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"content": "\u003cp>The education world is full of incremental change -- the slow process of individuals learning about new strategies and approaches, trying them out, improving on their skills, and hopefully sharing their learning with colleagues to continue growth. While that process is necessary and good, if the changes to education are all in the service of doing the same thing better, they may be missing the point. The world has changed since education became compulsory and the current moment necessitates an education system that isn’t just better, but different.\u003c/p>\n\u003cp>“We are at a point in schools when we have to change our internal reality,” said \u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">Will Richardson\u003c/a>, a former English teacher turned speaker and school consultant, at the 2016 \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society for Technology in Education (ISTE)\u003c/a> conference, during a session. He was frustrated by the focus on using new technologies to educate children the way it has been done for years, without recognizing that the current context demands a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">radically different vision of learning\u003c/a>.\u003c/p>\n\u003cp>The internet has made learning more accessible than ever, and often outside of school, making school activities feel increasingly restrictive and irrelevant to students. In the current context, kids are finding teachers and mentors through their passions and are able to connect with them more easily than ever before. There are powerful search engines that spit back answers to questions that used to only be found in books. And kids know which apps will solve their math equations for them.\u003c/p>\n\u003cp>Educators know the world has changed and are increasingly acknowledging that it’s time to be asking different questions about what it means to improve education. Richardson travels around the world for his work and can point to examples of schools and districts that are asking themselves difficult questions to propel change. The successful ones are letting the answer to the question, “How do kids learn best?” drive everything they do in schools.\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/sxyKNMrhEvY?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He pointed to the Canadian province of \u003ca href=\"https://curriculum.gov.bc.ca/curriculum-info\" target=\"_blank\">British Columbia\u003c/a> and its stated goal to offer education that is student-initiated, interdisciplinary and co-planned by students and teachers together. Ontario, Canada’s Ministry of Education is \u003ca href=\"http://www.cmec.ca/Publications/lists/publications/attachments/282/play-based-learning_statement_EN.pdf\" target=\"_blank\">embracing collaborative inquiry through play\u003c/a>. And \u003ca href=\"https://www2.k12albemarle.org/Pages/default.aspx\" target=\"_blank\">Albemarle County Public Schools\u003c/a> in Virginia are thriving under the visionary leadership of \u003ca href=\"https://twitter.com/pammoran?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\">Pam Moran\u003c/a>. “If you go through and look at things they are valuing, it is based on a core set of beliefs and the world around them,” Richardson said.\u003c/p>\n\u003cfigure id=\"attachment_45799\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"size-medium wp-image-45799\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichchart-800x605.png\" alt=\"On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools.\" width=\"800\" height=\"605\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-800x605.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-768x581.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-960x726.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart.png 1055w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools. \u003ccite>(Will Richardson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools need to have a clear vision, rooted in today’s context and a set of practices that reflect those two things. When he consults with schools, Richardson said he most commonly sees a lack of vision based in how students learn. In his many talks he shares a list of things educators know intuitively about how kids learn best alongside a list of things schools do because it’s easier for adults. He says if educators want to shift education to the modern context, they need to prioritize things that help students learn best.\u003c/p>\n\u003cp>“It’s about doing work that matters,” Richardson said. “It’s about connections. It’s about play. It’s about cultures where kids and teachers are learners.” When schools have a set of beliefs about learning and enact those beliefs through practice, but don’t anchor what they are doing in today’s context, they may be doing something progressive, but also a little irrelevant. Beliefs and contexts without practice leads to ineffective teaching. The sweet spot for a very different type of education system lies in the Venn diagram of all three: beliefs, context and practice.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"aligncenter size-medium wp-image-45800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichvenn-800x603.png\" alt=\"willrichvenn\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-800x603.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-400x301.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-768x579.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-960x724.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn.png 1068w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>“Kids deserve consistency that is grounded in a belief system,” Richardson said. He has talked with students who hate that they have to adapt to completely different expectations, structures, and rules in every class. When a school isn’t \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">unified around a vision\u003c/a> the experience for students can be very disorienting.\u003c/p>\n\u003cp>To begin moving towards what Richardson calls a “modern education” system, he says educators need to learn, educate, articulate, and then do it.\u003c/p>\n\u003cp>\u003cstrong>LEARN\u003c/strong>\u003c/p>\n\u003cp>It’s no longer enough for teachers to get a credential and then sit back and teach the same content year after year. Richardson says to be part of modern learning, teachers need to actively educate themselves about the context students live in and how they can improve as educators.\u003c/p>\n\u003cp>“There’s never been a more amazing time to be a learner,” Richardson said. “How are we in education not running towards that in our own personal lives and embracing that?”\u003c/p>\n\u003cp>It’s not just about connecting on Twitter with other educators or asking for professional development about technology. If teachers are waiting for a planned PD about something they are probably already stuck. “You have to have the disposition of an eight-year old to find your own learning,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>EDUCATE\u003c/strong>\u003c/p>\n\u003cp>“You probably aren’t going to be able to do this by yourself, so go out and build capacity,” Richardson said. Parents, community members, students and school board members can be allies for making the shift. Richardson points to \u003ca href=\"http://www.ccsd59.org/\">CCSD59\u003c/a> as an example of a district that reaches out to all parent populations, communicates about vision and practice through \u003ca href=\"http://www.ccsd59.org/news/\" target=\"_blank\">a blog \u003c/a>and educates with its \u003ca href=\"https://www.facebook.com/ccsd59/\" target=\"_blank\">Facebook page\u003c/a>. “They are constantly putting practice in front of people to build their capacity to engage,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>ARTICULATE\u003c/strong>\u003c/p>\n\u003cp>Articulating a mission statement about where students should be when they graduate and actualizing it with a vision that lays out how to get there, is a key step in slowly making the shift Richardson describes. It can be difficult to interrogate longstanding policies and choices, but if districts, schools and individual educators can’t reflect on what’s working and what isn’t, articulate a change, and begin doing it, the education system as a whole will become irrelevant.\u003c/p>\n\u003cp>\u003cstrong>DO IT\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is really hard, but I think it’s worth it,” Richardson said. Teachers can start by picking one area of the curriculum and letting students own it. Then advocate for that practice, and connect with other educators who are doing it. There comes a point when talking about the need to change is no longer enough; educators who resonate with Richardson’s message, have to jump in and try it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He pointed to the Canadian province of \u003ca href=\"https://curriculum.gov.bc.ca/curriculum-info\" target=\"_blank\">British Columbia\u003c/a> and its stated goal to offer education that is student-initiated, interdisciplinary and co-planned by students and teachers together. Ontario, Canada’s Ministry of Education is \u003ca href=\"http://www.cmec.ca/Publications/lists/publications/attachments/282/play-based-learning_statement_EN.pdf\" target=\"_blank\">embracing collaborative inquiry through play\u003c/a>. And \u003ca href=\"https://www2.k12albemarle.org/Pages/default.aspx\" target=\"_blank\">Albemarle County Public Schools\u003c/a> in Virginia are thriving under the visionary leadership of \u003ca href=\"https://twitter.com/pammoran?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\">Pam Moran\u003c/a>. “If you go through and look at things they are valuing, it is based on a core set of beliefs and the world around them,” Richardson said.\u003c/p>\n\u003cfigure id=\"attachment_45799\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"size-medium wp-image-45799\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichchart-800x605.png\" alt=\"On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools.\" width=\"800\" height=\"605\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-800x605.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-768x581.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-960x726.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart.png 1055w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools. \u003ccite>(Will Richardson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools need to have a clear vision, rooted in today’s context and a set of practices that reflect those two things. When he consults with schools, Richardson said he most commonly sees a lack of vision based in how students learn. In his many talks he shares a list of things educators know intuitively about how kids learn best alongside a list of things schools do because it’s easier for adults. He says if educators want to shift education to the modern context, they need to prioritize things that help students learn best.\u003c/p>\n\u003cp>“It’s about doing work that matters,” Richardson said. “It’s about connections. It’s about play. It’s about cultures where kids and teachers are learners.” When schools have a set of beliefs about learning and enact those beliefs through practice, but don’t anchor what they are doing in today’s context, they may be doing something progressive, but also a little irrelevant. Beliefs and contexts without practice leads to ineffective teaching. The sweet spot for a very different type of education system lies in the Venn diagram of all three: beliefs, context and practice.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"aligncenter size-medium wp-image-45800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichvenn-800x603.png\" alt=\"willrichvenn\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-800x603.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-400x301.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-768x579.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-960x724.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn.png 1068w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>“Kids deserve consistency that is grounded in a belief system,” Richardson said. He has talked with students who hate that they have to adapt to completely different expectations, structures, and rules in every class. When a school isn’t \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">unified around a vision\u003c/a> the experience for students can be very disorienting.\u003c/p>\n\u003cp>To begin moving towards what Richardson calls a “modern education” system, he says educators need to learn, educate, articulate, and then do it.\u003c/p>\n\u003cp>\u003cstrong>LEARN\u003c/strong>\u003c/p>\n\u003cp>It’s no longer enough for teachers to get a credential and then sit back and teach the same content year after year. Richardson says to be part of modern learning, teachers need to actively educate themselves about the context students live in and how they can improve as educators.\u003c/p>\n\u003cp>“There’s never been a more amazing time to be a learner,” Richardson said. “How are we in education not running towards that in our own personal lives and embracing that?”\u003c/p>\n\u003cp>It’s not just about connecting on Twitter with other educators or asking for professional development about technology. If teachers are waiting for a planned PD about something they are probably already stuck. “You have to have the disposition of an eight-year old to find your own learning,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>EDUCATE\u003c/strong>\u003c/p>\n\u003cp>“You probably aren’t going to be able to do this by yourself, so go out and build capacity,” Richardson said. Parents, community members, students and school board members can be allies for making the shift. Richardson points to \u003ca href=\"http://www.ccsd59.org/\">CCSD59\u003c/a> as an example of a district that reaches out to all parent populations, communicates about vision and practice through \u003ca href=\"http://www.ccsd59.org/news/\" target=\"_blank\">a blog \u003c/a>and educates with its \u003ca href=\"https://www.facebook.com/ccsd59/\" target=\"_blank\">Facebook page\u003c/a>. “They are constantly putting practice in front of people to build their capacity to engage,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>ARTICULATE\u003c/strong>\u003c/p>\n\u003cp>Articulating a mission statement about where students should be when they graduate and actualizing it with a vision that lays out how to get there, is a key step in slowly making the shift Richardson describes. It can be difficult to interrogate longstanding policies and choices, but if districts, schools and individual educators can’t reflect on what’s working and what isn’t, articulate a change, and begin doing it, the education system as a whole will become irrelevant.\u003c/p>\n\u003cp>\u003cstrong>DO IT\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is really hard, but I think it’s worth it,” Richardson said. Teachers can start by picking one area of the curriculum and letting students own it. Then advocate for that practice, and connect with other educators who are doing it. There comes a point when talking about the need to change is no longer enough; educators who resonate with Richardson’s message, have to jump in and try it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There's a lot of discussion in some policy circles about how broken the education system is, but in \u003ca href=\"http://www.theatlantic.com/education/archive/2016/06/everything-in-american-education-is-broken/488189/\" target=\"_blank\">an article\u003c/a> in \u003cem>The Atlantic\u003c/em> Jack Schneider argues that phrase has more than a little myth about it. Schneider doesn't deny that there are plenty of things that need to change about how the nation's children are educated, but he cautions that the \"broken system\" message may make it easier for the public to accept half-baked ideas from reformers without recognizing the strides public education has also taken over the last hundred years.\u003c/p>\n\u003cp>Schneider also points to how this dominant narrative \"denigrates schools and communities.\" Teacher satisfaction is low, with many educators contemplating leaving the profession. And parents say they are dissatisfied with the public school system, even when they report positive direct experiences with their own child's school. Schneider writes that the campaign to change \"broken schools\" may be having an even darker effect:\u003c/p>\n\u003cblockquote>\u003cp>\"Perhaps the most serious consequence of the 'broken system' narrative is that it draws attention away from real problems that the nation has never fully addressed. The public-education system is undeniably flawed. Yet many of the deepest flaws have been deliberately cultivated. Funding inequity and racial segregation, for instance, aren't byproducts of a system that broke. They are direct consequences of an intentional concentration of privilege. Placing the blame solely on teacher training, or the curriculum, or on the design of the high school—alleging 'brokenness' —perpetuates the fiction that all schools can be made great without addressing issues of race, class, and power. This is wishful thinking at its most pernicious.\u003c/p>\n\u003cp>This is not to suggest that there is no space for criticism, or for outrage. Students, families, and activists have both the right and the responsibility to advocate for themselves and their communities. They know what they need, and their needs have merit. Policymakers have a great deal to learn from them.\"\u003c/p>\u003c/blockquote>\n\u003cp>Schneider's full article is a thought-provoking read, challenging many of the headlines that have become common.\u003c/p>\n\u003cp>http://www.theatlantic.com/education/archive/2016/06/everything-in-american-education-is-broken/488189/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's a lot of discussion in some policy circles about how broken the education system is, but in \u003ca href=\"http://www.theatlantic.com/education/archive/2016/06/everything-in-american-education-is-broken/488189/\" target=\"_blank\">an article\u003c/a> in \u003cem>The Atlantic\u003c/em> Jack Schneider argues that phrase has more than a little myth about it. Schneider doesn't deny that there are plenty of things that need to change about how the nation's children are educated, but he cautions that the \"broken system\" message may make it easier for the public to accept half-baked ideas from reformers without recognizing the strides public education has also taken over the last hundred years.\u003c/p>\n\u003cp>Schneider also points to how this dominant narrative \"denigrates schools and communities.\" Teacher satisfaction is low, with many educators contemplating leaving the profession. And parents say they are dissatisfied with the public school system, even when they report positive direct experiences with their own child's school. Schneider writes that the campaign to change \"broken schools\" may be having an even darker effect:\u003c/p>\n\u003cblockquote>\u003cp>\"Perhaps the most serious consequence of the 'broken system' narrative is that it draws attention away from real problems that the nation has never fully addressed. The public-education system is undeniably flawed. Yet many of the deepest flaws have been deliberately cultivated. Funding inequity and racial segregation, for instance, aren't byproducts of a system that broke. They are direct consequences of an intentional concentration of privilege. Placing the blame solely on teacher training, or the curriculum, or on the design of the high school—alleging 'brokenness' —perpetuates the fiction that all schools can be made great without addressing issues of race, class, and power. This is wishful thinking at its most pernicious.\u003c/p>\n\u003cp>This is not to suggest that there is no space for criticism, or for outrage. Students, families, and activists have both the right and the responsibility to advocate for themselves and their communities. They know what they need, and their needs have merit. Policymakers have a great deal to learn from them.\"\u003c/p>\u003c/blockquote>\n\u003cp>Schneider's full article is a thought-provoking read, challenging many of the headlines that have become common.\u003c/p>\n\u003cp>http://www.theatlantic.com/education/archive/2016/06/everything-in-american-education-is-broken/488189/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Developmental or remedial education forms a core service of community colleges, with a staggering 68% of all community college students\u003ca href=\"http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-developmental-education-outcomes.pdf\"> taking at least one remedial course\u003c/a>, most commonly English or math. The stark number of students not prepared for college work presents a two-fold dilemma for community colleges, one that is both financial and self-defeating, eating at the very purpose of community colleges’ existence.\u003c/p>\n\u003cp class=\"p1\">First, students who are enrolled in even one remedial course have a high chance of dropping out. According to a 2006 National Education Longitudinal study, the dropout rate in remedial courses is more than 70%, with only 28% of remedial students completing a degree after 8.5 years. Second, the extra money to pay for remediation is costing states billions: the Community College Research Center (CCRC) \u003ca href=\"http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-developmental-education-outcomes.pdf\">estimates\u003c/a> that the national cost of providing these courses to all students is approximately $7 billion.\u003c/p>\n\u003cp class=\"p1\">But according to Tom Bailey, who heads the CCRC at Teachers College, Columbia University, it’s the students who are paying the most. “It is students who probably have to bear the most significant costs,” he writes. “They must not only pay for the classes but also must delay their progress through college. Many students are discouraged when they find out that they are not eligible for college-level courses. This may explain the high ‘no-show’ rates among those referred to remediation.”\u003c/p>\n\u003cp class=\"p1\">It is not an exaggeration, says Rachel Beattie, director of productive persistence at Carnegie Math Pathways, to say that one developmental course can derail an entire college career, and even the future beyond it. “People will keep coming back, because they’re really persistent. We see that many of our students have been enrolled in college for five or ten, even twenty years, they’re trying to get that math credit, but no luck,” she said. “We see a lot of unproductive persistence.” Part of Beattie’s job is to help mold unproductive persistence into something more fruitful, and that involves changing both the students’ mindset and how teachers teach developmental courses.\u003c/p>\n\u003cp class=\"p1\">In 2010, Beattie and team launched the \u003ca href=\"http://www.carnegiefoundation.org/in-action/carnegie-math-pathways/\">Carnegie Math Pathways\u003c/a> at the Carnegie Foundation for the Advancement of Teaching, two developmental math courses which now operate on community college campuses in 19 states and strive to help students who need to remediate in math complete their courses but also do something more: introduce students to the “soft skills” they may be missing to help get them through college. Their primary focus: convincing students that they can learn. “About 2/3 of our students come in to the Carnegie Math Pathways with the belief that, no matter what they do, they are not ‘math people,’” Beattie said. “That there is this race of math people out there, and that they’re not one of them, and no matter how hard they try, or what strategies, it doesn’t matter because they’re never going to be one of those people.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">After interviewing researchers and teachers, Beattie and team found that if community college math professors could instill five “high-leverage” factors into students, they had a much higher chance of completing their math courses:\u003c/p>\n\u003cp class=\"p1\">* Students believe they can learn,\u003c/p>\n\u003cp class=\"p1\">* Students have social ties to peers during the course,\u003c/p>\n\u003cp class=\"p1\">* They see the course has both short- and long-term value,\u003c/p>\n\u003cp class=\"p1\">* They have the know-how, skills and habits to succeed,\u003c/p>\n\u003cp class=\"p1\">* And finally, having faculty support students’ skills and mindset.\u003c/p>\n\u003cp class=\"p1\">So Beattie teaches professors how to teach to students who truly believe they can’t learn. The two courses, a statistics course called Statway and the quantitative math course, Quantway, are developmental in the sense of what material is covered, but \u003ci>how\u003c/i> the material is covered plays a big role. “Unlike in K-12, those of us who taught and teach in higher ed, we’re not always explicitly trained in how to teach,” Beattie said. “They know a lot about mathematics, a lot of them have PhDs in mathematics, but we show them how students learn, and how to promote mindsets and learning strategies is something that a lot of times they don’t have a bag of tricks for.”\u003c/p>\n\u003cp class=\"p1\">So the first lesson for students in both courses is how the brain learns; professors also cover the research behind \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>. “You’re not wired from birth knowing how to do logarithms, that’s just not how the brain works,” said Beattie, who has a PhD in developmental psychology, and did a post-doc in cognitive neuroscience. “It’s actually quite plastic and changes based on the experiences that you have. So as you increase your knowledge you create more sophisticated connections between neurons in your brain, and you’re able to make connections to information better and in different ways, and this actually helps with experience.”\u003c/p>\n\u003cp class=\"p1\">Understanding how the brain works goes hand in hand with another success strategy, which is tackling “belonging uncertainty,” in which students believe that they don’t belong in college, or in college-level math. Beattie also shares with professors how to build trust and a sense of community in classrooms—and sometimes the strategy for belonging is almost agonizingly simple, like noticing a student who is absent and contacting them to let them know they were missed.\u003c/p>\n\u003cp class=\"p1\">In the six years since they began, Statway and Quantway have tripled the success rate of students (meaning they passed the course and could move on to college work) in half the time. While 6% of students complete traditional math pathway courses, the Carnegie classes show 50-60% of students earning their math credit in one year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">What Beattie hopes to show next is that the strategies students learn in the Math Pathways carries over to the rest of college. “There is some preliminary evidence that we are seeing from our colleges that our students are being successful in future classes,” she said. “Because many students end up transferring to four-year schools—which is really exciting—it can be kind of difficult to track them down, but we are getting some preliminary evidence of sustained success,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Developmental or remedial education forms a core service of community colleges, with a staggering 68% of all community college students\u003ca href=\"http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-developmental-education-outcomes.pdf\"> taking at least one remedial course\u003c/a>, most commonly English or math. The stark number of students not prepared for college work presents a two-fold dilemma for community colleges, one that is both financial and self-defeating, eating at the very purpose of community colleges’ existence.\u003c/p>\n\u003cp class=\"p1\">First, students who are enrolled in even one remedial course have a high chance of dropping out. According to a 2006 National Education Longitudinal study, the dropout rate in remedial courses is more than 70%, with only 28% of remedial students completing a degree after 8.5 years. Second, the extra money to pay for remediation is costing states billions: the Community College Research Center (CCRC) \u003ca href=\"http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-about-developmental-education-outcomes.pdf\">estimates\u003c/a> that the national cost of providing these courses to all students is approximately $7 billion.\u003c/p>\n\u003cp class=\"p1\">But according to Tom Bailey, who heads the CCRC at Teachers College, Columbia University, it’s the students who are paying the most. “It is students who probably have to bear the most significant costs,” he writes. “They must not only pay for the classes but also must delay their progress through college. Many students are discouraged when they find out that they are not eligible for college-level courses. This may explain the high ‘no-show’ rates among those referred to remediation.”\u003c/p>\n\u003cp class=\"p1\">It is not an exaggeration, says Rachel Beattie, director of productive persistence at Carnegie Math Pathways, to say that one developmental course can derail an entire college career, and even the future beyond it. “People will keep coming back, because they’re really persistent. We see that many of our students have been enrolled in college for five or ten, even twenty years, they’re trying to get that math credit, but no luck,” she said. “We see a lot of unproductive persistence.” Part of Beattie’s job is to help mold unproductive persistence into something more fruitful, and that involves changing both the students’ mindset and how teachers teach developmental courses.\u003c/p>\n\u003cp class=\"p1\">In 2010, Beattie and team launched the \u003ca href=\"http://www.carnegiefoundation.org/in-action/carnegie-math-pathways/\">Carnegie Math Pathways\u003c/a> at the Carnegie Foundation for the Advancement of Teaching, two developmental math courses which now operate on community college campuses in 19 states and strive to help students who need to remediate in math complete their courses but also do something more: introduce students to the “soft skills” they may be missing to help get them through college. Their primary focus: convincing students that they can learn. “About 2/3 of our students come in to the Carnegie Math Pathways with the belief that, no matter what they do, they are not ‘math people,’” Beattie said. “That there is this race of math people out there, and that they’re not one of them, and no matter how hard they try, or what strategies, it doesn’t matter because they’re never going to be one of those people.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">After interviewing researchers and teachers, Beattie and team found that if community college math professors could instill five “high-leverage” factors into students, they had a much higher chance of completing their math courses:\u003c/p>\n\u003cp class=\"p1\">* Students believe they can learn,\u003c/p>\n\u003cp class=\"p1\">* Students have social ties to peers during the course,\u003c/p>\n\u003cp class=\"p1\">* They see the course has both short- and long-term value,\u003c/p>\n\u003cp class=\"p1\">* They have the know-how, skills and habits to succeed,\u003c/p>\n\u003cp class=\"p1\">* And finally, having faculty support students’ skills and mindset.\u003c/p>\n\u003cp class=\"p1\">So Beattie teaches professors how to teach to students who truly believe they can’t learn. The two courses, a statistics course called Statway and the quantitative math course, Quantway, are developmental in the sense of what material is covered, but \u003ci>how\u003c/i> the material is covered plays a big role. “Unlike in K-12, those of us who taught and teach in higher ed, we’re not always explicitly trained in how to teach,” Beattie said. “They know a lot about mathematics, a lot of them have PhDs in mathematics, but we show them how students learn, and how to promote mindsets and learning strategies is something that a lot of times they don’t have a bag of tricks for.”\u003c/p>\n\u003cp class=\"p1\">So the first lesson for students in both courses is how the brain learns; professors also cover the research behind \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>. “You’re not wired from birth knowing how to do logarithms, that’s just not how the brain works,” said Beattie, who has a PhD in developmental psychology, and did a post-doc in cognitive neuroscience. “It’s actually quite plastic and changes based on the experiences that you have. So as you increase your knowledge you create more sophisticated connections between neurons in your brain, and you’re able to make connections to information better and in different ways, and this actually helps with experience.”\u003c/p>\n\u003cp class=\"p1\">Understanding how the brain works goes hand in hand with another success strategy, which is tackling “belonging uncertainty,” in which students believe that they don’t belong in college, or in college-level math. Beattie also shares with professors how to build trust and a sense of community in classrooms—and sometimes the strategy for belonging is almost agonizingly simple, like noticing a student who is absent and contacting them to let them know they were missed.\u003c/p>\n\u003cp class=\"p1\">In the six years since they began, Statway and Quantway have tripled the success rate of students (meaning they passed the course and could move on to college work) in half the time. While 6% of students complete traditional math pathway courses, the Carnegie classes show 50-60% of students earning their math credit in one year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">What Beattie hopes to show next is that the strategies students learn in the Math Pathways carries over to the rest of college. “There is some preliminary evidence that we are seeing from our colleges that our students are being successful in future classes,” she said. “Because many students end up transferring to four-year schools—which is really exciting—it can be kind of difficult to track them down, but we are getting some preliminary evidence of sustained success,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>After school one day, a middle school girl got physically aggressive with one of her peers while still on school property. At some schools she would have been suspended or expelled for assaulting another student, but \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\">High Tech Middle Chula Vista\u003c/a> is experimenting with restorative practices. So, instead of taking that typical disciplinary step, school leaders called the two students and their families in for a meeting, where they discussed what had led up to the point where she boiled over and lashed out.\u003c/p>\n\u003cp>“It was incredibly deep and emotional,” said Rhea Brown, a recent graduate of the \u003ca href=\"http://gse.hightechhigh.org/\" target=\"_blank\">High Tech High Graduate School of Education\u003c/a>, who was working in the school at the time. Not only were the students able to talk through the underlying issues of the fight, but the student who would have been suspended ended up feeling reconnected to the school community, not alienated. And, she became a big advocate for restorative practices, often pushing students in conflict to meet with the social and emotional coach to work out their problems.\u003c/p>\n\u003cp>“Our approach really kept her as part of the community and really valued the strengths she was bringing, and honored what she was going through as a person,” Brown said. She could easily have been labeled troublemaker, but instead the experience turned her into a peacemaker.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Pedagogy builds culture, just as discipline practices can teach skills. \u003c/aside>\n\u003cp>Chula Vista has been experimenting with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\">restorative practice\u003c/a> for the past few years in a grass-roots way. It’s not the official discipline policy of the school, and when the occasion merits it, school leaders will suspend students. But some teachers are interested in shifting the way adults and teachers handle discipline to better match the student-centered, collaborative ways students learn in Chula Vista classrooms.\u003c/p>\n\u003cp>Schools in the High Tech High network have become well-known for their project-based approach to school. Students work collaboratively most of the time, following a line of inquiry and producing artifacts of learning as varied as the students in any class. Often called “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning,\u003c/a>” teachers in this model are trying to make sure content feels relevant to students and that the work they create makes an authentic impact on the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“With deeper learning you’re aiming to get your kids digging into things, getting them engaged, getting them to invest in their learning, taking it over and being in charge,” said Brown. “So when your idea of discipline doesn’t match that, it’s really tough for kids.”\u003c/p>\n\u003cp>The mismatch between the independent, student-driven pedagogy of the school and the message sent by traditional discipline is part of the reason Chula Vista has been trying to shift toward restorative practices.\u003c/p>\n\u003cp>“It’s awesome to watch kids make pretty big mistakes, but then instead of that defining them, it’s really about what’s going on with this kid and how can we support them in making better decisions,” Brown said. The school staff is trying to see interpersonal and behavior mistakes in the same way they’d frame academic mistakes -- opportunities to learn and grow. A behavior version of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>, so to speak.\u003c/p>\n\u003cp>Sarah Fine, a doctoral candidate at Harvard’s School of Education and a visiting scholar at High Tech High Graduate School, wrote about the close parallels she has observed, between restorative practices where students lead the accountability process and environments where powerful learning is happening, in an \u003ca href=\"http://blogs.edweek.org/edweek/learning_deeply/2015/10/deeper_discipline_demands_deeper_pedagogy.html\" target=\"_blank\">Education Week blog\u003c/a> post. Fine writes:\u003c/p>\n\u003cblockquote>\u003cp>“It wasn't until I interviewed the vice principal who had taken the video that I realized just how deep these parallels run. In describing her journey toward becoming a restorative educator, she talked not only about needing to master new practices but also about needing to unlearn deeply-rooted habits of control. ‘One of the lessons I've learned in implementing restorative circles is that when I insert myself the focus is no longer on the relationships among the kids or the social-emotional learning,’ she said. ‘And it can be so hard to do...you've got to have an open agenda, not a closed one, and you've got to be patient. You've got to get it out of your mind what you want them to say.’\u003c/p>\n\u003cp>Listening to her speak, I had an intense sense of déja-vu. The vice principal's descriptions echoed countless interviews I have conducted in which teachers have described their transition from traditional to more student-centered, constructivist, and/or critical pedagogies. As I reflected further, I realized that the parallels between these pedagogies and alternative discipline models can be explained by a set of shared underlying assumptions: a desire to draw out students' experiences and perspectives, a belief in the capacity of students to take the reins when provided with the right tools and support, an attentiveness to the fact that learning is often social in nature, and an easing of the traditionally top-down relationships between educators and those in their charge.”\u003c/p>\u003c/blockquote>\n\u003cp>Fine argues that just as academic work is more powerful when it is organized around a shared vision with internal coherence, so too school culture requires coherence. Pedagogy builds culture, just as discipline practices can teach skills.\u003c/p>\n\u003cp>“Culture is being enacted at every moment in the classroom when you’re talking about academic content or when you’re talking about what Jose did when he threw a paper airplane,” Fine said.\u003c/p>\n\u003cp>While schools tend to treat academics and discipline as two siloed areas, with separate staff and credentials to handle them, in reality “the boundaries are more porous than lots of people think,” Fine said. Educators working hard to transform their instructional approaches might be simultaneously undermining the message that they believe kids can solve problems, learn from mistakes and be productive members of the community every time a behavior issues arises.\u003c/p>\n\u003cp>“The most powerful restorative conferences I’ve seen have a lot of learning going on,” Fine said. What’s more, the lessons are entirely developmentally appropriate and important to young people, especially adolescents. They are constantly thinking about how they interact with the world, how they confront power, how they wield it and who they want to become.\u003c/p>\n\u003cp>\u003cstrong>GETTING AT THE ROOT CAUSE\u003c/strong>\u003c/p>\n\u003cp>Many big school districts have been trying to implement restorative practices in response to \u003ca href=\"http://www.ed.gov/news/press-releases/expansive-survey-americas-public-schools-reveals-troubling-racial-disparities\">inequitable suspension numbers\u003c/a>. While those inequities are important to document and imperative to reduce, a blanket restorative justice policy from the district without extensive training and buy-in from teachers often backfires. Without the traditional toolbox to fall back on, but with no real new tools either, teachers and administrators are stuck in the middle and might even continue to suspend without documenting it.\u003c/p>\n\u003cp>“If you’re implementing restorative justice just to get your suspensions down, then you’re not getting at the root of why you’re suspending kids in the first place or the issues going on that are leading to suspensions,” Brown said.\u003c/p>\n\u003cp>Getting at the root cause of the many conflicts in schools takes a lot of work, much of it preventative. At Chula Vista, teachers are each approaching this challenge in their own way. Some teachers choose to teach various social and emotional skills directly through class circles. As a group they discuss qualities like kindness and why it’s important. Others handle issues as they arise, working on conflict resolution skills when students get involved in altercations. Since most work at High Tech High is done in groups, and group members inevitably have problems with one another, teachers do a lot of working through what it means to be a good group member on the fly.\u003c/p>\n\u003cp>“A lot of it comes down to a kid’s sense of belonging in the school,” Brown said. Most kids act out when they’re not feeling good about something that’s going on in their life or at school. Focusing on creating a community where students feel cared for and safe goes a long way to making them believe restorative practices can solve their problems. But even with a \u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/07/how-to-develop-a-school-culture-that-helps-curb-bullying/\">focused effort on prevention\u003c/a>, and constant work to build a school culture of care and belonging, Chula Vista administrators still sometimes suspend kids.\u003c/p>\n\u003cp>“What’s different is even if we do end up suspending kids, there’s still a ton of restorative pieces we do,” Brown said. Chula Vista staff have gotten a lot of feedback from students that one of the biggest challenges is re-entering the community after a separation or even after a restorative circle. So when a student comes back from a suspension, school staff make sure to welcome her back to the community. They also debrief things she could tell her classmates about where she has been, and sometimes even have a circle with the whole class to address the point directly.\u003c/p>\n\u003cp>“Overwhelmingly, our kids have expressed this idea of appreciation that they were able to make things right and move on from the incident,” Brown said. Parents also appreciate the process, although it does take more involvement on their part. Brown said she’s noticed that parents who are used to traditional school discipline often don’t bring up home issues that might affect their child’s school life. But if a parent has been involved in the restorative process, she will be more likely to preemptively communicate about ongoing home issues.\u003cbr>\n\u003cstrong>\u003cbr>\nRESTORATIVE PRACTICES: EASY TO SAY, TOUGH TO DO\u003c/strong>\u003c/p>\n\u003cp>It's not easy to switch discipline policies toward restorative practices. Without a lot of training and practice, as well as a fundamental cultural shift toward communication and trust between teachers and students, it’s hard to get both adults and students to buy into something different. But school leaders that have committed to the practice, and hired staff who are committed to it, too, say it makes a huge difference.\u003c/p>\n\u003cp>“I think the success of restorative justice in this school is teachers really understanding the effects of trauma,” said Godwin Higa, principal of \u003ca href=\"https://www.sandiegounified.org/schools/cherokee-point\">Cherokee Point Elementary\u003c/a> in San Diego. Principal Higa’s school is one of \u003ca href=\"https://acestoohigh.com/2013/07/22/at-cherokee-point-elementary-kids-dont-conform-to-school-school-conforms-to-kids/\">very high needs\u003c/a>. His staff often sends food bundles home with children who don’t get enough to eat over the weekend, and students come to school with all kinds of trauma that they act out in the classroom. And yet, Cherokee Point is a school visited by educators from around the country.\u003c/p>\n\u003cp>“The biggest thing they notice when they look at instruction, not behavior, is student engagement,” Higa said. “Students are jumping up and asking questions and modeling strategies for other students. The engagement we’re talking about is how students are responding to your higher-level questioning.” He says this academic behavior stems from the children feeling safe and the trust teachers have built with them.\u003c/p>\n\u003cp>Even offenses that would get a child suspended or expelled at another school are handled in-house at Cherokee Point because every educator in that building understands the question is not, “what’s wrong with this child?” but rather, “what has happened to this child?”\u003c/p>\n\u003cp>Higa believes restorative practices are a good intervention, but without the trauma-informed lens, restorative work can easily become a series of meaningless steps. He’s also clear that nothing good comes from suspending kids, either for the perpetrator or the victim. Often no real lesson is learned and social pressures on the victim can become even worse.\u003c/p>\n\u003cp>The whole premise of restorative practices, on the other hand, is to help the victimizer see what she did was wrong, to see the human cost of her actions. And when adults give students space and time to come to that realization, they say beautiful things. “They come out with some really great stuff after they realize what they did wrong,” Higa said.\u003c/p>\n\u003cp>Fundamentally, students won’t learn if they don’t feel safe. And restorative practices alone might not be enough to make students realize school is not like home, Higa said. He admits the approach he advocates takes time, but when done right he has watched kids come alive.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“[Some educators] don’t realize that once the kids start feeling safe and wanting to learn, the academics will come so beautifully,” Higa said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After school one day, a middle school girl got physically aggressive with one of her peers while still on school property. At some schools she would have been suspended or expelled for assaulting another student, but \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\">High Tech Middle Chula Vista\u003c/a> is experimenting with restorative practices. So, instead of taking that typical disciplinary step, school leaders called the two students and their families in for a meeting, where they discussed what had led up to the point where she boiled over and lashed out.\u003c/p>\n\u003cp>“It was incredibly deep and emotional,” said Rhea Brown, a recent graduate of the \u003ca href=\"http://gse.hightechhigh.org/\" target=\"_blank\">High Tech High Graduate School of Education\u003c/a>, who was working in the school at the time. Not only were the students able to talk through the underlying issues of the fight, but the student who would have been suspended ended up feeling reconnected to the school community, not alienated. And, she became a big advocate for restorative practices, often pushing students in conflict to meet with the social and emotional coach to work out their problems.\u003c/p>\n\u003cp>“Our approach really kept her as part of the community and really valued the strengths she was bringing, and honored what she was going through as a person,” Brown said. She could easily have been labeled troublemaker, but instead the experience turned her into a peacemaker.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Pedagogy builds culture, just as discipline practices can teach skills. \u003c/aside>\n\u003cp>Chula Vista has been experimenting with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\">restorative practice\u003c/a> for the past few years in a grass-roots way. It’s not the official discipline policy of the school, and when the occasion merits it, school leaders will suspend students. But some teachers are interested in shifting the way adults and teachers handle discipline to better match the student-centered, collaborative ways students learn in Chula Vista classrooms.\u003c/p>\n\u003cp>Schools in the High Tech High network have become well-known for their project-based approach to school. Students work collaboratively most of the time, following a line of inquiry and producing artifacts of learning as varied as the students in any class. Often called “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning,\u003c/a>” teachers in this model are trying to make sure content feels relevant to students and that the work they create makes an authentic impact on the world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“With deeper learning you’re aiming to get your kids digging into things, getting them engaged, getting them to invest in their learning, taking it over and being in charge,” said Brown. “So when your idea of discipline doesn’t match that, it’s really tough for kids.”\u003c/p>\n\u003cp>The mismatch between the independent, student-driven pedagogy of the school and the message sent by traditional discipline is part of the reason Chula Vista has been trying to shift toward restorative practices.\u003c/p>\n\u003cp>“It’s awesome to watch kids make pretty big mistakes, but then instead of that defining them, it’s really about what’s going on with this kid and how can we support them in making better decisions,” Brown said. The school staff is trying to see interpersonal and behavior mistakes in the same way they’d frame academic mistakes -- opportunities to learn and grow. A behavior version of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a>, so to speak.\u003c/p>\n\u003cp>Sarah Fine, a doctoral candidate at Harvard’s School of Education and a visiting scholar at High Tech High Graduate School, wrote about the close parallels she has observed, between restorative practices where students lead the accountability process and environments where powerful learning is happening, in an \u003ca href=\"http://blogs.edweek.org/edweek/learning_deeply/2015/10/deeper_discipline_demands_deeper_pedagogy.html\" target=\"_blank\">Education Week blog\u003c/a> post. Fine writes:\u003c/p>\n\u003cblockquote>\u003cp>“It wasn't until I interviewed the vice principal who had taken the video that I realized just how deep these parallels run. In describing her journey toward becoming a restorative educator, she talked not only about needing to master new practices but also about needing to unlearn deeply-rooted habits of control. ‘One of the lessons I've learned in implementing restorative circles is that when I insert myself the focus is no longer on the relationships among the kids or the social-emotional learning,’ she said. ‘And it can be so hard to do...you've got to have an open agenda, not a closed one, and you've got to be patient. You've got to get it out of your mind what you want them to say.’\u003c/p>\n\u003cp>Listening to her speak, I had an intense sense of déja-vu. The vice principal's descriptions echoed countless interviews I have conducted in which teachers have described their transition from traditional to more student-centered, constructivist, and/or critical pedagogies. As I reflected further, I realized that the parallels between these pedagogies and alternative discipline models can be explained by a set of shared underlying assumptions: a desire to draw out students' experiences and perspectives, a belief in the capacity of students to take the reins when provided with the right tools and support, an attentiveness to the fact that learning is often social in nature, and an easing of the traditionally top-down relationships between educators and those in their charge.”\u003c/p>\u003c/blockquote>\n\u003cp>Fine argues that just as academic work is more powerful when it is organized around a shared vision with internal coherence, so too school culture requires coherence. Pedagogy builds culture, just as discipline practices can teach skills.\u003c/p>\n\u003cp>“Culture is being enacted at every moment in the classroom when you’re talking about academic content or when you’re talking about what Jose did when he threw a paper airplane,” Fine said.\u003c/p>\n\u003cp>While schools tend to treat academics and discipline as two siloed areas, with separate staff and credentials to handle them, in reality “the boundaries are more porous than lots of people think,” Fine said. Educators working hard to transform their instructional approaches might be simultaneously undermining the message that they believe kids can solve problems, learn from mistakes and be productive members of the community every time a behavior issues arises.\u003c/p>\n\u003cp>“The most powerful restorative conferences I’ve seen have a lot of learning going on,” Fine said. What’s more, the lessons are entirely developmentally appropriate and important to young people, especially adolescents. They are constantly thinking about how they interact with the world, how they confront power, how they wield it and who they want to become.\u003c/p>\n\u003cp>\u003cstrong>GETTING AT THE ROOT CAUSE\u003c/strong>\u003c/p>\n\u003cp>Many big school districts have been trying to implement restorative practices in response to \u003ca href=\"http://www.ed.gov/news/press-releases/expansive-survey-americas-public-schools-reveals-troubling-racial-disparities\">inequitable suspension numbers\u003c/a>. While those inequities are important to document and imperative to reduce, a blanket restorative justice policy from the district without extensive training and buy-in from teachers often backfires. Without the traditional toolbox to fall back on, but with no real new tools either, teachers and administrators are stuck in the middle and might even continue to suspend without documenting it.\u003c/p>\n\u003cp>“If you’re implementing restorative justice just to get your suspensions down, then you’re not getting at the root of why you’re suspending kids in the first place or the issues going on that are leading to suspensions,” Brown said.\u003c/p>\n\u003cp>Getting at the root cause of the many conflicts in schools takes a lot of work, much of it preventative. At Chula Vista, teachers are each approaching this challenge in their own way. Some teachers choose to teach various social and emotional skills directly through class circles. As a group they discuss qualities like kindness and why it’s important. Others handle issues as they arise, working on conflict resolution skills when students get involved in altercations. Since most work at High Tech High is done in groups, and group members inevitably have problems with one another, teachers do a lot of working through what it means to be a good group member on the fly.\u003c/p>\n\u003cp>“A lot of it comes down to a kid’s sense of belonging in the school,” Brown said. Most kids act out when they’re not feeling good about something that’s going on in their life or at school. Focusing on creating a community where students feel cared for and safe goes a long way to making them believe restorative practices can solve their problems. But even with a \u003ca href=\"http://ww2.kqed.org/mindshift/2016/04/07/how-to-develop-a-school-culture-that-helps-curb-bullying/\">focused effort on prevention\u003c/a>, and constant work to build a school culture of care and belonging, Chula Vista administrators still sometimes suspend kids.\u003c/p>\n\u003cp>“What’s different is even if we do end up suspending kids, there’s still a ton of restorative pieces we do,” Brown said. Chula Vista staff have gotten a lot of feedback from students that one of the biggest challenges is re-entering the community after a separation or even after a restorative circle. So when a student comes back from a suspension, school staff make sure to welcome her back to the community. They also debrief things she could tell her classmates about where she has been, and sometimes even have a circle with the whole class to address the point directly.\u003c/p>\n\u003cp>“Overwhelmingly, our kids have expressed this idea of appreciation that they were able to make things right and move on from the incident,” Brown said. Parents also appreciate the process, although it does take more involvement on their part. Brown said she’s noticed that parents who are used to traditional school discipline often don’t bring up home issues that might affect their child’s school life. But if a parent has been involved in the restorative process, she will be more likely to preemptively communicate about ongoing home issues.\u003cbr>\n\u003cstrong>\u003cbr>\nRESTORATIVE PRACTICES: EASY TO SAY, TOUGH TO DO\u003c/strong>\u003c/p>\n\u003cp>It's not easy to switch discipline policies toward restorative practices. Without a lot of training and practice, as well as a fundamental cultural shift toward communication and trust between teachers and students, it’s hard to get both adults and students to buy into something different. But school leaders that have committed to the practice, and hired staff who are committed to it, too, say it makes a huge difference.\u003c/p>\n\u003cp>“I think the success of restorative justice in this school is teachers really understanding the effects of trauma,” said Godwin Higa, principal of \u003ca href=\"https://www.sandiegounified.org/schools/cherokee-point\">Cherokee Point Elementary\u003c/a> in San Diego. Principal Higa’s school is one of \u003ca href=\"https://acestoohigh.com/2013/07/22/at-cherokee-point-elementary-kids-dont-conform-to-school-school-conforms-to-kids/\">very high needs\u003c/a>. His staff often sends food bundles home with children who don’t get enough to eat over the weekend, and students come to school with all kinds of trauma that they act out in the classroom. And yet, Cherokee Point is a school visited by educators from around the country.\u003c/p>\n\u003cp>“The biggest thing they notice when they look at instruction, not behavior, is student engagement,” Higa said. “Students are jumping up and asking questions and modeling strategies for other students. The engagement we’re talking about is how students are responding to your higher-level questioning.” He says this academic behavior stems from the children feeling safe and the trust teachers have built with them.\u003c/p>\n\u003cp>Even offenses that would get a child suspended or expelled at another school are handled in-house at Cherokee Point because every educator in that building understands the question is not, “what’s wrong with this child?” but rather, “what has happened to this child?”\u003c/p>\n\u003cp>Higa believes restorative practices are a good intervention, but without the trauma-informed lens, restorative work can easily become a series of meaningless steps. He’s also clear that nothing good comes from suspending kids, either for the perpetrator or the victim. Often no real lesson is learned and social pressures on the victim can become even worse.\u003c/p>\n\u003cp>The whole premise of restorative practices, on the other hand, is to help the victimizer see what she did was wrong, to see the human cost of her actions. And when adults give students space and time to come to that realization, they say beautiful things. “They come out with some really great stuff after they realize what they did wrong,” Higa said.\u003c/p>\n\u003cp>Fundamentally, students won’t learn if they don’t feel safe. And restorative practices alone might not be enough to make students realize school is not like home, Higa said. He admits the approach he advocates takes time, but when done right he has watched kids come alive.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How To Raise Brilliant Children, According To Science",
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"content": "\u003cp>\"Why are traffic lights red, yellow and green?\"\u003c/p>\n\u003cp>When a child asks you a question like this, you have a few options. You can shut her down with a \"Just because.\" You can explain: \"Red is for stop and green is for go.\" Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement.\u003c/p>\n\u003cp>No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book,\u003cem> Becoming Brilliant: What Science Tells Us About Raising Successful Children\u003c/em>, is designed to get us thinking about the magnitude of these moments.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, the book's co-author, compares the challenge to climate change.\u003c/p>\n\u003cp>\"What we do with little kids today will matter in 20 years,\" she says. \"If you don't get it right, you will have an unlivable environment. That's the crisis I see.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hirsh-Pasek, a professor at Temple University and a senior fellow at the Brookings Institution, is a distinguished developmental psychologist with decades of experience, as is her co-author, Roberta Golinkoff at the University of Delaware. And with this book, the two are putting forward a new framework, based on the science of learning and development, to help parents think about cultivating the skills people really need to succeed.\u003c/p>\n\u003cp>What follows is an excerpt from our conversation.\u003c/p>\n\u003cp>\u003cstrong>What led you to write this book now? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: We live in a crazy time, and parents are very worried about their children's futures. They're getting all kinds of messages about children having to score at the top level on some test. The irony is, kids could score at the top and still not succeed at finding great employment or becoming a great person.\u003c/p>\n\u003cp>Hirsh-Pasek: If Rip Van Winkle came back, there's only one institution he would recognize: \"Oh! That's a school. Kids are still sitting in rows, still listening to the font of wisdom at the front of the classroom.\"\u003c/p>\n\u003cp>We're training kids to do what computers do, which is spit back facts. And computers are always going to be better than human beings at that. But what they're not going to be better at is being social, navigating relationships, being citizens in a community. So we need to change the whole definition of what success in school, and out of school, means.\u003c/p>\n\u003cp>\u003cstrong>You present something you call the 21st-century report card. And it contains six C's, which I've seen \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\">versions of elsewhere\u003c/a>: collaboration, communication, content, critical thinking, creative innovation and confidence. But what's new is the way you relate these skills to each other, and also, you've described what they look like at four levels of development. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: The first, basic, most core is collaboration. Collaboration is everything from getting along with others to controlling your impulses so you can get along and not kick someone else off the swing. It's building a community and experiencing diversity and culture. Everything we do, in the classroom or at home, has to be built on that foundation.\u003c/p>\n\u003cp>Communication comes next, because you can't communicate if you have no one to communicate with. This includes speaking, writing, reading and that all-but-lost art of listening.\u003c/p>\n\u003cp>Content is built on communication. You can't learn anything if you haven't learned how to understand language, or to read.\u003c/p>\n\u003cp>Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.\u003c/p>\n\u003cp>Creative innovation requires knowing something. You can't just be a monkey throwing paint on a canvas. It's the 10,000-hour rule: You need to know something well enough to make something new.\u003c/p>\n\u003cp>And finally, confidence: You have to have the confidence to take safe risks.\u003c/p>\n\u003cp>Golinkoff: There isn't an entrepreneur or a scientific pioneer who hasn't had failures. And if we don't rear children who are comfortable taking risks, we won't have successes.\u003c/p>\n\u003cp>\u003cstrong>OK, and for each of your six C's, you also go into what they look like at four levels of development. Can you give us the deep dive on one of these? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, critical thinking. First you have to have content, right?\u003c/p>\n\u003cp>Most people at their desks at work have papers, books, magazines all over the place. Information is doubling every 2 1/2 years. We have to figure out how to select and synthesize the information we need.\u003c/p>\n\u003cp>So, at Level 1, we call it \"seeing is believing.\" If someone tells you alligators live in sewers in New York City, you buy it.\u003c/p>\n\u003cp>At Level 2, you see that truths differ; there are multiple points of view.\u003c/p>\n\u003cp>You learn Columbus discovered America, then you learn that there are alternative narratives — the Native Americans already lived here. This is kind of when critical thinking starts.\u003c/p>\n\u003cp>At the third level, we have opinions. All of us have used the phrase \"they say.\" That will get you into trouble because it shows little respect for science or evidence.\u003c/p>\n\u003cp>At Level 4, we talk about evidence, mastery, the intricacies of doubt.\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/E._O._Wilson\">E.O. Wilson\u003c/a>, one of my heroes, the biologist, says we're drowning in information and starved for wisdom. When we're getting to be more at Level 4, we'll see the gaps and the holes in a line of reasoning. Critical thinking is what leads to the next breakthroughs in any area.\u003c/p>\n\u003cp>\u003cstrong>In addition to breaking down the six C's and four levels within each of them, you also cover the opportunities for parents, teachers and grandparents to cultivate those skills. Talk about that. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, if you're going to have a kid who engages in critical thinking, you're not going to shut them down when they ask a question. You're not going to settle for \"because.\" You're going to encourage them to ask more. And you want them to understand how other people think.\u003c/p>\n\u003cp>If you see a homeless person in the street: What do you think that person is thinking? How do you think they feel about not having a home?\u003c/p>\n\u003cp>Get someone else's point of view activated to help them recognize that things are not always what they appear. That's going to help them understand critical thinking.\u003c/p>\n\u003cp>\u003cstrong>OK, so that helps me understand how these skills are all interrelated. Perspective-taking, which I think of as a component of empathy, you're saying is also foundational for critical thinking. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes, theory of mind is important to be able to do critical thinking.\u003c/p>\n\u003cp>\u003cstrong>A big part of what you're doing with this book is to try to get parents to supplement what's going on in school. Talk a little more about that.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: One of the biggest concepts is breadth. Learning isn't just K-12. It starts prenatally. If you get a bead on what your children are and aren't being exposed to at school, that will suggest the kinds of experiences you want your children to have outside of school.\u003c/p>\n\u003cp>\u003cstrong>And you want people to look at where they themselves fall in the four levels within the 6 C's, right? It's not just for kids.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes. I can say as a mom, well, let's think about it — who am I as a collaborator? Am I an on-my-own kind of girl [Level 1] or a side-by-side [Level 2]?\u003c/p>\n\u003cp>When I was rushing my kids to get dressed and out the door, I was an on my own. I wish I weren't!\u003c/p>\n\u003cp>It's not a big deal to let my kid try to pick out his wardrobe. Who cares if it's stripes and plaids? Let's see that back-and-forth collaboration is built into our routines.\u003c/p>\n\u003cp>And then, how much communication is built in? Did we tell a joint story or did I just read the book and get it over with? It's a really good idea to evaluate ourselves according to the grid. We can ask where we want to grow as parents.\u003c/p>\n\u003cp>Then we can ask, with the same grid: What do I want for my child? Where is my child now, and how can I build an environment in my house that will enable the child to grow up with these different skills?\u003c/p>\n\u003cp>\u003cstrong>Wow. OK. So this is really reinforcing the idea of learning as a social, relationship-oriented process. It's not just a grid for sorting and measuring our kids; it's about how we are relating to our kids. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: The other thing I think is crucial to notice is that we're talking about doing things in the moment with your child. Notice we're talking about buying nothing, signing up for no classes, and no tablets. Not that we're Luddites, but we're talking about how the crucible of social interaction between child and parent really helps set up the child for the development of these skills.\u003c/p>\n\u003cp>We're particularly concerned about confidence. At school, when kids are being encouraged to get the one right answer and fill in that bubble, people can do things that enable their children to solve problems in multiple ways: \"Can you think of different ways to make the bed?\"\u003c/p>\n\u003cp>It costs nothing, and the child is learning, \"I have good ideas, I can be creative, and I can show you that I have confidence.\"\u003c/p>\n\u003cp>\u003cstrong>And the bed gets made.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That too!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Raise+Brilliant+Children%2C+According+To+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Why are traffic lights red, yellow and green?\"\u003c/p>\n\u003cp>When a child asks you a question like this, you have a few options. You can shut her down with a \"Just because.\" You can explain: \"Red is for stop and green is for go.\" Or, you can turn the question back to her and help her figure out the answer with plenty of encouragement.\u003c/p>\n\u003cp>No parent, teacher or caregiver has the time or patience to respond perfectly to all of the many, many, many opportunities like these that come along. But a new book,\u003cem> Becoming Brilliant: What Science Tells Us About Raising Successful Children\u003c/em>, is designed to get us thinking about the magnitude of these moments.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, the book's co-author, compares the challenge to climate change.\u003c/p>\n\u003cp>\"What we do with little kids today will matter in 20 years,\" she says. \"If you don't get it right, you will have an unlivable environment. That's the crisis I see.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hirsh-Pasek, a professor at Temple University and a senior fellow at the Brookings Institution, is a distinguished developmental psychologist with decades of experience, as is her co-author, Roberta Golinkoff at the University of Delaware. And with this book, the two are putting forward a new framework, based on the science of learning and development, to help parents think about cultivating the skills people really need to succeed.\u003c/p>\n\u003cp>What follows is an excerpt from our conversation.\u003c/p>\n\u003cp>\u003cstrong>What led you to write this book now? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: We live in a crazy time, and parents are very worried about their children's futures. They're getting all kinds of messages about children having to score at the top level on some test. The irony is, kids could score at the top and still not succeed at finding great employment or becoming a great person.\u003c/p>\n\u003cp>Hirsh-Pasek: If Rip Van Winkle came back, there's only one institution he would recognize: \"Oh! That's a school. Kids are still sitting in rows, still listening to the font of wisdom at the front of the classroom.\"\u003c/p>\n\u003cp>We're training kids to do what computers do, which is spit back facts. And computers are always going to be better than human beings at that. But what they're not going to be better at is being social, navigating relationships, being citizens in a community. So we need to change the whole definition of what success in school, and out of school, means.\u003c/p>\n\u003cp>\u003cstrong>You present something you call the 21st-century report card. And it contains six C's, which I've seen \u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\">versions of elsewhere\u003c/a>: collaboration, communication, content, critical thinking, creative innovation and confidence. But what's new is the way you relate these skills to each other, and also, you've described what they look like at four levels of development. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: The first, basic, most core is collaboration. Collaboration is everything from getting along with others to controlling your impulses so you can get along and not kick someone else off the swing. It's building a community and experiencing diversity and culture. Everything we do, in the classroom or at home, has to be built on that foundation.\u003c/p>\n\u003cp>Communication comes next, because you can't communicate if you have no one to communicate with. This includes speaking, writing, reading and that all-but-lost art of listening.\u003c/p>\n\u003cp>Content is built on communication. You can't learn anything if you haven't learned how to understand language, or to read.\u003c/p>\n\u003cp>Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.\u003c/p>\n\u003cp>Creative innovation requires knowing something. You can't just be a monkey throwing paint on a canvas. It's the 10,000-hour rule: You need to know something well enough to make something new.\u003c/p>\n\u003cp>And finally, confidence: You have to have the confidence to take safe risks.\u003c/p>\n\u003cp>Golinkoff: There isn't an entrepreneur or a scientific pioneer who hasn't had failures. And if we don't rear children who are comfortable taking risks, we won't have successes.\u003c/p>\n\u003cp>\u003cstrong>OK, and for each of your six C's, you also go into what they look like at four levels of development. Can you give us the deep dive on one of these? \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, critical thinking. First you have to have content, right?\u003c/p>\n\u003cp>Most people at their desks at work have papers, books, magazines all over the place. Information is doubling every 2 1/2 years. We have to figure out how to select and synthesize the information we need.\u003c/p>\n\u003cp>So, at Level 1, we call it \"seeing is believing.\" If someone tells you alligators live in sewers in New York City, you buy it.\u003c/p>\n\u003cp>At Level 2, you see that truths differ; there are multiple points of view.\u003c/p>\n\u003cp>You learn Columbus discovered America, then you learn that there are alternative narratives — the Native Americans already lived here. This is kind of when critical thinking starts.\u003c/p>\n\u003cp>At the third level, we have opinions. All of us have used the phrase \"they say.\" That will get you into trouble because it shows little respect for science or evidence.\u003c/p>\n\u003cp>At Level 4, we talk about evidence, mastery, the intricacies of doubt.\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/E._O._Wilson\">E.O. Wilson\u003c/a>, one of my heroes, the biologist, says we're drowning in information and starved for wisdom. When we're getting to be more at Level 4, we'll see the gaps and the holes in a line of reasoning. Critical thinking is what leads to the next breakthroughs in any area.\u003c/p>\n\u003cp>\u003cstrong>In addition to breaking down the six C's and four levels within each of them, you also cover the opportunities for parents, teachers and grandparents to cultivate those skills. Talk about that. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: So, if you're going to have a kid who engages in critical thinking, you're not going to shut them down when they ask a question. You're not going to settle for \"because.\" You're going to encourage them to ask more. And you want them to understand how other people think.\u003c/p>\n\u003cp>If you see a homeless person in the street: What do you think that person is thinking? How do you think they feel about not having a home?\u003c/p>\n\u003cp>Get someone else's point of view activated to help them recognize that things are not always what they appear. That's going to help them understand critical thinking.\u003c/p>\n\u003cp>\u003cstrong>OK, so that helps me understand how these skills are all interrelated. Perspective-taking, which I think of as a component of empathy, you're saying is also foundational for critical thinking. \u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes, theory of mind is important to be able to do critical thinking.\u003c/p>\n\u003cp>\u003cstrong>A big part of what you're doing with this book is to try to get parents to supplement what's going on in school. Talk a little more about that.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: One of the biggest concepts is breadth. Learning isn't just K-12. It starts prenatally. If you get a bead on what your children are and aren't being exposed to at school, that will suggest the kinds of experiences you want your children to have outside of school.\u003c/p>\n\u003cp>\u003cstrong>And you want people to look at where they themselves fall in the four levels within the 6 C's, right? It's not just for kids.\u003c/strong>\u003c/p>\n\u003cp>Hirsh-Pasek: Yes. I can say as a mom, well, let's think about it — who am I as a collaborator? Am I an on-my-own kind of girl [Level 1] or a side-by-side [Level 2]?\u003c/p>\n\u003cp>When I was rushing my kids to get dressed and out the door, I was an on my own. I wish I weren't!\u003c/p>\n\u003cp>It's not a big deal to let my kid try to pick out his wardrobe. Who cares if it's stripes and plaids? Let's see that back-and-forth collaboration is built into our routines.\u003c/p>\n\u003cp>And then, how much communication is built in? Did we tell a joint story or did I just read the book and get it over with? It's a really good idea to evaluate ourselves according to the grid. We can ask where we want to grow as parents.\u003c/p>\n\u003cp>Then we can ask, with the same grid: What do I want for my child? Where is my child now, and how can I build an environment in my house that will enable the child to grow up with these different skills?\u003c/p>\n\u003cp>\u003cstrong>Wow. OK. So this is really reinforcing the idea of learning as a social, relationship-oriented process. It's not just a grid for sorting and measuring our kids; it's about how we are relating to our kids. \u003c/strong>\u003c/p>\n\u003cp>Golinkoff: The other thing I think is crucial to notice is that we're talking about doing things in the moment with your child. Notice we're talking about buying nothing, signing up for no classes, and no tablets. Not that we're Luddites, but we're talking about how the crucible of social interaction between child and parent really helps set up the child for the development of these skills.\u003c/p>\n\u003cp>We're particularly concerned about confidence. At school, when kids are being encouraged to get the one right answer and fill in that bubble, people can do things that enable their children to solve problems in multiple ways: \"Can you think of different ways to make the bed?\"\u003c/p>\n\u003cp>It costs nothing, and the child is learning, \"I have good ideas, I can be creative, and I can show you that I have confidence.\"\u003c/p>\n\u003cp>\u003cstrong>And the bed gets made.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That too!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Raise+Brilliant+Children%2C+According+To+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Lily Shum was little, she dreaded speaking up in class. It wasn't because she didn't have anything interesting to say, or because she wasn't paying attention or didn't know the answer. She was just quiet.\u003c/p>\n\u003cp>\"Every single report card that I ever had says, 'Lily needs to talk more. She is too quiet,' \" recalls Shum, now an assistant director at Trevor Day School in Manhattan.\u003c/p>\n\u003cp>She doesn't want her students to feel the pressure to speak up that she felt.\u003c/p>\n\u003cp>That's why she's joined more than 60 educators in New York City recently at the Quiet Summer Institute. The professional development workshop was based on Susan Cain's bestseller \u003cem>Quiet: The Power of Introverts In A World That Can't Stop Talking.\u003c/em>\u003c/p>\n\u003cp>The book has been a national phenomenon, and it's the inspiration behind a curriculum developed by Heidi Kasevich for teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It was a lens through which I could view my entire life, and really feel the license to be myself,\" says Kasevich, a teacher for more than 20 years who now works for the company Cain co-founded to promote the book's message about introverts.\u003c/p>\n\u003cp>This training workshop uses this book — and Cain's \u003ca href=\"http://www.npr.org/sections/ed/2016/02/18/465999756/how-parents-and-teachers-can-nurture-the-quiet-power-of-introverts\">latest book written for middle-schoolers\u003c/a> — to help teachers notice, and serve, those quiet kids.\u003c/p>\n\u003cp>\"There are expectations on our kids to ... be a charismatic extrovert,\" says Kasevich. Even if it's unconscious, she says, teachers tend to give more attention to the louder students.\u003c/p>\n\u003cp>Kasevich admits she did it too: calling on the kids who raised their hands first.\u003c/p>\n\u003cp>The two-day course started with re-imagining class participation, which in some schools can count for a big portion of students' grades. Kasevich would prefer it be called classroom engagement.\u003c/p>\n\u003cp>\"Being present and connecting doesn't have to take place through lots of speech,\" she says. Why not try drawing, writing or working in pairs?\u003c/p>\n\u003cp>Or, Kasevich suggests, have students walk around the room, writing ideas on tacked up pieces of paper. They can respond to each other's ideas — like a sort of silent dialogue.\u003c/p>\n\u003cp>Educators at the summit heard from Cain herself and also Amy Cuddy and Priscilla Gilman — writers who've touched on the subject of introverts.\u003c/p>\n\u003cp>Principals and administrators mixed with school psychologists, guidance counselors and teachers. They met in small groups to discuss ideas and tips.\u003c/p>\n\u003cp>At one session, Erica Corbin, the director of community life and diversity at a private girls' school in Manhattan, told her team that focusing on introverts also means reigning in the extroverts.\u003c/p>\n\u003cp>She offered up this tip for handling students who dominate the discussion: W-A-I-T. Sure, it means wait. But, Corbin explains, it also stands for: \"Why Am I Talking?\"\u003c/p>\n\u003cp>\u003cstrong>Below The Surface\u003c/strong>\u003c/p>\n\u003cp>With shy kids, says Corbin, it's not just about paying attention to them. Teachers need to think about \u003cem>why\u003c/em> they're quiet.\u003c/p>\n\u003cp>\"Personality might be some of it,\" she explains, \"and we also might have kids who are quiet because they have been shut down. We might have kids that are quiet because they anticipate being shut down whether they have been or not.\"\u003c/p>\n\u003cp>Shutting down for all kinds of reasons, she adds. Stereotypes. Biases. Trouble at home: \"When we're thinking about students who are quiet, how does that also connect with their race ... their gender ... their sexuality?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By understanding how to reach introverts, she said, teachers can get at those other issues. Because if they don't start to look past the students with their hands up, \"we're all gonna miss out on a lot of brilliant ideas.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Teachers+Can+Help+%27Quiet+Kids%27+Tap+Their+Superpowers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Lily Shum was little, she dreaded speaking up in class. It wasn't because she didn't have anything interesting to say, or because she wasn't paying attention or didn't know the answer. She was just quiet.\u003c/p>\n\u003cp>\"Every single report card that I ever had says, 'Lily needs to talk more. She is too quiet,' \" recalls Shum, now an assistant director at Trevor Day School in Manhattan.\u003c/p>\n\u003cp>She doesn't want her students to feel the pressure to speak up that she felt.\u003c/p>\n\u003cp>That's why she's joined more than 60 educators in New York City recently at the Quiet Summer Institute. The professional development workshop was based on Susan Cain's bestseller \u003cem>Quiet: The Power of Introverts In A World That Can't Stop Talking.\u003c/em>\u003c/p>\n\u003cp>The book has been a national phenomenon, and it's the inspiration behind a curriculum developed by Heidi Kasevich for teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It was a lens through which I could view my entire life, and really feel the license to be myself,\" says Kasevich, a teacher for more than 20 years who now works for the company Cain co-founded to promote the book's message about introverts.\u003c/p>\n\u003cp>This training workshop uses this book — and Cain's \u003ca href=\"http://www.npr.org/sections/ed/2016/02/18/465999756/how-parents-and-teachers-can-nurture-the-quiet-power-of-introverts\">latest book written for middle-schoolers\u003c/a> — to help teachers notice, and serve, those quiet kids.\u003c/p>\n\u003cp>\"There are expectations on our kids to ... be a charismatic extrovert,\" says Kasevich. Even if it's unconscious, she says, teachers tend to give more attention to the louder students.\u003c/p>\n\u003cp>Kasevich admits she did it too: calling on the kids who raised their hands first.\u003c/p>\n\u003cp>The two-day course started with re-imagining class participation, which in some schools can count for a big portion of students' grades. Kasevich would prefer it be called classroom engagement.\u003c/p>\n\u003cp>\"Being present and connecting doesn't have to take place through lots of speech,\" she says. Why not try drawing, writing or working in pairs?\u003c/p>\n\u003cp>Or, Kasevich suggests, have students walk around the room, writing ideas on tacked up pieces of paper. They can respond to each other's ideas — like a sort of silent dialogue.\u003c/p>\n\u003cp>Educators at the summit heard from Cain herself and also Amy Cuddy and Priscilla Gilman — writers who've touched on the subject of introverts.\u003c/p>\n\u003cp>Principals and administrators mixed with school psychologists, guidance counselors and teachers. They met in small groups to discuss ideas and tips.\u003c/p>\n\u003cp>At one session, Erica Corbin, the director of community life and diversity at a private girls' school in Manhattan, told her team that focusing on introverts also means reigning in the extroverts.\u003c/p>\n\u003cp>She offered up this tip for handling students who dominate the discussion: W-A-I-T. Sure, it means wait. But, Corbin explains, it also stands for: \"Why Am I Talking?\"\u003c/p>\n\u003cp>\u003cstrong>Below The Surface\u003c/strong>\u003c/p>\n\u003cp>With shy kids, says Corbin, it's not just about paying attention to them. Teachers need to think about \u003cem>why\u003c/em> they're quiet.\u003c/p>\n\u003cp>\"Personality might be some of it,\" she explains, \"and we also might have kids who are quiet because they have been shut down. We might have kids that are quiet because they anticipate being shut down whether they have been or not.\"\u003c/p>\n\u003cp>Shutting down for all kinds of reasons, she adds. Stereotypes. Biases. Trouble at home: \"When we're thinking about students who are quiet, how does that also connect with their race ... their gender ... their sexuality?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By understanding how to reach introverts, she said, teachers can get at those other issues. Because if they don't start to look past the students with their hands up, \"we're all gonna miss out on a lot of brilliant ideas.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Teachers+Can+Help+%27Quiet+Kids%27+Tap+Their+Superpowers&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Khan Academy’s Founder Designs a Brick and Mortar School for Kids",
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"content": "\u003cp>After some 10,000 online tutorials in 10 years, Sal Khan still starts most days at his office desk in Silicon Valley, recording himself solving math problems for his Khan Academy YouTube channel.\u003c/p>\n\u003cp>\"OK, let F of X equal A times X to the N plus,\" he says cheerfully as he begins his latest.\u003c/p>\n\u003cp>\u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> has helped millions of people around the world — perhaps hundreds of millions — learn math, science and other subjects for free.\u003c/p>\n\u003cp>But these days, just one flight of stairs down from his office, there is a real school that couldn't be more different in form and structure from those online lectures.\u003c/p>\n\u003cp>Most Fridays, the lunch option includes a Socratic dialogue with Khan himself on a wide range of issues, ideas and trends.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"So the last couple of seminars we've been talking about technologies that will potentially change the world,\" the 39-year-old Louisiana native tells the students. \"We did self-driving cars, virtual reality; we talked about life extension, and robots.\"\u003c/p>\n\u003cp>He's sitting on a picnic table with a small group of seventh- and eighth-graders, who are nibbling on their lunches. The seminar topic when I visited? The prospects and perils of artificial intelligence.\u003c/p>\n\u003cp>\"What is artificial intelligence?\" he asks. \"How would you know something can think the same as a human being?\" Khan asks.\u003c/p>\n\u003cp>They debate the ethics and delve deep into the anxieties of artificial intelligence.\u003c/p>\n\u003cp>\"How do you know that it will listen to you?\" a female student asks. \"If it's a human brain, sometimes I don't listen when people tell me to do things and sometimes I make bad decisions. And this could make 10 times worse decisions!\"\u003c/p>\n\u003cp>The discussion is quintessential Silicon Valley: self-referential veering toward self-important. Yet it's compelling, engaging — and genuinely different.\u003c/p>\n\u003cp>\"Why can't you have an AI that is, like, completely peaceful and has no ego?\" Khan asks the group, adding, \"Do you think intelligence and ego is correlated?\"\u003c/p>\n\u003cp>\"If we eliminate all our bias and ego, I mean, I have some ego!\" another female student replies, chuckling.\u003c/p>\n\u003cp>Just another lunch chat at the \u003ca href=\"http://khanlabschool.org/kls-blog/\">Khan lab school.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_45703\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45703\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan5-toned_slide-5668bb9e630c7fb26584085d4fb9bf1e967ba4ae-1-e1467379737841.jpg\" alt=\"Students rehearse a play at the Khan lab school.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students rehearse a play at the Khan lab school. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Inside, there's a big, open classroom. The school's ethos of playful, student-driven inquiry gives it a Montessori-meets-Willy Wonka feel.\u003c/p>\n\u003cp>The kindergarten through eighth-grade school currently serves some 65 students. There are no grades or grade levels; there's no traditional homework. Students are organized by independence level, with all ages mixed together much of the day.\u003c/p>\n\u003cp>The students shape their own schedules, craft attainable daily and term goals, and help direct how the place is run.\u003c/p>\n\u003cp>In one area, students talk politics while drawing flags and maps on poster board. Elsewhere, students are rehearsing a play version of Shrek.\u003c/p>\n\u003cp>I wander into an adjacent room and find 8-year-old Ben writing quietly in his journal, sitting comfortably in a beanbag chair.\u003c/p>\n\u003cp>Should I read an entry to you? Ben asks.\u003c/p>\n\u003cp>Sure. That'd be great.\u003c/p>\n\u003cp>\"This one was: what I wish we would have more of. I hope we have field trips. I have more entries, but I don't want to share them.\"\u003c/p>\n\u003cp>That's cool. It's your journal. I understand. \"What do you like about your school?\"\u003c/p>\n\u003cp>\"That you can move at your own pace,\" he tells me. \"You don't have to be with everybody else.\"\u003c/p>\n\u003cp>We're not using students' last names here at the request of the school.\u003c/p>\n\u003cp>A growing number of schools make personalized learning — a student working at his or her own pace — part of the curriculum. But the experiment here, in many ways, is how to make \"personalized learning\" into more than a nice slogan.\u003c/p>\n\u003cp>Here, personalized exploration is built into every school day. The students I talked to love it.\u003c/p>\n\u003cp>\"We get to take responsibility of what we want to do and where we wanna dive deeper,\" says 10-year-old Gurshan. \"That's an opportunity we didn't really have at other schools. Here we're free to discover what we like. So I spend at least half an hour every day coding. I do Java script. And I'm just starting to learn Python.\"\u003c/p>\n\u003cfigure id=\"attachment_45705\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45705\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan4-toned_slide-069595eb2a8176e8ee1a4d02a19ba6ba309f6c07-1-e1467379550484.jpg\" alt=\"Students sketch, paint and write out their ideas on one large sheet of paper.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students sketch, paint and write out their ideas on one large sheet of paper. \u003ccite>(Sami Yenigun/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Most teachers, too, have embraced the creative freedom of the lab school. Mikki McMillion holds the title Lead Advisor. \"That means you advise a group of kids,\" she says, a task well beyond a focus on curriculum and lessons. \"We support and coach and advise their academic, social, personal progress.\"\u003c/p>\n\u003cp>McMillion taught English for many years at a public high school. Eventually, she says, she felt walled in and frustrated as she saw her students become ever more grade-obsessed. \"Because of that, they will do things like not read books anymore. They'll only read the SparkNotes. I once had a freshman student tell me that, to succeed at our school, you had to lose your soul. I just thought: Oh, wow. That's painful, but I see why he's saying that.\"\u003c/p>\n\u003cp>But at this school, she says, she's been able to return to what drew her to teaching in the first place: helping students cultivate their interests and passions. \"I can honestly say I know these kids inside and out. Part of that is because I have 15, and before I had 150. You just cannot get to personally know 150 kids. It's more like a factory operating line.\"\u003c/p>\n\u003cp>\u003cstrong>Role Models\u003c/strong>\u003c/p>\n\u003cp>What happens when you don't have the carrot and stick of grades, McMillion says, is that \"you now have to concentrate on meaning: Why are we doing this? What does it mean? Why is it important?\"\u003c/p>\n\u003cp>Another way Khan's lab school is different: Older students serve as mentors to younger ones throughout the school day, not just occasionally.\u003c/p>\n\u003cp>\"We're all in the same environment. They look at us as role models,\" says 13-year-old Isra. \"So that makes us feel like, 'Hey, we need to be polite, we need to be respectful.' \"\u003c/p>\n\u003cp>But a key question is whether Khan's brick-and-mortar experiment will really help spread useful, scalable classroom insights and lessons, as Khan has vowed. Or whether it will simply become a great little independent school serving a small group of mostly wealthy Silicon Valley kids.\u003c/p>\n\u003cp>\"We don't want to start just another progressive school that caters to people in Silicon Valley,\" Khan insists.\u003c/p>\n\u003cp>At times, the classroom looks like controlled chaos. But the emphasis on students taking charge, Sal Khan says, helps foster creativity and collaboration.\u003c/p>\n\u003cfigure id=\"attachment_45704\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan2-toned_slide-62c2ec80e657b555c2bd870e44489293af2a058e-e1467379662257.jpg\" alt=\"Sal Khan works at his office in Mountain View, Calif. He still starts the day making video tutorials, which he's done for a decade, for his online academy.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sal Khan works at his office in Mountain View, Calif. He still starts the day making video tutorials, which he's done for a decade, for his online academy. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We want to create something that has to push the envelope, and then share that with the rest of the world. I never viewed technology as a replacement for the human experience. I viewed it as something that could liberate the human experience.\"\u003c/p>\n\u003cp>His laboratory school is not-for-profit, like the virtual academy upstairs. But it is an exclusive, selective private school not at all like the Khan Academy slogan: \"A Free World-Class Education for Anyone, Anywhere.\"\u003c/p>\n\u003cp>Actually, Khan's lab school slogan could be \"a world-class education for $25,000 a year for lucky Silicon Valley elites.\"\u003c/p>\n\u003cp>Khan disputes that. He says the point is to boldly experiment with research-based instruction. And then share everything the lab school learns with educators everywhere.\u003c/p>\n\u003cp>\"Teachers are super overworked; even to have the space to think about re-engineering is hard,\" he explains \"Then, to actually do it, what is the curriculum? Everybody talks about project-based learning, but what are those projects?\"\u003c/p>\n\u003cp>Khan has no illusions that his lab experiment will solve longstanding K-12 challenges or find some pedagogic holy grail.\u003c/p>\n\u003cp>\"I've learned that certain things are much harder than when you write about them in a book. But we're also connecting with similarly minded educators at public schools, private schools, charter schools that cater to all sorts of different demographics, and learning together, and thinking together, 'How do we get more students to be able to experience personalized learning?' \"\u003c/p>\n\u003cp>From earliest conception, he says, he and its founders saw the lab school as one thought-provoking experiment that could help catalyze change in the broader education ecosystem.\u003c/p>\n\u003cp>\"It's not going to be the lab school by itself. We're not delusional there,\" he says.\u003c/p>\n\u003cp>It's early yet.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Khan's big challenge will be to help spread the lessons of what works — as well as what doesn't — beyond the lucky five-dozen students at his Mountain View, Calif., experiment.\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=From+YouTube+Pioneer+Sal+Khan%2C+A+School+With+Real+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After some 10,000 online tutorials in 10 years, Sal Khan still starts most days at his office desk in Silicon Valley, recording himself solving math problems for his Khan Academy YouTube channel.\u003c/p>\n\u003cp>\"OK, let F of X equal A times X to the N plus,\" he says cheerfully as he begins his latest.\u003c/p>\n\u003cp>\u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> has helped millions of people around the world — perhaps hundreds of millions — learn math, science and other subjects for free.\u003c/p>\n\u003cp>But these days, just one flight of stairs down from his office, there is a real school that couldn't be more different in form and structure from those online lectures.\u003c/p>\n\u003cp>Most Fridays, the lunch option includes a Socratic dialogue with Khan himself on a wide range of issues, ideas and trends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"So the last couple of seminars we've been talking about technologies that will potentially change the world,\" the 39-year-old Louisiana native tells the students. \"We did self-driving cars, virtual reality; we talked about life extension, and robots.\"\u003c/p>\n\u003cp>He's sitting on a picnic table with a small group of seventh- and eighth-graders, who are nibbling on their lunches. The seminar topic when I visited? The prospects and perils of artificial intelligence.\u003c/p>\n\u003cp>\"What is artificial intelligence?\" he asks. \"How would you know something can think the same as a human being?\" Khan asks.\u003c/p>\n\u003cp>They debate the ethics and delve deep into the anxieties of artificial intelligence.\u003c/p>\n\u003cp>\"How do you know that it will listen to you?\" a female student asks. \"If it's a human brain, sometimes I don't listen when people tell me to do things and sometimes I make bad decisions. And this could make 10 times worse decisions!\"\u003c/p>\n\u003cp>The discussion is quintessential Silicon Valley: self-referential veering toward self-important. Yet it's compelling, engaging — and genuinely different.\u003c/p>\n\u003cp>\"Why can't you have an AI that is, like, completely peaceful and has no ego?\" Khan asks the group, adding, \"Do you think intelligence and ego is correlated?\"\u003c/p>\n\u003cp>\"If we eliminate all our bias and ego, I mean, I have some ego!\" another female student replies, chuckling.\u003c/p>\n\u003cp>Just another lunch chat at the \u003ca href=\"http://khanlabschool.org/kls-blog/\">Khan lab school.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_45703\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45703\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan5-toned_slide-5668bb9e630c7fb26584085d4fb9bf1e967ba4ae-1-e1467379737841.jpg\" alt=\"Students rehearse a play at the Khan lab school.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students rehearse a play at the Khan lab school. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Inside, there's a big, open classroom. The school's ethos of playful, student-driven inquiry gives it a Montessori-meets-Willy Wonka feel.\u003c/p>\n\u003cp>The kindergarten through eighth-grade school currently serves some 65 students. There are no grades or grade levels; there's no traditional homework. Students are organized by independence level, with all ages mixed together much of the day.\u003c/p>\n\u003cp>The students shape their own schedules, craft attainable daily and term goals, and help direct how the place is run.\u003c/p>\n\u003cp>In one area, students talk politics while drawing flags and maps on poster board. Elsewhere, students are rehearsing a play version of Shrek.\u003c/p>\n\u003cp>I wander into an adjacent room and find 8-year-old Ben writing quietly in his journal, sitting comfortably in a beanbag chair.\u003c/p>\n\u003cp>Should I read an entry to you? Ben asks.\u003c/p>\n\u003cp>Sure. That'd be great.\u003c/p>\n\u003cp>\"This one was: what I wish we would have more of. I hope we have field trips. I have more entries, but I don't want to share them.\"\u003c/p>\n\u003cp>That's cool. It's your journal. I understand. \"What do you like about your school?\"\u003c/p>\n\u003cp>\"That you can move at your own pace,\" he tells me. \"You don't have to be with everybody else.\"\u003c/p>\n\u003cp>We're not using students' last names here at the request of the school.\u003c/p>\n\u003cp>A growing number of schools make personalized learning — a student working at his or her own pace — part of the curriculum. But the experiment here, in many ways, is how to make \"personalized learning\" into more than a nice slogan.\u003c/p>\n\u003cp>Here, personalized exploration is built into every school day. The students I talked to love it.\u003c/p>\n\u003cp>\"We get to take responsibility of what we want to do and where we wanna dive deeper,\" says 10-year-old Gurshan. \"That's an opportunity we didn't really have at other schools. Here we're free to discover what we like. So I spend at least half an hour every day coding. I do Java script. And I'm just starting to learn Python.\"\u003c/p>\n\u003cfigure id=\"attachment_45705\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45705\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan4-toned_slide-069595eb2a8176e8ee1a4d02a19ba6ba309f6c07-1-e1467379550484.jpg\" alt=\"Students sketch, paint and write out their ideas on one large sheet of paper.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students sketch, paint and write out their ideas on one large sheet of paper. \u003ccite>(Sami Yenigun/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Most teachers, too, have embraced the creative freedom of the lab school. Mikki McMillion holds the title Lead Advisor. \"That means you advise a group of kids,\" she says, a task well beyond a focus on curriculum and lessons. \"We support and coach and advise their academic, social, personal progress.\"\u003c/p>\n\u003cp>McMillion taught English for many years at a public high school. Eventually, she says, she felt walled in and frustrated as she saw her students become ever more grade-obsessed. \"Because of that, they will do things like not read books anymore. They'll only read the SparkNotes. I once had a freshman student tell me that, to succeed at our school, you had to lose your soul. I just thought: Oh, wow. That's painful, but I see why he's saying that.\"\u003c/p>\n\u003cp>But at this school, she says, she's been able to return to what drew her to teaching in the first place: helping students cultivate their interests and passions. \"I can honestly say I know these kids inside and out. Part of that is because I have 15, and before I had 150. You just cannot get to personally know 150 kids. It's more like a factory operating line.\"\u003c/p>\n\u003cp>\u003cstrong>Role Models\u003c/strong>\u003c/p>\n\u003cp>What happens when you don't have the carrot and stick of grades, McMillion says, is that \"you now have to concentrate on meaning: Why are we doing this? What does it mean? Why is it important?\"\u003c/p>\n\u003cp>Another way Khan's lab school is different: Older students serve as mentors to younger ones throughout the school day, not just occasionally.\u003c/p>\n\u003cp>\"We're all in the same environment. They look at us as role models,\" says 13-year-old Isra. \"So that makes us feel like, 'Hey, we need to be polite, we need to be respectful.' \"\u003c/p>\n\u003cp>But a key question is whether Khan's brick-and-mortar experiment will really help spread useful, scalable classroom insights and lessons, as Khan has vowed. Or whether it will simply become a great little independent school serving a small group of mostly wealthy Silicon Valley kids.\u003c/p>\n\u003cp>\"We don't want to start just another progressive school that caters to people in Silicon Valley,\" Khan insists.\u003c/p>\n\u003cp>At times, the classroom looks like controlled chaos. But the emphasis on students taking charge, Sal Khan says, helps foster creativity and collaboration.\u003c/p>\n\u003cfigure id=\"attachment_45704\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/syenigun-khan2-toned_slide-62c2ec80e657b555c2bd870e44489293af2a058e-e1467379662257.jpg\" alt=\"Sal Khan works at his office in Mountain View, Calif. He still starts the day making video tutorials, which he's done for a decade, for his online academy.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sal Khan works at his office in Mountain View, Calif. He still starts the day making video tutorials, which he's done for a decade, for his online academy. \u003ccite>(Eric Westervelt/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We want to create something that has to push the envelope, and then share that with the rest of the world. I never viewed technology as a replacement for the human experience. I viewed it as something that could liberate the human experience.\"\u003c/p>\n\u003cp>His laboratory school is not-for-profit, like the virtual academy upstairs. But it is an exclusive, selective private school not at all like the Khan Academy slogan: \"A Free World-Class Education for Anyone, Anywhere.\"\u003c/p>\n\u003cp>Actually, Khan's lab school slogan could be \"a world-class education for $25,000 a year for lucky Silicon Valley elites.\"\u003c/p>\n\u003cp>Khan disputes that. He says the point is to boldly experiment with research-based instruction. And then share everything the lab school learns with educators everywhere.\u003c/p>\n\u003cp>\"Teachers are super overworked; even to have the space to think about re-engineering is hard,\" he explains \"Then, to actually do it, what is the curriculum? Everybody talks about project-based learning, but what are those projects?\"\u003c/p>\n\u003cp>Khan has no illusions that his lab experiment will solve longstanding K-12 challenges or find some pedagogic holy grail.\u003c/p>\n\u003cp>\"I've learned that certain things are much harder than when you write about them in a book. But we're also connecting with similarly minded educators at public schools, private schools, charter schools that cater to all sorts of different demographics, and learning together, and thinking together, 'How do we get more students to be able to experience personalized learning?' \"\u003c/p>\n\u003cp>From earliest conception, he says, he and its founders saw the lab school as one thought-provoking experiment that could help catalyze change in the broader education ecosystem.\u003c/p>\n\u003cp>\"It's not going to be the lab school by itself. We're not delusional there,\" he says.\u003c/p>\n\u003cp>It's early yet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Khan's big challenge will be to help spread the lessons of what works — as well as what doesn't — beyond the lucky five-dozen students at his Mountain View, Calif., experiment.\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=From+YouTube+Pioneer+Sal+Khan%2C+A+School+With+Real+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>High school senior Sarah Goins of Louisville, Tennessee, drove in her first drag race at age 7 in a smaller version of a drag car called a junior; now, at 18, she just graduated to her own full-size car. Sarah shares her passion for drag racing with her family, particularly her father. Even though she’d been thinking “forever” that she’d eventually graduate high school and become a veterinarian, early in her senior year, when she learned how much veterinary school was going to cost, she began to rethink her options. A close friend was attending the Tennessee College of Applied Technology, or TCAT, for machining -- and Sarah began to think that maybe she could also get a machining certificate, so she could get a good job at the local Alcoa aluminum plant, or even work on car engines.\u003c/p>\n\u003cp class=\"p1\">“To be completely honest, I didn’t even know that I was going to go to college,” she said. “I work two jobs, and I knew that, even with working another job over the summer, I couldn’t afford it [college] myself. And my dad works all the time, too [he is self-employed, and owns his own jet ski repair shop]. I just thought to myself, there’s just no way I can afford it. Maybe I’ll go later on, after I graduate and get some money saved up.”\u003c/p>\n\u003cfigure id=\"attachment_45646\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45646\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/SARA-e1466801134630.jpg\" alt=\"Courtesy of Sara Goins\" width=\"250\" height=\"333\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Sara Goins\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">Then Goins began paying attention to the continuous announcements coming over the school intercom, telling seniors about the deadline to apply for a program that would allow them to go to college in Tennessee for free. “I was like, OK, I’ll look into it, because I didn’t think it was actually free,” she said. “Whenever people say, ‘free college,’ you go, ‘No way, there ain’t nothing free about that.’ It will come back and get you.”\u003c/p>\n\u003cp class=\"p1\">But when she got home and went to the \u003ca href=\"http://tennesseepromise.gov/index.shtml\">Tennessee Promise\u003c/a> website, she saw that it was true: With a few minimum requirements, she could go to college for free, and it would not come back and get her, or ask her to pay it back.\u003c/p>\n\u003cp class=\"p1\">Tennessee Promise, the \"last-dollar\" scholarship program that promises to cover the entire cost of college to any Tennessee student, filling in any gaps after Pell Grants, the Hope Scholarship and other scholarships, was the brainchild of Knoxville mayors Mike Ragsdale and (now Governor) Bill Haslam, along with local businessman Randal Boyd. Krissy DeAlejandro, who now serves as executive director of \u003ca href=\"https://www.tnachieves.org/\">tnAchieves\u003c/a>, the Tennessee Promise partner organization, was former Mayor Ragsdale’s deputy chief of staff, and said she’s been with the program since it was an “idea on a whiteboard,” when the group was looking for a way to bring a “world-class workforce” to Knoxville.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">“We knew that one-third of students were graduating from the Knox County school system and not pursuing any kind of post-secondary education directly following high school,” she said. “The need for a world-class workforce, and knowing that one-third of your graduating population are entering that workforce without any type of credential, was necessary for business and industry.”\u003c/p>\n\u003cp class=\"p1\">She said they took a close look at the students who weren’t pursuing higher education after high school, and found they had three things in common: 1) They tended to be lower- to lower-middle income; 2) They were academically fragile, meaning they weren’t eligible for academic scholarships and would also require remediation, typically math; and 3) No one in their family had ever been to college before.\u003c/p>\n\u003cp class=\"p1\">Together, they built a program called KnoxAchieves, which worked to eliminate what they saw were the barriers for this particular group in entering the higher education pipeline. Using private money raised within the community, KnoxAchieves provided up to the last dollar to ensure that students wouldn’t pay any tuition, and the program would work to bring these high-risk students into community colleges, which proved to be a good fit for students’ needs as well as kept costs low for the private funders. The requirements to qualify were simple: There was no GPA requirement and no income cap; any student could take part if they wanted to; and, in exchange for the tuition money, students were asked to provide eight hours of community service each semester that they attended college.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Nurturing Real Connections\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Perhaps the most important part of the program, however, was not the free tuition, but the mentor assigned to each student -- a volunteer who was just a phone call or text away, ready to answer questions or make sure deadlines were being met.\u003c/p>\n\u003cp class=\"p1\">“In some ways, if no one in your family has ever been to college, you need an encourager, you need a resource, someone who can talk to you about what’s a credit hour, what’s a semester,” DeAlejandro said. “So we developed a volunteer mentoring program. For us, this was about being a conduit between the program and the students, someone who could be, for lack of a better phrase, pulling for the student. Someone in their corner who could be like, ‘Let’s get through it together.’ ”\u003c/p>\n\u003cp class=\"p1\">After KnoxAchieves was launched in 2009, DeAlejandro said they quickly saw that the scholarship/mentor combination was retaining and completing students at levels that were higher than both state and national averages. The program quickly spread to other counties, so by the time Gov. Haslam introduced the program to the whole state earlier this year, the Promise program was already serving 50 percent of Tennessee’s high school seniors.\u003c/p>\n\u003cp class=\"p1\">Goins just met her mentor, retired dietician and hospital administrator Laura Harrill, for the first time recently. Harrill came to a Tennessee Promise meeting at Goins’ high school, just weeks before they were set to graduate in May. Goins said Harrill was funny and likable, and gave the six students in her charge ways to contact her by email, phone or text.\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"size-full wp-image-45634 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Laura-Harrill-e1466788524364.jpg\" alt=\"Laura-Harrill\" width=\"250\" height=\"350\">Harrill has been volunteering as a Promise mentor since 2008, and has helped 29 students through college, some who have transferred and gone on to four-year institutions. Harrill has a friendly, folksy manner that is simultaneously sweet and no-nonsense, and loves the program so much that she has coaxed her retired friends into volunteering, too. Harrill sees her main duties as keeping students on track, reminding them of deadlines and due dates for important forms, but also being available to answer questions for first-time college students who often don’t understand the nuances of navigating the college system.\u003c/p>\n\u003cp class=\"p1\">“I know one time, a student emailed me, and I could tell that she was just brokenhearted,” Harrill recalled. “She had gotten an email from the college that her classes were going to be canceled because she had not paid her fees. I called tnAchieves, and there had indeed been a glitch in the transfer of funds. They said, ‘Every one of our students is getting that email. Tell her not to worry and to keep going to class, we’re paying the bills.’ But rather than not going to class, the student emailed me [her mentor], and I reached out to find out what was going on. You build a trust with your students so they can reach out when they are worried or scared about something, and they don’t know what to do.”\u003c/p>\n\u003cp class=\"p1\">Harrill swears that the mentor/student relationship works because mentors aren’t parents. “They know I have their best interest at heart. And I know the ropes,” she said. “If I don’t know the answer, I can certainly find out. With their parents, they may not be so honest with them that they got a notice, or feel like they might embarrass their parents because they don’t know [what to do].”\u003c/p>\n\u003cp class=\"p1\">Harrill is planning on keeping in touch with both Goins and her father over the summer, checking in as the day to start college gets closer. Harrill said she can tell that Sara is driven to succeed, and thinks she will be successful. “I tell my students, I am here no matter what. I’m not going to bug you, but I am going to ride herd on you about deadlines, and things that I know are important.” Through experience, Harrill has seen that the extra push of a mentor can help students reach success.\u003c/p>\n\u003cp class=\"p1\">The scholarship/mentor/community service combination of Tennessee Promise has indeed shown great promise: in their state-wide inaugural year, the Promise has seen an uptick of 4.6 percent college-going rate increase overall, and a 10 percent increase in full-time freshman enrollment. The program inspired President Obama’s \u003ca href=\"http://https://www.whitehouse.gov/the-press-office/2015/01/09/fact-sheet-white-house-unveils-america-s-college-promise-proposal-tuitio\">America’s College Promise\u003c/a>, his proposal to bring the Tennessee Promise last-dollar scholarship program to the whole nation.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">“Often, what’s reported in Tennessee is the free college, which is so critical to the conversation,” said DeAlejandro, “but we want everyone to be pulling in the same direction. And again, that’s the holistic approach: We understand that yes, the funding implement is critical, but we also understand that we need to build supports around these students in order for them to be successful.”\u003c/p>\n\n",
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"excerpt": "Tennessee Promise is demonstrating how community colleges can help students succeed by providing students with mentors and making paying for school less burdensome. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>High school senior Sarah Goins of Louisville, Tennessee, drove in her first drag race at age 7 in a smaller version of a drag car called a junior; now, at 18, she just graduated to her own full-size car. Sarah shares her passion for drag racing with her family, particularly her father. Even though she’d been thinking “forever” that she’d eventually graduate high school and become a veterinarian, early in her senior year, when she learned how much veterinary school was going to cost, she began to rethink her options. A close friend was attending the Tennessee College of Applied Technology, or TCAT, for machining -- and Sarah began to think that maybe she could also get a machining certificate, so she could get a good job at the local Alcoa aluminum plant, or even work on car engines.\u003c/p>\n\u003cp class=\"p1\">“To be completely honest, I didn’t even know that I was going to go to college,” she said. “I work two jobs, and I knew that, even with working another job over the summer, I couldn’t afford it [college] myself. And my dad works all the time, too [he is self-employed, and owns his own jet ski repair shop]. I just thought to myself, there’s just no way I can afford it. Maybe I’ll go later on, after I graduate and get some money saved up.”\u003c/p>\n\u003cfigure id=\"attachment_45646\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45646\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/SARA-e1466801134630.jpg\" alt=\"Courtesy of Sara Goins\" width=\"250\" height=\"333\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Sara Goins\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">Then Goins began paying attention to the continuous announcements coming over the school intercom, telling seniors about the deadline to apply for a program that would allow them to go to college in Tennessee for free. “I was like, OK, I’ll look into it, because I didn’t think it was actually free,” she said. “Whenever people say, ‘free college,’ you go, ‘No way, there ain’t nothing free about that.’ It will come back and get you.”\u003c/p>\n\u003cp class=\"p1\">But when she got home and went to the \u003ca href=\"http://tennesseepromise.gov/index.shtml\">Tennessee Promise\u003c/a> website, she saw that it was true: With a few minimum requirements, she could go to college for free, and it would not come back and get her, or ask her to pay it back.\u003c/p>\n\u003cp class=\"p1\">Tennessee Promise, the \"last-dollar\" scholarship program that promises to cover the entire cost of college to any Tennessee student, filling in any gaps after Pell Grants, the Hope Scholarship and other scholarships, was the brainchild of Knoxville mayors Mike Ragsdale and (now Governor) Bill Haslam, along with local businessman Randal Boyd. Krissy DeAlejandro, who now serves as executive director of \u003ca href=\"https://www.tnachieves.org/\">tnAchieves\u003c/a>, the Tennessee Promise partner organization, was former Mayor Ragsdale’s deputy chief of staff, and said she’s been with the program since it was an “idea on a whiteboard,” when the group was looking for a way to bring a “world-class workforce” to Knoxville.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“We knew that one-third of students were graduating from the Knox County school system and not pursuing any kind of post-secondary education directly following high school,” she said. “The need for a world-class workforce, and knowing that one-third of your graduating population are entering that workforce without any type of credential, was necessary for business and industry.”\u003c/p>\n\u003cp class=\"p1\">She said they took a close look at the students who weren’t pursuing higher education after high school, and found they had three things in common: 1) They tended to be lower- to lower-middle income; 2) They were academically fragile, meaning they weren’t eligible for academic scholarships and would also require remediation, typically math; and 3) No one in their family had ever been to college before.\u003c/p>\n\u003cp class=\"p1\">Together, they built a program called KnoxAchieves, which worked to eliminate what they saw were the barriers for this particular group in entering the higher education pipeline. Using private money raised within the community, KnoxAchieves provided up to the last dollar to ensure that students wouldn’t pay any tuition, and the program would work to bring these high-risk students into community colleges, which proved to be a good fit for students’ needs as well as kept costs low for the private funders. The requirements to qualify were simple: There was no GPA requirement and no income cap; any student could take part if they wanted to; and, in exchange for the tuition money, students were asked to provide eight hours of community service each semester that they attended college.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Nurturing Real Connections\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Perhaps the most important part of the program, however, was not the free tuition, but the mentor assigned to each student -- a volunteer who was just a phone call or text away, ready to answer questions or make sure deadlines were being met.\u003c/p>\n\u003cp class=\"p1\">“In some ways, if no one in your family has ever been to college, you need an encourager, you need a resource, someone who can talk to you about what’s a credit hour, what’s a semester,” DeAlejandro said. “So we developed a volunteer mentoring program. For us, this was about being a conduit between the program and the students, someone who could be, for lack of a better phrase, pulling for the student. Someone in their corner who could be like, ‘Let’s get through it together.’ ”\u003c/p>\n\u003cp class=\"p1\">After KnoxAchieves was launched in 2009, DeAlejandro said they quickly saw that the scholarship/mentor combination was retaining and completing students at levels that were higher than both state and national averages. The program quickly spread to other counties, so by the time Gov. Haslam introduced the program to the whole state earlier this year, the Promise program was already serving 50 percent of Tennessee’s high school seniors.\u003c/p>\n\u003cp class=\"p1\">Goins just met her mentor, retired dietician and hospital administrator Laura Harrill, for the first time recently. Harrill came to a Tennessee Promise meeting at Goins’ high school, just weeks before they were set to graduate in May. Goins said Harrill was funny and likable, and gave the six students in her charge ways to contact her by email, phone or text.\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"size-full wp-image-45634 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Laura-Harrill-e1466788524364.jpg\" alt=\"Laura-Harrill\" width=\"250\" height=\"350\">Harrill has been volunteering as a Promise mentor since 2008, and has helped 29 students through college, some who have transferred and gone on to four-year institutions. Harrill has a friendly, folksy manner that is simultaneously sweet and no-nonsense, and loves the program so much that she has coaxed her retired friends into volunteering, too. Harrill sees her main duties as keeping students on track, reminding them of deadlines and due dates for important forms, but also being available to answer questions for first-time college students who often don’t understand the nuances of navigating the college system.\u003c/p>\n\u003cp class=\"p1\">“I know one time, a student emailed me, and I could tell that she was just brokenhearted,” Harrill recalled. “She had gotten an email from the college that her classes were going to be canceled because she had not paid her fees. I called tnAchieves, and there had indeed been a glitch in the transfer of funds. They said, ‘Every one of our students is getting that email. Tell her not to worry and to keep going to class, we’re paying the bills.’ But rather than not going to class, the student emailed me [her mentor], and I reached out to find out what was going on. You build a trust with your students so they can reach out when they are worried or scared about something, and they don’t know what to do.”\u003c/p>\n\u003cp class=\"p1\">Harrill swears that the mentor/student relationship works because mentors aren’t parents. “They know I have their best interest at heart. And I know the ropes,” she said. “If I don’t know the answer, I can certainly find out. With their parents, they may not be so honest with them that they got a notice, or feel like they might embarrass their parents because they don’t know [what to do].”\u003c/p>\n\u003cp class=\"p1\">Harrill is planning on keeping in touch with both Goins and her father over the summer, checking in as the day to start college gets closer. Harrill said she can tell that Sara is driven to succeed, and thinks she will be successful. “I tell my students, I am here no matter what. I’m not going to bug you, but I am going to ride herd on you about deadlines, and things that I know are important.” Through experience, Harrill has seen that the extra push of a mentor can help students reach success.\u003c/p>\n\u003cp class=\"p1\">The scholarship/mentor/community service combination of Tennessee Promise has indeed shown great promise: in their state-wide inaugural year, the Promise has seen an uptick of 4.6 percent college-going rate increase overall, and a 10 percent increase in full-time freshman enrollment. The program inspired President Obama’s \u003ca href=\"http://https://www.whitehouse.gov/the-press-office/2015/01/09/fact-sheet-white-house-unveils-america-s-college-promise-proposal-tuitio\">America’s College Promise\u003c/a>, his proposal to bring the Tennessee Promise last-dollar scholarship program to the whole nation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“Often, what’s reported in Tennessee is the free college, which is so critical to the conversation,” said DeAlejandro, “but we want everyone to be pulling in the same direction. And again, that’s the holistic approach: We understand that yes, the funding implement is critical, but we also understand that we need to build supports around these students in order for them to be successful.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Community College Completion Is Often a Long and Winding Road",
"title": "Why Community College Completion Is Often a Long and Winding Road",
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"content": "\u003cp>Anastasia Gnyp of Hendersonville, Tennessee, graduated from Merrol Hyde Magnet School a semester early in 2009 with big dreams. She had received a Hope Scholarship, which would help pay in-state tuition to the institution of her choice, and was planning on attending the University of Tennessee Chattanooga to major in environmental agriculture. Gnyp said at the time she dreamed of becoming a “political environmentalist.” But then her family hit a rough patch due to her parents’ divorce, and to save money on tuition, she decided to delay entry to UT and first take some pre-req classes at Volunteer State Community College, about 20 minutes from where she was living at home.\u003c/p>\n\u003cp class=\"p1\">“My goal was to start at Vol State, get my prerequisites out of the way,” she said, “and then transfer to the university, in attempts to basically save on tuition with the in-state financial aid.”\u003c/p>\n\u003cp class=\"p1\">But in the middle of her first semester at Vol State, she became ill with what was thought to be manic bipolar disorder and later clarified: Gnyp was diagnosed with schizophrenia.\u003c/p>\n\u003cp class=\"p1\">“I had to leave school entirely, to seek treatment,” she said. “It was a whirlwind: being a teenager, being freshly in college, on the cusp of adulthood, then that [schizophrenia] happening at the same time. I couldn’t handle it all for a little while.”\u003c/p>\n\u003cp class=\"p1\">Gnyp lost her Hope Scholarship for not returning to school within a year. She said that, although Hope does make exceptions for mental illness, she “got caught up in the paperwork of it,” a process she described as “extensive and complicated.” At the time, she wasn’t used to the lengthy process it was going to take to save her scholarship while juggling treatment. She found out, too late, that she had signed the wrong papers and didn’t turn them in on time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">After nearly two years in treatment, now 20, feeling much better and realizing she needed to “do something,” Gnyp decided to start over and re-enroll at Volunteer State part time, where she could stay close to home. She no longer had tuition help from her scholarship, but she’d struck a deal with her dad, an orthopedic sales rep who himself had gotten a bachelor’s degree at Wayne State University in Michigan.\u003c/p>\n\u003cp class=\"p1\">“I had an agreement with my father, that he would help me with my tuition payments if I kept my grades at 3.0 or higher, and I would contribute when I could. I worked different part-time jobs throughout college -- I worked at Lowe’s and as a waitress for a couple of years -- sometimes two at once, while going to school.”\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright wp-image-45621\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Anastasia-Gnyp-1.jpg\" alt=\"Anastasia-Gnyp\" width=\"250\" height=\"374\">Gnyp said she’s grateful to have emerged on the other side with no student loans, even though getting through the two-year associate program took nearly four years, first as a part-time pre-nursing major for two years, then switching to a full-time medical lab technology major, which took a year to complete.\u003c/p>\n\u003cp class=\"p1\">While her particular case may be unique, Gnyp's path to higher education is more typical of an American college student than what is often portrayed in the media: the recent high school graduate showing up on a leafy college campus away from home for a four-year college experience. According to the \u003ca href=\"http://www.aacc.nche.edu/AboutCC/Documents/AACCFactSheetsR2.pdf\">American Association of Community Colleges\u003c/a>, community college students make up 45 percent, or nearly half, of all U.S. undergraduates; 7.3 million students are enrolled in both full- and part-time two-year associate and certificate programs.\u003c/p>\n\u003cp class=\"p1\">Community college students also encompass a more diverse group than four-year institutions: 36 percent of community college students are the first in their families to go to college, and nearly 30 percent are parents themselves; black, Latino and minority students make up half the student population, and nearly all students work at an outside job while attending school.\u003c/p>\n\u003cp class=\"p1\">Yet Gnyp is a financial outlier, since she had financial help from her parents: 60 percent of students receive some kind of financial aid to attend community college, whether through federal loans and grants, help from the school or work study, to help meet the average yearly tuition of $3,400 (as compared to the average four-year college, which is $9,400). Since most community college students come from low-income backgrounds, many struggle to juggle multiple responsibilities, work and stay in school long enough to graduate.\u003c/p>\n\u003cp class=\"p1\">“There’s a high percentage of first-generation college students, a high percentage of folks that are working full time and going to school part time,” said Karin Weaver, executive director of development at Nashville State Community College in Nashville, Tennessee. “And so they are really saying, ‘I’ve got to get my bills paid and my family fed, but at the same time I’m trying to figure out a way to get into a better job.’”\u003c/p>\n\u003cp class=\"p1\">One of Weaver’s main responsibilities at Nashville State is to try to meet the financial gap between grants, loans and scholarships and what students can afford. Unlike many four-year colleges, this work can be difficult. Because many community college graduates don’t make high-level salaries after entering the workforce, many colleges struggle with small endowments, and often rely on the community and local employers for financial gifts. Weaver said that she’s always looking at how to design programs to engage donors that might interest them.\u003c/p>\n\u003cp class=\"p1\">“The fundraising piece is really huge,” she said. “When you think traditional higher ed, you’ve got alumni associations, endowments -- but a lot of our alum are just average folks making average wages. Some of them are coming out and going into high-level positions, but as a whole, the students we serve are low-income folks.\"\u003c/p>\n\u003cp class=\"p1\">Therefore, Weaver said, even with federal aid, it’s critical to keep financial gifts coming in to serve what she sees as community colleges’ vital longtime mission: helping catapult students into the middle class.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>A Short History of Community Colleges\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">The first “junior college” was founded in 1901 in Joliet, Illinois, as a two-year liberal arts institution for students who wanted to stay close to home and then eventually finish their last two years at a four-year university. It was only after the Great Depression that community colleges began offering more job training and vocational programs similar to those being offered in Europe, especially Germany.\u003c/p>\n\u003cp class=\"p1\">But it was the GI Bill, along with the Truman Commission calling for more Americans to have access to higher education, that changed everything: By the 1960s,\u003cspan class=\"Apple-converted-space\"> \u003c/span>a massive expansion of local colleges spread across the country to serve individual communities’ needs, both to expand who could go to college and to train skilled workers for better jobs. It was during the '60s that nearly 500 of today’s more than 1,100 community colleges were created.\u003c/p>\n\u003cp class=\"p1\">And while vocational education -- like heating and air-conditioning certificates or engine repair -- continues to be the domain of community colleges, American Association of Community Colleges' data show that more 2014 graduates got their associates degrees in liberal arts and sciences (\u003ca href=\"http://www.aacc.nche.edu/Publications/datapoints/Documents/MajoringStudents.pdf\">33\u003c/a> percent) than in any other field, even health care. More \u003ca href=\"http://www.aacc.nche.edu/Publications/datapoints/Documents/CCTransfer_062514.pdf\">data from 2014\u003c/a> show 60 percent of community college graduates went on to earn their bachelor's in four years or less, and 12 percent more were persisting toward graduating after four years.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>From Access to Completion\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Tom Bailey, who serves as director of the \u003ca href=\"http://ccrc.tc.columbia.edu/\">Community College Research Center\u003c/a> at Columbia University, said that another shift occurred for community colleges around the 21\u003cspan class=\"s1\">\u003csup>st\u003c/sup>\u003c/span> century mark, when the focus shifted from providing access to helping students achieve completion.\u003c/p>\n\u003cp class=\"p1\">“Where we were thinking of community colleges as access institutions -- which of course, they did a good job, they’re cheap, they’re ubiquitous, you can work, you can go part time,” Bailey said. “But then I would say in the early 2000s, was the beginning of what is now called the ‘completion agenda.’ ”\u003c/p>\n\u003cp class=\"p1\">In the year 2000, the Department of Education began publishing graduation rates for every community college, and even taking into account the very narrow criteria used to gather the numbers (including counting all transfers, even to four-year schools, as a dropout), the numbers were dramatically low, hovering around the 20 percent mark.\u003c/p>\n\u003cp class=\"p1\">“People realized that community colleges had a concentration of the types of students we’re all worked about, right? Low-income students, minority students, first-generation immigrant, all of those. People whose jobs went away because of foreign competition or technological change, and they’re coming back to get retrained, all of those were things for community college. So there was much more attention paid to them.”\u003c/p>\n\u003cp class=\"p1\">Research showed that students who attained any sort of degree would dramatically increase lifetime earnings over a high school diploma, so community colleges began to concentrate on not just getting students to college, but helping them stay until they finished.\u003c/p>\n\u003cp class=\"p1\">The completion agenda has sparked such initiatives as \u003ca href=\"http://ccrc.tc.columbia.edu/publications/what-we-know-about-guided-pathways-packet.html\">guided pathways\u003c/a> and Obama’s \u003ca href=\"http://https://www.whitehouse.gov/the-press-office/2015/01/09/fact-sheet-white-house-unveils-america-s-college-promise-proposal-tuitio\">America’s College Promise\u003c/a>, which is based on the very successful \u003ca href=\"http://tennesseepromise.gov\">Tennessee Promise\u003c/a> program, all in support of a \u003ca href=\"http://www.aacc.nche.edu/AboutCC/Trends/Documents/completion_report_05212015.pdf\">national push\u003c/a> to increase community college completion by 50 percent by the year 2020.\u003c/p>\n\u003cp class=\"p1\">After a long and often winding six-year process in and out of school, Anastasia Gnyp graduated on May 17, 2016, with her associate's degree as a medical lab technician -- a career path she’d heard about from a family friend and found, once she investigated, that she loved. Volunteer State had recently build a new medical division, where she said everything seemed “advanced and high tech.” Vol State offers a bridge program to local Austin Peay State University, After establishing herself in her new career in a couple of years, Gnyp is planning to earn her bachelor’s degree there.\u003c/p>\n\u003cp class=\"p1\">Even though staying in school, working and managing her illness was often tough, Gnyp wanted to share her story to encourage others to keep going.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">“If I had to say I was disappointed about anything -- it would have been nice to go to a four-year university and lived on campus and had no distractions in my education in a matter of four years,” she said, “as opposed to the close to six-year route it’s taken me. At the same time, I wouldn’t trade my life experiences I got from staying here. So overall, I would say that my community college experience has been very positive. And even uplifting.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Anastasia Gnyp of Hendersonville, Tennessee, graduated from Merrol Hyde Magnet School a semester early in 2009 with big dreams. She had received a Hope Scholarship, which would help pay in-state tuition to the institution of her choice, and was planning on attending the University of Tennessee Chattanooga to major in environmental agriculture. Gnyp said at the time she dreamed of becoming a “political environmentalist.” But then her family hit a rough patch due to her parents’ divorce, and to save money on tuition, she decided to delay entry to UT and first take some pre-req classes at Volunteer State Community College, about 20 minutes from where she was living at home.\u003c/p>\n\u003cp class=\"p1\">“My goal was to start at Vol State, get my prerequisites out of the way,” she said, “and then transfer to the university, in attempts to basically save on tuition with the in-state financial aid.”\u003c/p>\n\u003cp class=\"p1\">But in the middle of her first semester at Vol State, she became ill with what was thought to be manic bipolar disorder and later clarified: Gnyp was diagnosed with schizophrenia.\u003c/p>\n\u003cp class=\"p1\">“I had to leave school entirely, to seek treatment,” she said. “It was a whirlwind: being a teenager, being freshly in college, on the cusp of adulthood, then that [schizophrenia] happening at the same time. I couldn’t handle it all for a little while.”\u003c/p>\n\u003cp class=\"p1\">Gnyp lost her Hope Scholarship for not returning to school within a year. She said that, although Hope does make exceptions for mental illness, she “got caught up in the paperwork of it,” a process she described as “extensive and complicated.” At the time, she wasn’t used to the lengthy process it was going to take to save her scholarship while juggling treatment. She found out, too late, that she had signed the wrong papers and didn’t turn them in on time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">After nearly two years in treatment, now 20, feeling much better and realizing she needed to “do something,” Gnyp decided to start over and re-enroll at Volunteer State part time, where she could stay close to home. She no longer had tuition help from her scholarship, but she’d struck a deal with her dad, an orthopedic sales rep who himself had gotten a bachelor’s degree at Wayne State University in Michigan.\u003c/p>\n\u003cp class=\"p1\">“I had an agreement with my father, that he would help me with my tuition payments if I kept my grades at 3.0 or higher, and I would contribute when I could. I worked different part-time jobs throughout college -- I worked at Lowe’s and as a waitress for a couple of years -- sometimes two at once, while going to school.”\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright wp-image-45621\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Anastasia-Gnyp-1.jpg\" alt=\"Anastasia-Gnyp\" width=\"250\" height=\"374\">Gnyp said she’s grateful to have emerged on the other side with no student loans, even though getting through the two-year associate program took nearly four years, first as a part-time pre-nursing major for two years, then switching to a full-time medical lab technology major, which took a year to complete.\u003c/p>\n\u003cp class=\"p1\">While her particular case may be unique, Gnyp's path to higher education is more typical of an American college student than what is often portrayed in the media: the recent high school graduate showing up on a leafy college campus away from home for a four-year college experience. According to the \u003ca href=\"http://www.aacc.nche.edu/AboutCC/Documents/AACCFactSheetsR2.pdf\">American Association of Community Colleges\u003c/a>, community college students make up 45 percent, or nearly half, of all U.S. undergraduates; 7.3 million students are enrolled in both full- and part-time two-year associate and certificate programs.\u003c/p>\n\u003cp class=\"p1\">Community college students also encompass a more diverse group than four-year institutions: 36 percent of community college students are the first in their families to go to college, and nearly 30 percent are parents themselves; black, Latino and minority students make up half the student population, and nearly all students work at an outside job while attending school.\u003c/p>\n\u003cp class=\"p1\">Yet Gnyp is a financial outlier, since she had financial help from her parents: 60 percent of students receive some kind of financial aid to attend community college, whether through federal loans and grants, help from the school or work study, to help meet the average yearly tuition of $3,400 (as compared to the average four-year college, which is $9,400). Since most community college students come from low-income backgrounds, many struggle to juggle multiple responsibilities, work and stay in school long enough to graduate.\u003c/p>\n\u003cp class=\"p1\">“There’s a high percentage of first-generation college students, a high percentage of folks that are working full time and going to school part time,” said Karin Weaver, executive director of development at Nashville State Community College in Nashville, Tennessee. “And so they are really saying, ‘I’ve got to get my bills paid and my family fed, but at the same time I’m trying to figure out a way to get into a better job.’”\u003c/p>\n\u003cp class=\"p1\">One of Weaver’s main responsibilities at Nashville State is to try to meet the financial gap between grants, loans and scholarships and what students can afford. Unlike many four-year colleges, this work can be difficult. Because many community college graduates don’t make high-level salaries after entering the workforce, many colleges struggle with small endowments, and often rely on the community and local employers for financial gifts. Weaver said that she’s always looking at how to design programs to engage donors that might interest them.\u003c/p>\n\u003cp class=\"p1\">“The fundraising piece is really huge,” she said. “When you think traditional higher ed, you’ve got alumni associations, endowments -- but a lot of our alum are just average folks making average wages. Some of them are coming out and going into high-level positions, but as a whole, the students we serve are low-income folks.\"\u003c/p>\n\u003cp class=\"p1\">Therefore, Weaver said, even with federal aid, it’s critical to keep financial gifts coming in to serve what she sees as community colleges’ vital longtime mission: helping catapult students into the middle class.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>A Short History of Community Colleges\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">The first “junior college” was founded in 1901 in Joliet, Illinois, as a two-year liberal arts institution for students who wanted to stay close to home and then eventually finish their last two years at a four-year university. It was only after the Great Depression that community colleges began offering more job training and vocational programs similar to those being offered in Europe, especially Germany.\u003c/p>\n\u003cp class=\"p1\">But it was the GI Bill, along with the Truman Commission calling for more Americans to have access to higher education, that changed everything: By the 1960s,\u003cspan class=\"Apple-converted-space\"> \u003c/span>a massive expansion of local colleges spread across the country to serve individual communities’ needs, both to expand who could go to college and to train skilled workers for better jobs. It was during the '60s that nearly 500 of today’s more than 1,100 community colleges were created.\u003c/p>\n\u003cp class=\"p1\">And while vocational education -- like heating and air-conditioning certificates or engine repair -- continues to be the domain of community colleges, American Association of Community Colleges' data show that more 2014 graduates got their associates degrees in liberal arts and sciences (\u003ca href=\"http://www.aacc.nche.edu/Publications/datapoints/Documents/MajoringStudents.pdf\">33\u003c/a> percent) than in any other field, even health care. More \u003ca href=\"http://www.aacc.nche.edu/Publications/datapoints/Documents/CCTransfer_062514.pdf\">data from 2014\u003c/a> show 60 percent of community college graduates went on to earn their bachelor's in four years or less, and 12 percent more were persisting toward graduating after four years.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>From Access to Completion\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Tom Bailey, who serves as director of the \u003ca href=\"http://ccrc.tc.columbia.edu/\">Community College Research Center\u003c/a> at Columbia University, said that another shift occurred for community colleges around the 21\u003cspan class=\"s1\">\u003csup>st\u003c/sup>\u003c/span> century mark, when the focus shifted from providing access to helping students achieve completion.\u003c/p>\n\u003cp class=\"p1\">“Where we were thinking of community colleges as access institutions -- which of course, they did a good job, they’re cheap, they’re ubiquitous, you can work, you can go part time,” Bailey said. “But then I would say in the early 2000s, was the beginning of what is now called the ‘completion agenda.’ ”\u003c/p>\n\u003cp class=\"p1\">In the year 2000, the Department of Education began publishing graduation rates for every community college, and even taking into account the very narrow criteria used to gather the numbers (including counting all transfers, even to four-year schools, as a dropout), the numbers were dramatically low, hovering around the 20 percent mark.\u003c/p>\n\u003cp class=\"p1\">“People realized that community colleges had a concentration of the types of students we’re all worked about, right? Low-income students, minority students, first-generation immigrant, all of those. People whose jobs went away because of foreign competition or technological change, and they’re coming back to get retrained, all of those were things for community college. So there was much more attention paid to them.”\u003c/p>\n\u003cp class=\"p1\">Research showed that students who attained any sort of degree would dramatically increase lifetime earnings over a high school diploma, so community colleges began to concentrate on not just getting students to college, but helping them stay until they finished.\u003c/p>\n\u003cp class=\"p1\">The completion agenda has sparked such initiatives as \u003ca href=\"http://ccrc.tc.columbia.edu/publications/what-we-know-about-guided-pathways-packet.html\">guided pathways\u003c/a> and Obama’s \u003ca href=\"http://https://www.whitehouse.gov/the-press-office/2015/01/09/fact-sheet-white-house-unveils-america-s-college-promise-proposal-tuitio\">America’s College Promise\u003c/a>, which is based on the very successful \u003ca href=\"http://tennesseepromise.gov\">Tennessee Promise\u003c/a> program, all in support of a \u003ca href=\"http://www.aacc.nche.edu/AboutCC/Trends/Documents/completion_report_05212015.pdf\">national push\u003c/a> to increase community college completion by 50 percent by the year 2020.\u003c/p>\n\u003cp class=\"p1\">After a long and often winding six-year process in and out of school, Anastasia Gnyp graduated on May 17, 2016, with her associate's degree as a medical lab technician -- a career path she’d heard about from a family friend and found, once she investigated, that she loved. Volunteer State had recently build a new medical division, where she said everything seemed “advanced and high tech.” Vol State offers a bridge program to local Austin Peay State University, After establishing herself in her new career in a couple of years, Gnyp is planning to earn her bachelor’s degree there.\u003c/p>\n\u003cp class=\"p1\">Even though staying in school, working and managing her illness was often tough, Gnyp wanted to share her story to encourage others to keep going.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“If I had to say I was disappointed about anything -- it would have been nice to go to a four-year university and lived on campus and had no distractions in my education in a matter of four years,” she said, “as opposed to the close to six-year route it’s taken me. At the same time, I wouldn’t trade my life experiences I got from staying here. So overall, I would say that my community college experience has been very positive. And even uplifting.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Teachers work hard to help students understand the crucial role of perspective in shaping historical narratives. And yet for the sake of time and convenience, history textbooks often flatten the narratives, excluding events and upholding a Euro-centric narrative of what constitutes \"history.\" Teachers are coming up with amazing ways around this problem from \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/16/forget-the-textbook-video-games-as-social-studies-content/\" target=\"_blank\">integrating video games as social studies texts\u003c/a>, to creating their own \u003ca href=\"https://ww2.kqed.org/mindshift/2012/05/31/how-open-education-is-changing-the-texture-of-content/\" target=\"_blank\">open educational resources\u003c/a>. Some teachers are even \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/14/how-teachers-are-using-hamilton-the-musical-in-the-classroom/\" target=\"_blank\">using theater\u003c/a> to help kids access the untold histories of minority groups that often get overlooked in the dominant narratives.\u003c/p>\n\u003cp>In her \u003ca href=\"http://www.theatlantic.com/education/archive/2016/06/can-theater-save-minority-history-in-us-classrooms/486149/\" target=\"_blank\">article for The Atlantic\u003c/a>, Audrey Cleo Yap discusses recent controversies over how some approved textbooks portray Mexican-Americans or characterize Indian culture. Researchers have found that when students feel a text stereotypes minority experiences, they are less likely to trust its validity and by extension distrust the class, teacher and subject. Several theater programs hope to offset those effects by diving deeply into the experiences of minority communities in the U.S., as Cleo Yap reports:\u003c/p>\n\u003cblockquote>\u003cp>\"Theater, then, has become one avenue through which non-profit groups in California—a state with a 62 percent minority population and one of the most diverse make-ups in the country—ensure students learn about minorities in U.S. history, both past and present. The ramification of pushing a white-dominant historical narrative, argues EWP’s Tokuda, is erasure of minority voices: 'The consequences are that no one will care, and we become invisible again.' \"\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/06/can-theater-save-minority-history-in-us-classrooms/486149/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers work hard to help students understand the crucial role of perspective in shaping historical narratives. And yet for the sake of time and convenience, history textbooks often flatten the narratives, excluding events and upholding a Euro-centric narrative of what constitutes \"history.\" Teachers are coming up with amazing ways around this problem from \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/16/forget-the-textbook-video-games-as-social-studies-content/\" target=\"_blank\">integrating video games as social studies texts\u003c/a>, to creating their own \u003ca href=\"https://ww2.kqed.org/mindshift/2012/05/31/how-open-education-is-changing-the-texture-of-content/\" target=\"_blank\">open educational resources\u003c/a>. Some teachers are even \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/14/how-teachers-are-using-hamilton-the-musical-in-the-classroom/\" target=\"_blank\">using theater\u003c/a> to help kids access the untold histories of minority groups that often get overlooked in the dominant narratives.\u003c/p>\n\u003cp>In her \u003ca href=\"http://www.theatlantic.com/education/archive/2016/06/can-theater-save-minority-history-in-us-classrooms/486149/\" target=\"_blank\">article for The Atlantic\u003c/a>, Audrey Cleo Yap discusses recent controversies over how some approved textbooks portray Mexican-Americans or characterize Indian culture. Researchers have found that when students feel a text stereotypes minority experiences, they are less likely to trust its validity and by extension distrust the class, teacher and subject. Several theater programs hope to offset those effects by diving deeply into the experiences of minority communities in the U.S., as Cleo Yap reports:\u003c/p>\n\u003cblockquote>\u003cp>\"Theater, then, has become one avenue through which non-profit groups in California—a state with a 62 percent minority population and one of the most diverse make-ups in the country—ensure students learn about minorities in U.S. history, both past and present. The ramification of pushing a white-dominant historical narrative, argues EWP’s Tokuda, is erasure of minority voices: 'The consequences are that no one will care, and we become invisible again.' \"\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/06/can-theater-save-minority-history-in-us-classrooms/486149/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A few weeks ago at a soccer game I was coaching, my team got trounced. They are 7 and they are not used to losing. As soon as I called the game and they realized what had just happened, two of the boys burst out crying.\u003c/p>\n\u003cp>The first one cried loudly, and desperately. He was upset because he hadn't run hard enough or passed enough or scored enough goals. It was the cry of a battle commander who had let his troops down, and his father hugged him proudly. The second boy cried because of a minor injury and a general sense of exhaustion. His mom gave him a stern face and whisked him away to the car.\u003c/p>\n\u003cp>Do we care if our sons cry? When I asked that question on Twitter, a handful of moms immediately wrote me back to say: Of course! I want my son to cry! But I suspect that only applies to the kind of parents who follow me on Twitter, and even less so for the dads. The most fulsome and possibly honest answer I received (from a dad) was: \"I don't mind at all when my 11-year-old cries when he is overcome with emotion. I do mind when he cries over small injuries.\"\u003c/p>\n\u003cp>My conclusion: I think we care a lot less about boys crying than we used to, but more than we will admit. Or to put it another way: boys can cry, if they do it in just the right way.\u003c/p>\n\u003cp>The academic research about boys and crying – or more accurately, vulnerability – shows that society is right now in a precarious place. One body of research shows that boys will fall further behind in school and in an increasingly complex society if we do not teach them how to be emotionally open and honest, able to recognize and navigate their feelings rather than stuffing them down. But another body of research shows that \u003ca href=\"http://www.nytimes.com/2016/04/10/education/edlife/teaching-men-to-be-emotionally-honest.html\">teaching boys to accept their own vulnerability is harder than we think.\u003c/a> Despite our best intentions, our progressive instincts, and an increasingly gender-fluid society — the mama's boy stigma dies hard.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, we have been stuck in this spot for a while. Nearly 20 years ago \u003cem>The Atlantic\u003c/em> ran a cover story about the \u003ca href=\"http://www.theatlantic.com/magazine/archive/2000/05/the-war-against-boys/304659/\">boy crisis in schools\u003c/a>. Boys were falling behind in math and reading scores, in high school and college graduation rates. For working-class men this translated into a very slim chance of an easy middle-class life, as I wrote about in my 2012 book \u003ca href=\"https://www.amazon.com/End-Men-Rise-Women/dp/B00D9TA4VY\">\u003cem>The End of Men\u003c/em>\u003c/a>\u003cem>.\u003c/em> Initially researchers thought that what boys needed was more ... boyishness, more rough and tumble play, more adventure stories!\u003c/p>\n\u003cp>But now it looks like they might need the opposite. In a 2013 \u003ca href=\"http://pages.uoregon.edu/eherman/teaching/texts/DiPrete%20&%20Buchmann,%202013%20Briefing%20The-rise-of-women.pdf\">repor\u003c/a>t, sociologists Thomas Di Prete and Claudia Buchmann wrote that \"boys' underperformance in school has more to do with society's norms about masculinity than with anatomy, hormones or brain structure.\" Boys who do extracurriculars like music, art and drama tend to get higher grades, they found, but those things are often denigrated as \"un-masculine,\" they write. And they found many examples of boys who strive for good grades being called \"pussies\" or \"fags\" by their peers.\u003c/p>\n\u003cp>Why at a time when acceptable behavior for women has expanded, do men remain stuck? After all, studies of infants and young children show that \u003ca href=\"http://psycnet.apa.org/journals/dev/35/1/175/\">babies and very young boys are just as emotive\u003c/a> as little girls. So why do we socialize it out of them? Sociologist Stephanie Coontz calls this the age of the \u003ca href=\"http://www.stephaniecoontz.com/articles/article93.htm\">masculine mystique\u003c/a>. In the 50s and early 60s it was women who were stuck in a box. But now it's men who are trapped in a narrow gender stereotype that \"prevents them from exploring the full range of their individual capabilities,\" she writes.\u003c/p>\n\u003cp>I own a 1958 book called \u003cem>The Decline of the American Male\u003c/em>. It shows a picture of a wickedly indifferent goddess woman pulling the puppet strings of a boy. Chapter One is called \"Why Do Women Dominate Him?\" The fear of female domination runs deep. You can see it in Gamergate, in Donald Trump, in bro culture on campus. In fact, it's a strain of misogyny that runs alongside gender equality. Ask the question: \"Can Boys Cry?\" and you are only likely to inflame it, confirm the fear that boys are being forced to conform to a girls' world.\u003c/p>\n\u003cp>My guess is that there has always been an acceptable category of male vulnerability and that it always looked different from the female kind. You can see it in boys' eternal attraction to superheroes, who are simultaneously invincible and tender. You can see it in boy-men's undying love for Bruce Springsteen. Boys seem magnetized to men who express the full range of emotions. But we have lost that along the way, or at least it's gotten perverted. In her 1999 book \u003cem>Stiffed: The Betrayal of the American Man\u003c/em>, Susan Faludi says that these days boys are modeling themselves on what she calls \"ornamental masculinity\" – the flattened, crude version of macho that dominates TV and music and porn.\u003c/p>\n\u003cp>To me the most promising efforts are the ones that address male vulnerability on its own terms, or at least in gender-neutral terms. As it happens, some of the most exciting trends in education right now are ones boys can get behind. New research on motivation encourages kids to \u003ca href=\"http://mindsetonline.com/abouttheauthor/\">fail\u003c/a>. The newly trendy concept of grit implies a life of endless obstacle courses and toughness, something boys can also own. And my favorite, psychiatrist Jonathan Shay's program to \u003ca href=\"http://www.nytimes.com/2008/01/13/us/excerpt-odysseus.html\">ease combat trauma with Greek classics\u003c/a>. Shay sees that the classics understood something we have forgotten — that men who are coming back from war, or who have just lost a soccer game, or who are just plain tired, would naturally want to cry. But he also sees that the message is easier to take coming from a Greek hero.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Hanna Rosin is a co-host of the \u003ca href=\"http://www.npr.org/programs/invisibilia/\">NPR podcast Invisibilia\u003c/a>. She's written for The Atlantic and Slate, and is the author of The End of Men.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Is+It+OK+For+Boys+To+Cry%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A few weeks ago at a soccer game I was coaching, my team got trounced. They are 7 and they are not used to losing. As soon as I called the game and they realized what had just happened, two of the boys burst out crying.\u003c/p>\n\u003cp>The first one cried loudly, and desperately. He was upset because he hadn't run hard enough or passed enough or scored enough goals. It was the cry of a battle commander who had let his troops down, and his father hugged him proudly. The second boy cried because of a minor injury and a general sense of exhaustion. His mom gave him a stern face and whisked him away to the car.\u003c/p>\n\u003cp>Do we care if our sons cry? When I asked that question on Twitter, a handful of moms immediately wrote me back to say: Of course! I want my son to cry! But I suspect that only applies to the kind of parents who follow me on Twitter, and even less so for the dads. The most fulsome and possibly honest answer I received (from a dad) was: \"I don't mind at all when my 11-year-old cries when he is overcome with emotion. I do mind when he cries over small injuries.\"\u003c/p>\n\u003cp>My conclusion: I think we care a lot less about boys crying than we used to, but more than we will admit. Or to put it another way: boys can cry, if they do it in just the right way.\u003c/p>\n\u003cp>The academic research about boys and crying – or more accurately, vulnerability – shows that society is right now in a precarious place. One body of research shows that boys will fall further behind in school and in an increasingly complex society if we do not teach them how to be emotionally open and honest, able to recognize and navigate their feelings rather than stuffing them down. But another body of research shows that \u003ca href=\"http://www.nytimes.com/2016/04/10/education/edlife/teaching-men-to-be-emotionally-honest.html\">teaching boys to accept their own vulnerability is harder than we think.\u003c/a> Despite our best intentions, our progressive instincts, and an increasingly gender-fluid society — the mama's boy stigma dies hard.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, we have been stuck in this spot for a while. Nearly 20 years ago \u003cem>The Atlantic\u003c/em> ran a cover story about the \u003ca href=\"http://www.theatlantic.com/magazine/archive/2000/05/the-war-against-boys/304659/\">boy crisis in schools\u003c/a>. Boys were falling behind in math and reading scores, in high school and college graduation rates. For working-class men this translated into a very slim chance of an easy middle-class life, as I wrote about in my 2012 book \u003ca href=\"https://www.amazon.com/End-Men-Rise-Women/dp/B00D9TA4VY\">\u003cem>The End of Men\u003c/em>\u003c/a>\u003cem>.\u003c/em> Initially researchers thought that what boys needed was more ... boyishness, more rough and tumble play, more adventure stories!\u003c/p>\n\u003cp>But now it looks like they might need the opposite. In a 2013 \u003ca href=\"http://pages.uoregon.edu/eherman/teaching/texts/DiPrete%20&%20Buchmann,%202013%20Briefing%20The-rise-of-women.pdf\">repor\u003c/a>t, sociologists Thomas Di Prete and Claudia Buchmann wrote that \"boys' underperformance in school has more to do with society's norms about masculinity than with anatomy, hormones or brain structure.\" Boys who do extracurriculars like music, art and drama tend to get higher grades, they found, but those things are often denigrated as \"un-masculine,\" they write. And they found many examples of boys who strive for good grades being called \"pussies\" or \"fags\" by their peers.\u003c/p>\n\u003cp>Why at a time when acceptable behavior for women has expanded, do men remain stuck? After all, studies of infants and young children show that \u003ca href=\"http://psycnet.apa.org/journals/dev/35/1/175/\">babies and very young boys are just as emotive\u003c/a> as little girls. So why do we socialize it out of them? Sociologist Stephanie Coontz calls this the age of the \u003ca href=\"http://www.stephaniecoontz.com/articles/article93.htm\">masculine mystique\u003c/a>. In the 50s and early 60s it was women who were stuck in a box. But now it's men who are trapped in a narrow gender stereotype that \"prevents them from exploring the full range of their individual capabilities,\" she writes.\u003c/p>\n\u003cp>I own a 1958 book called \u003cem>The Decline of the American Male\u003c/em>. It shows a picture of a wickedly indifferent goddess woman pulling the puppet strings of a boy. Chapter One is called \"Why Do Women Dominate Him?\" The fear of female domination runs deep. You can see it in Gamergate, in Donald Trump, in bro culture on campus. In fact, it's a strain of misogyny that runs alongside gender equality. Ask the question: \"Can Boys Cry?\" and you are only likely to inflame it, confirm the fear that boys are being forced to conform to a girls' world.\u003c/p>\n\u003cp>My guess is that there has always been an acceptable category of male vulnerability and that it always looked different from the female kind. You can see it in boys' eternal attraction to superheroes, who are simultaneously invincible and tender. You can see it in boy-men's undying love for Bruce Springsteen. Boys seem magnetized to men who express the full range of emotions. But we have lost that along the way, or at least it's gotten perverted. In her 1999 book \u003cem>Stiffed: The Betrayal of the American Man\u003c/em>, Susan Faludi says that these days boys are modeling themselves on what she calls \"ornamental masculinity\" – the flattened, crude version of macho that dominates TV and music and porn.\u003c/p>\n\u003cp>To me the most promising efforts are the ones that address male vulnerability on its own terms, or at least in gender-neutral terms. As it happens, some of the most exciting trends in education right now are ones boys can get behind. New research on motivation encourages kids to \u003ca href=\"http://mindsetonline.com/abouttheauthor/\">fail\u003c/a>. The newly trendy concept of grit implies a life of endless obstacle courses and toughness, something boys can also own. And my favorite, psychiatrist Jonathan Shay's program to \u003ca href=\"http://www.nytimes.com/2008/01/13/us/excerpt-odysseus.html\">ease combat trauma with Greek classics\u003c/a>. Shay sees that the classics understood something we have forgotten — that men who are coming back from war, or who have just lost a soccer game, or who are just plain tired, would naturally want to cry. But he also sees that the message is easier to take coming from a Greek hero.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Hanna Rosin is a co-host of the \u003ca href=\"http://www.npr.org/programs/invisibilia/\">NPR podcast Invisibilia\u003c/a>. She's written for The Atlantic and Slate, and is the author of The End of Men.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Is+It+OK+For+Boys+To+Cry%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Third grade teacher Anita Parameswaran is no stranger to students who have experienced trauma. She has taught kids who have experienced the effects of abuse, neglect and divorce. She had one student experience a huge setback when he learned his father was arrested and sent to jail. The student then became violent, throwing things, and hurting other students, according to Parameswaran.\u003c/p>\n\u003cp>Her main goal quickly became trying to keep him in class, whether or not he was able to engage fully in the activities. She would set short term goals, like focusing for 15 minutes. She tried to make his day feel very predictable, so he knew what was coming every ten minutes. These were some of the steps suggested by a program called \u003ca href=\"http://www.senecafoa.org/unconditional-education\" target=\"_blank\">Unconditional Education\u003c/a>, run by Seneca Family of Agencies, a non-profit focused on the mental health and well-being of children. They work with Parameswaran and staff at Daniel Webster Elementary in San Francisco.\u003c/p>\n\u003cp>“It was really rough when he first learned about his father, but since then we’ve made strides,” Parameswaran said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They need that strong relational attachment with their teacher and that's how you can feel secure and safe at school.'\u003c/aside>\n\u003cp>The program works with schools to train teachers about the effects of trauma on the brain and behavior of children. Trainers ask teachers to examine their own triggers and reactions to students, equipping them to disprove beliefs children have about safety and the trustworthiness of adults. They brainstorm strategies for particular students and support teachers as they try to implement them. They help teachers working with high-needs students practice self-care and voice their own frustration and anger about the situation.\u003c/p>\n\u003cp>Teachers across the country face similar issues when trying to teach students who have experienced extreme trauma or even the day-to-day stress of poverty. When a student becomes too much for a teacher to handle, it’s common practice to send that child out of the classroom to a wellness center or to the principal’s office. And once those patterns start forming, the student is much more likely to fall behind in academics, to be diagnosed with learning disabilities or emotional disorders, and down the line, to end up in prison. Schools are trying many things to disrupt that cycle, including training teachers in trauma-informed practices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These trainings bring you back to what’s happening; it helps you understand the psychological background of what the students are going through and what we can do in the classroom,” Parameswaran said. She says it’s easy to become negative about a student and his prospects when confronted with the same challenging behavior day after day. The Unconditional Education coach has helped Parameswaran to frame feedback positively, to work on building relationships with difficult students outside of academics, and generally to serve as a reminder that a student’s trauma isn’t his fault. She’s found specific strategies, like goal setting with a “check-in check-out” system, has helped many of her students.\u003c/p>\n\u003cp>Learning about how trauma works and how a teacher’s interactions with a student can reinforce his or her view of the world, has helped Parameswaran to focus on what she can control -- her own reactions. She’s more aware of her own triggers and why student behavior worsens when she reacts the way they expect.\u003c/p>\n\u003cp>\u003cstrong>UNCONDITIONAL EDUCATION PROGRAM\u003c/strong>\u003c/p>\n\u003cp>Seneca’s work in education started in the limited capacity of running “\u003ca href=\"http://www.senecafoa.org/nps\" target=\"_blank\">nonpublic schools\u003c/a>,” residential programs for kids with the most severe mental health and behavior challenges. But by the time a child is referred to this type of specialized program, he or she has already had a lot of negative experiences in school. The Unconditional Education program was born out of a desire to work with public schools to create a sustainable whole-school approach to trauma that could become part of the school culture. The goal is to train teachers and administrators in a clinical understanding of trauma and help them develop individual interventions to keep students learning.\u003c/p>\n\u003cp>“The majority of kids walking through the door have had some kind of [trauma] experience and they’re bringing that with them,” said Jenny Ventura, who is charge of implementing and assessing the Unconditional Education program. Most schools cobble together some psychological services for kids who qualify for Medicaid, but that often means pulling a kid out of class for an hour once a week. Meanwhile, the student interacts with his or her teacher close to 30 hours each week. Seneca wanted to help teachers become the first responders to trauma in their classrooms, a task made difficult because many students have specific traumas around safety and attachment to adults.\u003c/p>\n\u003cp>“They need that strong relational attachment with their teacher and that’s how you can feel secure and safe at school,” said Robin Detterman, who directs all school-based Seneca partnerships. “It leaves [them] free to take risks.”\u003c/p>\n\u003cp>Often helping teachers to take a trauma-informed approach to students whose behavior triggers their frustration and anger means supporting teachers first. Seneca trainers try to create a safe space for teachers to talk about behavior frustrations in constructive ways. Trainers recognize that without an outlet for those emotions teachers internalize all the hard and frustrating moments, making it harder to respond next time and contributing to burnout.\u003c/p>\n\u003cp>In a typical training, teachers first identify strengths in their students. “I always start with student strengths because I want to be able to remember that this is a three dimensional student,” said Robyn Ganeles, who leads trauma-informed trainings for Seneca. It’s easy to forget about a student’s strengths when the focus is on behavior problems, but Ganeles said in general teachers are very able to identify those strengths when asked. Then teachers \u003ca href=\"http://senecafoa.org/sites/default/files/publication_files/IWM%20Worksheet.pdf\" target=\"_blank\">write down specific behaviors\u003c/a> they can observe. 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For example, if the child is threatening to throw a chair at his teacher, he could be inviting either a flight or fight response. He’s inviting a power struggle or abandonment. “We might hypothesize that this kid might not trust that people are going to meet his needs,” Ganeles said.\u003c/p>\n\u003cp>At this point it’s important to separate the function of the behavior from the invitation to respond. Teachers are often familiar with behavioral theory and see bad behavior as attention-seeking. That phrase has now become a judgmental term, when really it’s more akin to the proximity seeking that babies do. Maybe the child believes the only way to get someone to care is to yell and scream.\u003c/p>\n\u003cp>All these prior steps will help teachers identify the student’s “internal working model,” their beliefs about how they interact with the world. “People don’t think of those things as an integral part of a behavior plan, but it really is because it’s addressing the underlying thoughts and expectations the kids have that reinforce the behaviors we’re trying to minimize,” Ganeles said.\u003c/p>\n\u003cp>Once a teacher has a hypothesis about what the behavior says about how a child believes he fits into the world, she can take a disconfirming stance. If the behavior is saying adults aren’t trustworthy, an individualized intervention might be to greet the child at the door every day, providing consistency. Or if a student doesn’t think anyone cares about her unless she’s making a disturbance, a teacher might develop a small signal for the student to let her know she’s seen.\u003c/p>\n\u003cp>“Anyone interacting with a kid has the potential to provide a disconfirming stance,” Ganeles said. That’s why Unconditional Education trainers welcome all adults in the building to join these trauma-informed workshops. It might be an afterschool teacher or a janitor who ends up sending a message to the child that helps him see the world differently.\u003c/p>\n\u003cp>“The interventions need to be individualized and come from a place of empathy,” Ganeles said.\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>Seneca is interested to know if the focus on creating an entire school community focused on safety and care using a trauma-informed lens will make measurable impacts on student learning in English and math and on indicators like attendance and suspensions/expulsions. The organization hired \u003ca href=\"https://www.sri.com/research-development/education-learning\" target=\"_blank\">SRI\u003c/a>, a third-party evaluator, to measure impact on five pilot schools in Oakland and two in San Francisco after the first year of implementation.\u003c/p>\n\u003cp>While reversing the effects of trauma and low achievement take time, the \u003ca href=\"http://www.senecafoa.org/Investing_in_Innovation\">SRI report\u003c/a> found promising results. The data only takes into account the five Oakland schools because of consent rules within San Francisco Unified that resulted in small sample sizes. However, Oakland schools saw moderate positive effects on math achievement overall and positive effects in every category for Latino students. African American students saw small or moderate positive effects on mathematics, attendance and suspension rates. 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Some structures include a culture and climate committee focused on site-wide system changes. At Webster, this committee was first led by the Unconditional Education coach, but now is co-facilitated by school staff.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Staff at participating schools are also trying to \u003ca href=\"http://senecafoa.org/school-assessment-model\" target=\"_blank\">evaluate themselves \u003c/a>on how well they are implementing the tiered approach (similar to Response to Intervention). They write an annual implementation plan each summer to identify areas of focus for the upcoming year, and they do data review meetings, where educators who work with a specific student all get together to talk about successful interventions and how these are moving the student towards a sustainable transformation.\u003c/p>\n\n",
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"excerpt": "Recognizing that trauma and poverty are often the causes of behavioral challenges, some schools are teaming up with social workers to provide a trauma-informed approach.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Third grade teacher Anita Parameswaran is no stranger to students who have experienced trauma. She has taught kids who have experienced the effects of abuse, neglect and divorce. She had one student experience a huge setback when he learned his father was arrested and sent to jail. The student then became violent, throwing things, and hurting other students, according to Parameswaran.\u003c/p>\n\u003cp>Her main goal quickly became trying to keep him in class, whether or not he was able to engage fully in the activities. She would set short term goals, like focusing for 15 minutes. She tried to make his day feel very predictable, so he knew what was coming every ten minutes. These were some of the steps suggested by a program called \u003ca href=\"http://www.senecafoa.org/unconditional-education\" target=\"_blank\">Unconditional Education\u003c/a>, run by Seneca Family of Agencies, a non-profit focused on the mental health and well-being of children. They work with Parameswaran and staff at Daniel Webster Elementary in San Francisco.\u003c/p>\n\u003cp>“It was really rough when he first learned about his father, but since then we’ve made strides,” Parameswaran said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They need that strong relational attachment with their teacher and that's how you can feel secure and safe at school.'\u003c/aside>\n\u003cp>The program works with schools to train teachers about the effects of trauma on the brain and behavior of children. Trainers ask teachers to examine their own triggers and reactions to students, equipping them to disprove beliefs children have about safety and the trustworthiness of adults. They brainstorm strategies for particular students and support teachers as they try to implement them. They help teachers working with high-needs students practice self-care and voice their own frustration and anger about the situation.\u003c/p>\n\u003cp>Teachers across the country face similar issues when trying to teach students who have experienced extreme trauma or even the day-to-day stress of poverty. When a student becomes too much for a teacher to handle, it’s common practice to send that child out of the classroom to a wellness center or to the principal’s office. And once those patterns start forming, the student is much more likely to fall behind in academics, to be diagnosed with learning disabilities or emotional disorders, and down the line, to end up in prison. Schools are trying many things to disrupt that cycle, including training teachers in trauma-informed practices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These trainings bring you back to what’s happening; it helps you understand the psychological background of what the students are going through and what we can do in the classroom,” Parameswaran said. She says it’s easy to become negative about a student and his prospects when confronted with the same challenging behavior day after day. The Unconditional Education coach has helped Parameswaran to frame feedback positively, to work on building relationships with difficult students outside of academics, and generally to serve as a reminder that a student’s trauma isn’t his fault. She’s found specific strategies, like goal setting with a “check-in check-out” system, has helped many of her students.\u003c/p>\n\u003cp>Learning about how trauma works and how a teacher’s interactions with a student can reinforce his or her view of the world, has helped Parameswaran to focus on what she can control -- her own reactions. She’s more aware of her own triggers and why student behavior worsens when she reacts the way they expect.\u003c/p>\n\u003cp>\u003cstrong>UNCONDITIONAL EDUCATION PROGRAM\u003c/strong>\u003c/p>\n\u003cp>Seneca’s work in education started in the limited capacity of running “\u003ca href=\"http://www.senecafoa.org/nps\" target=\"_blank\">nonpublic schools\u003c/a>,” residential programs for kids with the most severe mental health and behavior challenges. But by the time a child is referred to this type of specialized program, he or she has already had a lot of negative experiences in school. The Unconditional Education program was born out of a desire to work with public schools to create a sustainable whole-school approach to trauma that could become part of the school culture. The goal is to train teachers and administrators in a clinical understanding of trauma and help them develop individual interventions to keep students learning.\u003c/p>\n\u003cp>“The majority of kids walking through the door have had some kind of [trauma] experience and they’re bringing that with them,” said Jenny Ventura, who is charge of implementing and assessing the Unconditional Education program. Most schools cobble together some psychological services for kids who qualify for Medicaid, but that often means pulling a kid out of class for an hour once a week. Meanwhile, the student interacts with his or her teacher close to 30 hours each week. Seneca wanted to help teachers become the first responders to trauma in their classrooms, a task made difficult because many students have specific traumas around safety and attachment to adults.\u003c/p>\n\u003cp>“They need that strong relational attachment with their teacher and that’s how you can feel secure and safe at school,” said Robin Detterman, who directs all school-based Seneca partnerships. “It leaves [them] free to take risks.”\u003c/p>\n\u003cp>Often helping teachers to take a trauma-informed approach to students whose behavior triggers their frustration and anger means supporting teachers first. Seneca trainers try to create a safe space for teachers to talk about behavior frustrations in constructive ways. Trainers recognize that without an outlet for those emotions teachers internalize all the hard and frustrating moments, making it harder to respond next time and contributing to burnout.\u003c/p>\n\u003cp>In a typical training, teachers first identify strengths in their students. “I always start with student strengths because I want to be able to remember that this is a three dimensional student,” said Robyn Ganeles, who leads trauma-informed trainings for Seneca. It’s easy to forget about a student’s strengths when the focus is on behavior problems, but Ganeles said in general teachers are very able to identify those strengths when asked. Then teachers \u003ca href=\"http://senecafoa.org/sites/default/files/publication_files/IWM%20Worksheet.pdf\" target=\"_blank\">write down specific behaviors\u003c/a> they can observe. The idea is to keep judgement out of this section and only note behaviors.\u003c/p>\n\u003cp>Ganeles also asks teachers to reflect on what these behaviors bring up for them. They talk through how behaviors can lead to assumptions about the student or the family. Ganeles wants teachers to be brave and really talk through these feelings, a support she says many other mental health professionals get regularly, but that is missing from teaching. “They definitely are on the front line and they don’t have the time or the space to work through these things,” she said. A really common feeling is that the student is manipulative, that she could control her behavior if she wanted.\u003c/p>\n\u003cp>Next, teachers examine what the child’s behavior is inviting them to do. “Understanding how a child is inviting us to respond to their behaviors gives us a window into what their internal working model might be,” Ganeles said. For example, if the child is threatening to throw a chair at his teacher, he could be inviting either a flight or fight response. He’s inviting a power struggle or abandonment. “We might hypothesize that this kid might not trust that people are going to meet his needs,” Ganeles said.\u003c/p>\n\u003cp>At this point it’s important to separate the function of the behavior from the invitation to respond. Teachers are often familiar with behavioral theory and see bad behavior as attention-seeking. That phrase has now become a judgmental term, when really it’s more akin to the proximity seeking that babies do. Maybe the child believes the only way to get someone to care is to yell and scream.\u003c/p>\n\u003cp>All these prior steps will help teachers identify the student’s “internal working model,” their beliefs about how they interact with the world. “People don’t think of those things as an integral part of a behavior plan, but it really is because it’s addressing the underlying thoughts and expectations the kids have that reinforce the behaviors we’re trying to minimize,” Ganeles said.\u003c/p>\n\u003cp>Once a teacher has a hypothesis about what the behavior says about how a child believes he fits into the world, she can take a disconfirming stance. If the behavior is saying adults aren’t trustworthy, an individualized intervention might be to greet the child at the door every day, providing consistency. Or if a student doesn’t think anyone cares about her unless she’s making a disturbance, a teacher might develop a small signal for the student to let her know she’s seen.\u003c/p>\n\u003cp>“Anyone interacting with a kid has the potential to provide a disconfirming stance,” Ganeles said. That’s why Unconditional Education trainers welcome all adults in the building to join these trauma-informed workshops. It might be an afterschool teacher or a janitor who ends up sending a message to the child that helps him see the world differently.\u003c/p>\n\u003cp>“The interventions need to be individualized and come from a place of empathy,” Ganeles said.\u003c/p>\n\u003cp>\u003cstrong>RESULTS\u003c/strong>\u003c/p>\n\u003cp>Seneca is interested to know if the focus on creating an entire school community focused on safety and care using a trauma-informed lens will make measurable impacts on student learning in English and math and on indicators like attendance and suspensions/expulsions. The organization hired \u003ca href=\"https://www.sri.com/research-development/education-learning\" target=\"_blank\">SRI\u003c/a>, a third-party evaluator, to measure impact on five pilot schools in Oakland and two in San Francisco after the first year of implementation.\u003c/p>\n\u003cp>While reversing the effects of trauma and low achievement take time, the \u003ca href=\"http://www.senecafoa.org/Investing_in_Innovation\">SRI report\u003c/a> found promising results. The data only takes into account the five Oakland schools because of consent rules within San Francisco Unified that resulted in small sample sizes. However, Oakland schools saw moderate positive effects on math achievement overall and positive effects in every category for Latino students. African American students saw small or moderate positive effects on mathematics, attendance and suspension rates. Special education students saw large effects in mathematics and small to moderate effects in reading, attendance and suspensions.\u003c/p>\n\u003cp>Anecdotally, Anita Parameswaran says things have improved between the first year of implementation and second year at Webster. The first year was mostly about getting teacher buy-in, but when they started to see the positive impact of Unconditional Education interventions and support, most were eager to participate. It also helped that the school administration prioritized the program, made it the focus of professional development and built capacity within the building to continue the work.\u003c/p>\n\u003cp>The goal of the program is to train teachers and administrators on trauma-informed approaches and help build supportive structures within the school in three years. After that the Unconditional Education coaches will move on to do the same with other schools. Some structures include a culture and climate committee focused on site-wide system changes. At Webster, this committee was first led by the Unconditional Education coach, but now is co-facilitated by school staff.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Staff at participating schools are also trying to \u003ca href=\"http://senecafoa.org/school-assessment-model\" target=\"_blank\">evaluate themselves \u003c/a>on how well they are implementing the tiered approach (similar to Response to Intervention). They write an annual implementation plan each summer to identify areas of focus for the upcoming year, and they do data review meetings, where educators who work with a specific student all get together to talk about successful interventions and how these are moving the student towards a sustainable transformation.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
"closealltabs": {
"id": "closealltabs",
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
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"meta": {
"site": "radio",
"source": "WNYC"
},
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"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
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"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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