/titles/494898886/maximilian-the-mystery-of-the-guardian-angel-a-bilingual-lucha-libre-thriller\">\u003cstrong>Maximilian & The Mystery Of The Guardian Angel: A Bilingual Lucha Libre Thriller\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/494898891/xavier-garza\">Xavier Garza\u003c/a>\u003c/p>\n\u003cp>Whether it's read in Spanish or English, Mexican traditions and pop culture shine in this book for older students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Great+Books+To+Inspire+English+Language+Learners&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Which Qualities of Early Childcare Programs Help Parents and Kids Succeed?",
"title": "Which Qualities of Early Childcare Programs Help Parents and Kids Succeed?",
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"content": "\u003cp>If you got 13 percent back on your investments every year, you'd be pretty happy, right? Remember, the S&P 500, historically, has averaged about 7 percent when adjusted for inflation.\u003c/p>\n\u003cp>What if the investment is in children, and the return on investment not only makes economic sense but results in richer, fuller, healthier lives for the entire family?\u003c/p>\n\u003cp>That's the crux of a new paper out today, \u003ca href=\"http://heckmanequation.org/content/resource/lifecycle-benefits-influential-early-childhood-program\">The Life-Cycle Benefits of an Influential Early Childhood Program \u003c/a>co-authored by Nobel Laureate James Heckman, a professor of economics at the University of Chicago and the director of the \u003ca href=\"http://heckman.uchicago.edu/\">Center for the Economics of Human Development.\u003c/a>\u003c/p>\n\u003cp>There's a \u003ca href=\"http://www.npr.org/sections/ed/2016/11/17/502299963/a-lesson-for-preschools-when-its-done-right-the-benefits-last\">growing body of research\u003c/a> on the value and importance of high-quality early education programs — especially for disadvantaged kids.\u003c/p>\n\u003cp>But there's surprisingly little research on its impact over time. This paper helps change that. Heckman and his co-authors examine the many ways in which these high-quality programs helped participants thrive throughout life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The paper analyzes two North Carolina programs, founded in the 1970s, that worked with infants from 8 weeks old through age 5. The rub for researchers: The programs included data collection from birth through age 8 on a wide range of school and home life factors as well as long-term follow ups through age 35.\u003c/p>\n\u003cp>Quality early education programs are expensive up front. But as Heckman argues, the returns are enormous; the investment well worth it.\u003c/p>\n\u003cp>\u003cstrong>Your study found enduring positive effects of quality pre-K on a lot of things, including future earnings, health, IQ and crime reduction. Is the bottom line here stronger, fuller, richer lives?\u003c/strong>\u003c/p>\n\u003cp>Yes it is, but it's more than just stronger, richer, fuller lives for the children. It's also stronger, richer, fuller lives for the mothers of the children. Let me explain why. In America today we have a lot of single-parent families. We have a lot of mothers who are working.\u003c/p>\n\u003cp>What we've done is shown the benefits across two generations of the study of these enriched early childcare programs. Not only providing childcare for working mothers — allowing them to get more education — but primarily to get more work experience, higher earnings gains through participating in the workforce, but also getting high-quality childcare environments that turn out to be developmentally rich. It promotes social mobility within — and across — generations. That I think is an important finding of this study.\u003c/p>\n\u003cp>\u003cstrong>Tell us about the two programs you've studied, serving mostly lower-income, predominantly African-American families.\u003c/strong>\u003c/p>\n\u003cp>The program starts very early. The children are 8 weeks old. It stays with the children until they they're age 5.\u003c/p>\n\u003cp>It's a program that runs nine hours a day, so it's very childcare-friendly in the sense that women could leave their children at the childcare center and then go on to work. They provide these disadvantaged children with enriched family environments: more verbal attention, more enrichment and parenting resources available to disadvantaged, predominately African-American women, as you say, and single-parent women. It supplements the early lives.\u003c/p>\n\u003cp>In addition, it gives healthcare screenings for children 0 to 5. The pediatrician has access to the treatment group. The pediatrician then would suggest what health indications should be taken. What kind of steps, what kind of treatment might be taken. Doesn't pay for the treatment but it does essentially screen the children and alert parents to the need for treatment.\u003c/p>\n\u003cp>\u003cstrong>This is true wrap-around service and personalized attention?\u003c/strong>\u003c/p>\n\u003cp>Yes. Turns out one of the most effective ingredients for these early childcare programs is interacting with the child. What I mean by interacting is a give-and-take. The term that's used by the child development specialist is scaffolding, like building a sculpture — in this case of a human being. Staying with the child, taking the child to the next step, challenging the child. In that sense it's very personalized education.\u003c/p>\n\u003cp>It's very time-intensive education, but it's education that stays with the child. It also has another effect which is that it engages, through the enhanced stimulation of the child, the parent. Parents themselves visit the center, so that there is also stimulation of the parent-child relationship that lasts long after the program itself is formally ended at age 5.\u003c/p>\n\u003cp>\u003cstrong>This kind of comprehensive program is more costly up front?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>For sure. The main benefit of this study is, if you count all of the benefits that accrue from this program in terms of reduced healthcare costs, reduced crime, greater earnings, more education, higher IQ — the list is quite long. Those all are monetized. We can compute a rate of return, the dividend would be from the investment. You get about 13 percent per annum. Much higher than the annual return on equities in the U.S. stock market post-Second World War through the 2008 meltdown.\u003c/p>\n\u003cp>\u003cstrong>Yeah I'd like 13 percent on my 401(k) every year. \u003c/strong>\u003c/p>\n\u003cp>Exactly. This is a huge, huge investment return. It competes favorably with almost any other public program.\u003c/p>\n\u003cp>\u003cstrong>What was the (annual) per-pupil spending while these children were in the program?\u003c/strong>\u003c/p>\n\u003cp>Per-year it's probably about $16,000 to $18,000. It depends on what (year) dollars you use. It's expensive.\u003c/p>\n\u003cp>\u003cstrong>That is pretty high. You're saying you get what you pay for?\u003c/strong>\u003c/p>\n\u003cp>Well, yes, it's a lot. But what are you getting in return? You're getting hundreds and hundreds of thousands of dollars. Seven to eight hundred thousand dollars back for what is essentially an $80,000 to $85,000 expenditure. Yes, it costs more but we can go back and think: In its time the transcontinental railroad that Abraham Lincoln launched, the Hoover Dam, the transcontinental highway system that Eisenhower launched. These all were very costly, but they also led to enormous social benefits.\u003c/p>\n\u003cp>These programs have enormous social benefit. They help to solve a lot of social problems. The way public policy is discussed frequently in this country is through silos. People say, \"We want to reduce crime. We want to promote health.\" We do what is, I think, a very limited kind of notion: looking at one problem at a time and one solution very closely linked to that problem. I would encourage people who see the price tag to also look at the benefit tag. They're well documented.\u003c/p>\n\u003cp>\u003cstrong>You followed these young people well into adulthood?\u003c/strong>\u003c/p>\n\u003cp>That's the benefit of the study. The children in the study essentially are much healthier than their counterparts who did not participate in the study. That came as a surprise to some people, but it shouldn't be a surprise. Not only did they get the health screening, but they also developed these social and emotional skills: self-control, the ability to monitor. They had more education, therefore they had more information. In a number of ways these children became more engaged, control their own lives better, and that shows up in their adult health.\u003c/p>\n\u003cp>What is turning out from this body of research is that promoting engagement of children, their cognitive and non-cognitive skills, boosting their IQs, at the same time boosting their social engagement, their willingness to participate in society, monitoring their health from an early age, is having huge benefits downstream for the rest of their lives.\u003c/p>\n\u003cp>\u003cstrong>You mentioned the return on investment. But you've also documented health benefits, crime reduction and parental benefits including boosted income and lower obesity rates. Talk about that a little.\u003c/strong>\u003c/p>\n\u003cp>That's folded into what we have for a measure of the rate of return. You can actually monetize the cost of the criminal justice system, the cost of incarcerating people and so forth. You can also talk about the benefits of reduced healthcare expenditures, higher-quality of life and so forth. All of that's incorporated into our rates of return and benefit-cost ratio. Breaking out these components, one of the most surprising findings from a study that we did published in \u003cem>Science\u003c/em> magazine a couple of years ago. We showed that children who are in this program were much less likely to be obese, to have hypertension, to have precursor environments that would promote diabetes.\u003c/p>\n\u003cp>\u003cstrong>You mentioned the poisonous effect of the silofication — if we could call it that — in combating poverty. Looking at social challenges largely in isolation. This is also a hyper-partisan age. What do you think policy makers and politicians are missing when it comes to looking at early childhood education?\u003c/strong>\u003c/p>\n\u003cp>Some of leading politicians both Republicans and Democrats are not missing. They're well aware of it. What's really interesting is that if you go out to those red states that were called fly-over states in the last election, the ones in the Midwest and the ones that people frequently ignore. It's states like Oklahoma, Kansas, Nebraska, that have been some of the most vigorous in promoting early childhood development.\u003c/p>\n\u003cp>The reason is that it's based on an economic efficiency argument and it also promotes what is an agenda that's frequently very common in some of those states about family values. It's really about helping bolster the American family, which I think is under attack, it's under transformation. It's simply that we have many more single-parent families. We have many more mothers who are working because they have to support their families.\u003c/p>\n\u003cp>\u003cstrong>You've said the ultimate risk factor in the complex poverty equation is lack of parental engagement. Talk about that and what these programs you studied did in terms of parental engagement?\u003c/strong>\u003c/p>\n\u003cp>It's not about getting toys that rotate or getting a particular program online to stimulate the kid. That can't hurt, but it's not the story. It's the engagement. It's \"Johnny or Sally, here let's look at this together, let's go to the zoo, let's look at this book, let's see what we're doing.\" It's that engagement. When you engage the parent in that process, you help them bolster their arrangement, then I think you actually will keep in place over the life of the child a very strong very beneficial environment. The center core is engagement. That's what good teaching's about too when you think about it.\u003c/p>\n\u003cp>I don't think I'm saying anything that's revolutionary, but I do think I'm saying something that is frequently ignored in public policy. We think about a bricks-and-mortar approach to what education is about. That's exactly the wrong way to think about it. It's not a teacher lecturing to a student, it's basically the teachers or childcare workers engaging students or engaging these young children and making age-adapted, person-adjusted interventions. I think that's the key.\u003c/p>\n\u003cp>\u003cstrong>What do these programs have that helps foster that engagement?\u003c/strong>\u003c/p>\n\u003cp>It turns out that many of the disadvantaged families have a mode of discouraging the child. Saying, \"Don't do this, don't do that,\" and on and on. The alternative is to actually have a family that encourages the child and supports the child in making mistakes and learning from mistakes, but also in engaging the child to explore the world. It's this attachment and this support that really plays a fundamental role I think in the structure of essential programs. That's an example where you would literally take the child, read to the child, engage the child, and then you would show the parent, bring the parent into the center. Show how successful the child has been and then send the child home. When the child goes home the child is more engaged and also therefore engaging the parent. We found that. We found that as a byproduct: much more parental engagement among those who got the treatment compared to those who were randomized out into the control group. And these were lifetime effects.\u003c/p>\n\u003cp>If you look at disadvantaged children you'll find that they're getting about a third or a fourth as many words per hour as more advantaged children. The environments are fundamentally different. Over the lifetime, their young childhood — a period of say 0 to 5 — you're getting \u003ca href=\"http://www.npr.org/2013/12/29/257922222/closing-the-word-gap-between-rich-and-poor\">a millions of words deficit \u003c/a>between those who are advantaged and those who aren't advantaged. That essentially is one way to close the gap. By literally reading to the child, by encouraging the child.\u003c/p>\n\u003cp>\u003cstrong>As you know there's been a big emphasis on what constitutes high-quality childcare centers. What elements are vital to create these great early learning centers?\u003c/strong>\u003c/p>\n\u003cp>There's this enormous body of evidence talking about parent-child interaction. The structure of a successful [center] would be one that encourages those interactions, that fostered those.\u003c/p>\n\u003cp>\u003cstrong>Are we talking about empathy? \u003c/strong>\u003c/p>\n\u003cp>Well yes we're talking about empathy, and we're talking about the structure of engagement with the child, and at the core of successful programs is parenting. It's not so much having a pretty building. There's a whole mentality out there that says, \"We have a textbook notion about what constitutes a good school. The teachers must have a certain level of educational attainment.\" There have been a lot of studies, serious studies, that show that many of these so-called guides to what makes a good teacher — in terms of things like number of degrees or number of teacher credits and on and on and on — are really worthless in terms of predicting who's a good teacher. What is important is finding this empathy, this ability to work with people, the engagement.\u003c/p>\n\u003cp>By empathy all I really mean is, you work with a child, you stay with a child, a child asks questions, you answer the questions. You don't discourage the questions and you promote them. At the same time you have a firm line where you say, \"Yeah that's a mistake. You could go do a little better,\" and so forth.\u003c/p>\n\u003cp>\u003cstrong>We need a national empathy project, Prof. Heckman.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Probably could use it across the board and not just in early childhood!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Investing+In+Preschool+Beats+The+Stock+Market%2C+Hands+Down&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you got 13 percent back on your investments every year, you'd be pretty happy, right? Remember, the S&P 500, historically, has averaged about 7 percent when adjusted for inflation.\u003c/p>\n\u003cp>What if the investment is in children, and the return on investment not only makes economic sense but results in richer, fuller, healthier lives for the entire family?\u003c/p>\n\u003cp>That's the crux of a new paper out today, \u003ca href=\"http://heckmanequation.org/content/resource/lifecycle-benefits-influential-early-childhood-program\">The Life-Cycle Benefits of an Influential Early Childhood Program \u003c/a>co-authored by Nobel Laureate James Heckman, a professor of economics at the University of Chicago and the director of the \u003ca href=\"http://heckman.uchicago.edu/\">Center for the Economics of Human Development.\u003c/a>\u003c/p>\n\u003cp>There's a \u003ca href=\"http://www.npr.org/sections/ed/2016/11/17/502299963/a-lesson-for-preschools-when-its-done-right-the-benefits-last\">growing body of research\u003c/a> on the value and importance of high-quality early education programs — especially for disadvantaged kids.\u003c/p>\n\u003cp>But there's surprisingly little research on its impact over time. This paper helps change that. Heckman and his co-authors examine the many ways in which these high-quality programs helped participants thrive throughout life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The paper analyzes two North Carolina programs, founded in the 1970s, that worked with infants from 8 weeks old through age 5. The rub for researchers: The programs included data collection from birth through age 8 on a wide range of school and home life factors as well as long-term follow ups through age 35.\u003c/p>\n\u003cp>Quality early education programs are expensive up front. But as Heckman argues, the returns are enormous; the investment well worth it.\u003c/p>\n\u003cp>\u003cstrong>Your study found enduring positive effects of quality pre-K on a lot of things, including future earnings, health, IQ and crime reduction. Is the bottom line here stronger, fuller, richer lives?\u003c/strong>\u003c/p>\n\u003cp>Yes it is, but it's more than just stronger, richer, fuller lives for the children. It's also stronger, richer, fuller lives for the mothers of the children. Let me explain why. In America today we have a lot of single-parent families. We have a lot of mothers who are working.\u003c/p>\n\u003cp>What we've done is shown the benefits across two generations of the study of these enriched early childcare programs. Not only providing childcare for working mothers — allowing them to get more education — but primarily to get more work experience, higher earnings gains through participating in the workforce, but also getting high-quality childcare environments that turn out to be developmentally rich. It promotes social mobility within — and across — generations. That I think is an important finding of this study.\u003c/p>\n\u003cp>\u003cstrong>Tell us about the two programs you've studied, serving mostly lower-income, predominantly African-American families.\u003c/strong>\u003c/p>\n\u003cp>The program starts very early. The children are 8 weeks old. It stays with the children until they they're age 5.\u003c/p>\n\u003cp>It's a program that runs nine hours a day, so it's very childcare-friendly in the sense that women could leave their children at the childcare center and then go on to work. They provide these disadvantaged children with enriched family environments: more verbal attention, more enrichment and parenting resources available to disadvantaged, predominately African-American women, as you say, and single-parent women. It supplements the early lives.\u003c/p>\n\u003cp>In addition, it gives healthcare screenings for children 0 to 5. The pediatrician has access to the treatment group. The pediatrician then would suggest what health indications should be taken. What kind of steps, what kind of treatment might be taken. Doesn't pay for the treatment but it does essentially screen the children and alert parents to the need for treatment.\u003c/p>\n\u003cp>\u003cstrong>This is true wrap-around service and personalized attention?\u003c/strong>\u003c/p>\n\u003cp>Yes. Turns out one of the most effective ingredients for these early childcare programs is interacting with the child. What I mean by interacting is a give-and-take. The term that's used by the child development specialist is scaffolding, like building a sculpture — in this case of a human being. Staying with the child, taking the child to the next step, challenging the child. In that sense it's very personalized education.\u003c/p>\n\u003cp>It's very time-intensive education, but it's education that stays with the child. It also has another effect which is that it engages, through the enhanced stimulation of the child, the parent. Parents themselves visit the center, so that there is also stimulation of the parent-child relationship that lasts long after the program itself is formally ended at age 5.\u003c/p>\n\u003cp>\u003cstrong>This kind of comprehensive program is more costly up front?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>For sure. The main benefit of this study is, if you count all of the benefits that accrue from this program in terms of reduced healthcare costs, reduced crime, greater earnings, more education, higher IQ — the list is quite long. Those all are monetized. We can compute a rate of return, the dividend would be from the investment. You get about 13 percent per annum. Much higher than the annual return on equities in the U.S. stock market post-Second World War through the 2008 meltdown.\u003c/p>\n\u003cp>\u003cstrong>Yeah I'd like 13 percent on my 401(k) every year. \u003c/strong>\u003c/p>\n\u003cp>Exactly. This is a huge, huge investment return. It competes favorably with almost any other public program.\u003c/p>\n\u003cp>\u003cstrong>What was the (annual) per-pupil spending while these children were in the program?\u003c/strong>\u003c/p>\n\u003cp>Per-year it's probably about $16,000 to $18,000. It depends on what (year) dollars you use. It's expensive.\u003c/p>\n\u003cp>\u003cstrong>That is pretty high. You're saying you get what you pay for?\u003c/strong>\u003c/p>\n\u003cp>Well, yes, it's a lot. But what are you getting in return? You're getting hundreds and hundreds of thousands of dollars. Seven to eight hundred thousand dollars back for what is essentially an $80,000 to $85,000 expenditure. Yes, it costs more but we can go back and think: In its time the transcontinental railroad that Abraham Lincoln launched, the Hoover Dam, the transcontinental highway system that Eisenhower launched. These all were very costly, but they also led to enormous social benefits.\u003c/p>\n\u003cp>These programs have enormous social benefit. They help to solve a lot of social problems. The way public policy is discussed frequently in this country is through silos. People say, \"We want to reduce crime. We want to promote health.\" We do what is, I think, a very limited kind of notion: looking at one problem at a time and one solution very closely linked to that problem. I would encourage people who see the price tag to also look at the benefit tag. They're well documented.\u003c/p>\n\u003cp>\u003cstrong>You followed these young people well into adulthood?\u003c/strong>\u003c/p>\n\u003cp>That's the benefit of the study. The children in the study essentially are much healthier than their counterparts who did not participate in the study. That came as a surprise to some people, but it shouldn't be a surprise. Not only did they get the health screening, but they also developed these social and emotional skills: self-control, the ability to monitor. They had more education, therefore they had more information. In a number of ways these children became more engaged, control their own lives better, and that shows up in their adult health.\u003c/p>\n\u003cp>What is turning out from this body of research is that promoting engagement of children, their cognitive and non-cognitive skills, boosting their IQs, at the same time boosting their social engagement, their willingness to participate in society, monitoring their health from an early age, is having huge benefits downstream for the rest of their lives.\u003c/p>\n\u003cp>\u003cstrong>You mentioned the return on investment. But you've also documented health benefits, crime reduction and parental benefits including boosted income and lower obesity rates. Talk about that a little.\u003c/strong>\u003c/p>\n\u003cp>That's folded into what we have for a measure of the rate of return. You can actually monetize the cost of the criminal justice system, the cost of incarcerating people and so forth. You can also talk about the benefits of reduced healthcare expenditures, higher-quality of life and so forth. All of that's incorporated into our rates of return and benefit-cost ratio. Breaking out these components, one of the most surprising findings from a study that we did published in \u003cem>Science\u003c/em> magazine a couple of years ago. We showed that children who are in this program were much less likely to be obese, to have hypertension, to have precursor environments that would promote diabetes.\u003c/p>\n\u003cp>\u003cstrong>You mentioned the poisonous effect of the silofication — if we could call it that — in combating poverty. Looking at social challenges largely in isolation. This is also a hyper-partisan age. What do you think policy makers and politicians are missing when it comes to looking at early childhood education?\u003c/strong>\u003c/p>\n\u003cp>Some of leading politicians both Republicans and Democrats are not missing. They're well aware of it. What's really interesting is that if you go out to those red states that were called fly-over states in the last election, the ones in the Midwest and the ones that people frequently ignore. It's states like Oklahoma, Kansas, Nebraska, that have been some of the most vigorous in promoting early childhood development.\u003c/p>\n\u003cp>The reason is that it's based on an economic efficiency argument and it also promotes what is an agenda that's frequently very common in some of those states about family values. It's really about helping bolster the American family, which I think is under attack, it's under transformation. It's simply that we have many more single-parent families. We have many more mothers who are working because they have to support their families.\u003c/p>\n\u003cp>\u003cstrong>You've said the ultimate risk factor in the complex poverty equation is lack of parental engagement. Talk about that and what these programs you studied did in terms of parental engagement?\u003c/strong>\u003c/p>\n\u003cp>It's not about getting toys that rotate or getting a particular program online to stimulate the kid. That can't hurt, but it's not the story. It's the engagement. It's \"Johnny or Sally, here let's look at this together, let's go to the zoo, let's look at this book, let's see what we're doing.\" It's that engagement. When you engage the parent in that process, you help them bolster their arrangement, then I think you actually will keep in place over the life of the child a very strong very beneficial environment. The center core is engagement. That's what good teaching's about too when you think about it.\u003c/p>\n\u003cp>I don't think I'm saying anything that's revolutionary, but I do think I'm saying something that is frequently ignored in public policy. We think about a bricks-and-mortar approach to what education is about. That's exactly the wrong way to think about it. It's not a teacher lecturing to a student, it's basically the teachers or childcare workers engaging students or engaging these young children and making age-adapted, person-adjusted interventions. I think that's the key.\u003c/p>\n\u003cp>\u003cstrong>What do these programs have that helps foster that engagement?\u003c/strong>\u003c/p>\n\u003cp>It turns out that many of the disadvantaged families have a mode of discouraging the child. Saying, \"Don't do this, don't do that,\" and on and on. The alternative is to actually have a family that encourages the child and supports the child in making mistakes and learning from mistakes, but also in engaging the child to explore the world. It's this attachment and this support that really plays a fundamental role I think in the structure of essential programs. That's an example where you would literally take the child, read to the child, engage the child, and then you would show the parent, bring the parent into the center. Show how successful the child has been and then send the child home. When the child goes home the child is more engaged and also therefore engaging the parent. We found that. We found that as a byproduct: much more parental engagement among those who got the treatment compared to those who were randomized out into the control group. And these were lifetime effects.\u003c/p>\n\u003cp>If you look at disadvantaged children you'll find that they're getting about a third or a fourth as many words per hour as more advantaged children. The environments are fundamentally different. Over the lifetime, their young childhood — a period of say 0 to 5 — you're getting \u003ca href=\"http://www.npr.org/2013/12/29/257922222/closing-the-word-gap-between-rich-and-poor\">a millions of words deficit \u003c/a>between those who are advantaged and those who aren't advantaged. That essentially is one way to close the gap. By literally reading to the child, by encouraging the child.\u003c/p>\n\u003cp>\u003cstrong>As you know there's been a big emphasis on what constitutes high-quality childcare centers. What elements are vital to create these great early learning centers?\u003c/strong>\u003c/p>\n\u003cp>There's this enormous body of evidence talking about parent-child interaction. The structure of a successful [center] would be one that encourages those interactions, that fostered those.\u003c/p>\n\u003cp>\u003cstrong>Are we talking about empathy? \u003c/strong>\u003c/p>\n\u003cp>Well yes we're talking about empathy, and we're talking about the structure of engagement with the child, and at the core of successful programs is parenting. It's not so much having a pretty building. There's a whole mentality out there that says, \"We have a textbook notion about what constitutes a good school. The teachers must have a certain level of educational attainment.\" There have been a lot of studies, serious studies, that show that many of these so-called guides to what makes a good teacher — in terms of things like number of degrees or number of teacher credits and on and on and on — are really worthless in terms of predicting who's a good teacher. What is important is finding this empathy, this ability to work with people, the engagement.\u003c/p>\n\u003cp>By empathy all I really mean is, you work with a child, you stay with a child, a child asks questions, you answer the questions. You don't discourage the questions and you promote them. At the same time you have a firm line where you say, \"Yeah that's a mistake. You could go do a little better,\" and so forth.\u003c/p>\n\u003cp>\u003cstrong>We need a national empathy project, Prof. Heckman.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Probably could use it across the board and not just in early childhood!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Investing+In+Preschool+Beats+The+Stock+Market%2C+Hands+Down&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's Going on Inside the Brain of a Bilingual Child?",
"title": "What's Going on Inside the Brain of a Bilingual Child?",
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"content": "\u003cp>\u003cem>Part of our ongoing series exploring how the U.S. can educate the \u003ca href=\"http://www.npr.org/series/502207601/5-million-voices\">nearly 5 million\u003c/a> students who are learning English.\u003c/em>\u003c/p>\n\u003cp>Brains, brains, brains. One thing we've learned at NPR Ed is that people are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience findings.\u003c/p>\n\u003cp>But there is one happy nexus where research is meeting practice: bilingual education. \"In the last 20 years or so, there's been a virtual explosion of research on bilingualism,\" says Judith Kroll, a professor at the University of California, Riverside.\u003c/p>\n\u003cp>Again and again, researchers have found, \"bilingualism is an experience that shapes our brain for a lifetime,\" in the words of Gigi Luk, an associate professor at Harvard's Graduate School of Education.\u003c/p>\n\u003cp>At the same time, one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Traditional programs for English-language learners, or ELLs, focus on assimilating students into English as quickly as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English learners, in both English and in a target language.\u003c/p>\n\u003cp>The goal is functional bilingualism and biliteracy for all students by middle school.\u003c/p>\n\u003cp>New York City, North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding dual-language classrooms.\u003c/p>\n\u003cp>The trend flies in the face of some of the culture wars of two decades ago, when advocates insisted on \"English first\" education. Most famously, California passed \u003ca href=\"https://ballotpedia.org/California_Proposition_227,_the_%22English_in_Public_Schools%22_Initiative_(1998)\">Proposition 227\u003c/a> in 1998. It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings.\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/sections/ed/2016/10/29/499867678/the-debate-over-bilingual-education-in-california\">Proposition 58\u003c/a>, passed by California voters on Nov. 8, largely reversed that decision, paving the way for a huge expansion of bilingual education in the state that has the largest population of English-language learners.\u003c/p>\n\u003cp>Some of the insistence on English-first was founded in research produced decades ago, in which bilingual students underperformed monolingual English speakers and had lower IQ scores.\u003c/p>\n\u003cp>Today's scholars, like Ellen Bialystok at York University in Toronto, now say that research was \"deeply flawed.\"\u003c/p>\n\u003cp>\"Earlier research looked at socially disadvantaged groups,\" agrees Antonella Sorace at the University of Edinburgh, in Scotland. \"This has been completely contradicted by recent research\" that compares more similar groups to each other.\u003c/p>\n\u003cp>So what does recent research say about the potential benefits of bilingual education? NPR Ed called up seven researchers in three countries — Sorace, Bialystok, Luk, Kroll, Jennifer Steele, and the team of Wayne Thomas and Virginia Collier — to find out.\u003c/p>\n\u003cp>\u003cstrong>Attention\u003c/strong>\u003c/p>\n\u003cp>It turns out that, in many ways, the real trick to speaking two languages consists in managing \u003cem>not\u003c/em> to speak one of those languages at a given moment — which is fundamentally a feat of paying attention.\u003c/p>\n\u003cp>Saying \"Goodbye\" to mom and then \"\u003cem>Guten tag\u003c/em>\" to your teacher, or managing to ask for a \u003cem>crayola\u003c/em>\u003cem> roja\u003c/em> instead of a red crayon, requires skills called \"inhibition\" and \"task switching.\" These skills are subsets of an ability called executive function.\u003c/p>\n\u003cp>People who speak two languages often outperform monolinguals on general measures of executive function. \"[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another,\" says Sorace.\u003c/p>\n\u003cp>Do these same advantages accrue to a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain \u003cem>structure\u003c/em> when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood.\u003c/p>\n\u003cp>\u003cstrong>Empathy\u003c/strong>\u003c/p>\n\u003cp>Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting. As a result, says Sorace, bilingual children as young as age 3 \u003ca href=\"https://www.cambridge.org/core/journals/bilingualism-language-and-cognition/article/the-effects-of-bilingualism-on-theory-of-mind-development/5D9E2C458663A60A255268A839CA8D31\">have demonstrated\u003c/a> a head start on tests of perspective-taking and \u003ca href=\"http://www.krepublishers.com/02-Journals/JP/JP-01-0-000-10-Web/JP-01-1-000-10-PDF/JP-01-1-039-10-010-Farhadian-M/JP-01-1-039-10-010-Farhadian-M-Tt.pdf\">theory of mind\u003c/a> — both of which are fundamental social and emotional skills.\u003c/p>\n\u003cp>\u003cstrong>Reading (English)\u003c/strong>\u003c/p>\n\u003cp>About 10 percent of students in the Portland, Ore., public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.\u003c/p>\n\u003cp>Jennifer Steele at American University conducted a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=1294\">four-year, randomized trial\u003c/a> and found that these dual-language students outperformed their peers in English-reading skills by a full school year's worth of learning by the end of middle school.\u003c/p>\n\u003cp>Such a large effect in a study this size is unusual, and Steele is currently conducting a flurry of follow-up studies to tease out the causality: Is this about a special program that attracted families who were more engaged? Or about the dual-language instruction itself?\u003c/p>\n\u003cp>\"If it's just about moving the kids around,\" Steele says, \"that's not as exciting as if it's a way of teaching that makes you smarter.\"\u003c/p>\n\u003cp>Steele suspects the latter. Because the effects are found in reading, not in math or science where there were few differences, she suggests that learning two languages makes students more aware of how language works in general, aka \"metalinguistic awareness.\"\u003c/p>\n\u003cp>The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on a standard test, but very different language experiences.\u003c/p>\n\u003cp>Some were foreign-language dominant and others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to learn English. Therefore, by definition, they had much weaker English vocabularies than the native speakers.\u003c/p>\n\u003cp>Yet they were just as good at decoding a text.\u003c/p>\n\u003cp>\"This is very surprising,\" Luk says. \"You would expect the reading comprehension performance to mirror vocabulary — it's a cornerstone of comprehension.\"\u003c/p>\n\u003cp>How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line.\u003c/p>\n\u003cp>They got to the same results as the monolinguals, by a different path.\u003c/p>\n\u003cp>\u003cstrong>School performance and engagement. \u003c/strong>\u003c/p>\n\u003cp>Wayne Thomas and Virginia Collier, a husband and wife team of professors emeritus at George Mason University in Virginia, have spent the past 30 years collecting evidence on the benefits of bilingual education.\u003c/p>\n\u003cp>\"Wayne came to our research with skepticism, thinking students ought to get instruction all day in English,\" says Virginia Collier. \"Eight million student records later, we're convinced,\" Wayne Thomas chimes in.\u003c/p>\n\u003cp>In studies covering six states and 37 districts, they have found that, compared with students in English-only classrooms or in one-way immersion, dual-language students have somewhat higher test scores and also seem to be happier in school. Attendance is better, behavioral problems fewer, parent involvement higher.\u003c/p>\n\u003cp>\u003cstrong>Diversity and integration.\u003c/strong>\u003c/p>\n\u003cp>American public school classrooms as a whole are becoming more segregated by race and class. Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and socioeconomically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures.\u003c/p>\n\u003cp>Several of the researchers I talked with also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English.\u003c/p>\n\u003cp>This can improve students' sense of belonging and increase parent involvement in their children's education, including behaviors like reading to children.\u003c/p>\n\u003cp>\"Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better,\" says Antonella Sorace of the University of Edinburgh. \"We tell them they're not doing their child a favor by giving up their language.\"\u003c/p>\n\u003cp>\u003cstrong>Protection against cognitive decline and dementia. \u003c/strong>\u003c/p>\n\u003cp>File this away as a very, very long-range payoff. Researchers have found that actively using two languages seems to have a protective effect against age-related dementia — perhaps relating to the changes in brain structure we talked about earlier.\u003c/p>\n\u003cp>Specifically, among patients with Alzheimer's in a Canadian study, a group of bilingual adults performed on par with a group of monolingual adults in terms of cognitive tests and daily functioning. But when researchers looked at the two groups' brains, they found evidence of brain atrophy that was five to seven years more advanced in the bilingual group. In other words, the adults who spoke two languages were carrying on longer at a higher level despite greater degrees of damage.\u003c/p>\n\u003cp>\u003cstrong>The coda, and a caution\u003c/strong>\u003c/p>\n\u003cp>One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.\u003c/p>\n\u003cp>Thomas and Collier have advised many school systems on how to expand their dual-language programs, and Sorace runs \"\u003ca href=\"http://www.bilingualism-matters.ppls.ed.ac.uk/\">Bilingualism Matters\u003c/a>,\" an international network of researchers who promote bilingual education projects.\u003c/p>\n\u003cp>This type of advocacy among scientists is unusual; even more so because the \"bilingual advantage hypothesis\" is being challenged once again. A review of studies published last year found that cognitive advantages \u003ca href=\"http://blogs.discovermagazine.com/neuroskeptic/2015/12/04/do-bilingual-people-have-a-cognitive-advantage/#.WADrsZMrJE4\">failed to appear \u003c/a>in 83 percent of published studies, though in a separate meta-analysis, the sum of effects was still significantly positive.\u003c/p>\n\u003cp>One potential explanation offered by the researchers I spoke with is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers.\u003c/p>\n\u003cp>And, they countered that no negative effects of bilingual education have been found. So, they argue that even if the advantages are small, they are still worth it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Not to mention one obvious, outstanding fact underlined by many of these researchers: \"Bilingual children can speak two languages! That's amazing,\" says Bialystok.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=6+Potential+Brain+Benefits+Of+Bilingual+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Part of our ongoing series exploring how the U.S. can educate the \u003ca href=\"http://www.npr.org/series/502207601/5-million-voices\">nearly 5 million\u003c/a> students who are learning English.\u003c/em>\u003c/p>\n\u003cp>Brains, brains, brains. One thing we've learned at NPR Ed is that people are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience findings.\u003c/p>\n\u003cp>But there is one happy nexus where research is meeting practice: bilingual education. \"In the last 20 years or so, there's been a virtual explosion of research on bilingualism,\" says Judith Kroll, a professor at the University of California, Riverside.\u003c/p>\n\u003cp>Again and again, researchers have found, \"bilingualism is an experience that shapes our brain for a lifetime,\" in the words of Gigi Luk, an associate professor at Harvard's Graduate School of Education.\u003c/p>\n\u003cp>At the same time, one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Traditional programs for English-language learners, or ELLs, focus on assimilating students into English as quickly as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English learners, in both English and in a target language.\u003c/p>\n\u003cp>The goal is functional bilingualism and biliteracy for all students by middle school.\u003c/p>\n\u003cp>New York City, North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding dual-language classrooms.\u003c/p>\n\u003cp>The trend flies in the face of some of the culture wars of two decades ago, when advocates insisted on \"English first\" education. Most famously, California passed \u003ca href=\"https://ballotpedia.org/California_Proposition_227,_the_%22English_in_Public_Schools%22_Initiative_(1998)\">Proposition 227\u003c/a> in 1998. It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings.\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/sections/ed/2016/10/29/499867678/the-debate-over-bilingual-education-in-california\">Proposition 58\u003c/a>, passed by California voters on Nov. 8, largely reversed that decision, paving the way for a huge expansion of bilingual education in the state that has the largest population of English-language learners.\u003c/p>\n\u003cp>Some of the insistence on English-first was founded in research produced decades ago, in which bilingual students underperformed monolingual English speakers and had lower IQ scores.\u003c/p>\n\u003cp>Today's scholars, like Ellen Bialystok at York University in Toronto, now say that research was \"deeply flawed.\"\u003c/p>\n\u003cp>\"Earlier research looked at socially disadvantaged groups,\" agrees Antonella Sorace at the University of Edinburgh, in Scotland. \"This has been completely contradicted by recent research\" that compares more similar groups to each other.\u003c/p>\n\u003cp>So what does recent research say about the potential benefits of bilingual education? NPR Ed called up seven researchers in three countries — Sorace, Bialystok, Luk, Kroll, Jennifer Steele, and the team of Wayne Thomas and Virginia Collier — to find out.\u003c/p>\n\u003cp>\u003cstrong>Attention\u003c/strong>\u003c/p>\n\u003cp>It turns out that, in many ways, the real trick to speaking two languages consists in managing \u003cem>not\u003c/em> to speak one of those languages at a given moment — which is fundamentally a feat of paying attention.\u003c/p>\n\u003cp>Saying \"Goodbye\" to mom and then \"\u003cem>Guten tag\u003c/em>\" to your teacher, or managing to ask for a \u003cem>crayola\u003c/em>\u003cem> roja\u003c/em> instead of a red crayon, requires skills called \"inhibition\" and \"task switching.\" These skills are subsets of an ability called executive function.\u003c/p>\n\u003cp>People who speak two languages often outperform monolinguals on general measures of executive function. \"[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another,\" says Sorace.\u003c/p>\n\u003cp>Do these same advantages accrue to a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain \u003cem>structure\u003c/em> when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood.\u003c/p>\n\u003cp>\u003cstrong>Empathy\u003c/strong>\u003c/p>\n\u003cp>Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting. As a result, says Sorace, bilingual children as young as age 3 \u003ca href=\"https://www.cambridge.org/core/journals/bilingualism-language-and-cognition/article/the-effects-of-bilingualism-on-theory-of-mind-development/5D9E2C458663A60A255268A839CA8D31\">have demonstrated\u003c/a> a head start on tests of perspective-taking and \u003ca href=\"http://www.krepublishers.com/02-Journals/JP/JP-01-0-000-10-Web/JP-01-1-000-10-PDF/JP-01-1-039-10-010-Farhadian-M/JP-01-1-039-10-010-Farhadian-M-Tt.pdf\">theory of mind\u003c/a> — both of which are fundamental social and emotional skills.\u003c/p>\n\u003cp>\u003cstrong>Reading (English)\u003c/strong>\u003c/p>\n\u003cp>About 10 percent of students in the Portland, Ore., public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.\u003c/p>\n\u003cp>Jennifer Steele at American University conducted a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=1294\">four-year, randomized trial\u003c/a> and found that these dual-language students outperformed their peers in English-reading skills by a full school year's worth of learning by the end of middle school.\u003c/p>\n\u003cp>Such a large effect in a study this size is unusual, and Steele is currently conducting a flurry of follow-up studies to tease out the causality: Is this about a special program that attracted families who were more engaged? Or about the dual-language instruction itself?\u003c/p>\n\u003cp>\"If it's just about moving the kids around,\" Steele says, \"that's not as exciting as if it's a way of teaching that makes you smarter.\"\u003c/p>\n\u003cp>Steele suspects the latter. Because the effects are found in reading, not in math or science where there were few differences, she suggests that learning two languages makes students more aware of how language works in general, aka \"metalinguistic awareness.\"\u003c/p>\n\u003cp>The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on a standard test, but very different language experiences.\u003c/p>\n\u003cp>Some were foreign-language dominant and others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to learn English. Therefore, by definition, they had much weaker English vocabularies than the native speakers.\u003c/p>\n\u003cp>Yet they were just as good at decoding a text.\u003c/p>\n\u003cp>\"This is very surprising,\" Luk says. \"You would expect the reading comprehension performance to mirror vocabulary — it's a cornerstone of comprehension.\"\u003c/p>\n\u003cp>How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line.\u003c/p>\n\u003cp>They got to the same results as the monolinguals, by a different path.\u003c/p>\n\u003cp>\u003cstrong>School performance and engagement. \u003c/strong>\u003c/p>\n\u003cp>Wayne Thomas and Virginia Collier, a husband and wife team of professors emeritus at George Mason University in Virginia, have spent the past 30 years collecting evidence on the benefits of bilingual education.\u003c/p>\n\u003cp>\"Wayne came to our research with skepticism, thinking students ought to get instruction all day in English,\" says Virginia Collier. \"Eight million student records later, we're convinced,\" Wayne Thomas chimes in.\u003c/p>\n\u003cp>In studies covering six states and 37 districts, they have found that, compared with students in English-only classrooms or in one-way immersion, dual-language students have somewhat higher test scores and also seem to be happier in school. Attendance is better, behavioral problems fewer, parent involvement higher.\u003c/p>\n\u003cp>\u003cstrong>Diversity and integration.\u003c/strong>\u003c/p>\n\u003cp>American public school classrooms as a whole are becoming more segregated by race and class. Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and socioeconomically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures.\u003c/p>\n\u003cp>Several of the researchers I talked with also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English.\u003c/p>\n\u003cp>This can improve students' sense of belonging and increase parent involvement in their children's education, including behaviors like reading to children.\u003c/p>\n\u003cp>\"Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better,\" says Antonella Sorace of the University of Edinburgh. \"We tell them they're not doing their child a favor by giving up their language.\"\u003c/p>\n\u003cp>\u003cstrong>Protection against cognitive decline and dementia. \u003c/strong>\u003c/p>\n\u003cp>File this away as a very, very long-range payoff. Researchers have found that actively using two languages seems to have a protective effect against age-related dementia — perhaps relating to the changes in brain structure we talked about earlier.\u003c/p>\n\u003cp>Specifically, among patients with Alzheimer's in a Canadian study, a group of bilingual adults performed on par with a group of monolingual adults in terms of cognitive tests and daily functioning. But when researchers looked at the two groups' brains, they found evidence of brain atrophy that was five to seven years more advanced in the bilingual group. In other words, the adults who spoke two languages were carrying on longer at a higher level despite greater degrees of damage.\u003c/p>\n\u003cp>\u003cstrong>The coda, and a caution\u003c/strong>\u003c/p>\n\u003cp>One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.\u003c/p>\n\u003cp>Thomas and Collier have advised many school systems on how to expand their dual-language programs, and Sorace runs \"\u003ca href=\"http://www.bilingualism-matters.ppls.ed.ac.uk/\">Bilingualism Matters\u003c/a>,\" an international network of researchers who promote bilingual education projects.\u003c/p>\n\u003cp>This type of advocacy among scientists is unusual; even more so because the \"bilingual advantage hypothesis\" is being challenged once again. A review of studies published last year found that cognitive advantages \u003ca href=\"http://blogs.discovermagazine.com/neuroskeptic/2015/12/04/do-bilingual-people-have-a-cognitive-advantage/#.WADrsZMrJE4\">failed to appear \u003c/a>in 83 percent of published studies, though in a separate meta-analysis, the sum of effects was still significantly positive.\u003c/p>\n\u003cp>One potential explanation offered by the researchers I spoke with is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers.\u003c/p>\n\u003cp>And, they countered that no negative effects of bilingual education have been found. So, they argue that even if the advantages are small, they are still worth it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not to mention one obvious, outstanding fact underlined by many of these researchers: \"Bilingual children can speak two languages! That's amazing,\" says Bialystok.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=6+Potential+Brain+Benefits+Of+Bilingual+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Nina Kraus, a biologist at Northwestern University, has spent the better part of her professional career researching how sound affects the brain. What she’s found has important implications for how adults and children manage the sounds that envelop them. “Sound is invisible, but it’s a tremendously powerful force,” said Kraus. “For better or worse, it shapes your brain and how you learn.”\u003c/p>\n\u003cp>At Northwestern’s \u003ca href=\"http://www.brainvolts.northwestern.edu/\">Auditory Neuroscience Lab\u003c/a>, Kraus and colleagues measure how the brain responds when various sounds enter the ear. They’ve found that the brain reacts to sound in microseconds, and that brain waves closely resemble the sound waves. Making sense of sound is one of the most “computationally complex” functions of the brain, Kraus said, which explains why so many language and other disorders, including \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Russo_etAl_JADD_2009.pdf\">autism\u003c/a>, reveal themselves in the way the brain processes sound. The way the brain responds to the “ingredients” of sound—pitching, timing and timbre—is a window into brain health and learning ability.\u003c/p>\n\u003cp>Kraus has learned that the brain’s response to sound in children as young as three is predictive of their ability to read. Her lab can also identify those children who are likely to struggle to read before those kids show signs of the language disorder. This kind of forecasting, Kraus said, could help schools and parents direct resources where they’re needed most. The brain changes in response to the sounds it’s processing; a three-year-old’s brain can adapt if the sound environment is altered.\u003c/p>\n\u003cp>Though every brain has its own fingerprint for processing sound, some sound environments are better than others at promoting learning. Parents and teachers should “encourage activities that promote sound-to-meaning development,” Kraus said. She offers several practical suggestions for creating that kind of space, whether at home or in school:\u003c/p>\n\u003cp>\u003cstrong>Reduce noise. \u003c/strong>Chronic background noise is associated with several auditory and learning problems: it contributes to “neural noise,” wherein brain neurons fire spontaneously in the absence of sound; it reduces the brain’s sensitivity to sound; and it slows auditory growth. A study of two different third grade classrooms--one overlooking a highway and the other beside a quiet field--found substantially better learning outcomes for kids in the quieter room. Because income and noise exposure are \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Skoe_Krizman_Kraus_JoN_2013.pdf\">correlated\u003c/a>—the lower the income, often, the louder the environment—finding pockets of quiet are that much more important for disadvantaged children. In school, this means building a quiet classroom, with acoustics in mind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Read aloud\u003c/strong>. Even before kids are able to read themselves, hearing stories told by others develops vocabulary and builds working memory; to understand how a story unfolds, listeners, need to remember what was said before. For children growing up in poverty, exposure to the spoken word is especially valuable, as studies suggest that these children tend to hear up to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/15/what-parents-can-gain-from-learning-the-science-of-talking-to-kids/\">30 million fewer words\u003c/a> by the age of five. There’s no reason to stop reading stories aloud once kids can read for themselves. “Being read to is wonderful,” Kraus said, especially if the bulk of one’s day is spent hunched over a laptop or buried in a book. Hearing well-told stories can take a student away from her routine dilemmas and deliver her to a different world.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=YYw17xCTPTI\u003c/p>\n\u003cp>\u003cstrong>Encourage children to play a musical instrument.\u003c/strong> “There is an explicit link between making music and strengthening language skills, so that keeping music education at the center of curricula can pay big dividends for children's cognitive, emotional, and educational health,” Kraus said. Two years of music instruction in elementary and even secondary school can trigger \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/ENTSO16%20Kraus.pdf\">biological changes\u003c/a> in how the brain processes sound, which in turn affects language development.\u003c/p>\n\u003cp>\u003cstrong>Listen to audiobooks and podcasts\u003c/strong>. Well-told stories can draw kids in and build attention skills and working memory. The number and quality of these recordings has exploded in recent years, making it that much easier to find a good fit for individuals and classes. “There’s a tremendous amount of didactic information in audio format,” Kraus said. Teachers can include listening exercises as part of their curriculum. In Kraus’s course on the biological foundations of speech and music, for example, she assigns a podcast from the WNYC program “RadioLab” \u003ca href=\"http://www.radiolab.org/story/96854-walls-jericho/\">\u003cem>The Walls of Jericho\u003c/em>\u003c/a>, to help students better understand decibels.\u003c/p>\n\u003cp>\u003cstrong>Support learning a second language\u003c/strong>. Growing up in a bilingual environment causes a child’s brain to manage two languages at once. The challenge required to make sense of two different languages bolsters the connection between auditory and neural processes, strengthening the brain’s ability to focus. Second-language learning is also associated with improvements in \u003ca href=\"http://www.pnas.org/content/109/20/7877.full\">executive function\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Avoid white noise machines\u003c/strong>. In an effort to soothe children to sleep, some parents set up sound machines in bedrooms. These devices, which emit “meaningless sound,” as Kraus put it, can interfere with how the brain develops sound-processing circuitry. “A child’s brain is always seeking meaning,” she said. “If you give them meaningless sound, it may have a disruptive effect on their brain organization.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Use the spread of technology to your advantage\u003c/strong>. Rather than bemoan the constant bleeping and chirping of everyday life, much of it the result of technological advances, welcome the new sound opportunities these developments provide. Technologies that shrink the globalized world enable second-language learning. Online videos allow aspiring musicians to listen and learn from others who are playing the same piece. The ease of travel invites opportunities to hear other types of sounds that might not be typical in a local environment. Assistive listening devices can help offset hearing loss and language disorders. Judicious use of technological progress can be used to build effective sound-to-meaning connections. And noise-cancelling headphones or simple earplugs can be deployed as needed to shut down the unwanted sounds that some technologies emit.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nina Kraus, a biologist at Northwestern University, has spent the better part of her professional career researching how sound affects the brain. What she’s found has important implications for how adults and children manage the sounds that envelop them. “Sound is invisible, but it’s a tremendously powerful force,” said Kraus. “For better or worse, it shapes your brain and how you learn.”\u003c/p>\n\u003cp>At Northwestern’s \u003ca href=\"http://www.brainvolts.northwestern.edu/\">Auditory Neuroscience Lab\u003c/a>, Kraus and colleagues measure how the brain responds when various sounds enter the ear. They’ve found that the brain reacts to sound in microseconds, and that brain waves closely resemble the sound waves. Making sense of sound is one of the most “computationally complex” functions of the brain, Kraus said, which explains why so many language and other disorders, including \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Russo_etAl_JADD_2009.pdf\">autism\u003c/a>, reveal themselves in the way the brain processes sound. The way the brain responds to the “ingredients” of sound—pitching, timing and timbre—is a window into brain health and learning ability.\u003c/p>\n\u003cp>Kraus has learned that the brain’s response to sound in children as young as three is predictive of their ability to read. Her lab can also identify those children who are likely to struggle to read before those kids show signs of the language disorder. This kind of forecasting, Kraus said, could help schools and parents direct resources where they’re needed most. The brain changes in response to the sounds it’s processing; a three-year-old’s brain can adapt if the sound environment is altered.\u003c/p>\n\u003cp>Though every brain has its own fingerprint for processing sound, some sound environments are better than others at promoting learning. Parents and teachers should “encourage activities that promote sound-to-meaning development,” Kraus said. She offers several practical suggestions for creating that kind of space, whether at home or in school:\u003c/p>\n\u003cp>\u003cstrong>Reduce noise. \u003c/strong>Chronic background noise is associated with several auditory and learning problems: it contributes to “neural noise,” wherein brain neurons fire spontaneously in the absence of sound; it reduces the brain’s sensitivity to sound; and it slows auditory growth. A study of two different third grade classrooms--one overlooking a highway and the other beside a quiet field--found substantially better learning outcomes for kids in the quieter room. Because income and noise exposure are \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Skoe_Krizman_Kraus_JoN_2013.pdf\">correlated\u003c/a>—the lower the income, often, the louder the environment—finding pockets of quiet are that much more important for disadvantaged children. In school, this means building a quiet classroom, with acoustics in mind.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Read aloud\u003c/strong>. Even before kids are able to read themselves, hearing stories told by others develops vocabulary and builds working memory; to understand how a story unfolds, listeners, need to remember what was said before. For children growing up in poverty, exposure to the spoken word is especially valuable, as studies suggest that these children tend to hear up to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/15/what-parents-can-gain-from-learning-the-science-of-talking-to-kids/\">30 million fewer words\u003c/a> by the age of five. There’s no reason to stop reading stories aloud once kids can read for themselves. “Being read to is wonderful,” Kraus said, especially if the bulk of one’s day is spent hunched over a laptop or buried in a book. Hearing well-told stories can take a student away from her routine dilemmas and deliver her to a different world.\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/YYw17xCTPTI'\n title='//www.youtube.com/embed/YYw17xCTPTI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Encourage children to play a musical instrument.\u003c/strong> “There is an explicit link between making music and strengthening language skills, so that keeping music education at the center of curricula can pay big dividends for children's cognitive, emotional, and educational health,” Kraus said. Two years of music instruction in elementary and even secondary school can trigger \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/ENTSO16%20Kraus.pdf\">biological changes\u003c/a> in how the brain processes sound, which in turn affects language development.\u003c/p>\n\u003cp>\u003cstrong>Listen to audiobooks and podcasts\u003c/strong>. Well-told stories can draw kids in and build attention skills and working memory. The number and quality of these recordings has exploded in recent years, making it that much easier to find a good fit for individuals and classes. “There’s a tremendous amount of didactic information in audio format,” Kraus said. Teachers can include listening exercises as part of their curriculum. In Kraus’s course on the biological foundations of speech and music, for example, she assigns a podcast from the WNYC program “RadioLab” \u003ca href=\"http://www.radiolab.org/story/96854-walls-jericho/\">\u003cem>The Walls of Jericho\u003c/em>\u003c/a>, to help students better understand decibels.\u003c/p>\n\u003cp>\u003cstrong>Support learning a second language\u003c/strong>. Growing up in a bilingual environment causes a child’s brain to manage two languages at once. The challenge required to make sense of two different languages bolsters the connection between auditory and neural processes, strengthening the brain’s ability to focus. Second-language learning is also associated with improvements in \u003ca href=\"http://www.pnas.org/content/109/20/7877.full\">executive function\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Avoid white noise machines\u003c/strong>. In an effort to soothe children to sleep, some parents set up sound machines in bedrooms. These devices, which emit “meaningless sound,” as Kraus put it, can interfere with how the brain develops sound-processing circuitry. “A child’s brain is always seeking meaning,” she said. “If you give them meaningless sound, it may have a disruptive effect on their brain organization.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Use the spread of technology to your advantage\u003c/strong>. Rather than bemoan the constant bleeping and chirping of everyday life, much of it the result of technological advances, welcome the new sound opportunities these developments provide. Technologies that shrink the globalized world enable second-language learning. Online videos allow aspiring musicians to listen and learn from others who are playing the same piece. The ease of travel invites opportunities to hear other types of sounds that might not be typical in a local environment. Assistive listening devices can help offset hearing loss and language disorders. Judicious use of technological progress can be used to build effective sound-to-meaning connections. And noise-cancelling headphones or simple earplugs can be deployed as needed to shut down the unwanted sounds that some technologies emit.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Like many parents, Nicole Hambric’s two kids are very different from one another. Her older daughter is a straight A student who did well in traditional public school, but her younger daughter, Jada, never really liked school. She would do just enough to get by, but often struggled to understand lessons the first time and felt rushed by the pace of her classes. Hambric was surprised to learn in May of Jada’s fourth grade year that she might not be promoted to the next grade. She spent thousands of dollars on tutoring to help boost Jada’s academics quickly, but she was angry the school hadn’t communicated with her about Jada’s struggles earlier.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I had never seen a 95 test result in all the years she's been in school. Now I see that she's focused and she has confidence in herself.'\u003ccite>Nicole Hambric, parent\u003c/cite>\u003c/aside>\n\u003cp>All that changed when Hambric moved Jada to\u003ca href=\"http://ps89x.org/wp/\" target=\"_blank\"> P.S. 89\u003c/a> for middle school and into the \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> Academy there. “I saw a complete [180] in my daughter,” Hambric said. “At one point learning wasn’t her thing and now she loves going to school; she loves learning.” Not only that, but Jada is bringing home better grades. She made the honor roll for the first time ever, and is motivated to continue working to improve.\u003c/p>\n\u003cp>“I had never seen a 95 test result in all the years she’s been in school,” Hambric said. “Now I see that she’s focused and she has confidence in herself.” Hambric believes the turnaround has come from the Big Picture Academy’s focus on a tight-knit classroom culture, which allows the teachers to focus on individual learner’s needs.\u003c/p>\n\u003cp>“Each of us are different and we all learn differently,” Hambric said. “It wasn’t that she wasn’t able to understand what she was being taught, it’s just that she needed a different style of learning.”\u003c/p>\n\u003cp>There are a lot of schools around the country trying to change the educational experience, but often the most visible examples like \u003ca href=\"https://ww2.kqed.org/mindshift/tag/high-tech-high/\" target=\"_blank\">High Tech High\u003c/a> or \u003ca href=\"http://www.summitps.org/\" target=\"_blank\">Summit Public Schools\u003c/a> are charter schools, built from the ground up around a shared vision and with the benefit of outside investment. While those schools can serve as inspiration, it’s often hard for educators in more traditional settings to see how they can apply those models in their own classrooms where there isn’t that same shared vision and extra support. It’s easy to see the accomplishments of educators in shiny new schools as out of reach to the average public school teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>P.S. 89 is not a magnet school or a charter school -- it’s a big, public K-8 school in the Bronx serving a diverse population and many students with high needs. The changes there have not been quick and easy, but rather are the result of a few teachers within the building working to try something different. For the past three years a small group of teachers have been experimenting with bringing aspects of the Big Picture Learning model into this otherwise traditional school.\u003c/p>\n\u003cp>P.S. 89 teachers aren’t implementing the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\" target=\"_blank\">most radical or actualized version of Big Picture Learning\u003c/a>, but teachers and administrators at the school are applying aspects of the model that can work within their constraints and are slowly strategizing how they might include others.\u003c/p>\n\u003cp>\u003cstrong>TEACHER PERSPECTIVES\u003c/strong>\u003c/p>\n\u003cp>“I really feel like building up the classroom environment to be more family like was really important and different,” said eighth grade special education teacher Gabrielle Lee. “From there I really saw more growth in the students.”\u003c/p>\n\u003cp>Lee is about to start her third year in the Big Picture Academy; she will have the same 29 kids she has had for the past two years. Keeping students together in smaller, close-knit groups with educators who know them well is one way the Big Picture Academy creates the family feeling Lee described.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We can actually see the kids having fun and in turn I can have fun as well. It's not me pulling teeth to get them to pay attention or stay awake.'\u003ccite>Ashley Sims, 6th grade teacher\u003c/cite>\u003c/aside>\n\u003cp>Relationships are at the heart of the model. The school had to find ways to make class sizes smaller and to build in time for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\">advisory\u003c/a> with a ratio of one adult to twelve kids. They found that opportunity by using a co-teaching model in which a special education teacher and a general education teacher co-teach a smaller group of students in every subject. Half the class are students with special needs, but every student is given individualized attention. Having more adults assigned to these groups of students also means they can break them down into smaller advisories.\u003c/p>\n\u003cp>At first the model raised eyebrows and some parents wondered if it was a “special education thing,” but parents like Hambric were won over quickly by the changes they saw in their children. And teachers like Lee watched students who were known for behavior problems find their place and begin to shine.\u003c/p>\n\u003cp>One boy transferred into Lee’s class in the seventh grade. He’d been suspended the year before for bringing a BB gun to school, but in the smaller, more intimate setting he began to thrive. He was able to talk about his mistake with his classmates and even did his passion project on gun control issues.\u003c/p>\n\u003cp>“He would say he never wanted to participate in other classes, but he just loved that family feel of Big Picture,” Lee said. “He felt like he could be more than what other people were labeling him as.”\u003c/p>\n\u003cp>Another student started middle school barely verbal. She has autism and never spoke in front of the class. After two years of support and time to build trust with her teachers and classmates she now will present in front of the class. For her passion project, she wrote and illustrated a comic book in which each superhero has an autism characteristic that gives him or her superpowers. She has used this project to help educate her classmates about how she experiences the world. She also won the \"Most Good You Can Do\" \u003ca href=\"http://www.bigpicture.org/apps/pages/mostgood\">scholarship\u003c/a> from Big Picture Learning for her work.\u003c/p>\n\u003cp>[gallery type=\"rectangular\" size=\"medium\" ids=\"46931,46934,46932,46933\"]\u003c/p>\n\u003cp>The advisory time is one of the biggest differences between the Big Picture Academy and the rest of P.S. 89’s middle school. Students get one-on-one time with the teacher and they work on projects related to who they are, what they like, and who they want to be. Teachers have slowly started to integrate more of those qualities into the core academics as well.\u003c/p>\n\u003cp>Student choice and learning through individual interests is a big part of the Big Picture philosophy, but it was hard to implement at P.S. 89 because all grade level teachers were expected to follow a similar trajectory for the year. Still, teachers in the Big Picture Academy experimented with a bigger project in both math and English that would give students space to problem solve, collaborate, tap into expertise beyond the classroom and exhibit their knowledge in different ways.\u003c/p>\n\u003cp>For example, in Ashley Sims sixth grade class students were given a pretend pot of money to spend remodeling their bedrooms. They had to use the fractions, decimals and percentages they’d been working with all year to figure out how much paint they’d need and what it would cost, along with other construction challenges. A working contractor came to the class to talk about how he uses math in his work and act as an expert for their projects. Sims said even this small reach outside the classroom was important for students: “A lot of kids don’t see the connections in the real world,” she said.\u003c/p>\n\u003cp>The Big Picture Academy has been such a success that this coming school year the entire P.S. 89 middle school along with some elementary school classrooms are moving to the model. That’s a big shift because previously the teachers involved were those eager to try something different. Now, the “veteran” Big Picture teachers are coaching their more traditional colleagues in the model, trying to smooth the way for a successful implementation.\u003c/p>\n\u003cp>“When we’re making that whole school or much bigger shift, it’s definitely about figuring out in coaching individual advisors what’s going to get them excited about the model,” said Dana Luria, a regional director for Big Picture Learning who has been helping P.S. 89 implement the pilot program and now the full middle school shift. She’s trying to help advisors see that when they bring their passions and strengths to the advisory time they will form stronger bonds with kids.\u003c/p>\n\u003cp>For example, a math teacher who is new to the model got really excited about the idea of working on a semester long project to build life-sized catapults with his advisory. “He got so fired up,” Luria said, which is the most important ingredient. “There’s the relationship piece where he’s doing something he enjoys with them.”\u003c/p>\n\u003cp>The concerns many educators have about trying something new center around the time it takes, whether it will meet the standards and result in good test scores, and whether all the content will get covered. Those are important concerns, but Luria reminds them that few educators got into the profession excited to make kids take high stakes tests or to rush through curriculum. Most are passionate about helping students grow and learn, and those motivations are the building blocks of a successful advisory.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Most teachers are in it for the students,” said sixth grade teacher Ashley Sims. “And when you have that heart for kids and that heart for learning, Big Picture is just that.” She said being part of a classroom where kids care for one another and are excited to learn has changed her job for the better. “It makes it more fun. We can actually see the kids having fun and in turn I can have fun as well. It’s not me pulling teeth to get them to pay attention or stay awake.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like many parents, Nicole Hambric’s two kids are very different from one another. Her older daughter is a straight A student who did well in traditional public school, but her younger daughter, Jada, never really liked school. She would do just enough to get by, but often struggled to understand lessons the first time and felt rushed by the pace of her classes. Hambric was surprised to learn in May of Jada’s fourth grade year that she might not be promoted to the next grade. She spent thousands of dollars on tutoring to help boost Jada’s academics quickly, but she was angry the school hadn’t communicated with her about Jada’s struggles earlier.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I had never seen a 95 test result in all the years she's been in school. Now I see that she's focused and she has confidence in herself.'\u003ccite>Nicole Hambric, parent\u003c/cite>\u003c/aside>\n\u003cp>All that changed when Hambric moved Jada to\u003ca href=\"http://ps89x.org/wp/\" target=\"_blank\"> P.S. 89\u003c/a> for middle school and into the \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> Academy there. “I saw a complete [180] in my daughter,” Hambric said. “At one point learning wasn’t her thing and now she loves going to school; she loves learning.” Not only that, but Jada is bringing home better grades. She made the honor roll for the first time ever, and is motivated to continue working to improve.\u003c/p>\n\u003cp>“I had never seen a 95 test result in all the years she’s been in school,” Hambric said. “Now I see that she’s focused and she has confidence in herself.” Hambric believes the turnaround has come from the Big Picture Academy’s focus on a tight-knit classroom culture, which allows the teachers to focus on individual learner’s needs.\u003c/p>\n\u003cp>“Each of us are different and we all learn differently,” Hambric said. “It wasn’t that she wasn’t able to understand what she was being taught, it’s just that she needed a different style of learning.”\u003c/p>\n\u003cp>There are a lot of schools around the country trying to change the educational experience, but often the most visible examples like \u003ca href=\"https://ww2.kqed.org/mindshift/tag/high-tech-high/\" target=\"_blank\">High Tech High\u003c/a> or \u003ca href=\"http://www.summitps.org/\" target=\"_blank\">Summit Public Schools\u003c/a> are charter schools, built from the ground up around a shared vision and with the benefit of outside investment. While those schools can serve as inspiration, it’s often hard for educators in more traditional settings to see how they can apply those models in their own classrooms where there isn’t that same shared vision and extra support. It’s easy to see the accomplishments of educators in shiny new schools as out of reach to the average public school teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>P.S. 89 is not a magnet school or a charter school -- it’s a big, public K-8 school in the Bronx serving a diverse population and many students with high needs. The changes there have not been quick and easy, but rather are the result of a few teachers within the building working to try something different. For the past three years a small group of teachers have been experimenting with bringing aspects of the Big Picture Learning model into this otherwise traditional school.\u003c/p>\n\u003cp>P.S. 89 teachers aren’t implementing the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\" target=\"_blank\">most radical or actualized version of Big Picture Learning\u003c/a>, but teachers and administrators at the school are applying aspects of the model that can work within their constraints and are slowly strategizing how they might include others.\u003c/p>\n\u003cp>\u003cstrong>TEACHER PERSPECTIVES\u003c/strong>\u003c/p>\n\u003cp>“I really feel like building up the classroom environment to be more family like was really important and different,” said eighth grade special education teacher Gabrielle Lee. “From there I really saw more growth in the students.”\u003c/p>\n\u003cp>Lee is about to start her third year in the Big Picture Academy; she will have the same 29 kids she has had for the past two years. Keeping students together in smaller, close-knit groups with educators who know them well is one way the Big Picture Academy creates the family feeling Lee described.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We can actually see the kids having fun and in turn I can have fun as well. It's not me pulling teeth to get them to pay attention or stay awake.'\u003ccite>Ashley Sims, 6th grade teacher\u003c/cite>\u003c/aside>\n\u003cp>Relationships are at the heart of the model. The school had to find ways to make class sizes smaller and to build in time for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\">advisory\u003c/a> with a ratio of one adult to twelve kids. They found that opportunity by using a co-teaching model in which a special education teacher and a general education teacher co-teach a smaller group of students in every subject. Half the class are students with special needs, but every student is given individualized attention. Having more adults assigned to these groups of students also means they can break them down into smaller advisories.\u003c/p>\n\u003cp>At first the model raised eyebrows and some parents wondered if it was a “special education thing,” but parents like Hambric were won over quickly by the changes they saw in their children. And teachers like Lee watched students who were known for behavior problems find their place and begin to shine.\u003c/p>\n\u003cp>One boy transferred into Lee’s class in the seventh grade. He’d been suspended the year before for bringing a BB gun to school, but in the smaller, more intimate setting he began to thrive. He was able to talk about his mistake with his classmates and even did his passion project on gun control issues.\u003c/p>\n\u003cp>“He would say he never wanted to participate in other classes, but he just loved that family feel of Big Picture,” Lee said. “He felt like he could be more than what other people were labeling him as.”\u003c/p>\n\u003cp>Another student started middle school barely verbal. She has autism and never spoke in front of the class. After two years of support and time to build trust with her teachers and classmates she now will present in front of the class. For her passion project, she wrote and illustrated a comic book in which each superhero has an autism characteristic that gives him or her superpowers. She has used this project to help educate her classmates about how she experiences the world. She also won the \"Most Good You Can Do\" \u003ca href=\"http://www.bigpicture.org/apps/pages/mostgood\">scholarship\u003c/a> from Big Picture Learning for her work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The advisory time is one of the biggest differences between the Big Picture Academy and the rest of P.S. 89’s middle school. Students get one-on-one time with the teacher and they work on projects related to who they are, what they like, and who they want to be. Teachers have slowly started to integrate more of those qualities into the core academics as well.\u003c/p>\n\u003cp>Student choice and learning through individual interests is a big part of the Big Picture philosophy, but it was hard to implement at P.S. 89 because all grade level teachers were expected to follow a similar trajectory for the year. Still, teachers in the Big Picture Academy experimented with a bigger project in both math and English that would give students space to problem solve, collaborate, tap into expertise beyond the classroom and exhibit their knowledge in different ways.\u003c/p>\n\u003cp>For example, in Ashley Sims sixth grade class students were given a pretend pot of money to spend remodeling their bedrooms. They had to use the fractions, decimals and percentages they’d been working with all year to figure out how much paint they’d need and what it would cost, along with other construction challenges. A working contractor came to the class to talk about how he uses math in his work and act as an expert for their projects. Sims said even this small reach outside the classroom was important for students: “A lot of kids don’t see the connections in the real world,” she said.\u003c/p>\n\u003cp>The Big Picture Academy has been such a success that this coming school year the entire P.S. 89 middle school along with some elementary school classrooms are moving to the model. That’s a big shift because previously the teachers involved were those eager to try something different. Now, the “veteran” Big Picture teachers are coaching their more traditional colleagues in the model, trying to smooth the way for a successful implementation.\u003c/p>\n\u003cp>“When we’re making that whole school or much bigger shift, it’s definitely about figuring out in coaching individual advisors what’s going to get them excited about the model,” said Dana Luria, a regional director for Big Picture Learning who has been helping P.S. 89 implement the pilot program and now the full middle school shift. She’s trying to help advisors see that when they bring their passions and strengths to the advisory time they will form stronger bonds with kids.\u003c/p>\n\u003cp>For example, a math teacher who is new to the model got really excited about the idea of working on a semester long project to build life-sized catapults with his advisory. “He got so fired up,” Luria said, which is the most important ingredient. “There’s the relationship piece where he’s doing something he enjoys with them.”\u003c/p>\n\u003cp>The concerns many educators have about trying something new center around the time it takes, whether it will meet the standards and result in good test scores, and whether all the content will get covered. Those are important concerns, but Luria reminds them that few educators got into the profession excited to make kids take high stakes tests or to rush through curriculum. Most are passionate about helping students grow and learn, and those motivations are the building blocks of a successful advisory.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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