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"disqusTitle": "What Kinds of Homework Seem to be Most Effective?",
"title": "What Kinds of Homework Seem to be Most Effective?",
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"content": "\u003cp>If you made it past the headline, you're likely a student, concerned parent, teacher or, like me, a nerd nostalgist who enjoys basking in the distant glow of Homework Triumphs Past (second-grade report on Custer's Last Stand, nailed it!).\u003c/p>\n\u003cp>Whoever you are, you're surely hoping for some clarity in the loud, perennial debate over whether U.S. students are justifiably exhausted and nervous from too much homework — even though some international comparisons suggest they're sitting comfortably at the average.\u003c/p>\n\u003cp>Well, here goes. I've mapped out six, research-based polestars that should help guide you to some reasonable conclusions about homework.\u003c/p>\n\u003cp>\u003cstrong>How much homework do U.S. students get?\u003c/strong>\u003c/p>\n\u003cp>The best answer comes from something called the National Assessment of Educational Progress or \u003ca href=\"https://nces.ed.gov/programs/digest/d13/tables/dt13_221.30.asp\">NAEP\u003c/a>. In 2012, students in three different age groups — 9, 13 and 17 — were asked, \"How much time did you spend on homework yesterday?\" The vast majority of 9-year-olds (79 percent) and 13-year-olds (65 percent) and still a majority of 17-year-olds (53 percent) all reported doing an hour or less of homework the day before.\u003c/p>\n\u003cfigure id=\"attachment_42117\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-42117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/parents-view-of-homework-load_chartbuilder_custom-d76c98d021befc887f6071a79426f29fa352208d.png\" alt=\"Source: Met Life Survey of the American Teacher, The Homework Experience, 2007.\" width=\"200\" height=\"125\">\u003cfigcaption class=\"wp-caption-text\">Source: Met Life Survey of the American Teacher, The Homework Experience, 2007. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another \u003ca href=\"https://nces.ed.gov/pubs2012/2012026/tables/table_35.asp\">study\u003c/a> from the National Center for Education Statistics found that high school students who reported doing homework outside of school did, on average, about seven hours a week.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you're hungry for more data on this — and some perspective — check out this exhaustive \u003ca href=\"http://www.brookings.edu/research/reports/2014/03/18-homework-loveless\">report\u003c/a> put together last year by researcher Tom Loveless at the Brookings Institution.\u003c/p>\n\u003cp>\u003cstrong>An hour or less a day? But we hear so many horror stories! Why?\u003c/strong>\u003c/p>\n\u003cp>The fact is, some students do have a ton of homework. In high school we see a kind of student divergence — between those who choose or find themselves tracked into less-rigorous coursework and those who enroll in honors classes or multiple Advanced Placement courses. And the latter students are getting a lot of homework. In that 2012 NAEP survey, 13 percent of 17-year-olds reported doing more than two hours of homework the previous night. That's not a lot of students, but they're clearly doing a lot of work.\u003c/p>\n\u003cp>That also tracks with a famous \u003ca href=\"https://www.metlife.com/assets/cao/contributions/foundation/american-teacher/metlife-survey-american-teacher-2007-homework-experience.pdf\">survey\u003c/a> from 2007 — from MetLife — that asked parents what they think of their kids' homework load. Sixty percent said it was just right. Twenty-five percent said their kids are getting too little. Just 15 percent of parents said their kids have too much homework.\u003c/p>\n\u003cfigure id=\"attachment_42118\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-42118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/weekly-homework-hours-for-15-year-olds_chartbuilder_custom-5850923ffa7c0c85e59e6d7c36fefc24aed9d44c.png\" alt=\"Source: OECD, PISA 2012 Database, Table IV.3.48.\" width=\"200\" height=\"215\">\u003cfigcaption class=\"wp-caption-text\">Source: OECD, PISA 2012 Database, Table IV.3.48. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that the students doing the most work have something else in common: income. \"I think that the debate over homework in some ways is a social class issue,\" says Janine Bempechat, professor of human development at Wheelock College. \"There's no question that in affluent communities, children are really over-taxed, over-burdened with homework.\"\u003c/p>\n\u003cp>But the vast majority of students do not seem to have inordinate workloads. And the ones who do are generally volunteering for the tough stuff. That doesn't make it easier, but it does make it a choice.\u003c/p>\n\u003cp>\u003cstrong>Do we know how much homework students in other countries are doing?\u003c/strong>\u003c/p>\n\u003cp>Sort of. Caveats abound here. Education systems and perceptions of what is and isn't homework can vary remarkably overseas. So any comparison is, to a degree, apples-to-oranges (or, at least, apples-to-pears). A 2012 \u003ca href=\"http://www.oecd-ilibrary.org/docserver/download/5jxrhqhtx2xt.pdf?expires=1442505434&id=id&accname=guest&checksum=9A1A0BE7C9F11C79ED4F2D8AC58F7B9A\">report\u003c/a> from the Organisation for Economic Co-Operation and Development pegged the U.S. homework load for 15-year-olds at around six hours per week. That's just above the study's average. It found that students in Hong Kong are also doing about six hours a week. Much of Europe checks in between four and five hours a week. In Japan, it's four hours. And Korea's near the bottom, at three hours.\u003c/p>\n\u003cp>\u003cstrong>How much homework is too much? \u003c/strong>\u003c/p>\n\u003cp>Better yet, how much is just right? Harris Cooper at Duke University has done some of the \u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">best work\u003c/a> on homework. He and his team reviewed dozens of studies, from 1987 to 2003, looking for consensus on what works and what doesn't. A common rule of thumb, he says, is what's called the 10-minute rule. Take the child's grade and multiply by 10. So first-graders should have roughly 10 minutes of homework a night, 40 minutes for fourth-graders, on up to two hours for seniors in high school. A lot of of schools use this. Even the \u003ca href=\"http://www.pta.org/content.cfm?ItemNumber=1730\">National PTA\u003c/a> officially endorses it.\u003c/p>\n\u003cp>\u003cstrong>Homework clearly improves student performance, right?\u003c/strong>\u003c/p>\n\u003cp>Not necessarily. It depends on the age of the child. Looking over the research, there's little to no evidence that homework improves student achievement in elementary school. Then again, the many experts I spoke with all said the same thing: The point of homework in those primary grades isn't entirely academic. It's about teaching things like time-management and self-direction.\u003c/p>\n\u003cp>But, by high school the evidence shifts. Harris Cooper's massive review found, in middle and high school, a positive correlation between homework and student achievement on unit tests. It seems to help. But more is not always better. Cooper points out that, depending on the subject and the age of the student, there is a law of diminishing returns. Again, he recommends the 10-minute rule.\u003c/p>\n\u003cp>\u003cstrong>What kinds of homework seem to be most effective?\u003c/strong>\u003c/p>\n\u003cp>This is where things get really interesting. Because homework should be about learning, right? To understand what kinds of homework best help kids learn, we really need to talk about memory and the brain.\u003c/p>\n\u003cp>Let's start with something called the \u003ca href=\"http://public.psych.iastate.edu/shacarp/carpenter_2014_science_of_learning.pdf\">spacing effect\u003c/a>. Say a child has to do a vocabulary worksheet. The next week, it's a new worksheet with different words and so on. Well, research shows that the brain is better at remembering when we repeat with consistency, not when we study in long, isolated chunks of time. Do a little bit of vocabulary each night, repeating the same words night after night.\u003c/p>\n\u003cp>Similarly, a professor of psychology at Washington University in St. Louis, \u003ca href=\"http://psych.wustl.edu/memory/roediger.html\">Henry \"Roddy\" Roediger III\u003c/a>, recommends that teachers give students plenty of little quizzes, which he says strengthen the brain's ability to remember. Don't fret. They can be low-stakes or no-stakes, says Roediger: It's the steady recall and repetition that matter. He also recommends, as homework, that students try testing themselves instead of simply re-reading the text or class notes.\u003c/p>\n\u003cp>There's also something known as \u003ca href=\"http://public.psych.iastate.edu/shacarp/carpenter_2014_science_of_learning.pdf\">interleaving\u003c/a>. This is big in the debate over math homework. Many of us — myself included — learned math by focusing on one concept at a time, doing a worksheet to practice that concept, then moving on.\u003c/p>\n\u003cp>Well, there's evidence that students learn more when homework requires them to choose among multiple strategies — new and old — when solving problems. In other words, kids learn when they have to draw not just from what they learned in class that day but that week, that month, that year.\u003c/p>\n\u003cp>One last note: Experts agree that homework should generally be about reinforcing what students learned in class (this is especially true in math). Sometimes it can — and should — be used to introduce new material, but here's where so many horror stories begin.\u003c/p>\n\u003cp>Tom Loveless, a former teacher, offers this advice: \"I don't think teachers should ever send brand-new material that puts the parent in the position of a teacher. That's a disaster. My own personal philosophy was: Homework is best if it's material that requires more practice but they've already received initial instruction.\"\u003c/p>\n\u003cp>Or, in the words of the National PTA: \"Homework that cannot be done without help is not good homework.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homework%3A+A+New+User%27s+Guide&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>If you made it past the headline, you're likely a student, concerned parent, teacher or, like me, a nerd nostalgist who enjoys basking in the distant glow of Homework Triumphs Past (second-grade report on Custer's Last Stand, nailed it!).\u003c/p>\n\u003cp>Whoever you are, you're surely hoping for some clarity in the loud, perennial debate over whether U.S. students are justifiably exhausted and nervous from too much homework — even though some international comparisons suggest they're sitting comfortably at the average.\u003c/p>\n\u003cp>Well, here goes. I've mapped out six, research-based polestars that should help guide you to some reasonable conclusions about homework.\u003c/p>\n\u003cp>\u003cstrong>How much homework do U.S. students get?\u003c/strong>\u003c/p>\n\u003cp>The best answer comes from something called the National Assessment of Educational Progress or \u003ca href=\"https://nces.ed.gov/programs/digest/d13/tables/dt13_221.30.asp\">NAEP\u003c/a>. In 2012, students in three different age groups — 9, 13 and 17 — were asked, \"How much time did you spend on homework yesterday?\" The vast majority of 9-year-olds (79 percent) and 13-year-olds (65 percent) and still a majority of 17-year-olds (53 percent) all reported doing an hour or less of homework the day before.\u003c/p>\n\u003cfigure id=\"attachment_42117\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-42117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/parents-view-of-homework-load_chartbuilder_custom-d76c98d021befc887f6071a79426f29fa352208d.png\" alt=\"Source: Met Life Survey of the American Teacher, The Homework Experience, 2007.\" width=\"200\" height=\"125\">\u003cfigcaption class=\"wp-caption-text\">Source: Met Life Survey of the American Teacher, The Homework Experience, 2007. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another \u003ca href=\"https://nces.ed.gov/pubs2012/2012026/tables/table_35.asp\">study\u003c/a> from the National Center for Education Statistics found that high school students who reported doing homework outside of school did, on average, about seven hours a week.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If you're hungry for more data on this — and some perspective — check out this exhaustive \u003ca href=\"http://www.brookings.edu/research/reports/2014/03/18-homework-loveless\">report\u003c/a> put together last year by researcher Tom Loveless at the Brookings Institution.\u003c/p>\n\u003cp>\u003cstrong>An hour or less a day? But we hear so many horror stories! Why?\u003c/strong>\u003c/p>\n\u003cp>The fact is, some students do have a ton of homework. In high school we see a kind of student divergence — between those who choose or find themselves tracked into less-rigorous coursework and those who enroll in honors classes or multiple Advanced Placement courses. And the latter students are getting a lot of homework. In that 2012 NAEP survey, 13 percent of 17-year-olds reported doing more than two hours of homework the previous night. That's not a lot of students, but they're clearly doing a lot of work.\u003c/p>\n\u003cp>That also tracks with a famous \u003ca href=\"https://www.metlife.com/assets/cao/contributions/foundation/american-teacher/metlife-survey-american-teacher-2007-homework-experience.pdf\">survey\u003c/a> from 2007 — from MetLife — that asked parents what they think of their kids' homework load. Sixty percent said it was just right. Twenty-five percent said their kids are getting too little. Just 15 percent of parents said their kids have too much homework.\u003c/p>\n\u003cfigure id=\"attachment_42118\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-42118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/weekly-homework-hours-for-15-year-olds_chartbuilder_custom-5850923ffa7c0c85e59e6d7c36fefc24aed9d44c.png\" alt=\"Source: OECD, PISA 2012 Database, Table IV.3.48.\" width=\"200\" height=\"215\">\u003cfigcaption class=\"wp-caption-text\">Source: OECD, PISA 2012 Database, Table IV.3.48. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Research also suggests that the students doing the most work have something else in common: income. \"I think that the debate over homework in some ways is a social class issue,\" says Janine Bempechat, professor of human development at Wheelock College. \"There's no question that in affluent communities, children are really over-taxed, over-burdened with homework.\"\u003c/p>\n\u003cp>But the vast majority of students do not seem to have inordinate workloads. And the ones who do are generally volunteering for the tough stuff. That doesn't make it easier, but it does make it a choice.\u003c/p>\n\u003cp>\u003cstrong>Do we know how much homework students in other countries are doing?\u003c/strong>\u003c/p>\n\u003cp>Sort of. Caveats abound here. Education systems and perceptions of what is and isn't homework can vary remarkably overseas. So any comparison is, to a degree, apples-to-oranges (or, at least, apples-to-pears). A 2012 \u003ca href=\"http://www.oecd-ilibrary.org/docserver/download/5jxrhqhtx2xt.pdf?expires=1442505434&id=id&accname=guest&checksum=9A1A0BE7C9F11C79ED4F2D8AC58F7B9A\">report\u003c/a> from the Organisation for Economic Co-Operation and Development pegged the U.S. homework load for 15-year-olds at around six hours per week. That's just above the study's average. It found that students in Hong Kong are also doing about six hours a week. Much of Europe checks in between four and five hours a week. In Japan, it's four hours. And Korea's near the bottom, at three hours.\u003c/p>\n\u003cp>\u003cstrong>How much homework is too much? \u003c/strong>\u003c/p>\n\u003cp>Better yet, how much is just right? Harris Cooper at Duke University has done some of the \u003ca href=\"http://classtap.pbworks.com/f/Does+Homework+Improve+Achievement.pdf\">best work\u003c/a> on homework. He and his team reviewed dozens of studies, from 1987 to 2003, looking for consensus on what works and what doesn't. A common rule of thumb, he says, is what's called the 10-minute rule. Take the child's grade and multiply by 10. So first-graders should have roughly 10 minutes of homework a night, 40 minutes for fourth-graders, on up to two hours for seniors in high school. A lot of of schools use this. Even the \u003ca href=\"http://www.pta.org/content.cfm?ItemNumber=1730\">National PTA\u003c/a> officially endorses it.\u003c/p>\n\u003cp>\u003cstrong>Homework clearly improves student performance, right?\u003c/strong>\u003c/p>\n\u003cp>Not necessarily. It depends on the age of the child. Looking over the research, there's little to no evidence that homework improves student achievement in elementary school. Then again, the many experts I spoke with all said the same thing: The point of homework in those primary grades isn't entirely academic. It's about teaching things like time-management and self-direction.\u003c/p>\n\u003cp>But, by high school the evidence shifts. Harris Cooper's massive review found, in middle and high school, a positive correlation between homework and student achievement on unit tests. It seems to help. But more is not always better. Cooper points out that, depending on the subject and the age of the student, there is a law of diminishing returns. Again, he recommends the 10-minute rule.\u003c/p>\n\u003cp>\u003cstrong>What kinds of homework seem to be most effective?\u003c/strong>\u003c/p>\n\u003cp>This is where things get really interesting. Because homework should be about learning, right? To understand what kinds of homework best help kids learn, we really need to talk about memory and the brain.\u003c/p>\n\u003cp>Let's start with something called the \u003ca href=\"http://public.psych.iastate.edu/shacarp/carpenter_2014_science_of_learning.pdf\">spacing effect\u003c/a>. Say a child has to do a vocabulary worksheet. The next week, it's a new worksheet with different words and so on. Well, research shows that the brain is better at remembering when we repeat with consistency, not when we study in long, isolated chunks of time. Do a little bit of vocabulary each night, repeating the same words night after night.\u003c/p>\n\u003cp>Similarly, a professor of psychology at Washington University in St. Louis, \u003ca href=\"http://psych.wustl.edu/memory/roediger.html\">Henry \"Roddy\" Roediger III\u003c/a>, recommends that teachers give students plenty of little quizzes, which he says strengthen the brain's ability to remember. Don't fret. They can be low-stakes or no-stakes, says Roediger: It's the steady recall and repetition that matter. He also recommends, as homework, that students try testing themselves instead of simply re-reading the text or class notes.\u003c/p>\n\u003cp>There's also something known as \u003ca href=\"http://public.psych.iastate.edu/shacarp/carpenter_2014_science_of_learning.pdf\">interleaving\u003c/a>. This is big in the debate over math homework. Many of us — myself included — learned math by focusing on one concept at a time, doing a worksheet to practice that concept, then moving on.\u003c/p>\n\u003cp>Well, there's evidence that students learn more when homework requires them to choose among multiple strategies — new and old — when solving problems. In other words, kids learn when they have to draw not just from what they learned in class that day but that week, that month, that year.\u003c/p>\n\u003cp>One last note: Experts agree that homework should generally be about reinforcing what students learned in class (this is especially true in math). Sometimes it can — and should — be used to introduce new material, but here's where so many horror stories begin.\u003c/p>\n\u003cp>Tom Loveless, a former teacher, offers this advice: \"I don't think teachers should ever send brand-new material that puts the parent in the position of a teacher. That's a disaster. My own personal philosophy was: Homework is best if it's material that requires more practice but they've already received initial instruction.\"\u003c/p>\n\u003cp>Or, in the words of the National PTA: \"Homework that cannot be done without help is not good homework.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Homework%3A+A+New+User%27s+Guide&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Where Do English Language Learners Fit Into the Ed Tech Revolution?",
"title": "Where Do English Language Learners Fit Into the Ed Tech Revolution?",
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"content": "\u003cp>English Language Learners are a growing yet underserved segment of the U.S. student population, and teaching these diverse learners presents teachers with a host of unique and very complex challenges. ELL teachers regularly employ a variety of specialized and unique teaching strategies and best practices aimed at helping their students acquire English and thrive academically.\u003c/p>\n\u003cp>Yet when ELL teachers look to the ed-tech world for novel solutions that specifically address their students' needs, they often come up empty-handed. As the ed-tech scene has exploded in recent years, most teachers can find apps, tools and resources for nearly every grade level, subject area and skill imaginable. But tools for ELL students and their teachers often seem to be missing.\u003c/p>\n\u003cp>This raises an important question: Why? As ed tech developers continue to create new and innovative solutions for all types of learners, why don't we see more tools for ELLs? In an industry with no fewer than 30 learn-to-code platforms \u003ca href=\"https://www.graphite.org/top-picks/best-apps-and-websites-for-learning-programming-and-coding/?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">aimed at kids\u003c/a> and nationwide \u003ca href=\"https://www.whitehouse.gov/blog/2014/12/10/president-obama-first-president-write-line-code\">learn-to-code initiatives\u003c/a>, it's worth questioning: Why we aren't seeing a similar push for innovative technologies that help address the challenges of English language learning?\u003c/p>\n\u003cp>Despite the lack of dedicated tech tools for ELLs, some teachers have taken to repurposing various apps and other \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/31/6-storytelling-apps-that-get-english-language-learners-talking/\">digital resources\u003c/a> in creative and useful ways that help their students acquire the language. Also, within the ed-tech industry, a few emerging companies are starting to develop some promising and exciting new innovations. But, given the level of need, and the growth of ELL populations in schools, is the ed-tech industry at large doing enough to address this aspect of the digital divide?\u003c/p>\n\u003cp>\u003cstrong>The Complexities of Teaching ELLs\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The needs of ELLs are great, and their numbers are growing. In California, a state with \u003ca href=\"http://www.cde.ca.gov/ds/sd/cb/cefenrollgradetype.asp\">6.2 million public school students\u003c/a>, nearly 23 percent (1.4 million) speak a language other than English \u003ca href=\"http://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp\">at home\u003c/a>. Overall, the number of ELLs enrolling in public schools is expected to grow, not just in California but across the nation. As this happens, the need for qualified teachers \u003cem>and\u003c/em> teaching resources -- like quality ed-tech tools for ELLs -- is bound to become \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\">an issue\u003c/a>.\u003c/p>\n\u003cp>One of the greatest challenges facing the teachers of ELLs lies in the diversity of learners among ELL student populations. This diversity comes in the form of language and ethnicity, but also in the wide variety of educational backgrounds these students bring to the classroom.\u003c/p>\n\u003cp>While the majority (84 percent) of California's ELLs come from Spanish-speaking households, the reality in many ELL classrooms usually offers a more diverse picture. In many ELL classrooms, the students can come from all over of the globe, and might collectively speak more than a dozen different languages. Even for bilingual -- or multilingual -- teachers, keeping up with their students' diverse instructional needs is a challenge.\u003c/p>\n\u003cp>Beyond geographic and linguistic diversity, ELL's enter the U.S. at every age and grade level, often at various points throughout the school year. When compared with their English-speaking peers, ELL students typically enter U.S. schools with vastly differing levels and types of formal education in their home countries (ranging from none whatsoever, to levels greater than their comparably-aged American peers). Further complicating matters is the variation in students' literacy within their native language, a strong predictor of their ability to learn and become fluent in English.\u003c/p>\n\u003cp>On top of this, many (though not all) ELLs are immigrants to the U.S. Whether simply seeking economic opportunities, or due to more dire circumstances like political conflicts or sectarian strife, these families come for a variety of reasons. Often, the psychological and social issues that can accompany any immigrant's experience in the U.S. also affect immigrant students' ability to learn, not to mention acquire English proficiency.\u003c/p>\n\u003cp>It's also worth noting that, in contrast to many other countries, where bilingual education and dual-language instruction are often the norm, the U.S. currently lags woefully behind in serving the needs of its ELL students (let alone in offering quality bilingual instruction to our \u003ca href=\"http://www.edweek.org/ew/articles/2015/07/14/congress-bilingualism-is-not-a-handicap.html?r=1469681332&cmp=ENL-EU-NEWS2&preview=1\">native English speakers\u003c/a>).\u003c/p>\n\u003cp>All of this aside, most ELL teachers will tell you that these classes are among the most rewarding ones to teach. And, while having such vastly diverse learners in one class can be a challenge, it also offers a host of unique learning opportunities rarely found in more homogenous classrooms.\u003c/p>\n\u003cp>\u003cstrong>Ed Tech's Role \u003c/strong>\u003c/p>\n\u003cp>In an industry where impact is often measured in terms of numbers, developing ed-tech tools specifically for ELL's could seem like a niche market, and possibly even a risky venture. Nevertheless, a small handful of ed-tech developers have started branching into the ELL space. And much as they do for ELL teachers, the myriad needs of ELL populations also pose difficulties for ed-tech software developers attempting to create quality learning content for diverse learners.\u003c/p>\n\u003cp>\u003cstrong>Newsela\u003c/strong>\u003c/p>\n\u003cp>Dan Cogan-Drew, co-founder and chief product officer of the ed-tech startup Newsela, has seen how these challenges play out first hand. \u003ca href=\"https://www.graphite.org/website/newsela/?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Newsela\u003c/a> provides students and teachers a selection of current, high-interest news articles in English, each offered at five different reading levels of increasing complexity. It's an innovative solution that helps teachers adapt instruction for learners who may read at different levels. But, as Cogan-Drew describes it, the challenges become even greater when accounting for how the product might be used in an ELL classroom. While the site wasn't explicitly designed just for English learners, it's an issue that the startup is nonetheless hoping to address.\u003c/p>\n\u003cfigure id=\"attachment_42019\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-42019\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/quiz.png\" alt=\"Newsela\" width=\"1920\" height=\"1123\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz-800x468.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz-1440x842.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz-1180x690.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz-960x562.png 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Newsela\u003c/figcaption>\u003c/figure>\n\u003cp>According to Cogan-Drew, \"When we're working to unlock the written word for our readers, we're considering a host of factors, like text complexity, background knowledge, maturity and more. And when we think about doing this work not only within one language -- English -- but across languages, the degree of complexity increases exponentially.\" Even so, teachers can use the tool to offer students -- perhaps even some of their more advanced-level ELLs -- access to texts at a variety of reading levels.\u003c/p>\n\u003cp>On top of this, Newsela recently released a Spanish-language version of the site. With this addition, students can access a variety of articles in Spanish, each also offered at five different reading levels. And, in many cases, students can toggle between English and Spanish within the same article, while still adjusting the reading level in both languages. It's the kind of technology that opens possibilities for many different learning situations, ELL classrooms being an obvious example. The tool's flexibility has the potential to help in a variety of ELL scenarios, whether students are learning in a sheltered ELL classroom, or even if they're mainstreamed alongside their English-only peers.\u003c/p>\n\u003cp>\u003cstrong>BrainPOP ESL\u003c/strong>\u003c/p>\n\u003cp>Outside the startup scene, BrainPOP stands as one of the more established and widely recognized ed-tech curriculum providers. BrainPOP's collection of resources offer kid-friendly animated instructional videos on a variety of core subject-area topics. Beyond the company's host of offerings in English, BrainPOP also offers a separate resource site for English-language instruction. Dubbed \u003ca href=\"https://www.graphite.org/website/brainpop-esl/?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">BrainPOP ESL\u003c/a>, the site focuses primarily on language learning, instead of the subject-area content they're most well known for. Nevertheless, like BrainPOP's other offerings, the ESL site mainly targets elementary- and middle school-aged ELLs. Lessons are aimed at kids' language development and delivered at three levels, covering the basics of reading, writing, vocabulary, grammar and pronunciation.\u003c/p>\n\u003cfigure id=\"attachment_42015\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003ca href=\"https://esl.brainpop.com/level3/unit4/lesson1/zoom.weml\">\u003cimg class=\"size-thumbnail wp-image-42015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/Brain-Pop-ESL-400x468.png\" alt=\"BrainPop ESL\" width=\"400\" height=\"468\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/Brain-Pop-ESL-400x468.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Brain-Pop-ESL.png 527w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">BrainPop ESL\u003c/figcaption>\u003c/figure>\n\u003cp>\"One of the main challenges is always the diversity of the learners,” said Beverly Fine, BrainPOP ESL's editorial and outreach director. “We’re talking about kids from all different levels, and all different ages,\" she comments.\u003c/p>\n\u003cp>She also acknowledges that pigeon-holing all ELLs together as a homogenous group in and of themselves -- including assuming that all ELLs are immigrants -- doesn't work when creating learning content. \"We have kids who were born here, but in their families they spoke their native language until they started school -- they’re bilingual, but they may not be literate in either language.\"\u003c/p>\n\u003cp>Fine nevertheless believes in the potential for ed-tech tools to address some of the difficulties surrounding ELL teaching and learning. \"I think a digital format gives kids the ability to work more independently, on their own, instead of everything being more teacher-directed. It promotes independence. It’s more student-centered.\" And many ELL teachers using BrainPOP ESL may indeed use it in this way, giving kids the chance to explore the Web-based program at their own pace, in a low-stakes way.\u003c/p>\n\u003cp>\u003cstrong>Pocoyo Playground\u003c/strong>\u003c/p>\n\u003cp>Even as new ed-tech tools for ELLs are scarce, some promising new tools are on the horizon. Pocoyo Playground is a yet-to-be-released transmedia curriculum aimed specifically at 3-to-5-year-olds who are acquiring \u003cem>both\u003c/em> English and Spanish as they develop early language and literacy skills. Essentially a set of both nondigital and digital resources for teachers, the curriculum includes a series of iOS apps, each centered around various learning themes. Part of the U.S. Department of Education's Ready to Learn grant, the curriculum is a project of the \u003ca href=\"http://earlylearningcollaborative.org/\">Early Learning Collaborative (ELC)\u003c/a>, a division of the Hispanic Information and Telecommunications Network. The goal being to help create learning resources for what the ELC refers to as \u003cem>dual-\u003c/em>language learning students, or DLLs -- the main difference being that DLLs are growing up truly bilingual and biliterate, learning both English and Spanish simultaneously (though often primarily Spanish at home).\u003c/p>\n\u003cp>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">\u003c/a>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42017\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/StoryMaker_Recording.png\" alt=\"StoryMaker_Recording\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/StoryMaker_Recording.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/StoryMaker_Recording-400x300.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/StoryMaker_Recording-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/StoryMaker_Recording-960x720.png 960w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003c/p>\n\u003cp>Within each of the apps is essentially a storytelling and digital-creation platform, similar in many ways to other \u003ca href=\"https://www.graphite.org/top-picks/apps-and-sites-for-storytelling/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">digital storytelling apps\u003c/a> that have gained popularity among early childhood and elementary teachers in recent years. However, what differentiates the Pocoyo Playground apps is that they're structured around language learning, with bilingual supports and scaffolding for younger language learners. The apps' entire interface, including the learning content and the instructions, is in both Spanish and English.\u003c/p>\n\u003cp>The tool is a series of storytelling games that offer kids low-stakes practice with literacy, according to Erica Branch-Ridley, ELC's vice president and executive producer. This includes practice with speaking and listening in both Spanish and English, all while prompting kids to use new words, pushing them toward their zone of proximal development, or ZPD -- in other words challenging them at \u003cem>just\u003c/em> the right level to promote learning and growth within \u003cem>both\u003c/em> languages. Keeping kids in the driver's seat is an important aspect, as the apps guide kids toward language acquisition. Branch-Ridley explains that Ready to Learn is aimed at taking the student-centered approach even further, \"helping kids to be the content creators and having them learn language skills through that. That's the key.\"\u003c/p>\n\u003cp>Branch-Ridley offers that involving ELLs in their \u003cem>own\u003c/em> content creation lets kids build context around the language they're learning, an important factor in new language acquisition and one of the main goals of the curriculum. She continues, \"Kids can make the media that best suits their lives. [It's] not a book or a TV show that someone else created. [For] lots of different ELLs -- lots of learner profiles -- tech[nology] can help via digital creation. You can be the creator and tell your story, \u003cem>and\u003c/em> get language skills in the process.\"\u003c/p>\n\u003cp>Even though the Pocoyo Playground curriculum hasn't been released to the public yet, and it has a fairly specific target audience, the development of this type of transmedia curriculum could signal a new trend in ed tech for ELLs. Are there more solutions down the line that come closer to meeting the complex needs of ELL students and teachers?\u003c/p>\n\u003cp>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Looking Ahead\u003c/strong>\u003c/p>\n\u003cp>While ed-tech resources for ELLs do exist, they're certainly scarce. And given the number of ELLs in our schools, this scarcity should present the ed-tech industry with a challenge. Can ed-tech development catch up to the growing demands coming from our nation's ELL classrooms?\u003c/p>\n\u003cp>Of course, teachers can find a bevy of consumer- and traveler-focused language-learning apps and programs available. But few if any of these are a perfect fit for young learners in a classroom setting. On the flip side, there are plenty of games and apps -- like digital-storytelling platforms -- that can be applicable in an ELL classroom, though they don't explicitly offer support for language learners. In the meantime, teachers are bound to continue to using and repurpose these types of tools and resources in creative ways, possibly even with some success.\u003c/p>\n\u003cp>For the ed-tech industry, one might think that the sizable market gap alone is a call to develop new ed-tech tools specific to the needs of ELLs. Many in the ed-tech industry have charged themselves with creating tech tools that make a difference; developing these in-demand tools offers an opportunity to do just that. In the meantime, only a handful in the industry are working to get ahead of the curve.\u003c/p>\n\u003cp>\"We [ELLs] are a growing percentage of the population,\" says Patricia \u003cspan class=\"s1\">Velázquez\u003c/span>, Newsela's Spanish editor, who helps curate and manage the site's Spanish-language content. She also happens to have grown up in Puerto Rico, where she herself went through school as an English language learner. \"It's going to have to happen sooner or later. It would be ideal if we could pave the way for students to succeed academically, rather than just hav[ing] them fend for themselves.\"\u003c/p>\n\u003cp>\u003cem>Jeffrey Knutson is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Common Sense\u003c/a>, a nonprofit organization, and creator of \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a>, a free service that helps educators find the best ed-tech tools, learn best practices for teaching with ed tech, and connect with expert educators. Go to \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a> to read full reviews of digital tools and see how teachers use them for learning in class.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>English Language Learners are a growing yet underserved segment of the U.S. student population, and teaching these diverse learners presents teachers with a host of unique and very complex challenges. ELL teachers regularly employ a variety of specialized and unique teaching strategies and best practices aimed at helping their students acquire English and thrive academically.\u003c/p>\n\u003cp>Yet when ELL teachers look to the ed-tech world for novel solutions that specifically address their students' needs, they often come up empty-handed. As the ed-tech scene has exploded in recent years, most teachers can find apps, tools and resources for nearly every grade level, subject area and skill imaginable. But tools for ELL students and their teachers often seem to be missing.\u003c/p>\n\u003cp>This raises an important question: Why? As ed tech developers continue to create new and innovative solutions for all types of learners, why don't we see more tools for ELLs? In an industry with no fewer than 30 learn-to-code platforms \u003ca href=\"https://www.graphite.org/top-picks/best-apps-and-websites-for-learning-programming-and-coding/?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">aimed at kids\u003c/a> and nationwide \u003ca href=\"https://www.whitehouse.gov/blog/2014/12/10/president-obama-first-president-write-line-code\">learn-to-code initiatives\u003c/a>, it's worth questioning: Why we aren't seeing a similar push for innovative technologies that help address the challenges of English language learning?\u003c/p>\n\u003cp>Despite the lack of dedicated tech tools for ELLs, some teachers have taken to repurposing various apps and other \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/31/6-storytelling-apps-that-get-english-language-learners-talking/\">digital resources\u003c/a> in creative and useful ways that help their students acquire the language. Also, within the ed-tech industry, a few emerging companies are starting to develop some promising and exciting new innovations. But, given the level of need, and the growth of ELL populations in schools, is the ed-tech industry at large doing enough to address this aspect of the digital divide?\u003c/p>\n\u003cp>\u003cstrong>The Complexities of Teaching ELLs\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The needs of ELLs are great, and their numbers are growing. In California, a state with \u003ca href=\"http://www.cde.ca.gov/ds/sd/cb/cefenrollgradetype.asp\">6.2 million public school students\u003c/a>, nearly 23 percent (1.4 million) speak a language other than English \u003ca href=\"http://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp\">at home\u003c/a>. Overall, the number of ELLs enrolling in public schools is expected to grow, not just in California but across the nation. As this happens, the need for qualified teachers \u003cem>and\u003c/em> teaching resources -- like quality ed-tech tools for ELLs -- is bound to become \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\">an issue\u003c/a>.\u003c/p>\n\u003cp>One of the greatest challenges facing the teachers of ELLs lies in the diversity of learners among ELL student populations. This diversity comes in the form of language and ethnicity, but also in the wide variety of educational backgrounds these students bring to the classroom.\u003c/p>\n\u003cp>While the majority (84 percent) of California's ELLs come from Spanish-speaking households, the reality in many ELL classrooms usually offers a more diverse picture. In many ELL classrooms, the students can come from all over of the globe, and might collectively speak more than a dozen different languages. Even for bilingual -- or multilingual -- teachers, keeping up with their students' diverse instructional needs is a challenge.\u003c/p>\n\u003cp>Beyond geographic and linguistic diversity, ELL's enter the U.S. at every age and grade level, often at various points throughout the school year. When compared with their English-speaking peers, ELL students typically enter U.S. schools with vastly differing levels and types of formal education in their home countries (ranging from none whatsoever, to levels greater than their comparably-aged American peers). Further complicating matters is the variation in students' literacy within their native language, a strong predictor of their ability to learn and become fluent in English.\u003c/p>\n\u003cp>On top of this, many (though not all) ELLs are immigrants to the U.S. Whether simply seeking economic opportunities, or due to more dire circumstances like political conflicts or sectarian strife, these families come for a variety of reasons. Often, the psychological and social issues that can accompany any immigrant's experience in the U.S. also affect immigrant students' ability to learn, not to mention acquire English proficiency.\u003c/p>\n\u003cp>It's also worth noting that, in contrast to many other countries, where bilingual education and dual-language instruction are often the norm, the U.S. currently lags woefully behind in serving the needs of its ELL students (let alone in offering quality bilingual instruction to our \u003ca href=\"http://www.edweek.org/ew/articles/2015/07/14/congress-bilingualism-is-not-a-handicap.html?r=1469681332&cmp=ENL-EU-NEWS2&preview=1\">native English speakers\u003c/a>).\u003c/p>\n\u003cp>All of this aside, most ELL teachers will tell you that these classes are among the most rewarding ones to teach. And, while having such vastly diverse learners in one class can be a challenge, it also offers a host of unique learning opportunities rarely found in more homogenous classrooms.\u003c/p>\n\u003cp>\u003cstrong>Ed Tech's Role \u003c/strong>\u003c/p>\n\u003cp>In an industry where impact is often measured in terms of numbers, developing ed-tech tools specifically for ELL's could seem like a niche market, and possibly even a risky venture. Nevertheless, a small handful of ed-tech developers have started branching into the ELL space. And much as they do for ELL teachers, the myriad needs of ELL populations also pose difficulties for ed-tech software developers attempting to create quality learning content for diverse learners.\u003c/p>\n\u003cp>\u003cstrong>Newsela\u003c/strong>\u003c/p>\n\u003cp>Dan Cogan-Drew, co-founder and chief product officer of the ed-tech startup Newsela, has seen how these challenges play out first hand. \u003ca href=\"https://www.graphite.org/website/newsela/?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Newsela\u003c/a> provides students and teachers a selection of current, high-interest news articles in English, each offered at five different reading levels of increasing complexity. It's an innovative solution that helps teachers adapt instruction for learners who may read at different levels. But, as Cogan-Drew describes it, the challenges become even greater when accounting for how the product might be used in an ELL classroom. While the site wasn't explicitly designed just for English learners, it's an issue that the startup is nonetheless hoping to address.\u003c/p>\n\u003cfigure id=\"attachment_42019\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-42019\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/quiz.png\" alt=\"Newsela\" width=\"1920\" height=\"1123\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz-800x468.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz-1440x842.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz-1180x690.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/quiz-960x562.png 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Newsela\u003c/figcaption>\u003c/figure>\n\u003cp>According to Cogan-Drew, \"When we're working to unlock the written word for our readers, we're considering a host of factors, like text complexity, background knowledge, maturity and more. And when we think about doing this work not only within one language -- English -- but across languages, the degree of complexity increases exponentially.\" Even so, teachers can use the tool to offer students -- perhaps even some of their more advanced-level ELLs -- access to texts at a variety of reading levels.\u003c/p>\n\u003cp>On top of this, Newsela recently released a Spanish-language version of the site. With this addition, students can access a variety of articles in Spanish, each also offered at five different reading levels. And, in many cases, students can toggle between English and Spanish within the same article, while still adjusting the reading level in both languages. It's the kind of technology that opens possibilities for many different learning situations, ELL classrooms being an obvious example. The tool's flexibility has the potential to help in a variety of ELL scenarios, whether students are learning in a sheltered ELL classroom, or even if they're mainstreamed alongside their English-only peers.\u003c/p>\n\u003cp>\u003cstrong>BrainPOP ESL\u003c/strong>\u003c/p>\n\u003cp>Outside the startup scene, BrainPOP stands as one of the more established and widely recognized ed-tech curriculum providers. BrainPOP's collection of resources offer kid-friendly animated instructional videos on a variety of core subject-area topics. Beyond the company's host of offerings in English, BrainPOP also offers a separate resource site for English-language instruction. Dubbed \u003ca href=\"https://www.graphite.org/website/brainpop-esl/?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">BrainPOP ESL\u003c/a>, the site focuses primarily on language learning, instead of the subject-area content they're most well known for. Nevertheless, like BrainPOP's other offerings, the ESL site mainly targets elementary- and middle school-aged ELLs. Lessons are aimed at kids' language development and delivered at three levels, covering the basics of reading, writing, vocabulary, grammar and pronunciation.\u003c/p>\n\u003cfigure id=\"attachment_42015\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003ca href=\"https://esl.brainpop.com/level3/unit4/lesson1/zoom.weml\">\u003cimg class=\"size-thumbnail wp-image-42015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/Brain-Pop-ESL-400x468.png\" alt=\"BrainPop ESL\" width=\"400\" height=\"468\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/Brain-Pop-ESL-400x468.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Brain-Pop-ESL.png 527w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">BrainPop ESL\u003c/figcaption>\u003c/figure>\n\u003cp>\"One of the main challenges is always the diversity of the learners,” said Beverly Fine, BrainPOP ESL's editorial and outreach director. “We’re talking about kids from all different levels, and all different ages,\" she comments.\u003c/p>\n\u003cp>She also acknowledges that pigeon-holing all ELLs together as a homogenous group in and of themselves -- including assuming that all ELLs are immigrants -- doesn't work when creating learning content. \"We have kids who were born here, but in their families they spoke their native language until they started school -- they’re bilingual, but they may not be literate in either language.\"\u003c/p>\n\u003cp>Fine nevertheless believes in the potential for ed-tech tools to address some of the difficulties surrounding ELL teaching and learning. \"I think a digital format gives kids the ability to work more independently, on their own, instead of everything being more teacher-directed. It promotes independence. It’s more student-centered.\" And many ELL teachers using BrainPOP ESL may indeed use it in this way, giving kids the chance to explore the Web-based program at their own pace, in a low-stakes way.\u003c/p>\n\u003cp>\u003cstrong>Pocoyo Playground\u003c/strong>\u003c/p>\n\u003cp>Even as new ed-tech tools for ELLs are scarce, some promising new tools are on the horizon. Pocoyo Playground is a yet-to-be-released transmedia curriculum aimed specifically at 3-to-5-year-olds who are acquiring \u003cem>both\u003c/em> English and Spanish as they develop early language and literacy skills. Essentially a set of both nondigital and digital resources for teachers, the curriculum includes a series of iOS apps, each centered around various learning themes. Part of the U.S. Department of Education's Ready to Learn grant, the curriculum is a project of the \u003ca href=\"http://earlylearningcollaborative.org/\">Early Learning Collaborative (ELC)\u003c/a>, a division of the Hispanic Information and Telecommunications Network. The goal being to help create learning resources for what the ELC refers to as \u003cem>dual-\u003c/em>language learning students, or DLLs -- the main difference being that DLLs are growing up truly bilingual and biliterate, learning both English and Spanish simultaneously (though often primarily Spanish at home).\u003c/p>\n\u003cp>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">\u003c/a>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42017\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/StoryMaker_Recording.png\" alt=\"StoryMaker_Recording\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/StoryMaker_Recording.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/StoryMaker_Recording-400x300.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/StoryMaker_Recording-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/StoryMaker_Recording-960x720.png 960w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003c/p>\n\u003cp>Within each of the apps is essentially a storytelling and digital-creation platform, similar in many ways to other \u003ca href=\"https://www.graphite.org/top-picks/apps-and-sites-for-storytelling/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">digital storytelling apps\u003c/a> that have gained popularity among early childhood and elementary teachers in recent years. However, what differentiates the Pocoyo Playground apps is that they're structured around language learning, with bilingual supports and scaffolding for younger language learners. The apps' entire interface, including the learning content and the instructions, is in both Spanish and English.\u003c/p>\n\u003cp>The tool is a series of storytelling games that offer kids low-stakes practice with literacy, according to Erica Branch-Ridley, ELC's vice president and executive producer. This includes practice with speaking and listening in both Spanish and English, all while prompting kids to use new words, pushing them toward their zone of proximal development, or ZPD -- in other words challenging them at \u003cem>just\u003c/em> the right level to promote learning and growth within \u003cem>both\u003c/em> languages. Keeping kids in the driver's seat is an important aspect, as the apps guide kids toward language acquisition. Branch-Ridley explains that Ready to Learn is aimed at taking the student-centered approach even further, \"helping kids to be the content creators and having them learn language skills through that. That's the key.\"\u003c/p>\n\u003cp>Branch-Ridley offers that involving ELLs in their \u003cem>own\u003c/em> content creation lets kids build context around the language they're learning, an important factor in new language acquisition and one of the main goals of the curriculum. She continues, \"Kids can make the media that best suits their lives. [It's] not a book or a TV show that someone else created. [For] lots of different ELLs -- lots of learner profiles -- tech[nology] can help via digital creation. You can be the creator and tell your story, \u003cem>and\u003c/em> get language skills in the process.\"\u003c/p>\n\u003cp>Even though the Pocoyo Playground curriculum hasn't been released to the public yet, and it has a fairly specific target audience, the development of this type of transmedia curriculum could signal a new trend in ed tech for ELLs. Are there more solutions down the line that come closer to meeting the complex needs of ELL students and teachers?\u003c/p>\n\u003cp>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Looking Ahead\u003c/strong>\u003c/p>\n\u003cp>While ed-tech resources for ELLs do exist, they're certainly scarce. And given the number of ELLs in our schools, this scarcity should present the ed-tech industry with a challenge. Can ed-tech development catch up to the growing demands coming from our nation's ELL classrooms?\u003c/p>\n\u003cp>Of course, teachers can find a bevy of consumer- and traveler-focused language-learning apps and programs available. But few if any of these are a perfect fit for young learners in a classroom setting. On the flip side, there are plenty of games and apps -- like digital-storytelling platforms -- that can be applicable in an ELL classroom, though they don't explicitly offer support for language learners. In the meantime, teachers are bound to continue to using and repurpose these types of tools and resources in creative ways, possibly even with some success.\u003c/p>\n\u003cp>For the ed-tech industry, one might think that the sizable market gap alone is a call to develop new ed-tech tools specific to the needs of ELLs. Many in the ed-tech industry have charged themselves with creating tech tools that make a difference; developing these in-demand tools offers an opportunity to do just that. In the meantime, only a handful in the industry are working to get ahead of the curve.\u003c/p>\n\u003cp>\"We [ELLs] are a growing percentage of the population,\" says Patricia \u003cspan class=\"s1\">Velázquez\u003c/span>, Newsela's Spanish editor, who helps curate and manage the site's Spanish-language content. She also happens to have grown up in Puerto Rico, where she herself went through school as an English language learner. \"It's going to have to happen sooner or later. It would be ideal if we could pave the way for students to succeed academically, rather than just hav[ing] them fend for themselves.\"\u003c/p>\n\u003cp>\u003cem>Jeffrey Knutson is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Common Sense\u003c/a>, a nonprofit organization, and creator of \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a>, a free service that helps educators find the best ed-tech tools, learn best practices for teaching with ed tech, and connect with expert educators. Go to \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a> to read full reviews of digital tools and see how teachers use them for learning in class.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Jasmine Bankhead needed to figure out a way to improve teaching at her school.\u003c/p>\n\u003cp>It was 2013. She was the new principal of the O’Keeffe School of Excellence, an elementary school on Chicago’s South Side that had been struggling for years. Finally, the school district had taken dramatic action by firing the principal, the staff and all the teachers.\u003c/p>\n\u003cp>That’s when Bankhead was hired. Her job was to turn a failing school into a successful one, with all the same kids, but an entirely new teaching staff that she got to choose.\u003c/p>\n\u003cp>Bankhead had a very clear idea about what kind of teaching she wanted to see at her school. She calls it “inquiry-based” teaching. It’s an approach, \u003ca href=\"http://www.inspiredteaching.org/wp-content/uploads/impact-research-briefs-inquiry-based-teaching.pdf\">supported by research\u003c/a>, that begins by posing questions to students rather than presenting them with facts or knowledge. It’s the opposite of the way she was taught.\u003c/p>\n\u003cp>“My teachers stood in the front and talked,” she says. “And that was it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To help the teachers at O’Keeffe learn how to do inquiry-based teaching, she gave them training. Lots of training. She set up workshops and sent them to professional development days.\u003c/p>\n\u003cp>But, it wasn’t working. She and her administrative team would visit classrooms, hoping to see all this great inquiry-based teaching. What they saw instead were a lot of teachers standing at the front of the room, talking. The teachers were learning about inquiry-based teaching at the workshops, but they didn’t know how to actually \u003cem>do\u003c/em> it when they got back to their classrooms. So they fell back on what they remembered about how their teachers taught, says Bankhead.\u003c/p>\n\u003cp>This is a common complaint about the traditional approach to teacher professional development in the United States. Teachers go to workshops and professional development days where they might get great new ideas about teaching. But when they get back to their classrooms and try to put those ideas into practice, all kinds of questions come up. And the expert who led the workshop isn’t there to help. Often, there’s no one to turn to for help.\u003c/p>\n\u003cp>Teachers in the United States have been expected to go into their classrooms, shut their doors, and figure things out on their own.\u003c/p>\n\u003cfigure id=\"attachment_42031\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-42031\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/akihiko-takahashi1.jpg\" alt=\"Akihiko Takahashi.\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">Akihiko Takahashi. \u003ccite>(Emily Hanford)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bankhead and her administrative team realized the typical American approach wasn’t going to work if they wanted to dramatically change teaching at their school. One of the O’Keeffe assistant principals had recently learned about an approach to professional development called “lesson study” in a class taught by a Japanese professor. They decided to get in touch with the professor, see if he could help them.\u003c/p>\n\u003cp>\u003cstrong>Bringing Lesson Study to Chicago\u003c/strong>\u003c/p>\n\u003cp>Akihiko Takahashi is a professor of math education at DePaul University. Before that, he was an elementary school teacher in Japan. He first came to the United States in the early 1990s looking for all the great approaches to teaching math that he and his colleagues in Japan had learned about from American researchers. When he couldn’t find these approaches being used in classrooms, he soon realized why: There was no lesson study in the United States.\u003c/p>\n\u003cp>Lesson study is a form of professional development Japanese teachers use to help them improve and to incorporate new ideas and methods into their teaching.\u003c/p>\n\u003cp>“If there’s no lesson study,” Takahashi says, “how can teachers learn how to improve instruction?”\u003c/p>\n\u003cfigure id=\"attachment_42024\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-42024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/Research-Lesson.jpg\" alt=\"Research lesson at a public school in Tokyo, Japan. June 2014. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Research lesson at a public school in Tokyo, Japan. June 2014. \u003ccite>(Akihiko Takahashi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how lesson study works.\u003c/p>\n\u003cp>A group of teachers comes together and identifies a teaching problem they want to solve. Maybe their students are struggling with adding fractions.\u003c/p>\n\u003cp>Next, the teachers do some research on \u003cem>why\u003c/em> students struggle with adding fractions. They read the latest education literature and look at lessons other teachers have tried. Typically they have an “outside adviser.” This person is usually an expert or researcher who does not work at the school but who’s invited to advise the group and help them with things like identifying articles and studies to read.\u003c/p>\n\u003cp>After they’ve done the research, the teachers design a lesson plan together. The lesson plan is like their hypothesis: If we teach this lesson in this way, we think students will understand fractions better.\u003c/p>\n\u003cp>Then, one of the teachers teaches the lesson to students, and the other teachers in the group observe. Often other teachers in the school will come watch, and sometimes educators from other schools too. It’s called a public research lesson.\u003c/p>\n\u003cp>During the public research lesson, the observers don’t focus on the teacher; they focus on the students. How are the students reacting to the lesson? What are they understanding or misunderstanding? The purpose is to improve the lesson, not to critique the teacher.\u003c/p>\n\u003cp>In the United States, we tend to think that improving education is about improving teachers - recruiting better ones, firing bad ones.\u003c/p>\n\u003cp>But the Japanese think about improving teaching. It’s a very different idea, says James Hiebert, an education researcher at the University of Delaware who has written about lesson study.\u003c/p>\n\u003cp>“Everything we do in the U.S. is focused on the effectiveness of the individual,” Hiebert says. “Is this teacher effective? Not, are the methods they’re using effective, and could they use other methods?”\u003c/p>\n\u003cp>Hiebert says to improve education in the United States, we need to shift from thinking about how to improve \u003cem>teachers\u003c/em> to thinking about how to improve \u003cem>teaching\u003c/em>. Lesson study is one way to do that, he says.\u003c/p>\n\u003cfigure id=\"attachment_42026\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-42026\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/okeefe-1.jpg\" alt=\"Teachers observe children working on a math problem during a public research lesson at the O’Keeffe School of Excellence in Chicago, January 2015. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teachers observe children working on a math problem during a public research lesson at the O’Keeffe School of Excellence in Chicago, January 2015. \u003ccite>(Photo: Stephen Smith)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lesson Study at O’Keeffe\u003c/strong>\u003c/p>\n\u003cp>Akihiko Takahashi now helps run an organization called \u003ca href=\"http://www.lsalliance.org/\">Lesson Study Alliance\u003c/a> that helps American teachers, mostly in Chicago, learn lesson study. One of the schools is O’Keeffe.\u003c/p>\n\u003cp>I visited O’Keeffe in January 2015 to talk with teachers about their experience with lesson study and to see a public research lesson.\u003c/p>\n\u003cp>One of the first things to understand about lesson study is that it’s a long process, kind of the opposite of the one-day workshop American teachers are used to. Teachers come together to identify a problem they want to solve. Then they spend months doing research and planning a lesson.\u003c/p>\n\u003cp>I spent most of my time at O’Keeffe with a group of three teachers who had been working together as part of a lesson study group since the previous summer. Angela Flores and Melissa Warner teach third grade. Wanna Allen teaches fourth grade math and science.\u003c/p>\n\u003cp>When they first came together to identify the teaching problem they wanted to solve, they had several things on their mind. One, they knew the overall goal for the school was for teachers to work on inquiry-based teaching. Two, they were thinking about the Common Core. That’s a set of new education standards that lay out what kids should know and be able to do in each grade. Teachers at O’Keeffe – and across the country – are still figuring out how to teach the standards. Lesson study, they thought, would be a good way to do that.\u003c/p>\n\u003cp>“I’d rather struggle together than struggle by myself,” says Flores. She liked the idea of lesson study right away.\u003c/p>\n\u003cp>Flores, Warner and Allen decided to plan a math lesson that would focus on the third grade Common Core math standards for geometry. They noticed that kids often struggled with understanding how to find the area of a shape. Memorizing the formula “length times width” wasn’t a problem for many of them, but they didn’t seem to understand what the formula meant. If they were asked to find the area of an odd shape – a parallelogram or a few rectangles put together – kids often had no idea where to begin.\u003c/p>\n\u003cp>It took months of planning and consultation to come up with a lesson plan.\u003c/p>\n\u003cp>“It’s a lot of meeting after school,” says Warner.\u003c/p>\n\u003cp>That gets a laugh from her colleagues. They don’t get paid for this extra time. Their principal, Bankhead, does arrange for subs to come in occasionally to free them up for planning. But for the most part, doing lesson study requires teachers to be willing to work at night and on weekends.\u003c/p>\n\u003cp>“The pay is in the results,” says Allen. “You’re getting better as a teacher.”\u003c/p>\n\u003cp>Warner says lesson study has helped her think about teaching in a new way.\u003c/p>\n\u003cp>“It was about me before,” she says. “It was like, these are the things I’m going to teach you, and this is my end result.”\u003c/p>\n\u003cp>She was more focused on whether kids could demonstrate what they’d learned on an assignment or a test. She was less aware of how kids were actually learning.\u003c/p>\n\u003cp>Lesson study helps you “get into new habits as a thinker, and as an instructor,” Warner says. “And I see such a difference in my kids because of it. I feel like in the past, if my kids got an unfamiliar problem, they would just shut down, not know what to do. Now everyone’s creating a solution, and then we’re ready to talk about it.”\u003c/p>\n\u003cp>Lesson study is a welcome change from the old way of doing professional development, Warner says. It’s no longer “you going back to your classroom and stumbling around with an idea.”\u003c/p>\n\u003cp>Now, she says, there’s someone to give you feedback and say, try it this way.\u003c/p>\n\u003cp>“It’s turned my practice around.”\u003c/p>\n\u003cfigure id=\"attachment_42029\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-42029\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/OKeeffe-student.jpg\" alt=\"A student at O’Keeffe trying to figure out the area of the L. \" width=\"800\" height=\"530\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/OKeeffe-student.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/OKeeffe-student-400x265.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student at O’Keeffe trying to figure out the area of the L. \u003ccite>(Stephen Smith)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Results\u003c/strong>\u003c/p>\n\u003cp>Teachers at O’Keeffe haven’t been doing lesson study long enough to know what kind of impact it’s having on student learning. Other schools in Chicago that have been doing lesson study have seen test score growth, but there’s no way to know for sure whether that’s because of lesson study.\u003c/p>\n\u003cp>There is some evidence that lesson study improves teaching. A recent review of research on professional development in the United States looked at 643 studies on approaches to \u003ca href=\"http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/rel_2014010.pdf\">improving math teaching\u003c/a>. Only two of the approaches were found to have positive effects on students’ math proficiency. One of them was lesson study.\u003c/p>\n\u003cp>Jasmine Bankhead, the principal at O’Keeffe, believes lesson study is working at her school.\u003c/p>\n\u003cp>“I’m seeing much better teaching, and there’s an attitude in the building that we’re all in this together,” she says. “That’s what we needed here. I know that as I plan and budget that I have to make room for this type of collaboration in my school, so that my teachers can continue to grow.”\u003c/p>\n\u003cp>Catherine Lewis, an American researcher who has been helping teachers in the United States learn lesson study for 15 years, says she recently asked one of the teachers she’d been working with, what’s the biggest change with lesson study?\u003c/p>\n\u003cp>She says the teacher told her, “The talk around the water cooler has really changed. We used to hide it when we had a failure. And everybody has failures in teaching. But we used to hide them. And now, we’re perfectly comfortable saying, ‘You know, I don’t have a good way of teaching division with remainders. What do you do? Can I come see it in your classroom?’”\u003c/p>\n\u003cp>It’s hard to know how many teachers in the United States are doing lesson study. There’s no official count. Lewis estimates thousands of teachers are doing it.\u003c/p>\n\u003cp>There’s even a whole state that’s trying it: Florida, which got a \u003ca href=\"http://jte.sagepub.com/content/early/2015/07/07/0022487115593603.abstract\">federal grant\u003c/a> in 2010 to encourage its schools to adopt lesson study.\u003c/p>\n\u003cp>But lesson study can be challenging in American schools. There are practical challenges, like finding time for teachers to plan together and watch each other teach. Japanese teachers have this kind of time built into their work schedule.\u003c/p>\n\u003cp>And there are cultural challenges. The organizing principle behind Japanese lesson study is that the best ideas for improving education come from teachers. It’s a bottom up kind of approach.\u003c/p>\n\u003cp>In the United States, education improvement tends to be top-down.\u003c/p>\n\u003cp>“The American approach has been to write and distribute reform documents and ask teachers to implement those recommendations,” says Hiebert.\u003c/p>\n\u003cp>Lesson study flips the script. It’s one of the reasons so many American teachers who try lesson study like it. But it’s also why lesson study can be a fragile enterprise in the United States. There are plenty of stories about educators who start lesson study, then a new principal comes in with a different idea about how to do things, and lesson study falls apart.\u003c/p>\n\u003cp>Another challenge for lesson study in American schools is the fact that it’s a long and intensive process.\u003c/p>\n\u003cp>“We are so addicted to quick fixes,” says Hiebert. “If it doesn’t fix things in two years, it’s not worth it.”\u003c/p>\n\u003cp>We have this attitude about teachers too, he says. Research shows that teachers in the United States improve the most early in their careers, but after about three to five years in the classroom, they’re about a\u003ca href=\"http://tntp.org/assets/documents/TNTP_FactSheet_TeacherExperience_2012.pdf\">s good as they’re going to get\u003c/a>. If you’re not a great teacher after a few years, you might as well quit or be fired. That’s the thinking in the United States anyway.\u003c/p>\n\u003cp>But in Japan, you’re not considered an expert teacher until you’ve been in the classroom for at least 10 years. The Japanese take teacher learning seriously, Hiebert says. They believe teachers will improve if they work in a system that values improvement.\u003c/p>\n\u003cp>The United States needs that kind of system, he says.\u003c/p>\n\u003cp>“We have an education system that is always reforming, but not always improving.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Emily Hanford is an education correspondent for \u003ca href=\"http://www.americanradioworks.org/\">American RadioWorks\u003c/a>, the national documentary unit of American Public Media. Check out the American RadioWorks website for a more in-depth version of \u003ca href=\"http://www.americanradioworks.org/segments/a-different-approach-to-teacher-learning-lesson-study/\">this article\u003c/a>. You can also read other articles about teacher learning and listen to the accompanying \u003ca href=\"http://www.americanradioworks.org/documentaries/teaching-teachers/\">radio documentary\u003c/a> program. American RadioWorks hosts a weekly education \u003ca href=\"http://www.americanradioworks.org/podcast/\">podcast available here\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jasmine Bankhead needed to figure out a way to improve teaching at her school.\u003c/p>\n\u003cp>It was 2013. She was the new principal of the O’Keeffe School of Excellence, an elementary school on Chicago’s South Side that had been struggling for years. Finally, the school district had taken dramatic action by firing the principal, the staff and all the teachers.\u003c/p>\n\u003cp>That’s when Bankhead was hired. Her job was to turn a failing school into a successful one, with all the same kids, but an entirely new teaching staff that she got to choose.\u003c/p>\n\u003cp>Bankhead had a very clear idea about what kind of teaching she wanted to see at her school. She calls it “inquiry-based” teaching. It’s an approach, \u003ca href=\"http://www.inspiredteaching.org/wp-content/uploads/impact-research-briefs-inquiry-based-teaching.pdf\">supported by research\u003c/a>, that begins by posing questions to students rather than presenting them with facts or knowledge. It’s the opposite of the way she was taught.\u003c/p>\n\u003cp>“My teachers stood in the front and talked,” she says. “And that was it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To help the teachers at O’Keeffe learn how to do inquiry-based teaching, she gave them training. Lots of training. She set up workshops and sent them to professional development days.\u003c/p>\n\u003cp>But, it wasn’t working. She and her administrative team would visit classrooms, hoping to see all this great inquiry-based teaching. What they saw instead were a lot of teachers standing at the front of the room, talking. The teachers were learning about inquiry-based teaching at the workshops, but they didn’t know how to actually \u003cem>do\u003c/em> it when they got back to their classrooms. So they fell back on what they remembered about how their teachers taught, says Bankhead.\u003c/p>\n\u003cp>This is a common complaint about the traditional approach to teacher professional development in the United States. Teachers go to workshops and professional development days where they might get great new ideas about teaching. But when they get back to their classrooms and try to put those ideas into practice, all kinds of questions come up. And the expert who led the workshop isn’t there to help. Often, there’s no one to turn to for help.\u003c/p>\n\u003cp>Teachers in the United States have been expected to go into their classrooms, shut their doors, and figure things out on their own.\u003c/p>\n\u003cfigure id=\"attachment_42031\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-42031\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/akihiko-takahashi1.jpg\" alt=\"Akihiko Takahashi.\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">Akihiko Takahashi. \u003ccite>(Emily Hanford)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bankhead and her administrative team realized the typical American approach wasn’t going to work if they wanted to dramatically change teaching at their school. One of the O’Keeffe assistant principals had recently learned about an approach to professional development called “lesson study” in a class taught by a Japanese professor. They decided to get in touch with the professor, see if he could help them.\u003c/p>\n\u003cp>\u003cstrong>Bringing Lesson Study to Chicago\u003c/strong>\u003c/p>\n\u003cp>Akihiko Takahashi is a professor of math education at DePaul University. Before that, he was an elementary school teacher in Japan. He first came to the United States in the early 1990s looking for all the great approaches to teaching math that he and his colleagues in Japan had learned about from American researchers. When he couldn’t find these approaches being used in classrooms, he soon realized why: There was no lesson study in the United States.\u003c/p>\n\u003cp>Lesson study is a form of professional development Japanese teachers use to help them improve and to incorporate new ideas and methods into their teaching.\u003c/p>\n\u003cp>“If there’s no lesson study,” Takahashi says, “how can teachers learn how to improve instruction?”\u003c/p>\n\u003cfigure id=\"attachment_42024\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-42024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/Research-Lesson.jpg\" alt=\"Research lesson at a public school in Tokyo, Japan. June 2014. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/Research-Lesson-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Research lesson at a public school in Tokyo, Japan. June 2014. \u003ccite>(Akihiko Takahashi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Here’s how lesson study works.\u003c/p>\n\u003cp>A group of teachers comes together and identifies a teaching problem they want to solve. Maybe their students are struggling with adding fractions.\u003c/p>\n\u003cp>Next, the teachers do some research on \u003cem>why\u003c/em> students struggle with adding fractions. They read the latest education literature and look at lessons other teachers have tried. Typically they have an “outside adviser.” This person is usually an expert or researcher who does not work at the school but who’s invited to advise the group and help them with things like identifying articles and studies to read.\u003c/p>\n\u003cp>After they’ve done the research, the teachers design a lesson plan together. The lesson plan is like their hypothesis: If we teach this lesson in this way, we think students will understand fractions better.\u003c/p>\n\u003cp>Then, one of the teachers teaches the lesson to students, and the other teachers in the group observe. Often other teachers in the school will come watch, and sometimes educators from other schools too. It’s called a public research lesson.\u003c/p>\n\u003cp>During the public research lesson, the observers don’t focus on the teacher; they focus on the students. How are the students reacting to the lesson? What are they understanding or misunderstanding? The purpose is to improve the lesson, not to critique the teacher.\u003c/p>\n\u003cp>In the United States, we tend to think that improving education is about improving teachers - recruiting better ones, firing bad ones.\u003c/p>\n\u003cp>But the Japanese think about improving teaching. It’s a very different idea, says James Hiebert, an education researcher at the University of Delaware who has written about lesson study.\u003c/p>\n\u003cp>“Everything we do in the U.S. is focused on the effectiveness of the individual,” Hiebert says. “Is this teacher effective? Not, are the methods they’re using effective, and could they use other methods?”\u003c/p>\n\u003cp>Hiebert says to improve education in the United States, we need to shift from thinking about how to improve \u003cem>teachers\u003c/em> to thinking about how to improve \u003cem>teaching\u003c/em>. Lesson study is one way to do that, he says.\u003c/p>\n\u003cfigure id=\"attachment_42026\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-42026\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/okeefe-1.jpg\" alt=\"Teachers observe children working on a math problem during a public research lesson at the O’Keeffe School of Excellence in Chicago, January 2015. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/okeefe-1-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teachers observe children working on a math problem during a public research lesson at the O’Keeffe School of Excellence in Chicago, January 2015. \u003ccite>(Photo: Stephen Smith)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lesson Study at O’Keeffe\u003c/strong>\u003c/p>\n\u003cp>Akihiko Takahashi now helps run an organization called \u003ca href=\"http://www.lsalliance.org/\">Lesson Study Alliance\u003c/a> that helps American teachers, mostly in Chicago, learn lesson study. One of the schools is O’Keeffe.\u003c/p>\n\u003cp>I visited O’Keeffe in January 2015 to talk with teachers about their experience with lesson study and to see a public research lesson.\u003c/p>\n\u003cp>One of the first things to understand about lesson study is that it’s a long process, kind of the opposite of the one-day workshop American teachers are used to. Teachers come together to identify a problem they want to solve. Then they spend months doing research and planning a lesson.\u003c/p>\n\u003cp>I spent most of my time at O’Keeffe with a group of three teachers who had been working together as part of a lesson study group since the previous summer. Angela Flores and Melissa Warner teach third grade. Wanna Allen teaches fourth grade math and science.\u003c/p>\n\u003cp>When they first came together to identify the teaching problem they wanted to solve, they had several things on their mind. One, they knew the overall goal for the school was for teachers to work on inquiry-based teaching. Two, they were thinking about the Common Core. That’s a set of new education standards that lay out what kids should know and be able to do in each grade. Teachers at O’Keeffe – and across the country – are still figuring out how to teach the standards. Lesson study, they thought, would be a good way to do that.\u003c/p>\n\u003cp>“I’d rather struggle together than struggle by myself,” says Flores. She liked the idea of lesson study right away.\u003c/p>\n\u003cp>Flores, Warner and Allen decided to plan a math lesson that would focus on the third grade Common Core math standards for geometry. They noticed that kids often struggled with understanding how to find the area of a shape. Memorizing the formula “length times width” wasn’t a problem for many of them, but they didn’t seem to understand what the formula meant. If they were asked to find the area of an odd shape – a parallelogram or a few rectangles put together – kids often had no idea where to begin.\u003c/p>\n\u003cp>It took months of planning and consultation to come up with a lesson plan.\u003c/p>\n\u003cp>“It’s a lot of meeting after school,” says Warner.\u003c/p>\n\u003cp>That gets a laugh from her colleagues. They don’t get paid for this extra time. Their principal, Bankhead, does arrange for subs to come in occasionally to free them up for planning. But for the most part, doing lesson study requires teachers to be willing to work at night and on weekends.\u003c/p>\n\u003cp>“The pay is in the results,” says Allen. “You’re getting better as a teacher.”\u003c/p>\n\u003cp>Warner says lesson study has helped her think about teaching in a new way.\u003c/p>\n\u003cp>“It was about me before,” she says. “It was like, these are the things I’m going to teach you, and this is my end result.”\u003c/p>\n\u003cp>She was more focused on whether kids could demonstrate what they’d learned on an assignment or a test. She was less aware of how kids were actually learning.\u003c/p>\n\u003cp>Lesson study helps you “get into new habits as a thinker, and as an instructor,” Warner says. “And I see such a difference in my kids because of it. I feel like in the past, if my kids got an unfamiliar problem, they would just shut down, not know what to do. Now everyone’s creating a solution, and then we’re ready to talk about it.”\u003c/p>\n\u003cp>Lesson study is a welcome change from the old way of doing professional development, Warner says. It’s no longer “you going back to your classroom and stumbling around with an idea.”\u003c/p>\n\u003cp>Now, she says, there’s someone to give you feedback and say, try it this way.\u003c/p>\n\u003cp>“It’s turned my practice around.”\u003c/p>\n\u003cfigure id=\"attachment_42029\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-42029\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/OKeeffe-student.jpg\" alt=\"A student at O’Keeffe trying to figure out the area of the L. \" width=\"800\" height=\"530\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/OKeeffe-student.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/OKeeffe-student-400x265.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student at O’Keeffe trying to figure out the area of the L. \u003ccite>(Stephen Smith)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Results\u003c/strong>\u003c/p>\n\u003cp>Teachers at O’Keeffe haven’t been doing lesson study long enough to know what kind of impact it’s having on student learning. Other schools in Chicago that have been doing lesson study have seen test score growth, but there’s no way to know for sure whether that’s because of lesson study.\u003c/p>\n\u003cp>There is some evidence that lesson study improves teaching. A recent review of research on professional development in the United States looked at 643 studies on approaches to \u003ca href=\"http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/rel_2014010.pdf\">improving math teaching\u003c/a>. Only two of the approaches were found to have positive effects on students’ math proficiency. One of them was lesson study.\u003c/p>\n\u003cp>Jasmine Bankhead, the principal at O’Keeffe, believes lesson study is working at her school.\u003c/p>\n\u003cp>“I’m seeing much better teaching, and there’s an attitude in the building that we’re all in this together,” she says. “That’s what we needed here. I know that as I plan and budget that I have to make room for this type of collaboration in my school, so that my teachers can continue to grow.”\u003c/p>\n\u003cp>Catherine Lewis, an American researcher who has been helping teachers in the United States learn lesson study for 15 years, says she recently asked one of the teachers she’d been working with, what’s the biggest change with lesson study?\u003c/p>\n\u003cp>She says the teacher told her, “The talk around the water cooler has really changed. We used to hide it when we had a failure. And everybody has failures in teaching. But we used to hide them. And now, we’re perfectly comfortable saying, ‘You know, I don’t have a good way of teaching division with remainders. What do you do? Can I come see it in your classroom?’”\u003c/p>\n\u003cp>It’s hard to know how many teachers in the United States are doing lesson study. There’s no official count. Lewis estimates thousands of teachers are doing it.\u003c/p>\n\u003cp>There’s even a whole state that’s trying it: Florida, which got a \u003ca href=\"http://jte.sagepub.com/content/early/2015/07/07/0022487115593603.abstract\">federal grant\u003c/a> in 2010 to encourage its schools to adopt lesson study.\u003c/p>\n\u003cp>But lesson study can be challenging in American schools. There are practical challenges, like finding time for teachers to plan together and watch each other teach. Japanese teachers have this kind of time built into their work schedule.\u003c/p>\n\u003cp>And there are cultural challenges. The organizing principle behind Japanese lesson study is that the best ideas for improving education come from teachers. It’s a bottom up kind of approach.\u003c/p>\n\u003cp>In the United States, education improvement tends to be top-down.\u003c/p>\n\u003cp>“The American approach has been to write and distribute reform documents and ask teachers to implement those recommendations,” says Hiebert.\u003c/p>\n\u003cp>Lesson study flips the script. It’s one of the reasons so many American teachers who try lesson study like it. But it’s also why lesson study can be a fragile enterprise in the United States. There are plenty of stories about educators who start lesson study, then a new principal comes in with a different idea about how to do things, and lesson study falls apart.\u003c/p>\n\u003cp>Another challenge for lesson study in American schools is the fact that it’s a long and intensive process.\u003c/p>\n\u003cp>“We are so addicted to quick fixes,” says Hiebert. “If it doesn’t fix things in two years, it’s not worth it.”\u003c/p>\n\u003cp>We have this attitude about teachers too, he says. Research shows that teachers in the United States improve the most early in their careers, but after about three to five years in the classroom, they’re about a\u003ca href=\"http://tntp.org/assets/documents/TNTP_FactSheet_TeacherExperience_2012.pdf\">s good as they’re going to get\u003c/a>. If you’re not a great teacher after a few years, you might as well quit or be fired. That’s the thinking in the United States anyway.\u003c/p>\n\u003cp>But in Japan, you’re not considered an expert teacher until you’ve been in the classroom for at least 10 years. The Japanese take teacher learning seriously, Hiebert says. They believe teachers will improve if they work in a system that values improvement.\u003c/p>\n\u003cp>The United States needs that kind of system, he says.\u003c/p>\n\u003cp>“We have an education system that is always reforming, but not always improving.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Emily Hanford is an education correspondent for \u003ca href=\"http://www.americanradioworks.org/\">American RadioWorks\u003c/a>, the national documentary unit of American Public Media. Check out the American RadioWorks website for a more in-depth version of \u003ca href=\"http://www.americanradioworks.org/segments/a-different-approach-to-teacher-learning-lesson-study/\">this article\u003c/a>. You can also read other articles about teacher learning and listen to the accompanying \u003ca href=\"http://www.americanradioworks.org/documentaries/teaching-teachers/\">radio documentary\u003c/a> program. American RadioWorks hosts a weekly education \u003ca href=\"http://www.americanradioworks.org/podcast/\">podcast available here\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Math can be as scary as spiders and snakes, at least in the brain of an 8-year-old child. And that early anxiety about dealing with numbers can put a child at a significant \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/22701105\">disadvantage\u003c/a>, not only in school but in negotiating life and a career. Fortunately, a study of third-graders, published this week in the \u003cem>Journal of Neuroscience\u003c/em>, suggests an intervention that can help. One-on-one tutoring does more than teach kids, the researchers say. It calms the fear circuitry in the brain.\u003c/p>\n\u003cp>\"The most exciting aspect of our findings is that cognitive tutoring not only improves performance, but is also anxiety-reducing,\" says neuroscientist \u003ca href=\"https://med.stanford.edu/profiles/vinod-menon\">Vinod Menon\u003c/a>, the study's senior author and a professor of psychiatry and behavioral sciences at Stanford University.\u003c/p>\n\u003cp>Menon and his colleagues knew from their \u003ca href=\"http://scsnl.stanford.edu/documents/Young_Neurodevelopmental_Basis_Math_Anxiety_12.pdf\">earlier research\u003c/a> using MRI scans of the brain that math anxiety activates much the same network of cells that some other common phobias activate — fear of snakes or spiders or heights, for example. And they knew that a behavioral treatment known as \u003ca href=\"http://psychcentral.com/lib/what-is-exposure-therapy/\">exposure therapy\u003c/a> helps some people resolve the anxiety of those other phobias. Could the same thing be happening with math tutoring?\u003c/p>\n\u003cp>To find out, the scientists recruited 46 third-graders who answered \u003ca href=\"http://scsnl.stanford.edu/documents/Wu_SEMA_2.pdf\">questions\u003c/a> about math worries and were also tested on simple addition problems while having their brains scanned via functional MRI. Based on their answers, scans and scores in each of the tests, the children were divided into two groups: one deemed to have higher levels of math anxiety and one with lower levels.\u003c/p>\n\u003cp>Afterward, both groups received eight weeks of one-on-one tutoring in basic arithmetic, a few sessions a week.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Both groups did better in math at the end of the tutoring, Menon says. But most importantly, he says, the kids who had been anxious about math were 20 percent less anxious at the end of the eight weeks — a finding their brain scans confirmed.\u003c/p>\n\u003cp>The tutoring was highly personalized, says Menon — if a child got stuck on a particular concept, the tutor would work with the student to \"get beyond the bottleneck in a non-negative, encouraging way.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>He hopes to next study whether computerized tutoring can produce similar benefits and brain circuit changes, and whether the reduction in math anxiety persists as the children advance to more complex problem-solving skills.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=1+Tutor+%2B+1+Student+%3D+Better+Math+Scores%2C+Less+Fear&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math can be as scary as spiders and snakes, at least in the brain of an 8-year-old child. And that early anxiety about dealing with numbers can put a child at a significant \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/22701105\">disadvantage\u003c/a>, not only in school but in negotiating life and a career. Fortunately, a study of third-graders, published this week in the \u003cem>Journal of Neuroscience\u003c/em>, suggests an intervention that can help. One-on-one tutoring does more than teach kids, the researchers say. It calms the fear circuitry in the brain.\u003c/p>\n\u003cp>\"The most exciting aspect of our findings is that cognitive tutoring not only improves performance, but is also anxiety-reducing,\" says neuroscientist \u003ca href=\"https://med.stanford.edu/profiles/vinod-menon\">Vinod Menon\u003c/a>, the study's senior author and a professor of psychiatry and behavioral sciences at Stanford University.\u003c/p>\n\u003cp>Menon and his colleagues knew from their \u003ca href=\"http://scsnl.stanford.edu/documents/Young_Neurodevelopmental_Basis_Math_Anxiety_12.pdf\">earlier research\u003c/a> using MRI scans of the brain that math anxiety activates much the same network of cells that some other common phobias activate — fear of snakes or spiders or heights, for example. And they knew that a behavioral treatment known as \u003ca href=\"http://psychcentral.com/lib/what-is-exposure-therapy/\">exposure therapy\u003c/a> helps some people resolve the anxiety of those other phobias. Could the same thing be happening with math tutoring?\u003c/p>\n\u003cp>To find out, the scientists recruited 46 third-graders who answered \u003ca href=\"http://scsnl.stanford.edu/documents/Wu_SEMA_2.pdf\">questions\u003c/a> about math worries and were also tested on simple addition problems while having their brains scanned via functional MRI. Based on their answers, scans and scores in each of the tests, the children were divided into two groups: one deemed to have higher levels of math anxiety and one with lower levels.\u003c/p>\n\u003cp>Afterward, both groups received eight weeks of one-on-one tutoring in basic arithmetic, a few sessions a week.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Both groups did better in math at the end of the tutoring, Menon says. But most importantly, he says, the kids who had been anxious about math were 20 percent less anxious at the end of the eight weeks — a finding their brain scans confirmed.\u003c/p>\n\u003cp>The tutoring was highly personalized, says Menon — if a child got stuck on a particular concept, the tutor would work with the student to \"get beyond the bottleneck in a non-negative, encouraging way.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>He hopes to next study whether computerized tutoring can produce similar benefits and brain circuit changes, and whether the reduction in math anxiety persists as the children advance to more complex problem-solving skills.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=1+Tutor+%2B+1+Student+%3D+Better+Math+Scores%2C+Less+Fear&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's hard to be connected to the education field today and not have heard about Carol Dweck's research on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>. The Stanford psychologist has spent her career researching how \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">adult messages impact the way kids think about their abilities\u003c/a>. Working to teach a growth mindset has now become popular in schools, with teachers across the country working to praise students' process, not their product and to celebrate productive failure. Still, as with any education theory that catches on like wildfire, there are those who believe changing student mindsets isn't the panacea it has been made out to be.\u003c/p>\n\u003cp>\u003ca href=\"http://www.alfiekohn.org/\" target=\"_blank\">Alfie Kohn\u003c/a>, a well-known critic of the education system, writes in a \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\" target=\"_blank\">Salon article\u003c/a> that the focus on mindsets is masking deeper structural problems in schools that must be attended to first. Kohn writes:\u003c/p>\n\u003cblockquote>\u003cp>\"The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?\"\u003c/p>\u003c/blockquote>\n\u003cp>Kohn also worries that focusing on how teachers praise students ignores that fact that any kind of verbal praise is a form of manipulation. He'd rather see schools work to provide compelling learning experiences that engage students and promote an intrinsic desire to learn. And he worries that focusing so much on performance will undermine intellectual engagement completely. Later in his article he writes:\u003c/p>\n\u003cblockquote>\u003cp>\"I'm not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up. But the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.\"\u003c/p>\u003c/blockquote>\n\u003cp>Read the rest of the post at \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\">Salon.com\u003c/a>.\u003cbr>\nhttp://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's hard to be connected to the education field today and not have heard about Carol Dweck's research on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>. The Stanford psychologist has spent her career researching how \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">adult messages impact the way kids think about their abilities\u003c/a>. Working to teach a growth mindset has now become popular in schools, with teachers across the country working to praise students' process, not their product and to celebrate productive failure. Still, as with any education theory that catches on like wildfire, there are those who believe changing student mindsets isn't the panacea it has been made out to be.\u003c/p>\n\u003cp>\u003ca href=\"http://www.alfiekohn.org/\" target=\"_blank\">Alfie Kohn\u003c/a>, a well-known critic of the education system, writes in a \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\" target=\"_blank\">Salon article\u003c/a> that the focus on mindsets is masking deeper structural problems in schools that must be attended to first. Kohn writes:\u003c/p>\n\u003cblockquote>\u003cp>\"The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?\"\u003c/p>\u003c/blockquote>\n\u003cp>Kohn also worries that focusing on how teachers praise students ignores that fact that any kind of verbal praise is a form of manipulation. He'd rather see schools work to provide compelling learning experiences that engage students and promote an intrinsic desire to learn. And he worries that focusing so much on performance will undermine intellectual engagement completely. Later in his article he writes:\u003c/p>\n\u003cblockquote>\u003cp>\"I'm not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up. But the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.\"\u003c/p>\u003c/blockquote>\n\u003cp>Read the rest of the post at \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\">Salon.com\u003c/a>.\u003cbr>\nhttp://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\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/Eq1rXdDWXrM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Math proficiency is a subject of a lot of anxiety for school leaders, parents and even national leaders. Employers and educators alike know that math skills are crucial to many of the science, technology and engineering jobs expected to be ever more important in the future, but students' math comprehension continues to stagnate.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers?language=en#t-231531\" target=\"_blank\">TED Talk\u003c/a>, mathematician Conrad Wolfram argues much of this angst is about how well students can compute by hand, not how well they understand math. He breaks math down into four steps:\u003c/p>\n\u003cp>1. Pose the right question about an issue\u003cbr>\n2. Change that real world scenario into a math formulation\u003cbr>\n3. Compute\u003cbr>\n4. Take the math formulation and turn it back into a real world scenario to verify it\u003c/p>\n\u003cp>Math as we teach it now, he argues, is mostly about step 3 - computation, the one part of the whole process that can be automated. However, Wolfram would like to see more attention paid to the other three crucial steps, which he says play a much larger role in enhancing both \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/02/relevant-math-for-student-lives-creating-context-with-social-justice-issues/\" target=\"_blank\">practical\u003c/a> and conceptual understandings of math. He'd like to see students demonstrate understanding of the process and procedures of math through computer coding instead of computation. In this talk, he takes on some of the most common arguments for the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/24/why-is-it-so-hard-to-change-how-we-teach-math/\" target=\"_blank\">current way of teaching math\u003c/a>, including the fear that computers will \"dumb down\" students' understanding of mathematics.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed-ssl.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" 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>Math proficiency is a subject of a lot of anxiety for school leaders, parents and even national leaders. Employers and educators alike know that math skills are crucial to many of the science, technology and engineering jobs expected to be ever more important in the future, but students' math comprehension continues to stagnate.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers?language=en#t-231531\" target=\"_blank\">TED Talk\u003c/a>, mathematician Conrad Wolfram argues much of this angst is about how well students can compute by hand, not how well they understand math. He breaks math down into four steps:\u003c/p>\n\u003cp>1. Pose the right question about an issue\u003cbr>\n2. Change that real world scenario into a math formulation\u003cbr>\n3. Compute\u003cbr>\n4. Take the math formulation and turn it back into a real world scenario to verify it\u003c/p>\n\u003cp>Math as we teach it now, he argues, is mostly about step 3 - computation, the one part of the whole process that can be automated. However, Wolfram would like to see more attention paid to the other three crucial steps, which he says play a much larger role in enhancing both \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/02/relevant-math-for-student-lives-creating-context-with-social-justice-issues/\" target=\"_blank\">practical\u003c/a> and conceptual understandings of math. He'd like to see students demonstrate understanding of the process and procedures of math through computer coding instead of computation. In this talk, he takes on some of the most common arguments for the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/24/why-is-it-so-hard-to-change-how-we-teach-math/\" target=\"_blank\">current way of teaching math\u003c/a>, including the fear that computers will \"dumb down\" students' understanding of mathematics.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://embed-ssl.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Principal Kamar Samuels had a problem: how to reach the most disaffected students at \u003ca href=\"http://schools.nyc.gov/schoolportals/09/x323/default.htm\" target=\"_blank\">Bronx Writing Academy\u003c/a>, a middle school serving mostly low-income students. The usual discipline methods weren’t working and Samuels knew that if he could figure out how to engage his toughest students, he’d have a playbook to reach them all. So, he decided to make those students his focus group, asking them what they liked about school, and really listened to the answers. That technique is part of a \u003ca href=\"http://izonenyc.org/ppc-resources/\" target=\"_blank\">user-centered design \u003c/a>approach he’s trying out in order to tackle some of the age-old problems in education, like low achievement for Latino and African-American boys, with a new lens.\u003c/p>\n\u003cp>“In education we do not typically engage our users -- our students -- to find what is causing them to be disengaged,” Samuels said. Instead, we often make the assumption that their disengagement means they don’t care about school or don’t have long term goals and dreams.\u003c/p>\n\u003cp>“What we began to learn is that they did have those dreams and long term goals, but they weren’t able to sustain themselves in the moment through a difficult situation to get to those goals,” Samuels said. “They didn’t have the regulation skills. They had other things pulling them all the time, even though they cared and wanted to do the right thing.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"jQL9rkqoGjs1ueJ2T3i0qPDbMcM45hXN\"]\u003c/p>\n\u003cp>These insights prompted Samuels to launch a \u003ca href=\"http://www.rtinetwork.org/learn/what/whatisrti\" target=\"_blank\">Response To Intervention (RTI) program \u003c/a>two years ago that has given staff and students a framework for responding to tough situations in ways that make students feel valued and help them build the communication and self-regulation skills they need. He also began soliciting input from students about how to improve the academic experience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The kids weren’t accustomed to adults listening to them seriously. “They were not used to having questions asked of them and opening up, so that took time,” Samuels said. But, once the educators made it clear that student perspectives are valued and that their ideas were going to be prototyped and used in the school, even the most disaffected kids were enthused.\u003c/p>\n\u003cp>Over one summer, Samuels and his staff took “personal inventories” of one challenging group of boys, asking them to bring in items that were important to them. The adults discovered that the boys were lugging around multiple pairs of sneakers for the various after school sports they played and that they felt most engaged during gym and art classes.\u003c/p>\n\u003cp>“Kids were spending the shortest period of time in the things they like the most,” Samuels said. Like many schools struggling to raise test scores, Bronx Writing Academy focuses a lot of academic time on math and English Language Arts classes. The feedback from students prompted educators to think about even those core classes in a new way. They designed a few learning options for the boys to test, focusing on hands-on learning that got them moving.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"In education we do not typically engage our users -- our students -- to find what is causing them to be disengaged.\"\u003c/aside>\n\u003cp>“Obviously, we can’t give you gym for the entire day, but we can say here is a day when you are going to be involved with this organization (The Bronx River Society) and you’re going to be investigating the river,” Samuels said. The focus group also suggested integrating more technology into the school day, something Samuels prototyped in the Spring of 2014.\u003c/p>\n\u003cp>“The technology ideas caught on the most,” Samuels said. “We were simultaneously getting a lot of technology in the school.” Students would come in, check their email and find a list of activities they were responsible for completing online. At first, the school experimented with various kinds of prepackaged software, but soon learned that online lessons put together by actual teachers worked far better. Boys who’d struggled to complete assignments with their teacher looking over their shoulder were thriving with more independence.\u003c/p>\n\u003cp>The technological approach Bronx Writing Academy uses is nothing new; lots of schools are engaging students online, some in even more creative ways. But what is unique about the program is that it was developed with student feedback. Many of the hardest-to-solve problems in schools involve a confluence of actors, including teachers, students, parents and society. Solutions handed down from others rarely work. A few educators are hoping the design-thinking tools used in other industries can be applied in schools to help them better understand and include all stakeholders in the solution.\u003c/p>\n\u003cfigure id=\"attachment_41789\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41789\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/mobile-living-room.jpg\" alt='MS 328 staff in Washington Heights tried to engage with parents in a new way by setting up \"mobile living rooms\" after learning that many parents were hesitant to enter school buildings after negative experiences there.' width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">MS 328 staff in Washington Heights tried to engage with parents in a new way by setting up \"mobile living rooms\" after learning that many parents were hesitant to enter school buildings after negative experiences there. \u003ccite>(Courtesy New York iZone)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Working off the relative success of his first design-thinking challenge, Samuels began looking at tardiness and truancy issues. One way to deal with a late student is detention, another way is to ask every late student why he is late. Samuels says these mini-interviews are giving him a more holistic understanding of his students’ communities. Some are late because they stayed up too late and had a hard time getting out of bed. Others are late because of the schedule of the homeless shelter where they live. A blanket penalty like detention might work for some kids while pushing others to drop out.\u003c/p>\n\u003cp>“Our view is, you give responses based on the needs of students,” Samuels said. “Equity does not mean that everyone gets the same thing.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES TO DESIGN THINKING IN SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>“The biggest challenge is mindset, the mindset of your teachers and staff,” Samuels said. “If they have a traditional mindset, then they’re not going to be willing to learn from the process.” And the process of getting to know stakeholders, thinking outside the box and trying out creative solutions, even if they don’t work, is crucial to success. Learning along the way is just as important as finding a workable solution, Samuels said, but educators haven’t been trained to think like that. They are looking for answers that will make the daily task of teaching students easier.\u003c/p>\n\u003cp>Another challenge is the cyclical nature of the design-thinking process. Schools are not start-ups and finding time to iterate can be a challenge. “The cyclical nature of it and the fact that we don’t always have an immediate answer and that we have to slow ourselves down to make sure we really understand the problem, that’s the biggest challenge,” Samuels said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When educators can be innovators, that means they can approach problems in new ways. They design and iterate, test out solutions in new ways and evaluate how successful those solutions were.\"\u003c/aside>\n\u003cp>He suggests that for schools attempting to use this kind of user-centered design, it helps to get professionals to help design questions that unravel issues below the surface. It’s easy for educators to get bogged down in the details of their work and someone outside the profession can help everyone take a step back and keep the possibilities open.\u003c/p>\n\u003cp>Samuels suggests starting small and being honest about the big challenges in a school. He also says it works best to pick a small group of people who are comfortable with something new and who will offer up crazy ideas. When teachers are included in this work, they buy in, loving the voice it gives them. Over time, that attitude permeates throughout the school.\u003c/p>\n\u003cp>Samuels learned this lesson through experience, initially trying to push through reforms from the top down in his first couple years as principal, but gradually realizing nothing works without teacher support. He sees the design thinking protocols as a way to transfer the change-making attitude over to teachers, beyond himself.\u003c/p>\n\u003cp>“It was hard to get people to buy in and they did because things worked,\" Samuels said, \"but it still remains to a certain extent tied to my personality.” He knows long-lasting changes can’t be tied to one person if they are to be successful and is interested in developing ownership. “I think this will help me to do that because [teachers] can have a voice in the direction of things,” he said.\u003c/p>\n\u003cp>\u003cstrong>iZONE DESIGN THINKING TOOLKIT\u003c/strong>\u003c/p>\n\u003cp>Bronx Writing Academy is one of hundreds of schools that have participated in various \u003ca href=\"http://izonenyc.org/\" target=\"_blank\">New York City iZone\u003c/a> programs. The special office at the New York City Department of Education is trying to build innovation capacity at school sites in three ways: \u003ca href=\"http://izonenyc.org/opportunities/affinity-groups/\" target=\"_blank\">connecting like-minded educators\u003c/a> to share ideas, \u003ca href=\"http://izonenyc.org/initiatives/innovate-nyc-schools/\" target=\"_blank\">influencing the design\u003c/a> of education technology products that fit educator needs and \u003ca href=\"http://izonenyc.org/challenges/\" target=\"_blank\">supporting schools using design thinking\u003c/a> to shift the culture of problem solving at school sites.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/83883771?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“When educators can be innovators, that means they can approach problems in new ways,” said Cynthia Warner, senior director for strategy and operations at the NYC DOE Office of Innovation. “They design and iterate, test out solutions in new ways and evaluate how successful those solutions were.”\u003c/p>\n\u003cp>The \"backpack inventory\" Samuels used is a typical early strategy. It gives the interviewer insight into what the user carries around each day and why each item matters to him. The protocol generates empathy for the user, along with insight. “It’s a technique that helps you sit in the problem a little longer,” Warner said. “Being able to unpack a problem is really helpful.”\u003c/p>\n\u003cp>The iZone uses several other \u003ca href=\"https://drive.google.com/folderview?id=0B10R_cVbSS2WUnRJbEVGZ081V2M&usp=drive_web&tid=0B1qacHNBtpQ_VEpYbkRRU1FfWlE\" target=\"_blank\">design thinking protocols \u003c/a>adapted to the educator's context from \u003ca href=\"http://dschool.stanford.edu/\" target=\"_blank\">Stanford d.school\u003c/a> and \u003ca href=\"http://www.thedesigngym.com/\" target=\"_blank\">Design Gym\u003c/a> materials. Some of the techniques are:\u003c/p>\n\u003cp>\u003cstrong>Shadow a stakeholder\u003c/strong> to understand their needs in the flow of the problem they are having. Again, this builds empathy, but also another pair of eyes may see dimensions to a problem that a simple interview doesn’t unearth.\u003c/p>\n\u003cp>\u003cstrong>Intercepts:\u003c/strong> this protocol involves quickly interviewing people with the problem in mind. For example, an interviewer might ask “can you tell me a little more about x issue.” Several middle schools used this model to discuss parent engagement with the school. Teachers went to places where parents were, away from the school building, to ask about their lives and the obstacles to participation. Getting off school grounds made parents more comfortable and they opened up.\u003c/p>\n\u003cp>\u003cstrong>Insight Mad Libs:\u003c/strong> Using a silly game like the fill-in-the-blank Mad Libs can bring out some of the subliminal thoughts people have and generate candid insights.\u003c/p>\n\u003cp>\u003cstrong>Creating an Issues Map:\u003c/strong> Sometimes it helps to cluster everything about a problem before creating a research map. Put the issue at the center and draw lots of notes stemming from it.\u003c/p>\n\u003cp>\u003cstrong>Create or build a low-resolution prototype:\u003c/strong> sometimes a physical resolution of a tool or solution can help crystalize thinking and move the process forward.\u003c/p>\n\u003cp>While these tools are common in the business world and somewhat simple to execute, they aren’t always easy to implement in educational contexts. For those unfamiliar with these processes, it’s hard to build the intuition of what tool best suits a particular problem.\u003c/p>\n\u003cp>“How do we relate a specific tool to a larger process and know how to deploy it,” Warner asked. “And how do we build a common language so these tools don’t feel foreign, but feel like something we can understand and use.” That’s the challenge the iZone is trying to tackle through repetition, guided workshops and in-school support.\u003c/p>\n\u003cp>For his part, Samuels says he’s building buy-in when an intervention developed out of user-centered design works. For example, the technology program and emphasis on learner choice is paying off in his sixth graders. “They work with more independence and are able to ask questions that make you feel as though they have a higher expectation of us,” Samuels said. They are becoming advocates for their own learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Samuels hopes that user-centered design will soon trickle down into classrooms, where teachers will use it to tailor their instruction. He’s modeling listening and learning from his students, parents and teachers at the school level in hopes that his staff does the same with their students. “Eventually they will have to do it; this is what the career demands,” Samuels said. It will take time and won’t be easy, but Samuels is encouraged by the small steps his staff takes everyday.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Principal Kamar Samuels had a problem: how to reach the most disaffected students at \u003ca href=\"http://schools.nyc.gov/schoolportals/09/x323/default.htm\" target=\"_blank\">Bronx Writing Academy\u003c/a>, a middle school serving mostly low-income students. The usual discipline methods weren’t working and Samuels knew that if he could figure out how to engage his toughest students, he’d have a playbook to reach them all. So, he decided to make those students his focus group, asking them what they liked about school, and really listened to the answers. That technique is part of a \u003ca href=\"http://izonenyc.org/ppc-resources/\" target=\"_blank\">user-centered design \u003c/a>approach he’s trying out in order to tackle some of the age-old problems in education, like low achievement for Latino and African-American boys, with a new lens.\u003c/p>\n\u003cp>“In education we do not typically engage our users -- our students -- to find what is causing them to be disengaged,” Samuels said. Instead, we often make the assumption that their disengagement means they don’t care about school or don’t have long term goals and dreams.\u003c/p>\n\u003cp>“What we began to learn is that they did have those dreams and long term goals, but they weren’t able to sustain themselves in the moment through a difficult situation to get to those goals,” Samuels said. “They didn’t have the regulation skills. They had other things pulling them all the time, even though they cared and wanted to do the right thing.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>These insights prompted Samuels to launch a \u003ca href=\"http://www.rtinetwork.org/learn/what/whatisrti\" target=\"_blank\">Response To Intervention (RTI) program \u003c/a>two years ago that has given staff and students a framework for responding to tough situations in ways that make students feel valued and help them build the communication and self-regulation skills they need. He also began soliciting input from students about how to improve the academic experience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The kids weren’t accustomed to adults listening to them seriously. “They were not used to having questions asked of them and opening up, so that took time,” Samuels said. But, once the educators made it clear that student perspectives are valued and that their ideas were going to be prototyped and used in the school, even the most disaffected kids were enthused.\u003c/p>\n\u003cp>Over one summer, Samuels and his staff took “personal inventories” of one challenging group of boys, asking them to bring in items that were important to them. The adults discovered that the boys were lugging around multiple pairs of sneakers for the various after school sports they played and that they felt most engaged during gym and art classes.\u003c/p>\n\u003cp>“Kids were spending the shortest period of time in the things they like the most,” Samuels said. Like many schools struggling to raise test scores, Bronx Writing Academy focuses a lot of academic time on math and English Language Arts classes. The feedback from students prompted educators to think about even those core classes in a new way. They designed a few learning options for the boys to test, focusing on hands-on learning that got them moving.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"In education we do not typically engage our users -- our students -- to find what is causing them to be disengaged.\"\u003c/aside>\n\u003cp>“Obviously, we can’t give you gym for the entire day, but we can say here is a day when you are going to be involved with this organization (The Bronx River Society) and you’re going to be investigating the river,” Samuels said. The focus group also suggested integrating more technology into the school day, something Samuels prototyped in the Spring of 2014.\u003c/p>\n\u003cp>“The technology ideas caught on the most,” Samuels said. “We were simultaneously getting a lot of technology in the school.” Students would come in, check their email and find a list of activities they were responsible for completing online. At first, the school experimented with various kinds of prepackaged software, but soon learned that online lessons put together by actual teachers worked far better. Boys who’d struggled to complete assignments with their teacher looking over their shoulder were thriving with more independence.\u003c/p>\n\u003cp>The technological approach Bronx Writing Academy uses is nothing new; lots of schools are engaging students online, some in even more creative ways. But what is unique about the program is that it was developed with student feedback. Many of the hardest-to-solve problems in schools involve a confluence of actors, including teachers, students, parents and society. Solutions handed down from others rarely work. A few educators are hoping the design-thinking tools used in other industries can be applied in schools to help them better understand and include all stakeholders in the solution.\u003c/p>\n\u003cfigure id=\"attachment_41789\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41789\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/mobile-living-room.jpg\" alt='MS 328 staff in Washington Heights tried to engage with parents in a new way by setting up \"mobile living rooms\" after learning that many parents were hesitant to enter school buildings after negative experiences there.' width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/mobile-living-room-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">MS 328 staff in Washington Heights tried to engage with parents in a new way by setting up \"mobile living rooms\" after learning that many parents were hesitant to enter school buildings after negative experiences there. \u003ccite>(Courtesy New York iZone)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Working off the relative success of his first design-thinking challenge, Samuels began looking at tardiness and truancy issues. One way to deal with a late student is detention, another way is to ask every late student why he is late. Samuels says these mini-interviews are giving him a more holistic understanding of his students’ communities. Some are late because they stayed up too late and had a hard time getting out of bed. Others are late because of the schedule of the homeless shelter where they live. A blanket penalty like detention might work for some kids while pushing others to drop out.\u003c/p>\n\u003cp>“Our view is, you give responses based on the needs of students,” Samuels said. “Equity does not mean that everyone gets the same thing.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES TO DESIGN THINKING IN SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>“The biggest challenge is mindset, the mindset of your teachers and staff,” Samuels said. “If they have a traditional mindset, then they’re not going to be willing to learn from the process.” And the process of getting to know stakeholders, thinking outside the box and trying out creative solutions, even if they don’t work, is crucial to success. Learning along the way is just as important as finding a workable solution, Samuels said, but educators haven’t been trained to think like that. They are looking for answers that will make the daily task of teaching students easier.\u003c/p>\n\u003cp>Another challenge is the cyclical nature of the design-thinking process. Schools are not start-ups and finding time to iterate can be a challenge. “The cyclical nature of it and the fact that we don’t always have an immediate answer and that we have to slow ourselves down to make sure we really understand the problem, that’s the biggest challenge,” Samuels said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When educators can be innovators, that means they can approach problems in new ways. They design and iterate, test out solutions in new ways and evaluate how successful those solutions were.\"\u003c/aside>\n\u003cp>He suggests that for schools attempting to use this kind of user-centered design, it helps to get professionals to help design questions that unravel issues below the surface. It’s easy for educators to get bogged down in the details of their work and someone outside the profession can help everyone take a step back and keep the possibilities open.\u003c/p>\n\u003cp>Samuels suggests starting small and being honest about the big challenges in a school. He also says it works best to pick a small group of people who are comfortable with something new and who will offer up crazy ideas. When teachers are included in this work, they buy in, loving the voice it gives them. Over time, that attitude permeates throughout the school.\u003c/p>\n\u003cp>Samuels learned this lesson through experience, initially trying to push through reforms from the top down in his first couple years as principal, but gradually realizing nothing works without teacher support. He sees the design thinking protocols as a way to transfer the change-making attitude over to teachers, beyond himself.\u003c/p>\n\u003cp>“It was hard to get people to buy in and they did because things worked,\" Samuels said, \"but it still remains to a certain extent tied to my personality.” He knows long-lasting changes can’t be tied to one person if they are to be successful and is interested in developing ownership. “I think this will help me to do that because [teachers] can have a voice in the direction of things,” he said.\u003c/p>\n\u003cp>\u003cstrong>iZONE DESIGN THINKING TOOLKIT\u003c/strong>\u003c/p>\n\u003cp>Bronx Writing Academy is one of hundreds of schools that have participated in various \u003ca href=\"http://izonenyc.org/\" target=\"_blank\">New York City iZone\u003c/a> programs. The special office at the New York City Department of Education is trying to build innovation capacity at school sites in three ways: \u003ca href=\"http://izonenyc.org/opportunities/affinity-groups/\" target=\"_blank\">connecting like-minded educators\u003c/a> to share ideas, \u003ca href=\"http://izonenyc.org/initiatives/innovate-nyc-schools/\" target=\"_blank\">influencing the design\u003c/a> of education technology products that fit educator needs and \u003ca href=\"http://izonenyc.org/challenges/\" target=\"_blank\">supporting schools using design thinking\u003c/a> to shift the culture of problem solving at school sites.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/83883771?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“When educators can be innovators, that means they can approach problems in new ways,” said Cynthia Warner, senior director for strategy and operations at the NYC DOE Office of Innovation. “They design and iterate, test out solutions in new ways and evaluate how successful those solutions were.”\u003c/p>\n\u003cp>The \"backpack inventory\" Samuels used is a typical early strategy. It gives the interviewer insight into what the user carries around each day and why each item matters to him. The protocol generates empathy for the user, along with insight. “It’s a technique that helps you sit in the problem a little longer,” Warner said. “Being able to unpack a problem is really helpful.”\u003c/p>\n\u003cp>The iZone uses several other \u003ca href=\"https://drive.google.com/folderview?id=0B10R_cVbSS2WUnRJbEVGZ081V2M&usp=drive_web&tid=0B1qacHNBtpQ_VEpYbkRRU1FfWlE\" target=\"_blank\">design thinking protocols \u003c/a>adapted to the educator's context from \u003ca href=\"http://dschool.stanford.edu/\" target=\"_blank\">Stanford d.school\u003c/a> and \u003ca href=\"http://www.thedesigngym.com/\" target=\"_blank\">Design Gym\u003c/a> materials. Some of the techniques are:\u003c/p>\n\u003cp>\u003cstrong>Shadow a stakeholder\u003c/strong> to understand their needs in the flow of the problem they are having. Again, this builds empathy, but also another pair of eyes may see dimensions to a problem that a simple interview doesn’t unearth.\u003c/p>\n\u003cp>\u003cstrong>Intercepts:\u003c/strong> this protocol involves quickly interviewing people with the problem in mind. For example, an interviewer might ask “can you tell me a little more about x issue.” Several middle schools used this model to discuss parent engagement with the school. Teachers went to places where parents were, away from the school building, to ask about their lives and the obstacles to participation. Getting off school grounds made parents more comfortable and they opened up.\u003c/p>\n\u003cp>\u003cstrong>Insight Mad Libs:\u003c/strong> Using a silly game like the fill-in-the-blank Mad Libs can bring out some of the subliminal thoughts people have and generate candid insights.\u003c/p>\n\u003cp>\u003cstrong>Creating an Issues Map:\u003c/strong> Sometimes it helps to cluster everything about a problem before creating a research map. Put the issue at the center and draw lots of notes stemming from it.\u003c/p>\n\u003cp>\u003cstrong>Create or build a low-resolution prototype:\u003c/strong> sometimes a physical resolution of a tool or solution can help crystalize thinking and move the process forward.\u003c/p>\n\u003cp>While these tools are common in the business world and somewhat simple to execute, they aren’t always easy to implement in educational contexts. For those unfamiliar with these processes, it’s hard to build the intuition of what tool best suits a particular problem.\u003c/p>\n\u003cp>“How do we relate a specific tool to a larger process and know how to deploy it,” Warner asked. “And how do we build a common language so these tools don’t feel foreign, but feel like something we can understand and use.” That’s the challenge the iZone is trying to tackle through repetition, guided workshops and in-school support.\u003c/p>\n\u003cp>For his part, Samuels says he’s building buy-in when an intervention developed out of user-centered design works. For example, the technology program and emphasis on learner choice is paying off in his sixth graders. “They work with more independence and are able to ask questions that make you feel as though they have a higher expectation of us,” Samuels said. They are becoming advocates for their own learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Samuels hopes that user-centered design will soon trickle down into classrooms, where teachers will use it to tailor their instruction. He’s modeling listening and learning from his students, parents and teachers at the school level in hopes that his staff does the same with their students. “Eventually they will have to do it; this is what the career demands,” Samuels said. It will take time and won’t be easy, but Samuels is encouraged by the small steps his staff takes everyday.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Rethinking Data: How to Create a Holistic View of Students",
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"content": "\u003cp class=\"p2\">\u003cem>The excerpt below is from \"\u003ca href=\"http://www.amazon.com/Hacking-Education-School-Learning-Series-ebook/dp/B012OZCREU/ref=pd_sim_351_3?ie=UTF8&refRID=0EYFD5NRW1840VT2C8MR\">Hacking Education: 10 Quick Fixes For Every School\u003c/a>,\" by Mark Barnes and Jennifer Gonzalez. The following is from the chapter entitled, \"Hack 10: The 360 Spreadsheet.\"\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cstrong>Collect a Different Kind of Student Data\u003c/strong>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s2\">F\u003c/span>or at least a decade now, the driving force behind education reform has been data. We talk about collecting data, analyzing data, and making data-driven decisions. All of this data can certainly be useful, helping us notice patterns we might not have seen without aggregating our numbers in some way, looking for gaps and dips and spikes, allowing us to figure out where we are strong and where we need help. In terms of certain academic behaviors, we can quantify student learning to some extent and improve our practice as a result.\u003c/p>\n\u003cp class=\"p8\">And yet, we know this is not enough. We know our students bring with them so many other kinds of data. So many other factors contribute to academic success: the atmosphere in their homes, the demands of their out-of-school school schedule, the physical concerns that distract them, the passions and obsessions that consume them. These things are much harder to measure, so we don’t even try, focusing instead on the things we can convert to numbers.\u003c/p>\n\u003cp class=\"p8\">In the spring of 2015, Denver elementary teacher Kyle Schwartz asked her students to complete this sentence in writing: “I wish my teacher knew . . . ” The student responses were so unexpected, so moving, Schwartz shared some of them online, igniting a movement that went viral within hours. Teachers everywhere asked their students the same question, learning in late spring things that had troubled their kids all year:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p9\">“I wish my teacher knew how much I miss my Dad because he got deported to Mexico when I was 3 years old and I haven’t seen him in 6 years.”\u003cbr>\n“I wish my teacher knew that I’ve been having trouble balancing\u003cbr>\nmy homework and sports lately.”\u003cbr>\n“I wish my teacher knew I don’t have pencils at home.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p8\">The overwhelming response to this idea illustrates a significant gap in the data we collect on our students. Despite our efforts to carefully examine student performance and choose instructional interventions that best meet their needs, the truth is, we need to be collecting, organizing, and analyzing more robust data on our students—facts about their home lives, their likes and dislikes, their learning preferences—the things that really matter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK: COLLECT DATA ON THE WHOLE CHILD\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Most teachers make an effort to get to know their students, and many regularly distribute surveys at the start of each school year to speed up that process. The problem is, most teachers read these surveys once, then file them away. Sure, they might have every intention of returning to the surveys and reviewing them later, but far too often, that time never comes. We rely on our day-to-day interactions for relationship building, and although we get to know some students quite well this way, others just fade into the background.\u003c/p>\n\u003cp class=\"p8\">A 360 Spreadsheet is a place for teachers to store and access the “other” data we collect on our students, giving us a more complete, 360-degree view of each student. It’s a single chart that organizes it all and lets us see, at a glance, things we might otherwise forget. Many teachers already keep track of students’ birthdays. Think of this as a birthday chart on steroids. Figure 10-1 is just one possible version of a 360 Spreadsheet:\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignnone size-full wp-image-41763\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Figure-10-1.png\" alt=\"Figure 10-1\" width=\"1178\" height=\"591\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1.png 1178w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-400x201.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-800x401.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-960x482.png 960w\" sizes=\"(max-width: 1178px) 100vw, 1178px\">\u003c/p>\n\u003cp class=\"p8\">Because the 360 Spreadsheet is a single document, teachers can access it much more easily than they could a whole folder of surveys. Having the information formatted this way also makes it immediately clear which students a teacher needs to get to know better.\u003c/p>\n\u003cp class=\"p8\">The chart in Figure 10-1 sorts student information into the following suggested categories:\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Passions:\u003c/strong> What is the student really into? Keeping track of things like hobbies, collections, and other hard-to categorize obsessions will help you connect with your students. This information will boost your ability to help students select books for independent reading, choose topics for writing or research projects, or even better understand math or history concepts by placing them in the context of things they are just crazy about.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Family:\u003c/strong> The home environment plays a major role in how well a student performs academically. This category can include information about whether a student lives in one home or travels between the homes of two parents.\u003c/p>\n\u003cp class=\"p8\">It might ask about the number of people who live in the household. It can also include other family-related facts, like whether anyone at home is dealing with an illness, is currently incarcerated, has special needs, travels frequently, or has a noteworthy profession or skill set (Mom is a circus performer? Probably worth noting.)\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-thumbnail wp-image-41767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Hacking-Education-kindle_1000-px-tall-400x600.jpeg\" alt=\"Hacking-Education-kindle_1000-px-tall\" width=\"400\" height=\"600\">\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Activities:\u003c/strong> This category will help you better understand what outside activities fill up a student’s schedule when they are not in school. Are they on a sports team? Do they have a part-time job? Will they be busier on certain days of the week or at certain times of the year? Not only will this information give you a more complete picture of who your students are, it will build your awareness of the other demands placed on their time.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Academics:\u003c/strong> Here’s where you can put things a standardized test won’t tell you about a student’s academic needs and preferences: If a student struggles with handwriting, expresses a strong desire to work alone, has a strong interest in a particular subject area, or lights up during certain types of activities, record this information; it will help you individualize instruction later.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Food & Drink:\u003c/strong> No, you are not a caterer. But why not keep a list of each child’s favorite candy or snack? While you’re at it, record food allergies on this chart as well—the information is probably in the school paperwork already; might as well add it here.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Physical:\u003c/strong> Along with conditions that are already listed on students’ official paperwork, this category can include others that are not, but are still important, like needing to use the restroom frequently or the tendency to get cold easily.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Skills:\u003c/strong> Our students bring with them talents and skills we may not even be aware of if we don’t ask, so when you find these things out, include them in your chart. Has a student been taking violin lessons for years? Add that. Do they know a lot about dairy farming? Origami? Photography? Put it all in there. Not only will knowing about these skills further develop your knowledge of the student, they may also come in handy when you need help or information about an area where you lack expertise.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Other:\u003c/strong> This seems like it could be a throw-away category, but making room for miscellaneous information is a good idea. Things like sensitivities to loud noises, religious practices, or random facts about student histories (e.g., “Lived in China”) should also be recorded, even if they don’t necessarily fit into any broad category. Although these categories offer vital information, they are just suggestions.\u003c/p>\n\u003cp class=\"p8\">Teachers can and should collect whatever information is most relevant to them, information that will help you connect to your students as whole people and build strong relationships with them.\u003cbr>\n.....\u003c/p>\n\u003cp class=\"p7\">[contextly_sidebar id=\"OAoaT8cxP9sPeYaEaHIzh36Qb3EyVBUy\"]\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK IN ACTION\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Lisa Tremonte, a special education teacher at Apshawa Elementary School in West Milford, New Jersey, began using a 360 Spreadsheet in the fall of 2014. After giving students a survey, she entered their responses into the chart, then stored the spreadsheet in the front of her planning binder, which made it accessible at all times and enabled her to add to it over the school year as she learned more about her students. “In a quick glance,” she says, “I can access a wealth of information that really matters about my students. I use it to talk to my students about their lives outside of school when we’re saying hello or during lunch and snack time.”\u003c/p>\n\u003cp class=\"p8\">Although the spreadsheet does serve an academic purpose, offering ideas when students struggle to come up with topics for writing assignments, its greater value is that it makes students feel seen. “It enables me to ask students direct questions about the sports they play, teams they love, their pets, siblings, and passions,” Tremonte says. “When I do, the look on their faces says it all. They know that I listen to them, care about them, and think their lives are important. The chart has given me the tools I need to ensure that each child feels loved, safe, and at home in my classroom every day.”\u003c/p>\n\u003cp class=\"p8\">Although education has no silver bullets, building strong relationships with our students comes pretty close. It cuts back on classroom management problems, motivates students to work harder, helps us more effectively differentiate instruction, and generally makes school a better place to be for everyone. The easier you can make it to build those relationships, the more they will pay off for you and your students.\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-full wp-image-41775\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Barnes-e1440571253707.jpg\" alt=\"Mark Barnes\" width=\"150\" height=\"160\">\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cb>Mark Barnes\u003c/b> is a veteran teacher, author, speaker and creator of the \u003ca href=\"http://www.hacklearningseries.com/\">Hack Learning Series\u003c/a> for teachers and the Hack Learning mobile app. He is the author of six education books, including \"\u003ca href=\"http://www.amazon.com/Role-Reversal-Achieving-Uncommonly-Student-Centered/dp/1416615067\">Role Reversal\u003c/a>.\" His book, \"\u003ca href=\"http://www.amazon.com/Assessment-3-0-Throw-Inspire-Learning/dp/1483373886\">Assessment 3.0\u003c/a>,\" encourages teachers to eliminate traditional grades and build an ongoing conversation about learning. He is the publisher of the \u003ca href=\"http://www.brilliant-insane.com/\">\u003cspan class=\"s1\">Brilliant or Insane\u003c/span>\u003c/a> blog and can be found on Twitter at \u003ca href=\"https://twitter.com/markbarnes19\">\u003cspan class=\"s1\">@markbarnes19\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright size-full wp-image-41774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/JGonzalez-e1440571205596.jpg\" alt=\"Jennifer Gonzalez\" width=\"150\" height=\"177\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p3\">\u003cem>\u003cstrong>Jennifer Gonzalez\u003c/strong> is a National Board Certified Teacher with more than 10 years of classroom experience. She has taught English language arts to middle school students and teaching methodology to pre-service teachers at the college level. On her website, \u003ca href=\"http://www.cultofpedagogy.com/\">\u003cspan class=\"s1\">Cult of Pedagogy\u003c/span>\u003c/a>, she devotes herself full-time to helping teachers do their work better. Her first book, \"\u003ca href=\"http://www.teachersguidetotech.com/\">\u003cspan class=\"s1\">The Teacher's Guide to Tech\u003c/span>\u003c/a>,\" was published in March. Follow her on Twitter \u003ca href=\"https://twitter.com/cultofpedagogy\">\u003cspan class=\"s1\">@cultofpedagogy\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">\u003cem>The excerpt below is from \"\u003ca href=\"http://www.amazon.com/Hacking-Education-School-Learning-Series-ebook/dp/B012OZCREU/ref=pd_sim_351_3?ie=UTF8&refRID=0EYFD5NRW1840VT2C8MR\">Hacking Education: 10 Quick Fixes For Every School\u003c/a>,\" by Mark Barnes and Jennifer Gonzalez. The following is from the chapter entitled, \"Hack 10: The 360 Spreadsheet.\"\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cstrong>Collect a Different Kind of Student Data\u003c/strong>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s2\">F\u003c/span>or at least a decade now, the driving force behind education reform has been data. We talk about collecting data, analyzing data, and making data-driven decisions. All of this data can certainly be useful, helping us notice patterns we might not have seen without aggregating our numbers in some way, looking for gaps and dips and spikes, allowing us to figure out where we are strong and where we need help. In terms of certain academic behaviors, we can quantify student learning to some extent and improve our practice as a result.\u003c/p>\n\u003cp class=\"p8\">And yet, we know this is not enough. We know our students bring with them so many other kinds of data. So many other factors contribute to academic success: the atmosphere in their homes, the demands of their out-of-school school schedule, the physical concerns that distract them, the passions and obsessions that consume them. These things are much harder to measure, so we don’t even try, focusing instead on the things we can convert to numbers.\u003c/p>\n\u003cp class=\"p8\">In the spring of 2015, Denver elementary teacher Kyle Schwartz asked her students to complete this sentence in writing: “I wish my teacher knew . . . ” The student responses were so unexpected, so moving, Schwartz shared some of them online, igniting a movement that went viral within hours. Teachers everywhere asked their students the same question, learning in late spring things that had troubled their kids all year:\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p9\">“I wish my teacher knew how much I miss my Dad because he got deported to Mexico when I was 3 years old and I haven’t seen him in 6 years.”\u003cbr>\n“I wish my teacher knew that I’ve been having trouble balancing\u003cbr>\nmy homework and sports lately.”\u003cbr>\n“I wish my teacher knew I don’t have pencils at home.”\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p8\">The overwhelming response to this idea illustrates a significant gap in the data we collect on our students. Despite our efforts to carefully examine student performance and choose instructional interventions that best meet their needs, the truth is, we need to be collecting, organizing, and analyzing more robust data on our students—facts about their home lives, their likes and dislikes, their learning preferences—the things that really matter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK: COLLECT DATA ON THE WHOLE CHILD\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Most teachers make an effort to get to know their students, and many regularly distribute surveys at the start of each school year to speed up that process. The problem is, most teachers read these surveys once, then file them away. Sure, they might have every intention of returning to the surveys and reviewing them later, but far too often, that time never comes. We rely on our day-to-day interactions for relationship building, and although we get to know some students quite well this way, others just fade into the background.\u003c/p>\n\u003cp class=\"p8\">A 360 Spreadsheet is a place for teachers to store and access the “other” data we collect on our students, giving us a more complete, 360-degree view of each student. It’s a single chart that organizes it all and lets us see, at a glance, things we might otherwise forget. Many teachers already keep track of students’ birthdays. Think of this as a birthday chart on steroids. Figure 10-1 is just one possible version of a 360 Spreadsheet:\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignnone size-full wp-image-41763\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Figure-10-1.png\" alt=\"Figure 10-1\" width=\"1178\" height=\"591\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1.png 1178w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-400x201.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-800x401.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/Figure-10-1-960x482.png 960w\" sizes=\"(max-width: 1178px) 100vw, 1178px\">\u003c/p>\n\u003cp class=\"p8\">Because the 360 Spreadsheet is a single document, teachers can access it much more easily than they could a whole folder of surveys. Having the information formatted this way also makes it immediately clear which students a teacher needs to get to know better.\u003c/p>\n\u003cp class=\"p8\">The chart in Figure 10-1 sorts student information into the following suggested categories:\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Passions:\u003c/strong> What is the student really into? Keeping track of things like hobbies, collections, and other hard-to categorize obsessions will help you connect with your students. This information will boost your ability to help students select books for independent reading, choose topics for writing or research projects, or even better understand math or history concepts by placing them in the context of things they are just crazy about.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Family:\u003c/strong> The home environment plays a major role in how well a student performs academically. This category can include information about whether a student lives in one home or travels between the homes of two parents.\u003c/p>\n\u003cp class=\"p8\">It might ask about the number of people who live in the household. It can also include other family-related facts, like whether anyone at home is dealing with an illness, is currently incarcerated, has special needs, travels frequently, or has a noteworthy profession or skill set (Mom is a circus performer? Probably worth noting.)\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-thumbnail wp-image-41767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Hacking-Education-kindle_1000-px-tall-400x600.jpeg\" alt=\"Hacking-Education-kindle_1000-px-tall\" width=\"400\" height=\"600\">\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Activities:\u003c/strong> This category will help you better understand what outside activities fill up a student’s schedule when they are not in school. Are they on a sports team? Do they have a part-time job? Will they be busier on certain days of the week or at certain times of the year? Not only will this information give you a more complete picture of who your students are, it will build your awareness of the other demands placed on their time.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Academics:\u003c/strong> Here’s where you can put things a standardized test won’t tell you about a student’s academic needs and preferences: If a student struggles with handwriting, expresses a strong desire to work alone, has a strong interest in a particular subject area, or lights up during certain types of activities, record this information; it will help you individualize instruction later.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Food & Drink:\u003c/strong> No, you are not a caterer. But why not keep a list of each child’s favorite candy or snack? While you’re at it, record food allergies on this chart as well—the information is probably in the school paperwork already; might as well add it here.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Physical:\u003c/strong> Along with conditions that are already listed on students’ official paperwork, this category can include others that are not, but are still important, like needing to use the restroom frequently or the tendency to get cold easily.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Skills:\u003c/strong> Our students bring with them talents and skills we may not even be aware of if we don’t ask, so when you find these things out, include them in your chart. Has a student been taking violin lessons for years? Add that. Do they know a lot about dairy farming? Origami? Photography? Put it all in there. Not only will knowing about these skills further develop your knowledge of the student, they may also come in handy when you need help or information about an area where you lack expertise.\u003c/p>\n\u003cp class=\"p8\">\u003cstrong>• Other:\u003c/strong> This seems like it could be a throw-away category, but making room for miscellaneous information is a good idea. Things like sensitivities to loud noises, religious practices, or random facts about student histories (e.g., “Lived in China”) should also be recorded, even if they don’t necessarily fit into any broad category. Although these categories offer vital information, they are just suggestions.\u003c/p>\n\u003cp class=\"p8\">Teachers can and should collect whatever information is most relevant to them, information that will help you connect to your students as whole people and build strong relationships with them.\u003cbr>\n.....\u003c/p>\n\u003cp class=\"p7\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003cstrong>THE HACK IN ACTION\u003c/strong>\u003c/p>\n\u003cp class=\"p8\">Lisa Tremonte, a special education teacher at Apshawa Elementary School in West Milford, New Jersey, began using a 360 Spreadsheet in the fall of 2014. After giving students a survey, she entered their responses into the chart, then stored the spreadsheet in the front of her planning binder, which made it accessible at all times and enabled her to add to it over the school year as she learned more about her students. “In a quick glance,” she says, “I can access a wealth of information that really matters about my students. I use it to talk to my students about their lives outside of school when we’re saying hello or during lunch and snack time.”\u003c/p>\n\u003cp class=\"p8\">Although the spreadsheet does serve an academic purpose, offering ideas when students struggle to come up with topics for writing assignments, its greater value is that it makes students feel seen. “It enables me to ask students direct questions about the sports they play, teams they love, their pets, siblings, and passions,” Tremonte says. “When I do, the look on their faces says it all. They know that I listen to them, care about them, and think their lives are important. The chart has given me the tools I need to ensure that each child feels loved, safe, and at home in my classroom every day.”\u003c/p>\n\u003cp class=\"p8\">Although education has no silver bullets, building strong relationships with our students comes pretty close. It cuts back on classroom management problems, motivates students to work harder, helps us more effectively differentiate instruction, and generally makes school a better place to be for everyone. The easier you can make it to build those relationships, the more they will pay off for you and your students.\u003c/p>\n\u003cp class=\"p8\">\u003cimg class=\"alignright size-full wp-image-41775\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/Barnes-e1440571253707.jpg\" alt=\"Mark Barnes\" width=\"150\" height=\"160\">\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003cb>Mark Barnes\u003c/b> is a veteran teacher, author, speaker and creator of the \u003ca href=\"http://www.hacklearningseries.com/\">Hack Learning Series\u003c/a> for teachers and the Hack Learning mobile app. He is the author of six education books, including \"\u003ca href=\"http://www.amazon.com/Role-Reversal-Achieving-Uncommonly-Student-Centered/dp/1416615067\">Role Reversal\u003c/a>.\" His book, \"\u003ca href=\"http://www.amazon.com/Assessment-3-0-Throw-Inspire-Learning/dp/1483373886\">Assessment 3.0\u003c/a>,\" encourages teachers to eliminate traditional grades and build an ongoing conversation about learning. He is the publisher of the \u003ca href=\"http://www.brilliant-insane.com/\">\u003cspan class=\"s1\">Brilliant or Insane\u003c/span>\u003c/a> blog and can be found on Twitter at \u003ca href=\"https://twitter.com/markbarnes19\">\u003cspan class=\"s1\">@markbarnes19\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright size-full wp-image-41774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/JGonzalez-e1440571205596.jpg\" alt=\"Jennifer Gonzalez\" width=\"150\" height=\"177\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p3\">\u003cem>\u003cstrong>Jennifer Gonzalez\u003c/strong> is a National Board Certified Teacher with more than 10 years of classroom experience. She has taught English language arts to middle school students and teaching methodology to pre-service teachers at the college level. On her website, \u003ca href=\"http://www.cultofpedagogy.com/\">\u003cspan class=\"s1\">Cult of Pedagogy\u003c/span>\u003c/a>, she devotes herself full-time to helping teachers do their work better. Her first book, \"\u003ca href=\"http://www.teachersguidetotech.com/\">\u003cspan class=\"s1\">The Teacher's Guide to Tech\u003c/span>\u003c/a>,\" was published in March. Follow her on Twitter \u003ca href=\"https://twitter.com/cultofpedagogy\">\u003cspan class=\"s1\">@cultofpedagogy\u003c/span>\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Harvard education specialist Tony Wagner has been advocating that we reinvent the education system to promote innovation for years. He's clear that content should no longer be at the center of school. Instead, he says a teacher's main job should be to help students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">develop key skills necessary for when they leave school\u003c/a>. He contends there are seven essential things young people need to be successful lifelong learners:\u003c/p>\n\u003col>\n\u003cli>Formulate good questions\u003c/li>\n\u003cli>Communicate in groups and lead by influence\u003c/li>\n\u003cli>Be agile and adaptable\u003c/li>\n\u003cli>Take initiative and be entrepreneurial\u003c/li>\n\u003cli>Effective written and oral communication skills\u003c/li>\n\u003cli>Know how to access and analyze information\u003c/li>\n\u003cli>Be creative and imaginative\u003c/li>\n\u003c/ol>\n\u003cp>Wagner worries that unless the U.S. starts focusing on cultivating these skills, the nation will no longer produce innovative people who drive job growth. He interviewed dozens of innovative young people and asked them about their experiences in school. One third of those he interviewed couldn't name one teacher who had impacted them. The other two thirds named teachers, who upon further investigation, were outliers in their schools. Their teaching styles and approaches were at odds with the dominant school culture.\u003c/p>\n\u003cp>Wagner found that all of these tremendously influential teachers ran classrooms that emphasized interdisciplinary learning, real team collaboration, risk taking, creating learning as opposed to consuming knowledge, and cultivated intrinsic motivation in students. These teachers made room for playful exploration and student passions in the classroom, helping their students to develop the purpose that drives them. He co-authored \"\u003ca href=\"http://www.amazon.com/Most-Likely-Succeed-Preparing-Innovation/dp/1501104314\">Most Likely to Succeed: Preparing Our Kids for the Innovation Era\u003c/a>\" with Tony Dintersmith.\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/hvDjh4l-VHo?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Harvard education specialist Tony Wagner has been advocating that we reinvent the education system to promote innovation for years. He's clear that content should no longer be at the center of school. Instead, he says a teacher's main job should be to help students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">develop key skills necessary for when they leave school\u003c/a>. He contends there are seven essential things young people need to be successful lifelong learners:\u003c/p>\n\u003col>\n\u003cli>Formulate good questions\u003c/li>\n\u003cli>Communicate in groups and lead by influence\u003c/li>\n\u003cli>Be agile and adaptable\u003c/li>\n\u003cli>Take initiative and be entrepreneurial\u003c/li>\n\u003cli>Effective written and oral communication skills\u003c/li>\n\u003cli>Know how to access and analyze information\u003c/li>\n\u003cli>Be creative and imaginative\u003c/li>\n\u003c/ol>\n\u003cp>Wagner worries that unless the U.S. starts focusing on cultivating these skills, the nation will no longer produce innovative people who drive job growth. He interviewed dozens of innovative young people and asked them about their experiences in school. One third of those he interviewed couldn't name one teacher who had impacted them. The other two thirds named teachers, who upon further investigation, were outliers in their schools. Their teaching styles and approaches were at odds with the dominant school culture.\u003c/p>\n\u003cp>Wagner found that all of these tremendously influential teachers ran classrooms that emphasized interdisciplinary learning, real team collaboration, risk taking, creating learning as opposed to consuming knowledge, and cultivated intrinsic motivation in students. These teachers made room for playful exploration and student passions in the classroom, helping their students to develop the purpose that drives them. He co-authored \"\u003ca href=\"http://www.amazon.com/Most-Likely-Succeed-Preparing-Innovation/dp/1501104314\">Most Likely to Succeed: Preparing Our Kids for the Innovation Era\u003c/a>\" with Tony Dintersmith.\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/hvDjh4l-VHo?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Like a lot of students, 17-year-old Nick Bain says he really likes his school, but sometimes it can feel like a chore.\u003c/p>\n\u003cp>\"It just feels a little bit like you just have to keep doing one thing after another, but without a whole lot of thinking about an education in general,\" says Nick.\u003c/p>\n\u003cp>So one day he decided to write down what he was doing every 15 minutes at the Colorado Academy in Denver.\u003c/p>\n\u003cp>And in his seven-hour school day, Nick says there were only \"2 1/2 to three hours that you actually really do need to be in class,\" to get instructions from the teacher. The rest of the time was spent at lunch, getting books from his locker or reading.\u003c/p>\n\u003cp>\"It occurred to me that maybe the way school is now is not the perfect way,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Motivation As A Powerful Force\u003c/strong>\u003c/p>\n\u003cp>Nick saw \u003ca href=\"http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves?language=en\" target=\"_blank\">\u003cstrong>a TED Talk\u003c/strong>\u003c/a> by education researcher Sugata Mitra about his famous experiment in India. It showed how children living in Indian slums could teach themselves to use a computer.\u003c/p>\n\u003cp>\"It's just incredible that that sort of intrinsic motivation exists,\" Nick says. \"It seems like a really, really powerful force.\"\u003c/p>\n\u003cp>That led him to come up with his own unusual experiment in learning. He would spend the final trimester of his junior year learning on his own.\u003c/p>\n\u003cp>With enough convincing, he got his school and parents to sign off on the plan.\u003c/p>\n\u003cp>[contextly_sidebar id=\"NpIRhIU7NE2mmPxlHH5PQS9JcoGx4i0p\"]\u003c/p>\n\u003cp>He'd take the same tests and write the same essays as other students, but wouldn't attend class. He'd be graded on a pass/fail basis. It would be a self-taught and self-paced journey.\u003c/p>\n\u003cp>Nick would take seven courses, instead of the normal four, including calculus, Advanced Placement physics and advanced French.\u003c/p>\n\u003cp>He also designed some of his own courses: In one, he worked with local scientists on a climate change project; in another, he built a one-seat model aircraft.\u003c/p>\n\u003cp>He journaled along the way.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Nick's Journal — March 24, 2015\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\"I'm again feeling that I'm not efficient enough, but maybe efficiency isn't the most important thing. I definitely feel like I'm learning. But there isn't that sense of constant urgency that causes one to save time in all sorts of ways when one is under the gun. But what that also means is that I can walk through the park, for example, to the gardens without feeling constant anxiousness about things.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Thinking In French\u003c/strong>\u003c/p>\n\u003cp>Nick experimented with different ways to learn. First he tried to learn a bit of a subject every day. That didn't go so well. Then he asked, \"What if I spent 10 hours a day on one subject?\"\u003c/p>\n\u003cp>Eventually, he found that being steeped in one subject all day led to more learning.\u003c/p>\n\u003cp>He figured that out one day at the Denver Botanic Gardens while reading Jules Verne's \u003cem>Around the World in 80 Days\u003c/em> — in French.\u003c/p>\n\u003cp>\"I'd been reading it, and reading, and I wasn't really liking it because I wasn't understanding some things,\" he recalls. And then by the end of the day, \"I realized I was reading the French as fast as the English.\"\u003c/p>\n\u003cp>He discovered his learning wasn't more efficient on his own because he was spending every waking hour learning. His mother, Lisa Bain, said this last trimester was the hardest she's ever seen Nick work.\u003c/p>\n\u003cp>\"It was hard to get him to relax,\" she says. \"It's important to have downtime, and school sometimes allows you to have the downtime. But when you are self-directed, there's no time that's not something you could be doing.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Nick's Journal — March 6, 2015\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"Noticed that I'm actually under a lot of pressure. Thought flexibility would make things less of a strain, but actually causes more of a strain. Constantly thinking: Is what I'm doing right now the best possible use of my time, and that seems to make me highly inefficient, actually. So it's a lot harder than I thought, and less efficient than I thought. Realizing that I don't ever feel finished with something, that there is always something I can be doing.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Learning More Deeply\u003c/strong>\u003c/p>\n\u003cp>At the same time, Nick said his learning was more satisfying outside of school. It had more purpose and he was learning more deeply.\u003c/p>\n\u003cp>As the days passed, he started to relax into the joy of learning. He realized he wasn't feeling that anxiousness he felt in school with a conveyor belt of assignments coming at him.\u003c/p>\n\u003cp>And because Nick was on a pass/fail system, he didn't worry about the best way to get a good grade. Instead, he realized he was working hard at something because he \u003cem>wanted\u003c/em> to.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Nick's Journal — March 18, 2015\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"I've been hesitating to note this (because of the possibility that it might not hold true), but I feel exactly as Nate Newman said he felt at Stanford: 'This is the happiest I've ever been in my life.' It's always risky to say things like that because they may turn out differently with time. But I have never been so enthralled by learning, ever. I wish only that I could do it for years and years.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>The Value Of School\u003c/strong>\u003c/p>\n\u003cp>Nick is heading back to class for his senior year this fall, but that's not because the experiment was a failure. In fact, he kept up with his classmates, passing his exams and classes. But one of the unexpected results of the experiment, he says, is that now he can see his school — and teachers — in a different light. He appreciates the role teachers play as curators of the best material.\u003c/p>\n\u003cp>\"[There are] some huge benefits to learning with people that I really missed and I'm going to be glad to go back to,\" he says.\u003c/p>\n\u003cp>\"The greatest thing is really this,\" he says of his experience: \"I can be 45 years old, or 27, any age, or doing anything and become an expert on anything.\"\u003c/p>\n\u003cp>\"It makes me really excited for the rest of my life, I guess, because I know that it doesn't have to stop when I stop school.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Nick's Journal — June 2, 2015\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\"Today was the last day of school. It did not feel like the last day of school. It was very strange. I rode my bicycle home, ate some fruit (it was a half-day), and wrote a 3 page essay on Kant and Voltaire. I think I would have laughed at myself pretty hard at doing something like this last year at this time.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\"I think today is probably an appropriate time to end this log. Maybe I'll sporadically note developments and general time usage over the next few weeks — at least some data would probably be helpful, I think. Otherwise, I don't think I should even try to describe in a few broad statements the effect of these past months. Neatly summing it up here would not capture the magnitude of its value.\"\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 Colorado Public Radio. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like a lot of students, 17-year-old Nick Bain says he really likes his school, but sometimes it can feel like a chore.\u003c/p>\n\u003cp>\"It just feels a little bit like you just have to keep doing one thing after another, but without a whole lot of thinking about an education in general,\" says Nick.\u003c/p>\n\u003cp>So one day he decided to write down what he was doing every 15 minutes at the Colorado Academy in Denver.\u003c/p>\n\u003cp>And in his seven-hour school day, Nick says there were only \"2 1/2 to three hours that you actually really do need to be in class,\" to get instructions from the teacher. The rest of the time was spent at lunch, getting books from his locker or reading.\u003c/p>\n\u003cp>\"It occurred to me that maybe the way school is now is not the perfect way,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Motivation As A Powerful Force\u003c/strong>\u003c/p>\n\u003cp>Nick saw \u003ca href=\"http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves?language=en\" target=\"_blank\">\u003cstrong>a TED Talk\u003c/strong>\u003c/a> by education researcher Sugata Mitra about his famous experiment in India. It showed how children living in Indian slums could teach themselves to use a computer.\u003c/p>\n\u003cp>\"It's just incredible that that sort of intrinsic motivation exists,\" Nick says. \"It seems like a really, really powerful force.\"\u003c/p>\n\u003cp>That led him to come up with his own unusual experiment in learning. He would spend the final trimester of his junior year learning on his own.\u003c/p>\n\u003cp>With enough convincing, he got his school and parents to sign off on the plan.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He'd take the same tests and write the same essays as other students, but wouldn't attend class. He'd be graded on a pass/fail basis. It would be a self-taught and self-paced journey.\u003c/p>\n\u003cp>Nick would take seven courses, instead of the normal four, including calculus, Advanced Placement physics and advanced French.\u003c/p>\n\u003cp>He also designed some of his own courses: In one, he worked with local scientists on a climate change project; in another, he built a one-seat model aircraft.\u003c/p>\n\u003cp>He journaled along the way.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Nick's Journal — March 24, 2015\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\"I'm again feeling that I'm not efficient enough, but maybe efficiency isn't the most important thing. I definitely feel like I'm learning. But there isn't that sense of constant urgency that causes one to save time in all sorts of ways when one is under the gun. But what that also means is that I can walk through the park, for example, to the gardens without feeling constant anxiousness about things.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Thinking In French\u003c/strong>\u003c/p>\n\u003cp>Nick experimented with different ways to learn. First he tried to learn a bit of a subject every day. That didn't go so well. Then he asked, \"What if I spent 10 hours a day on one subject?\"\u003c/p>\n\u003cp>Eventually, he found that being steeped in one subject all day led to more learning.\u003c/p>\n\u003cp>He figured that out one day at the Denver Botanic Gardens while reading Jules Verne's \u003cem>Around the World in 80 Days\u003c/em> — in French.\u003c/p>\n\u003cp>\"I'd been reading it, and reading, and I wasn't really liking it because I wasn't understanding some things,\" he recalls. And then by the end of the day, \"I realized I was reading the French as fast as the English.\"\u003c/p>\n\u003cp>He discovered his learning wasn't more efficient on his own because he was spending every waking hour learning. His mother, Lisa Bain, said this last trimester was the hardest she's ever seen Nick work.\u003c/p>\n\u003cp>\"It was hard to get him to relax,\" she says. \"It's important to have downtime, and school sometimes allows you to have the downtime. But when you are self-directed, there's no time that's not something you could be doing.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Nick's Journal — March 6, 2015\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"Noticed that I'm actually under a lot of pressure. Thought flexibility would make things less of a strain, but actually causes more of a strain. Constantly thinking: Is what I'm doing right now the best possible use of my time, and that seems to make me highly inefficient, actually. So it's a lot harder than I thought, and less efficient than I thought. Realizing that I don't ever feel finished with something, that there is always something I can be doing.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Learning More Deeply\u003c/strong>\u003c/p>\n\u003cp>At the same time, Nick said his learning was more satisfying outside of school. It had more purpose and he was learning more deeply.\u003c/p>\n\u003cp>As the days passed, he started to relax into the joy of learning. He realized he wasn't feeling that anxiousness he felt in school with a conveyor belt of assignments coming at him.\u003c/p>\n\u003cp>And because Nick was on a pass/fail system, he didn't worry about the best way to get a good grade. Instead, he realized he was working hard at something because he \u003cem>wanted\u003c/em> to.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Nick's Journal — March 18, 2015\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"I've been hesitating to note this (because of the possibility that it might not hold true), but I feel exactly as Nate Newman said he felt at Stanford: 'This is the happiest I've ever been in my life.' It's always risky to say things like that because they may turn out differently with time. But I have never been so enthralled by learning, ever. I wish only that I could do it for years and years.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>The Value Of School\u003c/strong>\u003c/p>\n\u003cp>Nick is heading back to class for his senior year this fall, but that's not because the experiment was a failure. In fact, he kept up with his classmates, passing his exams and classes. But one of the unexpected results of the experiment, he says, is that now he can see his school — and teachers — in a different light. He appreciates the role teachers play as curators of the best material.\u003c/p>\n\u003cp>\"[There are] some huge benefits to learning with people that I really missed and I'm going to be glad to go back to,\" he says.\u003c/p>\n\u003cp>\"The greatest thing is really this,\" he says of his experience: \"I can be 45 years old, or 27, any age, or doing anything and become an expert on anything.\"\u003c/p>\n\u003cp>\"It makes me really excited for the rest of my life, I guess, because I know that it doesn't have to stop when I stop school.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Nick's Journal — June 2, 2015\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\"Today was the last day of school. It did not feel like the last day of school. It was very strange. I rode my bicycle home, ate some fruit (it was a half-day), and wrote a 3 page essay on Kant and Voltaire. I think I would have laughed at myself pretty hard at doing something like this last year at this time.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
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