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"content": "\u003cp>Like many schools, Gibson Elementary in St. Louis had big problems with attendance — many students were missing nearly a month of school a year.\u003c/p>\n\u003cp>Melody Gunn, who was the principal at Gibson last year, set out to visit homes and figure out why kids weren't showing up. Her biggest discovery? They didn't have clean uniforms to wear to school.\u003c/p>\n\u003cp>Many families, she found, didn't have washing machines in the home, and kids were embarrassed to show up at school wearing dirty clothes. The result was that often, they didn't come.\u003c/p>\n\u003cp>Gunn thought this was a problem she could fix. She called Whirlpool, which agreed to donate some washers and dryers. Gunn had them installed at the school and then opened the doors for parents to use the machines. If folks couldn't make it during the school day, the school would offer access to the laundry machines after hours.\u003c/p>\n\u003cp>It hasn't made every kid show up, but Principal Gunn says it's working.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Chronic absence — defined as missing more than 10 percent of the school year (or just two days a month) — is one of the most destructive forces in a child's education. Yet more than 6 million students in the U.S. miss three weeks or more of school each year.\u003c/p>\n\u003cp>Research shows that such students \u003ca href=\"http://www.edweek.org/media/chronicabsence-15chang.pdf\" target=\"_blank\">are way more likely to fall behind and, eventually, drop out\u003c/a>. Addressing the problem goes way beyond skipping school — a mix of truancy entangled with illnesses and family problems.\u003c/p>\n\u003cp>Getting kids to school is especially important at the beginning of the year. One study, from Baltimore, found that about half of students who missed two to four days in September went on to miss about a month of school for the whole year.\u003c/p>\n\u003cp>\u003cstrong>Identify the kids who aren't there\u003c/strong>\u003c/p>\n\u003cp>The most important thing a school can do is figure out which students aren't at their desks.\u003c/p>\n\u003cp>A few years ago, the Grand Rapids, Mich., school district undertook a big data project to identify kids who were chronically absent.\u003c/p>\n\u003cp>The data mining showed a big problem: Of 17,000 kids in the district, nearly 7,000 were missing a month or more of school a year. District officials \u003ca href=\"http://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\">were super transparent about the numbers\u003c/a> — they put 8-foot poster boards in every school, so folks could see if their numbers improved.\u003c/p>\n\u003cp>This highly visible information on chronic absence helped schools and community organizations step in to start addressing why kids were missing.\u003c/p>\n\u003cp>\u003cstrong>Outreach\u003c/strong>\u003c/p>\n\u003cp>Experts say an important component of any attendance program is talking to the adults at home. Parents understand that attendance is important, but when you get down to specifics — like how many days kids can or should miss — there are a lot of misconceptions. New research from the \u003ca href=\"http://www.adcouncil.org/News-Events/Press-Releases/New-Research-Shows-Nearly-Half-of-American-Parents-Underestimate-the-Harm-of-School-Absences\">Ad Council \u003c/a>found that nearly half of parents thought it was OK to miss three or more days of school a month, but experts say missing that many days is harmful to student achievement.\u003c/p>\n\u003cp>Another widely cited factor in improving attendance: Parents and students need to feel comfortable. I visited a school in Baltimore where \u003ca href=\"http://www.npr.org/sections/ed/2015/11/12/455052958/want-to-make-a-school-better-get-kids-to-show-up\">the principal stands outside every morning\u003c/a> — rain, shine, snow — and greets every kid and parent. They've seen attendance numbers shoot up.\u003c/p>\n\u003cp>The interesting thing that happened in St. Louis, at Gibson Elementary, is that when the school opened up for parents to wash clothes, those adults became more engaged. Parents could wander around the school, meet staff and get comfortable with the building.\u003c/p>\n\u003cp>\"It was an unintended consequence. They saw we cared,\" Principal Gunn says.\u003c/p>\n\u003cp>Experts point to mentors as one of the most successful strategies: Pairing kids who are chronically absent with an adult in the community — a college student, a firefighter, a teacher.\u003c/p>\n\u003cp>So, washing machines may be a good idea at Gibson Elementary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But it may not work everywhere. Research suggests that, in order to improve attendance long-term, schools should use many strategies together. Strategies that will get everyone involved: parents, community partners, teachers and principals, and the students.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Chronic absence — defined as missing more than 10 percent of the school year (or just two days a month) — is one of the most destructive forces in a child's education. Yet more than 6 million students in the U.S. miss three weeks or more of school each year.\u003c/p>\n\u003cp>Research shows that such students \u003ca href=\"http://www.edweek.org/media/chronicabsence-15chang.pdf\" target=\"_blank\">are way more likely to fall behind and, eventually, drop out\u003c/a>. Addressing the problem goes way beyond skipping school — a mix of truancy entangled with illnesses and family problems.\u003c/p>\n\u003cp>Getting kids to school is especially important at the beginning of the year. One study, from Baltimore, found that about half of students who missed two to four days in September went on to miss about a month of school for the whole year.\u003c/p>\n\u003cp>\u003cstrong>Identify the kids who aren't there\u003c/strong>\u003c/p>\n\u003cp>The most important thing a school can do is figure out which students aren't at their desks.\u003c/p>\n\u003cp>A few years ago, the Grand Rapids, Mich., school district undertook a big data project to identify kids who were chronically absent.\u003c/p>\n\u003cp>The data mining showed a big problem: Of 17,000 kids in the district, nearly 7,000 were missing a month or more of school a year. District officials \u003ca href=\"http://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\">were super transparent about the numbers\u003c/a> — they put 8-foot poster boards in every school, so folks could see if their numbers improved.\u003c/p>\n\u003cp>This highly visible information on chronic absence helped schools and community organizations step in to start addressing why kids were missing.\u003c/p>\n\u003cp>\u003cstrong>Outreach\u003c/strong>\u003c/p>\n\u003cp>Experts say an important component of any attendance program is talking to the adults at home. Parents understand that attendance is important, but when you get down to specifics — like how many days kids can or should miss — there are a lot of misconceptions. New research from the \u003ca href=\"http://www.adcouncil.org/News-Events/Press-Releases/New-Research-Shows-Nearly-Half-of-American-Parents-Underestimate-the-Harm-of-School-Absences\">Ad Council \u003c/a>found that nearly half of parents thought it was OK to miss three or more days of school a month, but experts say missing that many days is harmful to student achievement.\u003c/p>\n\u003cp>Another widely cited factor in improving attendance: Parents and students need to feel comfortable. I visited a school in Baltimore where \u003ca href=\"http://www.npr.org/sections/ed/2015/11/12/455052958/want-to-make-a-school-better-get-kids-to-show-up\">the principal stands outside every morning\u003c/a> — rain, shine, snow — and greets every kid and parent. They've seen attendance numbers shoot up.\u003c/p>\n\u003cp>The interesting thing that happened in St. Louis, at Gibson Elementary, is that when the school opened up for parents to wash clothes, those adults became more engaged. Parents could wander around the school, meet staff and get comfortable with the building.\u003c/p>\n\u003cp>\"It was an unintended consequence. They saw we cared,\" Principal Gunn says.\u003c/p>\n\u003cp>Experts point to mentors as one of the most successful strategies: Pairing kids who are chronically absent with an adult in the community — a college student, a firefighter, a teacher.\u003c/p>\n\u003cp>So, washing machines may be a good idea at Gibson Elementary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But it may not work everywhere. Research suggests that, in order to improve attendance long-term, schools should use many strategies together. Strategies that will get everyone involved: parents, community partners, teachers and principals, and the students.\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=A+New+School+Year+Brings+Renewed+Focus+On+Attendance&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Prior to the 1960s, scientists thought children who spoke more than one language had a handicap for learning because they had to spend too much time distinguishing between languages. With more modern brain imaging technology, researchers can now see how multilingualism actually \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/29/could-bilingual-education-mold-kids-brains-to-better-resist-distraction/\" target=\"_blank\">strengthens the brain\u003c/a>. People who speak more than one language have a higher density of gray matter that contains most of the brains neurons and synapses.\u003c/p>\n\u003cp>Scientists are also beginning to distinguish between young children who grow up learning and speaking two languages as compared to those who learn a second language in adulthood. Children use both hemispheres of the brain to acquire language, which means they often grasp the emotional implications of language more deeply. In contrast, adults who learned a second language tend to approach problems presented to them in that language in a more rational, detached way. Scientists hypothesize that it's because adults often acquire language through the left hemisphere of the brain.\u003c/p>\n\u003cp>Learn more about the fascinating brain research around multilingualism from this \u003ca href=\"http://ed.ted.com/lessons/how-speaking-multiple-languages-benefits-the-brain-mia-nacamulli\" target=\"_blank\">TED-Ed video\u003c/a> and the accompanying lesson plans. Many classrooms are filled with students who speak more than one language and they should know that ability is a great strength.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/MMmOLN5zBLY?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>Humans love music, especially when there's \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/24/how-repetition-in-music-affects-your-thinking/\" target=\"_blank\">repetition that catches the attention\u003c/a>. And even though many people listen to music to relax, the brain is doing a lot of work to break apart and understand the music before putting it all together again. Brain scans of people listening to music show many different parts of the brain firing at once, but that's nothing compared to what's going on \u003ca href=\"https://ww2.kqed.org/mindshift/2014/07/22/unpacking-the-science-how-playing-music-changes-the-learning-brain/\" target=\"_blank\">inside the brains of musicians\u003c/a> themselves.\u003c/p>\n\u003cp>\"Playing music is the brain's equivalent of a full body workout,\" says educator Anita Collins in a \u003ca href=\"http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins\" target=\"_blank\">TED-Ed video\u003c/a> on how playing music benefits the brain. Playing music requires the visual, auditory, and motor cortices all at once and since fine motor skills require both hemispheres of the brain, the act of playing music may strengthen the bridge between the two sides. In studies comparing playing music to other activities, including other forms of art, playing an instrument is uniquely powerful for the brain.\u003c/p>\n\u003cp>Watch the \u003ca href=\"http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins\" target=\"_blank\">video\u003c/a> to learn all about the benefits of learning to play an instrument.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/R0JKCYZ8hng?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Humans love music, especially when there's \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/24/how-repetition-in-music-affects-your-thinking/\" target=\"_blank\">repetition that catches the attention\u003c/a>. And even though many people listen to music to relax, the brain is doing a lot of work to break apart and understand the music before putting it all together again. Brain scans of people listening to music show many different parts of the brain firing at once, but that's nothing compared to what's going on \u003ca href=\"https://ww2.kqed.org/mindshift/2014/07/22/unpacking-the-science-how-playing-music-changes-the-learning-brain/\" target=\"_blank\">inside the brains of musicians\u003c/a> themselves.\u003c/p>\n\u003cp>\"Playing music is the brain's equivalent of a full body workout,\" says educator Anita Collins in a \u003ca href=\"http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins\" target=\"_blank\">TED-Ed video\u003c/a> on how playing music benefits the brain. Playing music requires the visual, auditory, and motor cortices all at once and since fine motor skills require both hemispheres of the brain, the act of playing music may strengthen the bridge between the two sides. In studies comparing playing music to other activities, including other forms of art, playing an instrument is uniquely powerful for the brain.\u003c/p>\n\u003cp>Watch the \u003ca href=\"http://ed.ted.com/lessons/how-playing-an-instrument-benefits-your-brain-anita-collins\" target=\"_blank\">video\u003c/a> to learn all about the benefits of learning to play an instrument.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/R0JKCYZ8hng?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Unlike many teachers who choose to work in schools because they were good students themselves, Michelle Carlson understands what it’s like to hate school. As a kid she couldn’t see the point of any of the material she was supposed to learn, and working for good grades without a clear reason wasn’t enough to motivate her. She did eventually graduate high school and went to college because her parents told her it was an important way to gain financial independence. She and her sister had to pay their own way, working at coffee shops and carpooling 40 miles each way to school at Chico State.\u003c/p>\n\u003cp>When she graduated, Carlson started a business, but eventually decided she wanted to help make school different for kids in the next generation. She started working at the Tehama County Office of Education and in her spare time \u003ca href=\"http://tehamaschools.org/department/makerspace\" target=\"_blank\">created a makerspace in the office\u003c/a>. Teachers can bring their classes into the makerspace and its success has sparked some schools to \u003ca href=\"https://www.amazon.com/180-Days-Making-incorporate-experiential/dp/1535582898/ref=sr_1_1?ie=UTF8&qid=1471700707&sr=8-1&keywords=180+days+of+making\" target=\"_blank\">create their own\u003c/a>. Older students can also sign up to become Makerspace Ambassadors, where they spend half their time working on passion projects and half their time creating useful things like promotional posters for local businesses and nonprofit organizations.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They get to be human in there. They get to be who they are, and recognized and valued for their humanity.'\u003ccite>Michelle Carlson\u003c/cite>\u003c/aside>\n\u003cp>\u003ca href=\"http://www.futuredevelopmentgroup.com/podcast-episode-4-the-makerspace-is-what-gave-us-hope/\" target=\"_blank\">All kinds of students \u003c/a>signed up for the Ambassador program -- some were good students looking to add something to their college applications, while others struggled in traditional school and were looking for somewhere to be themselves. Most didn’t expect much out of the makerspace when they started, but soon found that having the freedom to pursue whatever they wanted with support to learn new skills was incredibly exciting.\u003c/p>\n\u003cp>Good students who felt like they were charging down a prescribed path because that’s what was expected of them found a sense of purpose and passion for new skills. And students who felt like failures began to see qualities in themselves they’d never recognized before. One such student, Ericka, never felt good enough, but her involvement in the makerspace gave her confidence to apply to college. Now she’s majoring in computer science and getting a credential to teach English language learners.\u003c/p>\n\u003cp>One day some incarcerated youth from the \u003ca href=\"http://www.co.tehama.ca.us/juvenile-detention-facility\" target=\"_blank\">Tehama Juvenile Detention Facility\u003c/a> were released to spend time in the makerspace. That group of students created a suicide prevention video on their own that afternoon with only minimal explanation of how the recording and editing tools work. They ended up winning an award for the video and county Probation Chief Richard Muench approached Carlson, who has since started \u003ca href=\"http://www.futuredevelopmentgroup.com/\" target=\"_blank\">her own company\u003c/a> helping schools and organizations start makerspaces, about building a makerspace inside the walls of juvenile hall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>TEHAMA JUVENILE HALL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Innovative leadership at the juvenile hall and Carlson’s excitement for the project helped to make the makerspace a reality. It was funded through a partnership between the hall and the county Office of Education, and is open every afternoon if there are adult volunteers willing to be in the space with the youth.\u003c/p>\n\u003cp>“When they walk in the experience is something they’ve never had in their lives,” Carlson said. The makerspace isn’t school and it doesn’t feel like jail either. “Because it’s something different, it opens their minds and lowers their filters a little bit,” Carlson said. She’s worked hard to make the space feel cozy and comfortable, and they’ve built a culture of respect inside the room that is hard to find elsewhere in the detention facility.\u003c/p>\n\u003cfigure id=\"attachment_46180\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46180 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/IMG_1281-e1471990586585-1440x1080.jpg\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">One whole wall of the makerspace is painted with a \"Defy The Odds\" mural. \u003ccite>(Courtesy Michelle Carlson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When I walk in here, I feel more free in here,” said one detained youth whose name we aren’t using due to official rules. He said there are a lot of rules in the detention facility. The youth have to walk between locations with hands behind their backs, but in the makerspace some of those rules are loosened and he has space to be creative. “Inside the classroom it’s the same thing as in the hall, you have to follow rules. I feel free when I come here.” In the makerspace this youth rediscovered his passion for drawing, something he now wants to study in college when he is released. He has also learned new skills like 3-D design and printing, and how to build a website.\u003c/p>\n\u003cp>“The poverty of experience that exists in their lives is so profound,” Carlson said. Many of the youth she has worked with didn’t know what web development was or that it could be a job. The makerspace is unique because the students have access to the internet, where they can learn from YouTube videos and read about the world. They also have access to real tools like Exacto knives, scissors and pliers. Adult staff members do check to make sure none of these potentially lethal tools are leaving the makerspace, but Carlson said the security stuff is almost invisible and they’ve never had a problem.\u003c/p>\n\u003cp>“They know how special it is and they honor and respect it,” Carlson said. In fact, regulars in the space often explain the expectations to newcomers, setting their own expectations and rules.\u003c/p>\n\u003cp>The makerspace has been a success because of the willingness of the hall’s staff to participate and the chief’s willingness to be flexible with scheduling and overtime to make sure adults are in the space. Deputy Probation Chief Mike Coley has been a dedicated makerspace volunteer and sees the effect on the young people he mentors.\u003c/p>\n\u003cp>“As soon as they cross the threshold into the makerspace, it’s a completely different kid,” Coley said.\u003c/p>\n\u003cp>He’s asked the kids he works with why they like the space so much and they tell him that they’ve been able to find new value in themselves by being given the freedom to be creative and the exposure to tools and skills they didn’t know about before. They’ve also seen talent in other incarcerated youth, hidden qualities that daily life doesn’t allow them to show.\u003c/p>\n\u003cfigure id=\"attachment_46181\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46181 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1440x1080.jpg\" alt=\"Carlson said it's important that makerspaces have a variety of materials so students can choose what inspires them.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221.jpg 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Carlson said it's important that makerspaces have a variety of materials so students can choose what inspires them. \u003ccite>(Courtesy Michelle Carlson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Being able to share this makerspace with them has really kind of rejuvenated our staff, too,” Coley said.\u003c/p>\n\u003cp>Many youth have a wary relationship with representatives of law enforcement, but when the adults and youth are creating together in the makerspace, they get to know one another as humans. They learn to trust one another and have formed bonds that extend outside the hall, an especially important element for preventing recidivism.\u003c/p>\n\u003cp>Coley said one of the biggest challenges he has recruiting staff as volunteers is that they don’t know much about the maker movement. Adults often feel like they have to have a specific skill they can teach if they’re going to be in the space. But Coley has found his most important role in the makerspace is to be supportive and to care about the kids. And Carlson says making sure the makerspace doesn’t feel directive, like the rest of these kids' lives, is very important to its success.\u003c/p>\n\u003cp>“Flexibility has to be built in,” Carlson said. “They need to have choice and power to explore things and then they will blow you out of the water with what they can do with that choice and power.” Mentors can help ignite curiosity and excitement by bringing their personal passions into the room, but the time shouldn’t be too programmed. “It’s motivation that comes from within,” Carlson said. “So we want people who are passionate about doing amazing things with kids to be in there.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Tehama County is fairly rural and often has fewer than 20 juveniles detained at any one time. But this small county is trying something unique; using the autonomy that is built into making to help young people who have lost their way regain a sense of self and see themselves as positive actors in the world. As with so many powerful examples of strong mentorship and powerful learning spaces, it took a \u003ca href=\"https://www.amazon.com/180-Days-Making-incorporate-experiential/dp/1535582898/ref=sr_1_1?ie=UTF8&qid=1471700707&sr=8-1&keywords=180+days+of+making\" target=\"_blank\">passionate person like Michelle Carlson\u003c/a> to see it through, and some visionary leadership from the probation office and a continued commitment from people like Mike Coley to make the space a reality.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unlike many teachers who choose to work in schools because they were good students themselves, Michelle Carlson understands what it’s like to hate school. As a kid she couldn’t see the point of any of the material she was supposed to learn, and working for good grades without a clear reason wasn’t enough to motivate her. She did eventually graduate high school and went to college because her parents told her it was an important way to gain financial independence. She and her sister had to pay their own way, working at coffee shops and carpooling 40 miles each way to school at Chico State.\u003c/p>\n\u003cp>When she graduated, Carlson started a business, but eventually decided she wanted to help make school different for kids in the next generation. She started working at the Tehama County Office of Education and in her spare time \u003ca href=\"http://tehamaschools.org/department/makerspace\" target=\"_blank\">created a makerspace in the office\u003c/a>. Teachers can bring their classes into the makerspace and its success has sparked some schools to \u003ca href=\"https://www.amazon.com/180-Days-Making-incorporate-experiential/dp/1535582898/ref=sr_1_1?ie=UTF8&qid=1471700707&sr=8-1&keywords=180+days+of+making\" target=\"_blank\">create their own\u003c/a>. Older students can also sign up to become Makerspace Ambassadors, where they spend half their time working on passion projects and half their time creating useful things like promotional posters for local businesses and nonprofit organizations.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They get to be human in there. They get to be who they are, and recognized and valued for their humanity.'\u003ccite>Michelle Carlson\u003c/cite>\u003c/aside>\n\u003cp>\u003ca href=\"http://www.futuredevelopmentgroup.com/podcast-episode-4-the-makerspace-is-what-gave-us-hope/\" target=\"_blank\">All kinds of students \u003c/a>signed up for the Ambassador program -- some were good students looking to add something to their college applications, while others struggled in traditional school and were looking for somewhere to be themselves. Most didn’t expect much out of the makerspace when they started, but soon found that having the freedom to pursue whatever they wanted with support to learn new skills was incredibly exciting.\u003c/p>\n\u003cp>Good students who felt like they were charging down a prescribed path because that’s what was expected of them found a sense of purpose and passion for new skills. And students who felt like failures began to see qualities in themselves they’d never recognized before. One such student, Ericka, never felt good enough, but her involvement in the makerspace gave her confidence to apply to college. Now she’s majoring in computer science and getting a credential to teach English language learners.\u003c/p>\n\u003cp>One day some incarcerated youth from the \u003ca href=\"http://www.co.tehama.ca.us/juvenile-detention-facility\" target=\"_blank\">Tehama Juvenile Detention Facility\u003c/a> were released to spend time in the makerspace. That group of students created a suicide prevention video on their own that afternoon with only minimal explanation of how the recording and editing tools work. They ended up winning an award for the video and county Probation Chief Richard Muench approached Carlson, who has since started \u003ca href=\"http://www.futuredevelopmentgroup.com/\" target=\"_blank\">her own company\u003c/a> helping schools and organizations start makerspaces, about building a makerspace inside the walls of juvenile hall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>TEHAMA JUVENILE HALL MAKERSPACE\u003c/strong>\u003c/p>\n\u003cp>Innovative leadership at the juvenile hall and Carlson’s excitement for the project helped to make the makerspace a reality. It was funded through a partnership between the hall and the county Office of Education, and is open every afternoon if there are adult volunteers willing to be in the space with the youth.\u003c/p>\n\u003cp>“When they walk in the experience is something they’ve never had in their lives,” Carlson said. The makerspace isn’t school and it doesn’t feel like jail either. “Because it’s something different, it opens their minds and lowers their filters a little bit,” Carlson said. She’s worked hard to make the space feel cozy and comfortable, and they’ve built a culture of respect inside the room that is hard to find elsewhere in the detention facility.\u003c/p>\n\u003cfigure id=\"attachment_46180\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46180 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/IMG_1281-e1471990586585-1440x1080.jpg\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">One whole wall of the makerspace is painted with a \"Defy The Odds\" mural. \u003ccite>(Courtesy Michelle Carlson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When I walk in here, I feel more free in here,” said one detained youth whose name we aren’t using due to official rules. He said there are a lot of rules in the detention facility. The youth have to walk between locations with hands behind their backs, but in the makerspace some of those rules are loosened and he has space to be creative. “Inside the classroom it’s the same thing as in the hall, you have to follow rules. I feel free when I come here.” In the makerspace this youth rediscovered his passion for drawing, something he now wants to study in college when he is released. He has also learned new skills like 3-D design and printing, and how to build a website.\u003c/p>\n\u003cp>“The poverty of experience that exists in their lives is so profound,” Carlson said. Many of the youth she has worked with didn’t know what web development was or that it could be a job. The makerspace is unique because the students have access to the internet, where they can learn from YouTube videos and read about the world. They also have access to real tools like Exacto knives, scissors and pliers. Adult staff members do check to make sure none of these potentially lethal tools are leaving the makerspace, but Carlson said the security stuff is almost invisible and they’ve never had a problem.\u003c/p>\n\u003cp>“They know how special it is and they honor and respect it,” Carlson said. In fact, regulars in the space often explain the expectations to newcomers, setting their own expectations and rules.\u003c/p>\n\u003cp>The makerspace has been a success because of the willingness of the hall’s staff to participate and the chief’s willingness to be flexible with scheduling and overtime to make sure adults are in the space. Deputy Probation Chief Mike Coley has been a dedicated makerspace volunteer and sees the effect on the young people he mentors.\u003c/p>\n\u003cp>“As soon as they cross the threshold into the makerspace, it’s a completely different kid,” Coley said.\u003c/p>\n\u003cp>He’s asked the kids he works with why they like the space so much and they tell him that they’ve been able to find new value in themselves by being given the freedom to be creative and the exposure to tools and skills they didn’t know about before. They’ve also seen talent in other incarcerated youth, hidden qualities that daily life doesn’t allow them to show.\u003c/p>\n\u003cfigure id=\"attachment_46181\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46181 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1440x1080.jpg\" alt=\"Carlson said it's important that makerspaces have a variety of materials so students can choose what inspires them.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/IMG_1282-e1471990696221.jpg 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Carlson said it's important that makerspaces have a variety of materials so students can choose what inspires them. \u003ccite>(Courtesy Michelle Carlson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Being able to share this makerspace with them has really kind of rejuvenated our staff, too,” Coley said.\u003c/p>\n\u003cp>Many youth have a wary relationship with representatives of law enforcement, but when the adults and youth are creating together in the makerspace, they get to know one another as humans. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Tehama County is fairly rural and often has fewer than 20 juveniles detained at any one time. But this small county is trying something unique; using the autonomy that is built into making to help young people who have lost their way regain a sense of self and see themselves as positive actors in the world. As with so many powerful examples of strong mentorship and powerful learning spaces, it took a \u003ca href=\"https://www.amazon.com/180-Days-Making-incorporate-experiential/dp/1535582898/ref=sr_1_1?ie=UTF8&qid=1471700707&sr=8-1&keywords=180+days+of+making\" target=\"_blank\">passionate person like Michelle Carlson\u003c/a> to see it through, and some visionary leadership from the probation office and a continued commitment from people like Mike Coley to make the space a reality.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">One of the first exercises Kyle Ware does with teachers in the Kentucky Shakespeare \u003ca href=\"http://www.kyshakespeare.com/education/pd/\">From the Page to the Stage\u003c/a> development workshop is to get them on their feet and using the words of Shakespeare in action, in a game called, “Shakespearean Insults and Compliments.” Ware, who is director of education for the company’s extensive schools program, said that teachers take each other down and lift each other up using the words of the Bard—no matter if they’re accurate: “Thou art an ill-fated huggermugger!” is an example Ware gave.\u003c/p>\n\u003cp class=\"p1\">“Then the other person might throw something back at them. The idea is that, when put in context, this insult is something that can easily be understood. Even though I don’t exactly know what a \u003cem>huggermugger\u003c/em> is, I get it.”\u003c/p>\n\u003cp class=\"p1\">From the Page to the Stage was developed by Kentucky Shakespeare in conjunction with the \u003ca href=\"http://www.folger.edu/\">Folger Shakespeare Library\u003c/a> in 1991, as a way to help teachers get the most out of teaching Shakespeare to their classes, and has been honored by the Library as an exemplary program and used as a model for other professional development programs. The idea behind it, said Ware, was to get Shakespeare “back up on its feet,” where it belongs. Since Shakespeare’s plays were meant to be performed, Ware said they have seen that students get more out of Shakespeare when they are doing both reading and performance.\u003c/p>\n\u003cp class=\"p1\">Ware also shows teachers ways to let kids interpret the text when doing analysis, often using Othello’s Act III, Scene III as an example, which he studied with a recent group of high schoolers. Ware tells teachers about a particular student’s reaction to Iago, who doesn't say much, but let's Othello do all the talking, and therefore all the work of the scene:\u003c/p>\n\u003cp class=\"p1\">IAGO: My noble lord--\u003cbr>\nOTHELLO: What dost thou say, Iago?\u003cbr>\nIAGO: Did Michael Cassio, when you woo'd my lady,\u003cbr>\nKnow of your love?\u003cbr>\nOTHELLO: He did, from first to last: why dost thou ask?\u003cbr>\nIAGO: But for a satisfaction of my thought; No further harm.\u003cbr>\nOTHELLO: Why of thy thought, Iago?\u003cbr>\nIAGO: I did not think he had been acquainted with her.\u003cbr>\nOTHELLO: O, yes; and went between us very oft.\u003cbr>\nIAGO: Indeed!\u003cbr>\nOTHELLO: Indeed! ay, indeed: discern'st thou aught in that? Is he not honest?\u003cbr>\nIAGO:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Honest, my lord!\u003cbr>\nOTHELLO: Honest! ay, honest.\u003cbr>\nIAGO: My lord, for aught I know.\u003cbr>\nOTHELLO: What dost thou think?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">As Ware tells it, a student then popped up and said, “Hey, he’s clownin’ him!”\u003c/p>\n\u003cp class=\"p1\">“So that is exactly what’s happening in this scene - Iago \u003ci>is\u003c/i> clowning Othello,” Ware said. Though ‘clownin’ someone isn’t exactly a scholarly term, Ware said that’s more than all right: what matters is that students are making connections between themselves and the feelings of 400-year-old Shakespearean characters.\u003c/p>\n\u003cp class=\"p1\">“And when a teacher hears that, she says, ‘Yes, I see my own window to my students. I see my own window into this work.’ Then hopefully, they can relay this idea through their own curriculum, their own text analysis. That’s the thing we try to do, leave them [educators] with the tools to do this kind of work.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vdCjKH5IKJ8\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>THE BENEFITS OF THEATER\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">In his book \u003ca href=\"http://https://www.amazon.com/Doing-Well-Good-Art-Achievements/dp/1449904335\">D\u003ci>oing Well and Doing Good by Doing Art\u003c/i>,\u003c/a> UCLA professor James Catterall details the results of a twelve-year study in which he followed secondary students who participated in music or theater arts in school into their adult lives to see if the arts made a difference, and what kind of difference it made. Catterall found a strong association between high school theater and inner development. “Sustained student involvement in theatre arts (acting in plays and musicals, participating in drama clubs, and taking acting lessons) associates with a variety of developments for youth,” he writes in the first chapter. “Gains in reading proficiency, gains in self-concept and motivation, and higher levels of empathy for others.”\u003c/p>\n\u003cp class=\"p1\">Ware said that teachers he works with find Shakespeare more challenging to teach in today's digital climate, an observation Ware himself makes when he works directly with students in classrooms. In\u003cspan class=\"Apple-converted-space\"> \u003c/span>recent years, Kentucky Shakespeare has added Shakespeare workshops that work with students and teachers on developing skills like conflict resolution, body language and empathy—ways of communicating they feel may be getting lost when most interactions happen screen-to-screen instead of face-to-face.\u003c/p>\n\u003cp class=\"p1\">One such program was a four-week residency conducted by Kentucky Shakespeare’s producing artistic director, Matthew Wallace, at a Jefferson County school for students with behavioral and emotional disorders. Wallace, who is also a facilitator at the \u003ca href=\"http://www.shakespearebehindbars.org/documentary/\">Shakespeare Behind Bars\u003c/a> program conducted in the Luther Luckett state prison, had experience in teaching conflict resolution using acting techniques and Shakespeare.*\u003c/p>\n\u003cp class=\"p1\">For art and humanities teacher Sharon Lillie, who applied for a Very Special Arts grant to bring Wallace and crew to the school twice per week for four weeks, teaching Shakespeare in this way to her students—boys and girls who had already been kicked out of traditional school—the experience was “absolutely worth it.”\u003c/p>\n\u003cp class=\"p1\">For more than two hours, Wallace worked with eleven of Lillie’s ninth- and tenth-gradeers on the \u003ca href=\"http://shakespeare.mit.edu/romeo_juliet/full.html\">first scene of Romeo and Juliet,\u003c/a> in which the servants of the two warring households get into a fight.\u003c/p>\n\u003cp class=\"p1\">“You would think that working on a scene where the characters fight wouldn’t be such a great idea with our kids,” said Lillie. “But it worked. They learned the lines, they learned what the lines meant, they talked about things like: what kind of body language does somebody have when they’re ready to fight? What about when somebody’s backing off? How would you step into the area, and out? How would you vary your tone of voice?”\u003c/p>\n\u003cp class=\"p1\">Lillie said that, once the students had gone through the text and learned what the words meant, performing even the most confrontational scenes was fun for them because they weren’t themselves: they were the characters.\u003c/p>\n\u003cp class=\"p1\">Since many of her students end up in the special school in the first place because they have a hard time reading physical or verbal cues, practicing them “for pretend” strengthened their ability to read others’ reactions. Being able to do this in a safe environment, said Lillie, with the added fun of acting, made a visible difference in her students.\u003c/p>\n\u003cp class=\"p1\">“On the days when Matt came,” Lillie said, “Their homeroom teacher reported these students got along a lot better the rest of that day. They were more relaxed with each other, they could take things a little less seriously than what they had been doing.”\u003c/p>\n\u003cp class=\"p1\">Wallace, who said that his workshops often focus on issues like conflict resolution, was adamant that he never wants the scenes themselves to turn into some kind of therapy. “The brilliance of Shakespeare is that, at the time the plays were performed, it was still a mostly oral society, \" Wallace said, noting that most of the population was illiterate. \"So it’s all about the words—the sounds of the words, and how it makes you feel when you hear them and when you are saying them. We think that sort of visceral experience of saying these words out loud is valuable,\" he said.\u003c/p>\n\u003cp class=\"p1\">\"It’s using the healing power of the arts to create this structure and using teamwork. And the building of empathy is huge.”\u003c/p>\n\u003cp class=\"p1\">At the end of the four-week workshop, the students performed their Romeo and Juliet scenes in the cafeteria for the whole school, which Lillie considered a symbol of how far they’d come: though the students were visibly nervous, they didn’t get stage fright and they remembered their lines.\u003c/p>\n\u003cp class=\"p1\">Throughout the experience, students kept a journal of their thoughts and feelings. While many had recorded positive details about the experience, Lillie remembers two students especially, one who wrote, “I really love this.” And another, who wrote, “It was fun to be joking on each other and getting away with it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>*A previous version of this post misstated that Wallace was a former facilitator of Shakespeare Behind Bars, when in fact, he continues to in that role. We regret this error. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">One of the first exercises Kyle Ware does with teachers in the Kentucky Shakespeare \u003ca href=\"http://www.kyshakespeare.com/education/pd/\">From the Page to the Stage\u003c/a> development workshop is to get them on their feet and using the words of Shakespeare in action, in a game called, “Shakespearean Insults and Compliments.” Ware, who is director of education for the company’s extensive schools program, said that teachers take each other down and lift each other up using the words of the Bard—no matter if they’re accurate: “Thou art an ill-fated huggermugger!” is an example Ware gave.\u003c/p>\n\u003cp class=\"p1\">“Then the other person might throw something back at them. The idea is that, when put in context, this insult is something that can easily be understood. Even though I don’t exactly know what a \u003cem>huggermugger\u003c/em> is, I get it.”\u003c/p>\n\u003cp class=\"p1\">From the Page to the Stage was developed by Kentucky Shakespeare in conjunction with the \u003ca href=\"http://www.folger.edu/\">Folger Shakespeare Library\u003c/a> in 1991, as a way to help teachers get the most out of teaching Shakespeare to their classes, and has been honored by the Library as an exemplary program and used as a model for other professional development programs. The idea behind it, said Ware, was to get Shakespeare “back up on its feet,” where it belongs. Since Shakespeare’s plays were meant to be performed, Ware said they have seen that students get more out of Shakespeare when they are doing both reading and performance.\u003c/p>\n\u003cp class=\"p1\">Ware also shows teachers ways to let kids interpret the text when doing analysis, often using Othello’s Act III, Scene III as an example, which he studied with a recent group of high schoolers. Ware tells teachers about a particular student’s reaction to Iago, who doesn't say much, but let's Othello do all the talking, and therefore all the work of the scene:\u003c/p>\n\u003cp class=\"p1\">IAGO: My noble lord--\u003cbr>\nOTHELLO: What dost thou say, Iago?\u003cbr>\nIAGO: Did Michael Cassio, when you woo'd my lady,\u003cbr>\nKnow of your love?\u003cbr>\nOTHELLO: He did, from first to last: why dost thou ask?\u003cbr>\nIAGO: But for a satisfaction of my thought; No further harm.\u003cbr>\nOTHELLO: Why of thy thought, Iago?\u003cbr>\nIAGO: I did not think he had been acquainted with her.\u003cbr>\nOTHELLO: O, yes; and went between us very oft.\u003cbr>\nIAGO: Indeed!\u003cbr>\nOTHELLO: Indeed! ay, indeed: discern'st thou aught in that? Is he not honest?\u003cbr>\nIAGO:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Honest, my lord!\u003cbr>\nOTHELLO: Honest! ay, honest.\u003cbr>\nIAGO: My lord, for aught I know.\u003cbr>\nOTHELLO: What dost thou think?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">As Ware tells it, a student then popped up and said, “Hey, he’s clownin’ him!”\u003c/p>\n\u003cp class=\"p1\">“So that is exactly what’s happening in this scene - Iago \u003ci>is\u003c/i> clowning Othello,” Ware said. Though ‘clownin’ someone isn’t exactly a scholarly term, Ware said that’s more than all right: what matters is that students are making connections between themselves and the feelings of 400-year-old Shakespearean characters.\u003c/p>\n\u003cp class=\"p1\">“And when a teacher hears that, she says, ‘Yes, I see my own window to my students. I see my own window into this work.’ Then hopefully, they can relay this idea through their own curriculum, their own text analysis. That’s the thing we try to do, leave them [educators] with the tools to do this kind of work.”\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/vdCjKH5IKJ8'\n title='//www.youtube.com/embed/vdCjKH5IKJ8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">\u003cstrong>THE BENEFITS OF THEATER\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">In his book \u003ca href=\"http://https://www.amazon.com/Doing-Well-Good-Art-Achievements/dp/1449904335\">D\u003ci>oing Well and Doing Good by Doing Art\u003c/i>,\u003c/a> UCLA professor James Catterall details the results of a twelve-year study in which he followed secondary students who participated in music or theater arts in school into their adult lives to see if the arts made a difference, and what kind of difference it made. Catterall found a strong association between high school theater and inner development. “Sustained student involvement in theatre arts (acting in plays and musicals, participating in drama clubs, and taking acting lessons) associates with a variety of developments for youth,” he writes in the first chapter. “Gains in reading proficiency, gains in self-concept and motivation, and higher levels of empathy for others.”\u003c/p>\n\u003cp class=\"p1\">Ware said that teachers he works with find Shakespeare more challenging to teach in today's digital climate, an observation Ware himself makes when he works directly with students in classrooms. In\u003cspan class=\"Apple-converted-space\"> \u003c/span>recent years, Kentucky Shakespeare has added Shakespeare workshops that work with students and teachers on developing skills like conflict resolution, body language and empathy—ways of communicating they feel may be getting lost when most interactions happen screen-to-screen instead of face-to-face.\u003c/p>\n\u003cp class=\"p1\">One such program was a four-week residency conducted by Kentucky Shakespeare’s producing artistic director, Matthew Wallace, at a Jefferson County school for students with behavioral and emotional disorders. Wallace, who is also a facilitator at the \u003ca href=\"http://www.shakespearebehindbars.org/documentary/\">Shakespeare Behind Bars\u003c/a> program conducted in the Luther Luckett state prison, had experience in teaching conflict resolution using acting techniques and Shakespeare.*\u003c/p>\n\u003cp class=\"p1\">For art and humanities teacher Sharon Lillie, who applied for a Very Special Arts grant to bring Wallace and crew to the school twice per week for four weeks, teaching Shakespeare in this way to her students—boys and girls who had already been kicked out of traditional school—the experience was “absolutely worth it.”\u003c/p>\n\u003cp class=\"p1\">For more than two hours, Wallace worked with eleven of Lillie’s ninth- and tenth-gradeers on the \u003ca href=\"http://shakespeare.mit.edu/romeo_juliet/full.html\">first scene of Romeo and Juliet,\u003c/a> in which the servants of the two warring households get into a fight.\u003c/p>\n\u003cp class=\"p1\">“You would think that working on a scene where the characters fight wouldn’t be such a great idea with our kids,” said Lillie. “But it worked. They learned the lines, they learned what the lines meant, they talked about things like: what kind of body language does somebody have when they’re ready to fight? What about when somebody’s backing off? How would you step into the area, and out? How would you vary your tone of voice?”\u003c/p>\n\u003cp class=\"p1\">Lillie said that, once the students had gone through the text and learned what the words meant, performing even the most confrontational scenes was fun for them because they weren’t themselves: they were the characters.\u003c/p>\n\u003cp class=\"p1\">Since many of her students end up in the special school in the first place because they have a hard time reading physical or verbal cues, practicing them “for pretend” strengthened their ability to read others’ reactions. Being able to do this in a safe environment, said Lillie, with the added fun of acting, made a visible difference in her students.\u003c/p>\n\u003cp class=\"p1\">“On the days when Matt came,” Lillie said, “Their homeroom teacher reported these students got along a lot better the rest of that day. They were more relaxed with each other, they could take things a little less seriously than what they had been doing.”\u003c/p>\n\u003cp class=\"p1\">Wallace, who said that his workshops often focus on issues like conflict resolution, was adamant that he never wants the scenes themselves to turn into some kind of therapy. “The brilliance of Shakespeare is that, at the time the plays were performed, it was still a mostly oral society, \" Wallace said, noting that most of the population was illiterate. \"So it’s all about the words—the sounds of the words, and how it makes you feel when you hear them and when you are saying them. We think that sort of visceral experience of saying these words out loud is valuable,\" he said.\u003c/p>\n\u003cp class=\"p1\">\"It’s using the healing power of the arts to create this structure and using teamwork. And the building of empathy is huge.”\u003c/p>\n\u003cp class=\"p1\">At the end of the four-week workshop, the students performed their Romeo and Juliet scenes in the cafeteria for the whole school, which Lillie considered a symbol of how far they’d come: though the students were visibly nervous, they didn’t get stage fright and they remembered their lines.\u003c/p>\n\u003cp class=\"p1\">Throughout the experience, students kept a journal of their thoughts and feelings. While many had recorded positive details about the experience, Lillie remembers two students especially, one who wrote, “I really love this.” And another, who wrote, “It was fun to be joking on each other and getting away with it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Five Ethical Considerations For Using Virtual Reality with Children and Adolescents",
"title": "Five Ethical Considerations For Using Virtual Reality with Children and Adolescents",
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"content": "\u003cp>The tragic events of Sept. 11 live in the American mind as a series of jarring television images: the second plane striking, the billowing smoke, the falling bodies, and the final collapse of the monolithic towers in a thick cloud. Audiences from around the world were glued to their screens as they watched the chaos unfold, left to wonder at the unimaginable horrors experienced by those trapped inside. Little was left to the imagination when, in 2015, a controversial virtual reality simulator titled \u003ca href=\"https://vrperception.com/2015/09/15/846-the-911-virtual-reality-experience/\">\u003cem>08:46\u003c/em>\u003c/a> put users in the perspective of an office worker trapped in the World Trade Center.\u003c/p>\n\u003cp>Supporters of the experience see it as a path towards empathy for the victims and as an immersive recreation of a pivotal historical event. Detractors feel that it is an unnecessary indulgence in horror and tragedy. But where do we draw the line? Is it acceptable to watch real falling bodies on the news, but morally questionable to undertake immersive fictional re-creation? Now that virtual reality (VR) is here, and here to stay, this sticky ethical dilemma is only one of many moral conundrums to come, especially in regard to the use of this revolutionary technology with children and teens. VR may have unprecedented value to education, but that very same power must be managed responsibly.\u003c/p>\n\u003cp>Since humans learned to control fire, technology has proven to be a double-edged sword, and VR is no exception. The same flames that gave us light, warmth and hot meals burned down entire cities. VR is not new; but its use in the past 50 years has been restricted to high tech labs in military, academia and industry. But today the technology has finally reached the masses. \u003ca href=\"https://www.youtube.com/watch?v=wD0bp0r-EpI\">In an address to the VRX conference\u003c/a> in San Francisco, noted game developer and tech wizard, Jesse Schell predicted that over 8 million VR gamer headsets will be sold in 2016. Facebook purchased Oculus Rift, presumably laying the groundwork for a future where friends and family will interact in rich virtual spaces. All the major players, including Microsoft, Sony, Samsung, Google and an HTC and Valve partnership are jostling for the consumer headset market. This means homes and school now have easy access to a technology that, less than a decade ago, seemed limited to the sci-fi realms of \u003cem>Star Trek\u003c/em> and the X-Men.\u003c/p>\n\u003cp>\u003cstrong>Virtual Reality in Schools\u003c/strong>\u003c/p>\n\u003cp>Mark Suter teaches computer science and game design at Elida High School in Elida, Ohio. He’s been experimenting with VR in his classes as part of a project piloted by Seattle-based \u003ca href=\"http://foundry10.org/\">foundry10\u003c/a>, a privately funded research organization that creates partnerships with educators to implement, research and explore the various intersections of emerging technologies and learning, including VR. Suter’s students both evaluate and design content for VR, and the 9/11 experience was available for those who wanted to try it. “I didn’t ask students to participate, but some wanted to try, and a few of those were emotionally moved,” Suter said. “They stated, ‘I knew it happened, but I never thought about what it was like for the people at the office that day. That felt horrible.’ This is both a flag to be watched closely for ethics violations, but also a testament of the platform’s immersion potential.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And the technology’s potential for good is vast. It has already been used to \u003ca href=\"https://www.autismspeaks.org/science/science-news/virtual-reality-training-improves-social-skills-and-brain-activity\">help with autism\u003c/a>, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3949005/\">improve personal financial management\u003c/a>, \u003ca href=\"http://ict.usc.edu/prototypes/pts/\">treat PTSD\u003c/a> and \u003ca href=\"https://www.hitl.washington.edu/projects/vrpain/\">manage pain\u003c/a>. More and more news outlets, including the \u003ca href=\"http://www.nytimes.com/marketing/nytvr/\">New York Times\u003c/a>, are adopting immersive journalism, where news stories \u003ca href=\"http://www.cjr.org/innovations/virtual_reality_journalism.php\">can be experienced through VR\u003c/a>.\u003c/p>\n\u003cp>As an educational tool, VR might prove transformative. \u003ca href=\"https://www.google.ca/edu/expeditions/#how-it-works\">Google Expeditions\u003c/a> allows students to take over 100 virtual journeys from ancient Rome to the surface of Mars. It might also have a big impact on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/20/teaching-social-and-emotional-skills-in-schools/\">social emotional learning\u003c/a> (SEL), as VR’s unique ability to produce empathy recently led Wired magazine to explore its potential as “\u003ca href=\"http://www.wired.com/brandlab/2015/11/is-virtual-reality-the-ultimate-empathy-machine/\">the ultimate empathy machine\u003c/a>”. Addressing a persistent anxiety, Suter used Samsung Gear’s \u003ca href=\"https://www.youtube.com/watch?v=GOle5jN08EA\">Public Speaking Simulator\u003c/a> to successfully prepare a few nervous students for class presentations, reporting they felt “much more calm” during the live delivery.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=GOle5jN08EA\u003c/p>\n\u003cp>Tim Neal, who teaches communication technology at Orangeville District Secondary School in Orangeville, Canada, is also part of the foundry10 project and, like Suter, has implemented VR extensively in his program. He collaborated with English teachers at his school to use \u003cem>Keep Talking and Nobody Explodes,\u003c/em> a playful bomb defusing game that encourages communication and critical thinking. Neal also reports a great deal of success with \u003ca href=\"https://www.tiltbrush.com/\">\u003cem>Tilt Brush\u003c/em>\u003c/a>, a powerful 3-D art creation tool. A talented artist in his class was normally reluctant to share her work, but had a transformative experience using \u003cem>Tilt Brush\u003c/em>. “When I'm using VR all I can see is my artwork, I'm fully immersed,” she said. “I can't see if other people are watching, even though I'm sure they are, and I don't care because I'm in my own world making my own art with no restrictions.”\u003c/p>\n\u003cp>Neal has used \u003cem>Tilt Brush\u003c/em> with Syrian refugees and developmentally delayed students and notes that it “transcends language and ability and has no restrictions with regards to insecurity or ability.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=TckqNdrdbgk\u003c/p>\n\u003cp>Suter is also enthusiastic about \u003cem>Tilt Brush\u003c/em>. “Students described it as having the feeling they had when they were a kid playing in a sandbox, with no stresses or concerns. It was therapeutic,\" Suter said. \"Students that were normally reserved and quiet found that the inhibitions of being embarrassed or doing the wrong thing suddenly vanished. They were moving and creating in the middle of a classroom full of their peers, where five minutes before they would have hesitated to raise their hand to give a response.”\u003c/p>\n\u003cp>\u003cstrong>Ethical Considerations\u003c/strong>\u003c/p>\n\u003cp>These early classroom adoptions are promising, but it might be advisable to test the waters with our virtual toes, before hurling headlong into the digital ocean. Lisa Castaneda, co-founder and CEO of foundry10, tempers her wholehearted belief in the potential for the technology, with a mindful approach towards ethical implementation. “We need to be conscious of the psychological and physiological impacts. It is very easy to say, ‘Oh, the graphics on this one aren't so good; they know it isn't real.’ That is likely true, but the fascinating thing about the brain is that it still responds as if it is real. As educators, we need to be very aware of this and mindful of what experiences we choose to share with students.”\u003c/p>\n\u003cp>The body’s response to the virtual as if it were real is known as \u003cem>the illusion of embodiment\u003c/em>. \u003ca href=\"http://journal.frontiersin.org/article/10.3389/frobt.2016.00003/full\">In a recently published article\u003c/a>, researchers Michael Madary and Thomas K. Metzinger from Johannes Gutenberg University in Germany review a series of ethical considerations when implementing VR. The illusion of embodiment may provide VR’s greatest value to education, but also lies at the heart of its ethical implementation. Madary and Metzinger believe that VR is not just an evolution from television and video game screens, but a revolution that will have an enormous social impact. In their paper, they claim that:\u003c/p>\n\u003cblockquote>\u003cp>VR technology will eventually change not only our general image of humanity but also our understanding of deeply entrenched notions, such as “conscious experience,” “selfhood,” “authenticity,” or “realness.”\u003c/p>\u003c/blockquote>\n\u003cp>The implications, then, are not only social, but drive to the core of our being by affecting the very notions of identity and self-perception.\u003c/p>\n\u003cp>It’s important to remember that many current VR uses in schools, like Google Expeditions, are not interactive VR, but simply 360-degree video experiences. In these cases, students experience immersive 3D pictures or panoramas, but do not deeply interact with the content. The illusion of embodiment is a product of interactive content and motion tracking, where users can alter and affect their environment and engage with others who share their virtual space. Headsets like the Vive and Occulus Rift fall under this latter category, but it won’t be long before most, if not all, consumer oriented VR technology will be completely immersive and interactive.\u003c/p>\n\u003cp>Madary and Metzinger lay out ethical guidelines for VR research, but also make recommendations for everyday public use. Educators and parents should be aware of these before children and adolescents take the plunge, and it’s worth adding that they also apply to adults. These five areas are by no means exhaustive and in some cases they are speculative, but they address some of the more pressing issues to look out for as VR headsets enter day-to-day use.\u003c/p>\n\u003cp>\u003cstrong>1. Long-Term Effects and Prolonged Exposure\u003c/strong>\u003c/p>\n\u003cp>What little research has been undertaken on the psychological and physiological effects of VR has occurred in clinical settings and has only studied short-term use. There is no research on the long-term effects of VR on children, nor on the effects of prolonged exposure. It’s not uncommon for school-aged children and adolescents to spend dozens of hours a week consuming media and playing games, but what will happen when VR goggles are added to the mix? Madary and Metzinger flag addiction, manipulation of agency, unnoticed psychological change and mental illness as some potential hazards of prolonged exposure. This is of particular relevance to youth because their developing minds and bodies may, for better or worse, be deeply susceptible to the power of immersive technology.\u003c/p>\n\u003cp>Presumably, uses in schools would be limited in time and scope, but the availability of high-end gear at home will raise all the same questions about prolonged levels of use and addiction that have dogged the internet, video games and other media, especially since VR is likely to merge with all of the above. Associations like the United States Public Health Service and the American Academy of Pediatrics do not currently have guidelines in regard to VR. In the meantime, parents and teachers should curate content, limit exposure and monitor responses and reactions.\u003c/p>\n\u003cp>\u003cstrong>2. The Impact of Environment on Agency and Behavior\u003c/strong>\u003c/p>\n\u003cp>Research in psychology supports the notion that our surroundings, both social and structural, exert subtle effects on our behavior. Our senses regularly relay environmental cues that inform and affect our attitudes and reactions. This sensitivity to context has been identified in some of the most famous studies in psychology, including the \u003ca href=\"http://www.prisonexp.org/\">Stanford Prison Experiment\u003c/a> and \u003ca href=\"http://www.simplypsychology.org/milgram.html\">Milgram’s obedience experiment\u003c/a>, where participants were unconsciously coerced to apply what they thought were painful electric shocks to fellow participants.\u003c/p>\n\u003cp>This is of enormous consequence to VR, where users operate in immersive artificial environments. As the German researchers note, our day-to-day surroundings are relatively stable, but we don’t really know how our minds and bodies will respond to diverse and rapidly changing virtual worlds, potentially leading to any number of unintended consequences. The results may be positive or negative, but as it stands, research on specifics is scant to non-existent.\u003c/p>\n\u003cp>As our responses are better understood, virtual worlds can be deliberately designed for specific outcome, but this is also ethically loaded. On one hand, environments can be created to encourage empathy, joy, fulfillment and any number of pro-social emotions and outcomes. But where does our true nature end and the engineering of emotions begin? Also, and more nefariously, these contexts can also be manipulated to give users the illusion of being in full control of their decisions, but subtle and unnoticed environmental cues can unwittingly lead us to alter our political and religious views, and open new horizons for commercial exploitation. This, of course, could disproportionately impact children, perennial targets for advertisers due to their susceptibility and the influence they exact on their parents.\u003c/p>\n\u003cp>There is also the danger of what is termed \u003cem>social hallucination\u003c/em>, or the perception that we’re having rich social (albeit virtual) interactions with an avatar guided by artificial intelligence. Again, these false friends can reshape our views and influence how we spend our hard earned dollars.\u003c/p>\n\u003cp>Once again, there is a need to proceed with caution in order to make sure the use of the technology with students and children falls on the side of good. Research, awareness, regulation and monitored use would all prove beneficial.\u003c/p>\n\u003cp>\u003cstrong>3. Aggravating Preexisting Psychological or Emotional Issues\u003c/strong>\u003c/p>\n\u003cp>No two human beings are alike and most people regularly cycle through a wide range of complex emotions and mindsets. Disposition has a significant effect on how individuals receive media, and has complicated studies that explore the effects of media, as content and media will affect different people in different ways at different times. In some cases, VR use might trigger or aggravate preexisting and latent emotional or psychological disorders. For this reason, it is important to screen individuals before subjecting them to VR experiences, and monitor them while the sessions are in progress, as what might be emotionally productive for one may prove devastating to another.\u003c/p>\n\u003cp>It’s also important to contextualize sessions with debriefs and discussions. “A student's past experience and knowledge level also has an impact,” Castaneda said. “Even with things such as being up high in the air, seeing a large creature, or being under water, we've seen situations with students where those triggered anxiety and discomfort. So, although most educators would not put their students in really intense scenarios in VR, from an ethics standpoint, it is really, really important that educators be aware of some of the psychological research.”\u003c/p>\n\u003cp>As previously mentioned, VR has already proven effective in treating PTSD, for one, and will likely be leveraged to produce further mental health benefits. The potential for VR to assist rather than aggravate, however, hinges on its judicious use based on empirical research.\u003c/p>\n\u003cp>\u003cstrong>4. (Un)Reality and Diminished Real World Interactions\u003c/strong>\u003c/p>\n\u003cp>Although we currently inhabit diverse and absorbing media ecologies, few will argue with the notion that the real world still has much to offer. There are many advantages or “enhancements” to interacting socially in virtual environments, but existing technology is still only an approximation of the nuanced, multisensory tangibility of real life. We have evolved to receive the subtleties of scent, body language, tactility and the vast complexities of the natural world, and their loss or imperfect substitution may have detrimental consequences. For example, limited and potentially superficial social interactions in virtual spaces -- such as reductive “liking” on Facebook -- may become normalized and we could, theoretically, collectively lose the knowledge and memory of the intricacies of face-to-face communication. However, on the plus side, these virtual and online spaces also enable reclusive, anti-social, geographically isolated and disabled or disfigured individuals to partake in a rich social life that may be otherwise limited or unavailable.\u003c/p>\n\u003cp>Madary and Metzinger speculate that heavy VR use may lead to dissociative conditions like Depersonalization/Derealization Disorder, a sort of dream-like state that produces a sense that either ones body or one’s surroundings are not real. They write that “Heavy users of VR may begin to experience the real world and their real bodies as unreal, effectively shifting their sense of reality exclusively to the virtual environment.” VR’s capacity to blur the real and the unreal can also deepen the propensity children have to mix-up fantasy with reality.\u003c/p>\n\u003cp>“The most advanced headsets are not recommended for younger children, for a variety of reasons,” Castaneda said. “One of the most interesting cases that we’ve seen that younger children have a difficult time separating virtual reality from reality. They struggle to frame, particularly at first, the fact that they just saw dinosaurs and are now in the living room.” Castaneda advises that it’s important to err on the side of caution and deliver age-appropriate experiences, which should be discussed beforehand, contextualized and include a debrief upon completion.\u003c/p>\n\u003cp>\u003cstrong>5. Privacy and Data Gathering\u003c/strong>\u003c/p>\n\u003cp>Data and education have a tentative relationship. The prospect of granular assessment using all types of data from keystrokes to heartbeats holds the promise of better understanding and responding to the individual needs of our students. Yet, that same data can fall into the wrong hands, now or later, with life-altering consequences. The relationship between data and privacy is quickly emerging as one of the defining social questions of the 21st century, and VR will likely take the debate to the next level. The further we merge with the virtual world, a condition that is now upon us, the more data we will release, often without our knowledge or consent.\u003c/p>\n\u003cp>As social networks and the Internet become virtual, 3-D spaces, we will more closely identify with and be identified by our online avatars, whose use and misuse raise complex questions about identity, ownership and privacy. Madary and Metzinger use a basic case to offer a small glimpse at the brewing legalities pertaining to our online selves: “Say a user creates an avatar that is similar but not pixel-for-pixel identical to another user’s avatar. Where precisely should we draw the line between theft and acceptable similarity?” Where, indeed? As is already the case, technology is advancing faster than legal systems and legislation can keep up, and pervasive VR use will only widen the gap.\u003c/p>\n\u003cp>Another privacy concern forwarded by the German researchers is that, if our online avatars mirror our real-world movement and gestures, these “motor intentions” and the “kinematic fingerprints” of our unique movement signatures can be tracked, read and exploited by advertisers or other predatory entities. Virtual environments will respond to our body language, occasioning laser precise targeted advertising and “neuromarketing,” including the strategy of putting us in the very ads and commercials that we are exposed to.\u003c/p>\n\u003cp>Of course, it’s not all gloom and doom, because these same technologies can help read our moods for more productive mental health counseling and treatment, as well as enhance health care in general. It also may help realize the elusive dream of truly differentiated instruction, making learning a happier and more equitable place.\u003c/p>\n\u003cp>Rather than sparking a new moral panic a la comic books, rock 'n' roll and video games, the use of VR in homes and schools calls for ongoing awareness and responsible citizenship, enlisting the democratic process to ensure that appropriate, research-based and ethical laws and regulations are in place to enhance the benefits and minimize the potential harm of VR technology. As in all instances of media use, parents and teachers should apply media and digital literacy best practices. This includes being involved, mindful and informed of their children’s media use, encouraging critical thinking and frequently dialoging about their experiences.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We feel that the most interesting and creative uses of VR will come from this open, engaged dialogue between educators and their students,” Castaneda said. “If we are willing to allow ourselves to think a bit more broadly, VR may be a viable avenue for true shifts in how we think about learning.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The tragic events of Sept. 11 live in the American mind as a series of jarring television images: the second plane striking, the billowing smoke, the falling bodies, and the final collapse of the monolithic towers in a thick cloud. Audiences from around the world were glued to their screens as they watched the chaos unfold, left to wonder at the unimaginable horrors experienced by those trapped inside. Little was left to the imagination when, in 2015, a controversial virtual reality simulator titled \u003ca href=\"https://vrperception.com/2015/09/15/846-the-911-virtual-reality-experience/\">\u003cem>08:46\u003c/em>\u003c/a> put users in the perspective of an office worker trapped in the World Trade Center.\u003c/p>\n\u003cp>Supporters of the experience see it as a path towards empathy for the victims and as an immersive recreation of a pivotal historical event. Detractors feel that it is an unnecessary indulgence in horror and tragedy. But where do we draw the line? Is it acceptable to watch real falling bodies on the news, but morally questionable to undertake immersive fictional re-creation? Now that virtual reality (VR) is here, and here to stay, this sticky ethical dilemma is only one of many moral conundrums to come, especially in regard to the use of this revolutionary technology with children and teens. VR may have unprecedented value to education, but that very same power must be managed responsibly.\u003c/p>\n\u003cp>Since humans learned to control fire, technology has proven to be a double-edged sword, and VR is no exception. The same flames that gave us light, warmth and hot meals burned down entire cities. VR is not new; but its use in the past 50 years has been restricted to high tech labs in military, academia and industry. But today the technology has finally reached the masses. \u003ca href=\"https://www.youtube.com/watch?v=wD0bp0r-EpI\">In an address to the VRX conference\u003c/a> in San Francisco, noted game developer and tech wizard, Jesse Schell predicted that over 8 million VR gamer headsets will be sold in 2016. Facebook purchased Oculus Rift, presumably laying the groundwork for a future where friends and family will interact in rich virtual spaces. All the major players, including Microsoft, Sony, Samsung, Google and an HTC and Valve partnership are jostling for the consumer headset market. This means homes and school now have easy access to a technology that, less than a decade ago, seemed limited to the sci-fi realms of \u003cem>Star Trek\u003c/em> and the X-Men.\u003c/p>\n\u003cp>\u003cstrong>Virtual Reality in Schools\u003c/strong>\u003c/p>\n\u003cp>Mark Suter teaches computer science and game design at Elida High School in Elida, Ohio. He’s been experimenting with VR in his classes as part of a project piloted by Seattle-based \u003ca href=\"http://foundry10.org/\">foundry10\u003c/a>, a privately funded research organization that creates partnerships with educators to implement, research and explore the various intersections of emerging technologies and learning, including VR. Suter’s students both evaluate and design content for VR, and the 9/11 experience was available for those who wanted to try it. “I didn’t ask students to participate, but some wanted to try, and a few of those were emotionally moved,” Suter said. “They stated, ‘I knew it happened, but I never thought about what it was like for the people at the office that day. That felt horrible.’ This is both a flag to be watched closely for ethics violations, but also a testament of the platform’s immersion potential.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the technology’s potential for good is vast. It has already been used to \u003ca href=\"https://www.autismspeaks.org/science/science-news/virtual-reality-training-improves-social-skills-and-brain-activity\">help with autism\u003c/a>, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3949005/\">improve personal financial management\u003c/a>, \u003ca href=\"http://ict.usc.edu/prototypes/pts/\">treat PTSD\u003c/a> and \u003ca href=\"https://www.hitl.washington.edu/projects/vrpain/\">manage pain\u003c/a>. More and more news outlets, including the \u003ca href=\"http://www.nytimes.com/marketing/nytvr/\">New York Times\u003c/a>, are adopting immersive journalism, where news stories \u003ca href=\"http://www.cjr.org/innovations/virtual_reality_journalism.php\">can be experienced through VR\u003c/a>.\u003c/p>\n\u003cp>As an educational tool, VR might prove transformative. \u003ca href=\"https://www.google.ca/edu/expeditions/#how-it-works\">Google Expeditions\u003c/a> allows students to take over 100 virtual journeys from ancient Rome to the surface of Mars. It might also have a big impact on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/20/teaching-social-and-emotional-skills-in-schools/\">social emotional learning\u003c/a> (SEL), as VR’s unique ability to produce empathy recently led Wired magazine to explore its potential as “\u003ca href=\"http://www.wired.com/brandlab/2015/11/is-virtual-reality-the-ultimate-empathy-machine/\">the ultimate empathy machine\u003c/a>”. Addressing a persistent anxiety, Suter used Samsung Gear’s \u003ca href=\"https://www.youtube.com/watch?v=GOle5jN08EA\">Public Speaking Simulator\u003c/a> to successfully prepare a few nervous students for class presentations, reporting they felt “much more calm” during the live delivery.\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/GOle5jN08EA'\n title='//www.youtube.com/embed/GOle5jN08EA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Tim Neal, who teaches communication technology at Orangeville District Secondary School in Orangeville, Canada, is also part of the foundry10 project and, like Suter, has implemented VR extensively in his program. He collaborated with English teachers at his school to use \u003cem>Keep Talking and Nobody Explodes,\u003c/em> a playful bomb defusing game that encourages communication and critical thinking. Neal also reports a great deal of success with \u003ca href=\"https://www.tiltbrush.com/\">\u003cem>Tilt Brush\u003c/em>\u003c/a>, a powerful 3-D art creation tool. A talented artist in his class was normally reluctant to share her work, but had a transformative experience using \u003cem>Tilt Brush\u003c/em>. “When I'm using VR all I can see is my artwork, I'm fully immersed,” she said. “I can't see if other people are watching, even though I'm sure they are, and I don't care because I'm in my own world making my own art with no restrictions.”\u003c/p>\n\u003cp>Neal has used \u003cem>Tilt Brush\u003c/em> with Syrian refugees and developmentally delayed students and notes that it “transcends language and ability and has no restrictions with regards to insecurity or ability.”\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/TckqNdrdbgk'\n title='//www.youtube.com/embed/TckqNdrdbgk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Suter is also enthusiastic about \u003cem>Tilt Brush\u003c/em>. “Students described it as having the feeling they had when they were a kid playing in a sandbox, with no stresses or concerns. It was therapeutic,\" Suter said. \"Students that were normally reserved and quiet found that the inhibitions of being embarrassed or doing the wrong thing suddenly vanished. They were moving and creating in the middle of a classroom full of their peers, where five minutes before they would have hesitated to raise their hand to give a response.”\u003c/p>\n\u003cp>\u003cstrong>Ethical Considerations\u003c/strong>\u003c/p>\n\u003cp>These early classroom adoptions are promising, but it might be advisable to test the waters with our virtual toes, before hurling headlong into the digital ocean. Lisa Castaneda, co-founder and CEO of foundry10, tempers her wholehearted belief in the potential for the technology, with a mindful approach towards ethical implementation. “We need to be conscious of the psychological and physiological impacts. It is very easy to say, ‘Oh, the graphics on this one aren't so good; they know it isn't real.’ That is likely true, but the fascinating thing about the brain is that it still responds as if it is real. As educators, we need to be very aware of this and mindful of what experiences we choose to share with students.”\u003c/p>\n\u003cp>The body’s response to the virtual as if it were real is known as \u003cem>the illusion of embodiment\u003c/em>. \u003ca href=\"http://journal.frontiersin.org/article/10.3389/frobt.2016.00003/full\">In a recently published article\u003c/a>, researchers Michael Madary and Thomas K. Metzinger from Johannes Gutenberg University in Germany review a series of ethical considerations when implementing VR. The illusion of embodiment may provide VR’s greatest value to education, but also lies at the heart of its ethical implementation. Madary and Metzinger believe that VR is not just an evolution from television and video game screens, but a revolution that will have an enormous social impact. In their paper, they claim that:\u003c/p>\n\u003cblockquote>\u003cp>VR technology will eventually change not only our general image of humanity but also our understanding of deeply entrenched notions, such as “conscious experience,” “selfhood,” “authenticity,” or “realness.”\u003c/p>\u003c/blockquote>\n\u003cp>The implications, then, are not only social, but drive to the core of our being by affecting the very notions of identity and self-perception.\u003c/p>\n\u003cp>It’s important to remember that many current VR uses in schools, like Google Expeditions, are not interactive VR, but simply 360-degree video experiences. In these cases, students experience immersive 3D pictures or panoramas, but do not deeply interact with the content. The illusion of embodiment is a product of interactive content and motion tracking, where users can alter and affect their environment and engage with others who share their virtual space. Headsets like the Vive and Occulus Rift fall under this latter category, but it won’t be long before most, if not all, consumer oriented VR technology will be completely immersive and interactive.\u003c/p>\n\u003cp>Madary and Metzinger lay out ethical guidelines for VR research, but also make recommendations for everyday public use. Educators and parents should be aware of these before children and adolescents take the plunge, and it’s worth adding that they also apply to adults. These five areas are by no means exhaustive and in some cases they are speculative, but they address some of the more pressing issues to look out for as VR headsets enter day-to-day use.\u003c/p>\n\u003cp>\u003cstrong>1. Long-Term Effects and Prolonged Exposure\u003c/strong>\u003c/p>\n\u003cp>What little research has been undertaken on the psychological and physiological effects of VR has occurred in clinical settings and has only studied short-term use. There is no research on the long-term effects of VR on children, nor on the effects of prolonged exposure. It’s not uncommon for school-aged children and adolescents to spend dozens of hours a week consuming media and playing games, but what will happen when VR goggles are added to the mix? Madary and Metzinger flag addiction, manipulation of agency, unnoticed psychological change and mental illness as some potential hazards of prolonged exposure. This is of particular relevance to youth because their developing minds and bodies may, for better or worse, be deeply susceptible to the power of immersive technology.\u003c/p>\n\u003cp>Presumably, uses in schools would be limited in time and scope, but the availability of high-end gear at home will raise all the same questions about prolonged levels of use and addiction that have dogged the internet, video games and other media, especially since VR is likely to merge with all of the above. Associations like the United States Public Health Service and the American Academy of Pediatrics do not currently have guidelines in regard to VR. In the meantime, parents and teachers should curate content, limit exposure and monitor responses and reactions.\u003c/p>\n\u003cp>\u003cstrong>2. The Impact of Environment on Agency and Behavior\u003c/strong>\u003c/p>\n\u003cp>Research in psychology supports the notion that our surroundings, both social and structural, exert subtle effects on our behavior. Our senses regularly relay environmental cues that inform and affect our attitudes and reactions. This sensitivity to context has been identified in some of the most famous studies in psychology, including the \u003ca href=\"http://www.prisonexp.org/\">Stanford Prison Experiment\u003c/a> and \u003ca href=\"http://www.simplypsychology.org/milgram.html\">Milgram’s obedience experiment\u003c/a>, where participants were unconsciously coerced to apply what they thought were painful electric shocks to fellow participants.\u003c/p>\n\u003cp>This is of enormous consequence to VR, where users operate in immersive artificial environments. As the German researchers note, our day-to-day surroundings are relatively stable, but we don’t really know how our minds and bodies will respond to diverse and rapidly changing virtual worlds, potentially leading to any number of unintended consequences. The results may be positive or negative, but as it stands, research on specifics is scant to non-existent.\u003c/p>\n\u003cp>As our responses are better understood, virtual worlds can be deliberately designed for specific outcome, but this is also ethically loaded. On one hand, environments can be created to encourage empathy, joy, fulfillment and any number of pro-social emotions and outcomes. But where does our true nature end and the engineering of emotions begin? Also, and more nefariously, these contexts can also be manipulated to give users the illusion of being in full control of their decisions, but subtle and unnoticed environmental cues can unwittingly lead us to alter our political and religious views, and open new horizons for commercial exploitation. This, of course, could disproportionately impact children, perennial targets for advertisers due to their susceptibility and the influence they exact on their parents.\u003c/p>\n\u003cp>There is also the danger of what is termed \u003cem>social hallucination\u003c/em>, or the perception that we’re having rich social (albeit virtual) interactions with an avatar guided by artificial intelligence. Again, these false friends can reshape our views and influence how we spend our hard earned dollars.\u003c/p>\n\u003cp>Once again, there is a need to proceed with caution in order to make sure the use of the technology with students and children falls on the side of good. Research, awareness, regulation and monitored use would all prove beneficial.\u003c/p>\n\u003cp>\u003cstrong>3. Aggravating Preexisting Psychological or Emotional Issues\u003c/strong>\u003c/p>\n\u003cp>No two human beings are alike and most people regularly cycle through a wide range of complex emotions and mindsets. Disposition has a significant effect on how individuals receive media, and has complicated studies that explore the effects of media, as content and media will affect different people in different ways at different times. In some cases, VR use might trigger or aggravate preexisting and latent emotional or psychological disorders. For this reason, it is important to screen individuals before subjecting them to VR experiences, and monitor them while the sessions are in progress, as what might be emotionally productive for one may prove devastating to another.\u003c/p>\n\u003cp>It’s also important to contextualize sessions with debriefs and discussions. “A student's past experience and knowledge level also has an impact,” Castaneda said. “Even with things such as being up high in the air, seeing a large creature, or being under water, we've seen situations with students where those triggered anxiety and discomfort. So, although most educators would not put their students in really intense scenarios in VR, from an ethics standpoint, it is really, really important that educators be aware of some of the psychological research.”\u003c/p>\n\u003cp>As previously mentioned, VR has already proven effective in treating PTSD, for one, and will likely be leveraged to produce further mental health benefits. The potential for VR to assist rather than aggravate, however, hinges on its judicious use based on empirical research.\u003c/p>\n\u003cp>\u003cstrong>4. (Un)Reality and Diminished Real World Interactions\u003c/strong>\u003c/p>\n\u003cp>Although we currently inhabit diverse and absorbing media ecologies, few will argue with the notion that the real world still has much to offer. There are many advantages or “enhancements” to interacting socially in virtual environments, but existing technology is still only an approximation of the nuanced, multisensory tangibility of real life. We have evolved to receive the subtleties of scent, body language, tactility and the vast complexities of the natural world, and their loss or imperfect substitution may have detrimental consequences. For example, limited and potentially superficial social interactions in virtual spaces -- such as reductive “liking” on Facebook -- may become normalized and we could, theoretically, collectively lose the knowledge and memory of the intricacies of face-to-face communication. However, on the plus side, these virtual and online spaces also enable reclusive, anti-social, geographically isolated and disabled or disfigured individuals to partake in a rich social life that may be otherwise limited or unavailable.\u003c/p>\n\u003cp>Madary and Metzinger speculate that heavy VR use may lead to dissociative conditions like Depersonalization/Derealization Disorder, a sort of dream-like state that produces a sense that either ones body or one’s surroundings are not real. They write that “Heavy users of VR may begin to experience the real world and their real bodies as unreal, effectively shifting their sense of reality exclusively to the virtual environment.” VR’s capacity to blur the real and the unreal can also deepen the propensity children have to mix-up fantasy with reality.\u003c/p>\n\u003cp>“The most advanced headsets are not recommended for younger children, for a variety of reasons,” Castaneda said. “One of the most interesting cases that we’ve seen that younger children have a difficult time separating virtual reality from reality. They struggle to frame, particularly at first, the fact that they just saw dinosaurs and are now in the living room.” Castaneda advises that it’s important to err on the side of caution and deliver age-appropriate experiences, which should be discussed beforehand, contextualized and include a debrief upon completion.\u003c/p>\n\u003cp>\u003cstrong>5. Privacy and Data Gathering\u003c/strong>\u003c/p>\n\u003cp>Data and education have a tentative relationship. The prospect of granular assessment using all types of data from keystrokes to heartbeats holds the promise of better understanding and responding to the individual needs of our students. Yet, that same data can fall into the wrong hands, now or later, with life-altering consequences. The relationship between data and privacy is quickly emerging as one of the defining social questions of the 21st century, and VR will likely take the debate to the next level. The further we merge with the virtual world, a condition that is now upon us, the more data we will release, often without our knowledge or consent.\u003c/p>\n\u003cp>As social networks and the Internet become virtual, 3-D spaces, we will more closely identify with and be identified by our online avatars, whose use and misuse raise complex questions about identity, ownership and privacy. Madary and Metzinger use a basic case to offer a small glimpse at the brewing legalities pertaining to our online selves: “Say a user creates an avatar that is similar but not pixel-for-pixel identical to another user’s avatar. Where precisely should we draw the line between theft and acceptable similarity?” Where, indeed? As is already the case, technology is advancing faster than legal systems and legislation can keep up, and pervasive VR use will only widen the gap.\u003c/p>\n\u003cp>Another privacy concern forwarded by the German researchers is that, if our online avatars mirror our real-world movement and gestures, these “motor intentions” and the “kinematic fingerprints” of our unique movement signatures can be tracked, read and exploited by advertisers or other predatory entities. Virtual environments will respond to our body language, occasioning laser precise targeted advertising and “neuromarketing,” including the strategy of putting us in the very ads and commercials that we are exposed to.\u003c/p>\n\u003cp>Of course, it’s not all gloom and doom, because these same technologies can help read our moods for more productive mental health counseling and treatment, as well as enhance health care in general. It also may help realize the elusive dream of truly differentiated instruction, making learning a happier and more equitable place.\u003c/p>\n\u003cp>Rather than sparking a new moral panic a la comic books, rock 'n' roll and video games, the use of VR in homes and schools calls for ongoing awareness and responsible citizenship, enlisting the democratic process to ensure that appropriate, research-based and ethical laws and regulations are in place to enhance the benefits and minimize the potential harm of VR technology. As in all instances of media use, parents and teachers should apply media and digital literacy best practices. This includes being involved, mindful and informed of their children’s media use, encouraging critical thinking and frequently dialoging about their experiences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We feel that the most interesting and creative uses of VR will come from this open, engaged dialogue between educators and their students,” Castaneda said. “If we are willing to allow ourselves to think a bit more broadly, VR may be a viable avenue for true shifts in how we think about learning.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Sir Ken Robinson: How to Create a Culture For Valuable Learning",
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"content": "\u003cp>There are still many disagreements about how to improve the education system so that children graduate with the skills and dispositions they will need to succeed in life. Education reform discussions often center on how to tweak existing mechanisms, but what if \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/28/sir-ken-robinson-how-to-escape-educations-death-valley/\">the system itself is creating the problems \u003c/a>educators and policymakers are trying to solve? That’s the theory favored by author and \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en\">TED-talk sensation Sir Ken Robinson\u003c/a>.\u003c/p>\n\u003cp>“If you design a system to do something, don’t be surprised if it does it,” Robinson said at the annual Big Picture Learning conference called \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389381&type=d&pREC_ID=882383\">Big Bang\u003c/a>. He went on to describe the two pillars of the current system -- conformity and compliance -- which undermine the sincere efforts of educators and parents to equip children with the confidence to enter the world on their own terms.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.'\u003ccite>Sir Ken Robinson\u003c/cite>\u003c/aside>\n\u003cp>Education has become a strategic priority for countries competing for an edge in a globalized economy. Political leaders know future generations need to be ready to take on an ever-evolving economy and that a nation’s prosperity depends on a prepared workforce. These concerns have led to more comparisons across countries and attempts within various countries to standardize the education each child receives.\u003c/p>\n\u003cp>The problem with this conformist approach, Robinson said, is that “human life is like the rest of life on earth; it is characterized by diversity.” Parents with more than one child know all too well that each can be radically different in temperament, personality and in their strengths and weaknesses. The same rules and parenting approach may work with one, but not the others. And yet this fundamental diversity in the human population is not honored within education. Instead, the curriculum has narrowed and now prioritizes a\u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/11/rethinking-intelligence-how-does-imagination-measure-up/\"> type of intelligence\u003c/a> that favors academic work.\u003c/p>\n\u003cp>\"There’s much more to human intelligence than a certain sort of academic work,” Robinson said. And, “if you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.” Robinson points out that when the system narrowly defines success, it will exclude a huge portion of students who don’t happen to be good at those few valued skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zDZFcDGpL4U?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We marginalize other forms of intelligence; and it’s a big deal,” Robinson said. But if collectively those involved in the education system changed what it means to achieve in a way that honors the natural diversity of human life, many more people would see themselves as achievers and would push themselves beyond expectations set for them.\u003c/p>\n\u003cp>The other central tenet of today’s education system is compliance, which Robinson sees best reflected in the testing industry, a \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2015/03/30/report-big-education-firms-spend-millions-lobbying-for-pro-testing-policies/\">multibillion dollar business\u003c/a>. But tests only measure what test-makers put on them, and how can such a small group of people know what will truly be useful to a student in a quickly-changing future? Robinson is troubled by the trend of adults in the current moment trying to predict the specific-knowledge students will need. The current focus on science, technology, engineering and math (STEM) learning is a good example of adults looking at where jobs are right now and trying to make education fit. But who knows what other skills might be necessary 20 years from now?\u003c/p>\n\u003cp>“The real principle on which human life is based is organic growth and development,” Robinson said. It’s based on the need to invent your own life.” But the education system is not set up to allow for that kind of organic development, although Robinson acknowledges that many educators are doing their best to protect this form of learning. “They’re doing wonderful work because they believe in kids and the work, but they’re doing it against a headwind,” he said.\u003c/p>\n\u003cp>Part of the problem is the multitude of opinions and lack of clarity on exactly what it is an education should do. Debates about how to improve education will continue to rage because at a fundamental level participants don’t agree about why (or if) kids should go to school. Robinson firmly believes that\u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/22/sir-ken-robinson-creativity-is-in-everything-especially-teaching/\"> creativity is a central element \u003c/a>of what sets humans apart from other forms of life on earth and so educators’ mission should be to bring out the unique creative energy within each child.\u003c/p>\n\u003cp>Robinson believes education is “to enable students to understand the world around them, and the talents within them, so that they can become fulfilled individuals and active, compassionate citizens.” He doesn’t deny that learning information about the world is important, but he says it’s equally important for students to understand their own talents, motivations and passions if they are going to lead lives that satisfy them. The current system of conformity and compliance leaves no space for this type of self-exploration.\u003c/p>\n\u003cfigure id=\"attachment_46063\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46063 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png\" alt=\"Students from Big Picture Learning schools meet Sir Ken Robinson after his speech.\" width=\"640\" height=\"464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-400x290.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-800x581.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-768x558.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1180x857.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-960x697.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen.png 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students from Big Picture Learning schools meet Sir Ken Robinson after his speech. \u003ccite>(Courtesy Chris Jackson/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We spend more time talking about the outside world at school, but not enough time compelling the world within them,” Robinson said. But it’s the individual’s world view that ultimately determines whether that person stays in school, persists through challenges, feels motivated, interested, engaged and dedicated to work. And failing to focus on a sense of individual purpose could even be contributing to\u003ca href=\"http://www.everydayhealth.com/hs/major-depression/depression-statistics/\"> rising levels of depression\u003c/a> seen in the US.\u003c/p>\n\u003cp>Robinson doesn’t deny that education has an economic purpose, and that it’s important for young people to become economically independent and self-sufficient. But to do that, he argues, they shouldn’t all learn the same thing. Instead, they should be learning to be adaptable, to be innovative, to flow with change, to collaborate and other globalized skills that will apply to whatever area of work they are passionate about pursuing. An education can help expose students to different life paths and support them in finding their passions, while giving them the transferable skills to attack any problem.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING GROWTH\u003c/strong>\u003c/p>\n\u003cp>The education system is commonly compared to mechanization, a “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/14/why-the-school-as-factory-metaphor-still-pervades/\">factory-model\u003c/a>,” designed to push cookie-cutter children through in age-based batches. Robinson finds industrialized farming to be a better metaphor because it deals with living organisms. Farmers went from an organic model of farming that prioritized crop diversity, rotation and fertile soil to a system of monocrops that easily fall prey to pests, which in turn are killed with chemicals. The focus is on output and yield, which increased with chemical fertilizers. This system does what it was designed to do -- it produces a lot of food, but at the expense of the environment.\u003c/p>\n\u003cp>Similarly, the education system has focused on increasing the number of high school graduates, the output, with no concern for whether they become happy, fulfilled human beings.\u003c/p>\n\u003cp>“The way you increase the quality of our children’s experience, their life chances, it's not by focusing on yield, but on focusing on the culture of the school,” Robinson said. A healthy mix of mentorship, arts, physical education, academic subjects and more creates the “healthy soil” in this analogy, the environment in which kids can flourish. Author Paul Tough also talked about \u003ca href=\"http://ww2.kqed.org/mindshift/2016/06/09/why-character-cant-be-taught-like-the-pythagorean-theorem/\">strong learning environments\u003c/a> as the key element to success in his book \u003cem>Helping Children Succeed\u003c/em>.\u003c/p>\n\u003cp>Robinson said when schools get the culture part right they become an important asset for the community around them. “Great schools enrich the entire neighborhood, the entire ecosystem,” Robinson said. But “schools that don’t get their role in the community can drain the life force out of the community.” The best schools develop the human resources of the community to further more investment, pride and high expectations.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We spend so much time containing and constraining our teachers and students who have so much talent,” Robinson said. And while some parts of the conformist and compliance-based system are unavoidable, other parts are perpetuated by well-meaning educators simply because that’s the way things have always been done. Robinson is calling on all educators to look at the available resources differently, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\">more creatively\u003c/a>, and to use them to create learning environments that allow individual students to thrive and flourish.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are still many disagreements about how to improve the education system so that children graduate with the skills and dispositions they will need to succeed in life. Education reform discussions often center on how to tweak existing mechanisms, but what if \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/28/sir-ken-robinson-how-to-escape-educations-death-valley/\">the system itself is creating the problems \u003c/a>educators and policymakers are trying to solve? That’s the theory favored by author and \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en\">TED-talk sensation Sir Ken Robinson\u003c/a>.\u003c/p>\n\u003cp>“If you design a system to do something, don’t be surprised if it does it,” Robinson said at the annual Big Picture Learning conference called \u003ca href=\"http://www.bigpicture.org/apps/pages/index.jsp?uREC_ID=389381&type=d&pREC_ID=882383\">Big Bang\u003c/a>. He went on to describe the two pillars of the current system -- conformity and compliance -- which undermine the sincere efforts of educators and parents to equip children with the confidence to enter the world on their own terms.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.'\u003ccite>Sir Ken Robinson\u003c/cite>\u003c/aside>\n\u003cp>Education has become a strategic priority for countries competing for an edge in a globalized economy. Political leaders know future generations need to be ready to take on an ever-evolving economy and that a nation’s prosperity depends on a prepared workforce. These concerns have led to more comparisons across countries and attempts within various countries to standardize the education each child receives.\u003c/p>\n\u003cp>The problem with this conformist approach, Robinson said, is that “human life is like the rest of life on earth; it is characterized by diversity.” Parents with more than one child know all too well that each can be radically different in temperament, personality and in their strengths and weaknesses. The same rules and parenting approach may work with one, but not the others. And yet this fundamental diversity in the human population is not honored within education. Instead, the curriculum has narrowed and now prioritizes a\u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/11/rethinking-intelligence-how-does-imagination-measure-up/\"> type of intelligence\u003c/a> that favors academic work.\u003c/p>\n\u003cp>\"There’s much more to human intelligence than a certain sort of academic work,” Robinson said. And, “if you get preoccupied by a certain type of achievement then you don’t even look for other things people might be good at.” Robinson points out that when the system narrowly defines success, it will exclude a huge portion of students who don’t happen to be good at those few valued skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zDZFcDGpL4U?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We marginalize other forms of intelligence; and it’s a big deal,” Robinson said. But if collectively those involved in the education system changed what it means to achieve in a way that honors the natural diversity of human life, many more people would see themselves as achievers and would push themselves beyond expectations set for them.\u003c/p>\n\u003cp>The other central tenet of today’s education system is compliance, which Robinson sees best reflected in the testing industry, a \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2015/03/30/report-big-education-firms-spend-millions-lobbying-for-pro-testing-policies/\">multibillion dollar business\u003c/a>. But tests only measure what test-makers put on them, and how can such a small group of people know what will truly be useful to a student in a quickly-changing future? Robinson is troubled by the trend of adults in the current moment trying to predict the specific-knowledge students will need. The current focus on science, technology, engineering and math (STEM) learning is a good example of adults looking at where jobs are right now and trying to make education fit. But who knows what other skills might be necessary 20 years from now?\u003c/p>\n\u003cp>“The real principle on which human life is based is organic growth and development,” Robinson said. It’s based on the need to invent your own life.” But the education system is not set up to allow for that kind of organic development, although Robinson acknowledges that many educators are doing their best to protect this form of learning. “They’re doing wonderful work because they believe in kids and the work, but they’re doing it against a headwind,” he said.\u003c/p>\n\u003cp>Part of the problem is the multitude of opinions and lack of clarity on exactly what it is an education should do. Debates about how to improve education will continue to rage because at a fundamental level participants don’t agree about why (or if) kids should go to school. Robinson firmly believes that\u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/22/sir-ken-robinson-creativity-is-in-everything-especially-teaching/\"> creativity is a central element \u003c/a>of what sets humans apart from other forms of life on earth and so educators’ mission should be to bring out the unique creative energy within each child.\u003c/p>\n\u003cp>Robinson believes education is “to enable students to understand the world around them, and the talents within them, so that they can become fulfilled individuals and active, compassionate citizens.” He doesn’t deny that learning information about the world is important, but he says it’s equally important for students to understand their own talents, motivations and passions if they are going to lead lives that satisfy them. The current system of conformity and compliance leaves no space for this type of self-exploration.\u003c/p>\n\u003cfigure id=\"attachment_46063\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-46063 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png\" alt=\"Students from Big Picture Learning schools meet Sir Ken Robinson after his speech.\" width=\"640\" height=\"464\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1440x1045.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-400x290.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-800x581.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-768x558.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-1180x857.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen-960x697.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/Students-and-SirKen.png 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students from Big Picture Learning schools meet Sir Ken Robinson after his speech. \u003ccite>(Courtesy Chris Jackson/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We spend more time talking about the outside world at school, but not enough time compelling the world within them,” Robinson said. But it’s the individual’s world view that ultimately determines whether that person stays in school, persists through challenges, feels motivated, interested, engaged and dedicated to work. And failing to focus on a sense of individual purpose could even be contributing to\u003ca href=\"http://www.everydayhealth.com/hs/major-depression/depression-statistics/\"> rising levels of depression\u003c/a> seen in the US.\u003c/p>\n\u003cp>Robinson doesn’t deny that education has an economic purpose, and that it’s important for young people to become economically independent and self-sufficient. But to do that, he argues, they shouldn’t all learn the same thing. Instead, they should be learning to be adaptable, to be innovative, to flow with change, to collaborate and other globalized skills that will apply to whatever area of work they are passionate about pursuing. An education can help expose students to different life paths and support them in finding their passions, while giving them the transferable skills to attack any problem.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING GROWTH\u003c/strong>\u003c/p>\n\u003cp>The education system is commonly compared to mechanization, a “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/14/why-the-school-as-factory-metaphor-still-pervades/\">factory-model\u003c/a>,” designed to push cookie-cutter children through in age-based batches. Robinson finds industrialized farming to be a better metaphor because it deals with living organisms. Farmers went from an organic model of farming that prioritized crop diversity, rotation and fertile soil to a system of monocrops that easily fall prey to pests, which in turn are killed with chemicals. The focus is on output and yield, which increased with chemical fertilizers. This system does what it was designed to do -- it produces a lot of food, but at the expense of the environment.\u003c/p>\n\u003cp>Similarly, the education system has focused on increasing the number of high school graduates, the output, with no concern for whether they become happy, fulfilled human beings.\u003c/p>\n\u003cp>“The way you increase the quality of our children’s experience, their life chances, it's not by focusing on yield, but on focusing on the culture of the school,” Robinson said. A healthy mix of mentorship, arts, physical education, academic subjects and more creates the “healthy soil” in this analogy, the environment in which kids can flourish. Author Paul Tough also talked about \u003ca href=\"http://ww2.kqed.org/mindshift/2016/06/09/why-character-cant-be-taught-like-the-pythagorean-theorem/\">strong learning environments\u003c/a> as the key element to success in his book \u003cem>Helping Children Succeed\u003c/em>.\u003c/p>\n\u003cp>Robinson said when schools get the culture part right they become an important asset for the community around them. “Great schools enrich the entire neighborhood, the entire ecosystem,” Robinson said. But “schools that don’t get their role in the community can drain the life force out of the community.” The best schools develop the human resources of the community to further more investment, pride and high expectations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We spend so much time containing and constraining our teachers and students who have so much talent,” Robinson said. And while some parts of the conformist and compliance-based system are unavoidable, other parts are perpetuated by well-meaning educators simply because that’s the way things have always been done. Robinson is calling on all educators to look at the available resources differently, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\">more creatively\u003c/a>, and to use them to create learning environments that allow individual students to thrive and flourish.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">\u003cem>Excerpted from \"\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">Four-Dimensional Education: The Competencies Learners Need to Succeed\u003c/a>,\" by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, \"Metacognition—Reflecting on Learning Goals, Strategies, and Results.\"\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Metacognition, simply put, is \u003cem>the process of thinking about thinking\u003c/em>. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.\u003c/p>\n\u003cp class=\"p2\">Perhaps the most important reason for developing metacognition is that it can improve the application of knowledge, skills, and character qualities in realms beyond the immediate context in which they were learned. This can result in the transfer of competencies across disciplines—important for students preparing for real-life situations where clear-cut divisions of disciplines fall away and one must select competencies from the entire gamut of their experience to effectively apply them to the challenges at hand. Even within academic settings, it is valuable—and often necessary—to apply principles and methods across disciplinary lines.\u003c/p>\n\u003cp class=\"p2\">Transfer can also be necessary within a discipline, such as when a particular idea or skill was learned with one example, but students must know how to apply it to another task to complete their homework or exams, or to a different context. Transfer is the ultimate goal of all education, as students are expected to internalize what they learn in school and apply it to life.\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright wp-image-46039\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/CCR-Metacognition.png\" alt=\"CCR Metacognition\" width=\"250\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition.png 532w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition-400x483.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">To illustrate the value of metacognition and how it actually plays a role in learning, we can consider an example from mathematics, where it has been shown that metacognition plays a central role in learning and achievement. Specifically, when novice students were compared to seasoned mathematicians, the students selected a seemingly useful strategy and continued to apply it without checking to see if the strategy of choice was actually working well. Thus, a significant amount of time was wasted in fruitless pursuits. The more experienced mathematicians on the other hand, exercised metacognition, monitoring their approach all along the way to see if it was actually leading to a solution or merely to a dead end.\u003cspan class=\"s1\"> \u003c/span>Being aware of how one is engaging with the process of learning influences how the student interprets the task at hand, and what strategies are selected and employed in service of achieving learning goals. It can help optimize the problem-solving experience at a very high level, and is thus applicable across a large range of contexts. These metacognitive strategies are powerful tools for any discipline, inter-discipline or for learning in general.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">\u003cimg class=\"alignright wp-image-46040 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Four-Dimensional-Education-e1470680833109.png\" alt=\"Four Dimensional Education\" width=\"250\" height=\"372\">\u003c/a>Of course, with such an abstract learning goal, it is important for educators to be precise with how they teach it. Traditional methods for improving students’ learning strategies often focus on prescribed procedures (note-taking, self-testing, scheduling, etc.) and typically result in initial motivation and some short-term improvement, but ultimately a reversion to old habits happens. While these tactics may work in the short term (e.g., to cram for an exam), once the context changes, successful transfer of these methods is less likely to occur. More strategic methods that focus on metacognition for deeper learning— such as developing a growth mindset (discussed later), setting and monitoring one’s learning goals, and growing one’s capacity to persist despite difficulties—have been shown to result in more permanent learning gains.\u003c/p>\n\u003cp class=\"p1\">It is important to note that since metacognition involves higher-level thinking overseeing lower-level thoughts, there is actually a range of mental processes that fall under its definition. Effects of metacognitive training vary based on what kind of lower-level thoughts are being overseen, and how they are being overseen. Research has identified three levels of reporting on metacognitive processes:\u003c/p>\n\u003cp class=\"p2\">1. Verbalization of knowledge that is already in a verbal state (such as recalling what happened in a story).\u003c/p>\n\u003cp class=\"p2\">2. Verbalization of nonverbal knowledge (such as recalling how one solved a Rubik’s Cube).\u003c/p>\n\u003cp class=\"p2\">3. Verbalization of explanations of verbal or nonverbal knowledge (such as explaining how one makes use of the rhetorical structures of a story as one reads).\u003c/p>\n\u003cp class=\"p2\">Only this third level of metacognitive process has been linked to improved results in problem solving.\u003c/p>\n\u003cp class=\"p1\">Metacognition can be developed in students in the context of their current goals and can enhance their learning of competencies\u003cspan class=\"s1\"> \u003c/span>as well as transfer of learning, no matter their starting achievement level. In fact, it may be most useful for lower-achieving students, as the higher-achieving students are already employing strategies that have proven successful for them. For learning disabled and low - achieving students, metacognitive training has been shown to improve behavior more effectively than traditional attention-control training.\u003c/p>\n\u003cp class=\"p1\">Students who have higher levels of self-efficacy (more confidence in their ability to achieve their goals) are more likely to engage in metacognition and, in turn, are more likely to perform at higher levels. This strongly indicates a positive feedback loop for high-achieving students—they are more successful by using metacognitive strategies, which increases their confidence and in turn leads them to continue to increase their performance. Metacognition is an integral part of this virtuous learning cycle, and one that is amenable to further improvement through instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://curriculumredesign.org/about/team/\">Charles Fadel \u003c/a>is founder of the Center for Curriculum Redesign, \u003ca href=\"http://www.p21.org/about-us/p21staff/1248-bernie-trilling\">Bernie Trilling\u003c/a> is founder of 21st Century Learning Advisors and \u003ca href=\"http://curriculumredesign.org/about/team/\">Maya Bialik\u003c/a> is researcher at CCR. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \"\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">Four-Dimensional Education: The Competencies Learners Need to Succeed\u003c/a>,\" by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, \"Metacognition—Reflecting on Learning Goals, Strategies, and Results.\"\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Metacognition, simply put, is \u003cem>the process of thinking about thinking\u003c/em>. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.\u003c/p>\n\u003cp class=\"p2\">Perhaps the most important reason for developing metacognition is that it can improve the application of knowledge, skills, and character qualities in realms beyond the immediate context in which they were learned. This can result in the transfer of competencies across disciplines—important for students preparing for real-life situations where clear-cut divisions of disciplines fall away and one must select competencies from the entire gamut of their experience to effectively apply them to the challenges at hand. Even within academic settings, it is valuable—and often necessary—to apply principles and methods across disciplinary lines.\u003c/p>\n\u003cp class=\"p2\">Transfer can also be necessary within a discipline, such as when a particular idea or skill was learned with one example, but students must know how to apply it to another task to complete their homework or exams, or to a different context. Transfer is the ultimate goal of all education, as students are expected to internalize what they learn in school and apply it to life.\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright wp-image-46039\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/CCR-Metacognition.png\" alt=\"CCR Metacognition\" width=\"250\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition.png 532w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition-400x483.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">To illustrate the value of metacognition and how it actually plays a role in learning, we can consider an example from mathematics, where it has been shown that metacognition plays a central role in learning and achievement. Specifically, when novice students were compared to seasoned mathematicians, the students selected a seemingly useful strategy and continued to apply it without checking to see if the strategy of choice was actually working well. Thus, a significant amount of time was wasted in fruitless pursuits. The more experienced mathematicians on the other hand, exercised metacognition, monitoring their approach all along the way to see if it was actually leading to a solution or merely to a dead end.\u003cspan class=\"s1\"> \u003c/span>Being aware of how one is engaging with the process of learning influences how the student interprets the task at hand, and what strategies are selected and employed in service of achieving learning goals. It can help optimize the problem-solving experience at a very high level, and is thus applicable across a large range of contexts. These metacognitive strategies are powerful tools for any discipline, inter-discipline or for learning in general.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">\u003cimg class=\"alignright wp-image-46040 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Four-Dimensional-Education-e1470680833109.png\" alt=\"Four Dimensional Education\" width=\"250\" height=\"372\">\u003c/a>Of course, with such an abstract learning goal, it is important for educators to be precise with how they teach it. Traditional methods for improving students’ learning strategies often focus on prescribed procedures (note-taking, self-testing, scheduling, etc.) and typically result in initial motivation and some short-term improvement, but ultimately a reversion to old habits happens. While these tactics may work in the short term (e.g., to cram for an exam), once the context changes, successful transfer of these methods is less likely to occur. More strategic methods that focus on metacognition for deeper learning— such as developing a growth mindset (discussed later), setting and monitoring one’s learning goals, and growing one’s capacity to persist despite difficulties—have been shown to result in more permanent learning gains.\u003c/p>\n\u003cp class=\"p1\">It is important to note that since metacognition involves higher-level thinking overseeing lower-level thoughts, there is actually a range of mental processes that fall under its definition. Effects of metacognitive training vary based on what kind of lower-level thoughts are being overseen, and how they are being overseen. Research has identified three levels of reporting on metacognitive processes:\u003c/p>\n\u003cp class=\"p2\">1. Verbalization of knowledge that is already in a verbal state (such as recalling what happened in a story).\u003c/p>\n\u003cp class=\"p2\">2. Verbalization of nonverbal knowledge (such as recalling how one solved a Rubik’s Cube).\u003c/p>\n\u003cp class=\"p2\">3. Verbalization of explanations of verbal or nonverbal knowledge (such as explaining how one makes use of the rhetorical structures of a story as one reads).\u003c/p>\n\u003cp class=\"p2\">Only this third level of metacognitive process has been linked to improved results in problem solving.\u003c/p>\n\u003cp class=\"p1\">Metacognition can be developed in students in the context of their current goals and can enhance their learning of competencies\u003cspan class=\"s1\"> \u003c/span>as well as transfer of learning, no matter their starting achievement level. In fact, it may be most useful for lower-achieving students, as the higher-achieving students are already employing strategies that have proven successful for them. For learning disabled and low - achieving students, metacognitive training has been shown to improve behavior more effectively than traditional attention-control training.\u003c/p>\n\u003cp class=\"p1\">Students who have higher levels of self-efficacy (more confidence in their ability to achieve their goals) are more likely to engage in metacognition and, in turn, are more likely to perform at higher levels. This strongly indicates a positive feedback loop for high-achieving students—they are more successful by using metacognitive strategies, which increases their confidence and in turn leads them to continue to increase their performance. Metacognition is an integral part of this virtuous learning cycle, and one that is amenable to further improvement through instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://curriculumredesign.org/about/team/\">Charles Fadel \u003c/a>is founder of the Center for Curriculum Redesign, \u003ca href=\"http://www.p21.org/about-us/p21staff/1248-bernie-trilling\">Bernie Trilling\u003c/a> is founder of 21st Century Learning Advisors and \u003ca href=\"http://curriculumredesign.org/about/team/\">Maya Bialik\u003c/a> is researcher at CCR. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them\u003c/a>,\"\u003c/em>\u003cem> (c) 2016 by Daniel L. Schwartz, Jessica M. Tsang and Kristen P. Blair. Used with the permission of the publisher, W. W. Norton & Co. The following is from the chapter \"L is for Listening and Sharing.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Learning more together than alone\u003c/strong>\u003c/p>\n\u003cp>With listening and sharing learners try to construct joint understandings. Listening and sharing are the cornerstones of collaborative learning. We can learn more working together than working alone.\u003c/p>\n\u003cp>A little history lesson: The study of cooperation arose after World War II as part of a research program on conflict resolution (Deutsch, 1977). Negotiation depends on cooperation, and negotiation is a preferable resolution to conflict than war. From this starting point, one reason to use cooperative learning is to help students develop better skills at cooperating (e.g., Johnson & Johnson, 1987). Subsequent research discovered a second reason to use cooperative learning: when students collaborate on class assignments, they learn the material better (we provide examples below). Ideally, small group work can yield both better abilities to cooperate and better learning of the content.\u003c/p>\n\u003cp>Simply putting students into small groups, however, does not guarantee desirable outcomes. Success depends on listening and sharing. Here is a description of students who did not collaborate well.\u003c/p>\n\u003cblockquote>\u003cp>Sagging in his chair, Daryl gazed away, pointing his outstretched legs toward another group. Elizabeth, disgusted, looked down as she paged through the anthology. Across from them, Josh and Kara talked animatedly. When I stopped at their group, Kara told me the group had chosen Raymond Carver’s poem “Gravy.” Elizabeth complained that no one was listening to her and that she hated “the dumb poem they both want.” . . . Finally came the day of their presentation. . . . Kara and Josh had taken over the presentation. The other two never really found their way into the project. (Cohen & Lotan, 2014, p. 25, citing Shulman et al., 1998)\u003c/p>\u003c/blockquote>\n\u003cp>Kara and Josh did the lion’s share of the content work, and it may have been very good. Nevertheless, they did not listen to Elizabeth, and Daryl did not share any thoughts at all. The example resonates with people because most of us have been Daryl, Elizabeth, and Kara and Josh at some point. Fortunately, listening and sharing as cooperative techniques can alleviate frustration and, more importantly, allow group learning to surpass what would be possible by a single student (Slavin, 1995). Effective collaborative learning yields gains in motivation and conceptual understanding. Ideally, it also helps students learn how to cooperate in the future.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. How Listening and Sharing Works\u003c/strong>\u003c/p>\n\u003cp>Everything is more fun with someone else!! Well, at least it should be. Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise—I can do this better alone than together. But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.\u003c/p>\n\u003cp>\u003cstrong>Joint Attention\u003c/strong>\u003c/p>\n\u003cp>To collaborate, people need to pay attention to the same thing. If two children are building separate sand castles, they are not collaborating. They are engaged in parallel play. The abilities to maintain joint attention are foundational and emerge around the first year of life. Infants and parents can share attention to the same toy. Next, infants learn to follow the parents gaze to maintain joint visual attention. Finally, the infants learn to direct their parents’ attention (Carpenter, Nagell, Tomasello, Butterworth, & Moore, 1998). Visual attention provides an index of what people are thinking about. If you are looking longingly at an ice-cold beer, it is a good bet that you are thinking about an ice-cold beer.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">\u003cimg class=\"size-full wp-image-46022 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/ABCs-e1470241751579.jpg\" alt=\"Schwartz_comp17b\" width=\"250\" height=\"377\">\u003c/a>Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention. In one study, Schneider and Pea (2013) had partners complete a circuit task, where participants had to figure out which circuit controlled which outcome in a simulation. They collaborated remotely over headsets. They saw the same image on their respective computers, so it was possible to maintain joint visual attention. In one condition, the authors used eye tracking: a moving dot showed each participant where the other was looking, so it was easier for them to maintain joint visual attention. These partners exhibited better collaboration, and they learned more from the task than did partners who did not have the eye-tracking dot to support joint attention.\u003c/p>\n\u003cp>\u003cstrong>Listening\u003c/strong>\u003c/p>\n\u003cp>Thoughts can be much more complex than an eye gaze. It also helps to hear what people are thinking. A common situation is that people refuse to listen to one another because they are too busy talking or they just discount other people’s ideas. The How-To section describes a number of solutions.\u003c/p>\n\u003cp>\u003cstrong>Sharing\u003c/strong>\u003c/p>\n\u003cp>Sharing operates on two levels: sharing common goals and sharing ideas. First, if people do not share some level of common goal, they will collaborate to cross-purposes. Two professors of mathematics may agree to design homework together for a large class, but if one professor aims to increase students’ interest in the field while the other aims to weed out the faint of heart, they will have a hard time reaching consensus. Second, if nobody shares ideas, collaboration will not go very far. In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.\u003c/p>\n\u003cp>\u003cstrong>Coordinating\u003c/strong>\u003c/p>\n\u003cp>Have you ever had the experience of a group discussion, in which you just cannot seem to get your timing right? Either you always interrupt before the speaker is done, or someone else grabs the floor exactly when the other person finishes and before you jump in. Collaboration requires a great deal of turn-taking coordination. When the number of collaborators increases, it is also important to partition roles and opportunities to interact. You may hope coordination evolves organically, which it might. But it might turn into a Lord of the Flies scenario instead. It can be useful to establish collaborative structures and rules.\u003c/p>\n\u003cp>\u003cstrong>Perspective Taking\u003c/strong>\u003c/p>\n\u003cp>A primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).\u003c/p>\n\u003cp>An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">\u003cem>\u003cspan class=\"s1\">Daniel L. Schwartz, PhD, is the Dean of the Stanford University Graduate \u003c/span>\u003cspan class=\"s1\">School of Education and holds the Nomellini-Olivier Chair in Educational \u003c/span>\u003cspan class=\"s1\">Technology. Jessica M. Tsang, PhD, and Kristen P. Blair, PhD are both \u003c/span>\u003cspan class=\"s1\">researchers and instructors at Stanford University’s Graduate School of \u003c/span>\u003cspan class=\"s1\">Education.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them\u003c/a>,\"\u003c/em>\u003cem> (c) 2016 by Daniel L. Schwartz, Jessica M. Tsang and Kristen P. Blair. Used with the permission of the publisher, W. W. Norton & Co. The following is from the chapter \"L is for Listening and Sharing.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Learning more together than alone\u003c/strong>\u003c/p>\n\u003cp>With listening and sharing learners try to construct joint understandings. Listening and sharing are the cornerstones of collaborative learning. We can learn more working together than working alone.\u003c/p>\n\u003cp>A little history lesson: The study of cooperation arose after World War II as part of a research program on conflict resolution (Deutsch, 1977). Negotiation depends on cooperation, and negotiation is a preferable resolution to conflict than war. From this starting point, one reason to use cooperative learning is to help students develop better skills at cooperating (e.g., Johnson & Johnson, 1987). Subsequent research discovered a second reason to use cooperative learning: when students collaborate on class assignments, they learn the material better (we provide examples below). Ideally, small group work can yield both better abilities to cooperate and better learning of the content.\u003c/p>\n\u003cp>Simply putting students into small groups, however, does not guarantee desirable outcomes. Success depends on listening and sharing. Here is a description of students who did not collaborate well.\u003c/p>\n\u003cblockquote>\u003cp>Sagging in his chair, Daryl gazed away, pointing his outstretched legs toward another group. Elizabeth, disgusted, looked down as she paged through the anthology. Across from them, Josh and Kara talked animatedly. When I stopped at their group, Kara told me the group had chosen Raymond Carver’s poem “Gravy.” Elizabeth complained that no one was listening to her and that she hated “the dumb poem they both want.” . . . Finally came the day of their presentation. . . . Kara and Josh had taken over the presentation. The other two never really found their way into the project. (Cohen & Lotan, 2014, p. 25, citing Shulman et al., 1998)\u003c/p>\u003c/blockquote>\n\u003cp>Kara and Josh did the lion’s share of the content work, and it may have been very good. Nevertheless, they did not listen to Elizabeth, and Daryl did not share any thoughts at all. The example resonates with people because most of us have been Daryl, Elizabeth, and Kara and Josh at some point. Fortunately, listening and sharing as cooperative techniques can alleviate frustration and, more importantly, allow group learning to surpass what would be possible by a single student (Slavin, 1995). Effective collaborative learning yields gains in motivation and conceptual understanding. Ideally, it also helps students learn how to cooperate in the future.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. How Listening and Sharing Works\u003c/strong>\u003c/p>\n\u003cp>Everything is more fun with someone else!! Well, at least it should be. Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise—I can do this better alone than together. But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.\u003c/p>\n\u003cp>\u003cstrong>Joint Attention\u003c/strong>\u003c/p>\n\u003cp>To collaborate, people need to pay attention to the same thing. If two children are building separate sand castles, they are not collaborating. They are engaged in parallel play. The abilities to maintain joint attention are foundational and emerge around the first year of life. Infants and parents can share attention to the same toy. Next, infants learn to follow the parents gaze to maintain joint visual attention. Finally, the infants learn to direct their parents’ attention (Carpenter, Nagell, Tomasello, Butterworth, & Moore, 1998). Visual attention provides an index of what people are thinking about. If you are looking longingly at an ice-cold beer, it is a good bet that you are thinking about an ice-cold beer.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">\u003cimg class=\"size-full wp-image-46022 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/ABCs-e1470241751579.jpg\" alt=\"Schwartz_comp17b\" width=\"250\" height=\"377\">\u003c/a>Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention. In one study, Schneider and Pea (2013) had partners complete a circuit task, where participants had to figure out which circuit controlled which outcome in a simulation. They collaborated remotely over headsets. They saw the same image on their respective computers, so it was possible to maintain joint visual attention. In one condition, the authors used eye tracking: a moving dot showed each participant where the other was looking, so it was easier for them to maintain joint visual attention. These partners exhibited better collaboration, and they learned more from the task than did partners who did not have the eye-tracking dot to support joint attention.\u003c/p>\n\u003cp>\u003cstrong>Listening\u003c/strong>\u003c/p>\n\u003cp>Thoughts can be much more complex than an eye gaze. It also helps to hear what people are thinking. A common situation is that people refuse to listen to one another because they are too busy talking or they just discount other people’s ideas. The How-To section describes a number of solutions.\u003c/p>\n\u003cp>\u003cstrong>Sharing\u003c/strong>\u003c/p>\n\u003cp>Sharing operates on two levels: sharing common goals and sharing ideas. First, if people do not share some level of common goal, they will collaborate to cross-purposes. Two professors of mathematics may agree to design homework together for a large class, but if one professor aims to increase students’ interest in the field while the other aims to weed out the faint of heart, they will have a hard time reaching consensus. Second, if nobody shares ideas, collaboration will not go very far. In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.\u003c/p>\n\u003cp>\u003cstrong>Coordinating\u003c/strong>\u003c/p>\n\u003cp>Have you ever had the experience of a group discussion, in which you just cannot seem to get your timing right? Either you always interrupt before the speaker is done, or someone else grabs the floor exactly when the other person finishes and before you jump in. Collaboration requires a great deal of turn-taking coordination. When the number of collaborators increases, it is also important to partition roles and opportunities to interact. You may hope coordination evolves organically, which it might. But it might turn into a Lord of the Flies scenario instead. It can be useful to establish collaborative structures and rules.\u003c/p>\n\u003cp>\u003cstrong>Perspective Taking\u003c/strong>\u003c/p>\n\u003cp>A primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).\u003c/p>\n\u003cp>An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How to Make Math More Emotionally Engaging For Students",
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"content": "\u003cp>When Jacqui Young studied pre-calculus as a high school junior, she found the experience unexpectedly fulfilling. She didn’t consider herself a “math person,” but pre-calc came more easily to her than it did to most of her peers, and she spent a lot of time helping fellow students grasp the concepts. “It felt good to be able to understand something and then be able to walk someone else through it,” she said. “It was so gratifying, and made me want to stay on top of the subject.”\u003c/p>\n\u003cp>Satisfaction and engagement may not be the most common feelings among students studying introductory calculus. According to Jo Boaler, a professor of math education at Stanford, roughly \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/03/36boaler.h31.html\">50 percent\u003c/a> of the population feels anxious about math. That emotional discomfort often begins in elementary school, lingering over students’ later encounters with algebra and geometry, and tainting the subject with apprehension—or outright loathing.\u003c/p>\n\u003cp>Professor Mary Helen Immordino-Yang, associate professor of education, psychology, and neuroscience at the University of Southern California has explored how emotions are tied to learning. “Emotions are a piece of thinking,” she told me; “we think of anything because our emotions push us that way.” Even subjects widely considered to be outside the realm of emotion, like math, evoke powerful feelings among those studying it, which can then propel or thwart further learning.\u003c/p>\n\u003cp>Is there a way to separate negative emotions from the subject, so that more students experience math with a sense of satisfaction and pleasure? Immordino-Yang believes so. “It’s not about making math ‘fun’,” she added; games and prizes tend to be quick fixes. Instead, it’s about encouraging the sense of accomplishment that comes from deep understanding of difficult concepts. “It’s about making it satisfying, interesting, and fulfilling.”\u003c/p>\n\u003cp>Adam Leaman, who teaches variations of algebra, trigonometry and calculus to high schoolers in Summit, N.J., said that a sense of awe about mathematics drew him to the subject beginning with algebra 2. “There’s something satisfying about knowing there’s an answer and knowing I have the ability to get it,” he said. Today, he sees the same pattern with his students: they are most engaged when they’re figuring out hard problems.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are several ways teachers can replace student fretfulness over math with a sense of appreciation.\u003c/p>\n\u003cp>\u003cstrong>Be clear about why understanding math concepts matters\u003c/strong>. Kids who believe that they must simply endure algebra and calculus until they’re through with school—and that the actual learning is pointless because they’ll never use it again—should be reminded why understanding mathematical concepts is valuable. Most importantly, being able to comprehend a “symbolic, representative system,” Immordino-Yang says, teaches the brain how to think theoretically and logically. “Learning how to think abstractly is a useful ability in all aspects of life,” Immordino-Yang said. In fact, people who have studied complex math in high school tend to have better life outcomes, she said. Teachers who share this information may persuade reluctant math-learners to stay engaged.\u003c/p>\n\u003cp>\u003cstrong>Assign projects that help kids see math’s usefulness\u003c/strong>. Students are more apt to participate if they see a practical application to their studies. “This goes beyond learning how to balance a checkbook,” Immordino-Yang adds. By studying how fast and far vegetable oil spreads on tissue paper, for example, students can learn not only about the math concept of direct variation, but also about how oil spills are measured. Sharing stories from the news where math understanding is featured in the narrative—in a story about price fixing, say, or one on climbing interest rates—also can help students see its usefulness in the real world. \u003ca href=\"https://www.learner.org/\">Learner.org\u003c/a>, a free educational resource from the Annenberg Center, provides such practical lesson plans for math at all levels, including the \u003ca href=\"https://www.learner.org/workshops/algebra/workshop7/lessonplan1.html\">oil spill example\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Discuss mathematical role models, and share how their ideas have changed the world.\u003c/strong> Because math is the foundation of so many other fields—physics, engineering, finance, astronomy, among others—history teems with mathematical virtuosos whose creativity and curiosity shaped the modern world. In addition to the usual suspects of math icons, including Pythagoras, Rene Descartes, and Ptolemy, more contemporary role models might spark student appreciation for the subject. There are many: \u003ca href=\"http://www.bbc.co.uk/timelines/z8bgr82\">Alan Turing\u003c/a>, who’s code-breaking during World War II helped defeat the Axis powers; \u003ca href=\"http://www.computerhistory.org/babbage/adalovelace\">Ada Lovelace\u003c/a>, who created the Analytical Engine, which presaged modern programming; even \u003ca href=\"https://www.actuary.org/files/publications/NateSilver_Bio.pdf\">Nate Silver\u003c/a>, a popular mathematician who uses statistical forecasting to predict outcomes in Major League Baseball and political elections. The humbler discoveries made by annual recipients of the \u003ca href=\"http://www.nsf.gov/news/news_summ.jsp?cntn_id=137709\">Presidential Early Career Awards for Science and Engineering\u003c/a> might also inspire.\u003c/p>\n\u003cp>\u003cstrong>Strive to minimize the sources of fear.\u003c/strong> Math anxiety stifles clear thinking. At those moments when students most need to marshal their intellectual resources—during a test, say, or when called up before class to work a problem—those who fear the subject are apt to panic and shut down. \u003ca href=\"https://news.uchicago.edu/article/2010/09/21/psychologist-shows-why-we-choke-under-pressure-and-how-avoid-it\">Sian Beilock\u003c/a>, a professor of psychology at the University of Chicago, and author of \u003cem>Choke: What the Secrets of the Brain Reveal About Getting it Right When You Have To\u003c/em>, describes the anxious over-reaction to high pressure situations as a “malfunction of the prefrontal cortex.” For nervous students who feel pressure to perform well on a test, that worry causes them to execute beneath their skill level. “Anxiety is robbing you of working memory,” Immordino-Yang explained. “You’re wasting your thought powers,” she added. Math phobic kids need help from teachers to lessen their fear.\u003c/p>\n\u003cp>Keeping the classroom “kid-centric,” Immordino-Yang said, can help. Teachers who act as facilitators, or resident experts, rather than omniscient instructors, invite students to explore without fear of messing up in front of an authority. Freeing up fellow students to explain problems also allows for more personalized instruction. During Jacqui Young’s happy year studying pre-calc, she worked with peers who struggled to keep up with the teacher’s pace. “I think it was better because I’d be working one-on-one or two-on-one with my classmates,” she said. Another way to tamp down dread is to set up class in a roundtable and encourage student-led give-and-take. Known formally as the \u003ca href=\"http://www.exeter.edu/admissions/109_1220_11688.aspx\">Harkness Method\u003c/a> of teaching, this collaborative approach to learning may be especially useful in math subjects.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Returning to older math processes and ideas when introducing new material also works to lessen anxiety about the new learning. While teaching synthetic division to his Algebra 2 class, for example, Adam Leaman reminds students that this “new” concept is a cousin of the factoring they did in Algebra 1. “They have something from the past to draw reference from when tackling this new subject,” he said. Bringing up old material this way also helps students who might have struggled when they learned it the first time. Leaman said that some kids groan when he brings up factoring, but that they often end up understanding it better when going through it a second time, and in relation to a different concept. “Even if they have the perception that they’re not good at it, when we come back to it I have students say, ‘I get it now’.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Jacqui Young studied pre-calculus as a high school junior, she found the experience unexpectedly fulfilling. She didn’t consider herself a “math person,” but pre-calc came more easily to her than it did to most of her peers, and she spent a lot of time helping fellow students grasp the concepts. “It felt good to be able to understand something and then be able to walk someone else through it,” she said. “It was so gratifying, and made me want to stay on top of the subject.”\u003c/p>\n\u003cp>Satisfaction and engagement may not be the most common feelings among students studying introductory calculus. According to Jo Boaler, a professor of math education at Stanford, roughly \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/03/36boaler.h31.html\">50 percent\u003c/a> of the population feels anxious about math. That emotional discomfort often begins in elementary school, lingering over students’ later encounters with algebra and geometry, and tainting the subject with apprehension—or outright loathing.\u003c/p>\n\u003cp>Professor Mary Helen Immordino-Yang, associate professor of education, psychology, and neuroscience at the University of Southern California has explored how emotions are tied to learning. “Emotions are a piece of thinking,” she told me; “we think of anything because our emotions push us that way.” Even subjects widely considered to be outside the realm of emotion, like math, evoke powerful feelings among those studying it, which can then propel or thwart further learning.\u003c/p>\n\u003cp>Is there a way to separate negative emotions from the subject, so that more students experience math with a sense of satisfaction and pleasure? Immordino-Yang believes so. “It’s not about making math ‘fun’,” she added; games and prizes tend to be quick fixes. Instead, it’s about encouraging the sense of accomplishment that comes from deep understanding of difficult concepts. “It’s about making it satisfying, interesting, and fulfilling.”\u003c/p>\n\u003cp>Adam Leaman, who teaches variations of algebra, trigonometry and calculus to high schoolers in Summit, N.J., said that a sense of awe about mathematics drew him to the subject beginning with algebra 2. “There’s something satisfying about knowing there’s an answer and knowing I have the ability to get it,” he said. Today, he sees the same pattern with his students: they are most engaged when they’re figuring out hard problems.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are several ways teachers can replace student fretfulness over math with a sense of appreciation.\u003c/p>\n\u003cp>\u003cstrong>Be clear about why understanding math concepts matters\u003c/strong>. Kids who believe that they must simply endure algebra and calculus until they’re through with school—and that the actual learning is pointless because they’ll never use it again—should be reminded why understanding mathematical concepts is valuable. Most importantly, being able to comprehend a “symbolic, representative system,” Immordino-Yang says, teaches the brain how to think theoretically and logically. “Learning how to think abstractly is a useful ability in all aspects of life,” Immordino-Yang said. In fact, people who have studied complex math in high school tend to have better life outcomes, she said. Teachers who share this information may persuade reluctant math-learners to stay engaged.\u003c/p>\n\u003cp>\u003cstrong>Assign projects that help kids see math’s usefulness\u003c/strong>. Students are more apt to participate if they see a practical application to their studies. “This goes beyond learning how to balance a checkbook,” Immordino-Yang adds. By studying how fast and far vegetable oil spreads on tissue paper, for example, students can learn not only about the math concept of direct variation, but also about how oil spills are measured. Sharing stories from the news where math understanding is featured in the narrative—in a story about price fixing, say, or one on climbing interest rates—also can help students see its usefulness in the real world. \u003ca href=\"https://www.learner.org/\">Learner.org\u003c/a>, a free educational resource from the Annenberg Center, provides such practical lesson plans for math at all levels, including the \u003ca href=\"https://www.learner.org/workshops/algebra/workshop7/lessonplan1.html\">oil spill example\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Discuss mathematical role models, and share how their ideas have changed the world.\u003c/strong> Because math is the foundation of so many other fields—physics, engineering, finance, astronomy, among others—history teems with mathematical virtuosos whose creativity and curiosity shaped the modern world. In addition to the usual suspects of math icons, including Pythagoras, Rene Descartes, and Ptolemy, more contemporary role models might spark student appreciation for the subject. There are many: \u003ca href=\"http://www.bbc.co.uk/timelines/z8bgr82\">Alan Turing\u003c/a>, who’s code-breaking during World War II helped defeat the Axis powers; \u003ca href=\"http://www.computerhistory.org/babbage/adalovelace\">Ada Lovelace\u003c/a>, who created the Analytical Engine, which presaged modern programming; even \u003ca href=\"https://www.actuary.org/files/publications/NateSilver_Bio.pdf\">Nate Silver\u003c/a>, a popular mathematician who uses statistical forecasting to predict outcomes in Major League Baseball and political elections. The humbler discoveries made by annual recipients of the \u003ca href=\"http://www.nsf.gov/news/news_summ.jsp?cntn_id=137709\">Presidential Early Career Awards for Science and Engineering\u003c/a> might also inspire.\u003c/p>\n\u003cp>\u003cstrong>Strive to minimize the sources of fear.\u003c/strong> Math anxiety stifles clear thinking. At those moments when students most need to marshal their intellectual resources—during a test, say, or when called up before class to work a problem—those who fear the subject are apt to panic and shut down. \u003ca href=\"https://news.uchicago.edu/article/2010/09/21/psychologist-shows-why-we-choke-under-pressure-and-how-avoid-it\">Sian Beilock\u003c/a>, a professor of psychology at the University of Chicago, and author of \u003cem>Choke: What the Secrets of the Brain Reveal About Getting it Right When You Have To\u003c/em>, describes the anxious over-reaction to high pressure situations as a “malfunction of the prefrontal cortex.” For nervous students who feel pressure to perform well on a test, that worry causes them to execute beneath their skill level. “Anxiety is robbing you of working memory,” Immordino-Yang explained. “You’re wasting your thought powers,” she added. Math phobic kids need help from teachers to lessen their fear.\u003c/p>\n\u003cp>Keeping the classroom “kid-centric,” Immordino-Yang said, can help. Teachers who act as facilitators, or resident experts, rather than omniscient instructors, invite students to explore without fear of messing up in front of an authority. Freeing up fellow students to explain problems also allows for more personalized instruction. During Jacqui Young’s happy year studying pre-calc, she worked with peers who struggled to keep up with the teacher’s pace. “I think it was better because I’d be working one-on-one or two-on-one with my classmates,” she said. Another way to tamp down dread is to set up class in a roundtable and encourage student-led give-and-take. Known formally as the \u003ca href=\"http://www.exeter.edu/admissions/109_1220_11688.aspx\">Harkness Method\u003c/a> of teaching, this collaborative approach to learning may be especially useful in math subjects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Returning to older math processes and ideas when introducing new material also works to lessen anxiety about the new learning. While teaching synthetic division to his Algebra 2 class, for example, Adam Leaman reminds students that this “new” concept is a cousin of the factoring they did in Algebra 1. “They have something from the past to draw reference from when tackling this new subject,” he said. Bringing up old material this way also helps students who might have struggled when they learned it the first time. Leaman said that some kids groan when he brings up factoring, but that they often end up understanding it better when going through it a second time, and in relation to a different concept. “Even if they have the perception that they’re not good at it, when we come back to it I have students say, ‘I get it now’.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Growth Mindset Could Buffer Kids From Negative Academic Effects of Poverty",
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"content": "\u003cp>Stanford psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">Carol Dweck\u003c/a>, along with other education researchers interested in growth mindset, have done \u003ca href=\"http://mindsetscholarsnetwork.org/research-library/?string=growth+mindset&authors=&stages=&types=\" target=\"_blank\">numerous studies\u003c/a> showing that when students believe their intelligence can grow and change with effort, they perform better on academic tests. These findings have sparked interest and debate about how to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">encourage a growth mindset in students\u003c/a> both at home and at school.\u003c/p>\n\u003cp>Now, a national study of tenth-graders in Chile \u003ca href=\"http://mindsetscholarsnetwork.org/wp-content/uploads/2016/07/Mindsets_on_a_National_Scale-Chile.pdf\" target=\"_blank\">found student mindsets are correlated to achievement\u003c/a> on language and math tests. And students from low-income families were less likely to hold a growth mindset than their more affluent peers. However, if a low-income student did have a growth mindset, it worked as a buffer against the negative effects of poverty on achievement.\u003c/p>\n\u003cp>“This is not a sample; this is everyone in school,” said Susana Claro, a doctoral candidate at Stanford's Graduate School of Education and lead author of the article “\u003ca href=\"http://www.pnas.org/content/early/2016/07/13/1608207113.abstract?sid=bc5e721e-26ee-4d03-b646-8dc8d5fbb3ca\" target=\"_blank\">Growth Mindset Tempers the Effects of Poverty on Academic Achievement\u003c/a>,” published in the Proceedings of the National Academy of Sciences. Claro, along with Stanford scholars David Paunesku and Carol Dweck, wanted to know if at a very large-scale (168,000 students) growth mindset would correlate with academic performance. They found that it did at almost every school in Chile, a correlation stronger than they expected to find.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This is the first time that we can see the landscape of growth mindset in a complete population.'\u003ccite>Susana Claro, Stanford doctoral candidate\u003c/cite>\u003c/aside>\n\u003cp>When students in Chile take national exams measuring language and math, they are also obligated to fill out a lengthy survey from the Ministry of Education on a range of subjects, from bullying to healthy eating, sports and how well they liked their teachers. The survey questions change every year, and in 2012 Claro convinced the ministry to include two questions on growth mindset. Teachers and parents are also surveyed, which is why Claro and her colleagues have such detailed income information for each student.\u003c/p>\n\u003cp>“This is the first time that we can see the landscape of growth mindset in a complete population,” Claro said. “We’ve always been using samples before.” She and her colleagues wanted to know if a study this large would reveal the same correlations seen in representative samples in the U.S. or whether the large sample size would be “too noisy.” To Claro’s surprise, the findings were very clear.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is the first time that we measured that there is a growth mindset gap across socioeconomic groups,” she said. Researchers are convinced that growth mindsets are socially created, not biologically, so these findings suggest that something in the environment of children from poor families is fostering a fixed mindset.\u003c/p>\n\u003cp>“Children are capturing messages that are in their environment,” Claro said. Whether those messages are coming from \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\">parents\u003c/a>, teachers, the general environment or all of the above is unknown, but Claro said pinpointing where the messages are coming from and trying to change them could be an important strategy for improving academic achievement. And, the easiest place to start is school.\u003c/p>\n\u003cp>“We don’t really know if changing mindsets of students is possible at a larger scale and how to work with teachers,” Claro said. She acknowledged that even when teachers are well intentioned, they might be sending messages to students that don’t promote a growth mindset. But, “good teachers do this naturally,” she said. “They send growth mindset messages, and we are learning from them and trying to disaggregate what they do.”\u003c/p>\n\u003cp>Claro acknowledged that whether students achieve academically or not is a result of a complicated mix of factors that include poverty, \u003ca href=\"http://ww2.kqed.org/mindshift/2016/06/06/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care/\" target=\"_blank\">trauma\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/tag/student-motivation/\" target=\"_blank\">motivation\u003c/a>, among other factors. But she believes that these growth mindset findings indicate that, at the very least, focusing on building growth mindsets in students should be part of the conversation.\u003c/p>\n\u003cp>“The main message is that this is not the solution, but we can’t ignore this,” Claro said. She herself is from Chile and helped found a non-profit there to train teachers. She said she doesn’t remember receiving growth mindset-oriented messages during her days in school and says even now growth mindset is not a popular concept among teachers in Chile the way it has become in the U.S. Even the phrase “growth mindset” doesn’t transfer well into Spanish.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Chilean Ministry of Education has not included the growth mindset questions in its national survey again and hasn’t done anything with the information gathered from the 2012 data that Claro and her Stanford colleagues analyzed. Claro hopes the findings of her study will prompt the ministry to look more closely at how they can support teachers to include growth mindset in their classrooms.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Stanford psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">Carol Dweck\u003c/a>, along with other education researchers interested in growth mindset, have done \u003ca href=\"http://mindsetscholarsnetwork.org/research-library/?string=growth+mindset&authors=&stages=&types=\" target=\"_blank\">numerous studies\u003c/a> showing that when students believe their intelligence can grow and change with effort, they perform better on academic tests. These findings have sparked interest and debate about how to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">encourage a growth mindset in students\u003c/a> both at home and at school.\u003c/p>\n\u003cp>Now, a national study of tenth-graders in Chile \u003ca href=\"http://mindsetscholarsnetwork.org/wp-content/uploads/2016/07/Mindsets_on_a_National_Scale-Chile.pdf\" target=\"_blank\">found student mindsets are correlated to achievement\u003c/a> on language and math tests. And students from low-income families were less likely to hold a growth mindset than their more affluent peers. However, if a low-income student did have a growth mindset, it worked as a buffer against the negative effects of poverty on achievement.\u003c/p>\n\u003cp>“This is not a sample; this is everyone in school,” said Susana Claro, a doctoral candidate at Stanford's Graduate School of Education and lead author of the article “\u003ca href=\"http://www.pnas.org/content/early/2016/07/13/1608207113.abstract?sid=bc5e721e-26ee-4d03-b646-8dc8d5fbb3ca\" target=\"_blank\">Growth Mindset Tempers the Effects of Poverty on Academic Achievement\u003c/a>,” published in the Proceedings of the National Academy of Sciences. Claro, along with Stanford scholars David Paunesku and Carol Dweck, wanted to know if at a very large-scale (168,000 students) growth mindset would correlate with academic performance. They found that it did at almost every school in Chile, a correlation stronger than they expected to find.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This is the first time that we can see the landscape of growth mindset in a complete population.'\u003ccite>Susana Claro, Stanford doctoral candidate\u003c/cite>\u003c/aside>\n\u003cp>When students in Chile take national exams measuring language and math, they are also obligated to fill out a lengthy survey from the Ministry of Education on a range of subjects, from bullying to healthy eating, sports and how well they liked their teachers. The survey questions change every year, and in 2012 Claro convinced the ministry to include two questions on growth mindset. Teachers and parents are also surveyed, which is why Claro and her colleagues have such detailed income information for each student.\u003c/p>\n\u003cp>“This is the first time that we can see the landscape of growth mindset in a complete population,” Claro said. “We’ve always been using samples before.” She and her colleagues wanted to know if a study this large would reveal the same correlations seen in representative samples in the U.S. or whether the large sample size would be “too noisy.” To Claro’s surprise, the findings were very clear.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is the first time that we measured that there is a growth mindset gap across socioeconomic groups,” she said. Researchers are convinced that growth mindsets are socially created, not biologically, so these findings suggest that something in the environment of children from poor families is fostering a fixed mindset.\u003c/p>\n\u003cp>“Children are capturing messages that are in their environment,” Claro said. Whether those messages are coming from \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\">parents\u003c/a>, teachers, the general environment or all of the above is unknown, but Claro said pinpointing where the messages are coming from and trying to change them could be an important strategy for improving academic achievement. And, the easiest place to start is school.\u003c/p>\n\u003cp>“We don’t really know if changing mindsets of students is possible at a larger scale and how to work with teachers,” Claro said. She acknowledged that even when teachers are well intentioned, they might be sending messages to students that don’t promote a growth mindset. But, “good teachers do this naturally,” she said. “They send growth mindset messages, and we are learning from them and trying to disaggregate what they do.”\u003c/p>\n\u003cp>Claro acknowledged that whether students achieve academically or not is a result of a complicated mix of factors that include poverty, \u003ca href=\"http://ww2.kqed.org/mindshift/2016/06/06/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care/\" target=\"_blank\">trauma\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/tag/student-motivation/\" target=\"_blank\">motivation\u003c/a>, among other factors. But she believes that these growth mindset findings indicate that, at the very least, focusing on building growth mindsets in students should be part of the conversation.\u003c/p>\n\u003cp>“The main message is that this is not the solution, but we can’t ignore this,” Claro said. She herself is from Chile and helped found a non-profit there to train teachers. She said she doesn’t remember receiving growth mindset-oriented messages during her days in school and says even now growth mindset is not a popular concept among teachers in Chile the way it has become in the U.S. Even the phrase “growth mindset” doesn’t transfer well into Spanish.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Chilean Ministry of Education has not included the growth mindset questions in its national survey again and hasn’t done anything with the information gathered from the 2012 data that Claro and her Stanford colleagues analyzed. Claro hopes the findings of her study will prompt the ministry to look more closely at how they can support teachers to include growth mindset in their classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Time and again both research and anecdotal stories from impactful teachers show that trust and respect are crucial ingredients to high functioning classrooms. But reaching that level of deep understanding with a diverse group of learners requires more than acting professionally or expertise in academic content. Often the disconnect between a teacher’s culture and his or her students’ culture unintentionally creates a divide.\u003c/p>\n\u003cp>In his new book \u003ca href=\"http://www.beacon.org/For-White-Folks-Who-Teach-in-the-Hoodand-the-Rest-of-Yall-Too-P1187.aspx\">\u003cem>For White Folks Who Teach in the Hood: and the Rest of Y’all Too\u003c/em>\u003c/a>, Dr. Christopher Emdin writes that when teachers adopt \u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/18/what-teachers-can-gain-when-students-design-the-lessons/\" target=\"_blank\" rel=\"noopener noreferrer\">what he calls “reality pedagogy” \u003c/a>they can bridge the gap between themselves and their students and reach deeper levels of content learning. Teaching with reality pedagogy means, in part, opening up space for, and actively valuing, students’ expertise on their own lives, communities and ways of learning.\u003c/p>\n\u003cp>Emdin acknowledges these practices can be difficult for teachers schooled in a more traditional approach to education, but his work as a professor at \u003ca href=\"http://www.tc.columbia.edu/faculty/ce2165/\" target=\"_blank\" rel=\"noopener noreferrer\">Teachers College, Columbia University\u003c/a> has convinced him that teachers from all backgrounds are capable of using this approach effectively. He not only uses the practices with his own graduate students, but he has watched them go out into classrooms around the country and do the same.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/bIgAEqG_UwY\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GIVING STUDENTS A MEANINGFUL VOICE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>George Sirrakos’ first teaching experience was in the Bronx, and although he grew up in New York City, he had rarely been to the neighborhoods his students called home. As a white, male teacher, his experience growing up as a New Yorker did not mirror those of his students, and he wanted to try out some of the reality pedagogy techniques he learned in Dr. Emdin’s class.\u003c/p>\n\u003cp>Sirrakos said he first tried a core practice Emdin calls “co-generative dialogue,” where teachers select students who represent a variety of classroom experiences to give feedback on the class. The teacher actively listens and solicits solutions students believe would help them. Sirrakos said when he first tried this, students just complained.\u003c/p>\n\u003cp>“As a new teacher, I was spending a lot of time on my lesson plans, so when you think you’re spinning this brilliance to students and then they spend an hour telling you why this class sucks so much, it’s kind of eye opening,” Sirrakos said. Naturally, he immediately felt defensive, but he worked hard to hold those feelings at bay and focused on listening to what the students were saying.\u003c/p>\n\u003cp>For example, Sirrakos had spent a lot of time and his own money to decorate his science classroom with posters and quotes he hoped would inspire his science students. In a dialogue, one student told him that his class environment was boring. Sirrakos was confused and pointed out all the decorations on the walls meant to liven up the room. His students explained those images represented him, not them. Sirrakos was still confused, but he asked his students to help him fix the problem.\u003c/p>\n\u003cp>Students started bringing in their own posters, including things they made. The one rule was it had to be related to science in some way. Immediately students were more cheerful. “They have to be part of the solution,” Sirrakos said. “That’s where we talk about having these co-generative plans of action.” In this example, the solution didn’t require a big shift, it only required that Sirrakos recognize he wasn’t achieving the result he thought he was, and be open to students’ owning their classroom space.\u003c/p>\n\u003cp>In his first two years of teaching, Sirrakos felt like he was being pulled in two directions. His first year went fairly well, although he realized he was using a hyper-standardized way of teaching with lots of rote memorization. Students took to it well because they were used to that approach. But as he gradually began using more reality pedagogy, he noticed students were more involved in their learning.\u003c/p>\n\u003cp>It was a big shift when he really started to believe that, “whatever the students are telling me does have some value,” Sirrakos said. “I still position myself as the expert when it comes to pedagogy and learning, but I don’t position myself as the sole holder of that knowledge.”\u003c/p>\n\u003cp>Practically, this means Sirrakos continues to do co-generative dialogues to get student input and then acts on the feedback he receives. He lets them choose how they will display their knowledge, not always insisting on a standardized assignment. He encourages student questions, even if they take the conversation beyond the curriculum. And, he admits to students when he’s not an expert.\u003c/p>\n\u003cp>Trained as a biologist, Sirrakos has less depth of knowledge about physics. So, when students asked questions that were beyond his knowledge he told them he didn’t know and encouraged them to try to find the answers on their own and report back. He’d give them extra credit when they did their own research to answer student-posed questions.\u003c/p>\n\u003cp>The core part of this approach has little to do with how teachers invite students to participate in creating the class -- co-generative dialogues are just one way -- but giving students authentic voice matters. When teachers insist that class be structured one way, with a single measure of success, and materials created from one point of view, it doesn’t feel designed for the students themselves. Listening to their input, acting on it, and valuing who they are and what they bring to the classroom without preconceived notions about their identities is a core part of implementing this approach.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/YQrj4NPefd8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nLETTING STUDENTS TAKE THE LEAD\u003c/strong>\u003c/p>\n\u003cp>Another core strategy Emdin discusses in his book is co-teaching, in which teachers ask students to master material and teach it to their peers. In his book Emdin writes, “the fundamental principle of co-teaching in reality pedagogy is that the neoindigenous student is the expert on the best way to deliver information to others who are part of their culture.” This is true any time the teacher’s culture is not the same as their students, regardless of race and class.\u003c/p>\n\u003cp>Emdin writes about the disconnect he felt from his mostly white Ivy-league graduate students. They didn’t connect to his style of teaching, but when he let them teach each other parts of the curriculum they responded much better. It’s important to note that when Emdin watched students teach, he felt the pace was too slow and that it wasn’t how he would teach, but that didn’t make it wrong. The other students in the class responded very positively to these experiences because the teaching was of their culture. And Emdin learned some things he could use to reach his students better.\u003c/p>\n\u003cp>Sirrakos has had success using co-teaching methods with both his Bronx students and students an an elite international school in Germany, although he says it requires more time and effort. Students aren’t teachers, even though they often communicate with one another more clearly than their teacher can. When asking students to design and give a lesson, the teacher has to be prepared to give them plenty of time to master the content, and provide support with materials and lesson formats. Sirrakos found it was important to share with students that he wanted to learn from their styles of teaching.\u003c/p>\n\u003cp>“What I learned was having students undergo that iterative process, they were able to function as ambassadors for future students,” Sirrakos said. This was a side benefit because it empowered students to play an even more invested role in the culture and function of the classroom.\u003c/p>\n\u003cp>Sirrakos remembers one student teaching a lesson about the process of photosynthesis, which involves chloroplast and chlorophyll within the plant cell. The student put up a picture of a Twinkie. He asked his classmates what was on the outside of a Twinkie; they answered, a plastic wrapper. Good, he said, so you’re going to remember that chloro-\"plast,” like plastic, is on the outside. Then he asked what was on the inside of a Twinkie; creme filling they answered. So chloro-\"phyll,” like filling, is on the inside. Students immediately got it and when they took exams Sirrakos would sometimes notice students writing those analogies in the margin so they could remember.\u003c/p>\n\u003cp>Sirrakos used the analogy with many future classes, although he discovered it didn’t work with his students in Germany who weren’t familiar with Twinkies because they came from a different culture. Sirrakos also learned from his students that his PowerPoints were boring compared to theirs and that his body language and positioning in the classroom was holding him at a distance. He noticed that when students taught, they moved around, joining their peers in the middle of the room, whereas when he was teaching he would often stay at the front.\u003c/p>\n\u003cp>He began incorporating all these ideas into his own teaching and his students gradually became more engaged with the material and seemed to learn it better too. Interestingly, many of the more progressive teaching practices were already in place at the German international school and Sirrakos unconsciously began teaching more traditionally, perhaps because his students were more affluent and he thought they’d get it on their own.\u003c/p>\n\u003cp>But his students started acting out in class and showing other signs of disengagement. Emdin reminded Sirrakos that he was a foreigner in their culture and needed to use the same reality pedagogy strategies to reach these students as he had with the inner city New York City students who had a different culture. This was an important lesson -- the reality of students each year is going to be different.\u003c/p>\n\u003cp>“The content may not change, but your ability to make the connections between their realities and the content is going to be different,” Sirrakos said.\u003cbr>\n\u003cstrong>\u003cbr>\nHIP HOP AS A TEACHING VEHICLE\u003c/strong>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/1-5aQQ5SriE\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Wauwatosa is a suburban area outside Milwaukee. And in this environment, high school English teacher Jon Balcerak is having a lot of success teaching hip hop.\u003c/p>\n\u003cp>Most teenagers are aware of and often listen to hip hop music. “When I play a song, it’s not like part of the student population gets it and everyone else is wondering what’s this strange music,” Balcerak said. Not only do kids everywhere listen to hip hop, but many are aware of hip hop culture too, including things like ciphers, where lyricists trade off rhyming in a collaborative circle. Balcerak has found there are important lessons about the give and take of ideas, sharing the floor, and listening embedded in a tradition that isn’t part of the culture he grew up in.\u003c/p>\n\u003cp>Balcerak doesn’t infuse hip hop in everything, but he does often hold up a verse or a rhyme as a valuable text to study. For example, when he teaches American literature he inevitably touches on transcendentalism and the writing of white men like Emerson and Thoreau. Alongside those older texts, Balcerak will ask students to examine a hip hop verse to show the ideas are present in pop culture as well.\u003c/p>\n\u003cp>“It’s very much the object of that lesson, it’s not a bridge to some canonical text,” Balcerak said. He’s found that teaching through hip hop is a good way to open up conversations with students about some of the social justice issues relevant to their lives today.\u003c/p>\n\u003cp>“This is culture and music and art that kids are already attuned to,” Balcerak said. “You get to meet them where they are.”\u003c/p>\n\u003cp>More than merely teaching with hip hop, thinking through these ideas has helped Balcerak to open himself up to his students, listen to their suggestions, trust them, and to see respect as a multidimensional gift that goes far beyond mere obedience.\u003c/p>\n\u003cp>“The first thing is about creating a culture of respect,” Balcerak said. “You can do that without any hip hop aspects at all.”\u003c/p>\n\u003cp>In fact, assuming kids like hip hop can actually be the opposite of respectful. George Sirrakos now teaches education at Kutztown University in Pennsylvania and he coaches many teachers. He remembers one well-meaning teacher who assigned students to write a rap about evolution. He was impressed by her alternative assignment and asked her how she had come up with it. She replied that her students were of color so they all liked hip hop music.\u003c/p>\n\u003cp>When Sirrakos asked the class whether they liked hip hop, about three quarters said they listened to it and the rest named a variety of other types of music. But the students assumed the teacher had assigned them raps because of who they were.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“They’re not dumb; they can see through the instructors’ attempts,” Sirrakos said. In this case, the teacher made assumptions about her students using her own cultural lens, rather than getting to know her students well enough to be sure of her conclusion.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Time and again both research and anecdotal stories from impactful teachers show that trust and respect are crucial ingredients to high functioning classrooms. But reaching that level of deep understanding with a diverse group of learners requires more than acting professionally or expertise in academic content. Often the disconnect between a teacher’s culture and his or her students’ culture unintentionally creates a divide.\u003c/p>\n\u003cp>In his new book \u003ca href=\"http://www.beacon.org/For-White-Folks-Who-Teach-in-the-Hoodand-the-Rest-of-Yall-Too-P1187.aspx\">\u003cem>For White Folks Who Teach in the Hood: and the Rest of Y’all Too\u003c/em>\u003c/a>, Dr. Christopher Emdin writes that when teachers adopt \u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/18/what-teachers-can-gain-when-students-design-the-lessons/\" target=\"_blank\" rel=\"noopener noreferrer\">what he calls “reality pedagogy” \u003c/a>they can bridge the gap between themselves and their students and reach deeper levels of content learning. Teaching with reality pedagogy means, in part, opening up space for, and actively valuing, students’ expertise on their own lives, communities and ways of learning.\u003c/p>\n\u003cp>Emdin acknowledges these practices can be difficult for teachers schooled in a more traditional approach to education, but his work as a professor at \u003ca href=\"http://www.tc.columbia.edu/faculty/ce2165/\" target=\"_blank\" rel=\"noopener noreferrer\">Teachers College, Columbia University\u003c/a> has convinced him that teachers from all backgrounds are capable of using this approach effectively. He not only uses the practices with his own graduate students, but he has watched them go out into classrooms around the country and do the same.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/bIgAEqG_UwY\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GIVING STUDENTS A MEANINGFUL VOICE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>George Sirrakos’ first teaching experience was in the Bronx, and although he grew up in New York City, he had rarely been to the neighborhoods his students called home. As a white, male teacher, his experience growing up as a New Yorker did not mirror those of his students, and he wanted to try out some of the reality pedagogy techniques he learned in Dr. Emdin’s class.\u003c/p>\n\u003cp>Sirrakos said he first tried a core practice Emdin calls “co-generative dialogue,” where teachers select students who represent a variety of classroom experiences to give feedback on the class. The teacher actively listens and solicits solutions students believe would help them. Sirrakos said when he first tried this, students just complained.\u003c/p>\n\u003cp>“As a new teacher, I was spending a lot of time on my lesson plans, so when you think you’re spinning this brilliance to students and then they spend an hour telling you why this class sucks so much, it’s kind of eye opening,” Sirrakos said. Naturally, he immediately felt defensive, but he worked hard to hold those feelings at bay and focused on listening to what the students were saying.\u003c/p>\n\u003cp>For example, Sirrakos had spent a lot of time and his own money to decorate his science classroom with posters and quotes he hoped would inspire his science students. In a dialogue, one student told him that his class environment was boring. Sirrakos was confused and pointed out all the decorations on the walls meant to liven up the room. His students explained those images represented him, not them. Sirrakos was still confused, but he asked his students to help him fix the problem.\u003c/p>\n\u003cp>Students started bringing in their own posters, including things they made. The one rule was it had to be related to science in some way. Immediately students were more cheerful. “They have to be part of the solution,” Sirrakos said. “That’s where we talk about having these co-generative plans of action.” In this example, the solution didn’t require a big shift, it only required that Sirrakos recognize he wasn’t achieving the result he thought he was, and be open to students’ owning their classroom space.\u003c/p>\n\u003cp>In his first two years of teaching, Sirrakos felt like he was being pulled in two directions. His first year went fairly well, although he realized he was using a hyper-standardized way of teaching with lots of rote memorization. Students took to it well because they were used to that approach. But as he gradually began using more reality pedagogy, he noticed students were more involved in their learning.\u003c/p>\n\u003cp>It was a big shift when he really started to believe that, “whatever the students are telling me does have some value,” Sirrakos said. “I still position myself as the expert when it comes to pedagogy and learning, but I don’t position myself as the sole holder of that knowledge.”\u003c/p>\n\u003cp>Practically, this means Sirrakos continues to do co-generative dialogues to get student input and then acts on the feedback he receives. He lets them choose how they will display their knowledge, not always insisting on a standardized assignment. He encourages student questions, even if they take the conversation beyond the curriculum. And, he admits to students when he’s not an expert.\u003c/p>\n\u003cp>Trained as a biologist, Sirrakos has less depth of knowledge about physics. So, when students asked questions that were beyond his knowledge he told them he didn’t know and encouraged them to try to find the answers on their own and report back. He’d give them extra credit when they did their own research to answer student-posed questions.\u003c/p>\n\u003cp>The core part of this approach has little to do with how teachers invite students to participate in creating the class -- co-generative dialogues are just one way -- but giving students authentic voice matters. When teachers insist that class be structured one way, with a single measure of success, and materials created from one point of view, it doesn’t feel designed for the students themselves. Listening to their input, acting on it, and valuing who they are and what they bring to the classroom without preconceived notions about their identities is a core part of implementing this approach.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/YQrj4NPefd8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nLETTING STUDENTS TAKE THE LEAD\u003c/strong>\u003c/p>\n\u003cp>Another core strategy Emdin discusses in his book is co-teaching, in which teachers ask students to master material and teach it to their peers. In his book Emdin writes, “the fundamental principle of co-teaching in reality pedagogy is that the neoindigenous student is the expert on the best way to deliver information to others who are part of their culture.” This is true any time the teacher’s culture is not the same as their students, regardless of race and class.\u003c/p>\n\u003cp>Emdin writes about the disconnect he felt from his mostly white Ivy-league graduate students. They didn’t connect to his style of teaching, but when he let them teach each other parts of the curriculum they responded much better. It’s important to note that when Emdin watched students teach, he felt the pace was too slow and that it wasn’t how he would teach, but that didn’t make it wrong. The other students in the class responded very positively to these experiences because the teaching was of their culture. And Emdin learned some things he could use to reach his students better.\u003c/p>\n\u003cp>Sirrakos has had success using co-teaching methods with both his Bronx students and students an an elite international school in Germany, although he says it requires more time and effort. Students aren’t teachers, even though they often communicate with one another more clearly than their teacher can. When asking students to design and give a lesson, the teacher has to be prepared to give them plenty of time to master the content, and provide support with materials and lesson formats. Sirrakos found it was important to share with students that he wanted to learn from their styles of teaching.\u003c/p>\n\u003cp>“What I learned was having students undergo that iterative process, they were able to function as ambassadors for future students,” Sirrakos said. This was a side benefit because it empowered students to play an even more invested role in the culture and function of the classroom.\u003c/p>\n\u003cp>Sirrakos remembers one student teaching a lesson about the process of photosynthesis, which involves chloroplast and chlorophyll within the plant cell. The student put up a picture of a Twinkie. He asked his classmates what was on the outside of a Twinkie; they answered, a plastic wrapper. Good, he said, so you’re going to remember that chloro-\"plast,” like plastic, is on the outside. Then he asked what was on the inside of a Twinkie; creme filling they answered. So chloro-\"phyll,” like filling, is on the inside. Students immediately got it and when they took exams Sirrakos would sometimes notice students writing those analogies in the margin so they could remember.\u003c/p>\n\u003cp>Sirrakos used the analogy with many future classes, although he discovered it didn’t work with his students in Germany who weren’t familiar with Twinkies because they came from a different culture. Sirrakos also learned from his students that his PowerPoints were boring compared to theirs and that his body language and positioning in the classroom was holding him at a distance. He noticed that when students taught, they moved around, joining their peers in the middle of the room, whereas when he was teaching he would often stay at the front.\u003c/p>\n\u003cp>He began incorporating all these ideas into his own teaching and his students gradually became more engaged with the material and seemed to learn it better too. Interestingly, many of the more progressive teaching practices were already in place at the German international school and Sirrakos unconsciously began teaching more traditionally, perhaps because his students were more affluent and he thought they’d get it on their own.\u003c/p>\n\u003cp>But his students started acting out in class and showing other signs of disengagement. Emdin reminded Sirrakos that he was a foreigner in their culture and needed to use the same reality pedagogy strategies to reach these students as he had with the inner city New York City students who had a different culture. This was an important lesson -- the reality of students each year is going to be different.\u003c/p>\n\u003cp>“The content may not change, but your ability to make the connections between their realities and the content is going to be different,” Sirrakos said.\u003cbr>\n\u003cstrong>\u003cbr>\nHIP HOP AS A TEACHING VEHICLE\u003c/strong>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/1-5aQQ5SriE\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Wauwatosa is a suburban area outside Milwaukee. And in this environment, high school English teacher Jon Balcerak is having a lot of success teaching hip hop.\u003c/p>\n\u003cp>Most teenagers are aware of and often listen to hip hop music. “When I play a song, it’s not like part of the student population gets it and everyone else is wondering what’s this strange music,” Balcerak said. Not only do kids everywhere listen to hip hop, but many are aware of hip hop culture too, including things like ciphers, where lyricists trade off rhyming in a collaborative circle. Balcerak has found there are important lessons about the give and take of ideas, sharing the floor, and listening embedded in a tradition that isn’t part of the culture he grew up in.\u003c/p>\n\u003cp>Balcerak doesn’t infuse hip hop in everything, but he does often hold up a verse or a rhyme as a valuable text to study. For example, when he teaches American literature he inevitably touches on transcendentalism and the writing of white men like Emerson and Thoreau. Alongside those older texts, Balcerak will ask students to examine a hip hop verse to show the ideas are present in pop culture as well.\u003c/p>\n\u003cp>“It’s very much the object of that lesson, it’s not a bridge to some canonical text,” Balcerak said. He’s found that teaching through hip hop is a good way to open up conversations with students about some of the social justice issues relevant to their lives today.\u003c/p>\n\u003cp>“This is culture and music and art that kids are already attuned to,” Balcerak said. “You get to meet them where they are.”\u003c/p>\n\u003cp>More than merely teaching with hip hop, thinking through these ideas has helped Balcerak to open himself up to his students, listen to their suggestions, trust them, and to see respect as a multidimensional gift that goes far beyond mere obedience.\u003c/p>\n\u003cp>“The first thing is about creating a culture of respect,” Balcerak said. “You can do that without any hip hop aspects at all.”\u003c/p>\n\u003cp>In fact, assuming kids like hip hop can actually be the opposite of respectful. George Sirrakos now teaches education at Kutztown University in Pennsylvania and he coaches many teachers. He remembers one well-meaning teacher who assigned students to write a rap about evolution. He was impressed by her alternative assignment and asked her how she had come up with it. She replied that her students were of color so they all liked hip hop music.\u003c/p>\n\u003cp>When Sirrakos asked the class whether they liked hip hop, about three quarters said they listened to it and the rest named a variety of other types of music. But the students assumed the teacher had assigned them raps because of who they were.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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