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"content": "\u003cp>Want to change your school’s culture? Start with the right students.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.pnas.org/content/early/2016/01/02/1514483113.full.pdf\">study\u003c/a> published in Proceedings of the National Academy of Sciences reveals some important clues on how to change a school’s mores. The gist of the findings? To change school norms, the most well-connected students have to lead the way.\u003c/p>\n\u003cp>Scholars Elizabeth Paluck, Hana Shepherd and Peter Aronow, who conducted the yearlong project in 56 New Jersey middle schools during the 2012-13 academic year, sought to discover the impact of student-led anti-conflict programs on kids’ behavior. When it was over, they found that groups led by influential students were most successful in changing the way fellow students treated one another. Indeed, in those schools where an average number of well-connected kids took part in the campaign, reports of student conflict dropped by 30 percent.\u003c/p>\n\u003caside class=\"pullquote alignright\">The more the solution comes from the kids themselves, rather than eager adult overseers, the more likely other students will hear and respond to the message.\u003c/aside>\n\u003cp>These results offer a promising new approach for schools in the midst of a cultural crisis, whether from bullying, cheating or some other undesirable student behavior. To aid educators, the scholars have made their detailed \u003ca href=\"http://www.betsylevypaluck.com/roots-curriculum/\">curriculum\u003c/a> available online.\u003c/p>\n\u003cp>The study team designed the investigation with care. To ensure the accuracy of their results, researchers put half of the 56 schools into a control group -- which received no specialized anti-conflict programming -- and offered the remaining randomly selected 28 schools a carefully designed intervention that sought to reduce friction among the students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To test the idea that the most socially connected kids have the greatest influence among their peers, the researchers first had to figure out who those kids were. Here, they took a novel approach: All students were given a survey that included every student’s name at that particular middle school. Each child then was tasked with identifying the 10 individuals they’d spent the most time with during the last few weeks, either in person or online. The survey also asked about student perceptions of conflict in school.\u003c/p>\n\u003cp>This “social network mapping” strategy, which aims to identify the most influential people in a group, differed from typical research methods in two important ways. First, it was driven by students rather than adults; grownups had no role in selecting the influential kids. “When adults pick out students to intervene with, they often pick the popular kids or the traditional leaders,” Paluck said, leaving out some less visible but more influential students, including those who aren’t models of good behavior. Second, by asking kids who they spent time with, rather than who they called friends, the survey revealed which children had the most actual influence.\u003c/p>\n\u003cp>At each intervention school, randomly selected students were put into a larger group earmarked for anti-conflict training. Some of these students were “social referents,” the social science term that describes those individuals with the most connections to others, and who Paluck calls “the people who you look toward.” For a full year, these groups of students met every other week for specialized training on reducing conflict.\u003c/p>\n\u003cp>As with the network mapping strategy, the students drove the program. With gentle prompting from a trained research assistant, students in the select groups were asked to speak honestly and openly about problems they perceived in their school. What makes you feel uncomfortable here? What could you or others do about the problem? From these brainstorming sessions, students came up with their own messages to combat the problems they'd identified.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'This is a low-overhead program that can be used to address many kinds of issues where student behavior is driven by peers.'\u003c/aside>\n\u003cp>The adult group leader then helped students promote their messages, much like a campaign manager. “We designed activities to help these students make their anti-conflict stance public, noticeable to their peers,” Paluck explained. For example, many groups began wearing wristbands with one-word slogans—“respect” was a popular one—and started hashtag campaigns online. Still others created colorful, highly personalized posters signed by those influential students. The look and feel of these posters bore no resemblance to the typical adult-approved placards that call on kids to be brave nonconformists.\u003c/p>\n\u003cp>Because every school had its own particular troubles, the messaging differed from one school to another. Even so, some similar themes wove through the students’ anti-conflict communiques: calls for respect, and the demand to “chill out” or “calm down.”\u003c/p>\n\u003cp>At the end of the year, and after sifting through the volumes of data, researchers discovered their striking results: Those schools that had anti-conflict groups with an average number of well-connected kids saw a 30 percent drop in actual reports of student conflict. Even more notable, schools with the highest number of social referents experienced a 60 percent decline in disciplinary actions. “This is really interesting because we learn that it doesn’t take a lot of the social referent kids to make a big difference,” Shepherd explained.\u003c/p>\n\u003cp>These findings point to two significant conclusions when it comes to altering school norms. First, to get the most student buy-in on whatever campaign for change a school seeks, the most well-connected kids — \u003cem>as identified by the students \u003c/em>— need to take the lead in delivering the message; the better connected the kids, the more likely the campaign will succeed. Second, when trying to figure out how best to convey the campaign message, school leaders must look to these students to create it. The more the solution comes from the kids themselves, in other words, rather than eager adult overseers, the more likely other students will hear and respond to the message. That’s true regardless of the point being delivered, be it against bullying, cheating, using racist or homophobic language, or any other unwelcome teenage behavior that can poison a school's culture.\u003c/p>\n\u003cp>Paluck and Shepherd are hopeful that schools will pick up and adapt the curriculum they’ve created to improve their own school environments. “This is a low-overhead program that can be used to address many kinds of issues where student behavior is driven by peers,” Shepherd said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A trusted guidance counselor or coach could serve as the group’s adult guide, as long as the adult leader “isn't strongly identified with the administration or with the disciplinary apparatus of the school,” she said. What if school leaders perceive a problem that the students don’t sense? “We advise against ‘telling’ the students what to campaign about,” Paluck said. Still, she added, there’s no reason why a kindhearted adult leader who has demonstrated concern for the kids couldn’t quietly steer the students toward hidden issues affecting their peers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To test the idea that the most socially connected kids have the greatest influence among their peers, the researchers first had to figure out who those kids were. Here, they took a novel approach: All students were given a survey that included every student’s name at that particular middle school. Each child then was tasked with identifying the 10 individuals they’d spent the most time with during the last few weeks, either in person or online. The survey also asked about student perceptions of conflict in school.\u003c/p>\n\u003cp>This “social network mapping” strategy, which aims to identify the most influential people in a group, differed from typical research methods in two important ways. 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"content": "\u003cp>Traditional math class was all about solving problem sets as fast as possible, but increasingly math teachers are slowing down to allow kids the time and space to reason through their answers and explain their thinking to peers. For those who seek a demonstration of that path, take a look at the Teaching Channel video below. Third grade teacher Jen Saul leads a lesson meant to support students' mathematical problem solving abilities. She works hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">normalize struggle\u003c/a> and has students find three different ways to represent the same problem.\u003c/p>\n\u003cp>\"They can assure themselves and don't have to wait for the teacher to come around and say, 'yeah, you got it.'\" Saul said of the approach. She makes sure students have time to work independently before they share their strategies with one another, a time when they practice using math language and explaining their thinking. Meanwhile, Saul is rotating around the room, supporting students and pushing their thinking along. One of the most important parts, she says, is when she invites students to come to the front and share their solutions. This student-led solution time reinforces the class culture and helps students see one another as experts.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/151043653?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Algebra is another important area of math and is often seen as the gateway subject to higher math. While students may see algebra as a time to memorize equations, strong teachers know this is an incredibly important time to make sure students' math reasoning is solid. In the video below, math coach Audra McPhillips explains how she leads eighth graders through the process of developing a conjecture about functions. She asks them to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">look for patterns\u003c/a> and has intentionally given them three examples that have something in common (the rate of change) and a point of difference (the y-intercept), meant to push student thinking a little further.\u003c/p>\n\u003cp>McPhillips does very little telling students how to think, instead she lets them develop a conjecture that they believe to be true beyond the examples in front of them and requires them to explain why. Note, she doesn't expect all students to write a conjecture by the end of the lesson, but she does have them fill out exit slips to record what they learned and how far they got as a quick reflection before they head to their next class.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149822045?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Traditional math class was all about solving problem sets as fast as possible, but increasingly math teachers are slowing down to allow kids the time and space to reason through their answers and explain their thinking to peers. For those who seek a demonstration of that path, take a look at the Teaching Channel video below. Third grade teacher Jen Saul leads a lesson meant to support students' mathematical problem solving abilities. She works hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">normalize struggle\u003c/a> and has students find three different ways to represent the same problem.\u003c/p>\n\u003cp>\"They can assure themselves and don't have to wait for the teacher to come around and say, 'yeah, you got it.'\" Saul said of the approach. She makes sure students have time to work independently before they share their strategies with one another, a time when they practice using math language and explaining their thinking. Meanwhile, Saul is rotating around the room, supporting students and pushing their thinking along. One of the most important parts, she says, is when she invites students to come to the front and share their solutions. This student-led solution time reinforces the class culture and helps students see one another as experts.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/151043653?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Algebra is another important area of math and is often seen as the gateway subject to higher math. While students may see algebra as a time to memorize equations, strong teachers know this is an incredibly important time to make sure students' math reasoning is solid. In the video below, math coach Audra McPhillips explains how she leads eighth graders through the process of developing a conjecture about functions. She asks them to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">look for patterns\u003c/a> and has intentionally given them three examples that have something in common (the rate of change) and a point of difference (the y-intercept), meant to push student thinking a little further.\u003c/p>\n\u003cp>McPhillips does very little telling students how to think, instead she lets them develop a conjecture that they believe to be true beyond the examples in front of them and requires them to explain why. Note, she doesn't expect all students to write a conjecture by the end of the lesson, but she does have them fill out exit slips to record what they learned and how far they got as a quick reflection before they head to their next class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Excerpted from the book, \"UnCommon Learning: Creating Schools That Work for Kids,\" by Eric Sheninger\u003cem>, published by Corwin, 2015\u003c/em>. \u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cb>Engagement Does Not Always Equate to Learning \u003c/b>\u003c/p>\n\u003cp class=\"p2\">No matter where I am, whether it is a physical location or virtual, I am always hearing conversations about how technology can be used to engage students effectively. This is extremely important as the majority of students spend six to eight hours a day in schools where they are completely disengaged. I for one can’t blame today’s learner for being bored in school when I all have to do is observe my own son at home playing Minecraft to see firsthand his high level of engagement. His Minecraft experiences provide meaning and relevance in an environment that is intellectually stimulating but, more importantly, fun. Schools and educators would be wise to take cues from the real world and make concerted efforts to integrate technology with the purpose to increase student engagement. Engagement, after all, is the impetus for learning in my opinion.\u003c/p>\n\u003cp class=\"p2\">Hidden Curriculum (2014) provides the following definition of engagement:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p2\">In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Generally speaking, the concept of \"student engagement\" is predicated on the belief that learning improves when students are inquisitive, interested, or inspired, and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise \"disengaged.\" Stronger student engagement or improved student engagement are common instructional objectives expressed by educators.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p2\">The last line in this description elicits a great deal of concern for me. With or without technology, there always seems to be a great deal of emphasis on student engagement, but the fact of the matter is that engagement does not necessarily equate to learning. I have observed numerous lessons where students were obviously engaged through the integration of technology, but there was no clear indication that students were learning. Having fun, collaborating, communicating, and being creative are all very important elements that should be embedded elements of pedagogically sound lessons, but we must not lose sight of the importance of the connection to, and evidence of, learning. Thus, students can walk away from a lesson or activity having been very engaged but with very little in the form of new knowledge construction, conceptual mastery, or evidence of applied skills. When speaking at events I often ask leaders and teachers how they measure the impact of technology on learning. More often than not I receive blank stares or an open admission that they have no idea. The allure of engagement can be blinding as well as misleading.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft size-full wp-image-43378\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Sheninger_UnCommon-Learning-e1452630758954.jpg\" alt=\"Sheninger_UnCommon Learning\" width=\"200\" height=\"300\">\u003c/p>\n\u003cp class=\"p2\">It is so important to look beyond mere student engagement when it comes to technology. If the emphasis is on digital learning, we must not get caught up in the bells and whistles or smoke and mirrors that are commonly associated with the digital aspect alone. Engagement should always translate into deeper learning opportunities where technology provides students the means to think critically and solve problems while demonstrating what they know and can do in a variety of ways. Technology should be implemented to increase engagement, but that engagement must lead to support, enhancement, or an increase in student learning. It should not be used as a digital pacifier or gimmick to get students to be active participants in class. With technology there should be a focus on active learning where students are doing.\u003c/p>\n\u003cp class=\"p2\">Here are some questions that will assist in determining if engagement is leading to actual learning:\u003c/p>\n\u003cp class=\"p2\">• Is the technology being integrated in a purposeful way, grounded in sound pedagogy?\u003cbr>\n• What are the learning objectives or outcomes?\u003cbr>\n• Are students demonstrating the construction of new knowledge? Are they creating a learning product or artifact?\u003cbr>\n• How are students applying essential skills they have acquired to demonstrate conceptual mastery?\u003cbr>\n• What assessments (formative or summative) are being used to determine standard attainment?\u003cbr>\n• How are students being provided feedback about their progress toward the specific learning objectives or outcomes?\u003cbr>\n• Is there alignment to current observation or evaluation tools?\u003c/p>\n\u003cp class=\"p2\">Engagement, relevance, and fun are great, but make sure there is observable evidence that students are learning when integrating technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p2\">\u003cem>Excerpted from the book, \"\u003ca href=\"http://www.amazon.com/UnCommon-Learning-Creating-Schools-That/dp/1483365751\">UnCommon Learning: Creating Schools That Work for Kids\u003c/a>\" by\u003ca href=\"http://ericsheninger.com\"> Eric Sheninger\u003c/a>, published by Corwin, 2015. He is a Senior Fellow and Thought Leader on Digital Leadership with the \u003ca href=\"http://www.leadered.com/services/digital-leadership.php\" target=\"_blank\">International Center for Leadership in Education (ICLE)\u003c/a>. Prior to this he was the award-winning principal at New Milford High School. You can follow him on Twitter at \u003ca class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https://twitter.com/E_Sheninger\">@\u003cspan class=\"u-linkComplex-target\">E_Sheninger\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from the book, \"UnCommon Learning: Creating Schools That Work for Kids,\" by Eric Sheninger\u003cem>, published by Corwin, 2015\u003c/em>. \u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cb>Engagement Does Not Always Equate to Learning \u003c/b>\u003c/p>\n\u003cp class=\"p2\">No matter where I am, whether it is a physical location or virtual, I am always hearing conversations about how technology can be used to engage students effectively. This is extremely important as the majority of students spend six to eight hours a day in schools where they are completely disengaged. I for one can’t blame today’s learner for being bored in school when I all have to do is observe my own son at home playing Minecraft to see firsthand his high level of engagement. His Minecraft experiences provide meaning and relevance in an environment that is intellectually stimulating but, more importantly, fun. Schools and educators would be wise to take cues from the real world and make concerted efforts to integrate technology with the purpose to increase student engagement. Engagement, after all, is the impetus for learning in my opinion.\u003c/p>\n\u003cp class=\"p2\">Hidden Curriculum (2014) provides the following definition of engagement:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p2\">In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Generally speaking, the concept of \"student engagement\" is predicated on the belief that learning improves when students are inquisitive, interested, or inspired, and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise \"disengaged.\" Stronger student engagement or improved student engagement are common instructional objectives expressed by educators.\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p2\">The last line in this description elicits a great deal of concern for me. With or without technology, there always seems to be a great deal of emphasis on student engagement, but the fact of the matter is that engagement does not necessarily equate to learning. I have observed numerous lessons where students were obviously engaged through the integration of technology, but there was no clear indication that students were learning. Having fun, collaborating, communicating, and being creative are all very important elements that should be embedded elements of pedagogically sound lessons, but we must not lose sight of the importance of the connection to, and evidence of, learning. Thus, students can walk away from a lesson or activity having been very engaged but with very little in the form of new knowledge construction, conceptual mastery, or evidence of applied skills. When speaking at events I often ask leaders and teachers how they measure the impact of technology on learning. More often than not I receive blank stares or an open admission that they have no idea. The allure of engagement can be blinding as well as misleading.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft size-full wp-image-43378\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Sheninger_UnCommon-Learning-e1452630758954.jpg\" alt=\"Sheninger_UnCommon Learning\" width=\"200\" height=\"300\">\u003c/p>\n\u003cp class=\"p2\">It is so important to look beyond mere student engagement when it comes to technology. If the emphasis is on digital learning, we must not get caught up in the bells and whistles or smoke and mirrors that are commonly associated with the digital aspect alone. Engagement should always translate into deeper learning opportunities where technology provides students the means to think critically and solve problems while demonstrating what they know and can do in a variety of ways. Technology should be implemented to increase engagement, but that engagement must lead to support, enhancement, or an increase in student learning. It should not be used as a digital pacifier or gimmick to get students to be active participants in class. With technology there should be a focus on active learning where students are doing.\u003c/p>\n\u003cp class=\"p2\">Here are some questions that will assist in determining if engagement is leading to actual learning:\u003c/p>\n\u003cp class=\"p2\">• Is the technology being integrated in a purposeful way, grounded in sound pedagogy?\u003cbr>\n• What are the learning objectives or outcomes?\u003cbr>\n• Are students demonstrating the construction of new knowledge? Are they creating a learning product or artifact?\u003cbr>\n• How are students applying essential skills they have acquired to demonstrate conceptual mastery?\u003cbr>\n• What assessments (formative or summative) are being used to determine standard attainment?\u003cbr>\n• How are students being provided feedback about their progress toward the specific learning objectives or outcomes?\u003cbr>\n• Is there alignment to current observation or evaluation tools?\u003c/p>\n\u003cp class=\"p2\">Engagement, relevance, and fun are great, but make sure there is observable evidence that students are learning when integrating technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p2\">\u003cem>Excerpted from the book, \"\u003ca href=\"http://www.amazon.com/UnCommon-Learning-Creating-Schools-That/dp/1483365751\">UnCommon Learning: Creating Schools That Work for Kids\u003c/a>\" by\u003ca href=\"http://ericsheninger.com\"> Eric Sheninger\u003c/a>, published by Corwin, 2015. He is a Senior Fellow and Thought Leader on Digital Leadership with the \u003ca href=\"http://www.leadered.com/services/digital-leadership.php\" target=\"_blank\">International Center for Leadership in Education (ICLE)\u003c/a>. Prior to this he was the award-winning principal at New Milford High School. You can follow him on Twitter at \u003ca class=\"ProfileHeaderCard-screennameLink u-linkComplex js-nav\" href=\"https://twitter.com/E_Sheninger\">@\u003cspan class=\"u-linkComplex-target\">E_Sheninger\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>School leaders are increasingly recognizing that a strong, positive school culture is key for students to experience academic and social success. How to establish that culture and build buy-in from staff and students is often less clear. The Teaching Channel has \u003ca href=\"https://www.teachingchannel.org/deeper-learning-video-series\" target=\"_blank\">profiled several schools\u003c/a> in the \u003ca href=\"http://deeperlearning4all.org/wp-content/uploads/2011/11/Deeper-Learning-Overview_Final.pdf\" target=\"_blank\">Deeper Learning Network\u003c/a> that use an advisory period to offer students a smaller community of support and trust within the larger school.\u003c/p>\n\u003cp>Advisory at Envision Schools is a space to check in on how life is going, share fears and joys, and often to get reassurance that many peers are feeling similarly. While the conversation might touch on how to manage time or stress related to schoolwork, it doesn't have to be about academics. Instead, this time allows students to \"let their shoulders down,\" get to know their teachers in a different way and the space to ask for help. Students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/29/redesigning-school-to-graduate-capable-confident-learners-deeper-learning/\" target=\"_blank\">practice presenting their portfolios\u003c/a> and get feedback from peers.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/95300750?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Expeditionary Learning (now known as EL Education) schools, a similar small community called \"Crew\" serves as a student's family while at school. The group and teacher remain the same for several years, creating a reassuring consistency and a deep trust. The crews meet every morning for 30 minutes or an hour. During crew students set personal and academic goals, reflect on challenges and set plans for how they'll overcome obstacles. \"The public explanation of their growth as scholars is built into the day here,\" said Expeditionary Learning chief academic officer Ron Berger.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149822489?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School leaders are increasingly recognizing that a strong, positive school culture is key for students to experience academic and social success. How to establish that culture and build buy-in from staff and students is often less clear. The Teaching Channel has \u003ca href=\"https://www.teachingchannel.org/deeper-learning-video-series\" target=\"_blank\">profiled several schools\u003c/a> in the \u003ca href=\"http://deeperlearning4all.org/wp-content/uploads/2011/11/Deeper-Learning-Overview_Final.pdf\" target=\"_blank\">Deeper Learning Network\u003c/a> that use an advisory period to offer students a smaller community of support and trust within the larger school.\u003c/p>\n\u003cp>Advisory at Envision Schools is a space to check in on how life is going, share fears and joys, and often to get reassurance that many peers are feeling similarly. While the conversation might touch on how to manage time or stress related to schoolwork, it doesn't have to be about academics. Instead, this time allows students to \"let their shoulders down,\" get to know their teachers in a different way and the space to ask for help. Students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/29/redesigning-school-to-graduate-capable-confident-learners-deeper-learning/\" target=\"_blank\">practice presenting their portfolios\u003c/a> and get feedback from peers.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/95300750?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Expeditionary Learning (now known as EL Education) schools, a similar small community called \"Crew\" serves as a student's family while at school. The group and teacher remain the same for several years, creating a reassuring consistency and a deep trust. The crews meet every morning for 30 minutes or an hour. During crew students set personal and academic goals, reflect on challenges and set plans for how they'll overcome obstacles. \"The public explanation of their growth as scholars is built into the day here,\" said Expeditionary Learning chief academic officer Ron Berger.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149822489?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It all started when psychology professor \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\" target=\"_blank\">Walter Mischel\u003c/a> was watching his four closely-spaced daughters growing up. He realized he had no idea what was going on in their brains that made it possible for a child who at one moment had no impulse control and just a few months later could inhibit her emotions, wait for things and have conversations. He became curious about how children develop these skills, which led to the famous marshmallow experiment conducted at the Bing Nursery School on Stanford’s campus, where Mischel was a professor.\u003c/p>\n\u003cp>That study has become famous over the last 50 years, leading to many hilarious \u003ca href=\"https://www.youtube.com/results?search_query=marshmallow+test\" target=\"_blank\">YouTube videos\u003c/a> (none of which are the original test subjects) and a lifetime’s work examining how various strategies can help both adults and children learn to delay gratification.\u003c/p>\n\u003cp>In the original marshmallow study, researchers spent time building up trust and rapport with their 4-year-old subjects before starting the experiment. The researcher then told the child that she was going to leave him in the room with a treat (cookie, pretzel or marshmallow) and if he waited to eat it until she returned, she would give him two marshmallows. Alternatively, the child could put an end to his misery by ringing the bell, at which point the researcher would return, but the child would get only the one treat. Mischel and his colleagues followed the test subjects over the next 50 years and found that those who were able to wait fared better on a variety of indices, including \u003ca href=\"http://www.newyorker.com/magazine/2009/05/18/dont-2\" target=\"_blank\">higher SAT scores\u003c/a>, better ability to cope with stress and a lower body mass index.\u003c/p>\n\u003caside class=\"pullquote alignright\">'To even want to delay gratification requires a trust expectation that's often not there for kids for whom self-control and delayed gratification is most difficult.'\u003c/aside>\n\u003cp>“One of the biggest determinators of choices of that kind is trust,” Mischel said at a Learning and the Brain conference in Boston.\u003c/p>\n\u003cp>He is now a psychology professor at Columbia University. Critics of his work often point out that children living in low-income communities, many of whom have experienced discrimination or disrespect from society, \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0010027712001849\" target=\"_blank\">have no reason to trust those in positions of authority\u003c/a>. Those kids might scarf down the marshmallow, not because they have no self-control but because they have no reason to believe the researcher is telling the truth about a second marshmallow.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mischel agrees that the importance of a trusting relationship between the adult and child is often overlooked in reporting about his research. He began studying that aspect \u003ca href=\"http://www.bloomberg.com/bw/articles/2012-10-17/what-does-the-marshmallow-test-actually-test\" target=\"_blank\">at the very beginning of this work\u003c/a>.\u003c/p>\n\u003cp>“To even want to delay gratification requires a trust expectation that’s often not there for kids for whom self-control and delayed gratification is most difficult,” Mischel said. For children whose worlds are unstable and unpredictable, the marshmallow test may be testing belief in authority as much as self-control.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"480\" height=\"360\" src=\"https://www.youtube.com/embed/G7LN96jEXHc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>But aside from the specifics of the marshmallow test, lots of research has shown the value of self-control to positive life outcomes. That’s why Mischel is trying to focus the conversation on strategies educators and parents can use to help kids build self-control.\u003c/p>\n\u003cp>“The value of self-control has been measured in lots of longitudinal studies,” said \u003ca href=\"https://psy.fsu.edu/faculty/baumeister.dp.html\" target=\"_blank\">Roy Baumeister\u003c/a>, a psychologist at Florida State University who studies self-control and helped debunk an earlier theory that self-esteem was the foundation of academic success.\u003c/p>\n\u003cp>Self-control is the ability to override thoughts, impulses and emotions, and people who have it tend to do better in school and work. Baumeister said studies have shown people with high levels of self-control have better relationships, are happier, have less stress, are in better physical health, have better mental health and live longer.\u003c/p>\n\u003cp>Baumeister’s work has also helped demonstrate that self-control is like a muscle -- it can be strengthened with exercise, but \u003ca href=\"http://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html?pagewanted=all&_r=0\" target=\"_blank\">it also tires\u003c/a>. “You have one resource, willpower, and you can expend it on different things,” Baumeister said at a Learning and the Brain conference.\u003c/p>\n\u003cp>So if a child uses up all his willpower controlling his emotions, he may be too depleted to show a lot of self-control at performing tasks. Additionally, making decisions and compromising use the same reserves of willpower. When people are depleted, they are more likely to default to old behaviors, less likely to compromise, more likely to follow impulses and less likely to trust others.\u003c/p>\n\u003cp>Knowing how important self-control is for positive outcomes, but recognizing that many children are experiencing several demands for their self-control at all times, how can educators help students build up their self-control muscles so they don’t tire as quickly?\u003cbr>\n\u003cstrong>\u003cbr>\nSTRATEGIES TO DELAY GRATIFICATION\u003c/strong>\u003c/p>\n\u003cp>Mischel says that his studies of tactics used by 4- and 5-year-olds hold true for older people as well. One of the biggest ones is self-distraction. During the marshmallow test, kids sit in that room by themselves with the coveted marshmallow in front of them, and they sing to themselves or imagine they are somewhere else.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The critical thing is to make delayed consequences more visible, more complete, more consequential, and to make the immediate rewards less hot.'\u003c/aside>\n\u003cp>“It’s purposeful self-distraction with executive function,” Mischel said. “They have the goal in mind. They are actively inhibiting the responses. They are preventing hands from reaching out to take it.”\u003c/p>\n\u003cp>Another common strategy kids use is self-distancing. Mischel described one boy who picked up the bell he would use to call the researcher back into the room and slowly, very carefully, moved it to the edge of the table as far from him as possible. Other kids pretended the marshmallow was a picture, instead of real food, making it seem less attractive. Mischel even worked with \"Sesame Street\" on a Cookie Monster skit that would show young kids that it pays to wait.\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/XsC2W587_Fc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>While the original marshmallow test has come \u003ca href=\"http://www.thedailybeast.com/articles/2010/02/19/just-let-them-eat-the-marshmallow.html\" target=\"_blank\">under fire\u003c/a> for its small size and homogenous makeup (all the kids were either children of Stanford faculty or graduate students), Mischel has continued delayed gratification studies with students in the South Bronx with similar results. He said the keys are to keep the goal in mind, to suppress responses and to monitor progress toward the goal.\u003c/p>\n\u003cp>All humans have what Mischel calls a “hot system” and a “cool system,” both of which are crucially important. The hot system is where the fight-or-flight syndrome comes from. It is emotional, simple, stress-induced, reflexive, fast, centered in the amygdala and draws on the limbic system. It’s fundamental to survival and it develops early. When the hot system goes up, the cool system goes down. Mischel said most kids living in difficult situations are forced into using their “hot system” most of the time.\u003c/p>\n\u003cp>The cool system is cognitive, complex, reflective and slow. It is based in the frontal lobe and hippocampus and develops later. It is attenuated by stress and is crucial to self-control. The two systems work at opposite purposes, but both are important to survival and success.\u003c/p>\n\u003cp>When it comes to helping students delay gratification and thus work on self-control, Mischel said his experiments show “you have to cool the now and heat the later.” In other words, things that are immediate stimulate the hot system, but delayed gratification requires the cool system. So, when trying to get a student to see the benefit of working hard all the way through school so he or she can get into college, educators have to help students see that delayed reward as “hot.”\u003c/p>\n\u003cp>“The critical thing is to make delayed consequences more visible, more complete, more consequential and to make the immediate rewards less hot,” Mischel said. When kids are stressed out, it’s much more difficult for them to keep long-term goals in mind because they are constantly activating their “hot” or stress-induced system.\u003c/p>\n\u003cp>Mischel has \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/struggles-psychologist-studying-self-control\" target=\"_blank\">personal experience with the strategies he recommends\u003c/a>. He used to smoke three packs of cigarettes a day and often a pipe at night. He knew that smoking was bad for him, but that wasn’t enough to make the consequences feel real. One day he saw a man in the Stanford hospital getting ready for radiation. “That image is what allowed me to make the delayed consequences hot,” Mischel said. “Every time I reached for the cigarette, I remembered that image.” And he was able to quit smoking using that very personal image to help him delay gratification.\u003c/p>\n\u003cp>Mischel suggests that to help students develop self-control, educators could spend a little time helping kids identify their own hot spots and developing strategies to mediate them. For example, if a student knows that texts from friends distract him from homework, then he’ll turn off his phone when he’s trying to focus. It’s a pre-determined “if/then” plan based on specific trigger points. But to make that plan, students have to know what the “if” is.\u003c/p>\n\u003cp>“The research makes it very clear that the human brain is far more educable than previously thought,” Mischel said. He sees this kind of individual mapping as a key to developing emotional intelligence and ultimately as a route to much more freedom, choice and agency. Rather than having instinct drive decisions, kids can learn to make the decisions they believe will benefit them in the long term.\u003c/p>\n\u003cp>“We don’t want to train our children to be without hot emotionality, we just want them to be in control,” Mischel said.\u003c/p>\n\u003cp>Young people are actually getting better at delaying gratification and self-control, Mischel said. He points out that just as intelligence has been increasing over the past 60 years, so, too, have these other characteristics. He attributes the change to technology, and is particularly excited about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/16/social-and-emotional-benefits-of-video-games-metacognition-and-relationships/\" target=\"_blank\">video games\u003c/a>, which he says require setting a goal, inhibiting interfering responses and using attention-control mechanisms to reach that goal.\u003c/p>\n\u003cp>“It may be a distraction from doing their arithmetic, but the games themselves can be enormously useful tools in enhancing executive function,” Mischel said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, he believes if educators can find productive ways to use his research in classrooms, they will also improve student motivation, which can’t be detached from the idea of student efficacy in meeting goals.\u003c/p>\n\n",
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"excerpt": "Self-control has been connected to positive outcomes for kids later in life. Walter Mischel outlines strategies educators can use to help kids grow this skill. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It all started when psychology professor \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\" target=\"_blank\">Walter Mischel\u003c/a> was watching his four closely-spaced daughters growing up. He realized he had no idea what was going on in their brains that made it possible for a child who at one moment had no impulse control and just a few months later could inhibit her emotions, wait for things and have conversations. He became curious about how children develop these skills, which led to the famous marshmallow experiment conducted at the Bing Nursery School on Stanford’s campus, where Mischel was a professor.\u003c/p>\n\u003cp>That study has become famous over the last 50 years, leading to many hilarious \u003ca href=\"https://www.youtube.com/results?search_query=marshmallow+test\" target=\"_blank\">YouTube videos\u003c/a> (none of which are the original test subjects) and a lifetime’s work examining how various strategies can help both adults and children learn to delay gratification.\u003c/p>\n\u003cp>In the original marshmallow study, researchers spent time building up trust and rapport with their 4-year-old subjects before starting the experiment. The researcher then told the child that she was going to leave him in the room with a treat (cookie, pretzel or marshmallow) and if he waited to eat it until she returned, she would give him two marshmallows. Alternatively, the child could put an end to his misery by ringing the bell, at which point the researcher would return, but the child would get only the one treat. Mischel and his colleagues followed the test subjects over the next 50 years and found that those who were able to wait fared better on a variety of indices, including \u003ca href=\"http://www.newyorker.com/magazine/2009/05/18/dont-2\" target=\"_blank\">higher SAT scores\u003c/a>, better ability to cope with stress and a lower body mass index.\u003c/p>\n\u003caside class=\"pullquote alignright\">'To even want to delay gratification requires a trust expectation that's often not there for kids for whom self-control and delayed gratification is most difficult.'\u003c/aside>\n\u003cp>“One of the biggest determinators of choices of that kind is trust,” Mischel said at a Learning and the Brain conference in Boston.\u003c/p>\n\u003cp>He is now a psychology professor at Columbia University. Critics of his work often point out that children living in low-income communities, many of whom have experienced discrimination or disrespect from society, \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0010027712001849\" target=\"_blank\">have no reason to trust those in positions of authority\u003c/a>. Those kids might scarf down the marshmallow, not because they have no self-control but because they have no reason to believe the researcher is telling the truth about a second marshmallow.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mischel agrees that the importance of a trusting relationship between the adult and child is often overlooked in reporting about his research. He began studying that aspect \u003ca href=\"http://www.bloomberg.com/bw/articles/2012-10-17/what-does-the-marshmallow-test-actually-test\" target=\"_blank\">at the very beginning of this work\u003c/a>.\u003c/p>\n\u003cp>“To even want to delay gratification requires a trust expectation that’s often not there for kids for whom self-control and delayed gratification is most difficult,” Mischel said. For children whose worlds are unstable and unpredictable, the marshmallow test may be testing belief in authority as much as self-control.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"480\" height=\"360\" src=\"https://www.youtube.com/embed/G7LN96jEXHc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>But aside from the specifics of the marshmallow test, lots of research has shown the value of self-control to positive life outcomes. That’s why Mischel is trying to focus the conversation on strategies educators and parents can use to help kids build self-control.\u003c/p>\n\u003cp>“The value of self-control has been measured in lots of longitudinal studies,” said \u003ca href=\"https://psy.fsu.edu/faculty/baumeister.dp.html\" target=\"_blank\">Roy Baumeister\u003c/a>, a psychologist at Florida State University who studies self-control and helped debunk an earlier theory that self-esteem was the foundation of academic success.\u003c/p>\n\u003cp>Self-control is the ability to override thoughts, impulses and emotions, and people who have it tend to do better in school and work. Baumeister said studies have shown people with high levels of self-control have better relationships, are happier, have less stress, are in better physical health, have better mental health and live longer.\u003c/p>\n\u003cp>Baumeister’s work has also helped demonstrate that self-control is like a muscle -- it can be strengthened with exercise, but \u003ca href=\"http://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html?pagewanted=all&_r=0\" target=\"_blank\">it also tires\u003c/a>. “You have one resource, willpower, and you can expend it on different things,” Baumeister said at a Learning and the Brain conference.\u003c/p>\n\u003cp>So if a child uses up all his willpower controlling his emotions, he may be too depleted to show a lot of self-control at performing tasks. Additionally, making decisions and compromising use the same reserves of willpower. When people are depleted, they are more likely to default to old behaviors, less likely to compromise, more likely to follow impulses and less likely to trust others.\u003c/p>\n\u003cp>Knowing how important self-control is for positive outcomes, but recognizing that many children are experiencing several demands for their self-control at all times, how can educators help students build up their self-control muscles so they don’t tire as quickly?\u003cbr>\n\u003cstrong>\u003cbr>\nSTRATEGIES TO DELAY GRATIFICATION\u003c/strong>\u003c/p>\n\u003cp>Mischel says that his studies of tactics used by 4- and 5-year-olds hold true for older people as well. One of the biggest ones is self-distraction. During the marshmallow test, kids sit in that room by themselves with the coveted marshmallow in front of them, and they sing to themselves or imagine they are somewhere else.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The critical thing is to make delayed consequences more visible, more complete, more consequential, and to make the immediate rewards less hot.'\u003c/aside>\n\u003cp>“It’s purposeful self-distraction with executive function,” Mischel said. “They have the goal in mind. They are actively inhibiting the responses. They are preventing hands from reaching out to take it.”\u003c/p>\n\u003cp>Another common strategy kids use is self-distancing. Mischel described one boy who picked up the bell he would use to call the researcher back into the room and slowly, very carefully, moved it to the edge of the table as far from him as possible. Other kids pretended the marshmallow was a picture, instead of real food, making it seem less attractive. Mischel even worked with \"Sesame Street\" on a Cookie Monster skit that would show young kids that it pays to wait.\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/XsC2W587_Fc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>While the original marshmallow test has come \u003ca href=\"http://www.thedailybeast.com/articles/2010/02/19/just-let-them-eat-the-marshmallow.html\" target=\"_blank\">under fire\u003c/a> for its small size and homogenous makeup (all the kids were either children of Stanford faculty or graduate students), Mischel has continued delayed gratification studies with students in the South Bronx with similar results. He said the keys are to keep the goal in mind, to suppress responses and to monitor progress toward the goal.\u003c/p>\n\u003cp>All humans have what Mischel calls a “hot system” and a “cool system,” both of which are crucially important. The hot system is where the fight-or-flight syndrome comes from. It is emotional, simple, stress-induced, reflexive, fast, centered in the amygdala and draws on the limbic system. It’s fundamental to survival and it develops early. When the hot system goes up, the cool system goes down. Mischel said most kids living in difficult situations are forced into using their “hot system” most of the time.\u003c/p>\n\u003cp>The cool system is cognitive, complex, reflective and slow. It is based in the frontal lobe and hippocampus and develops later. It is attenuated by stress and is crucial to self-control. The two systems work at opposite purposes, but both are important to survival and success.\u003c/p>\n\u003cp>When it comes to helping students delay gratification and thus work on self-control, Mischel said his experiments show “you have to cool the now and heat the later.” In other words, things that are immediate stimulate the hot system, but delayed gratification requires the cool system. So, when trying to get a student to see the benefit of working hard all the way through school so he or she can get into college, educators have to help students see that delayed reward as “hot.”\u003c/p>\n\u003cp>“The critical thing is to make delayed consequences more visible, more complete, more consequential and to make the immediate rewards less hot,” Mischel said. When kids are stressed out, it’s much more difficult for them to keep long-term goals in mind because they are constantly activating their “hot” or stress-induced system.\u003c/p>\n\u003cp>Mischel has \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/struggles-psychologist-studying-self-control\" target=\"_blank\">personal experience with the strategies he recommends\u003c/a>. He used to smoke three packs of cigarettes a day and often a pipe at night. He knew that smoking was bad for him, but that wasn’t enough to make the consequences feel real. One day he saw a man in the Stanford hospital getting ready for radiation. “That image is what allowed me to make the delayed consequences hot,” Mischel said. “Every time I reached for the cigarette, I remembered that image.” And he was able to quit smoking using that very personal image to help him delay gratification.\u003c/p>\n\u003cp>Mischel suggests that to help students develop self-control, educators could spend a little time helping kids identify their own hot spots and developing strategies to mediate them. For example, if a student knows that texts from friends distract him from homework, then he’ll turn off his phone when he’s trying to focus. It’s a pre-determined “if/then” plan based on specific trigger points. But to make that plan, students have to know what the “if” is.\u003c/p>\n\u003cp>“The research makes it very clear that the human brain is far more educable than previously thought,” Mischel said. He sees this kind of individual mapping as a key to developing emotional intelligence and ultimately as a route to much more freedom, choice and agency. Rather than having instinct drive decisions, kids can learn to make the decisions they believe will benefit them in the long term.\u003c/p>\n\u003cp>“We don’t want to train our children to be without hot emotionality, we just want them to be in control,” Mischel said.\u003c/p>\n\u003cp>Young people are actually getting better at delaying gratification and self-control, Mischel said. He points out that just as intelligence has been increasing over the past 60 years, so, too, have these other characteristics. He attributes the change to technology, and is particularly excited about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/16/social-and-emotional-benefits-of-video-games-metacognition-and-relationships/\" target=\"_blank\">video games\u003c/a>, which he says require setting a goal, inhibiting interfering responses and using attention-control mechanisms to reach that goal.\u003c/p>\n\u003cp>“It may be a distraction from doing their arithmetic, but the games themselves can be enormously useful tools in enhancing executive function,” Mischel said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ultimately, he believes if educators can find productive ways to use his research in classrooms, they will also improve student motivation, which can’t be detached from the idea of student efficacy in meeting goals.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Showing and Telling Kids 'I Believe in You' Can Empower Them at School",
"title": "How Showing and Telling Kids 'I Believe in You' Can Empower Them at School",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>The excerpt below is from the book \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470894520,descCd-buy.html\">Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching\u003c/a>,\" by Jo Boaler. This excerpt is from the chapter entitled “Teaching Mathematics for a Growth Mindset.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Believe in All of Your Students\u003c/strong>\u003c/p>\n\u003cp>I have always known how important it is that students know their teacher believes in them; I knew this as a teacher and more recently became more acutely aware of it as a parent. When my daughter was five, she realized the teacher of her class in England was giving other students harder math problems, and she came home to me and asked why. When she realized that the teacher did not think she had potential—and sadly, this was true; the teacher had decided she had limited ability—her self-belief was shattered, and she developed a terribly fixed mindset that damaged her learning and confidence for a long time afterward. Now, some years later, after a lot of work from her parents and some wonderful teachers, she is transformed: she has a growth mindset and loves math. Despite the fact that the teacher never said to my daughter that she did not believe in her, she managed to communicate that message loud and clear, and this was understood by my daughter even at the young age of five.\u003c/p>\n\u003cp>The school that my daughter attended in England put students into ability groups in second grade, but they stopped this practice after reading the research evidence and learning about the strategies for teaching heterogeneous groups. After they made this change, the principal wrote to tell me it had transformed math classes and raised achievement across the school. If students are placed into ability groups, even if they have innocuous names such as the red and blue groups, students will know, and their mindsets will become more fixed. When children were put into ability groups in my daughter’s school, children from the lower groups came home saying “All the clever children have gone into another group now.” The messages the students received about their potential as learners in general (not just about math) were devastating for them. One of the first steps we need to take, as a nation, is to move away from outdated methods of fixed mindset grouping and communicate to all students that they can achieve.\u003c/p>\n\u003cfigure id=\"attachment_42983\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-42983\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Boaler-e1449126976155.jpg\" alt=\"Jo Boaler\" width=\"250\" height=\"312\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler\u003c/figcaption>\u003c/figure>\n\u003cp>The importance of students thinking their teacher believes in them was confirmed in a recent study that had an extremely powerful result (Cohen & Garcia, 2014). Hundreds of students were involved in this experimental study of high school English classes. All of the students wrote essays and received critical diagnostic feedback from their teachers, but half the students received a single extra sentence on the bottom of the feedback. The students who received the extra sentence achieved at significantly higher levels a year later, even though the teachers did not know who received the sentence and there were no other differences between the groups. It may seem incredible that one sentence could change students’ learning trajectories to the extent that they achieve at higher levels a year later, with no other change, but this was the extra sentence:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I am giving you this feedback because I believe in you.”\u003c/p>\n\u003cp>Students who received this sentence scored at higher levels a year later. This effect was particularly significant for students of color, who often feel less valued by their teachers (Cohen & Garcia, 2014). I share this finding with teachers frequently, and they always fully understand its significance. I do not share the result in the hope that teachers will add this same sentence to all of their students’ work. That would lead students to think the sentence was not genuine, which would be counterproductive. I share it to emphasize the power of teachers’ words and the beliefs they hold about students, and to encourage teachers to instill positive belief messages at all times.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-42982\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Mathematical-Mindsets-cover-image-e1449127016383.jpg\" alt=\"Mathematical Mindsets cover image\" width=\"250\" height=\"311\">\u003c/p>\n\u003cp>Teachers can communicate positive expectations to students by using encouraging words, and it is easy to do this with students who appear motivated, who learn easily, or who are quick. But it is even more important to communicate positive beliefs and expectations to students who are slow, appear unmotivated, or struggle. It is also important to realize that the speed at which students appear to grasp concepts is not indicative of their mathematics potential (Schwartz, 2001). As hard as it is, it is important to not have any preconceptions about who will work well on a math task in advance of their getting the task. We must be open at all times to any student’s working really well. Some students give the impression that math is a constant struggle for them, and they may ask a lot of questions or keep saying they are stuck, but they are just hiding their mathematics potential and are likely to be suffering from a fixed mindset. Some students have had bad math experiences and messages from a young age, or have not received opportunities for brain growth and learning that other students have, so they are at lower levels than other students, but this does not mean they cannot take off with good mathematics teaching, positive messages, and, perhaps most important, high expectations from their teacher. You can be the person who turns things around for them and liberates their learning path. It usually takes just one person—a person whom students will never forget.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://@joboaler\">Jo Boaler\u003c/a> is a Professor of Mathematics Education at Stanford University and co-founder of \u003ca href=\"http://www.youcubed.org/\">www.youcubed.org\u003c/a>. Former roles have included being the Marie Curie Professor of Mathematics Education in England, and a mathematics teacher in London comprehensive schools. She is the author of eight books including \u003ca href=\"http://www.amazon.com/Whats-Math-Got-Do-It/dp/0143115715\">What's Math Got To Do With It?\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The excerpt below is from the book \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470894520,descCd-buy.html\">Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching\u003c/a>,\" by Jo Boaler. This excerpt is from the chapter entitled “Teaching Mathematics for a Growth Mindset.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Believe in All of Your Students\u003c/strong>\u003c/p>\n\u003cp>I have always known how important it is that students know their teacher believes in them; I knew this as a teacher and more recently became more acutely aware of it as a parent. When my daughter was five, she realized the teacher of her class in England was giving other students harder math problems, and she came home to me and asked why. When she realized that the teacher did not think she had potential—and sadly, this was true; the teacher had decided she had limited ability—her self-belief was shattered, and she developed a terribly fixed mindset that damaged her learning and confidence for a long time afterward. Now, some years later, after a lot of work from her parents and some wonderful teachers, she is transformed: she has a growth mindset and loves math. Despite the fact that the teacher never said to my daughter that she did not believe in her, she managed to communicate that message loud and clear, and this was understood by my daughter even at the young age of five.\u003c/p>\n\u003cp>The school that my daughter attended in England put students into ability groups in second grade, but they stopped this practice after reading the research evidence and learning about the strategies for teaching heterogeneous groups. After they made this change, the principal wrote to tell me it had transformed math classes and raised achievement across the school. If students are placed into ability groups, even if they have innocuous names such as the red and blue groups, students will know, and their mindsets will become more fixed. When children were put into ability groups in my daughter’s school, children from the lower groups came home saying “All the clever children have gone into another group now.” The messages the students received about their potential as learners in general (not just about math) were devastating for them. One of the first steps we need to take, as a nation, is to move away from outdated methods of fixed mindset grouping and communicate to all students that they can achieve.\u003c/p>\n\u003cfigure id=\"attachment_42983\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-42983\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Boaler-e1449126976155.jpg\" alt=\"Jo Boaler\" width=\"250\" height=\"312\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler\u003c/figcaption>\u003c/figure>\n\u003cp>The importance of students thinking their teacher believes in them was confirmed in a recent study that had an extremely powerful result (Cohen & Garcia, 2014). Hundreds of students were involved in this experimental study of high school English classes. All of the students wrote essays and received critical diagnostic feedback from their teachers, but half the students received a single extra sentence on the bottom of the feedback. The students who received the extra sentence achieved at significantly higher levels a year later, even though the teachers did not know who received the sentence and there were no other differences between the groups. It may seem incredible that one sentence could change students’ learning trajectories to the extent that they achieve at higher levels a year later, with no other change, but this was the extra sentence:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I am giving you this feedback because I believe in you.”\u003c/p>\n\u003cp>Students who received this sentence scored at higher levels a year later. This effect was particularly significant for students of color, who often feel less valued by their teachers (Cohen & Garcia, 2014). I share this finding with teachers frequently, and they always fully understand its significance. I do not share the result in the hope that teachers will add this same sentence to all of their students’ work. That would lead students to think the sentence was not genuine, which would be counterproductive. I share it to emphasize the power of teachers’ words and the beliefs they hold about students, and to encourage teachers to instill positive belief messages at all times.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-42982\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Mathematical-Mindsets-cover-image-e1449127016383.jpg\" alt=\"Mathematical Mindsets cover image\" width=\"250\" height=\"311\">\u003c/p>\n\u003cp>Teachers can communicate positive expectations to students by using encouraging words, and it is easy to do this with students who appear motivated, who learn easily, or who are quick. But it is even more important to communicate positive beliefs and expectations to students who are slow, appear unmotivated, or struggle. It is also important to realize that the speed at which students appear to grasp concepts is not indicative of their mathematics potential (Schwartz, 2001). As hard as it is, it is important to not have any preconceptions about who will work well on a math task in advance of their getting the task. We must be open at all times to any student’s working really well. Some students give the impression that math is a constant struggle for them, and they may ask a lot of questions or keep saying they are stuck, but they are just hiding their mathematics potential and are likely to be suffering from a fixed mindset. Some students have had bad math experiences and messages from a young age, or have not received opportunities for brain growth and learning that other students have, so they are at lower levels than other students, but this does not mean they cannot take off with good mathematics teaching, positive messages, and, perhaps most important, high expectations from their teacher. You can be the person who turns things around for them and liberates their learning path. It usually takes just one person—a person whom students will never forget.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://@joboaler\">Jo Boaler\u003c/a> is a Professor of Mathematics Education at Stanford University and co-founder of \u003ca href=\"http://www.youcubed.org/\">www.youcubed.org\u003c/a>. Former roles have included being the Marie Curie Professor of Mathematics Education in England, and a mathematics teacher in London comprehensive schools. She is the author of eight books including \u003ca href=\"http://www.amazon.com/Whats-Math-Got-Do-It/dp/0143115715\">What's Math Got To Do With It?\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's getting harder and harder to find quality special education teachers, which is why 49 out of 50 states report shortages.\u003c/p>\n\u003cp>Why? It's a tough sell.\u003c/p>\n\u003cp>Even if you're up for the low pay and noisy classrooms, special education adds another challenge: \u003ca href=\"http://www.npr.org/sections/ed/2015/11/09/436588372/behind-the-shortage-of-special-ed-teachers-long-hours-crushing-paperwork\">crushing paperwork\u003c/a>.\u003c/p>\n\u003cp>This is something I understand firsthand. You see, I was a special education teacher and I just couldn't hack it. Though I'm somewhat ashamed to admit it, I lasted only a year in the classroom.\u003c/p>\n\u003cp>I chose special education for what felt like the right reason. I wanted to help the students who struggle to learn. But I soon realized that was only a part of the job.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The paperwork, the meetings, the accountability. Eventually it got to me. I couldn't do it all and I got tired of showing up to a job I knew I couldn't do. It's that simple.\u003c/p>\n\u003cp>So as I've been looking into the teacher shortage it hasn't felt like a revelation that people are leaving the profession. I get it.\u003c/p>\n\u003cp>But I have been curious about my friends and colleagues who have stayed. Especially one colleague in particular: Stephanie Johnson.\u003c/p>\n\u003cp>I know Stephanie from my college days. We were in the same special education program at Brigham Young University three years ago. But as a mother of three returning to school in her 40s, Stephanie wasn't your typical student.\u003c/p>\n\u003cp>She's now going on her third year teaching eighth grade math and ninth grade English to students with a wide range of disabilities at Oak Canyon Junior High School in Lindon, Utah, which is about 40 miles south of Salt Lake City.\u003c/p>\n\u003cp>\u003cstrong>'My Joy Is In The Classroom'\u003c/strong>\u003c/p>\n\u003cp>I visited Stephanie's classroom during a math lesson. She was reviewing how to find the slope of a line, through word problems. You know, x-axis-y-axis-type stuff. The students copied some problems from the board and got to work.\u003c/p>\n\u003cfigure id=\"attachment_43316\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43316\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/specialedteacher3_slide-72eea018ce32aa643933ea6e276c26c4a7f7493b-e1452066572964.jpg\" alt=\"Johnson gives a brief review in front of the class before jumping in to help the students one on one.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Johnson gives a brief review in front of the class before jumping in to help the students one on one. \u003ccite>(Alex Hale/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The class was surprisingly quiet and focused. If I had been teaching I might have leaned back, put my feet up on the desk and enjoyed the moment.\u003c/p>\n\u003cp>But not Stephanie.\u003c/p>\n\u003cp>She weaved through the desks, kneeling beside each student and checking in. I could tell she was in her element.\u003c/p>\n\u003cp>I checked in with a few students too. Each one had the same responses to my questions.\u003c/p>\n\u003cp>Do you like math?\u003c/p>\n\u003cp>\u003cem>No.\u003c/em>\u003c/p>\n\u003cp>Are you good at it?\u003c/p>\n\u003cp>\u003cem>No\u003c/em>.\u003c/p>\n\u003cp>How are you doing in Mrs. Johnson's class?\u003c/p>\n\u003cp>\u003cem>Good. It makes sense when she explains it.\u003c/em>\u003c/p>\n\u003cp>\"My joy is in the classroom,\" Stephanie told me afterward. \"When they catch on to something and they have those 'aha' moments.\"\u003c/p>\n\u003cp>Those \"aha\" moments are no small feat. Each of Stephanie's students has some type of learning disability. Many have become accustomed to the feeling of being totally lost during their classes, especially math.\u003c/p>\n\u003cp>But there they were, scribbling away with that scrunched concentration on their faces. None of them looked lost.\u003c/p>\n\u003cp>This didn't surprise me. Back in college it was obvious that Stephanie would be a dynamic teacher.\u003c/p>\n\u003cp>For starters, she understood special education from a parent's perspective. One of her sons, Alec, was in special education classes from second through ninth grade. She knows the heartache and worry that come when a parent is told her child learns differently.\u003c/p>\n\u003cp>\"Now, as the teacher, I can say, 'I know exactly how you feel. I've been there and it's going to be OK,' \" Stephanie says.\u003c/p>\n\u003cp>She was also a teaching assistant in a special education classroom at a middle school for five years. And on top of that she was an extremely driven student.\u003c/p>\n\u003cp>Because of all this, my classmates and I looked up to her. She was a kind of mentor to us. She helped us see the purpose in what we were preparing to do.\u003c/p>\n\u003cp>\"I was really clear on why I was there,\" Stephanie remembers.\u003c/p>\n\u003cp>She pauses. \"I wish that was more clear now.\"\u003c/p>\n\u003cfigure id=\"attachment_43317\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43317\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/specialedteacher1_slide-30b4f0ea78ce397b1789583e19b24ee021e28e98-e1452066657569.jpg\" alt=\"Johnson's room has no windows, and there's barely enough room for the desks. Yet she has somehow managed to make it feel homey.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Johnson's room has no windows, and there's barely enough room for the desks. Yet she has somehow managed to make it feel homey. \u003ccite>(Alex Hale/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Not Enough Hours In The Week\u003c/strong>\u003c/p>\n\u003cp>From the outside, it looks like Stephanie has everything under control. But that's not how she feels.\u003c/p>\n\u003cp>\"I don't know how to describe it,\" she says. \"It's just so much work.\"\u003c/p>\n\u003cp>She's not talking about teaching or lesson planning or even working with disruptive students. She really likes those parts of the job.\u003c/p>\n\u003cp>\"It's all the other compliance and laws and paperwork.\"\u003c/p>\n\u003cp>All of that stuff can be summed up with three letters: IEP, for Individualized Education Program. Each student in special education has one. It's required by law. And each IEP requires hours and hours of upkeep.\u003c/p>\n\u003cp>Forms need to be updated, data have to be tracked and there are additional meetings with parents and other staff. Multiply that by the 43 students Stephanie has, and there goes all of her free time.\u003c/p>\n\u003cp>\"I stay at work hours typically every day,\" Stephanie said. What she doesn't finish, she takes home.\u003c/p>\n\u003cp>In 2011, Donald Deshler, a professor of special education at the University of Kansas, set out to examine just how many hours all that paperwork consumes. He and a doctoral student \u003ca href=\"https://kuscholarworks.ku.edu/handle/1808/8165\">wanted to find out \u003c/a>what the typical special education teacher's workload looked like.\u003c/p>\n\u003cp>They decided to observe a few teachers during their workday. \"We followed them everywhere, except the bathroom,\" Deshler says.\u003c/p>\n\u003cp>They then broke down the teacher's typical workday into four main categories with the percentage of time spent on each:\u003c/p>\n\u003cul>\n\u003cli>Management, IEP paperwork and administrative responsibilities: 33 percent\u003c/li>\n\u003cli>Collaboration, co-teaching, assisting other teachers and meetings: 27 percent\u003c/li>\n\u003cli>Instruction, teaching students in their classroom: 27 percent\u003c/li>\n\u003cli>Diagnostic, testing and data tracking: 13 percent\u003c/li>\n\u003c/ul>\n\u003cp>Of the 27 percent time spent teaching, only 21 percent was what Deshler considered \"specialized instruction,\" meaning the teachers were using methods that were evidence-based and focused on students' individual needs.\u003c/p>\n\u003cp>\"Twenty-one percent of their time is spent teaching the best of what we know. That roughly translates into one day a week,\" Deshler explains. \"If we wonder why teachers are frustrated, this data sheds some light on it.\"\u003c/p>\n\u003cp>And that frustration leads good teachers like Stephanie to question whether they can stay in the profession. She admits she thinks about leaving all the time.\u003c/p>\n\u003cp>\"Just because I'm exhausted,\" she says. \"But I'm changing kids' lives, I'm making a difference, so why would I want to walk away from that?\"\u003c/p>\n\u003cp>Stephanie feels stuck. It's an extremely difficult decision for an extremely difficult job.\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=It%27s+Not+Easy+Teaching+Special+Ed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's getting harder and harder to find quality special education teachers, which is why 49 out of 50 states report shortages.\u003c/p>\n\u003cp>Why? It's a tough sell.\u003c/p>\n\u003cp>Even if you're up for the low pay and noisy classrooms, special education adds another challenge: \u003ca href=\"http://www.npr.org/sections/ed/2015/11/09/436588372/behind-the-shortage-of-special-ed-teachers-long-hours-crushing-paperwork\">crushing paperwork\u003c/a>.\u003c/p>\n\u003cp>This is something I understand firsthand. You see, I was a special education teacher and I just couldn't hack it. Though I'm somewhat ashamed to admit it, I lasted only a year in the classroom.\u003c/p>\n\u003cp>I chose special education for what felt like the right reason. I wanted to help the students who struggle to learn. But I soon realized that was only a part of the job.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The paperwork, the meetings, the accountability. Eventually it got to me. I couldn't do it all and I got tired of showing up to a job I knew I couldn't do. It's that simple.\u003c/p>\n\u003cp>So as I've been looking into the teacher shortage it hasn't felt like a revelation that people are leaving the profession. I get it.\u003c/p>\n\u003cp>But I have been curious about my friends and colleagues who have stayed. Especially one colleague in particular: Stephanie Johnson.\u003c/p>\n\u003cp>I know Stephanie from my college days. We were in the same special education program at Brigham Young University three years ago. But as a mother of three returning to school in her 40s, Stephanie wasn't your typical student.\u003c/p>\n\u003cp>She's now going on her third year teaching eighth grade math and ninth grade English to students with a wide range of disabilities at Oak Canyon Junior High School in Lindon, Utah, which is about 40 miles south of Salt Lake City.\u003c/p>\n\u003cp>\u003cstrong>'My Joy Is In The Classroom'\u003c/strong>\u003c/p>\n\u003cp>I visited Stephanie's classroom during a math lesson. She was reviewing how to find the slope of a line, through word problems. You know, x-axis-y-axis-type stuff. The students copied some problems from the board and got to work.\u003c/p>\n\u003cfigure id=\"attachment_43316\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43316\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/specialedteacher3_slide-72eea018ce32aa643933ea6e276c26c4a7f7493b-e1452066572964.jpg\" alt=\"Johnson gives a brief review in front of the class before jumping in to help the students one on one.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Johnson gives a brief review in front of the class before jumping in to help the students one on one. \u003ccite>(Alex Hale/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The class was surprisingly quiet and focused. If I had been teaching I might have leaned back, put my feet up on the desk and enjoyed the moment.\u003c/p>\n\u003cp>But not Stephanie.\u003c/p>\n\u003cp>She weaved through the desks, kneeling beside each student and checking in. I could tell she was in her element.\u003c/p>\n\u003cp>I checked in with a few students too. Each one had the same responses to my questions.\u003c/p>\n\u003cp>Do you like math?\u003c/p>\n\u003cp>\u003cem>No.\u003c/em>\u003c/p>\n\u003cp>Are you good at it?\u003c/p>\n\u003cp>\u003cem>No\u003c/em>.\u003c/p>\n\u003cp>How are you doing in Mrs. Johnson's class?\u003c/p>\n\u003cp>\u003cem>Good. It makes sense when she explains it.\u003c/em>\u003c/p>\n\u003cp>\"My joy is in the classroom,\" Stephanie told me afterward. \"When they catch on to something and they have those 'aha' moments.\"\u003c/p>\n\u003cp>Those \"aha\" moments are no small feat. Each of Stephanie's students has some type of learning disability. Many have become accustomed to the feeling of being totally lost during their classes, especially math.\u003c/p>\n\u003cp>But there they were, scribbling away with that scrunched concentration on their faces. None of them looked lost.\u003c/p>\n\u003cp>This didn't surprise me. Back in college it was obvious that Stephanie would be a dynamic teacher.\u003c/p>\n\u003cp>For starters, she understood special education from a parent's perspective. One of her sons, Alec, was in special education classes from second through ninth grade. She knows the heartache and worry that come when a parent is told her child learns differently.\u003c/p>\n\u003cp>\"Now, as the teacher, I can say, 'I know exactly how you feel. I've been there and it's going to be OK,' \" Stephanie says.\u003c/p>\n\u003cp>She was also a teaching assistant in a special education classroom at a middle school for five years. And on top of that she was an extremely driven student.\u003c/p>\n\u003cp>Because of all this, my classmates and I looked up to her. She was a kind of mentor to us. She helped us see the purpose in what we were preparing to do.\u003c/p>\n\u003cp>\"I was really clear on why I was there,\" Stephanie remembers.\u003c/p>\n\u003cp>She pauses. \"I wish that was more clear now.\"\u003c/p>\n\u003cfigure id=\"attachment_43317\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43317\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/specialedteacher1_slide-30b4f0ea78ce397b1789583e19b24ee021e28e98-e1452066657569.jpg\" alt=\"Johnson's room has no windows, and there's barely enough room for the desks. Yet she has somehow managed to make it feel homey.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Johnson's room has no windows, and there's barely enough room for the desks. Yet she has somehow managed to make it feel homey. \u003ccite>(Alex Hale/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Not Enough Hours In The Week\u003c/strong>\u003c/p>\n\u003cp>From the outside, it looks like Stephanie has everything under control. But that's not how she feels.\u003c/p>\n\u003cp>\"I don't know how to describe it,\" she says. \"It's just so much work.\"\u003c/p>\n\u003cp>She's not talking about teaching or lesson planning or even working with disruptive students. She really likes those parts of the job.\u003c/p>\n\u003cp>\"It's all the other compliance and laws and paperwork.\"\u003c/p>\n\u003cp>All of that stuff can be summed up with three letters: IEP, for Individualized Education Program. Each student in special education has one. It's required by law. And each IEP requires hours and hours of upkeep.\u003c/p>\n\u003cp>Forms need to be updated, data have to be tracked and there are additional meetings with parents and other staff. Multiply that by the 43 students Stephanie has, and there goes all of her free time.\u003c/p>\n\u003cp>\"I stay at work hours typically every day,\" Stephanie said. What she doesn't finish, she takes home.\u003c/p>\n\u003cp>In 2011, Donald Deshler, a professor of special education at the University of Kansas, set out to examine just how many hours all that paperwork consumes. He and a doctoral student \u003ca href=\"https://kuscholarworks.ku.edu/handle/1808/8165\">wanted to find out \u003c/a>what the typical special education teacher's workload looked like.\u003c/p>\n\u003cp>They decided to observe a few teachers during their workday. \"We followed them everywhere, except the bathroom,\" Deshler says.\u003c/p>\n\u003cp>They then broke down the teacher's typical workday into four main categories with the percentage of time spent on each:\u003c/p>\n\u003cul>\n\u003cli>Management, IEP paperwork and administrative responsibilities: 33 percent\u003c/li>\n\u003cli>Collaboration, co-teaching, assisting other teachers and meetings: 27 percent\u003c/li>\n\u003cli>Instruction, teaching students in their classroom: 27 percent\u003c/li>\n\u003cli>Diagnostic, testing and data tracking: 13 percent\u003c/li>\n\u003c/ul>\n\u003cp>Of the 27 percent time spent teaching, only 21 percent was what Deshler considered \"specialized instruction,\" meaning the teachers were using methods that were evidence-based and focused on students' individual needs.\u003c/p>\n\u003cp>\"Twenty-one percent of their time is spent teaching the best of what we know. That roughly translates into one day a week,\" Deshler explains. \"If we wonder why teachers are frustrated, this data sheds some light on it.\"\u003c/p>\n\u003cp>And that frustration leads good teachers like Stephanie to question whether they can stay in the profession. She admits she thinks about leaving all the time.\u003c/p>\n\u003cp>\"Just because I'm exhausted,\" she says. \"But I'm changing kids' lives, I'm making a difference, so why would I want to walk away from that?\"\u003c/p>\n\u003cp>Stephanie feels stuck. It's an extremely difficult decision for an extremely difficult job.\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=It%27s+Not+Easy+Teaching+Special+Ed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>MindShift readers are often intrigued by new ideas and strategies being tried around the country, but many educators are also parents and know the huge role parents play in education. This year some of our most popular posts have focused on how parents can set their children up for success, as well as when their involvement can hinder important development. As conversations at school and at home continue about the importance of having space to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\">learn from failure\u003c/a>, how can parents and educators become a stronger team as they work toward the mutual goal of successful, happy kids?\u003c/p>\n\u003cp>\u003cstrong>PARENTS ARE THE FIRST TEACHERS\u003c/strong>\u003c/p>\n\u003cp>When kids are young, it can feel like they need constant care (which they do!), but babies and toddlers are also building the architecture in their brains that will serve them throughout childhood. Parents have a unique opportunity to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/13/the-benefits-of-helping-preschoolers-understand-and-discuss-their-emotions/\" target=\"_blank\">help their toddlers develop the emotional intelligence \u003c/a>that will aid them in academic and social settings for the rest of their lives.\u003c/p>\n\u003cp>Young kids often aren’t able to control their own emotions, which is why their tantrums can be fierce, but parents don’t have to stand by, powerless to these whims. Each tantrum is an opportunity for parents to help children learn to identify what they are feeling and why. They can also work to normalize emotions by admitting all people feel angry or sad or frustrated sometimes, while working on strategies to calm down. The strategies for a 3-year-old have to be simple and memorable, like taking a deep breath and counting to four when mad.\u003c/p>\n\u003cp>Books can also be a helpful way to talk about emotions when a child isn’t in the thick of feeling his own. Little kids can point out the emotions they see characters experience and talk about how he or she might have dealt with the situation. And, little kids aren’t too young to develop a mindfulness practice, which has been shown to improve self-regulation. For example, parent and child could take a “listening walk” around the block, focusing on the sounds in the present moment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The way parents interact with their young children does more than build the emotional foundation for later success. It can also help kids build the specific pre-academic skills that will ease transition into school. The 30 million-word gap has become cliche now, but understanding the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/15/what-parents-can-gain-from-learning-the-science-of-talking-to-kids/\" target=\"_blank\">science behind “good talk” for infants and toddlers\u003c/a> is an important way parents can contribute to their success.\u003c/p>\n\u003cp>Studies have shown that parents are more open to this message when they realize that how they interact with their child at a very young age affects the architecture of their brain. The messages imparted are as important, if not more so, than the act of talking itself. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/10/preschoolers-and-praise-messages-that-can-help-kids-grow/\" target=\"_blank\">Kids need to be encouraged and praised for the processes they are engaged in\u003c/a>, not just how cute or smart they are. And, even if a baby can’t yet talk, parents can create a sense of back and forth by responding to gurgles or smiles. Educators play a big role in making sure the parents they interact with know the science of talk and some of the simple strategies to make sure kids are developing a healthy capacity for language before starting school.\u003c/p>\n\u003cp>\u003cstrong>TEENAGE YEARS\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of emphasis on what parents can and should do with their very young children because that’s a moment in development when a child’s brain is growing and changing in fundamental ways. But as every parent knows, getting through the first four years is just the start, and there are often parenting bumps along the road. One common rough patch comes when kids become teenagers, with all the hormones and tricky social dynamics that accompany it. Many parents feel lost at this stage, unable to interact with their child in the ways they used to, and unsure of how to best offer support to a prickly teen.\u003c/p>\n\u003cp>The good news is that teenagers need parenting just as much as younger kids, even if they don’t show their appreciation for it. Adolescence experts say parents are best off \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/23/as-teens-push-away-what-can-parents-do-to-support-success/\" target=\"_blank\">honoring their teen’s autonomy, while providing structure and support\u003c/a>. It’s easy to see an adolescent not taking responsibility for something like homework and immediately jumping in to help. But it’s far better to set clear expectations and perhaps even schedules and routines that support strong study habits, without micromanaging the process.\u003c/p>\n\u003cp>Similarly, teens need space to try new things with the knowledge that there’s a safety net if they fail. This includes talking through choices and potential outcomes and then allowing the teen to make his own informed decisions. That doesn’t mean parents can’t jump in and provide extra support at times, but if a teenager never learns to be independent, he’ll have trouble later in life. And throughout it all, parents should continue to show warmth and love toward their teens. They may not seem to like it, but they still need it.\u003c/p>\n\u003cp>Cultivating supported autonomy will pay off once that teenager becomes a college student. University professors and deans increasingly report that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\">their students don’t show the type of self-efficacy required to succeed\u003c/a>. Instead, many students turn to their parents to fix even small problems that arise. Many parents look at an increasingly competitive world and see it as their parental duty to make sure their child has every possible opportunity. But actions that stem from love might actually be handicapping young adults.\u003c/p>\n\u003cp>\u003cstrong>NEW TEACHING STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>While the discussion of “overparenting” struck a nerve with MindShift readers, the instinct to ward off any potentially damaging failures in a child’s life doesn’t come out of nowhere. Parents are feeling the pressure to make sure their kids get on the “right track” out of fear that any mistake will ruin a chance at a productive life. But where did that fear of failure come from? It’s a pervasive part of society and may even be learned in school.\u003c/p>\n\u003cp>Many educators feel they must move through curriculum at a breakneck speed to cover everything, leaving very little space for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">experience struggle\u003c/a>, failure, renewed attempts and ultimately success in a safe environment. Increasingly, however, educators are having productive conversations about encouraging a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>, which focuses on how making mistakes grows the brain and provides fertile opportunities to learn.\u003c/p>\n\u003cp>This discussion of mistakes has led to some confusion. For example, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/23/why-understanding-these-four-types-of-mistakes-can-help-us-learn/\" target=\"_blank\">not all mistakes lead to learning\u003c/a>. The best kinds of mistakes for learning happen when a student is stretching outside her comfort zone. When trying something new most people will make mistakes, but with reflection and strategies to address the error, much can be learned. At other times a student might have an “aha mistake” when she completed the task correctly, but realized she should have done it differently because of new information. Both these types of mistakes grow the brain and require self-reflection and renewed effort. But learning from mistakes doesn’t happen automatically.\u003c/p>\n\u003cp>Another trend capturing the attention of MindShift readers is how the body and its movements connect to learning. In formal education the expectation has long been that students sit quietly and receive information from teachers. But increasingly \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/\" target=\"_blank\">neuroscience research is showing how intrinsically learning is tied to body movement\u003c/a>.\u003c/p>\n\u003cp>“We can start leveraging the power of our bodies to help us learn, think and perform at our best,” said Sian Beilock, a professor of psychology at the University of Chicago. This wisdom has long been embedded in progressive teaching philosophies like Montessori, but has been largely eliminated from traditional public schools. But studies are showing that even small gestures can help students grasp confusing math concepts, understand physics and generally feel more connected to what they are learning.\u003c/p>\n\u003cp>The idea of connecting learning to students’ lives has been a pervasive theme in education circles, but it can be hard to do so when working with mandated content that doesn’t necessarily excite students. A few teachers tried something very different last year when the hit public radio podcast \"Serial\" was becoming extremely popular. Teachers who were themselves engrossed in the story unfolding each week on the podcast decided to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\" target=\"_blank\">bring their students into the fun, improving their listening and analytical skills in the process\u003c/a>.\u003c/p>\n\u003cp>“They enjoy it so much that they don’t realize they’re learning at the highest level,” said former 10th-grade English teacher Alexa Schlechter. She and her students debated different takes on the murder mystery tale, using Google Maps to recreate crucial scenes, analyzing the transcript for facts to support their arguments and bringing their own adolescent perspectives to a story about high school. The success of podcast projects like this one has sparked other teachers to think more about how audio can be used effectively in the classroom.\u003c/p>\n\u003cp>Podcasts aren’t the only real-world phenomena making their way into classrooms. Educators are fascinated by how \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/30/three-awesome-educational-games-hiding-in-plain-sight/\" target=\"_blank\">commercial video games can be used for learning\u003c/a>. Often games specifically designed for learning can feel out of step and out of touch with what’s going on in the commercial game world. They often can’t compete in terms of graphics, motivation and intensity. But some educators are finding ways to use commercial games that students are already hooked on like \"\u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/04/pursuing-quests-how-digital-games-can-create-a-learning-journey/\" target=\"_blank\">World of Warcraft\u003c/a>,\" \"\u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/28/for-the-hesitant-teacher-leveraging-the-power-of-minecraft/\" target=\"_blank\">Minecraft\u003c/a>\" and \"Never Alone\" to teach important skills in all content areas.\u003c/p>\n\u003cp>\u003cstrong>DYSLEXIA\u003c/strong>\u003c/p>\n\u003cp>This year MindShift contributor Holly Korbey took a deep dive into how educators identify and teach students with dyslexia. Her articles struck a chord with many readers who not only understood why this topic is so important to kids in school today, but also strongly identified as adults with many of the stereotypes and issues raised.\u003c/p>\n\u003cp>While every child is required to learn to read in school, reading is anything but a simple activity. It requires the brain to fashion new circuits between parts of the brain designed for other things. Together these combined circuits create a new specialized reading circuit that must work at lightning speed. Given the complexity of reading, it’s no surprise that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/11/whats-going-on-inside-a-dyslexic-students-brain/\" target=\"_blank\">not all children’s brains work in the same way\u003c/a>. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\" target=\"_blank\">The brains of people with dyslexia are organized in a different way\u003c/a>, making it difficult for them to know how sounds correspond with letters and numbers, to gain reading fluency and to comprehend what they are reading.\u003c/p>\n\u003cp>Dyslexia can make school incredibly frustrating for students, parents and teachers, especially because \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/08/why-recognizing-dyslexia-in-children-at-school-can-be-difficult/\" target=\"_blank\">many educators aren’t trained to identify its signs in students\u003c/a>. And, even if they could identify it -- or a parent does -- many districts don’t make it easy or cheap for students to get the necessary testing that opens up doors to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\" target=\"_blank\">specialized interventions\u003c/a>.\u003c/p>\n\u003cp>That’s infuriating to many parents, who know that with \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/\" target=\"_blank\">targeted resources\u003c/a> their often very bright children could easily catch up and avoid the psychic pain. Perhaps the worst part of this cycle is how students come to believe they are dumb and will never be able to read or excel in school. Very rarely are children with dyslexia \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/15/dyslexia-and-the-wider-world-of-creativity-and-talent/\" target=\"_blank\">celebrated for the other strengths\u003c/a> they bring because reading remains a primary concern in school.\u003c/p>\n\u003cp>\u003cstrong>AND A LITTLE BIT OF HUMOR\u003c/strong>\u003c/p>\n\u003cp>A \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/29/what-if-teachers-were-treated-like-pro-athletes/\" target=\"_blank\">Key and Peele parody of “SportsCenter” \u003c/a>that replaced NFL draft prospects with new teachers added a dose of levity to the education conversation this year. The sketch is hilarious, highlighting a calculus teacher first-round draft pick whose father was “a humble football player,” but it also touches on some real, raw issues. An $80 million teaching contract might be a bit much, but issues of teacher pay and appreciation are still front and center in the very real discussions about how to recruit and retain the best possible teachers.\u003c/p>\n\u003cp>[ad floatright]\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/dkHqPFbxmOU\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>MindShift readers are often intrigued by new ideas and strategies being tried around the country, but many educators are also parents and know the huge role parents play in education. This year some of our most popular posts have focused on how parents can set their children up for success, as well as when their involvement can hinder important development. As conversations at school and at home continue about the importance of having space to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\">learn from failure\u003c/a>, how can parents and educators become a stronger team as they work toward the mutual goal of successful, happy kids?\u003c/p>\n\u003cp>\u003cstrong>PARENTS ARE THE FIRST TEACHERS\u003c/strong>\u003c/p>\n\u003cp>When kids are young, it can feel like they need constant care (which they do!), but babies and toddlers are also building the architecture in their brains that will serve them throughout childhood. Parents have a unique opportunity to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/13/the-benefits-of-helping-preschoolers-understand-and-discuss-their-emotions/\" target=\"_blank\">help their toddlers develop the emotional intelligence \u003c/a>that will aid them in academic and social settings for the rest of their lives.\u003c/p>\n\u003cp>Young kids often aren’t able to control their own emotions, which is why their tantrums can be fierce, but parents don’t have to stand by, powerless to these whims. Each tantrum is an opportunity for parents to help children learn to identify what they are feeling and why. They can also work to normalize emotions by admitting all people feel angry or sad or frustrated sometimes, while working on strategies to calm down. The strategies for a 3-year-old have to be simple and memorable, like taking a deep breath and counting to four when mad.\u003c/p>\n\u003cp>Books can also be a helpful way to talk about emotions when a child isn’t in the thick of feeling his own. Little kids can point out the emotions they see characters experience and talk about how he or she might have dealt with the situation. And, little kids aren’t too young to develop a mindfulness practice, which has been shown to improve self-regulation. For example, parent and child could take a “listening walk” around the block, focusing on the sounds in the present moment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The way parents interact with their young children does more than build the emotional foundation for later success. It can also help kids build the specific pre-academic skills that will ease transition into school. The 30 million-word gap has become cliche now, but understanding the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/15/what-parents-can-gain-from-learning-the-science-of-talking-to-kids/\" target=\"_blank\">science behind “good talk” for infants and toddlers\u003c/a> is an important way parents can contribute to their success.\u003c/p>\n\u003cp>Studies have shown that parents are more open to this message when they realize that how they interact with their child at a very young age affects the architecture of their brain. The messages imparted are as important, if not more so, than the act of talking itself. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/10/preschoolers-and-praise-messages-that-can-help-kids-grow/\" target=\"_blank\">Kids need to be encouraged and praised for the processes they are engaged in\u003c/a>, not just how cute or smart they are. And, even if a baby can’t yet talk, parents can create a sense of back and forth by responding to gurgles or smiles. Educators play a big role in making sure the parents they interact with know the science of talk and some of the simple strategies to make sure kids are developing a healthy capacity for language before starting school.\u003c/p>\n\u003cp>\u003cstrong>TEENAGE YEARS\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of emphasis on what parents can and should do with their very young children because that’s a moment in development when a child’s brain is growing and changing in fundamental ways. But as every parent knows, getting through the first four years is just the start, and there are often parenting bumps along the road. One common rough patch comes when kids become teenagers, with all the hormones and tricky social dynamics that accompany it. Many parents feel lost at this stage, unable to interact with their child in the ways they used to, and unsure of how to best offer support to a prickly teen.\u003c/p>\n\u003cp>The good news is that teenagers need parenting just as much as younger kids, even if they don’t show their appreciation for it. Adolescence experts say parents are best off \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/23/as-teens-push-away-what-can-parents-do-to-support-success/\" target=\"_blank\">honoring their teen’s autonomy, while providing structure and support\u003c/a>. It’s easy to see an adolescent not taking responsibility for something like homework and immediately jumping in to help. But it’s far better to set clear expectations and perhaps even schedules and routines that support strong study habits, without micromanaging the process.\u003c/p>\n\u003cp>Similarly, teens need space to try new things with the knowledge that there’s a safety net if they fail. This includes talking through choices and potential outcomes and then allowing the teen to make his own informed decisions. That doesn’t mean parents can’t jump in and provide extra support at times, but if a teenager never learns to be independent, he’ll have trouble later in life. And throughout it all, parents should continue to show warmth and love toward their teens. They may not seem to like it, but they still need it.\u003c/p>\n\u003cp>Cultivating supported autonomy will pay off once that teenager becomes a college student. University professors and deans increasingly report that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\">their students don’t show the type of self-efficacy required to succeed\u003c/a>. Instead, many students turn to their parents to fix even small problems that arise. Many parents look at an increasingly competitive world and see it as their parental duty to make sure their child has every possible opportunity. But actions that stem from love might actually be handicapping young adults.\u003c/p>\n\u003cp>\u003cstrong>NEW TEACHING STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>While the discussion of “overparenting” struck a nerve with MindShift readers, the instinct to ward off any potentially damaging failures in a child’s life doesn’t come out of nowhere. Parents are feeling the pressure to make sure their kids get on the “right track” out of fear that any mistake will ruin a chance at a productive life. But where did that fear of failure come from? It’s a pervasive part of society and may even be learned in school.\u003c/p>\n\u003cp>Many educators feel they must move through curriculum at a breakneck speed to cover everything, leaving very little space for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">experience struggle\u003c/a>, failure, renewed attempts and ultimately success in a safe environment. Increasingly, however, educators are having productive conversations about encouraging a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>, which focuses on how making mistakes grows the brain and provides fertile opportunities to learn.\u003c/p>\n\u003cp>This discussion of mistakes has led to some confusion. For example, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/23/why-understanding-these-four-types-of-mistakes-can-help-us-learn/\" target=\"_blank\">not all mistakes lead to learning\u003c/a>. The best kinds of mistakes for learning happen when a student is stretching outside her comfort zone. When trying something new most people will make mistakes, but with reflection and strategies to address the error, much can be learned. At other times a student might have an “aha mistake” when she completed the task correctly, but realized she should have done it differently because of new information. Both these types of mistakes grow the brain and require self-reflection and renewed effort. But learning from mistakes doesn’t happen automatically.\u003c/p>\n\u003cp>Another trend capturing the attention of MindShift readers is how the body and its movements connect to learning. In formal education the expectation has long been that students sit quietly and receive information from teachers. But increasingly \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/\" target=\"_blank\">neuroscience research is showing how intrinsically learning is tied to body movement\u003c/a>.\u003c/p>\n\u003cp>“We can start leveraging the power of our bodies to help us learn, think and perform at our best,” said Sian Beilock, a professor of psychology at the University of Chicago. This wisdom has long been embedded in progressive teaching philosophies like Montessori, but has been largely eliminated from traditional public schools. But studies are showing that even small gestures can help students grasp confusing math concepts, understand physics and generally feel more connected to what they are learning.\u003c/p>\n\u003cp>The idea of connecting learning to students’ lives has been a pervasive theme in education circles, but it can be hard to do so when working with mandated content that doesn’t necessarily excite students. A few teachers tried something very different last year when the hit public radio podcast \"Serial\" was becoming extremely popular. Teachers who were themselves engrossed in the story unfolding each week on the podcast decided to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\" target=\"_blank\">bring their students into the fun, improving their listening and analytical skills in the process\u003c/a>.\u003c/p>\n\u003cp>“They enjoy it so much that they don’t realize they’re learning at the highest level,” said former 10th-grade English teacher Alexa Schlechter. She and her students debated different takes on the murder mystery tale, using Google Maps to recreate crucial scenes, analyzing the transcript for facts to support their arguments and bringing their own adolescent perspectives to a story about high school. The success of podcast projects like this one has sparked other teachers to think more about how audio can be used effectively in the classroom.\u003c/p>\n\u003cp>Podcasts aren’t the only real-world phenomena making their way into classrooms. Educators are fascinated by how \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/30/three-awesome-educational-games-hiding-in-plain-sight/\" target=\"_blank\">commercial video games can be used for learning\u003c/a>. Often games specifically designed for learning can feel out of step and out of touch with what’s going on in the commercial game world. They often can’t compete in terms of graphics, motivation and intensity. But some educators are finding ways to use commercial games that students are already hooked on like \"\u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/04/pursuing-quests-how-digital-games-can-create-a-learning-journey/\" target=\"_blank\">World of Warcraft\u003c/a>,\" \"\u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/28/for-the-hesitant-teacher-leveraging-the-power-of-minecraft/\" target=\"_blank\">Minecraft\u003c/a>\" and \"Never Alone\" to teach important skills in all content areas.\u003c/p>\n\u003cp>\u003cstrong>DYSLEXIA\u003c/strong>\u003c/p>\n\u003cp>This year MindShift contributor Holly Korbey took a deep dive into how educators identify and teach students with dyslexia. Her articles struck a chord with many readers who not only understood why this topic is so important to kids in school today, but also strongly identified as adults with many of the stereotypes and issues raised.\u003c/p>\n\u003cp>While every child is required to learn to read in school, reading is anything but a simple activity. It requires the brain to fashion new circuits between parts of the brain designed for other things. Together these combined circuits create a new specialized reading circuit that must work at lightning speed. Given the complexity of reading, it’s no surprise that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/11/whats-going-on-inside-a-dyslexic-students-brain/\" target=\"_blank\">not all children’s brains work in the same way\u003c/a>. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\" target=\"_blank\">The brains of people with dyslexia are organized in a different way\u003c/a>, making it difficult for them to know how sounds correspond with letters and numbers, to gain reading fluency and to comprehend what they are reading.\u003c/p>\n\u003cp>Dyslexia can make school incredibly frustrating for students, parents and teachers, especially because \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/08/why-recognizing-dyslexia-in-children-at-school-can-be-difficult/\" target=\"_blank\">many educators aren’t trained to identify its signs in students\u003c/a>. And, even if they could identify it -- or a parent does -- many districts don’t make it easy or cheap for students to get the necessary testing that opens up doors to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\" target=\"_blank\">specialized interventions\u003c/a>.\u003c/p>\n\u003cp>That’s infuriating to many parents, who know that with \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/\" target=\"_blank\">targeted resources\u003c/a> their often very bright children could easily catch up and avoid the psychic pain. Perhaps the worst part of this cycle is how students come to believe they are dumb and will never be able to read or excel in school. Very rarely are children with dyslexia \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/15/dyslexia-and-the-wider-world-of-creativity-and-talent/\" target=\"_blank\">celebrated for the other strengths\u003c/a> they bring because reading remains a primary concern in school.\u003c/p>\n\u003cp>\u003cstrong>AND A LITTLE BIT OF HUMOR\u003c/strong>\u003c/p>\n\u003cp>A \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/29/what-if-teachers-were-treated-like-pro-athletes/\" target=\"_blank\">Key and Peele parody of “SportsCenter” \u003c/a>that replaced NFL draft prospects with new teachers added a dose of levity to the education conversation this year. The sketch is hilarious, highlighting a calculus teacher first-round draft pick whose father was “a humble football player,” but it also touches on some real, raw issues. An $80 million teaching contract might be a bit much, but issues of teacher pay and appreciation are still front and center in the very real discussions about how to recruit and retain the best possible teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Fixated on Leadership: Why Learning How to Follow is Crucial for Success",
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"content": "\u003cp>Leadership ability, it would seem, is the essential ingredient of success. But is it?\u003c/p>\n\u003cp>Academies and institutes, high schools and colleges, MBA programs and charter schools all promote their ability to train 21\u003csup>st\u003c/sup> century leaders. High school seniors applying for college using the Common Application are instructed to include details about the “position/leadership” they hold as a part of their extracurricular activities. The celebration of leadership has become so routine that an educator at a California preschool was heard prompting a 5-year-old to “use her leadership voice.”\u003c/p>\n\u003cp>“The term has become so ubiquitous that it has lost its meaning,” said Ira Chaleff. He is a student of what his colleague, Harvard professor Barbara Kellerman, calls the “leadership industry,” as well as an author on the critical value of following. His most recent book, \"\u003ca href=\"http://www.amazon.com/Intelligent-Disobedience-Doing-Right-Youre/dp/1626564272\">Intelligent Disobedience: Doing Right When What You’re Told To Do Is Wrong\u003c/a>,\" explores why citizens, including young students, need to understand effective “followership,” which requires both supporting leaders’ good ideas and questioning or even resisting their bad ones. He says there are some unintended consequences of our cultural fixation on leadership and there are some ways schools and teachers can do help address them.\u003c/p>\n\u003cp>There are many costs associated with the drive to “create” leaders, according to Chaleff. Many of us mistakenly think of leaders as those special individuals who possess a certain set of traits -- confidence, charisma, vision -- that qualify them to be in charge. In fact, Chaleff says, most people shift roles depending on the work at hand: They’re followers in one sphere and leaders in others. “We have misidentified leader and follower as personality types when we should be talking about roles,” he said.\u003c/p>\n\u003cp>Kids who are brought up to believe that they should be leaders in everything -- captain of the tennis team, head of the debate team and student council president -- are being set up to fail. “You can’t be the leader of everything; kids should try lots of things, some as leaders, some as supportive team members,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another pitfall associated with a singular focus on leadership traits, rather than roles, is the dark side of leadership. Gangs, malevolent regimes and criminal organizations have effective leaders, too, but that’s not what schools, presumably, want to build. “History is full of terrible examples of people with ‘leadership skills,’ ” Chaleff said. Romanticizing leadership ignores its ugly applications and blinds us to its misuses.\u003c/p>\n\u003cp>What schools at all levels should teach, Chaleff said, is the other side of the leadership coin: followership, not the passive stereotype of a follower, but the energetic, courageous way of performing the role.\u003c/p>\n\u003cp>What’s to be gained from instructing children in effective following?\u003c/p>\n\u003cp>First, they begin to understand that followers are what allow leaders to succeed; a leader without followers is powerless. They also learn that following isn’t a passive responsibility. Effective followers actively support the designated leader, provided she is reasonably competent and striving to carry out the group’s core purpose. At the same time, they must develop a voice to speak up and object if the leader goes astray. Shrewd leaders welcome objections, and wise followers have the guts and the tools to challenge unworkable or unwise orders. Obedience taught too well, Chaleff writes, extinguishes the imperative to hold ourselves accountable for actions we take.\u003c/p>\n\u003cp>To help destigmatize the concept of following, Chaleff said, leadership should be taught as a kind of partnership between those in charge and those going along. If the group is gathered to achieve some central purpose, and all are united in reaching that goal, then leaders and followers should willingly shift roles depending on the task at hand and their relative competencies. The group revolves around the mission, in other words, rather than any one leader.\u003c/p>\n\u003cp>\u003cstrong>Formalizing Following Skills\u003c/strong>\u003c/p>\n\u003cp>Chaleff laments the lack of formal instruction on effective following. “We don’t talk enough about followership in leadership education, at K-12 or even the college level. We used to not talk about it at all. Fortunately, that is beginning to change,” Chaleff said.\u003c/p>\n\u003cp>He also believes that schools and parents, who most of the time require children to obey their rules, should work with kids to also teach them how and when to disobey, when obeying would be dangerous or immoral. Experienced teachers should encourage their students to go along when it’s appropriate, but to challenge directives when necessary.\u003c/p>\n\u003cp>“Teachers are the authority in the classroom,” Chaleff said, “Yet, if they’re doing their job, they need to train young minds to question authority, not to always obey,” he added, acknowledging the expertise and delicacy required to do this right.\u003c/p>\n\u003cp>\u003cstrong>Leading and Following in School\u003c/strong>\u003c/p>\n\u003cp>Some schools and teachers do address leadership with such nuance. At the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/science-leadership-academy/\">Science Leadership Academy\u003c/a> in Philadelphia, for example, students are taught that leadership means taking ownership of your life, making a difference in the world, and bringing others along with you. Doing something powerful with an idea requires assistance from others, and students learn how to collaborate and cooperate -- or follow, in other words -- to realize their vision.\u003c/p>\n\u003cp>“Leadership is very fluid,” said Chris Lehmann, founding principal of the school. “Sometimes you’re in charge, and sometimes you’re in a support role,” he said. Learning these skills is especially critical for the disenfranchised, he added, because this population is less apt to consider leadership a birthright.\u003c/p>\n\u003cp>Matt Kay, who teaches high school English there, emphasizes active listening and cooperation among the students. Much of the class work is done in groups, because collaborating in small teams -- or pods, as he calls them -- teaches kids how to work together and requires them to genuinely hear others’ opinions. This focus on cooperation and listening as forms of leadership up-ends the conventional notion of the leader as authoritative talker. Though he doesn’t explicitly address the idea of “followership,” Kay redefines the skills more associated with following -- paying attention and cooperating -- as central to good leadership.\u003c/p>\n\u003cp>Christine Clemens, an eighth-grade history teacher at Kent Place School in Summit, New Jersey, has tried to teach the principles of leadership for the entirety of her lengthy career. She learned from her own study of history that the Renaissance, Reformation and subsequent revolutions told the story of enlightened followers no longer tolerating absolute rule, and came to believe that the followers were more important than the leaders.\u003c/p>\n\u003cp>In class, she teaches her students that authentic leadership is a way of looking at life: What is your plan? How will you communicate it? How will you make decisions? Handle crises? Leaders are impotent without followers, she instructs, who together should form a symbiotic relationship around the mission.\u003c/p>\n\u003cp>“It’s critical for them to recognize that they won’t be successful without followers,” she said. And to model the kind of leader she wants to encourage among her students, Clemens asks open-ended questions and invites them to challenge her views. “Authority is tough,” she said. “It’s very important to keep order and have rules, but if it becomes corrosive or fearful, the kids won’t trust me, and then they won’t participate.\" Clemens welcomes student input and strives to create what she calls a community of learners.\u003c/p>\n\u003cp>Like Chaleff, Clemens believes that followers are unfairly stigmatized. “We tell girls we want them to be leaders, but we don’t elevate the status of followers enough,” she said. Lilli D., who attended a private high school that focused on building leaders, agrees. “Everyone can’t be a leader, in terms of simple logic, and the numbers of it,” she said. When students aren’t taught how to be “active followers,” as she describes herself, friction sometimes erupts between the few selected for leadership positions and the many who aren’t. “If no one knows how to follow, it just doesn’t work,” she said. In her experience, leadership education is big on the advantages of taking charge while overlooking its downside, like being responsible for the grunt work.\u003c/p>\n\u003cp>“I prefer to support and be helpful to the leader than do all the nitty-gritty,” she added.\u003c/p>\n\u003cp>Chaleff hasn’t given up hope about “follower” becoming an aspirational term. Social media, with its emphasis on following and followers, uncovers the hidden power of following. To make a difference in the world, one needs followers to amplify her message. And in the spirit of reciprocity, following someone else elevates your own ideas.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Hey, I’ve got 1,000 followers, and I follow 1,000,” Chaleff said. “That’s how the new world works.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Leadership ability, it would seem, is the essential ingredient of success. But is it?\u003c/p>\n\u003cp>Academies and institutes, high schools and colleges, MBA programs and charter schools all promote their ability to train 21\u003csup>st\u003c/sup> century leaders. High school seniors applying for college using the Common Application are instructed to include details about the “position/leadership” they hold as a part of their extracurricular activities. The celebration of leadership has become so routine that an educator at a California preschool was heard prompting a 5-year-old to “use her leadership voice.”\u003c/p>\n\u003cp>“The term has become so ubiquitous that it has lost its meaning,” said Ira Chaleff. He is a student of what his colleague, Harvard professor Barbara Kellerman, calls the “leadership industry,” as well as an author on the critical value of following. His most recent book, \"\u003ca href=\"http://www.amazon.com/Intelligent-Disobedience-Doing-Right-Youre/dp/1626564272\">Intelligent Disobedience: Doing Right When What You’re Told To Do Is Wrong\u003c/a>,\" explores why citizens, including young students, need to understand effective “followership,” which requires both supporting leaders’ good ideas and questioning or even resisting their bad ones. He says there are some unintended consequences of our cultural fixation on leadership and there are some ways schools and teachers can do help address them.\u003c/p>\n\u003cp>There are many costs associated with the drive to “create” leaders, according to Chaleff. Many of us mistakenly think of leaders as those special individuals who possess a certain set of traits -- confidence, charisma, vision -- that qualify them to be in charge. In fact, Chaleff says, most people shift roles depending on the work at hand: They’re followers in one sphere and leaders in others. “We have misidentified leader and follower as personality types when we should be talking about roles,” he said.\u003c/p>\n\u003cp>Kids who are brought up to believe that they should be leaders in everything -- captain of the tennis team, head of the debate team and student council president -- are being set up to fail. “You can’t be the leader of everything; kids should try lots of things, some as leaders, some as supportive team members,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another pitfall associated with a singular focus on leadership traits, rather than roles, is the dark side of leadership. Gangs, malevolent regimes and criminal organizations have effective leaders, too, but that’s not what schools, presumably, want to build. “History is full of terrible examples of people with ‘leadership skills,’ ” Chaleff said. Romanticizing leadership ignores its ugly applications and blinds us to its misuses.\u003c/p>\n\u003cp>What schools at all levels should teach, Chaleff said, is the other side of the leadership coin: followership, not the passive stereotype of a follower, but the energetic, courageous way of performing the role.\u003c/p>\n\u003cp>What’s to be gained from instructing children in effective following?\u003c/p>\n\u003cp>First, they begin to understand that followers are what allow leaders to succeed; a leader without followers is powerless. They also learn that following isn’t a passive responsibility. Effective followers actively support the designated leader, provided she is reasonably competent and striving to carry out the group’s core purpose. At the same time, they must develop a voice to speak up and object if the leader goes astray. Shrewd leaders welcome objections, and wise followers have the guts and the tools to challenge unworkable or unwise orders. Obedience taught too well, Chaleff writes, extinguishes the imperative to hold ourselves accountable for actions we take.\u003c/p>\n\u003cp>To help destigmatize the concept of following, Chaleff said, leadership should be taught as a kind of partnership between those in charge and those going along. If the group is gathered to achieve some central purpose, and all are united in reaching that goal, then leaders and followers should willingly shift roles depending on the task at hand and their relative competencies. The group revolves around the mission, in other words, rather than any one leader.\u003c/p>\n\u003cp>\u003cstrong>Formalizing Following Skills\u003c/strong>\u003c/p>\n\u003cp>Chaleff laments the lack of formal instruction on effective following. “We don’t talk enough about followership in leadership education, at K-12 or even the college level. We used to not talk about it at all. Fortunately, that is beginning to change,” Chaleff said.\u003c/p>\n\u003cp>He also believes that schools and parents, who most of the time require children to obey their rules, should work with kids to also teach them how and when to disobey, when obeying would be dangerous or immoral. Experienced teachers should encourage their students to go along when it’s appropriate, but to challenge directives when necessary.\u003c/p>\n\u003cp>“Teachers are the authority in the classroom,” Chaleff said, “Yet, if they’re doing their job, they need to train young minds to question authority, not to always obey,” he added, acknowledging the expertise and delicacy required to do this right.\u003c/p>\n\u003cp>\u003cstrong>Leading and Following in School\u003c/strong>\u003c/p>\n\u003cp>Some schools and teachers do address leadership with such nuance. At the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/science-leadership-academy/\">Science Leadership Academy\u003c/a> in Philadelphia, for example, students are taught that leadership means taking ownership of your life, making a difference in the world, and bringing others along with you. Doing something powerful with an idea requires assistance from others, and students learn how to collaborate and cooperate -- or follow, in other words -- to realize their vision.\u003c/p>\n\u003cp>“Leadership is very fluid,” said Chris Lehmann, founding principal of the school. “Sometimes you’re in charge, and sometimes you’re in a support role,” he said. Learning these skills is especially critical for the disenfranchised, he added, because this population is less apt to consider leadership a birthright.\u003c/p>\n\u003cp>Matt Kay, who teaches high school English there, emphasizes active listening and cooperation among the students. Much of the class work is done in groups, because collaborating in small teams -- or pods, as he calls them -- teaches kids how to work together and requires them to genuinely hear others’ opinions. This focus on cooperation and listening as forms of leadership up-ends the conventional notion of the leader as authoritative talker. Though he doesn’t explicitly address the idea of “followership,” Kay redefines the skills more associated with following -- paying attention and cooperating -- as central to good leadership.\u003c/p>\n\u003cp>Christine Clemens, an eighth-grade history teacher at Kent Place School in Summit, New Jersey, has tried to teach the principles of leadership for the entirety of her lengthy career. She learned from her own study of history that the Renaissance, Reformation and subsequent revolutions told the story of enlightened followers no longer tolerating absolute rule, and came to believe that the followers were more important than the leaders.\u003c/p>\n\u003cp>In class, she teaches her students that authentic leadership is a way of looking at life: What is your plan? How will you communicate it? How will you make decisions? Handle crises? Leaders are impotent without followers, she instructs, who together should form a symbiotic relationship around the mission.\u003c/p>\n\u003cp>“It’s critical for them to recognize that they won’t be successful without followers,” she said. And to model the kind of leader she wants to encourage among her students, Clemens asks open-ended questions and invites them to challenge her views. “Authority is tough,” she said. “It’s very important to keep order and have rules, but if it becomes corrosive or fearful, the kids won’t trust me, and then they won’t participate.\" Clemens welcomes student input and strives to create what she calls a community of learners.\u003c/p>\n\u003cp>Like Chaleff, Clemens believes that followers are unfairly stigmatized. “We tell girls we want them to be leaders, but we don’t elevate the status of followers enough,” she said. Lilli D., who attended a private high school that focused on building leaders, agrees. “Everyone can’t be a leader, in terms of simple logic, and the numbers of it,” she said. When students aren’t taught how to be “active followers,” as she describes herself, friction sometimes erupts between the few selected for leadership positions and the many who aren’t. “If no one knows how to follow, it just doesn’t work,” she said. In her experience, leadership education is big on the advantages of taking charge while overlooking its downside, like being responsible for the grunt work.\u003c/p>\n\u003cp>“I prefer to support and be helpful to the leader than do all the nitty-gritty,” she added.\u003c/p>\n\u003cp>Chaleff hasn’t given up hope about “follower” becoming an aspirational term. Social media, with its emphasis on following and followers, uncovers the hidden power of following. To make a difference in the world, one needs followers to amplify her message. And in the spirit of reciprocity, following someone else elevates your own ideas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Hey, I’ve got 1,000 followers, and I follow 1,000,” Chaleff said. “That’s how the new world works.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">While boosting kids’ math and verbal skills may draw more attention from parents and educators, spatial reasoning skills play an important -- sometimes overlooked -- role in academic and career success. And preschool, it turns out, is a key time to foster children’s spatial cognition.\u003c/span>\u003c/p>\n\u003cp>Spatial skills encompass far more than having a good sense of direction, according to \u003cspan style=\"font-weight: 400\">Nora Newcombe, a Temple University professor who helps lead the \u003c/span>\u003ca href=\"http://spatiallearning.org/\">\u003cspan style=\"font-weight: 400\">Spatial Intelligence and Learning Center\u003c/span>\u003c/a>. They include the ability to read maps, diagrams and charts; to correctly identify, transform and manipulate shapes; to understand how objects relate to one another in space; and to maintain a stable mental representation of an object as it moves.\u003c/p>\n\u003cp>“We live in a spatial world,” said Newcombe. “The objects we handle are large or small, we move around certain distances, and we turn by certain angles. Thinking about how objects move and change, and how we move among and past objects -- all of this is spatial reasoning.”\u003c/p>\n\u003cp>By teaching spatial reasoning skills to young children through language and activities, caregivers can help prepare kids to develop those senses for developing other skillsets.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is growing evidence that strong spatial reasoning skills in preschool help support math learning in elementary school,” said Newcombe\u003c/span>\u003cspan style=\"font-weight: 400\">. “Beyond math, spatial thinking is important in and of itself for fostering interest in science, math and technology.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, spatial skills “\u003c/span>\u003ca href=\"http://groups.psych.northwestern.edu/uttal/vittae/documents/Spatial%20Abilities%20and%20STEM%20education%20.pdf\">\u003cspan style=\"font-weight: 400\">strongly predict\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” who will pursue STEM careers, and -- according to \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/01/Kell-et-al.-2013b1.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- children’s spatial reasoning skills were more predictive of future creativity and innovation in STEM fields than math scores. But learning those skills is not widespread. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know spatial skills can be taught and grow with practice and we know that spatial skills predict whether or not kids pursue STEM careers,\" said \u003ca href=\"http://www.juliedillemuth.com/\">Julie Dillemuth\u003c/a>, a spatial cognition geographer and children's author. \"But we don’t systematically teach these skills in schools and a lot of parents aren’t tuned in to this topic.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s fixable, said Newcombe. “It’s very easy, and fun, to do spatial play with your preschoolers, and it will probably make a difference.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How does one help?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use Spatial Language \u003c/b>\u003c/p>\n\u003cp>The way young children talk about space is a significant, early \u003ca href=\"http://news.uchicago.edu/article/2011/11/09/learning-spatial-terms-improves-childrens-spatial-skills\">predictor\u003c/a> of their future spatial cognition. According to a \u003ca href=\"http://psychology.uchicago.edu/people/faculty/levine/Pruden_2011.pdf\">University of Chicago study\u003c/a>, parents vary widely in the amount of spatial language they use with their children -- and this gap has consequences: Children who were exposed to more spatial language during their preschool years \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3372906/\">outperformed\u003c/a> their peers on spatial tests years later. Spatial language includes references to shapes (triangle, square), sizes (tall, wide), features of shapes (corner, edge) and orientation (above, below, near, between).\u003c/p>\n\u003cp>Parents and preschool teachers can address this language gap by using descriptive language to describe their environment. For example, research suggests that parents can amplify the benefits of \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">block\u003c/a> and \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/22040312\">puzzle\u003c/a> play by using spontaneous\u003ca href=\"http://spatiallearning.org/publications_pdfs/4nora.pdf\"> spatial language\u003c/a> with their children such as, “Can you find all the pieces with a flat edge?”\u003c/p>\n\u003cp>Dillemuth recommends playing games such as “hidden treasure,” where the adult hides an object in a room and then give the child step-by-step spatial directions to find it, such as “Walk forward five steps. Turn to your left, towards the couch. Now reach your hand between the pillows.”\u003c/p>\n\u003cp>\u003cb>Engage in Simple Mapping Activities\u003c/b>\u003c/p>\n\u003cp>Research suggests that children as young as \u003ca href=\"https://www.researchgate.net/publication/223819420_The_ability_of_three-_to_four-year-old_children_to_use_a_map_in_a_large-scale_environment\">3 years old\u003c/a> can appreciate the relationship between a map and the physical world.\u003c/p>\n\u003cp>Dillemuth, whose dissertation focused on how small-screen digital maps influence our navigation decisions, said that map reading is not an obsolete skill. “When you look at maps, you are building a mental map. Mental maps are really important because it gives you freedom to navigate where you want to go -- for example, how to take a shortcut, or where to go if your road is blocked.”\u003c/p>\n\u003cp>Parents can encourage kids to draw maps of familiar places -- such as their bedroom or a favorite playground. Dillemuth said she likes to play “map hide and seek” with her preschooler. “First, we draw a map of the house,” she said. “Then I might hide a toy in the cabinet and point to the cabinet on the map.” This prompts the child to make the connection between the 2-D representation of the room and its 3-D counterpart.\u003c/p>\n\u003cp>\u003cb>Invest in Blocks and Puzzles\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who want a simple way to boost preschoolers’ spatial cognition should start with the toy box, said Newcombe. According to a \u003c/span>\u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">\u003cspan style=\"font-weight: 400\">2015 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that she co-authored, “\u003c/span>\u003cspan style=\"font-weight: 400\">children’s play with spatial toys correlates with spatial development.” Specifically, children who regularly play with blocks and jigsaw puzzles have more advanced block design scores than children who play with such toys less often. Her research also found that “females play less with spatial toys than do males, which arguably accounts for males’ spatial advantages.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Newcombe shared a few rules of thumb for encouraging spatial play. First, procure blocks and puzzles and e\u003c/span>\u003cspan style=\"font-weight: 400\">ncourage girls as well as boys to play with them. Second, try to avoid toys that seem either too hard or too easy -- aim for the “stretch” zone. As children improve, give them something to do that is just a little bit harder. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Read Spatially Challenging Picture Books\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading \u003c/span>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/15144491\">\u003cspan style=\"font-weight: 400\">spatially challenging picture books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is another way to engage children’s spatial thinking and expose them to spatial language. Look for books that include pictures from various angles or perspectives, that contain \u003c/span>\u003ca href=\"http://www.amazon.com/Lucy-City-Developing-Spatial-Thinking/dp/1433819287\">\u003cspan style=\"font-weight: 400\">maps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and abundant \u003c/span>\u003ca href=\"http://www.amazon.com/Piggies-Pumpkin-Patch-Mary-Peterson/dp/1570914613\">\u003cspan style=\"font-weight: 400\">spatial language\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or whose illustration require close attention to decipher their meaning -- such as \u003c/span>\u003ca href=\"http://www.amazon.com/Journey-Aaron-Becker/dp/0763660531\">\u003cspan style=\"font-weight: 400\">wordless\u003c/span>\u003c/a> \u003ca href=\"http://www.amazon.com/Flotsam-David-Wiesner/dp/0618194576\">\u003cspan style=\"font-weight: 400\">books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"http://spatiallearning.org/publications_pdfs/4nora.pdf\">\u003cspan style=\"font-weight: 400\">According\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to Newcombe, “Even though books only contain static pictures, they can help children understand spatial transformations, if adults read them with the children and stimulate their imagination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dillemuth said that adults often take spatial skills for granted because we use them all day long. “If you are packing a bag, loading the dishwasher, or playing sports, you pay attention to where things are located in relation to one another. We don’t really think about our spatial skills until we have to assemble a bookcase from IKEA.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, she said, by taking a step back and consciously introducing more spatial play, spatial activities and spatial language into children’s lives, parents and teachers open doors for their future success. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">While boosting kids’ math and verbal skills may draw more attention from parents and educators, spatial reasoning skills play an important -- sometimes overlooked -- role in academic and career success. And preschool, it turns out, is a key time to foster children’s spatial cognition.\u003c/span>\u003c/p>\n\u003cp>Spatial skills encompass far more than having a good sense of direction, according to \u003cspan style=\"font-weight: 400\">Nora Newcombe, a Temple University professor who helps lead the \u003c/span>\u003ca href=\"http://spatiallearning.org/\">\u003cspan style=\"font-weight: 400\">Spatial Intelligence and Learning Center\u003c/span>\u003c/a>. They include the ability to read maps, diagrams and charts; to correctly identify, transform and manipulate shapes; to understand how objects relate to one another in space; and to maintain a stable mental representation of an object as it moves.\u003c/p>\n\u003cp>“We live in a spatial world,” said Newcombe. “The objects we handle are large or small, we move around certain distances, and we turn by certain angles. Thinking about how objects move and change, and how we move among and past objects -- all of this is spatial reasoning.”\u003c/p>\n\u003cp>By teaching spatial reasoning skills to young children through language and activities, caregivers can help prepare kids to develop those senses for developing other skillsets.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is growing evidence that strong spatial reasoning skills in preschool help support math learning in elementary school,” said Newcombe\u003c/span>\u003cspan style=\"font-weight: 400\">. “Beyond math, spatial thinking is important in and of itself for fostering interest in science, math and technology.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, spatial skills “\u003c/span>\u003ca href=\"http://groups.psych.northwestern.edu/uttal/vittae/documents/Spatial%20Abilities%20and%20STEM%20education%20.pdf\">\u003cspan style=\"font-weight: 400\">strongly predict\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” who will pursue STEM careers, and -- according to \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/01/Kell-et-al.-2013b1.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- children’s spatial reasoning skills were more predictive of future creativity and innovation in STEM fields than math scores. But learning those skills is not widespread. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know spatial skills can be taught and grow with practice and we know that spatial skills predict whether or not kids pursue STEM careers,\" said \u003ca href=\"http://www.juliedillemuth.com/\">Julie Dillemuth\u003c/a>, a spatial cognition geographer and children's author. \"But we don’t systematically teach these skills in schools and a lot of parents aren’t tuned in to this topic.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s fixable, said Newcombe. “It’s very easy, and fun, to do spatial play with your preschoolers, and it will probably make a difference.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How does one help?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use Spatial Language \u003c/b>\u003c/p>\n\u003cp>The way young children talk about space is a significant, early \u003ca href=\"http://news.uchicago.edu/article/2011/11/09/learning-spatial-terms-improves-childrens-spatial-skills\">predictor\u003c/a> of their future spatial cognition. According to a \u003ca href=\"http://psychology.uchicago.edu/people/faculty/levine/Pruden_2011.pdf\">University of Chicago study\u003c/a>, parents vary widely in the amount of spatial language they use with their children -- and this gap has consequences: Children who were exposed to more spatial language during their preschool years \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3372906/\">outperformed\u003c/a> their peers on spatial tests years later. Spatial language includes references to shapes (triangle, square), sizes (tall, wide), features of shapes (corner, edge) and orientation (above, below, near, between).\u003c/p>\n\u003cp>Parents and preschool teachers can address this language gap by using descriptive language to describe their environment. For example, research suggests that parents can amplify the benefits of \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">block\u003c/a> and \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/22040312\">puzzle\u003c/a> play by using spontaneous\u003ca href=\"http://spatiallearning.org/publications_pdfs/4nora.pdf\"> spatial language\u003c/a> with their children such as, “Can you find all the pieces with a flat edge?”\u003c/p>\n\u003cp>Dillemuth recommends playing games such as “hidden treasure,” where the adult hides an object in a room and then give the child step-by-step spatial directions to find it, such as “Walk forward five steps. Turn to your left, towards the couch. Now reach your hand between the pillows.”\u003c/p>\n\u003cp>\u003cb>Engage in Simple Mapping Activities\u003c/b>\u003c/p>\n\u003cp>Research suggests that children as young as \u003ca href=\"https://www.researchgate.net/publication/223819420_The_ability_of_three-_to_four-year-old_children_to_use_a_map_in_a_large-scale_environment\">3 years old\u003c/a> can appreciate the relationship between a map and the physical world.\u003c/p>\n\u003cp>Dillemuth, whose dissertation focused on how small-screen digital maps influence our navigation decisions, said that map reading is not an obsolete skill. “When you look at maps, you are building a mental map. Mental maps are really important because it gives you freedom to navigate where you want to go -- for example, how to take a shortcut, or where to go if your road is blocked.”\u003c/p>\n\u003cp>Parents can encourage kids to draw maps of familiar places -- such as their bedroom or a favorite playground. Dillemuth said she likes to play “map hide and seek” with her preschooler. “First, we draw a map of the house,” she said. “Then I might hide a toy in the cabinet and point to the cabinet on the map.” This prompts the child to make the connection between the 2-D representation of the room and its 3-D counterpart.\u003c/p>\n\u003cp>\u003cb>Invest in Blocks and Puzzles\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who want a simple way to boost preschoolers’ spatial cognition should start with the toy box, said Newcombe. According to a \u003c/span>\u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">\u003cspan style=\"font-weight: 400\">2015 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that she co-authored, “\u003c/span>\u003cspan style=\"font-weight: 400\">children’s play with spatial toys correlates with spatial development.” Specifically, children who regularly play with blocks and jigsaw puzzles have more advanced block design scores than children who play with such toys less often. Her research also found that “females play less with spatial toys than do males, which arguably accounts for males’ spatial advantages.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Newcombe shared a few rules of thumb for encouraging spatial play. First, procure blocks and puzzles and e\u003c/span>\u003cspan style=\"font-weight: 400\">ncourage girls as well as boys to play with them. Second, try to avoid toys that seem either too hard or too easy -- aim for the “stretch” zone. As children improve, give them something to do that is just a little bit harder. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Read Spatially Challenging Picture Books\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading \u003c/span>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/15144491\">\u003cspan style=\"font-weight: 400\">spatially challenging picture books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is another way to engage children’s spatial thinking and expose them to spatial language. Look for books that include pictures from various angles or perspectives, that contain \u003c/span>\u003ca href=\"http://www.amazon.com/Lucy-City-Developing-Spatial-Thinking/dp/1433819287\">\u003cspan style=\"font-weight: 400\">maps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and abundant \u003c/span>\u003ca href=\"http://www.amazon.com/Piggies-Pumpkin-Patch-Mary-Peterson/dp/1570914613\">\u003cspan style=\"font-weight: 400\">spatial language\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or whose illustration require close attention to decipher their meaning -- such as \u003c/span>\u003ca href=\"http://www.amazon.com/Journey-Aaron-Becker/dp/0763660531\">\u003cspan style=\"font-weight: 400\">wordless\u003c/span>\u003c/a> \u003ca href=\"http://www.amazon.com/Flotsam-David-Wiesner/dp/0618194576\">\u003cspan style=\"font-weight: 400\">books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"http://spatiallearning.org/publications_pdfs/4nora.pdf\">\u003cspan style=\"font-weight: 400\">According\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to Newcombe, “Even though books only contain static pictures, they can help children understand spatial transformations, if adults read them with the children and stimulate their imagination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dillemuth said that adults often take spatial skills for granted because we use them all day long. “If you are packing a bag, loading the dishwasher, or playing sports, you pay attention to where things are located in relation to one another. We don’t really think about our spatial skills until we have to assemble a bookcase from IKEA.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, she said, by taking a step back and consciously introducing more spatial play, spatial activities and spatial language into children’s lives, parents and teachers open doors for their future success. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ci>“The single most important implication of research in dyslexia is not ensuring that we don’t derail the development of a future Leonardo or Edison; it is making sure that we do not miss the potential of any child. Not all children with dyslexia have extraordinary talents, but every one of them has a unique potential that all too often goes unrealized because we don’t know how to tap it.” Maryanne Wolf, \u003c/i>Proust and the Squid\u003c/p>\n\u003cp class=\"p1\">The act of reading is a relatively recent phenomenon that was developed over time by humans. Since there are no reading genes or reading center of the brain, humans must learn to read by themselves, training their brain to forge the connections of disparate parts to form the circuitry that allows us to read and write. Reading well can be a sign of intelligence, except when it isn’t, which is often the case for the 5-20 percent of students who have by far the most common form of learning disability, dyslexia.\u003c/p>\n\u003cp class=\"p1\">And yet often, special gifts and talents emerge from dyslexic brains. Whether this happens because of the setup of the dyslexic brain or in spite of it is still an ongoing subject of research. Thomas Edison, Henry Ford, F. Scott Fitzgerald and Pablo Picasso are all said to have struggled with reading and handwriting. Steven Spielberg \u003ca href=\"http://https://www.youtube.com/watch?v=-lGr840jE_0\">has spoken publicly\u003c/a> about how he wasn’t diagnosed with dyslexia until he was long into adulthood. Richard Branson, founder of the 400-company Virgin Group, said that when he was a child in school, everything on the board looked like “gobbledy-goop” to him. Presidential candidate Ben Carson, who was director of pediatric neurosurgery at Johns Hopkins, is listed, along with nearly 40 other household names, on the “Successful Dyslexics” page on the \u003ca href=\"http://eida.org/success-stories/\">International Dyslexia Association\u003c/a> website.\u003c/p>\n\u003cp class=\"p1\">Nashville third-grader \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/08/why-recognizing-dyslexia-in-children-at-school-can-be-difficult/\">Clara Thorsen\u003c/a> is what’s called twice exceptional, or 2E: She has a high IQ, yet it takes her hours to write one or two sentences. Brooklyn seventh-grader\u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/08/why-recognizing-dyslexia-in-children-at-school-can-be-difficult/\"> Calliope Lissak\u003c/a> is dyslexic but has shown exceptional social skills, and can engage nearly any adult in adult-level conversation.\u003c/p>\n\u003cp class=\"p1\">In her book \"\u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid\u003c/a>,\" child development professor \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">Maryanne Wolf\u003c/a> describes how her own dyslexic son questioned what was happening inside his brain: Was it that the brain of the dyslexic, relying heavily on the right hemisphere, was more creative \u003ci>because\u003c/i> the right hemisphere was used more often? Or was the right hemisphere dominant to begin with? Wolf writes that, according to neurologist Al Galaburda, a little bit of both may be true: “Initially, circuits of the left-hemisphere type that do not form allow right hemisphere circuits to populate empty synapses. Later, since they do not read, they get better at other things, especially since they have a good machinery for it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">“It’s certainly possible that some dyslexics have special abilities in areas not related to reading, just as other kids could have special abilities in one or two areas but struggle in other areas,\" said research scientist and speech-language pathologist Peggy McCardle, former branch chief at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), U.S. National Institutes of Health. \"We know that there are gifted children in the world, and that some of them are dyslexic. What we don’t know — and to date there is no real evidence of this — is whether the dyslexia and the giftedness or talent are connected, or just happened to co-occur in that person. People are looking at ways to study that, with good research designs and solid methods, but so far it has not been done.\"\u003c/p>\n\u003cp class=\"p1\">McCardle goes on to call the dyslexia-talent connection “a popular idea,” and admits it’s hard to say to wait for solid evidence. “But if we are to consider redefining a diagnosis, or changing a practice, we must be careful to be sure we’re right. If your dyslexic child has some special abilities, that’s wonderful, and that means that there are areas where he or she can be successful, which could make him or her feel less discouraged about school and learning. But it’s also important to keep in mind that environment, advantages and opportunities can nurture talents or abilities.\"\u003c/p>\n\u003cp class=\"p1\">In poorer schools and families, dyslexic children may often have fewer opportunities to find and hone special abilities, making it even harder to tease out the connection.\u003c/p>\n\u003cp class=\"p1\">Brock and Fernette Eide, a general practitioner and a neurologist who are also husband and wife, are quite interested in connecting dyslexics to their abilities, focusing on what dyslexics can do instead of what they can’t. Soon after they opened a Seattle clinic for students with learning differences in the late '90s, they began to notice a pattern in dyslexic students and their families.\u003c/p>\n\u003cp class=\"p1\">“It became apparent that [in dyslexia] we were seeing kids with different patterns of optimization and specialization in cognitive function,” Dr. Brock Eide said. “When you start looking at those optimizations, you realize that building certain skills in certain areas usually entails a trade-off in function in some other cognitive set. So, what we were seeing with these kids is that they were optimized in ways that gave them difficulty in certain areas of function — which is why they ended up in our office. But when we looked closely, we were also seeing that those difficulties usually represented the flip side of other talent sets.”\u003c/p>\n\u003cp class=\"p1\">Those talents, report the Eides, might be anything from high levels of spatial reasoning and creativity to outstanding social skills. The Eides said that time and again, families of dyslexic students would compare their child to a relative who had similar issues. For instance, a father might say, \"Yes, my son is just like his grandfather, who struggled in school, but then went on to become a successful geophysicist.\" The Eides became “fascinated” with the pattern, which led them to begin their own search for research to support their data.\u003c/p>\n\u003cp class=\"p1\">Their book, \u003ca href=\"http://Valor\">\"The Dyslexic Advantage,\"\u003c/a> outlines the talents of dyslexics that may be due to different brain structure. As far as the research to support the correlation between dyslexia and talent, the Eides said there are currently about 25 papers from around the world addressing the topic, and numerous universities, many in Europe, continuing to explore the connection between dyslexia and certain talents and abilities. While most are small samples, and are published in some obscure journals, the Eides say what mattered more to them than the quality of the studies, standing alone, was the recurrent evidence found around the world of people who struggled with reading and writing simultaneously -- excelling in areas like engineering, arts and design, and entrepreneurship.\u003c/p>\n\u003cp class=\"p1\">Following their passion for the “upside” of dyslexia, the Eides were prompted to start a nonprofit, also called The Dyslexic Advantage, to promote the positive identities and achievements of dyslexics, which now boasts 15,000 registered members. They have set up connections with professional organizations and universities to identify groups with high incidence of dyslexia. They recently participated in a “neurodiversity in the workplace” conference at Microsoft, where they heard compelling stories of successful dyslexics in the tech force, and how they often compensated for their weaknesses by teaming up with those who had complementary strengths. And they are preparing to release a survey of more than 2,600 participants, called Dyslexia at School, in which those surveyed, mostly parents, give insights into how schools are handling dyslexia in the classroom, and ways in which schools can help support students with learning differences.\u003c/p>\n\u003cp class=\"p1\">According to the Eides, the real world is often a welcome and wonderful change from school for the learning disabled, because suddenly their skills and talents have an arena to flower. Typically dyslexic strengths, like incidental and experiential learning and big-picture thinking, don’t have as many applications at school, unless schools purposely create classes that can harness both. In their clinical work, the Eides often found students living with dyslexia who had been “so broken down and conditioned to think of themselves as being defective, that by the time the development and environment becomes more conducive to their success, they have lost believe in their ability to make something of themselves.”\u003c/p>\n\u003cp class=\"p1\">The researchers and clinicians at the Vanderbilt Kennedy Center Reading Clinic are more measured about promoting the upside of dyslexia — not because the upside can’t be real, but because the struggles to get through school for children with a learning disability are real. Dr. Sheryl Rimrodt, who runs the pediatric clinic, said, “Not every single kid with dyslexia is gifted. When these kids leave my clinic, my goal is to help them feel positive that they will go out and get what they need,” she said. “I will say things like, 'You have a dyslexic brain, like Walt Disney had a dyslexic brain. You are a smart kid.' ”\u003c/p>\n\u003cp class=\"p1\">Rimrodt also cautions saying too much about special talents that don’t seem academic in nature. “I don’t want kids to sell themselves short about going to college. So I will make sure that they know there are plenty of good people out there who have done plenty —academic work, who are in medical school, law school,” she said. “I want to give them the broad picture. I want them to understand that there’s a world of possibilities.”\u003c/p>\n\u003cp class=\"p1\">Brock Eide recalled a recent phone call he received from an award-winning pediatric surgeon, a pioneer of many kinds of life-saving surgical procedures. The surgeon had called because he wanted to attend a local conference for dyslexics. However, he was having trouble filling out the registration form.\u003c/p>\n\u003cp class=\"p1\">“This doctor can walk you through the experience of all the surgeries he performed over the years,” Eide said. “His memory is optimized for a different set of functions. And for all those kids who survived because he was their surgeon, thank goodness that he can’t remember his phone number, or his Zip code! He uses his mind for something better.”\u003c/p>\n\u003cp class=\"p1\">A recent popular Twitter hashtag called #SayDyslexia has spread one particularly useful idea: In order to be recognized as a gift or a curse or perhaps somewhere in between, dyslexia first must be recognized at all. According to the Eide’s Dyslexia in School survey, 86 percent of those surveyed received diagnoses from an outside source other than school, although school is where reading problems almost always begin.\u003c/p>\n\u003cp class=\"p1\">Through all the stories reported here, one thing remains consistent: While many children and families feel the often debilitating and humiliating effects of not understanding why they can’t read and write like everyone else, there is a lack of understanding about what dyslexia is and is not; how to identify dyslexic students and intervene early; and how to structure classrooms to accommodate an astonishing range of neurodiverse strengths and weaknesses.\u003c/p>\n\u003cp class=\"p1\">This misunderstanding is happening at the state and local level, in homes and in schools and in classrooms. It’s happening when children in the lowest reading group are told that it will all come together if they would just apply themselves. It’s happening when teachers unwittingly give prizes for reading contests based on number of pages read. It’s happening when states administer conflicting and confusing guidelines that leave families and schools struggling to put a name to the problem. For many kids with reading problems, the name is dyslexia.\u003c/p>\n\u003cp class=\"p1\">Experts agree that the earlier the diagnosis and intervention, the brighter the future for all those with dyslexia. For some, reading may never come easy. Dr. Brooke Soden, associate director at the Vanderbilt Kennedy Center Reading Clinic, said the reading person is only a piece of the whole person.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">“I’ve tried to scrub the word 'treatment' from all the things coming out of our clinic,\" she said. \"It’s not treatment, because it’s not a disease. It’s a different brain. It’s who you are: It’s working with what you’ve got.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>“The single most important implication of research in dyslexia is not ensuring that we don’t derail the development of a future Leonardo or Edison; it is making sure that we do not miss the potential of any child. Not all children with dyslexia have extraordinary talents, but every one of them has a unique potential that all too often goes unrealized because we don’t know how to tap it.” Maryanne Wolf, \u003c/i>Proust and the Squid\u003c/p>\n\u003cp class=\"p1\">The act of reading is a relatively recent phenomenon that was developed over time by humans. Since there are no reading genes or reading center of the brain, humans must learn to read by themselves, training their brain to forge the connections of disparate parts to form the circuitry that allows us to read and write. Reading well can be a sign of intelligence, except when it isn’t, which is often the case for the 5-20 percent of students who have by far the most common form of learning disability, dyslexia.\u003c/p>\n\u003cp class=\"p1\">And yet often, special gifts and talents emerge from dyslexic brains. Whether this happens because of the setup of the dyslexic brain or in spite of it is still an ongoing subject of research. Thomas Edison, Henry Ford, F. Scott Fitzgerald and Pablo Picasso are all said to have struggled with reading and handwriting. Steven Spielberg \u003ca href=\"http://https://www.youtube.com/watch?v=-lGr840jE_0\">has spoken publicly\u003c/a> about how he wasn’t diagnosed with dyslexia until he was long into adulthood. Richard Branson, founder of the 400-company Virgin Group, said that when he was a child in school, everything on the board looked like “gobbledy-goop” to him. Presidential candidate Ben Carson, who was director of pediatric neurosurgery at Johns Hopkins, is listed, along with nearly 40 other household names, on the “Successful Dyslexics” page on the \u003ca href=\"http://eida.org/success-stories/\">International Dyslexia Association\u003c/a> website.\u003c/p>\n\u003cp class=\"p1\">Nashville third-grader \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/08/why-recognizing-dyslexia-in-children-at-school-can-be-difficult/\">Clara Thorsen\u003c/a> is what’s called twice exceptional, or 2E: She has a high IQ, yet it takes her hours to write one or two sentences. Brooklyn seventh-grader\u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/08/why-recognizing-dyslexia-in-children-at-school-can-be-difficult/\"> Calliope Lissak\u003c/a> is dyslexic but has shown exceptional social skills, and can engage nearly any adult in adult-level conversation.\u003c/p>\n\u003cp class=\"p1\">In her book \"\u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid\u003c/a>,\" child development professor \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">Maryanne Wolf\u003c/a> describes how her own dyslexic son questioned what was happening inside his brain: Was it that the brain of the dyslexic, relying heavily on the right hemisphere, was more creative \u003ci>because\u003c/i> the right hemisphere was used more often? Or was the right hemisphere dominant to begin with? Wolf writes that, according to neurologist Al Galaburda, a little bit of both may be true: “Initially, circuits of the left-hemisphere type that do not form allow right hemisphere circuits to populate empty synapses. Later, since they do not read, they get better at other things, especially since they have a good machinery for it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“It’s certainly possible that some dyslexics have special abilities in areas not related to reading, just as other kids could have special abilities in one or two areas but struggle in other areas,\" said research scientist and speech-language pathologist Peggy McCardle, former branch chief at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), U.S. National Institutes of Health. \"We know that there are gifted children in the world, and that some of them are dyslexic. What we don’t know — and to date there is no real evidence of this — is whether the dyslexia and the giftedness or talent are connected, or just happened to co-occur in that person. People are looking at ways to study that, with good research designs and solid methods, but so far it has not been done.\"\u003c/p>\n\u003cp class=\"p1\">McCardle goes on to call the dyslexia-talent connection “a popular idea,” and admits it’s hard to say to wait for solid evidence. “But if we are to consider redefining a diagnosis, or changing a practice, we must be careful to be sure we’re right. If your dyslexic child has some special abilities, that’s wonderful, and that means that there are areas where he or she can be successful, which could make him or her feel less discouraged about school and learning. But it’s also important to keep in mind that environment, advantages and opportunities can nurture talents or abilities.\"\u003c/p>\n\u003cp class=\"p1\">In poorer schools and families, dyslexic children may often have fewer opportunities to find and hone special abilities, making it even harder to tease out the connection.\u003c/p>\n\u003cp class=\"p1\">Brock and Fernette Eide, a general practitioner and a neurologist who are also husband and wife, are quite interested in connecting dyslexics to their abilities, focusing on what dyslexics can do instead of what they can’t. Soon after they opened a Seattle clinic for students with learning differences in the late '90s, they began to notice a pattern in dyslexic students and their families.\u003c/p>\n\u003cp class=\"p1\">“It became apparent that [in dyslexia] we were seeing kids with different patterns of optimization and specialization in cognitive function,” Dr. Brock Eide said. “When you start looking at those optimizations, you realize that building certain skills in certain areas usually entails a trade-off in function in some other cognitive set. So, what we were seeing with these kids is that they were optimized in ways that gave them difficulty in certain areas of function — which is why they ended up in our office. But when we looked closely, we were also seeing that those difficulties usually represented the flip side of other talent sets.”\u003c/p>\n\u003cp class=\"p1\">Those talents, report the Eides, might be anything from high levels of spatial reasoning and creativity to outstanding social skills. The Eides said that time and again, families of dyslexic students would compare their child to a relative who had similar issues. For instance, a father might say, \"Yes, my son is just like his grandfather, who struggled in school, but then went on to become a successful geophysicist.\" The Eides became “fascinated” with the pattern, which led them to begin their own search for research to support their data.\u003c/p>\n\u003cp class=\"p1\">Their book, \u003ca href=\"http://Valor\">\"The Dyslexic Advantage,\"\u003c/a> outlines the talents of dyslexics that may be due to different brain structure. As far as the research to support the correlation between dyslexia and talent, the Eides said there are currently about 25 papers from around the world addressing the topic, and numerous universities, many in Europe, continuing to explore the connection between dyslexia and certain talents and abilities. While most are small samples, and are published in some obscure journals, the Eides say what mattered more to them than the quality of the studies, standing alone, was the recurrent evidence found around the world of people who struggled with reading and writing simultaneously -- excelling in areas like engineering, arts and design, and entrepreneurship.\u003c/p>\n\u003cp class=\"p1\">Following their passion for the “upside” of dyslexia, the Eides were prompted to start a nonprofit, also called The Dyslexic Advantage, to promote the positive identities and achievements of dyslexics, which now boasts 15,000 registered members. They have set up connections with professional organizations and universities to identify groups with high incidence of dyslexia. They recently participated in a “neurodiversity in the workplace” conference at Microsoft, where they heard compelling stories of successful dyslexics in the tech force, and how they often compensated for their weaknesses by teaming up with those who had complementary strengths. And they are preparing to release a survey of more than 2,600 participants, called Dyslexia at School, in which those surveyed, mostly parents, give insights into how schools are handling dyslexia in the classroom, and ways in which schools can help support students with learning differences.\u003c/p>\n\u003cp class=\"p1\">According to the Eides, the real world is often a welcome and wonderful change from school for the learning disabled, because suddenly their skills and talents have an arena to flower. Typically dyslexic strengths, like incidental and experiential learning and big-picture thinking, don’t have as many applications at school, unless schools purposely create classes that can harness both. In their clinical work, the Eides often found students living with dyslexia who had been “so broken down and conditioned to think of themselves as being defective, that by the time the development and environment becomes more conducive to their success, they have lost believe in their ability to make something of themselves.”\u003c/p>\n\u003cp class=\"p1\">The researchers and clinicians at the Vanderbilt Kennedy Center Reading Clinic are more measured about promoting the upside of dyslexia — not because the upside can’t be real, but because the struggles to get through school for children with a learning disability are real. Dr. Sheryl Rimrodt, who runs the pediatric clinic, said, “Not every single kid with dyslexia is gifted. When these kids leave my clinic, my goal is to help them feel positive that they will go out and get what they need,” she said. “I will say things like, 'You have a dyslexic brain, like Walt Disney had a dyslexic brain. You are a smart kid.' ”\u003c/p>\n\u003cp class=\"p1\">Rimrodt also cautions saying too much about special talents that don’t seem academic in nature. “I don’t want kids to sell themselves short about going to college. So I will make sure that they know there are plenty of good people out there who have done plenty —academic work, who are in medical school, law school,” she said. “I want to give them the broad picture. I want them to understand that there’s a world of possibilities.”\u003c/p>\n\u003cp class=\"p1\">Brock Eide recalled a recent phone call he received from an award-winning pediatric surgeon, a pioneer of many kinds of life-saving surgical procedures. The surgeon had called because he wanted to attend a local conference for dyslexics. However, he was having trouble filling out the registration form.\u003c/p>\n\u003cp class=\"p1\">“This doctor can walk you through the experience of all the surgeries he performed over the years,” Eide said. “His memory is optimized for a different set of functions. And for all those kids who survived because he was their surgeon, thank goodness that he can’t remember his phone number, or his Zip code! He uses his mind for something better.”\u003c/p>\n\u003cp class=\"p1\">A recent popular Twitter hashtag called #SayDyslexia has spread one particularly useful idea: In order to be recognized as a gift or a curse or perhaps somewhere in between, dyslexia first must be recognized at all. According to the Eide’s Dyslexia in School survey, 86 percent of those surveyed received diagnoses from an outside source other than school, although school is where reading problems almost always begin.\u003c/p>\n\u003cp class=\"p1\">Through all the stories reported here, one thing remains consistent: While many children and families feel the often debilitating and humiliating effects of not understanding why they can’t read and write like everyone else, there is a lack of understanding about what dyslexia is and is not; how to identify dyslexic students and intervene early; and how to structure classrooms to accommodate an astonishing range of neurodiverse strengths and weaknesses.\u003c/p>\n\u003cp class=\"p1\">This misunderstanding is happening at the state and local level, in homes and in schools and in classrooms. It’s happening when children in the lowest reading group are told that it will all come together if they would just apply themselves. It’s happening when teachers unwittingly give prizes for reading contests based on number of pages read. It’s happening when states administer conflicting and confusing guidelines that leave families and schools struggling to put a name to the problem. For many kids with reading problems, the name is dyslexia.\u003c/p>\n\u003cp class=\"p1\">Experts agree that the earlier the diagnosis and intervention, the brighter the future for all those with dyslexia. For some, reading may never come easy. Dr. Brooke Soden, associate director at the Vanderbilt Kennedy Center Reading Clinic, said the reading person is only a piece of the whole person.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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},
"snap-judgment": {
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