window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_35515": {
"type": "attachments",
"id": "mindshift_35515",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "35515",
"found": true
},
"parent": 35462,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1399403241,
"modified": 1399403241,
"caption": "Getty",
"description": null,
"title": "475253193",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_38286": {
"type": "attachments",
"id": "mindshift_38286",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "38286",
"found": true
},
"parent": 37765,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-1038x576.gif",
"width": 1038,
"mimeType": "image/gif",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-400x225.gif",
"width": 400,
"mimeType": "image/gif",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-320x180.gif",
"width": 320,
"mimeType": "image/gif",
"height": 180
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-672x372.gif",
"width": 672,
"mimeType": "image/gif",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math.gif",
"width": 1280,
"height": 720
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-1180x664.gif",
"width": 1180,
"mimeType": "image/gif",
"height": 664
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-768x432.gif",
"width": 768,
"mimeType": "image/gif",
"height": 432
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-96x96.gif",
"width": 96,
"mimeType": "image/gif",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-800x450.gif",
"width": 800,
"mimeType": "image/gif",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-64x64.gif",
"width": 64,
"mimeType": "image/gif",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-32x32.gif",
"width": 32,
"mimeType": "image/gif",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/10/Golden-Ratio-Math-128x128.gif",
"width": 128,
"mimeType": "image/gif",
"height": 128
}
},
"publishDate": 1414500716,
"modified": 1414500716,
"caption": "iStock",
"description": null,
"title": "Golden-Ratio-Math",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_39216": {
"type": "attachments",
"id": "mindshift_39216",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "39216",
"found": true
},
"parent": 39215,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-400x267.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 267
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185.jpg",
"width": 1440,
"height": 960
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-1440x960.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 960
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-1180x787.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 787
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1423010353,
"modified": 1423010621,
"caption": "LA Johnson/NPR",
"description": "School on a snow day?",
"title": "School on a snow day?",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_39144": {
"type": "attachments",
"id": "mindshift_39144",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "39144",
"found": true
},
"parent": 39142,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch.jpg",
"width": 1440,
"height": 810
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/girl-study-sketch-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1422493759,
"modified": 1422493806,
"caption": "Naomi Chung/Flickr",
"description": null,
"title": "girl-study-sketch",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_39164": {
"type": "attachments",
"id": "mindshift_39164",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "39164",
"found": true
},
"parent": 39161,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-1038x576.gif",
"width": 1038,
"mimeType": "image/gif",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-400x267.gif",
"width": 400,
"mimeType": "image/gif",
"height": 267
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-320x213.gif",
"width": 320,
"mimeType": "image/gif",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-672x372.gif",
"width": 672,
"mimeType": "image/gif",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain.gif",
"width": 1440,
"height": 960
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-1440x960.gif",
"width": 1440,
"mimeType": "image/gif",
"height": 960
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-96x96.gif",
"width": 96,
"mimeType": "image/gif",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-800x533.gif",
"width": 800,
"mimeType": "image/gif",
"height": 533
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-64x64.gif",
"width": 64,
"mimeType": "image/gif",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-32x32.gif",
"width": 32,
"mimeType": "image/gif",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-1180x787.gif",
"width": 1180,
"mimeType": "image/gif",
"height": 787
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-768x512.gif",
"width": 768,
"mimeType": "image/gif",
"height": 512
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Teenage-Brain-128x128.gif",
"width": 128,
"mimeType": "image/gif",
"height": 128
}
},
"publishDate": 1422574119,
"modified": 1422574128,
"caption": "iStock",
"description": null,
"title": "Teenage-Brain",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_39148": {
"type": "attachments",
"id": "mindshift_39148",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "39148",
"found": true
},
"parent": 39097,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-1038x576.gif",
"width": 1038,
"mimeType": "image/gif",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-400x267.gif",
"width": 400,
"mimeType": "image/gif",
"height": 267
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-320x213.gif",
"width": 320,
"mimeType": "image/gif",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-672x372.gif",
"width": 672,
"mimeType": "image/gif",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi.gif",
"width": 1440,
"height": 960
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-1440x960.gif",
"width": 1440,
"mimeType": "image/gif",
"height": 960
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-96x96.gif",
"width": 96,
"mimeType": "image/gif",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-800x533.gif",
"width": 800,
"mimeType": "image/gif",
"height": 533
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-64x64.gif",
"width": 64,
"mimeType": "image/gif",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-32x32.gif",
"width": 32,
"mimeType": "image/gif",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-1180x787.gif",
"width": 1180,
"mimeType": "image/gif",
"height": 787
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-768x512.gif",
"width": 768,
"mimeType": "image/gif",
"height": 512
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/01/Tangramming-Jef-Safi-128x128.gif",
"width": 128,
"mimeType": "image/gif",
"height": 128
}
},
"publishDate": 1422536857,
"modified": 1422536882,
"caption": "Flickr/Jef Safi ",
"description": null,
"title": "Tangramming-Jef-Safi",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_35949": {
"type": "attachments",
"id": "mindshift_35949",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "35949",
"found": true
},
"parent": 35947,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/arrows-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/arrows-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/arrows.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/arrows-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/arrows-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/arrows-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/05/arrows-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1401403238,
"modified": 1401403238,
"caption": "Getty Images",
"description": null,
"title": "arrows",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_37852": {
"type": "attachments",
"id": "mindshift_37852",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "37852",
"found": true
},
"parent": 37500,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat.jpg",
"width": 1280,
"height": 720
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/09/MiaChristopher-boat-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1411431862,
"modified": 1411431862,
"caption": "Mia Christopher",
"description": null,
"title": "MiaChristopher-boat",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_38875": {
"type": "attachments",
"id": "mindshift_38875",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "38875",
"found": true
},
"parent": 38874,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-400x300.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 300
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-320x240.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 240
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846.jpg",
"width": 1440,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-1440x1080.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 1080
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-800x600.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 600
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-1180x885.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 885
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-768x576.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 576
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1420182726,
"modified": 1420182812,
"caption": "Thomas O'Donnell reads about Twiggle the Turtle to his kindergartners at Matthew Henson Elementary School in Baltimore. (Elissa Nadworny/NPR)",
"description": "Thomas O'Donnell reads about Twiggle the Turtle to his kindergartners at Matthew Henson Elementary School in Baltimore.",
"title": "Thomas O'Donnell reads about Twiggle the Turtle to his kindergartners at Matthew Henson Elementary School in Baltimore.",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_23506": {
"type": "attachments",
"id": "mindshift_23506",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23506",
"found": true
},
"parent": 23494,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/137566370-1-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/137566370-1-320x212.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 212
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/137566370-1-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/137566370-1.jpg",
"width": 726,
"height": 482
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/137566370-1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/137566370-1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/137566370-1-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/137566370-1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/137566370-1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1346100843,
"modified": 1346100843,
"caption": null,
"description": "Light bulb drawn on a blackboard",
"title": "137566370-1",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_38851": {
"type": "attachments",
"id": "mindshift_38851",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "38851",
"found": true
},
"parent": 38827,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-1038x576.gif",
"width": 1038,
"mimeType": "image/gif",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-400x267.gif",
"width": 400,
"mimeType": "image/gif",
"height": 267
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-320x213.gif",
"width": 320,
"mimeType": "image/gif",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-672x372.gif",
"width": 672,
"mimeType": "image/gif",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero.gif",
"width": 1440,
"height": 960
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-1440x960.gif",
"width": 1440,
"mimeType": "image/gif",
"height": 960
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-96x96.gif",
"width": 96,
"mimeType": "image/gif",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-800x533.gif",
"width": 800,
"mimeType": "image/gif",
"height": 533
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-64x64.gif",
"width": 64,
"mimeType": "image/gif",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-32x32.gif",
"width": 32,
"mimeType": "image/gif",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-1180x787.gif",
"width": 1180,
"mimeType": "image/gif",
"height": 787
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-768x512.gif",
"width": 768,
"mimeType": "image/gif",
"height": 512
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/super-hero-128x128.gif",
"width": 128,
"mimeType": "image/gif",
"height": 128
}
},
"publishDate": 1419606921,
"modified": 1419606931,
"caption": "iStock",
"description": null,
"title": "super-hero",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_38783": {
"type": "attachments",
"id": "mindshift_38783",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "38783",
"found": true
},
"parent": 38782,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-400x267.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 267
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786.jpg",
"width": 1440,
"height": 960
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-1440x960.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 960
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-1180x787.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 787
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1419014565,
"modified": 1419014767,
"caption": "Having warm, supportive parents early on correlates with success in adulthood. (Agent Illustrateur/Ikon Images)",
"description": "Having warm, supportive parents early on correlates with success in adulthood.",
"title": "Having warm, supportive parents early on correlates with success in adulthood.",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"byline_mindshift_39215": {
"type": "authors",
"id": "byline_mindshift_39215",
"meta": {
"override": true
},
"slug": "byline_mindshift_39215",
"name": "Anya Kamenetz",
"isLoading": false
},
"byline_mindshift_39074": {
"type": "authors",
"id": "byline_mindshift_39074",
"meta": {
"override": true
},
"slug": "byline_mindshift_39074",
"name": "Anya Kamenetz, \u003ca href=\"http://www.npr.org/sections/ed/2015/01/26/379387136/competency-based-degree-programs-on-the-rise\">NPR\u003c/a>",
"isLoading": false
},
"byline_mindshift_38874": {
"type": "authors",
"id": "byline_mindshift_38874",
"meta": {
"override": true
},
"slug": "byline_mindshift_38874",
"name": "Maanvi Singh",
"isLoading": false
},
"byline_mindshift_38782": {
"type": "authors",
"id": "byline_mindshift_38782",
"meta": {
"override": true
},
"slug": "byline_mindshift_38782",
"name": "Maanvi Singh",
"isLoading": false
},
"katrinaschwartz": {
"type": "authors",
"id": "234",
"meta": {
"index": "authors_1716337520",
"id": "234",
"found": true
},
"name": "Katrina Schwartz",
"firstName": "Katrina",
"lastName": "Schwartz",
"slug": "katrinaschwartz",
"email": "kschwartz@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "Producer",
"bio": "Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.",
"avatar": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twitter": "kschwart",
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Katrina Schwartz | KQED",
"description": "Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/katrinaschwartz"
},
"ichen": {
"type": "authors",
"id": "4556",
"meta": {
"index": "authors_1716337520",
"id": "4556",
"found": true
},
"name": "Ingfei Chen",
"firstName": "Ingfei",
"lastName": "Chen",
"slug": "ichen",
"email": "ingfei@sbcglobal.net",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Ingfei Chen is a freelance writer in Northern California whose work has appeared in Scientific American, the New York Times and Smithsonian.",
"avatar": "https://secure.gravatar.com/avatar/10d83690bdf15670800fcf9cbf9d7a63?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Ingfei Chen | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/10d83690bdf15670800fcf9cbf9d7a63?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/10d83690bdf15670800fcf9cbf9d7a63?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/ichen"
},
"lindaflan": {
"type": "authors",
"id": "4613",
"meta": {
"index": "authors_1716337520",
"id": "4613",
"found": true
},
"name": "Linda Flanagan",
"firstName": "Linda",
"lastName": "Flanagan",
"slug": "lindaflan",
"email": "lindaflan@comcast.net",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.",
"avatar": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g",
"twitter": "LindaFlanagan2",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Linda Flanagan | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/lindaflan"
}
},
"pagesReducer": {
"mindshift_category_big-ideas": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"score": 14.40303
},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"title": "Big Ideas",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 57
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "The latest findings from experts in the field related to the future of learning."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=big-ideas",
"seeMore": false,
"paginated": true,
"page": 57
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_39314": {
"type": "posts",
"id": "mindshift_39314",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "39314",
"score": null,
"sort": [
1423666603000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1423666603,
"format": "aside",
"disqusTitle": "Redefining Teachers with a 21st Century Education 'Story'",
"title": "Redefining Teachers with a 21st Century Education 'Story'",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_35515\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/on-the-edge-of-chaos-where-creativity-flourishes/attachment/475253193/\" rel=\"attachment wp-att-35515\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/475253193-e1399403283931.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" class=\"size-full wp-image-35515\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp>The world’s top performing organizations achieve their goals by offering a rich blend of culture, work, and engagement that deeply enrolls employees in the mission and purpose of the organization, attracts highly motivated, committed individuals to join a rewarding social network, and infuses the journey to success with joy and passion. That results in innovation, creativity, and a personal desire to contribute to systematic improvement. Overall, employees become part of a ‘story’ that enrolls them in a cause and brings out their best talents.\u003c/p>\n\u003cp>This does not describe education in the U.S. Why?\u003c/p>\n\u003cp>Anyone who has read \u003ca href=\"http://www.amazon.com/Teacher-Wars-Americas-Embattled-Profession-ebook/dp/B00IWTSK7Q/ref=sr_1_1?s=books&ie=UTF8&qid=1423074991&sr=1-1&keywords=the+teacher+wars\">\u003cem>The Teacher Wars\u003c/em>\u003c/a> or similar books about the history of education knows the reasons. For well over 150 years, education has been stuck in an endless wash cycle that alternates between a ‘hands-on, better citizenship, student-oriented’ and a ‘scientific, strict outcomes, measurable results’ approach to children’s learning. The latest tension between inquiry and project based approaches versus testing and standards is simply the latest iteration of a long and unresolved debate.\u003c/p>\n\u003cp>[contextly_sidebar id=\"dFWnscxP4NKnjD3qUFSnYSNAO2ZpMyFU\"]\u003c/p>\n\u003cp>Add in the historically confusing role of teachers themselves—initially as women focused on bettering the morals of children during the Common Schools period, then as blue-collar cogs in an industrial machine at the beginning of the 20th century, and today as under-empowered participants in a stagnant system designed to broadcast standardized information—and it’s easy to see why an undertone of resignation, cynicism, or even learned helplessness permeates too many conversations in hallways, staff rooms, and parking lots. Those emotions leak into the school culture, don’t fuel the creative parts of the brain, and lead to inertia, not innovation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And right now, there’s no story that will lead educators out of this historical wilderness. Winning the global battle for jobs, higher standards, more ‘rigorous learning’, teacher evaluation, merit pay, and testing requirements are all themes drawn straight from the technocratic approach of the last 100 years. It’s not the future, and those initiatives, though useful for daily use, don’t inspire—not in a world that so obviously demands joy and genius.\u003c/p>\n\u003cp>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003cstrong>The New Story\u003c/strong>\u003c/p>\n\u003cp>Tapping the deepest energies of teachers, or any employees, requires a connection with big, meaningful themes that promise a significant, positive effect on the world. The themes contain simple, truthful, future-oriented plot lines—the elements of a story—that provide context for the daily work and help one refocus on larger goals. The more whole hearted the embrace of the goals, the more the hidden resources of the inner self are activated.\u003c/p>\n\u003cp>At a time of great transformation in the world, there are no shortages of themes to pick from. But teachers have special opportunities to tell a magnificent story about themselves and their profession:\u003c/p>\n\u003cp>\u003cstrong>Appreciate the power, beauty, and challenge of the present moment. \u003c/strong>If you’re a teacher, you have placed yourself in the most enviable, challenging, fulfilling role possible in the 21\u003csup>st\u003c/sup> century: You are responsible for co-creating a future that no one can imagine, and helping an untested generation of youth navigate unknown waters. Nothing—\u003cem>nothing\u003c/em>—really prepares you for this role. But the future will be invented—and you will be part of it. Your passion, vision, and sense of mission will determine your level of contribution, but those qualities are liberated by appreciation and gratitude. The more grateful for your opportunity, the better the outcome and the more joyful the work. The same, by the way, applies to your students\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Contribute to a global vision. \u003c/strong>Thinking about test scores is important for job security and job satisfaction. But confining performance to your school or district, or even your country, is a small slice of reality. Instead, imagine how 300 million youth under the age of 18 world-wide will rise out of poverty, find decent jobs, seek fulfillment, and design a livable world. Know that a \u003cem>significant\u003c/em> shift has taken place world-wide: The concerns of teachers everywhere have converged, and every forward-focused teacher can be not just a local teacher, but part of connected network of educators trying to rally the world on behalf of youth. It’s a noble effort.\u003c/p>\n\u003cp>\u003cstrong>Redefine smart.\u003c/strong> The image of success associated with the old model is breaking down. A college degree and technical mastery are enormously helpful, but they don’t capture the essential attitudes necessary to succeed in a global environment that teeters every day on uncertainty. Test scores may affect funding and hiring, but nearly every teacher recognizes the passivity that testing encourages. ‘Smart’ these days includes grit, resiliency, empathy, curiosity, openness, creativity, and evaluative thinking. Figuring out how to teach, instill, or elicit these strengths in children as they move through school is the most acute challenge education has ever faced. No one really knows how to design a system that leads to ‘better’ people—and yet that’s the task.\u003c/p>\n\u003cp>\u003cstrong>Live the collaborative reality. \u003c/strong>The level of stress reported in high-performing organizations is considerable, so it’s not all roses, even when driven by passion and commitment. The answer is to share, either in person or beyond. Just signing up for Twitter, for example, will alert every teacher to the daily flow of powerful, hopeful ideas about education that are flowing 24/7 across the globe. If you’re a teacher in the U.S., try posting a wonderful, inventive insight about your classroom and watch Australia light up. See yourself as a cyber-partner. Get your \u003ca href=\"http://teacherchallenge.edublogs.org/pln-challenge-1-what-the-heck-is-a-pln/\">personal learning network\u003c/a> Think of yourself as living in a peer-driven world, in which ideas and change come from within and below, not from the top, and you can make the difference. Be part of these amazing times.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/thom@thommarkham.com\">Thom Markham\u003c/a> is a psychologist, school redesign consultant, and the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website, \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a>\u003c/em>\u003c/em>\u003cem> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "39314 http://blogs.kqed.org/mindshift/?p=39314",
"disqusUrl": "https://ww2.kqed.org/mindshift/2015/02/11/redefining-teachers-with-a-21st-century-education-story/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1044,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 15
},
"modified": 1423666805,
"excerpt": "Thom Markham sees an opportunity for teachers to tell stories about themselves and their profession to give more voice to what's important to them. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Thom Markham sees an opportunity for teachers to tell stories about themselves and their profession to give more voice to what's important to them. ",
"title": "Redefining Teachers with a 21st Century Education 'Story' | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Redefining Teachers with a 21st Century Education 'Story'",
"datePublished": "2015-02-11T06:56:43-08:00",
"dateModified": "2015-02-11T07:00:05-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "redefining-teachers-with-a-21st-century-education-story",
"status": "publish",
"path": "/mindshift/39314/redefining-teachers-with-a-21st-century-education-story",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35515\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/on-the-edge-of-chaos-where-creativity-flourishes/attachment/475253193/\" rel=\"attachment wp-att-35515\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/475253193-e1399403283931.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" class=\"size-full wp-image-35515\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp>The world’s top performing organizations achieve their goals by offering a rich blend of culture, work, and engagement that deeply enrolls employees in the mission and purpose of the organization, attracts highly motivated, committed individuals to join a rewarding social network, and infuses the journey to success with joy and passion. That results in innovation, creativity, and a personal desire to contribute to systematic improvement. Overall, employees become part of a ‘story’ that enrolls them in a cause and brings out their best talents.\u003c/p>\n\u003cp>This does not describe education in the U.S. Why?\u003c/p>\n\u003cp>Anyone who has read \u003ca href=\"http://www.amazon.com/Teacher-Wars-Americas-Embattled-Profession-ebook/dp/B00IWTSK7Q/ref=sr_1_1?s=books&ie=UTF8&qid=1423074991&sr=1-1&keywords=the+teacher+wars\">\u003cem>The Teacher Wars\u003c/em>\u003c/a> or similar books about the history of education knows the reasons. For well over 150 years, education has been stuck in an endless wash cycle that alternates between a ‘hands-on, better citizenship, student-oriented’ and a ‘scientific, strict outcomes, measurable results’ approach to children’s learning. The latest tension between inquiry and project based approaches versus testing and standards is simply the latest iteration of a long and unresolved debate.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Add in the historically confusing role of teachers themselves—initially as women focused on bettering the morals of children during the Common Schools period, then as blue-collar cogs in an industrial machine at the beginning of the 20th century, and today as under-empowered participants in a stagnant system designed to broadcast standardized information—and it’s easy to see why an undertone of resignation, cynicism, or even learned helplessness permeates too many conversations in hallways, staff rooms, and parking lots. Those emotions leak into the school culture, don’t fuel the creative parts of the brain, and lead to inertia, not innovation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And right now, there’s no story that will lead educators out of this historical wilderness. Winning the global battle for jobs, higher standards, more ‘rigorous learning’, teacher evaluation, merit pay, and testing requirements are all themes drawn straight from the technocratic approach of the last 100 years. It’s not the future, and those initiatives, though useful for daily use, don’t inspire—not in a world that so obviously demands joy and genius.\u003c/p>\n\u003cp>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003cstrong>The New Story\u003c/strong>\u003c/p>\n\u003cp>Tapping the deepest energies of teachers, or any employees, requires a connection with big, meaningful themes that promise a significant, positive effect on the world. The themes contain simple, truthful, future-oriented plot lines—the elements of a story—that provide context for the daily work and help one refocus on larger goals. The more whole hearted the embrace of the goals, the more the hidden resources of the inner self are activated.\u003c/p>\n\u003cp>At a time of great transformation in the world, there are no shortages of themes to pick from. But teachers have special opportunities to tell a magnificent story about themselves and their profession:\u003c/p>\n\u003cp>\u003cstrong>Appreciate the power, beauty, and challenge of the present moment. \u003c/strong>If you’re a teacher, you have placed yourself in the most enviable, challenging, fulfilling role possible in the 21\u003csup>st\u003c/sup> century: You are responsible for co-creating a future that no one can imagine, and helping an untested generation of youth navigate unknown waters. Nothing—\u003cem>nothing\u003c/em>—really prepares you for this role. But the future will be invented—and you will be part of it. Your passion, vision, and sense of mission will determine your level of contribution, but those qualities are liberated by appreciation and gratitude. The more grateful for your opportunity, the better the outcome and the more joyful the work. The same, by the way, applies to your students\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Contribute to a global vision. \u003c/strong>Thinking about test scores is important for job security and job satisfaction. But confining performance to your school or district, or even your country, is a small slice of reality. Instead, imagine how 300 million youth under the age of 18 world-wide will rise out of poverty, find decent jobs, seek fulfillment, and design a livable world. Know that a \u003cem>significant\u003c/em> shift has taken place world-wide: The concerns of teachers everywhere have converged, and every forward-focused teacher can be not just a local teacher, but part of connected network of educators trying to rally the world on behalf of youth. It’s a noble effort.\u003c/p>\n\u003cp>\u003cstrong>Redefine smart.\u003c/strong> The image of success associated with the old model is breaking down. A college degree and technical mastery are enormously helpful, but they don’t capture the essential attitudes necessary to succeed in a global environment that teeters every day on uncertainty. Test scores may affect funding and hiring, but nearly every teacher recognizes the passivity that testing encourages. ‘Smart’ these days includes grit, resiliency, empathy, curiosity, openness, creativity, and evaluative thinking. Figuring out how to teach, instill, or elicit these strengths in children as they move through school is the most acute challenge education has ever faced. No one really knows how to design a system that leads to ‘better’ people—and yet that’s the task.\u003c/p>\n\u003cp>\u003cstrong>Live the collaborative reality. \u003c/strong>The level of stress reported in high-performing organizations is considerable, so it’s not all roses, even when driven by passion and commitment. The answer is to share, either in person or beyond. Just signing up for Twitter, for example, will alert every teacher to the daily flow of powerful, hopeful ideas about education that are flowing 24/7 across the globe. If you’re a teacher in the U.S., try posting a wonderful, inventive insight about your classroom and watch Australia light up. See yourself as a cyber-partner. Get your \u003ca href=\"http://teacherchallenge.edublogs.org/pln-challenge-1-what-the-heck-is-a-pln/\">personal learning network\u003c/a> Think of yourself as living in a peer-driven world, in which ideas and change come from within and below, not from the top, and you can make the difference. Be part of these amazing times.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/thom@thommarkham.com\">Thom Markham\u003c/a> is a psychologist, school redesign consultant, and the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website, \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a>\u003c/em>\u003c/em>\u003cem> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/39314/redefining-teachers-with-a-21st-century-education-story",
"authors": [
"4354"
],
"categories": [
"mindshift_192",
"mindshift_194"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_394"
],
"featImg": "mindshift_35515",
"label": "mindshift"
},
"mindshift_39210": {
"type": "posts",
"id": "mindshift_39210",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "39210",
"score": null,
"sort": [
1423232683000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1423232683,
"format": "aside",
"disqusTitle": "Playing With Math: How Math Circles Bring Learners Together For Fun",
"title": "Playing With Math: How Math Circles Bring Learners Together For Fun",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_38286\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Golden-Ratio-Math.gif\" alt=\"iStock\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38286\">\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">One day more than a year ago, an 8-year-old named Andrew told his parents he wanted to learn to do long division. His dad, Tim Sylvester, looked up a YouTube video explaining the basic steps and began working with him through simple problems on a whiteboard in their house. A half-hour later, the child was dividing two-digit numbers into 20-digit numbers.\u003c/p>\n\u003cp>“He was ecstatic, running around,” said Sylvester, describing the moment as a “math high.” Several months later, when Andrew’s third-grade class at a public school in Santa Cruz, California, began tackling long division, the boy had it down cold and read a book on his own during the lessons.\u003c/p>\n\u003cp>Sylvester and his wife, Barbara Meister, wanted to keep Andrew, who is profoundly gifted with numbers, engaged and learning. So last fall, the father launched the \u003ca href=\"http://xacademy.org/\">Santa Cruz Math Circle\u003c/a>: a six-week enrichment program that brought in mathematicians for two hours on Sunday afternoons to explore and discuss fascinating numerical puzzles and concepts with fourth- through eighth-graders. \u003ca href=\"http://www.mathcircles.org\">Math circles\u003c/a> are an Eastern European and Russian tradition that spread across the U.S. in the last two decades. The goal wasn’t to plod through the standard formulas in preparation for a test, but to provide a stimulating and interactive environment in which Andrew and other kids with a knack for numbers could experience “math that was challenging and fun at the same time,” said Sylvester, a software engineer who works in Silicon Valley.\u003c/p>\n\u003cp>The new course in Santa Cruz has been “a huge success,” said Evelyn Strauss, whose 10-year-old son was an avid participant. “There's a wide range of kids who are really enjoying the program.” Most students go through elementary school thinking that mathematics is only about adding and subtracting and arithmetic, “but there's this whole world of math that's not typically covered in school and that's really interesting,” she said. Math circle reveals that world to kids.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\nIn the U.S., “most of the kids come to the math circle because they don’t like what they see in school and they’re looking for something else.”\u003c/aside>\n\u003cp>Creating a math circle takes a lot of energy and planning -- from finding dynamic instructors to booking classroom space -- but it can be well worth the effort if no similar enrichment opportunities are available nearby. Parents might consider forming a circle when their children come home from school saying they’re bored with the level of mathematics that’s being taught, Sylvester said. “If your kid comes back and wants more challenging math, or if they love math or they love puzzles, then start one.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One Sunday last November, the fledgling program was underway at a community center, with around 19 boys and seven girls mulling over a game called Conway’s checkers. The visiting instructor that day was Zvezdelina Stankova, a Mills College professor and director of the \u003ca href=\"http://mathcircle.berkeley.edu/\">Berkeley Math Circle\u003c/a>. Each student was given a sheet of paper with a grid of squares -- divided in half by a thick line -- and a pile of pennies to serve as checkers. Beginning at one end of the board, and given particular rules for checker-jumping and a theoretically endless supply of coins, Stankova asked: How far could the coins be advanced?\u003c/p>\n\u003cp>Students experimented with jumping the checkers to the third row on the other side of the line, and then the fourth, and Stankova demonstrated the winning solutions. What about the fifth row? Many kids became so engrossed, chattering among themselves, they didn’t want to stop to hear the next part of the lesson. “No touching the coins!” Stankova finally admonished. “It’s impossible to reach the fifth row,” she said, briefly explaining that the reason had to do with the quadratic equation and the Golden Ratio.\u003c/p>\n\u003cp>Stankova grew up in Bulgaria, where it was common for children to attend circles in math, physics, chemistry and poetry. “Kids went to the math circle because they loved what was happening in class and they wanted more of it,” she said. By contrast, in the U.S., “most of the kids come to the math circle because they don't like what they see in school and they're looking for something else.”\u003c/p>\n\u003cp>\u003cstrong>A COMFORTABLE PLACE FOR MATH GEEKS\u003c/strong>\u003c/p>\n\u003cp>About three years ago, Sylvester wanted to take Andrew to a math circle after hearing of the programs at Berkeley as well as Stanford, but those courses are popular and hard to get into. He and his wife have fostered their son’s passion for numbers in various ways, including online courses and a summer camp in mathematics, as well as math competitions. Although UC Santa Cruz was offering a monthly math circle at one point, that course was put on hold when the professor who ran it went on sabbatical.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ajVWdKoGTSzNaY9PHn6Av0sySOm2F3Hg\"]\u003c/p>\n\u003cp>Last summer, Sylvester decided to start a circle through the X Academy, a nonprofit that he founded to offer enrichment activities, and he reached out to math professor Paul Zeitz, co-founder of the \u003ca href=\"http://www.sfmathcircle.org/\">San Francisco Math Circle\u003c/a>. Zeitz promptly volunteered to give an introductory math circle session in Santa Cruz and connected him with Stankova and other willing expert instructors.\u003c/p>\n\u003cp>“I thought I’d be lucky to get five kids in a room on a Sunday afternoon,” Sylvester said. To his surprise, 50 students and their parents signed up to attend the free kickoff session by Zeitz. Through an application process, the Santa Cruz Math Circle ended up with around 25 regular attendees for the rest of the fall course; registration cost $75, but scholarships were available.\u003c/p>\n\u003cp>Sylvester ran the course with help from X Academy board members (including Meister) and other parent volunteers, who assisted with promotion and setup. Meeting the needs of students from fourth through eighth grades in a single class proved too wide of a spread in ability and maturity to manage, so the software engineer brought in an extra instructor and split the students into two tracks; but younger kids such as Andrew who were ready for the math of the upper-level group could move up.\u003c/p>\n\u003cp>For many attendees, being in a place where they could dive into math and interact with other number-loving geeks was a welcome shift from the standard school environment, where the subject isn’t exactly popular. The circle “creates this community where it's safe to come and talk about math,” said teacher Nicholas Bugayong of Rolling Hills Middle School in Watsonville, who volunteered to drive four eighth-grade math students, all from Latino families, to the Sunday sessions. Some of these pupils were otherwise unable to make the 17-mile trek -- their parents couldn’t bring them -- or to afford the course without X Academy scholarships.\u003c/p>\n\u003cp>“Other people don’t like math and they say it’s a waste of time, but I think it’s interesting to learn things that you don’t learn in school,” said Rolling Hills student Monica Alvarez, 13. Listening to the other students as they volunteered different ideas and strategies for tackling challenging problems “helps you to learn other ways to solve a puzzle,” she added.\u003c/p>\n\u003cp>As for Andrew Sylvester, now age 10, the program prompted some more “math highs,” such as when he got into thinking about the Conway’s checkers conundrum. And the lessons spurred lively discussions. During one pizza break, he stayed behind in the classroom with two other boys who are also profoundly gifted at math. “They were bent over a piece of paper scribbling, in animated conversation,” recalled Strauss, whose son was part of the confab.\u003c/p>\n\u003cp>“I just like learning the math and arguing with my friends about math stuff -- for example, stuff like if one over infinity equals zero,” said 10-year-old Olin Ottemann-Strauss.\u003c/p>\n\u003cp>\u003cstrong>MATH CIRCLE STARTUP LESSONS\u003c/strong>\u003c/p>\n\u003cp>The Santa Cruz Math Circle resumes this spring. A major challenge will be continuing to arrange for high-quality instructors, Tim Sylvester said. While ideal teachers include math professors or scientists or engineers with doctorates in math, not all such experts have the experience or classroom management skills to instruct young pupils in a dynamic way. But Sylvester hopes to eventually join forces with UC Santa Cruz’s math circle.\u003c/p>\n\u003cp>Even if there is no nearby college to collaborate with, anyone interested in launching a math circle program can find helpful, step-by-step resources on the National Association of Math Circles website, including \u003ca href=\"http://www.mathcircles.org/content/getting-started-new-organizers\">lesson plans\u003c/a> from the book, \u003cem>Circle in a Box\u003c/em>. Teachers at some Bay Area schools have created their own programs, Sylvester noted, such as \u003ca href=\"http://www.nuevaschool.org/outreach/math-circles\">Nueva School\u003c/a> in Hillsborough.\u003c/p>\n\u003cp>Sustaining a circle does require adequate financing, which can be an ongoing challenge if registration fees are to remain affordable. The Santa Cruz program recently got a donation from Cisco Systems, where Sylvester used to work, and parents can make contributions to X Academy through its website. The academy has also applied for \u003ca href=\"http://www.mathcircles.org/content/math-circle-grants\">a seed grant\u003c/a> from the Berkeley-based nonprofit Mathematical Sciences Research Institute, which has funded many math circles over the years. But the institute is currently reviewing that grant program and has ended its support of the San Francisco Math Circle.\u003c/p>\n\u003cp>While many students often question why they need to learn algebra or calculus that they might not use later in life, Sylvester sees the ability to figure out tough math problems as being an essential life skill.\u003c/p>\n\u003cp>“One of the reasons you learn math is for the thought process and the problem-solving process,” he said. “That's why you do it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this story misidentified Barbara Meister as Barbara Sylvester. It also stated that Andrew Sylvester's third grade lessons in long division were at a private school, which is incorrect. He was attending a public school. \u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "39210 http://blogs.kqed.org/mindshift/?p=39210",
"disqusUrl": "https://ww2.kqed.org/mindshift/2015/02/06/playing-with-math-how-math-circles-bring-learners-together-for-fun/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1707,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 26
},
"modified": 1423265954,
"excerpt": "Math circles are an Eastern European and Russian tradition that spread across the U.S. in the last two decades thanks to math lovers who yearn for more. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Math circles are an Eastern European and Russian tradition that spread across the U.S. in the last two decades thanks to math lovers who yearn for more. ",
"title": "Playing With Math: How Math Circles Bring Learners Together For Fun | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Playing With Math: How Math Circles Bring Learners Together For Fun",
"datePublished": "2015-02-06T06:24:43-08:00",
"dateModified": "2015-02-06T15:39:14-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "playing-with-math-how-math-circles-bring-learners-together-for-fun",
"status": "publish",
"path": "/mindshift/39210/playing-with-math-how-math-circles-bring-learners-together-for-fun",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38286\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Golden-Ratio-Math.gif\" alt=\"iStock\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38286\">\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">One day more than a year ago, an 8-year-old named Andrew told his parents he wanted to learn to do long division. His dad, Tim Sylvester, looked up a YouTube video explaining the basic steps and began working with him through simple problems on a whiteboard in their house. A half-hour later, the child was dividing two-digit numbers into 20-digit numbers.\u003c/p>\n\u003cp>“He was ecstatic, running around,” said Sylvester, describing the moment as a “math high.” Several months later, when Andrew’s third-grade class at a public school in Santa Cruz, California, began tackling long division, the boy had it down cold and read a book on his own during the lessons.\u003c/p>\n\u003cp>Sylvester and his wife, Barbara Meister, wanted to keep Andrew, who is profoundly gifted with numbers, engaged and learning. So last fall, the father launched the \u003ca href=\"http://xacademy.org/\">Santa Cruz Math Circle\u003c/a>: a six-week enrichment program that brought in mathematicians for two hours on Sunday afternoons to explore and discuss fascinating numerical puzzles and concepts with fourth- through eighth-graders. \u003ca href=\"http://www.mathcircles.org\">Math circles\u003c/a> are an Eastern European and Russian tradition that spread across the U.S. in the last two decades. The goal wasn’t to plod through the standard formulas in preparation for a test, but to provide a stimulating and interactive environment in which Andrew and other kids with a knack for numbers could experience “math that was challenging and fun at the same time,” said Sylvester, a software engineer who works in Silicon Valley.\u003c/p>\n\u003cp>The new course in Santa Cruz has been “a huge success,” said Evelyn Strauss, whose 10-year-old son was an avid participant. “There's a wide range of kids who are really enjoying the program.” Most students go through elementary school thinking that mathematics is only about adding and subtracting and arithmetic, “but there's this whole world of math that's not typically covered in school and that's really interesting,” she said. Math circle reveals that world to kids.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\nIn the U.S., “most of the kids come to the math circle because they don’t like what they see in school and they’re looking for something else.”\u003c/aside>\n\u003cp>Creating a math circle takes a lot of energy and planning -- from finding dynamic instructors to booking classroom space -- but it can be well worth the effort if no similar enrichment opportunities are available nearby. Parents might consider forming a circle when their children come home from school saying they’re bored with the level of mathematics that’s being taught, Sylvester said. “If your kid comes back and wants more challenging math, or if they love math or they love puzzles, then start one.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One Sunday last November, the fledgling program was underway at a community center, with around 19 boys and seven girls mulling over a game called Conway’s checkers. The visiting instructor that day was Zvezdelina Stankova, a Mills College professor and director of the \u003ca href=\"http://mathcircle.berkeley.edu/\">Berkeley Math Circle\u003c/a>. Each student was given a sheet of paper with a grid of squares -- divided in half by a thick line -- and a pile of pennies to serve as checkers. Beginning at one end of the board, and given particular rules for checker-jumping and a theoretically endless supply of coins, Stankova asked: How far could the coins be advanced?\u003c/p>\n\u003cp>Students experimented with jumping the checkers to the third row on the other side of the line, and then the fourth, and Stankova demonstrated the winning solutions. What about the fifth row? Many kids became so engrossed, chattering among themselves, they didn’t want to stop to hear the next part of the lesson. “No touching the coins!” Stankova finally admonished. “It’s impossible to reach the fifth row,” she said, briefly explaining that the reason had to do with the quadratic equation and the Golden Ratio.\u003c/p>\n\u003cp>Stankova grew up in Bulgaria, where it was common for children to attend circles in math, physics, chemistry and poetry. “Kids went to the math circle because they loved what was happening in class and they wanted more of it,” she said. By contrast, in the U.S., “most of the kids come to the math circle because they don't like what they see in school and they're looking for something else.”\u003c/p>\n\u003cp>\u003cstrong>A COMFORTABLE PLACE FOR MATH GEEKS\u003c/strong>\u003c/p>\n\u003cp>About three years ago, Sylvester wanted to take Andrew to a math circle after hearing of the programs at Berkeley as well as Stanford, but those courses are popular and hard to get into. He and his wife have fostered their son’s passion for numbers in various ways, including online courses and a summer camp in mathematics, as well as math competitions. Although UC Santa Cruz was offering a monthly math circle at one point, that course was put on hold when the professor who ran it went on sabbatical.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Last summer, Sylvester decided to start a circle through the X Academy, a nonprofit that he founded to offer enrichment activities, and he reached out to math professor Paul Zeitz, co-founder of the \u003ca href=\"http://www.sfmathcircle.org/\">San Francisco Math Circle\u003c/a>. Zeitz promptly volunteered to give an introductory math circle session in Santa Cruz and connected him with Stankova and other willing expert instructors.\u003c/p>\n\u003cp>“I thought I’d be lucky to get five kids in a room on a Sunday afternoon,” Sylvester said. To his surprise, 50 students and their parents signed up to attend the free kickoff session by Zeitz. Through an application process, the Santa Cruz Math Circle ended up with around 25 regular attendees for the rest of the fall course; registration cost $75, but scholarships were available.\u003c/p>\n\u003cp>Sylvester ran the course with help from X Academy board members (including Meister) and other parent volunteers, who assisted with promotion and setup. Meeting the needs of students from fourth through eighth grades in a single class proved too wide of a spread in ability and maturity to manage, so the software engineer brought in an extra instructor and split the students into two tracks; but younger kids such as Andrew who were ready for the math of the upper-level group could move up.\u003c/p>\n\u003cp>For many attendees, being in a place where they could dive into math and interact with other number-loving geeks was a welcome shift from the standard school environment, where the subject isn’t exactly popular. The circle “creates this community where it's safe to come and talk about math,” said teacher Nicholas Bugayong of Rolling Hills Middle School in Watsonville, who volunteered to drive four eighth-grade math students, all from Latino families, to the Sunday sessions. Some of these pupils were otherwise unable to make the 17-mile trek -- their parents couldn’t bring them -- or to afford the course without X Academy scholarships.\u003c/p>\n\u003cp>“Other people don’t like math and they say it’s a waste of time, but I think it’s interesting to learn things that you don’t learn in school,” said Rolling Hills student Monica Alvarez, 13. Listening to the other students as they volunteered different ideas and strategies for tackling challenging problems “helps you to learn other ways to solve a puzzle,” she added.\u003c/p>\n\u003cp>As for Andrew Sylvester, now age 10, the program prompted some more “math highs,” such as when he got into thinking about the Conway’s checkers conundrum. And the lessons spurred lively discussions. During one pizza break, he stayed behind in the classroom with two other boys who are also profoundly gifted at math. “They were bent over a piece of paper scribbling, in animated conversation,” recalled Strauss, whose son was part of the confab.\u003c/p>\n\u003cp>“I just like learning the math and arguing with my friends about math stuff -- for example, stuff like if one over infinity equals zero,” said 10-year-old Olin Ottemann-Strauss.\u003c/p>\n\u003cp>\u003cstrong>MATH CIRCLE STARTUP LESSONS\u003c/strong>\u003c/p>\n\u003cp>The Santa Cruz Math Circle resumes this spring. A major challenge will be continuing to arrange for high-quality instructors, Tim Sylvester said. While ideal teachers include math professors or scientists or engineers with doctorates in math, not all such experts have the experience or classroom management skills to instruct young pupils in a dynamic way. But Sylvester hopes to eventually join forces with UC Santa Cruz’s math circle.\u003c/p>\n\u003cp>Even if there is no nearby college to collaborate with, anyone interested in launching a math circle program can find helpful, step-by-step resources on the National Association of Math Circles website, including \u003ca href=\"http://www.mathcircles.org/content/getting-started-new-organizers\">lesson plans\u003c/a> from the book, \u003cem>Circle in a Box\u003c/em>. Teachers at some Bay Area schools have created their own programs, Sylvester noted, such as \u003ca href=\"http://www.nuevaschool.org/outreach/math-circles\">Nueva School\u003c/a> in Hillsborough.\u003c/p>\n\u003cp>Sustaining a circle does require adequate financing, which can be an ongoing challenge if registration fees are to remain affordable. The Santa Cruz program recently got a donation from Cisco Systems, where Sylvester used to work, and parents can make contributions to X Academy through its website. The academy has also applied for \u003ca href=\"http://www.mathcircles.org/content/math-circle-grants\">a seed grant\u003c/a> from the Berkeley-based nonprofit Mathematical Sciences Research Institute, which has funded many math circles over the years. But the institute is currently reviewing that grant program and has ended its support of the San Francisco Math Circle.\u003c/p>\n\u003cp>While many students often question why they need to learn algebra or calculus that they might not use later in life, Sylvester sees the ability to figure out tough math problems as being an essential life skill.\u003c/p>\n\u003cp>“One of the reasons you learn math is for the thought process and the problem-solving process,” he said. “That's why you do it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this story misidentified Barbara Meister as Barbara Sylvester. It also stated that Andrew Sylvester's third grade lessons in long division were at a private school, which is incorrect. He was attending a public school. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/39210/playing-with-math-how-math-circles-bring-learners-together-for-fun",
"authors": [
"4556"
],
"categories": [
"mindshift_192",
"mindshift_20579",
"mindshift_194"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_392",
"mindshift_20813"
],
"featImg": "mindshift_38286",
"label": "mindshift"
},
"mindshift_39215": {
"type": "posts",
"id": "mindshift_39215",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "39215",
"score": null,
"sort": [
1423012956000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1423012956,
"format": "aside",
"disqusTitle": "Can Virtual High Schools Live Up to the Hype?",
"title": "Can Virtual High Schools Live Up to the Hype?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_39216\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/can-virtual-high-schools-live-up-to-the-hype/school-on-a-snow-day/\" rel=\"attachment wp-att-39216\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"960\" class=\"size-full wp-image-39216\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the end of Angela Kohtala's leadership skills course, her high school students have to plan and carry out a community service project. Maybe it's fixing up their school courtyard, or tutoring younger students in an afterschool program.\u003c/p>\n\u003cp>Afterwards, they create a PowerPoint with pictures of the project. This isn't just a nice way to develop presentation skills — it's mandatory to prove that they really weeded that garden or sat with those kids in the first place.\u003c/p>\n\u003cp>You see, Kohtala's students are spread across the state of Florida, while she herself lives in Maine.\u003c/p>\n\u003cp>Kohtala teaches in the fastest-growing sector of K-12 education: the online public school. She is at \u003ca href=\"http://www.flvs.net/\">Florida Virtual School\u003c/a>, one of the biggest in the business.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"CiYaKbsg3fDwT3coXcl20urzitLuog8g\"]\u003c/p>\n\u003cp>The organization, which is technically a Florida school district, enrolls over 200,000 students across Florida and the world. The vast majority are part time, taking an average of just one course. But another 200,000 K-12 students are studying online full-time, most at the high school level, in at least 33 states.\u003c/p>\n\u003cp>Most of these states have passed laws in the last decade encouraging, or even requiring, online school choices.\u003c/p>\n\u003cp>One big reason is cost. Especially in large, rural states, virtual schools can allow students to take an AP class or a foreign language that their school doesn't offer, without having to pay another teacher to do it.\u003c/p>\n\u003cp>Another impetus is what's called credit recovery. Many states have set up these schools in order to allow students who have fallen behind to catch up, during summers, nights and weekends, with an eye toward earning their diplomas on time.\u003c/p>\n\u003cp>And then there's the idea that online learning, ideally, allows each student to work at his or her own pace and take advantage of multimedia resources and contemporary digital ways of working.\u003c/p>\n\u003cp>But there are big quality divides in the world of e-learning providers.\u003c/p>\n\u003cp>Most full-time online students are enrolled at schools run by two for-profit companies: K12 and Connections Academy.\u003c/p>\n\u003cp>\u003ca href=\"http://nepc.colorado.edu/publication/virtual-schools-annual-2013\">Of those full-time schools \u003c/a>that have academic ratings, an independent report found last year that two-thirds are rated academically \"unacceptable.\" And their graduation rates are less than half the average of all public schools.\u003c/p>\n\u003cp>\"Across the board, all the outcome measures we're looking at are negative,\" says Gary Miron, one of the authors of that report from the National Education Policy Center. He has a clue as to why.\u003c/p>\n\u003cp>\"When we looked at actual expenditures,\" he says, \"we could see that these schools spend a fraction of what districts spend on teacher salaries.\" About 1 in 10 of their students had a learning disability, yet they spent \"next to nothing\" on special education-certified teachers, his report found.\u003c/p>\n\u003cp>Allison Bazin, a spokeswoman for Connections Academy, says their schools' results are \"generally on par\" with state averages, though the math scores are lower.\u003c/p>\n\u003cp>K12, in particular, has come under fire from a quarter that's not normally known for its concern about public education: investors. At least two shareholder lawsuits have been filed alleging that K12 misleads investors about its enrollment growth prospects and the regulatory issues it faces. Anthony Guglielmi, a spokesperson for K12, points out that one suit was settled while another was dismissed.\u003c/p>\n\u003cp>Nate Davis, CEO OF K12, said the company's business is thriving. He verifies that teachers in his schools are paid less than those at brick-and-mortar schools — in exchange, he says, for the flexibility to work from home.\u003c/p>\n\u003cp>He also acknowledges that their schools have lower average test scores — a product, he says, of the fact that the majority of students are low-income. Plus, he says, look at the reasons they are studying online in the first place:\u003c/p>\n\u003cp>\"Some are accelerated. But others were in some way at risk,\" he says. \"The public school wasn't working for them. Maybe the school system wasn't good in their area and their parents want a different solution.\"\u003c/p>\n\u003cp>Miron points out that his research shows K12 schools actually have a lower proportion of low-income students than the state average.\u003c/p>\n\u003cp>But, he also notes, there's another side to the e-learning picture. Florida Virtual School, for example, is a very large online school with, by all accounts, good outcomes. On state end-of-course tests and AP exams, students do as well as, or better than, other Florida students.\u003c/p>\n\u003cp>Students log on each week from wherever they are — the school computer lab, a library, Starbucks — to hold class discussions and do group work in real time, using collaboration software. Some of their assessments involve answering questions from a teacher over the phone, a technique designed to discourage cheating. They may also be called in randomly to take an exam face-to-face.\u003c/p>\n\u003cp>Teachers, meanwhile, pledge to be available over text and phone from 8 a.m. to 8 p.m., five days a week and even a few hours on the weekends.\u003c/p>\n\u003cp>Kohlata says she often fields late-night texts from students who need personal as much as academic support. \"In my class we're helping them to learn, set goals, and think about trying new things. Sometimes a little anonymity allows for a little more intimacy.\"\u003c/p>\n\u003cp>So what's the upshot here? Are online schools a great idea or a terrible one?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It seems the answer can be a hybrid of both. What Miron and other scholars who study the topic are recommending is that states curb the growth of full-time virtual schools until better quality safeguards are put in place. \"The issue,\" he says, \"is not to ban the schools, but to figure out why they're not working.\" \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=Virtual+Schools+Bring+Real+Concerns+About+Quality&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "39215 http://blogs.kqed.org/mindshift/?p=39215",
"disqusUrl": "https://ww2.kqed.org/mindshift/2015/02/03/can-virtual-high-schools-live-up-to-the-hype/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 985,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 29
},
"modified": 1423012959,
"excerpt": "E-learning in K-12 is a growing trend, but many schools are underperformers. What's to be done?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "E-learning in K-12 is a growing trend, but many schools are underperformers. What's to be done?",
"title": "Can Virtual High Schools Live Up to the Hype? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Can Virtual High Schools Live Up to the Hype?",
"datePublished": "2015-02-03T17:22:36-08:00",
"dateModified": "2015-02-03T17:22:39-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "can-virtual-high-schools-live-up-to-the-hype",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=382167062&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Anya Kamenetz",
"nprStoryDate": "Mon, 02 Feb 2015 12:08:00 -0500",
"nprLastModifiedDate": "Mon, 02 Feb 2015 18:07:25 -0500",
"nprHtmlLink": "http://www.npr.org/blogs/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality?ft=nprml&f=382167062",
"nprAudio": "http://pd.npr.org/anon.npr-mp3/npr/atc/2015/02/20150202_atc_virtual_schools_bring_real_concerns_about_quality.mp3?orgId=1&topicId=1013&e=382167062&d=205&ft=nprml&f=382167062",
"nprAudioM3u": "http://api.npr.org/m3u/1383346157-75d221.m3u?orgId=1&topicId=1013&e=382167062&d=205&ft=nprml&f=382167062",
"nprStoryId": "382167062",
"nprRetrievedStory": "1",
"nprPubDate": "Mon, 02 Feb 2015 18:30:00 -0500",
"path": "/mindshift/39215/can-virtual-high-schools-live-up-to-the-hype",
"audioUrl": "http://pd.npr.org/anon.npr-mp3/npr/atc/2015/02/20150202_atc_virtual_schools_bring_real_concerns_about_quality.mp3?orgId=1&topicId=1013&e=382167062&d=205&ft=nprml&f=382167062",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39216\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/can-virtual-high-schools-live-up-to-the-hype/school-on-a-snow-day/\" rel=\"attachment wp-att-39216\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"960\" class=\"size-full wp-image-39216\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the end of Angela Kohtala's leadership skills course, her high school students have to plan and carry out a community service project. Maybe it's fixing up their school courtyard, or tutoring younger students in an afterschool program.\u003c/p>\n\u003cp>Afterwards, they create a PowerPoint with pictures of the project. This isn't just a nice way to develop presentation skills — it's mandatory to prove that they really weeded that garden or sat with those kids in the first place.\u003c/p>\n\u003cp>You see, Kohtala's students are spread across the state of Florida, while she herself lives in Maine.\u003c/p>\n\u003cp>Kohtala teaches in the fastest-growing sector of K-12 education: the online public school. She is at \u003ca href=\"http://www.flvs.net/\">Florida Virtual School\u003c/a>, one of the biggest in the business.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The organization, which is technically a Florida school district, enrolls over 200,000 students across Florida and the world. The vast majority are part time, taking an average of just one course. But another 200,000 K-12 students are studying online full-time, most at the high school level, in at least 33 states.\u003c/p>\n\u003cp>Most of these states have passed laws in the last decade encouraging, or even requiring, online school choices.\u003c/p>\n\u003cp>One big reason is cost. Especially in large, rural states, virtual schools can allow students to take an AP class or a foreign language that their school doesn't offer, without having to pay another teacher to do it.\u003c/p>\n\u003cp>Another impetus is what's called credit recovery. Many states have set up these schools in order to allow students who have fallen behind to catch up, during summers, nights and weekends, with an eye toward earning their diplomas on time.\u003c/p>\n\u003cp>And then there's the idea that online learning, ideally, allows each student to work at his or her own pace and take advantage of multimedia resources and contemporary digital ways of working.\u003c/p>\n\u003cp>But there are big quality divides in the world of e-learning providers.\u003c/p>\n\u003cp>Most full-time online students are enrolled at schools run by two for-profit companies: K12 and Connections Academy.\u003c/p>\n\u003cp>\u003ca href=\"http://nepc.colorado.edu/publication/virtual-schools-annual-2013\">Of those full-time schools \u003c/a>that have academic ratings, an independent report found last year that two-thirds are rated academically \"unacceptable.\" And their graduation rates are less than half the average of all public schools.\u003c/p>\n\u003cp>\"Across the board, all the outcome measures we're looking at are negative,\" says Gary Miron, one of the authors of that report from the National Education Policy Center. He has a clue as to why.\u003c/p>\n\u003cp>\"When we looked at actual expenditures,\" he says, \"we could see that these schools spend a fraction of what districts spend on teacher salaries.\" About 1 in 10 of their students had a learning disability, yet they spent \"next to nothing\" on special education-certified teachers, his report found.\u003c/p>\n\u003cp>Allison Bazin, a spokeswoman for Connections Academy, says their schools' results are \"generally on par\" with state averages, though the math scores are lower.\u003c/p>\n\u003cp>K12, in particular, has come under fire from a quarter that's not normally known for its concern about public education: investors. At least two shareholder lawsuits have been filed alleging that K12 misleads investors about its enrollment growth prospects and the regulatory issues it faces. Anthony Guglielmi, a spokesperson for K12, points out that one suit was settled while another was dismissed.\u003c/p>\n\u003cp>Nate Davis, CEO OF K12, said the company's business is thriving. He verifies that teachers in his schools are paid less than those at brick-and-mortar schools — in exchange, he says, for the flexibility to work from home.\u003c/p>\n\u003cp>He also acknowledges that their schools have lower average test scores — a product, he says, of the fact that the majority of students are low-income. Plus, he says, look at the reasons they are studying online in the first place:\u003c/p>\n\u003cp>\"Some are accelerated. But others were in some way at risk,\" he says. \"The public school wasn't working for them. Maybe the school system wasn't good in their area and their parents want a different solution.\"\u003c/p>\n\u003cp>Miron points out that his research shows K12 schools actually have a lower proportion of low-income students than the state average.\u003c/p>\n\u003cp>But, he also notes, there's another side to the e-learning picture. Florida Virtual School, for example, is a very large online school with, by all accounts, good outcomes. On state end-of-course tests and AP exams, students do as well as, or better than, other Florida students.\u003c/p>\n\u003cp>Students log on each week from wherever they are — the school computer lab, a library, Starbucks — to hold class discussions and do group work in real time, using collaboration software. Some of their assessments involve answering questions from a teacher over the phone, a technique designed to discourage cheating. They may also be called in randomly to take an exam face-to-face.\u003c/p>\n\u003cp>Teachers, meanwhile, pledge to be available over text and phone from 8 a.m. to 8 p.m., five days a week and even a few hours on the weekends.\u003c/p>\n\u003cp>Kohlata says she often fields late-night texts from students who need personal as much as academic support. \"In my class we're helping them to learn, set goals, and think about trying new things. Sometimes a little anonymity allows for a little more intimacy.\"\u003c/p>\n\u003cp>So what's the upshot here? Are online schools a great idea or a terrible one?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It seems the answer can be a hybrid of both. What Miron and other scholars who study the topic are recommending is that states curb the growth of full-time virtual schools until better quality safeguards are put in place. \"The issue,\" he says, \"is not to ban the schools, but to figure out why they're not working.\" \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=Virtual+Schools+Bring+Real+Concerns+About+Quality&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/39215/can-virtual-high-schools-live-up-to-the-hype",
"authors": [
"byline_mindshift_39215"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_358",
"mindshift_20784",
"mindshift_313",
"mindshift_1040"
],
"featImg": "mindshift_39216",
"label": "mindshift"
},
"mindshift_39142": {
"type": "posts",
"id": "mindshift_39142",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "39142",
"score": null,
"sort": [
1422886342000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1422886342,
"format": "aside",
"disqusTitle": "What Do We Really Mean When We Say 'Personalized Learning'?",
"title": "What Do We Really Mean When We Say 'Personalized Learning'?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_39144\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/sosodaydreamart/10974117124/\">\u003cimg class=\"size-large wp-image-39144\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/girl-study-sketch-640x360.jpg\" alt=\"Naomi Chung/Flickr\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Naomi Chung/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The idea of personalized learning is seductive – it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills. After decades of this approach, it is clear that all children don’t learn the same way and personalization seems to honor those differences. However, that term has taken on several different meanings.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We often say we want creativity and innovation – personalization - but every mechanism we use to measure it is through control and compliance.'\u003c/aside>\n\u003cp>“When you say personalization, what do you mean by that?” asked \u003ca href=\"http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach?language=en\" target=\"_blank\">Diana Laufenberg\u003c/a>, director of Inquiry Schools and a former teacher at Science Leadership Academy in Philadelphia. “It’s not a word that always means the same thing.”\u003c/p>\n\u003cp>Personalization is often used in the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\" target=\"_blank\">ed-tech community\u003c/a> to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”\u003c/p>\n\u003cp>“That has nothing to do with the person sitting in front of you,” Laufenberg said. “It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.” For Laufenberg, personalization only comes when students have authentic choice over how to tackle a problem. A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.\u003c/p>\n\u003cp>Educators at the \u003ca href=\"http://2015.educon.org/\" target=\"_blank\">EduCon conference\u003c/a> hosted by Science Leadership Academy eagerly discussed the merits and challenges of personalizing learning. Dozens of teachers agreed that a truly personalized learning experience requires student choice, is individualized, meaningful and resource rich. This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model. Technology was strikingly absent from these conversations. Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"qftFpZKTbDgOW50foLeZWXX4b2sPwl35\"]\u003c/p>\n\u003cp>However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms. When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering. The demands of the system -- and education leaders’ desire to excel within it -- lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/\" target=\"_blank\">Those are the tools with a market in the current system\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We often say we want creativity and innovation – personalization - but every mechanism we use to measure it is through control and compliance,” Laufenberg said. “Those things never come together as long as that is the overriding moment.” She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.\u003c/p>\n\n",
"disqusIdentifier": "39142 http://blogs.kqed.org/mindshift/?p=39142",
"disqusUrl": "https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 584,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 9
},
"modified": 1422886745,
"excerpt": "The definition of \"personalized learning\" is as varied as the richness of instruction tailored to learners. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The definition of "personalized learning" is as varied as the richness of instruction tailored to learners. ",
"title": "What Do We Really Mean When We Say 'Personalized Learning'? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "What Do We Really Mean When We Say 'Personalized Learning'?",
"datePublished": "2015-02-02T06:12:22-08:00",
"dateModified": "2015-02-02T06:19:05-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "what-do-we-really-mean-when-we-say-personalized-learning",
"status": "publish",
"path": "/mindshift/39142/what-do-we-really-mean-when-we-say-personalized-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39144\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/sosodaydreamart/10974117124/\">\u003cimg class=\"size-large wp-image-39144\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/girl-study-sketch-640x360.jpg\" alt=\"Naomi Chung/Flickr\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Naomi Chung/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The idea of personalized learning is seductive – it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills. After decades of this approach, it is clear that all children don’t learn the same way and personalization seems to honor those differences. However, that term has taken on several different meanings.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We often say we want creativity and innovation – personalization - but every mechanism we use to measure it is through control and compliance.'\u003c/aside>\n\u003cp>“When you say personalization, what do you mean by that?” asked \u003ca href=\"http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach?language=en\" target=\"_blank\">Diana Laufenberg\u003c/a>, director of Inquiry Schools and a former teacher at Science Leadership Academy in Philadelphia. “It’s not a word that always means the same thing.”\u003c/p>\n\u003cp>Personalization is often used in the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\" target=\"_blank\">ed-tech community\u003c/a> to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”\u003c/p>\n\u003cp>“That has nothing to do with the person sitting in front of you,” Laufenberg said. “It meets the needs of an individual in a very standardized way, but it doesn’t take into account who that kid is.” For Laufenberg, personalization only comes when students have authentic choice over how to tackle a problem. A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.\u003c/p>\n\u003cp>Educators at the \u003ca href=\"http://2015.educon.org/\" target=\"_blank\">EduCon conference\u003c/a> hosted by Science Leadership Academy eagerly discussed the merits and challenges of personalizing learning. Dozens of teachers agreed that a truly personalized learning experience requires student choice, is individualized, meaningful and resource rich. This kind of learning allows students to work at their own pace and level, meets the individual needs of students, and perhaps most importantly, is not a one-size fits all model. Technology was strikingly absent from these conversations. Instead, the common view of personalization focused on giving agency for learning to the student and valuing each individual in a classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>However, in order to navigate the system of accountability in the U.S. educational system, many school district leaders require public school educators to teach a specific curriculum that will be evaluated on standardized tests, while at the same time telling teachers to be innovative and creative within their classrooms. When that happens, the structures around the classroom leave little room for the kind of authentic, whole-child personalization many teachers dream of offering. The demands of the system -- and education leaders’ desire to excel within it -- lend themselves well to the computerized, modular and often very standardized system of “personalization” many ed-tech companies are offering. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/\" target=\"_blank\">Those are the tools with a market in the current system\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We often say we want creativity and innovation – personalization - but every mechanism we use to measure it is through control and compliance,” Laufenberg said. “Those things never come together as long as that is the overriding moment.” She cautions educators who may be excited about the progressive educational implications for “personalized learning” to make sure everyone they work with is on the same page about what that phrase means.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/39142/what-do-we-really-mean-when-we-say-personalized-learning",
"authors": [
"234"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_997",
"mindshift_20784",
"mindshift_1040",
"mindshift_797",
"mindshift_421",
"mindshift_956"
],
"featImg": "mindshift_39144",
"label": "mindshift"
},
"mindshift_39161": {
"type": "posts",
"id": "mindshift_39161",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "39161",
"score": null,
"sort": [
1422577492000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1422577492,
"format": "aside",
"disqusTitle": "Why Teens Are Impulsive, Addiction-Prone And Should Protect Their Brains",
"title": "Why Teens Are Impulsive, Addiction-Prone And Should Protect Their Brains",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_39164\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/teenage-brain/\" rel=\"attachment wp-att-39164\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Teenage-Brain.gif\" alt=\"iStock\" width=\"640\" height=\"960\" class=\"size-full wp-image-39164\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.npr.org/blogs/health/2015/01/28/381622350/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains\">NPR Staff\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Teens can't control impulses and make rapid, smart decisions like adults can — but why?\u003c/p>\n\u003cp>Research into how the human brain develops helps explain. In a teenager, the frontal lobe of the brain, which controls decision-making, is built but not fully insulated — so signals move slowly.\u003c/p>\n\u003cp>\"Teenagers are not as readily able to access their frontal lobe to say, 'Oh, I better not do this,' \" Dr. Frances Jensen tells \u003cem>Fresh Air\u003c/em>'s Terry Gross.\u003c/p>\n\u003cp>[contextly_sidebar id=\"hSJqY5z3OfHfaj8z7leVUUQh02bKP7Ux\"]\u003c/p>\n\u003cp>Jensen, who's a neuroscientist and was a single mother of two boys who are now in their 20s, wrote \u003cem>The Teenage Brain\u003c/em> to explore the science of how the brain grows — and why teenagers can be especially impulsive, moody and not very good at responsible decision-making.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have a natural insulation ... called myelin,\" she says. \"It's a fat, and it takes time. Cells have to build myelin, and they grow it around the outside of these tracks, and that takes years.\"\u003c/p>\n\u003cp>This insulation process starts in the back of the brain and heads toward the front. Brains aren't fully mature until people are in their early 20s, possibly late 20s and maybe even beyond, Jensen says.\u003c/p>\n\u003cp>\"The last place to be connected — to be fully myelinated — is the front of your brain,\" Jensen says. \"And what's in the front? Your prefrontal cortex and your frontal cortex. These are areas where we have insight, empathy, these executive functions such as impulse control, risk-taking behavior.\"\u003c/p>\n\u003cp>This research also explains why teenagers can be especially susceptible to addictions — including drugs, alcohol, smoking and digital devices.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why teenagers are more prone to addiction \u003c/strong>\u003c/p>\n\u003cp>Addiction is actually a form of learning. ... What happens in addiction is there's also repeated exposure, except it's to a substance and it's not in the part of the brain we use for learning — it's in the reward-seeking area of your brain. ... It's happening in the same way that learning stimulates and enhances a synapse. Substances do the same thing. They build a reward circuit around that substance to a much stronger, harder, longer addiction.\u003c/p>\n\u003cp>Just like learning a fact is more efficient, sadly, addiction is more efficient in the adolescent brain. That is an important fact for an adolescent to know about themselves — that they can get addicted faster.\u003c/p>\n\u003cp>It also is a way to debunk the myth, by the way, that, \"Oh, teens are resilient, they'll be fine. He can just go off and drink or do this or that. They'll bounce back.\" Actually, it's quite the contrary. The effects of substances are more permanent on the teen brain. They have more deleterious effects and can be more toxic to the teen than the adult.\u003c/p>\n\u003cp>\u003cstrong>On the effects of binge drinking and marijuana on the teenage brain \u003c/strong>\u003c/p>\n\u003cp>Binge drinking can actually kill brain cells in the adolescent brain where it does not to the same extent in the adult brain. So for the same amount of alcohol, you can actually have brain damage — permanent brain damage — in an adolescent for the same blood alcohol level that may cause bad sedation in the adult, but not actual brain damage\u003cem>. \u003c/em>...\u003cem>\u003c/em>\u003c/p>\n\u003cp>Because they have more plasticity, more substrate, a lot of these drugs of abuse are going to lock onto more targets in [adolescents'] brains than in an adult, for instance. We have natural cannabinoids, they're called, in the brain. We have kind of a natural substance that actually locks onto receptors on brain cells. It has, for the most part, a more dampening sedative effect. So when you actually ingest or smoke or get cannabis into your bloodstream, it does get into the brain and it goes to these same targets.\u003c/p>\n\u003cp>It turns out that these targets actually block the process of learning and memory so that you have an impairment of being able to lay down new memories. What's interesting is not only does the teen brain have more space for the cannabis to actually land, if you will, it actually stays there longer. It locks on longer than in the adult brain. ... For instance, if they were to get high over a weekend, the effects may be still there on Thursday and Friday later that week. An adult wouldn't have that same long-term effect.\u003c/p>\n\u003cp>\u003cstrong>On marijuana's effect on IQ \u003c/strong>\u003c/p>\n\u003cp>People who are chronic marijuana users between 13 and 17, people who [use daily or frequently] for a period of time, like a year plus, have shown to have decreased verbal IQ, and their functional MRIs look different when they're imaged during a task. There's been a permanent change in their brains as a result of this that they may not ever be able to recover.\u003c/p>\n\u003cp>It is a fascinating fact that I uncovered going through the literature around adolescence is our IQs are still malleable into the teen years. I know that I remember thinking and being brought up with, \"Well, you have that IQ test that was done in grade school with some standardized process, and that's your number, you've got it for life — whatever that number is, that's who you are.\"\u003c/p>\n\u003cp>It turns out that's not true at all. During the teen years, approximately a third of the people stayed the same, a third actually increased their IQ, and a third decreased their IQ. We don't know a lot about exactly what makes your IQ go up and down — the study is still ongoing — but we do know some things that make your IQ go down, and that is chronic pot-smoking.\u003c/p>\n\u003cp>\u003cstrong>On teenagers' access to constant stimuli \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>We, as humans, are very novelty-seeking. We are built to seek novelty and want to acquire new stimuli. So, when you think about it, our social media is just a wealth of new stimuli that you can access at all times. The problem with the adolescent is that they may not have the insider judgment, because their frontal lobes aren't completely online yet, to know when to stop. To know when to say, \"This is not a safe piece of information for me to look at. If I go and look at this atrocious violent video, it may stick with me for the rest of my life — this image — and this may not be a good thing to be carrying with me.\" They are unaware of when to gate themselves.\u003c/p>\n\u003cp>\u003cstrong>On not allowing teenagers to have their cellphones at night \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>It may or may not be enforceable. I think the point is that when they're trying to go to sleep — to have this incredibly alluring opportunity to network socially or be stimulated by a computer or a cellphone really disrupts sleep patterns. Again, it's also not great to have multiple channels of stimulation while you're trying to memorize for a test the next day, for instance.\u003c/p>\n\u003cp>So I think I would restate that and say, especially when they're trying to go to sleep, to really try to suggest that they don't go under the sheets and have their cellphone on and be tweeting people.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>First of all, the artificial light can affect your brain; it decreases some chemicals in your brain that help promote sleep, such as melatonin, so we know that artificial light is not good for the brain. That's why I think there have been studies that show that reading books with a regular warm light doesn't disrupt sleep to the extent that using a Kindle does. \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=Why+Teens+Are+Impulsive%2C+Addiction-Prone+And+Should+Protect+Their+Brains&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "39161 http://blogs.kqed.org/mindshift/?p=39161",
"disqusUrl": "https://ww2.kqed.org/mindshift/2015/01/29/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1302,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 30
},
"modified": 1422577496,
"excerpt": "New research shows that teenagers' brains aren't fully insulated, so the signals travel slowly when they need to make decisions. Neuroscientist Frances Jensen, who wrote \u003cem>The Teenage Brain, \u003c/em>explains.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "New research shows that teenagers' brains aren't fully insulated, so the signals travel slowly when they need to make decisions. Neuroscientist Frances Jensen, who wrote The Teenage Brain, explains.",
"title": "Why Teens Are Impulsive, Addiction-Prone And Should Protect Their Brains | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why Teens Are Impulsive, Addiction-Prone And Should Protect Their Brains",
"datePublished": "2015-01-29T16:24:52-08:00",
"dateModified": "2015-01-29T16:24:56-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=381622350&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprStoryDate": "Wed, 28 Jan 2015 14:03:00 -0500",
"nprLastModifiedDate": "Thu, 29 Jan 2015 08:46:59 -0500",
"nprHtmlLink": "http://www.npr.org/blogs/health/2015/01/28/381622350/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains?ft=nprml&f=381622350",
"nprAudio": "http://pd.npr.org/anon.npr-mp3/npr/fa/2015/01/20150128_fa_01.mp3?orgId=1&topicId=1033&e=381622350&d=2292&ft=nprml&f=381622350",
"nprAudioM3u": "http://api.npr.org/m3u/1382175999-1424d6.m3u?orgId=1&topicId=1033&e=381622350&d=2292&ft=nprml&f=381622350",
"nprStoryId": "381622350",
"nprRetrievedStory": "1",
"nprPubDate": "Thu, 29 Jan 2015 08:46:00 -0500",
"path": "/mindshift/39161/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains",
"audioUrl": "http://pd.npr.org/anon.npr-mp3/npr/fa/2015/01/20150128_fa_01.mp3?orgId=1&topicId=1033&e=381622350&d=2292&ft=nprml&f=381622350",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39164\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/teenage-brain/\" rel=\"attachment wp-att-39164\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Teenage-Brain.gif\" alt=\"iStock\" width=\"640\" height=\"960\" class=\"size-full wp-image-39164\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.npr.org/blogs/health/2015/01/28/381622350/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains\">NPR Staff\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Teens can't control impulses and make rapid, smart decisions like adults can — but why?\u003c/p>\n\u003cp>Research into how the human brain develops helps explain. In a teenager, the frontal lobe of the brain, which controls decision-making, is built but not fully insulated — so signals move slowly.\u003c/p>\n\u003cp>\"Teenagers are not as readily able to access their frontal lobe to say, 'Oh, I better not do this,' \" Dr. Frances Jensen tells \u003cem>Fresh Air\u003c/em>'s Terry Gross.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Jensen, who's a neuroscientist and was a single mother of two boys who are now in their 20s, wrote \u003cem>The Teenage Brain\u003c/em> to explore the science of how the brain grows — and why teenagers can be especially impulsive, moody and not very good at responsible decision-making.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have a natural insulation ... called myelin,\" she says. \"It's a fat, and it takes time. Cells have to build myelin, and they grow it around the outside of these tracks, and that takes years.\"\u003c/p>\n\u003cp>This insulation process starts in the back of the brain and heads toward the front. Brains aren't fully mature until people are in their early 20s, possibly late 20s and maybe even beyond, Jensen says.\u003c/p>\n\u003cp>\"The last place to be connected — to be fully myelinated — is the front of your brain,\" Jensen says. \"And what's in the front? Your prefrontal cortex and your frontal cortex. These are areas where we have insight, empathy, these executive functions such as impulse control, risk-taking behavior.\"\u003c/p>\n\u003cp>This research also explains why teenagers can be especially susceptible to addictions — including drugs, alcohol, smoking and digital devices.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why teenagers are more prone to addiction \u003c/strong>\u003c/p>\n\u003cp>Addiction is actually a form of learning. ... What happens in addiction is there's also repeated exposure, except it's to a substance and it's not in the part of the brain we use for learning — it's in the reward-seeking area of your brain. ... It's happening in the same way that learning stimulates and enhances a synapse. Substances do the same thing. They build a reward circuit around that substance to a much stronger, harder, longer addiction.\u003c/p>\n\u003cp>Just like learning a fact is more efficient, sadly, addiction is more efficient in the adolescent brain. That is an important fact for an adolescent to know about themselves — that they can get addicted faster.\u003c/p>\n\u003cp>It also is a way to debunk the myth, by the way, that, \"Oh, teens are resilient, they'll be fine. He can just go off and drink or do this or that. They'll bounce back.\" Actually, it's quite the contrary. The effects of substances are more permanent on the teen brain. They have more deleterious effects and can be more toxic to the teen than the adult.\u003c/p>\n\u003cp>\u003cstrong>On the effects of binge drinking and marijuana on the teenage brain \u003c/strong>\u003c/p>\n\u003cp>Binge drinking can actually kill brain cells in the adolescent brain where it does not to the same extent in the adult brain. So for the same amount of alcohol, you can actually have brain damage — permanent brain damage — in an adolescent for the same blood alcohol level that may cause bad sedation in the adult, but not actual brain damage\u003cem>. \u003c/em>...\u003cem>\u003c/em>\u003c/p>\n\u003cp>Because they have more plasticity, more substrate, a lot of these drugs of abuse are going to lock onto more targets in [adolescents'] brains than in an adult, for instance. We have natural cannabinoids, they're called, in the brain. We have kind of a natural substance that actually locks onto receptors on brain cells. It has, for the most part, a more dampening sedative effect. So when you actually ingest or smoke or get cannabis into your bloodstream, it does get into the brain and it goes to these same targets.\u003c/p>\n\u003cp>It turns out that these targets actually block the process of learning and memory so that you have an impairment of being able to lay down new memories. What's interesting is not only does the teen brain have more space for the cannabis to actually land, if you will, it actually stays there longer. It locks on longer than in the adult brain. ... For instance, if they were to get high over a weekend, the effects may be still there on Thursday and Friday later that week. An adult wouldn't have that same long-term effect.\u003c/p>\n\u003cp>\u003cstrong>On marijuana's effect on IQ \u003c/strong>\u003c/p>\n\u003cp>People who are chronic marijuana users between 13 and 17, people who [use daily or frequently] for a period of time, like a year plus, have shown to have decreased verbal IQ, and their functional MRIs look different when they're imaged during a task. There's been a permanent change in their brains as a result of this that they may not ever be able to recover.\u003c/p>\n\u003cp>It is a fascinating fact that I uncovered going through the literature around adolescence is our IQs are still malleable into the teen years. I know that I remember thinking and being brought up with, \"Well, you have that IQ test that was done in grade school with some standardized process, and that's your number, you've got it for life — whatever that number is, that's who you are.\"\u003c/p>\n\u003cp>It turns out that's not true at all. During the teen years, approximately a third of the people stayed the same, a third actually increased their IQ, and a third decreased their IQ. We don't know a lot about exactly what makes your IQ go up and down — the study is still ongoing — but we do know some things that make your IQ go down, and that is chronic pot-smoking.\u003c/p>\n\u003cp>\u003cstrong>On teenagers' access to constant stimuli \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>We, as humans, are very novelty-seeking. We are built to seek novelty and want to acquire new stimuli. So, when you think about it, our social media is just a wealth of new stimuli that you can access at all times. The problem with the adolescent is that they may not have the insider judgment, because their frontal lobes aren't completely online yet, to know when to stop. To know when to say, \"This is not a safe piece of information for me to look at. If I go and look at this atrocious violent video, it may stick with me for the rest of my life — this image — and this may not be a good thing to be carrying with me.\" They are unaware of when to gate themselves.\u003c/p>\n\u003cp>\u003cstrong>On not allowing teenagers to have their cellphones at night \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>It may or may not be enforceable. I think the point is that when they're trying to go to sleep — to have this incredibly alluring opportunity to network socially or be stimulated by a computer or a cellphone really disrupts sleep patterns. Again, it's also not great to have multiple channels of stimulation while you're trying to memorize for a test the next day, for instance.\u003c/p>\n\u003cp>So I think I would restate that and say, especially when they're trying to go to sleep, to really try to suggest that they don't go under the sheets and have their cellphone on and be tweeting people.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>First of all, the artificial light can affect your brain; it decreases some chemicals in your brain that help promote sleep, such as melatonin, so we know that artificial light is not good for the brain. That's why I think there have been studies that show that reading books with a regular warm light doesn't disrupt sleep to the extent that using a Kindle does. \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=Why+Teens+Are+Impulsive%2C+Addiction-Prone+And+Should+Protect+Their+Brains&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/39161/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains",
"authors": [
"4354"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_767",
"mindshift_20784",
"mindshift_1040",
"mindshift_46"
],
"featImg": "mindshift_39164",
"label": "mindshift"
},
"mindshift_39097": {
"type": "posts",
"id": "mindshift_39097",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "39097",
"score": null,
"sort": [
1422539845000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1422539845,
"format": "aside",
"disqusTitle": "Why Even 'Good' Schools Benefit From Trying Fresh Ideas",
"title": "Why Even 'Good' Schools Benefit From Trying Fresh Ideas",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_39148\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/jef_safi/4605548723/in/photolist-81YDbt-aTJnGR-g69Xg-4S7piz-3HZmyZ-5pw3gK-dDtSze-uDksh-b3V8ue-CU4fC-sATrK-5kJQRh-dDzgzo-5t2yNG-oe6U2-uDnoG-azRRXP-2evASh-dLeKtW-84o17r-LFqLh-u6mYe-xs1DZ-6EQzRP-vTVyU-eMj8Jq-8iwTEA-8NnYhF-95A2eK-8EWtcC-JEvyc-3eb3qZ-Hp9XF-8iwTEb-5ymv7y-8jxm1C-9UgZfY-3ZyLB3-Rw7VR-kVnxd-6NwxoZ-6tWDy1-3HZhDn-beNXke-aTJnGF-86fPzW-3HZhCH-3beyf4-2NfzuD-7GufSz\">\u003cimg class=\"size-full wp-image-39148\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Tangramming-Jef-Safi.gif\" alt=\"Flickr/Jef Safi \" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Jef Safi\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">More and more schools are breaking away from traditional school models to try new approaches that educators hope will engage students and stimulate a life-long love of learning. Often the most adventurous experimenters are in struggling schools where it is obvious that the status quo is failing students. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/finding-the-most-creative-ways-to-help-students-advance-at-their-own-pace/\" target=\"_blank\">Radical shake-ups at “high-achieving” schools are less common\u003c/a> -- it’s hard to see the need for change when test scores are high and kids are getting into prestigious colleges. But disengaged and bored students are found even at successful schools; kids are just more adept at jumping through the requisite hoops to achieve what they've been told will lead to a good life.\u003c/p>\n\u003cp>\u003cstrong>TRYING SOMETHING NEW\u003c/strong>\u003c/p>\n\u003cp>Greenwich High School in Connecticut is one such high-performing school. It is located in an affluent area with 14 percent of its students eligible for free and reduced price lunch. It's also a big school with an emphasis on testing and Advanced Placement courses.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'There's got to be something else to make this stuff stick a little better.'\u003c/aside>\n\u003cp>But even with its apparent success, Greenwich headmaster Chris Winters quietly tapped a select group of teachers to explore what a radically different kind of public high school experience might look like. After dreaming together a few times a month over the course of a year, the school received a grant from a local non-profit, Greenwich Alliance, so that \u003ca href=\"http://ghsinnovationlab.com/our-team/\" target=\"_blank\">five teachers could plan and recruit\u003c/a> for their big experiment -- what they’re calling \u003ca href=\"http://ghsinnovationlab.com/\" target=\"_blank\">Innovation Lab\u003c/a>.\u003c/p>\n\u003cp>“It was clear from the beginning that it wasn't going to be a top-down initiative,” said Brian Walach, a math teacher and member of the Innovation Lab teaching team. The headmaster was clear that the program had to fit within the constraints of the public school system, but otherwise he gave the teaching team freedom to come up with a program that would excite students to learn on their own, connect subject areas and dive deeply into individual passions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>WHAT WILL IT LOOK LIKE\u003c/strong>\u003c/p>\n\u003cp>Freshmen at Greenwich are currently applying for 90 spots in the Innovation Lab where they will take all their math, English, social studies and science classes for the next three years (although students can opt out of the program if they don't like it). Students will study big questions that tie the subjects together -- things like climate change or logic as expressed through different disciplines.\u003c/p>\n\u003cp>Each quarter will follow a seminar cycle where big questions are discussed, researched, deepened and connected to the real-world. That could mean interdisciplinary discussions, modules focused on developing subject-specific skills or studio time to dig into a particularly interesting aspect that can be brought back to the group.\u003c/p>\n\u003cp>[contextly_sidebar id=\"mfz6IV92AfT29hq6X4VpvPy6TxqOn5nQ\"]\u003c/p>\n\u003cp>“We can check off a ton of boxes on the stuff we need to cover while still making it interesting and connecting the dots between things,” Walach said. In this way, the Innovation Lab teachers expect to teach all the standards public school students are supposed to learn, but without following a pacing guide or textbook.\u003c/p>\n\u003cp>The seminar cycle will take four weeks of the quarter and is followed by an immersion week where students get to drill down on an aspect of the seminar that particularly interests them, reaching out to experts in the field or going out to see the ideas work. “We’re looking at immersion week as a moment when students can step back from what school feels like and connect with what this looks like in the real-world and get immersed in that experience,” Walach said.\u003c/p>\n\u003cp>After five weeks of seminar and immersion, students will get the chance to design a solution for a real-world problem they’ve identified through research and study. They’ll work independently, with support from teachers, to design and build a product that meets the need they’ve identified. At the end each will present his or her project to the group in a showcase of student-designed and built products.\u003c/p>\n\u003cp>Climate change will be a big part of first quarter sophomore year. Together students and teachers will examine questions like: how do mathematicians and scientists differ in how they make claims about the empirical evidence of climate change. Students will analyze climate science data, which Walach says involves a lot of Algebra II concepts, and discuss how climate deniers construct their arguments. In social studies, they’ll look at how policy arguments are formulated, how that logic works in comparison to something like a mathematical proof, and how logical frameworks from various disciplines are different from one another.\u003c/p>\n\u003cfigure id=\"attachment_39105\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Greenwich-cycle.jpg\">\u003cimg class=\"size-medium wp-image-39105\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Greenwich-cycle-300x329.jpg\" alt=\"An Innovation Lab graph showing ho seminars, design and immersion in the real world work together.\" width=\"300\" height=\"329\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An Innovation Lab graph showing ho seminars, design and immersion in the real world work together.\u003c/figcaption>\u003c/figure>\n\u003cp>In English, they may look at how satire can influence both personal and political decision making. They might examine Mark Twain’s satire as an example, analyzing his critiques for facts and perception. And rather than taking a test to demonstrate understanding, the teaching team will be looking at alternate forms of applied assessment. For example, students might write and produce a satire of climate change deniers in the spirit of The Daily Show.\u003c/p>\n\u003cp>\u003cstrong>THE MOTIVATION\u003c/strong>\u003c/p>\n\u003cp>“There’s got to be something else to make this stuff stick a little better,” Walach said. “If my goal is to have my students pass my final at the end of the year, then maybe I should keep teaching math as we are right now. But if we want students to be able to apply math to the real world, it’s not working.” He’s tired of watching students grind through school just because they know they have to show colleges a committed, consistent record.\u003c/p>\n\u003cp>“I want to give them an experience where they get to learn something they’re actually passionate about, that’s what school’s about,” Walach said. And there were a lot of things about traditional teaching that annoyed him, like students’ obsession with grades. Math is often considered to be an outlier, not part of interdisciplinary approaches because of the belief that its linear and certain concepts must be taught before others can be broached. Walach no longer believes that.\u003c/p>\n\u003cp>“Now that I’ve actually done it, I don’t think it’s really that hard after you get some practice talking about subjects in more than one way,” Walach said. “I’m excited to talk about math differently.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I feel really motivated when I learn something I enjoy learning.'\u003c/aside>\n\u003cp>Similar motivations drove the other teachers involved in Innovation lab. Science teacher Dr. Sarah Golin has experience as a researcher. She’s long wanted to teach science like she learned it in graduate school, when she was the most engaged with her work. “I think for science teachers to shift into project-based learning, they need to have that experience themselves.”\u003c/p>\n\u003cp>For his part, social studies teacher Michael Belanger found himself pushing his students to ask deeper questions and reveling in the discussions that came from them. “The time I enjoy teaching most is when I’m helping kids discover things on their own or working in small groups,” Belanger said. “So when I heard about Innovation Lab, that’s exactly what I’ve been trying to do in my classes, except we’ll be doing it in a more interdisciplinary way.”\u003c/p>\n\u003cp>The five teachers who’ve worked to make Innovation Lab a reality know that the 90 kids who may take part are only a small portion of the more than 2,500 students at the school. But they hope to provide an example of rigorous, connected learning that doesn’t rely on traditional means like AP classes to give students interesting and challenging ways to learn.\u003c/p>\n\u003cp>\u003cstrong>CAN THIS BE DONE ELSEWHERE?\u003c/strong>\u003c/p>\n\u003cp>The Innovation Lab has several things working in its favor. The school is located in an affluent district and has more access to resources than many of the nation's poorest schools. The headmaster supports the effort and actively sought funding to free up some of his most creative teachers to make an idea a reality. And the team of teachers have been extraordinarily committed to creating a new reality at their school.\u003c/p>\n\u003cfigure id=\"attachment_39109\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Greenwich-chart.jpg\">\u003cimg class=\"size-medium wp-image-39109\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Greenwich-chart-300x347.jpg\" alt=\"The Innovation Lab team has worked hard to explain to prospective participants how the program fits in with the rest of school.\" width=\"300\" height=\"347\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Innovation Lab team has worked hard to explain to prospective participants how the program fits in with the rest of school.\u003c/figcaption>\u003c/figure>\n\u003cp>Despite these advantages, the teaching team is adamant that this idea is replicable in public schools elsewhere if leaders identify likely teachers, give them time to dream and plan, and make sure the program is teacher-driven. They’re clear that every school has its own culture and needs that will dictate what a new program looks like.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“You can’t take a model and transpose it onto a different community or a different school, but it’s important to experiment with alternative learning environments,” Golin said. This team of teachers has been convinced by visits to other non-traditional schools that have seen success reaching a wide variety of students like The Springfield Renaissance School or High Tech High. This work is happening in pockets throughout the country and educators who have jumped on board find a community of like-minded educators to support them through the experience.\u003c/p>\n\n",
"disqusIdentifier": "39097 http://blogs.kqed.org/mindshift/?p=39097",
"disqusUrl": "https://ww2.kqed.org/mindshift/2015/01/29/why-even-good-schools-benefit-from-trying-fresh-ideas/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1603,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 26
},
"modified": 1422539978,
"excerpt": "When leaders make space for new ideas within public schools new teaching models can thrive.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "When leaders make space for new ideas within public schools new teaching models can thrive.",
"title": "Why Even 'Good' Schools Benefit From Trying Fresh Ideas | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why Even 'Good' Schools Benefit From Trying Fresh Ideas",
"datePublished": "2015-01-29T05:57:25-08:00",
"dateModified": "2015-01-29T05:59:38-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "why-even-good-schools-benefit-from-trying-fresh-ideas",
"status": "publish",
"path": "/mindshift/39097/why-even-good-schools-benefit-from-trying-fresh-ideas",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39148\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/jef_safi/4605548723/in/photolist-81YDbt-aTJnGR-g69Xg-4S7piz-3HZmyZ-5pw3gK-dDtSze-uDksh-b3V8ue-CU4fC-sATrK-5kJQRh-dDzgzo-5t2yNG-oe6U2-uDnoG-azRRXP-2evASh-dLeKtW-84o17r-LFqLh-u6mYe-xs1DZ-6EQzRP-vTVyU-eMj8Jq-8iwTEA-8NnYhF-95A2eK-8EWtcC-JEvyc-3eb3qZ-Hp9XF-8iwTEb-5ymv7y-8jxm1C-9UgZfY-3ZyLB3-Rw7VR-kVnxd-6NwxoZ-6tWDy1-3HZhDn-beNXke-aTJnGF-86fPzW-3HZhCH-3beyf4-2NfzuD-7GufSz\">\u003cimg class=\"size-full wp-image-39148\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Tangramming-Jef-Safi.gif\" alt=\"Flickr/Jef Safi \" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Jef Safi\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">More and more schools are breaking away from traditional school models to try new approaches that educators hope will engage students and stimulate a life-long love of learning. Often the most adventurous experimenters are in struggling schools where it is obvious that the status quo is failing students. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/finding-the-most-creative-ways-to-help-students-advance-at-their-own-pace/\" target=\"_blank\">Radical shake-ups at “high-achieving” schools are less common\u003c/a> -- it’s hard to see the need for change when test scores are high and kids are getting into prestigious colleges. But disengaged and bored students are found even at successful schools; kids are just more adept at jumping through the requisite hoops to achieve what they've been told will lead to a good life.\u003c/p>\n\u003cp>\u003cstrong>TRYING SOMETHING NEW\u003c/strong>\u003c/p>\n\u003cp>Greenwich High School in Connecticut is one such high-performing school. It is located in an affluent area with 14 percent of its students eligible for free and reduced price lunch. It's also a big school with an emphasis on testing and Advanced Placement courses.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'There's got to be something else to make this stuff stick a little better.'\u003c/aside>\n\u003cp>But even with its apparent success, Greenwich headmaster Chris Winters quietly tapped a select group of teachers to explore what a radically different kind of public high school experience might look like. After dreaming together a few times a month over the course of a year, the school received a grant from a local non-profit, Greenwich Alliance, so that \u003ca href=\"http://ghsinnovationlab.com/our-team/\" target=\"_blank\">five teachers could plan and recruit\u003c/a> for their big experiment -- what they’re calling \u003ca href=\"http://ghsinnovationlab.com/\" target=\"_blank\">Innovation Lab\u003c/a>.\u003c/p>\n\u003cp>“It was clear from the beginning that it wasn't going to be a top-down initiative,” said Brian Walach, a math teacher and member of the Innovation Lab teaching team. The headmaster was clear that the program had to fit within the constraints of the public school system, but otherwise he gave the teaching team freedom to come up with a program that would excite students to learn on their own, connect subject areas and dive deeply into individual passions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>WHAT WILL IT LOOK LIKE\u003c/strong>\u003c/p>\n\u003cp>Freshmen at Greenwich are currently applying for 90 spots in the Innovation Lab where they will take all their math, English, social studies and science classes for the next three years (although students can opt out of the program if they don't like it). Students will study big questions that tie the subjects together -- things like climate change or logic as expressed through different disciplines.\u003c/p>\n\u003cp>Each quarter will follow a seminar cycle where big questions are discussed, researched, deepened and connected to the real-world. That could mean interdisciplinary discussions, modules focused on developing subject-specific skills or studio time to dig into a particularly interesting aspect that can be brought back to the group.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“We can check off a ton of boxes on the stuff we need to cover while still making it interesting and connecting the dots between things,” Walach said. In this way, the Innovation Lab teachers expect to teach all the standards public school students are supposed to learn, but without following a pacing guide or textbook.\u003c/p>\n\u003cp>The seminar cycle will take four weeks of the quarter and is followed by an immersion week where students get to drill down on an aspect of the seminar that particularly interests them, reaching out to experts in the field or going out to see the ideas work. “We’re looking at immersion week as a moment when students can step back from what school feels like and connect with what this looks like in the real-world and get immersed in that experience,” Walach said.\u003c/p>\n\u003cp>After five weeks of seminar and immersion, students will get the chance to design a solution for a real-world problem they’ve identified through research and study. They’ll work independently, with support from teachers, to design and build a product that meets the need they’ve identified. At the end each will present his or her project to the group in a showcase of student-designed and built products.\u003c/p>\n\u003cp>Climate change will be a big part of first quarter sophomore year. Together students and teachers will examine questions like: how do mathematicians and scientists differ in how they make claims about the empirical evidence of climate change. Students will analyze climate science data, which Walach says involves a lot of Algebra II concepts, and discuss how climate deniers construct their arguments. In social studies, they’ll look at how policy arguments are formulated, how that logic works in comparison to something like a mathematical proof, and how logical frameworks from various disciplines are different from one another.\u003c/p>\n\u003cfigure id=\"attachment_39105\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Greenwich-cycle.jpg\">\u003cimg class=\"size-medium wp-image-39105\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Greenwich-cycle-300x329.jpg\" alt=\"An Innovation Lab graph showing ho seminars, design and immersion in the real world work together.\" width=\"300\" height=\"329\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An Innovation Lab graph showing ho seminars, design and immersion in the real world work together.\u003c/figcaption>\u003c/figure>\n\u003cp>In English, they may look at how satire can influence both personal and political decision making. They might examine Mark Twain’s satire as an example, analyzing his critiques for facts and perception. And rather than taking a test to demonstrate understanding, the teaching team will be looking at alternate forms of applied assessment. For example, students might write and produce a satire of climate change deniers in the spirit of The Daily Show.\u003c/p>\n\u003cp>\u003cstrong>THE MOTIVATION\u003c/strong>\u003c/p>\n\u003cp>“There’s got to be something else to make this stuff stick a little better,” Walach said. “If my goal is to have my students pass my final at the end of the year, then maybe I should keep teaching math as we are right now. But if we want students to be able to apply math to the real world, it’s not working.” He’s tired of watching students grind through school just because they know they have to show colleges a committed, consistent record.\u003c/p>\n\u003cp>“I want to give them an experience where they get to learn something they’re actually passionate about, that’s what school’s about,” Walach said. And there were a lot of things about traditional teaching that annoyed him, like students’ obsession with grades. Math is often considered to be an outlier, not part of interdisciplinary approaches because of the belief that its linear and certain concepts must be taught before others can be broached. Walach no longer believes that.\u003c/p>\n\u003cp>“Now that I’ve actually done it, I don’t think it’s really that hard after you get some practice talking about subjects in more than one way,” Walach said. “I’m excited to talk about math differently.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I feel really motivated when I learn something I enjoy learning.'\u003c/aside>\n\u003cp>Similar motivations drove the other teachers involved in Innovation lab. Science teacher Dr. Sarah Golin has experience as a researcher. She’s long wanted to teach science like she learned it in graduate school, when she was the most engaged with her work. “I think for science teachers to shift into project-based learning, they need to have that experience themselves.”\u003c/p>\n\u003cp>For his part, social studies teacher Michael Belanger found himself pushing his students to ask deeper questions and reveling in the discussions that came from them. “The time I enjoy teaching most is when I’m helping kids discover things on their own or working in small groups,” Belanger said. “So when I heard about Innovation Lab, that’s exactly what I’ve been trying to do in my classes, except we’ll be doing it in a more interdisciplinary way.”\u003c/p>\n\u003cp>The five teachers who’ve worked to make Innovation Lab a reality know that the 90 kids who may take part are only a small portion of the more than 2,500 students at the school. But they hope to provide an example of rigorous, connected learning that doesn’t rely on traditional means like AP classes to give students interesting and challenging ways to learn.\u003c/p>\n\u003cp>\u003cstrong>CAN THIS BE DONE ELSEWHERE?\u003c/strong>\u003c/p>\n\u003cp>The Innovation Lab has several things working in its favor. The school is located in an affluent district and has more access to resources than many of the nation's poorest schools. The headmaster supports the effort and actively sought funding to free up some of his most creative teachers to make an idea a reality. And the team of teachers have been extraordinarily committed to creating a new reality at their school.\u003c/p>\n\u003cfigure id=\"attachment_39109\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Greenwich-chart.jpg\">\u003cimg class=\"size-medium wp-image-39109\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Greenwich-chart-300x347.jpg\" alt=\"The Innovation Lab team has worked hard to explain to prospective participants how the program fits in with the rest of school.\" width=\"300\" height=\"347\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Innovation Lab team has worked hard to explain to prospective participants how the program fits in with the rest of school.\u003c/figcaption>\u003c/figure>\n\u003cp>Despite these advantages, the teaching team is adamant that this idea is replicable in public schools elsewhere if leaders identify likely teachers, give them time to dream and plan, and make sure the program is teacher-driven. They’re clear that every school has its own culture and needs that will dictate what a new program looks like.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You can’t take a model and transpose it onto a different community or a different school, but it’s important to experiment with alternative learning environments,” Golin said. This team of teachers has been convinced by visits to other non-traditional schools that have seen success reaching a wide variety of students like The Springfield Renaissance School or High Tech High. This work is happening in pockets throughout the country and educators who have jumped on board find a community of like-minded educators to support them through the experience.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/39097/why-even-good-schools-benefit-from-trying-fresh-ideas",
"authors": [
"234"
],
"categories": [
"mindshift_192",
"mindshift_194"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_256"
],
"featImg": "mindshift_39148",
"label": "mindshift"
},
"mindshift_39074": {
"type": "posts",
"id": "mindshift_39074",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "39074",
"score": null,
"sort": [
1422283288000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1422283288,
"format": "aside",
"disqusTitle": "More Colleges Offer Competency-Based Degree Programs",
"title": "More Colleges Offer Competency-Based Degree Programs",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Competency-based education is in vogue — even though most people have never heard of it, and those who have can't always agree on what it is.\u003c/p>\n\u003cp>A report out today from the American Enterprise Institute says a growing number of colleges and universities are offering, or soon will offer, credits in exchange for direct demonstrations of learning. That's a big shift from credit hours — the currency of higher education for more than a century — which require students to spend an allotted amount of time with instructors.\u003c/p>\n\u003cp>A \"competency\" might be a score on a standardized exam or a portfolio of work. These are types of credit familiar to most people: think AP exams. But they are being applied to core requirements, not just used for skipping electives or introductory courses.\u003c/p>\n\u003cp>[contextly_sidebar id=\"wnGCmNgr2MhNot7xflqcOFA9aKB0JdX0\"]\u003c/p>\n\u003cp>And in a newer, even more experimental trend, institutions such as Western Governor's University are offering entire degree programs that allow students to move at their own pace, completing assignments and assessments as they master the material.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The major argument in favor of \u003ca href=\"http://www.npr.org/blogs/ed/2014/10/07/353930358/competency-based-education-no-more-semesters\">competency-based programs\u003c/a> is that they will offer nontraditional students a more direct, more affordable path to a degree. This argument is especially made on behalf of older students who can earn college credits based on prior workplace or life experience. The AEI report, by Robert Kelchen, found that nine out of 10 competency-based students are over 25.\u003c/p>\n\u003cp>The business and instructional models of competency-based degree programs are diverse.\u003c/p>\n\u003cp>Some, like Straighterline and Capella University, are for-profits; others, like Southern New Hampshire University's College for America Program, are nonprofits, while still others, like University of Maryland University College or Rio Salado College, are part of public university or community college systems.\u003c/p>\n\u003cp>And the numbers are large. Most programs don't report their competency-based enrollment, but there are nine colleges that are entirely competency-based; these nine colleges alone enroll more than 140,000 undergraduates and 57,000 graduate students.\u003c/p>\n\u003cp>From a racial, ethnic, and gender standpoint, these colleges resemble college enrollments as a whole. This, conversely, makes them less \"nontraditional\" than some other mainly online programs.\u003c/p>\n\u003cp>Whether competency-based programs will really save students money is a bigger question.\u003c/p>\n\u003cp>Exams, like CLEP, UExcel, or ACE, cost less than $100 for three college credits. And online programs like Western Governor's University have \"all you can eat\" pricing models, where students pay a fixed rate every six months for all the credits they can earn.\u003c/p>\n\u003cp>These usually represent savings over other online programs. But time is money. A student who is studying only part-time and progressing more slowly than the average may end up paying more, not less, than in a traditional program. And, some of these newer offerings aren't eligible for federal student aid, which drives students who can't pay into the expensive private loan market.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, the report notes, the federal government is moving to offer Pell Grants to more of these nontraditional programs as they become more widely accepted as quality options for gaining 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=Competency-Based+Degree+Programs+On+The+Rise&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
"disqusIdentifier": "39074 http://blogs.kqed.org/mindshift/?p=39074",
"disqusUrl": "https://ww2.kqed.org/mindshift/2015/01/26/more-colleges-offer-competency-based-degree-programs/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 530,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1433203230,
"excerpt": "A new report says 52 colleges offer, or plan to offer, some credits based on learning, not just seat time.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A new report says 52 colleges offer, or plan to offer, some credits based on learning, not just seat time.",
"title": "More Colleges Offer Competency-Based Degree Programs | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "More Colleges Offer Competency-Based Degree Programs",
"datePublished": "2015-01-26T06:41:28-08:00",
"dateModified": "2015-06-01T17:00:30-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "more-colleges-offer-competency-based-degree-programs",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=379387136&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Anya Kamenetz, \u003ca href=\"http://www.npr.org/sections/ed/2015/01/26/379387136/competency-based-degree-programs-on-the-rise\">NPR\u003c/a>",
"nprStoryDate": "Mon, 26 Jan 2015 08:03:14 -0500",
"nprLastModifiedDate": "Mon, 26 Jan 2015 08:03:14 -0500",
"nprHtmlLink": "http://www.npr.org/blogs/ed/2015/01/26/379387136/competency-based-degree-programs-on-the-rise?ft=nprml&f=379387136",
"nprStoryId": "379387136",
"nprRetrievedStory": "1",
"nprPubDate": "Mon, 26 Jan 2015 08:03:00 -0500",
"path": "/mindshift/39074/more-colleges-offer-competency-based-degree-programs",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Competency-based education is in vogue — even though most people have never heard of it, and those who have can't always agree on what it is.\u003c/p>\n\u003cp>A report out today from the American Enterprise Institute says a growing number of colleges and universities are offering, or soon will offer, credits in exchange for direct demonstrations of learning. That's a big shift from credit hours — the currency of higher education for more than a century — which require students to spend an allotted amount of time with instructors.\u003c/p>\n\u003cp>A \"competency\" might be a score on a standardized exam or a portfolio of work. These are types of credit familiar to most people: think AP exams. But they are being applied to core requirements, not just used for skipping electives or introductory courses.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>And in a newer, even more experimental trend, institutions such as Western Governor's University are offering entire degree programs that allow students to move at their own pace, completing assignments and assessments as they master the material.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The major argument in favor of \u003ca href=\"http://www.npr.org/blogs/ed/2014/10/07/353930358/competency-based-education-no-more-semesters\">competency-based programs\u003c/a> is that they will offer nontraditional students a more direct, more affordable path to a degree. This argument is especially made on behalf of older students who can earn college credits based on prior workplace or life experience. The AEI report, by Robert Kelchen, found that nine out of 10 competency-based students are over 25.\u003c/p>\n\u003cp>The business and instructional models of competency-based degree programs are diverse.\u003c/p>\n\u003cp>Some, like Straighterline and Capella University, are for-profits; others, like Southern New Hampshire University's College for America Program, are nonprofits, while still others, like University of Maryland University College or Rio Salado College, are part of public university or community college systems.\u003c/p>\n\u003cp>And the numbers are large. Most programs don't report their competency-based enrollment, but there are nine colleges that are entirely competency-based; these nine colleges alone enroll more than 140,000 undergraduates and 57,000 graduate students.\u003c/p>\n\u003cp>From a racial, ethnic, and gender standpoint, these colleges resemble college enrollments as a whole. This, conversely, makes them less \"nontraditional\" than some other mainly online programs.\u003c/p>\n\u003cp>Whether competency-based programs will really save students money is a bigger question.\u003c/p>\n\u003cp>Exams, like CLEP, UExcel, or ACE, cost less than $100 for three college credits. And online programs like Western Governor's University have \"all you can eat\" pricing models, where students pay a fixed rate every six months for all the credits they can earn.\u003c/p>\n\u003cp>These usually represent savings over other online programs. But time is money. A student who is studying only part-time and progressing more slowly than the average may end up paying more, not less, than in a traditional program. And, some of these newer offerings aren't eligible for federal student aid, which drives students who can't pay into the expensive private loan market.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, the report notes, the federal government is moving to offer Pell Grants to more of these nontraditional programs as they become more widely accepted as quality options for gaining 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=Competency-Based+Degree+Programs+On+The+Rise&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/39074/more-colleges-offer-competency-based-degree-programs",
"authors": [
"byline_mindshift_39074"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_1021",
"mindshift_20784",
"mindshift_1040",
"mindshift_68"
],
"featImg": "mindshift_35949",
"label": "mindshift"
},
"mindshift_38938": {
"type": "posts",
"id": "mindshift_38938",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "38938",
"score": null,
"sort": [
1421937036000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1421937036,
"format": "aside",
"disqusTitle": "Unexpected Tools That are Influencing the Future of Education",
"title": "Unexpected Tools That are Influencing the Future of Education",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_37852\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat.jpg\">\u003cimg class=\"size-large wp-image-37852\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat-640x360.jpg\" alt=\"Mia Christopher\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Christopher\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap serif\">Some big education issues have been making headlines, including how many and what kind of standardized tests should be used in education, implementation of Common Core State Standards and the Vergara ruling in California challenging teacher tenure. But many educators continue to focus on the more personal issues behind these headlines: how to improve their craft, serve students better, nurture well-rounded, emotionally intelligent students and make educational change in more fundamental ways.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF EDUCATION\u003c/strong>\u003c/p>\n\u003cp>Teachers have long known that struggles in the classroom are often a reflection of society as much as of academic ability. And beyond the many challenges related to rising poverty rates, there is the uniquely confusing moment in which society finds itself. Around the globe, economies are shifting away from machine-focused industries and toward human-powered creative industries. Many adults are caught in the middle of this awkward shift, educated for the industrial age but trying to make a living in the information age. In an uncertain moment, they can be nervous about letting young people find their own way forward.\u003c/p>\n\u003cp>John Abbott, director of the 21st Century Learning Initiative, has thought a lot about these issues and surmises that society must decide what it wants to be: interconnected individuals responsible to a community or a world filled with “consumers,” dependent on products, services and authority figures. Shifting to an education model that produces people who thrive on interconnectivity will take a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/to-advance-education-we-must-first-reimagine-society/\" target=\"_blank\">dramatic revisioning of society\u003c/a>. But that type of shift might be just what is required to ensure that the education children receive in the future meets that dramatically different end goal.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.\u003c/aside>\n\u003cp>Changing the direction of society sounds like a daunting proposition, but examples of forward-thinking teaching and communities abound, often in isolation. As difficult as it can be for teachers to give up control over their classrooms, great things can happen when students step up and boldly take charge of their learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Monument Mountain Regional High School in Massachusetts, educators responded when students came forward with an idea for an \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/this-is-what-a-student-designed-school-looks-like/\" target=\"_blank\">entirely student-led approach to school\u003c/a>. In one independent-study-type course, students set their own learning goals, work collaboratively and seek help from mentors when it’s needed. They study math, science, social science and literature topics that interest them through a driving question each week, presenting their findings to a group. Their teachers were impressed with the rigor of their work and the motivation students displayed when they drove the agenda.\u003c/p>\n\u003cp>Saying students should drive their own learning is much easier than helping them do it. Former teacher-turned-lecturer Alan November has done some deep thinking about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\">how teachers can help students gain the skills they’ll need to be independent learners\u003c/a>. He emphasizes that teachers should help students ask the right questions and use the technology tools available to them to find credible information. He recommends teachers give students the ability to work on long-term projects that meaningfully contribute to the world, helping to provide the motivation for independent learning.\u003c/p>\n\u003cp>While some schools are finding ways to let students take up the reins of their education, many are still beholden to the regimented public system that includes lots of standardized testing for assessment and accountability purposes. The increasing focus on testing has driven some families away from the education system entirely, and the number of home-schooled students has grown.\u003c/p>\n\u003cp>One particular strain of home schooling, known as \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/unshackled-and-unschooled-free-range-learning-movement-grows/\" target=\"_blank\">unschooling\u003c/a>, has caught the imagination of many MindShift readers. Unschoolers follow no set curriculum, but rather let their children explore the world on their own terms and at their own speed. The focus is on curiosity, inquiry and projects, with the belief that kids will ask for help and learn in all disciplines when acquiring the necessary knowledge to achieve something with which they are absorbed.\u003c/p>\n\u003cp>Readers continue to debate whether students can really learn what they’ll need to be functioning adults without the intervention of a teacher or parent, but several people who have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">unschooled themselves say they’re doing well in the world\u003c/a>. Dr. Peter Gray has studied what unschoolers go on to do, and whether they face discrimination or other obstacles as they apply to colleges and enter the workforce.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL AND EMOTIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Much of the disaffection with the school system stems from a pervasive feeling that the intense focus on formal academics has inadvertently neglected the rest of a child’s personality and humanity. While employers, psychologists and other researchers have repeatedly noted that social and emotional skills like empathy are some of the most important ones for success, many schools still lag in developing effective programs to nurture those soft skills.\u003c/p>\n\u003cp>[contextly_sidebar id=\"R62KQLx0tZmWQVzL8Zl4SFt4xbLAxzyH\"]\u003c/p>\n\u003cp>Societal norms posit girls as being more emotionally intelligent than boys, but the subtle ways that teachers and parents reinforce that gender stereotype can harm boys, who \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\">need to learn empathy as an important life skill\u003c/a> for connecting with others, problem-solving and developing moral courage. Many of these interpersonal skills \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-free-play-can-define-kids-success/\" target=\"_blank\">develop naturally when children have the opportunity to play together\u003c/a> in unstructured environments, but free play is on the decline both in schools and at home. Researchers are now even \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\">questioning if lack of free play in students’ lives could be partly responsible for rising rates of depression among youth\u003c/a>.\u003c/p>\n\u003cp>One way to help students develop social and emotional skills is by helping them develop the part of their brain that governs self-regulation -- the prefrontal cortex. A few schools working with some of the most traumatized and disadvantaged students are finding that practicing mindfulness -- centering activities like focused breathing that keep the mind in the here and now -- can help students build the focus, decision-making and ability to think ahead that many students lack. One elementary school in Richmond, California, with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\">a mindfulness program found behavior problems diminished and academic achievement increased\u003c/a> with just a few minutes of mindfulness every week.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of research about how people learn best, but not all of that information has made it into mainstream classrooms. While many educators spend their free time brushing up on the new (and sometimes not so new) research, others are content to continue doing what has been done before. And students are just as susceptible to the inertia as the adults around them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite.'\u003c/aside>\n\u003cp>Students who have grown up in the current school system are used to being told exactly what they need to do in order to succeed. But the emphasis on grades and college can sometimes have the unintended consequence of making learning all about achieving an external goal and not about the learning itself.\u003c/p>\n\u003cp>Increasingly, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/how-deprogramming-kids-from-how-to-do-school-could-improve-learning/\" target=\"_blank\">teachers are working to change that dynamic\u003c/a> by moving to standards-based grading, allowing students to receive credit for demonstrating understanding even if that realization comes after the class has moved onto a new topic. Removing the stress of grades can help focus students back on learning together, especially if the teacher makes a special emphasis to build a culture of trust in the classroom.\u003c/p>\n\u003cp>“We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite,” said Adam Holman, a Texas educator who worked hard to “deprogram” his kids from the traditional way of learning by teaching them about how their brains work and why the dominant teaching style is incompatible. When Holman treated his students like adults who could understand the system in which they played, he earned their trust and their hard work.\u003c/p>\n\u003cp>Sometimes the teaching and studying strategies thought to work best actively contradict brain-based learning. New York Times writer Benedict Carey devoted an entire book to describing counter-intuitive \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\">study strategies based in cognitive science about memory and learning\u003c/a>. For example, students tend to spend hours cramming for a test the next day, only to promptly forget everything they learned. They’d be better served to chunk study time over several days, taking breaks, sleeping more and quizzing themselves along the way. Many students don’t know any strategies to improve their own study skills and end up wasting a lot of time and effort.\u003c/p>\n\u003cp>\u003cstrong>BEST TECH TOOLS\u003c/strong>\u003c/p>\n\u003cp>Educators are always interested in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/11/apps-that-rise-to-the-top-tested-and-approved-by-teachers/\" target=\"_blank\">peer-recommended tech products\u003c/a> proven to be simple and effective in the classroom. When New Canaan High School (Connecticut) librarian Michelle Luhtala invited several of her colleagues to combine their favorite apps and share a list with the world, educators loved it. And it can be particularly helpful to find a great tool for subjects that don’t get a lot of attention, like physics.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>MindShift readers consistently enjoy reading about ideas that push the dominant thinking and challenge educators to bring the strategies and tools that inspire them into the classroom. It doesn’t have to happen all at once, but if every teacher pinpoints one way to make his or her classroom more dynamic, these grand ideas might slowly become a reality for more schools, educators and kids.\u003c/p>\n\n",
"disqusIdentifier": "38938 http://blogs.kqed.org/mindshift/?p=38938",
"disqusUrl": "https://ww2.kqed.org/mindshift/2015/01/22/unexpected-tools-that-are-influencing-the-future-of-education/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1582,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 25
},
"modified": 1450893387,
"excerpt": "Unschooling, greater independence for the student and teacher, and getting in touch with our social and emotional selves are just some of the topics that have inspired educators and life-long learners. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Unschooling, greater independence for the student and teacher, and getting in touch with our social and emotional selves are just some of the topics that have inspired educators and life-long learners. ",
"title": "Unexpected Tools That are Influencing the Future of Education | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Unexpected Tools That are Influencing the Future of Education",
"datePublished": "2015-01-22T06:30:36-08:00",
"dateModified": "2015-12-23T09:56:27-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "unexpected-tools-that-are-influencing-the-future-of-education",
"status": "publish",
"path": "/mindshift/38938/unexpected-tools-that-are-influencing-the-future-of-education",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37852\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat.jpg\">\u003cimg class=\"size-large wp-image-37852\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat-640x360.jpg\" alt=\"Mia Christopher\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Christopher\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap serif\">Some big education issues have been making headlines, including how many and what kind of standardized tests should be used in education, implementation of Common Core State Standards and the Vergara ruling in California challenging teacher tenure. But many educators continue to focus on the more personal issues behind these headlines: how to improve their craft, serve students better, nurture well-rounded, emotionally intelligent students and make educational change in more fundamental ways.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF EDUCATION\u003c/strong>\u003c/p>\n\u003cp>Teachers have long known that struggles in the classroom are often a reflection of society as much as of academic ability. And beyond the many challenges related to rising poverty rates, there is the uniquely confusing moment in which society finds itself. Around the globe, economies are shifting away from machine-focused industries and toward human-powered creative industries. Many adults are caught in the middle of this awkward shift, educated for the industrial age but trying to make a living in the information age. In an uncertain moment, they can be nervous about letting young people find their own way forward.\u003c/p>\n\u003cp>John Abbott, director of the 21st Century Learning Initiative, has thought a lot about these issues and surmises that society must decide what it wants to be: interconnected individuals responsible to a community or a world filled with “consumers,” dependent on products, services and authority figures. Shifting to an education model that produces people who thrive on interconnectivity will take a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/to-advance-education-we-must-first-reimagine-society/\" target=\"_blank\">dramatic revisioning of society\u003c/a>. But that type of shift might be just what is required to ensure that the education children receive in the future meets that dramatically different end goal.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.\u003c/aside>\n\u003cp>Changing the direction of society sounds like a daunting proposition, but examples of forward-thinking teaching and communities abound, often in isolation. As difficult as it can be for teachers to give up control over their classrooms, great things can happen when students step up and boldly take charge of their learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Monument Mountain Regional High School in Massachusetts, educators responded when students came forward with an idea for an \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/this-is-what-a-student-designed-school-looks-like/\" target=\"_blank\">entirely student-led approach to school\u003c/a>. In one independent-study-type course, students set their own learning goals, work collaboratively and seek help from mentors when it’s needed. They study math, science, social science and literature topics that interest them through a driving question each week, presenting their findings to a group. Their teachers were impressed with the rigor of their work and the motivation students displayed when they drove the agenda.\u003c/p>\n\u003cp>Saying students should drive their own learning is much easier than helping them do it. Former teacher-turned-lecturer Alan November has done some deep thinking about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\">how teachers can help students gain the skills they’ll need to be independent learners\u003c/a>. He emphasizes that teachers should help students ask the right questions and use the technology tools available to them to find credible information. He recommends teachers give students the ability to work on long-term projects that meaningfully contribute to the world, helping to provide the motivation for independent learning.\u003c/p>\n\u003cp>While some schools are finding ways to let students take up the reins of their education, many are still beholden to the regimented public system that includes lots of standardized testing for assessment and accountability purposes. The increasing focus on testing has driven some families away from the education system entirely, and the number of home-schooled students has grown.\u003c/p>\n\u003cp>One particular strain of home schooling, known as \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/unshackled-and-unschooled-free-range-learning-movement-grows/\" target=\"_blank\">unschooling\u003c/a>, has caught the imagination of many MindShift readers. Unschoolers follow no set curriculum, but rather let their children explore the world on their own terms and at their own speed. The focus is on curiosity, inquiry and projects, with the belief that kids will ask for help and learn in all disciplines when acquiring the necessary knowledge to achieve something with which they are absorbed.\u003c/p>\n\u003cp>Readers continue to debate whether students can really learn what they’ll need to be functioning adults without the intervention of a teacher or parent, but several people who have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">unschooled themselves say they’re doing well in the world\u003c/a>. Dr. Peter Gray has studied what unschoolers go on to do, and whether they face discrimination or other obstacles as they apply to colleges and enter the workforce.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL AND EMOTIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Much of the disaffection with the school system stems from a pervasive feeling that the intense focus on formal academics has inadvertently neglected the rest of a child’s personality and humanity. While employers, psychologists and other researchers have repeatedly noted that social and emotional skills like empathy are some of the most important ones for success, many schools still lag in developing effective programs to nurture those soft skills.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Societal norms posit girls as being more emotionally intelligent than boys, but the subtle ways that teachers and parents reinforce that gender stereotype can harm boys, who \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\">need to learn empathy as an important life skill\u003c/a> for connecting with others, problem-solving and developing moral courage. Many of these interpersonal skills \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-free-play-can-define-kids-success/\" target=\"_blank\">develop naturally when children have the opportunity to play together\u003c/a> in unstructured environments, but free play is on the decline both in schools and at home. Researchers are now even \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\">questioning if lack of free play in students’ lives could be partly responsible for rising rates of depression among youth\u003c/a>.\u003c/p>\n\u003cp>One way to help students develop social and emotional skills is by helping them develop the part of their brain that governs self-regulation -- the prefrontal cortex. A few schools working with some of the most traumatized and disadvantaged students are finding that practicing mindfulness -- centering activities like focused breathing that keep the mind in the here and now -- can help students build the focus, decision-making and ability to think ahead that many students lack. One elementary school in Richmond, California, with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\">a mindfulness program found behavior problems diminished and academic achievement increased\u003c/a> with just a few minutes of mindfulness every week.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of research about how people learn best, but not all of that information has made it into mainstream classrooms. While many educators spend their free time brushing up on the new (and sometimes not so new) research, others are content to continue doing what has been done before. And students are just as susceptible to the inertia as the adults around them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite.'\u003c/aside>\n\u003cp>Students who have grown up in the current school system are used to being told exactly what they need to do in order to succeed. But the emphasis on grades and college can sometimes have the unintended consequence of making learning all about achieving an external goal and not about the learning itself.\u003c/p>\n\u003cp>Increasingly, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/how-deprogramming-kids-from-how-to-do-school-could-improve-learning/\" target=\"_blank\">teachers are working to change that dynamic\u003c/a> by moving to standards-based grading, allowing students to receive credit for demonstrating understanding even if that realization comes after the class has moved onto a new topic. Removing the stress of grades can help focus students back on learning together, especially if the teacher makes a special emphasis to build a culture of trust in the classroom.\u003c/p>\n\u003cp>“We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite,” said Adam Holman, a Texas educator who worked hard to “deprogram” his kids from the traditional way of learning by teaching them about how their brains work and why the dominant teaching style is incompatible. When Holman treated his students like adults who could understand the system in which they played, he earned their trust and their hard work.\u003c/p>\n\u003cp>Sometimes the teaching and studying strategies thought to work best actively contradict brain-based learning. New York Times writer Benedict Carey devoted an entire book to describing counter-intuitive \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\">study strategies based in cognitive science about memory and learning\u003c/a>. For example, students tend to spend hours cramming for a test the next day, only to promptly forget everything they learned. They’d be better served to chunk study time over several days, taking breaks, sleeping more and quizzing themselves along the way. Many students don’t know any strategies to improve their own study skills and end up wasting a lot of time and effort.\u003c/p>\n\u003cp>\u003cstrong>BEST TECH TOOLS\u003c/strong>\u003c/p>\n\u003cp>Educators are always interested in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/11/apps-that-rise-to-the-top-tested-and-approved-by-teachers/\" target=\"_blank\">peer-recommended tech products\u003c/a> proven to be simple and effective in the classroom. When New Canaan High School (Connecticut) librarian Michelle Luhtala invited several of her colleagues to combine their favorite apps and share a list with the world, educators loved it. And it can be particularly helpful to find a great tool for subjects that don’t get a lot of attention, like physics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>MindShift readers consistently enjoy reading about ideas that push the dominant thinking and challenge educators to bring the strategies and tools that inspire them into the classroom. It doesn’t have to happen all at once, but if every teacher pinpoints one way to make his or her classroom more dynamic, these grand ideas might slowly become a reality for more schools, educators and kids.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/38938/unexpected-tools-that-are-influencing-the-future-of-education",
"authors": [
"234"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_767",
"mindshift_20784",
"mindshift_1040",
"mindshift_20604",
"mindshift_943",
"mindshift_125",
"mindshift_20718"
],
"featImg": "mindshift_37852",
"label": "mindshift"
},
"mindshift_38874": {
"type": "posts",
"id": "mindshift_38874",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "38874",
"score": null,
"sort": [
1420205437000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1420205437,
"format": "aside",
"disqusTitle": "Why Emotional Learning May Be As Important As The ABCs",
"title": "Why Emotional Learning May Be As Important As The ABCs",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_38875\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846.jpg\" alt=\"Thomas O'Donnell reads about Twiggle the Turtle to his kindergartners at Matthew Henson Elementary School in Baltimore. (Elissa Nadworny/NPR)\" width=\"640\" height=\"1080\" class=\"size-full wp-image-38875\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Thomas O'Donnell reads about Twiggle the Turtle to his kindergartners at Matthew Henson Elementary School in Baltimore. (Elissa Nadworny/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Maanvi Singh, \u003ca href=\"http://www.npr.org/blogs/ed/2014/12/31/356187871/why-emotional-literacy-may-be-as-important-as-learning-the-a-b-c-s\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Thomas O'Donnell's kindergarten kids are all hopped up to read about Twiggle the anthropomorphic Turtle.\u003c/p>\n\u003cp>\"Who can tell me why Twiggle here is sad,\" O'Donnell asks his class at Matthew Henson Elementary School in Baltimore.\u003c/p>\n\u003cp>\"Because he doesn't have no friends,\" a student pipes up.\u003c/p>\n\u003cp>And how do people look when they're sad?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"They look down!\" the whole class screams out.\u003c/p>\n\u003cp>Yeah, Twiggle is lonely. But, eventually, he befriends a hedgehog, a duck and a dog. And along the way, he learns how to play, help and share.\u003c/p>\n\u003cp>These are crucial skills we all need to learn, even in preschool and kindergarten. And common sense — along with a growing body of research — shows that mastering social skills early on can help people stay out of trouble all the way into their adult lives.\u003c/p>\n\u003cp>So shouldn't schools teach kids about emotions and conflict negotiation in the same way they teach math and reading? The creators of Twiggle the Turtle say the answer is yes.\u003c/p>\n\u003cp>\u003cstrong>Emotional Intelligence 101\u003c/strong>\u003c/p>\n\u003cp>[contextly_sidebar id=\"dyUrqhbSPPZtWknCFdFbjKM96ADy3veE\"]\u003c/p>\n\u003cp>Twiggle is part of a program called Promoting Alternative Thinking Strategies, or PATHS. It's designed to help young kids recognize and express emotions.\u003c/p>\n\u003cp>Matthew Henson Elementary is one of about 1,500 schools around the country using this program, which was first developed in the 1980s.\u003c/p>\n\u003cp>Every week, students get two 15- to 20-minute lessons on themes like self-control and treating others with respect. Especially for the youngest kids — in kindergarten and first grade — Twiggle often serves as their guide.\u003c/p>\n\u003cp>O'Donnell says his students are really taking to the lessons. They're trained, for example, to \"do the Turtle\" when they're upset. \"That's when they stop and cocoon themselves. They wrap their arms around themselves and they say what the problem is,\" he explains.\u003c/p>\n\u003cp>O'Donnell's kids do the turtle all the time — in the hallway and during class.\u003c/p>\n\u003cp>Right before class starts, for example, one little girl tells her friend, \"I don't like when you touch my hair, because it makes me sad.\"\u003c/p>\n\u003cp>\"Sorry!\" her friend responds.\u003c/p>\n\u003cp>While most kids will eventually figure out such strategies on their own, or with help from their parents, O'Donnell says, the lessons help them learn more quickly.\u003c/p>\n\u003cp>And for some, especially those with troubled home lives, Twiggle is their first and only introduction to healthy self-expression, he says. \"Some of them don't have words to express how they feel before this.\"\u003c/p>\n\u003cp>\u003cstrong>The Long Game\u003c/strong>\u003c/p>\n\u003cp>We previously reported on a \u003ca href=\"http://www.npr.org/blogs/ed/2014/07/14/330761945/teaching-four-year-olds-to-feel-better\">national study comparing\u003c/a> PATHS and other, similar programs showing positive effects in preschool. They are based on research showing that kids who act up a lot in school and at home — even very young kids — are more likely to have mental health problems and commit crimes years later as adults.\u003c/p>\n\u003cp>So \u003ca href=\"http://fds.duke.edu/db/Sanford/ccfp/dodge\">Kenneth Dodge\u003c/a>, a psychologist at Duke University, asked, \"Could we do something about that to prevent those problems from actually occurring?\" And he has dedicated his career to answering that question.\u003c/p>\n\u003cp>He and his colleagues launched the \u003ca href=\"http://www.fasttrackproject.org/overview.php\">FastTrack Project\u003c/a> to see if they could change students' life trajectory by teaching them what researchers like to call social-emotional intelligence.\u003c/p>\n\u003cp>Back in 1991, they screened 5-year-olds at schools around the country for behavior problems. After interviewing teachers and parents, the researchers identified 900 children who seemed to be most at risk for developing problems later on.\u003c/p>\n\u003cp>Half of these kids went through school as usual — though they had access to free counseling or tutoring. The rest got PATHS lessons, as well as counseling and tutoring, and their parents received training as well — all the way up until the students graduated from high school.\u003c/p>\n\u003cp>By age 25, those who were enrolled in the special program not only had done better in school, but they also had lower rates of arrests and fewer mental health and substance abuse issues. The \u003ca href=\"http://psychiatryonline.org/doi/abs/10.1176/appi.ajp.2014.13060786?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed&\">results\u003c/a> of this decades-long study were published in September in the \u003cem>American Journal of Psychiatry.\u003c/em>\u003c/p>\n\u003cp>The findings prove, Dodge says, \"In the same way that we can teach reading literacy, we can teach social and emotional literacy.\"\u003c/p>\n\u003cp>\u003cstrong>Cost Versus Benefit\u003c/strong>\u003c/p>\n\u003cp>PATHS and FastTrack aren't the only programs of their kind. A social-emotional learning program called RULER, developed at Yale University, \u003ca href=\"http://ei.yale.edu/wp-content/uploads/2013/09/RULER%E2%80%99s-Feeling-Words-Curriculum-Improves-Student-Achievement.pdf\">has shown\u003c/a> promising results, as well. And every year, the Chicago-based \u003ca href=\"https://casel.squarespace.com/\">Collaborative for Academic, Social and Emotional Learning\u003c/a> rates the top evidence-based emotional intelligence programs around the country.\u003c/p>\n\u003cp>So what's the catch? Why don't all schools offer emotional intelligence lessons?\u003c/p>\n\u003cp>Well, it's expensive.\u003c/p>\n\u003cp>The full, intensive FastTrack program costs around $50,000 per student, over a 10-year period. Schools can also pick and choose elements of the program.\u003c/p>\n\u003cp>For example, the short PATHS lessons about Twiggle at Matthew Henson Elementary cost less — about $600 per classroom to start, plus an additional $100 a year to keep it running.\u003c/p>\n\u003cp>It's pricey, but it does cost less per child than juvenile detention or rehab programs later on, according to Dodge. As a society, we spend a lot on remedial services — programs like PATHS are preventive, he says. \"This is something that in the long run will save dollars.\"\u003c/p>\n\u003cp>At Clark K-8 School in Cleveland, fifth-grader Tommy DeJesus Jr. says he thinks it's been worthwhile.\u003c/p>\n\u003cp>DeJesus has been exposed to the PATHS curriculum since he was in kindergarten, and he says he continues to use the social skills he learned from good old Twiggle.\u003c/p>\n\u003cp>The other day, for example, DeJesus says, he was quick to step in when he saw that a friend was being teased. \"They were making fun of his shoes and how he dressed. I said, 'Just because you have shoes and he doesn't, that doesn't give you the right to bully him,' \" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And the cool thing was, they listened. \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=Why+Emotional+Learning+May+Be+As+Important+As+The+ABCs&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "38874 http://blogs.kqed.org/mindshift/?p=38874",
"disqusUrl": "https://ww2.kqed.org/mindshift/2015/01/02/why-emotional-learning-may-be-as-important-as-the-abcs/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1029,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 40
},
"modified": 1420188738,
"excerpt": "A growing body of research suggests that teaching really young kids how to recognize and express their feelings can help them into their adult lives.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A growing body of research suggests that teaching really young kids how to recognize and express their feelings can help them into their adult lives.",
"title": "Why Emotional Learning May Be As Important As The ABCs | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why Emotional Learning May Be As Important As The ABCs",
"datePublished": "2015-01-02T05:30:37-08:00",
"dateModified": "2015-01-02T00:52:18-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "why-emotional-learning-may-be-as-important-as-the-abcs",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=356187871&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Maanvi Singh",
"nprStoryDate": "Wed, 31 Dec 2014 03:27:00 -0500",
"nprLastModifiedDate": "Wed, 31 Dec 2014 11:03:43 -0500",
"nprHtmlLink": "http://www.npr.org/blogs/ed/2014/12/31/356187871/why-emotional-literacy-may-be-as-important-as-learning-the-a-b-c-s?ft=3&f=356187871",
"nprAudio": "http://pd.npr.org/anon.npr-mp3/npr/me/2014/12/20141231_me_why_emotional_learning_may_be_as_important_as_the_a-b-cs.mp3?orgId=1&topicId=1013&ft=3&f=356187871",
"nprAudioM3u": "http://api.npr.org/m3u/1374142458-072a97.m3u?orgId=1&topicId=1013&ft=3&f=356187871",
"nprStoryId": "356187871",
"nprRetrievedStory": "1",
"nprPubDate": "Wed, 31 Dec 2014 11:03:00 -0500",
"path": "/mindshift/38874/why-emotional-learning-may-be-as-important-as-the-abcs",
"audioUrl": "http://pd.npr.org/anon.npr-mp3/npr/me/2014/12/20141231_me_why_emotional_learning_may_be_as_important_as_the_a-b-cs.mp3?orgId=1&topicId=1013&ft=3&f=356187871",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38875\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/kgreading-a7c6bc0da50b02a4b1f0f21970033a0f6dda4040-e1420182825846.jpg\" alt=\"Thomas O'Donnell reads about Twiggle the Turtle to his kindergartners at Matthew Henson Elementary School in Baltimore. (Elissa Nadworny/NPR)\" width=\"640\" height=\"1080\" class=\"size-full wp-image-38875\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Thomas O'Donnell reads about Twiggle the Turtle to his kindergartners at Matthew Henson Elementary School in Baltimore. (Elissa Nadworny/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Maanvi Singh, \u003ca href=\"http://www.npr.org/blogs/ed/2014/12/31/356187871/why-emotional-literacy-may-be-as-important-as-learning-the-a-b-c-s\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Thomas O'Donnell's kindergarten kids are all hopped up to read about Twiggle the anthropomorphic Turtle.\u003c/p>\n\u003cp>\"Who can tell me why Twiggle here is sad,\" O'Donnell asks his class at Matthew Henson Elementary School in Baltimore.\u003c/p>\n\u003cp>\"Because he doesn't have no friends,\" a student pipes up.\u003c/p>\n\u003cp>And how do people look when they're sad?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They look down!\" the whole class screams out.\u003c/p>\n\u003cp>Yeah, Twiggle is lonely. But, eventually, he befriends a hedgehog, a duck and a dog. And along the way, he learns how to play, help and share.\u003c/p>\n\u003cp>These are crucial skills we all need to learn, even in preschool and kindergarten. And common sense — along with a growing body of research — shows that mastering social skills early on can help people stay out of trouble all the way into their adult lives.\u003c/p>\n\u003cp>So shouldn't schools teach kids about emotions and conflict negotiation in the same way they teach math and reading? The creators of Twiggle the Turtle say the answer is yes.\u003c/p>\n\u003cp>\u003cstrong>Emotional Intelligence 101\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Twiggle is part of a program called Promoting Alternative Thinking Strategies, or PATHS. It's designed to help young kids recognize and express emotions.\u003c/p>\n\u003cp>Matthew Henson Elementary is one of about 1,500 schools around the country using this program, which was first developed in the 1980s.\u003c/p>\n\u003cp>Every week, students get two 15- to 20-minute lessons on themes like self-control and treating others with respect. Especially for the youngest kids — in kindergarten and first grade — Twiggle often serves as their guide.\u003c/p>\n\u003cp>O'Donnell says his students are really taking to the lessons. They're trained, for example, to \"do the Turtle\" when they're upset. \"That's when they stop and cocoon themselves. They wrap their arms around themselves and they say what the problem is,\" he explains.\u003c/p>\n\u003cp>O'Donnell's kids do the turtle all the time — in the hallway and during class.\u003c/p>\n\u003cp>Right before class starts, for example, one little girl tells her friend, \"I don't like when you touch my hair, because it makes me sad.\"\u003c/p>\n\u003cp>\"Sorry!\" her friend responds.\u003c/p>\n\u003cp>While most kids will eventually figure out such strategies on their own, or with help from their parents, O'Donnell says, the lessons help them learn more quickly.\u003c/p>\n\u003cp>And for some, especially those with troubled home lives, Twiggle is their first and only introduction to healthy self-expression, he says. \"Some of them don't have words to express how they feel before this.\"\u003c/p>\n\u003cp>\u003cstrong>The Long Game\u003c/strong>\u003c/p>\n\u003cp>We previously reported on a \u003ca href=\"http://www.npr.org/blogs/ed/2014/07/14/330761945/teaching-four-year-olds-to-feel-better\">national study comparing\u003c/a> PATHS and other, similar programs showing positive effects in preschool. They are based on research showing that kids who act up a lot in school and at home — even very young kids — are more likely to have mental health problems and commit crimes years later as adults.\u003c/p>\n\u003cp>So \u003ca href=\"http://fds.duke.edu/db/Sanford/ccfp/dodge\">Kenneth Dodge\u003c/a>, a psychologist at Duke University, asked, \"Could we do something about that to prevent those problems from actually occurring?\" And he has dedicated his career to answering that question.\u003c/p>\n\u003cp>He and his colleagues launched the \u003ca href=\"http://www.fasttrackproject.org/overview.php\">FastTrack Project\u003c/a> to see if they could change students' life trajectory by teaching them what researchers like to call social-emotional intelligence.\u003c/p>\n\u003cp>Back in 1991, they screened 5-year-olds at schools around the country for behavior problems. After interviewing teachers and parents, the researchers identified 900 children who seemed to be most at risk for developing problems later on.\u003c/p>\n\u003cp>Half of these kids went through school as usual — though they had access to free counseling or tutoring. The rest got PATHS lessons, as well as counseling and tutoring, and their parents received training as well — all the way up until the students graduated from high school.\u003c/p>\n\u003cp>By age 25, those who were enrolled in the special program not only had done better in school, but they also had lower rates of arrests and fewer mental health and substance abuse issues. The \u003ca href=\"http://psychiatryonline.org/doi/abs/10.1176/appi.ajp.2014.13060786?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed&\">results\u003c/a> of this decades-long study were published in September in the \u003cem>American Journal of Psychiatry.\u003c/em>\u003c/p>\n\u003cp>The findings prove, Dodge says, \"In the same way that we can teach reading literacy, we can teach social and emotional literacy.\"\u003c/p>\n\u003cp>\u003cstrong>Cost Versus Benefit\u003c/strong>\u003c/p>\n\u003cp>PATHS and FastTrack aren't the only programs of their kind. A social-emotional learning program called RULER, developed at Yale University, \u003ca href=\"http://ei.yale.edu/wp-content/uploads/2013/09/RULER%E2%80%99s-Feeling-Words-Curriculum-Improves-Student-Achievement.pdf\">has shown\u003c/a> promising results, as well. And every year, the Chicago-based \u003ca href=\"https://casel.squarespace.com/\">Collaborative for Academic, Social and Emotional Learning\u003c/a> rates the top evidence-based emotional intelligence programs around the country.\u003c/p>\n\u003cp>So what's the catch? Why don't all schools offer emotional intelligence lessons?\u003c/p>\n\u003cp>Well, it's expensive.\u003c/p>\n\u003cp>The full, intensive FastTrack program costs around $50,000 per student, over a 10-year period. Schools can also pick and choose elements of the program.\u003c/p>\n\u003cp>For example, the short PATHS lessons about Twiggle at Matthew Henson Elementary cost less — about $600 per classroom to start, plus an additional $100 a year to keep it running.\u003c/p>\n\u003cp>It's pricey, but it does cost less per child than juvenile detention or rehab programs later on, according to Dodge. As a society, we spend a lot on remedial services — programs like PATHS are preventive, he says. \"This is something that in the long run will save dollars.\"\u003c/p>\n\u003cp>At Clark K-8 School in Cleveland, fifth-grader Tommy DeJesus Jr. says he thinks it's been worthwhile.\u003c/p>\n\u003cp>DeJesus has been exposed to the PATHS curriculum since he was in kindergarten, and he says he continues to use the social skills he learned from good old Twiggle.\u003c/p>\n\u003cp>The other day, for example, DeJesus says, he was quick to step in when he saw that a friend was being teased. \"They were making fun of his shoes and how he dressed. I said, 'Just because you have shoes and he doesn't, that doesn't give you the right to bully him,' \" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And the cool thing was, they listened. \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=Why+Emotional+Learning+May+Be+As+Important+As+The+ABCs&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/38874/why-emotional-learning-may-be-as-important-as-the-abcs",
"authors": [
"byline_mindshift_38874"
],
"categories": [
"mindshift_192",
"mindshift_194"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20804",
"mindshift_943"
],
"featImg": "mindshift_38875",
"label": "mindshift"
},
"mindshift_38854": {
"type": "posts",
"id": "mindshift_38854",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "38854",
"score": null,
"sort": [
1419876524000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1419876524,
"format": "aside",
"disqusTitle": "Intro College Science Classes that Support Students Instead of Weeding Them Out",
"title": "Intro College Science Classes that Support Students Instead of Weeding Them Out",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Introductory science and math courses at four-year universities serve several purposes, one of which is to act as gatekeepers to STEM majors. It’s easy for students to get lost in rigorous materials and the lecture hall. Those who succeed may proceed onto upper division courses, while others should consider another major. However, several universities, including the University of Colorado, UC Davis and the University of North Carolina are rethinking the introductory science experience by focusing on how the classes are taught. Students, even in massive lecture halls, are breaking up into groups, working out problems during the lecture and are held accountable with rigorous questions on the spot. Instructors are quizzing students and using real-time results to assess how well students understand the material. According to the \u003ca href=\"http://www.nytimes.com/2014/12/27/us/college-science-classes-failure-rates-soar-go-back-to-drawing-board.html\">New York Times\u003c/a>:\u003c/p>\n\u003cp class=\"story-body-text story-content\">\"The \u003ca title=\"More articles about the University of Colorado.\" href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/u/university_of_colorado/index.html?inline=nyt-org\">University of Colorado\u003c/a>, a \u003ca title=\"The university’s Science Education Intiative\" href=\"http://www.colorado.edu/sei/about/index.html\">national leader\u003c/a> in the overhaul of teaching science, tested thousands of students over several years, before and after they each took an introductory physics class, and \u003ca title=\"The study\" href=\"http://journals.aps.org/prstper/pdf/10.1103/PhysRevSTPER.4.010110\">reported\u003c/a> in 2008 that students in transformed classes had improved their scores by about 50 percent more than those in traditional classes.\u003c/p>\n\u003cp id=\"story-continues-3\" class=\"story-body-text story-content\">At the \u003ca title=\"More articles about University of North Carolina\" href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/u/university_of_north_carolina/index.html?inline=nyt-org\">University of North Carolina\u003c/a>, researchers \u003ca title=\"Times article\" href=\"http://www.nytimes.com/2014/09/03/education/active-learning-study.html\">reported recently\u003c/a> that an overhaul of introductory biology classes had increased student performance over all and yielded a particularly beneficial effect for black students and those whose parents did not go to college.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>http://www.nytimes.com/2014/12/27/us/college-science-classes-failure-rates-soar-go-back-to-drawing-board.html\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "38854 http://blogs.kqed.org/mindshift/?p=38854",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/12/29/intro-college-science-classes-that-enable-instead-of-weed/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 250,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 3
},
"modified": 1456260836,
"excerpt": "Colleges are beginning to experiment with the traditional lecture to rethink how science is taught, and retain overlooked students in the process. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Colleges are beginning to experiment with the traditional lecture to rethink how science is taught, and retain overlooked students in the process. ",
"title": "Intro College Science Classes that Support Students Instead of Weeding Them Out | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Intro College Science Classes that Support Students Instead of Weeding Them Out",
"datePublished": "2014-12-29T10:08:44-08:00",
"dateModified": "2016-02-23T12:53:56-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "intro-college-science-classes-that-enable-instead-of-weed",
"status": "publish",
"path": "/mindshift/38854/intro-college-science-classes-that-enable-instead-of-weed",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Introductory science and math courses at four-year universities serve several purposes, one of which is to act as gatekeepers to STEM majors. It’s easy for students to get lost in rigorous materials and the lecture hall. Those who succeed may proceed onto upper division courses, while others should consider another major. However, several universities, including the University of Colorado, UC Davis and the University of North Carolina are rethinking the introductory science experience by focusing on how the classes are taught. Students, even in massive lecture halls, are breaking up into groups, working out problems during the lecture and are held accountable with rigorous questions on the spot. Instructors are quizzing students and using real-time results to assess how well students understand the material. According to the \u003ca href=\"http://www.nytimes.com/2014/12/27/us/college-science-classes-failure-rates-soar-go-back-to-drawing-board.html\">New York Times\u003c/a>:\u003c/p>\n\u003cp class=\"story-body-text story-content\">\"The \u003ca title=\"More articles about the University of Colorado.\" href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/u/university_of_colorado/index.html?inline=nyt-org\">University of Colorado\u003c/a>, a \u003ca title=\"The university’s Science Education Intiative\" href=\"http://www.colorado.edu/sei/about/index.html\">national leader\u003c/a> in the overhaul of teaching science, tested thousands of students over several years, before and after they each took an introductory physics class, and \u003ca title=\"The study\" href=\"http://journals.aps.org/prstper/pdf/10.1103/PhysRevSTPER.4.010110\">reported\u003c/a> in 2008 that students in transformed classes had improved their scores by about 50 percent more than those in traditional classes.\u003c/p>\n\u003cp id=\"story-continues-3\" class=\"story-body-text story-content\">At the \u003ca title=\"More articles about University of North Carolina\" href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/u/university_of_north_carolina/index.html?inline=nyt-org\">University of North Carolina\u003c/a>, researchers \u003ca title=\"Times article\" href=\"http://www.nytimes.com/2014/09/03/education/active-learning-study.html\">reported recently\u003c/a> that an overhaul of introductory biology classes had increased student performance over all and yielded a particularly beneficial effect for black students and those whose parents did not go to college.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>http://www.nytimes.com/2014/12/27/us/college-science-classes-failure-rates-soar-go-back-to-drawing-board.html\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/38854/intro-college-science-classes-that-enable-instead-of-weed",
"authors": [
"4354"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_733",
"mindshift_20784",
"mindshift_1040",
"mindshift_47",
"mindshift_20802"
],
"featImg": "mindshift_23506",
"label": "mindshift"
},
"mindshift_38827": {
"type": "posts",
"id": "mindshift_38827",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "38827",
"score": null,
"sort": [
1419606539000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1419606539,
"format": "aside",
"disqusTitle": "Why Understanding Obstacles is Essential to Achieving Goals",
"title": "Why Understanding Obstacles is Essential to Achieving Goals",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_38851\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/super-hero.gif\">\u003cimg class=\"size-full wp-image-38851\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/super-hero.gif\" alt=\"iStock\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There is no shortage of pithy quotes encouraging positive thinking:\u003c/p>\n\u003cp>\"If you can dream it, you can do it.\"\u003c/p>\n\u003cp>\"Reach for the stars!\"\u003c/p>\n\u003cp>\"Look on the bright side.\"\u003c/p>\n\u003cp>\"See the glass as half full.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While inspiring words might provide a moment of motivation, it turns out they can have an adverse effect on achieving those goals. According to the latest research, the positive attitudes meant to provide inspiration may be the ones that get in the way of accomplishing those dreams.\u003c/p>\n\u003cp>For 20 years, psychology professor \u003ca href=\"http://www.psych.nyu.edu/oettingen/\">Gabriele Oettingen\u003c/a> of New York University and the University of Hamburg has been examining positive thinking and her conclusion is clear. All that positive thinking can trick the dreamer into believing she’s already done the work to get to the desired goal, squelching the motivation to actually go after it. “Positive thinking alone is not enough,” Oettingen says. Indeed, fantasizing about success without an anchor in reality can actually diminish the likelihood of a better outcome. “[Positive thinking] has to be done in the right way and in the right form.”\u003c/p>\n\u003cp>What does contribute to success, she says, is the conscious adoption of a nuanced kind of optimism, one that takes into account the real-life barriers to success. In her recent book \u003ca href=\"https://www.amazon.com/Rethinking-Positive-Thinking-Science-Motivation/dp/1617230235\">\u003cem>Rethinking Positive Thinking: Inside the New Science of Motivation\u003c/em>\u003c/a>, Oettingen shares a simple cognitive tool that can help children and adults stay motivated to achieve a goal. She calls it “WOOP,” for wish, outcome, obstacle, and plan, a more digestible label than the social-science term “mental contrasting with implementation intention.”\u003c/p>\n\u003cp>Here’s an example of how it works.\u003c/p>\n\u003cp>\u003cstrong>Wish: \u003c/strong>An 11\u003csup>th\u003c/sup> grader, say, wants to get an A in Honors English. This is his \u003cem>wish\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Outcome: \u003c/strong>Next, he thinks about what would happen if he achieved this goal, his desired \u003cem>outcome\u003c/em>. Perhaps his teacher would recommend him for AP English, boosting his college options. His parents might stop nagging him about getting his assignments done, improving his relationships at home.\u003c/p>\n\u003cp>\u003cstrong>Obstacle:\u003c/strong> The 11\u003csup>th\u003c/sup> grader now has to engage in mental contrasting, and think about the internal \u003cem>obstacles\u003c/em> that get in the way of achieving the goal. Maybe he feels tired and skips English homework when basketball practice goes late, and he’s unmotivated to diagram sentences. Perhaps he procrastinates on longer papers because he’s anxious about starting, and ends up handing in a rushed and sloppy report.\u003c/p>\n\u003cp>\u003cstrong>Plan:\u003c/strong> The final leg of the technique is to create a \u003cem>plan\u003c/em> that sets up the obstacle and proposed action in a simple statement: “if obstacle x, then I will perform behavior y.” The 11\u003csup>th\u003c/sup> grader might come up with something like this: “If I feel tired after basketball practice, then I will sit down and do at least half of the sentences for my English homework.” Or, “If I get anxious about my research paper, then I will start work on it for 30 minutes.” He might even find an opportunity to form a preventive “if-then” plan: “if basketball practice starts late, then I will use the time to work on my research paper.”\u003c/p>\n\u003cp>This cognitive technique is effective, Oettingen says, because it works on the nonconscious mind. Fantasizing about attaining a feasible wish along with the obstacle that stands in the way of attaining it has the effect of tying dreams to reality. “With such a mental linkage in place, an individual couldn’t think about her dream any longer without reference to the obstacle, and the obstacle would serve as a nonconscious spur to take action,” she writes. “The association in turn explains actual, observable changes in behavior.\" Another advantage of the strategy is its simplicity: it depends on neither special cognitive skills nor abilities, and can be used at any age.\u003c/p>\n\u003cp>[contextly_sidebar id=\"1bVEaKTL9b84F1jjlz0Da1jIkGWKNPyd\"]\u003c/p>\n\u003cp>Oettingen and colleagues have tested the technique in schools, and the results are significant. In peer-reviewed studies carried out with elementary and middle school children in Germany and the United States, students who practiced mental contrasting were better able to learn and retain new foreign language words than students who only fantasized about success. Another study involving high school students found that those who set up a plan for overcoming their obstacles to studying for the PSAT practiced more diligently than a control group that merely dreamt about it. Later research showed that three hours of training in WOOP improved the GPA, attendance rates, and general behavior of fifth graders versus those of who were coached just to think positively. And middle school children considered “at risk” for ADHD showed greater self-regulation when exposed to minimal instruction in mental contrasting and implementation intention—the “wish-outcome-obstacle” and “plan” parts of WOOP.\u003c/p>\n\u003cp>Besides helping sustain motivation and self-regulation, this cognitive technique also helps children slow the world down, inviting them to look inward to discover what they want to do and where they want to go. “The children are often overwhelmed with messages,” Oettingen says; WOOP “allows them to settle down and think, ‘what do I \u003cem>really\u003c/em> want?’” By summoning children to acknowledge what holds them back, “it gets rid of excuses,” she says, and empowers children to take action against their inner obstacles. To enable wider use of the technique, Oettingen has set up a free \u003ca href=\"https://itunes.apple.com/us/app/woop-to-and-through-college/id702746740?mt=8\">WOOP app\u003c/a> to help kids get to college and stay there.\u003c/p>\n\u003cp>Oettingen’s research complements the teaching approach of acclaimed chess instructor \u003ca href=\"http://www.creativitypost.com/education/the_creativity_of_chess_a_conversation_with_elizabeth_spiegel\">Elizabeth Spiegel,\u003c/a> who took kids from an underprivileged junior high school in Brooklyn to a national chess championship. Spiegel insists that her students think and rethink the possible outcomes of a chess move, and to find and correct the mistakes in their thinking.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Oettingen is careful to point out that hope is a vital and necessary part of achievement, but that relentless pie-in-the-sky optimism detached from reality just hurts children. It desiccates motivation and implies that having a less sunny view of events is a sign of defective thinking and a deformed attitude. “It’s a load on people who doubt and question things, and who see things in a more differentiated way,” she says. “Positive dreams are not enough to actually achieve them.”\u003c/p>\n\n",
"disqusIdentifier": "38827 http://blogs.kqed.org/mindshift/?p=38827",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/12/26/why-understanding-obstacles-is-essential-to-achieving-goals/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1083,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 20
},
"modified": 1484748052,
"excerpt": "Knowing what gets in the way of accomplishing goals can be more powerful than all the positive thinking in the world. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Knowing what gets in the way of accomplishing goals can be more powerful than all the positive thinking in the world. ",
"title": "Why Understanding Obstacles is Essential to Achieving Goals | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why Understanding Obstacles is Essential to Achieving Goals",
"datePublished": "2014-12-26T07:08:59-08:00",
"dateModified": "2017-01-18T06:00:52-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "why-understanding-obstacles-is-essential-to-achieving-goals",
"status": "publish",
"path": "/mindshift/38827/why-understanding-obstacles-is-essential-to-achieving-goals",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38851\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/super-hero.gif\">\u003cimg class=\"size-full wp-image-38851\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/super-hero.gif\" alt=\"iStock\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There is no shortage of pithy quotes encouraging positive thinking:\u003c/p>\n\u003cp>\"If you can dream it, you can do it.\"\u003c/p>\n\u003cp>\"Reach for the stars!\"\u003c/p>\n\u003cp>\"Look on the bright side.\"\u003c/p>\n\u003cp>\"See the glass as half full.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While inspiring words might provide a moment of motivation, it turns out they can have an adverse effect on achieving those goals. According to the latest research, the positive attitudes meant to provide inspiration may be the ones that get in the way of accomplishing those dreams.\u003c/p>\n\u003cp>For 20 years, psychology professor \u003ca href=\"http://www.psych.nyu.edu/oettingen/\">Gabriele Oettingen\u003c/a> of New York University and the University of Hamburg has been examining positive thinking and her conclusion is clear. All that positive thinking can trick the dreamer into believing she’s already done the work to get to the desired goal, squelching the motivation to actually go after it. “Positive thinking alone is not enough,” Oettingen says. Indeed, fantasizing about success without an anchor in reality can actually diminish the likelihood of a better outcome. “[Positive thinking] has to be done in the right way and in the right form.”\u003c/p>\n\u003cp>What does contribute to success, she says, is the conscious adoption of a nuanced kind of optimism, one that takes into account the real-life barriers to success. In her recent book \u003ca href=\"https://www.amazon.com/Rethinking-Positive-Thinking-Science-Motivation/dp/1617230235\">\u003cem>Rethinking Positive Thinking: Inside the New Science of Motivation\u003c/em>\u003c/a>, Oettingen shares a simple cognitive tool that can help children and adults stay motivated to achieve a goal. She calls it “WOOP,” for wish, outcome, obstacle, and plan, a more digestible label than the social-science term “mental contrasting with implementation intention.”\u003c/p>\n\u003cp>Here’s an example of how it works.\u003c/p>\n\u003cp>\u003cstrong>Wish: \u003c/strong>An 11\u003csup>th\u003c/sup> grader, say, wants to get an A in Honors English. This is his \u003cem>wish\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Outcome: \u003c/strong>Next, he thinks about what would happen if he achieved this goal, his desired \u003cem>outcome\u003c/em>. Perhaps his teacher would recommend him for AP English, boosting his college options. His parents might stop nagging him about getting his assignments done, improving his relationships at home.\u003c/p>\n\u003cp>\u003cstrong>Obstacle:\u003c/strong> The 11\u003csup>th\u003c/sup> grader now has to engage in mental contrasting, and think about the internal \u003cem>obstacles\u003c/em> that get in the way of achieving the goal. Maybe he feels tired and skips English homework when basketball practice goes late, and he’s unmotivated to diagram sentences. Perhaps he procrastinates on longer papers because he’s anxious about starting, and ends up handing in a rushed and sloppy report.\u003c/p>\n\u003cp>\u003cstrong>Plan:\u003c/strong> The final leg of the technique is to create a \u003cem>plan\u003c/em> that sets up the obstacle and proposed action in a simple statement: “if obstacle x, then I will perform behavior y.” The 11\u003csup>th\u003c/sup> grader might come up with something like this: “If I feel tired after basketball practice, then I will sit down and do at least half of the sentences for my English homework.” Or, “If I get anxious about my research paper, then I will start work on it for 30 minutes.” He might even find an opportunity to form a preventive “if-then” plan: “if basketball practice starts late, then I will use the time to work on my research paper.”\u003c/p>\n\u003cp>This cognitive technique is effective, Oettingen says, because it works on the nonconscious mind. Fantasizing about attaining a feasible wish along with the obstacle that stands in the way of attaining it has the effect of tying dreams to reality. “With such a mental linkage in place, an individual couldn’t think about her dream any longer without reference to the obstacle, and the obstacle would serve as a nonconscious spur to take action,” she writes. “The association in turn explains actual, observable changes in behavior.\" Another advantage of the strategy is its simplicity: it depends on neither special cognitive skills nor abilities, and can be used at any age.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Oettingen and colleagues have tested the technique in schools, and the results are significant. In peer-reviewed studies carried out with elementary and middle school children in Germany and the United States, students who practiced mental contrasting were better able to learn and retain new foreign language words than students who only fantasized about success. Another study involving high school students found that those who set up a plan for overcoming their obstacles to studying for the PSAT practiced more diligently than a control group that merely dreamt about it. Later research showed that three hours of training in WOOP improved the GPA, attendance rates, and general behavior of fifth graders versus those of who were coached just to think positively. And middle school children considered “at risk” for ADHD showed greater self-regulation when exposed to minimal instruction in mental contrasting and implementation intention—the “wish-outcome-obstacle” and “plan” parts of WOOP.\u003c/p>\n\u003cp>Besides helping sustain motivation and self-regulation, this cognitive technique also helps children slow the world down, inviting them to look inward to discover what they want to do and where they want to go. “The children are often overwhelmed with messages,” Oettingen says; WOOP “allows them to settle down and think, ‘what do I \u003cem>really\u003c/em> want?’” By summoning children to acknowledge what holds them back, “it gets rid of excuses,” she says, and empowers children to take action against their inner obstacles. To enable wider use of the technique, Oettingen has set up a free \u003ca href=\"https://itunes.apple.com/us/app/woop-to-and-through-college/id702746740?mt=8\">WOOP app\u003c/a> to help kids get to college and stay there.\u003c/p>\n\u003cp>Oettingen’s research complements the teaching approach of acclaimed chess instructor \u003ca href=\"http://www.creativitypost.com/education/the_creativity_of_chess_a_conversation_with_elizabeth_spiegel\">Elizabeth Spiegel,\u003c/a> who took kids from an underprivileged junior high school in Brooklyn to a national chess championship. Spiegel insists that her students think and rethink the possible outcomes of a chess move, and to find and correct the mistakes in their thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oettingen is careful to point out that hope is a vital and necessary part of achievement, but that relentless pie-in-the-sky optimism detached from reality just hurts children. It desiccates motivation and implies that having a less sunny view of events is a sign of defective thinking and a deformed attitude. “It’s a load on people who doubt and question things, and who see things in a more differentiated way,” she says. “Positive dreams are not enough to actually achieve them.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/38827/why-understanding-obstacles-is-essential-to-achieving-goals",
"authors": [
"4613"
],
"categories": [
"mindshift_192",
"mindshift_20827"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_20799",
"mindshift_20796",
"mindshift_20557",
"mindshift_20800"
],
"featImg": "mindshift_38851",
"label": "mindshift"
},
"mindshift_38782": {
"type": "posts",
"id": "mindshift_38782",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "38782",
"score": null,
"sort": [
1419018248000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1419018248,
"format": "aside",
"disqusTitle": "Which Early Childhood Experiences Shape Adult Life?",
"title": "Which Early Childhood Experiences Shape Adult Life?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_38783\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786.jpg\" alt=\"Having warm, supportive parents early on correlates with success in adulthood. (Agent Illustrateur/Ikon Images)\" width=\"640\" height=\"960\" class=\"size-full wp-image-38783\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Having warm, supportive parents early on correlates with success in adulthood. (Agent Illustrateur/Ikon Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Maanvi Singh, \u003ca href=\"http://www.npr.org/blogs/health/2014/12/19/371679655/some-early-childhood-experiences-shape-adult-life-but-which\">NPR\u003c/a>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most of us don't remember our first two or three years of life — but our earliest experiences may stick with us for years and continue to influence us well into adulthood.\u003c/p>\n\u003cp>Just how they influence us and how much is a question that researchers are still trying to answer. Two studies look at how parents' behavior in those first years affects life decades later, and how differences in children's temperament play a role.\u003c/p>\n\u003cp>The \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12325/abstract\">first study\u003c/a>, published Thursday in \u003cem>Child Development\u003c/em>\u003cem>, \u003c/em> found that the type of emotional support that a child receives during their her first three and a half years has an effect on education, social life and romantic relationships even 20 or 30 years later.\u003c/p>\n\u003cp>Babies and toddlers raised in supportive and caring home environments tended to do better on standardized tests later on, and they were more likely to attain higher degrees as adults. They were also more likely to get along with their peers and feel satisfied in their romantic relationships.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"b3xPCBkVaU4ykNfsy4kqkXvvXE7hFhGu\"]\u003c/p>\n\u003cp>\"It seems like, at least in these early years, the parents' role is to communicate with the child and let them know, 'I'm here for you when you're upset, when you need me. And when you don't need me, I'm your cheerleader,' \" says \u003ca href=\"http://www.psych.udel.edu/people/detail/lee-raby/\">Lee Raby\u003c/a>, a psychologist and postdoctoral researcher at the University of Delaware who led the study.\u003c/p>\n\u003cp>Raby used data collected from 243 people who participated in the \u003ca href=\"http://www.cehd.umn.edu/icd/research/parent-child/\">Minnesota Longitudinal Study of Risk\u003c/a>. All the participants were followed from birth until they turned 32. \"Researchers went into these kids' home at times. Other times they brought the children and their parents to the university and observed how they interacted with each other,\" Raby tells Shots.\u003c/p>\n\u003cp>Of course, parental behavior in the early years is just one of many influences, and it's not necessarily causing the benefits seen in the study. While tallying up the results, the researchers accounted for the participants' socioeconomic status and the environment in which they grew up.\u003c/p>\n\u003cp>Ultimately, they found that about 10 percent of someone's academic achievement was correlated with the quality of their home life at age three. Later experiences, genetic factors and even chance explain their other 90 percent, Raby says.\u003c/p>\n\u003cp>And a child's psychological makeup is a factor as well.\u003c/p>\n\u003cp>The second \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12336/abstract\">study\u003c/a>, also published in \u003cem>Child Development\u003c/em>, found that children's early responses to experience help predict whether or not they end up developing social anxiety disorder as teenagers — but only for those who were especially sensitive and distrustful as babies.\u003c/p>\n\u003cp>For this study, researchers from the University of Maryland observed how 165 babies interacted with their parents. When separated from their parents, some got upset but quickly recovered when they were reunited. Other babies had a harder time trusting their parents after a brief separation, and they weren't able to calm down after being reunited.\u003c/p>\n\u003cp>Those extra-sensitive babies were more likely to report feeling anxious socializing and attending parties as teenagers.\u003c/p>\n\u003cp>So what does this all mean? For one, it means that human development is complicated, according to \u003ca href=\"http://humandevelopment.ucdavis.edu/people/Jay_Belsky.php\">Jay Belsky\u003c/a>, a professor of human development at the University of California, Davis who was not involved in either study.\u003c/p>\n\u003cp>We know that our early experiences likely affect all of us to a certain extent, Belsky says. And we know that due to variations in psychological makeup, some people are be more sensitive to environmental factors than others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But that doesn't mean people can't recover from bad childhood experiences. \"For some, therapy or medication may help,\" Belsky says. \"And it's interesting, because there's now other evidence suggesting that the very kids who succumb under bad conditions are the ones who really flourish under good ones.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Some+Early+Childhood+Experiences+Shape+Adult+Life%2C+But+Which%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "38782 http://blogs.kqed.org/mindshift/?p=38782",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/12/19/which-early-childhood-experiences-shape-adult-life/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 662,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 18
},
"modified": 1419018294,
"excerpt": "Nature and nurture both matter, and having love and support from parents early on makes make academic and social success as an adult more likely, a study finds. But a child's temperament matters too.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Nature and nurture both matter, and having love and support from parents early on makes make academic and social success as an adult more likely, a study finds. But a child's temperament matters too.",
"title": "Which Early Childhood Experiences Shape Adult Life? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Which Early Childhood Experiences Shape Adult Life?",
"datePublished": "2014-12-19T11:44:08-08:00",
"dateModified": "2014-12-19T11:44:54-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "which-early-childhood-experiences-shape-adult-life",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=371679655&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Maanvi Singh",
"nprStoryDate": "Fri, 19 Dec 2014 10:47:42 -0500",
"nprLastModifiedDate": "Fri, 19 Dec 2014 10:47:42 -0500",
"nprHtmlLink": "http://www.npr.org/blogs/health/2014/12/19/371679655/some-early-childhood-experiences-shape-adult-life-but-which?ft=3&f=371679655",
"nprStoryId": "371679655",
"nprRetrievedStory": "1",
"nprPubDate": "Fri, 19 Dec 2014 10:47:00 -0500",
"path": "/mindshift/38782/which-early-childhood-experiences-shape-adult-life",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38783\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/parenting_enl-489660679afe498af2147a2d034af4586d520ecc-e1419014789786.jpg\" alt=\"Having warm, supportive parents early on correlates with success in adulthood. (Agent Illustrateur/Ikon Images)\" width=\"640\" height=\"960\" class=\"size-full wp-image-38783\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Having warm, supportive parents early on correlates with success in adulthood. (Agent Illustrateur/Ikon Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Maanvi Singh, \u003ca href=\"http://www.npr.org/blogs/health/2014/12/19/371679655/some-early-childhood-experiences-shape-adult-life-but-which\">NPR\u003c/a>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Most of us don't remember our first two or three years of life — but our earliest experiences may stick with us for years and continue to influence us well into adulthood.\u003c/p>\n\u003cp>Just how they influence us and how much is a question that researchers are still trying to answer. Two studies look at how parents' behavior in those first years affects life decades later, and how differences in children's temperament play a role.\u003c/p>\n\u003cp>The \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12325/abstract\">first study\u003c/a>, published Thursday in \u003cem>Child Development\u003c/em>\u003cem>, \u003c/em> found that the type of emotional support that a child receives during their her first three and a half years has an effect on education, social life and romantic relationships even 20 or 30 years later.\u003c/p>\n\u003cp>Babies and toddlers raised in supportive and caring home environments tended to do better on standardized tests later on, and they were more likely to attain higher degrees as adults. They were also more likely to get along with their peers and feel satisfied in their romantic relationships.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"It seems like, at least in these early years, the parents' role is to communicate with the child and let them know, 'I'm here for you when you're upset, when you need me. And when you don't need me, I'm your cheerleader,' \" says \u003ca href=\"http://www.psych.udel.edu/people/detail/lee-raby/\">Lee Raby\u003c/a>, a psychologist and postdoctoral researcher at the University of Delaware who led the study.\u003c/p>\n\u003cp>Raby used data collected from 243 people who participated in the \u003ca href=\"http://www.cehd.umn.edu/icd/research/parent-child/\">Minnesota Longitudinal Study of Risk\u003c/a>. All the participants were followed from birth until they turned 32. \"Researchers went into these kids' home at times. Other times they brought the children and their parents to the university and observed how they interacted with each other,\" Raby tells Shots.\u003c/p>\n\u003cp>Of course, parental behavior in the early years is just one of many influences, and it's not necessarily causing the benefits seen in the study. While tallying up the results, the researchers accounted for the participants' socioeconomic status and the environment in which they grew up.\u003c/p>\n\u003cp>Ultimately, they found that about 10 percent of someone's academic achievement was correlated with the quality of their home life at age three. Later experiences, genetic factors and even chance explain their other 90 percent, Raby says.\u003c/p>\n\u003cp>And a child's psychological makeup is a factor as well.\u003c/p>\n\u003cp>The second \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/cdev.12336/abstract\">study\u003c/a>, also published in \u003cem>Child Development\u003c/em>, found that children's early responses to experience help predict whether or not they end up developing social anxiety disorder as teenagers — but only for those who were especially sensitive and distrustful as babies.\u003c/p>\n\u003cp>For this study, researchers from the University of Maryland observed how 165 babies interacted with their parents. When separated from their parents, some got upset but quickly recovered when they were reunited. Other babies had a harder time trusting their parents after a brief separation, and they weren't able to calm down after being reunited.\u003c/p>\n\u003cp>Those extra-sensitive babies were more likely to report feeling anxious socializing and attending parties as teenagers.\u003c/p>\n\u003cp>So what does this all mean? For one, it means that human development is complicated, according to \u003ca href=\"http://humandevelopment.ucdavis.edu/people/Jay_Belsky.php\">Jay Belsky\u003c/a>, a professor of human development at the University of California, Davis who was not involved in either study.\u003c/p>\n\u003cp>We know that our early experiences likely affect all of us to a certain extent, Belsky says. And we know that due to variations in psychological makeup, some people are be more sensitive to environmental factors than others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But that doesn't mean people can't recover from bad childhood experiences. \"For some, therapy or medication may help,\" Belsky says. \"And it's interesting, because there's now other evidence suggesting that the very kids who succumb under bad conditions are the ones who really flourish under good ones.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Some+Early+Childhood+Experiences+Shape+Adult+Life%2C+But+Which%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/38782/which-early-childhood-experiences-shape-adult-life",
"authors": [
"byline_mindshift_38782"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20720",
"mindshift_20784",
"mindshift_1040"
],
"featImg": "mindshift_38783",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"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",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"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 />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"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",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"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",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"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"
}
},
"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.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"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.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"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.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"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": {
"site": "news",
"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",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"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",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"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",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"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": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"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",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"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)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"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": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"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",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"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/",
"meta": {
"site": "news",
"source": "npr"
},
"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",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"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": {
"site": "news",
"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",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=big-ideas": {
"isFetching": false,
"latestQuery": {
"from": 672,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 993,
"relation": "eq"
},
"items": [
"mindshift_39314",
"mindshift_39210",
"mindshift_39215",
"mindshift_39142",
"mindshift_39161",
"mindshift_39097",
"mindshift_39074",
"mindshift_38938",
"mindshift_38874",
"mindshift_38854",
"mindshift_38827",
"mindshift_38782"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_big-ideas": {
"isLoading": true
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_194": {
"type": "terms",
"id": "mindshift_194",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "194",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Culture",
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"title": "Culture Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 194,
"slug": "culture",
"isLoading": false,
"link": "/mindshift/category/culture"
},
"mindshift_20784": {
"type": "terms",
"id": "mindshift_20784",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20784",
"found": true
},
"relationships": {},
"featImg": null,
"name": "featured",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "featured Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20061,
"slug": "featured",
"isLoading": false,
"link": "/mindshift/tag/featured"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_394": {
"type": "terms",
"id": "mindshift_394",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "394",
"found": true
},
"relationships": {},
"featImg": null,
"name": "teacher resources",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "teacher resources Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 395,
"slug": "teacher-resources",
"isLoading": false,
"link": "/mindshift/tag/teacher-resources"
},
"mindshift_20579": {
"type": "terms",
"id": "mindshift_20579",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20579",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Creativity",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Creativity Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19856,
"slug": "creativity-3",
"isLoading": false,
"link": "/mindshift/category/creativity-3"
},
"mindshift_392": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"link": "/mindshift/tag/math"
},
"mindshift_20813": {
"type": "terms",
"id": "mindshift_20813",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20813",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math circles",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math circles Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20090,
"slug": "math-circles",
"isLoading": false,
"link": "/mindshift/tag/math-circles"
},
"mindshift_358": {
"type": "terms",
"id": "mindshift_358",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "358",
"found": true
},
"relationships": {},
"featImg": null,
"name": "distance learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "distance learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 359,
"slug": "distance-learning",
"isLoading": false,
"link": "/mindshift/tag/distance-learning"
},
"mindshift_313": {
"type": "terms",
"id": "mindshift_313",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "313",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Florida Virtual School",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Florida Virtual School Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 314,
"slug": "florida-virtual-school",
"isLoading": false,
"link": "/mindshift/tag/florida-virtual-school"
},
"mindshift_997": {
"type": "terms",
"id": "mindshift_997",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "997",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Educon",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Educon Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1002,
"slug": "educon",
"isLoading": false,
"link": "/mindshift/tag/educon"
},
"mindshift_797": {
"type": "terms",
"id": "mindshift_797",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "797",
"found": true
},
"relationships": {},
"featImg": null,
"name": "inquiry learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "inquiry learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 800,
"slug": "inquiry-learning",
"isLoading": false,
"link": "/mindshift/tag/inquiry-learning"
},
"mindshift_421": {
"type": "terms",
"id": "mindshift_421",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "421",
"found": true
},
"relationships": {},
"featImg": null,
"name": "personalized learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "personalized learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 422,
"slug": "personalized-learning",
"isLoading": false,
"link": "/mindshift/tag/personalized-learning"
},
"mindshift_956": {
"type": "terms",
"id": "mindshift_956",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "956",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Science Leadership Academy",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Science Leadership Academy Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 961,
"slug": "science-leadership-academy",
"isLoading": false,
"link": "/mindshift/tag/science-leadership-academy"
},
"mindshift_767": {
"type": "terms",
"id": "mindshift_767",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "767",
"found": true
},
"relationships": {},
"featImg": null,
"name": "brain research",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "brain research Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 770,
"slug": "brain-research",
"isLoading": false,
"link": "/mindshift/tag/brain-research"
},
"mindshift_46": {
"type": "terms",
"id": "mindshift_46",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "46",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Neuroscience",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Neuroscience Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 46,
"slug": "neuroscience",
"isLoading": false,
"link": "/mindshift/tag/neuroscience"
},
"mindshift_256": {
"type": "terms",
"id": "mindshift_256",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "256",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Project Based Learning",
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"title": "Project Based Learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 256,
"slug": "project-based-learning",
"isLoading": false,
"link": "/mindshift/tag/project-based-learning"
},
"mindshift_1021": {
"type": "terms",
"id": "mindshift_1021",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1021",
"found": true
},
"relationships": {},
"featImg": null,
"name": "competency-based education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "competency-based education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1026,
"slug": "competency-based-education",
"isLoading": false,
"link": "/mindshift/tag/competency-based-education"
},
"mindshift_68": {
"type": "terms",
"id": "mindshift_68",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "68",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Higher Education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Higher Education Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 68,
"slug": "higher-education",
"isLoading": false,
"link": "/mindshift/tag/higher-education"
},
"mindshift_20604": {
"type": "terms",
"id": "mindshift_20604",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20604",
"found": true
},
"relationships": {},
"featImg": null,
"name": "future of learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "future of learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19881,
"slug": "future-of-learning",
"isLoading": false,
"link": "/mindshift/tag/future-of-learning"
},
"mindshift_943": {
"type": "terms",
"id": "mindshift_943",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "943",
"found": true
},
"relationships": {},
"featImg": null,
"name": "social emotional learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "social emotional learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 948,
"slug": "social-emotional-learning",
"isLoading": false,
"link": "/mindshift/tag/social-emotional-learning"
},
"mindshift_125": {
"type": "terms",
"id": "mindshift_125",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "125",
"found": true
},
"relationships": {},
"featImg": null,
"name": "tech tools",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "tech tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 125,
"slug": "tech-tools",
"isLoading": false,
"link": "/mindshift/tag/tech-tools"
},
"mindshift_20718": {
"type": "terms",
"id": "mindshift_20718",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20718",
"found": true
},
"relationships": {},
"featImg": null,
"name": "unschooling",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "unschooling Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19995,
"slug": "unschooling",
"isLoading": false,
"link": "/mindshift/tag/unschooling"
},
"mindshift_20804": {
"type": "terms",
"id": "mindshift_20804",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20804",
"found": true
},
"relationships": {},
"featImg": null,
"name": "PATHS",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "PATHS Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20081,
"slug": "paths",
"isLoading": false,
"link": "/mindshift/tag/paths"
},
"mindshift_733": {
"type": "terms",
"id": "mindshift_733",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "733",
"found": true
},
"relationships": {},
"featImg": null,
"name": "college majors",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "college majors Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 736,
"slug": "college-majors",
"isLoading": false,
"link": "/mindshift/tag/college-majors"
},
"mindshift_47": {
"type": "terms",
"id": "mindshift_47",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "47",
"found": true
},
"relationships": {},
"featImg": null,
"name": "STEM",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "STEM Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 47,
"slug": "stem",
"isLoading": false,
"link": "/mindshift/tag/stem"
},
"mindshift_20802": {
"type": "terms",
"id": "mindshift_20802",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20802",
"found": true
},
"relationships": {},
"featImg": null,
"name": "University of Colorado",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "University of Colorado Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20079,
"slug": "university-of-colorado",
"isLoading": false,
"link": "/mindshift/tag/university-of-colorado"
},
"mindshift_20827": {
"type": "terms",
"id": "mindshift_20827",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20827",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Motivation",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Motivation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20105,
"slug": "motivation",
"isLoading": false,
"link": "/mindshift/category/motivation"
},
"mindshift_20799": {
"type": "terms",
"id": "mindshift_20799",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20799",
"found": true
},
"relationships": {},
"featImg": null,
"name": "mental contrasting",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "mental contrasting Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20076,
"slug": "mental-contrasting",
"isLoading": false,
"link": "/mindshift/tag/mental-contrasting"
},
"mindshift_20796": {
"type": "terms",
"id": "mindshift_20796",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20796",
"found": true
},
"relationships": {},
"featImg": null,
"name": "positive psychology",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "positive psychology Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20073,
"slug": "positive-psychology",
"isLoading": false,
"link": "/mindshift/tag/positive-psychology"
},
"mindshift_20557": {
"type": "terms",
"id": "mindshift_20557",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20557",
"found": true
},
"relationships": {},
"featImg": null,
"name": "student motivation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "student motivation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19834,
"slug": "student-motivation",
"isLoading": false,
"link": "/mindshift/tag/student-motivation"
},
"mindshift_20800": {
"type": "terms",
"id": "mindshift_20800",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20800",
"found": true
},
"relationships": {},
"featImg": null,
"name": "WOOP",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "WOOP Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20077,
"slug": "woop",
"isLoading": false,
"link": "/mindshift/tag/woop"
},
"mindshift_20720": {
"type": "terms",
"id": "mindshift_20720",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20720",
"found": true
},
"relationships": {},
"featImg": null,
"name": "early childhood education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "early childhood education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19997,
"slug": "early-childhood-education",
"isLoading": false,
"link": "/mindshift/tag/early-childhood-education"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
