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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/absorbed-in-reading.jpg\">\u003cimg class=\"aligncenter size-full wp-image-35647\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/absorbed-in-reading.jpg\" alt=\"absorbed-in-reading\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Jennifer Ludden\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003cem>Harry Potter\u003c/em> and \u003cem>The Hunger Games\u003c/em> haven't been big hits for nothing. Lots of teens and adolescents still read quite a lot.\u003c/p>\n\u003cp>But a roundup of studies, put together by the nonprofit Common Sense Media, shows a clear decline over time. Nearly half of 17-year-olds say they read for pleasure no more than one or two times a year — if that. That's way down from a decade ago.\u003c/p>\n\u003cp>From the \u003ca href=\"http://www.commonsensemedia.org/research/children-teens-and-reading\" target=\"_blank\">Common Sense Media release\u003c/a>:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>According to government studies, since 1984, the percent of 13-year-olds who are weekly readers went down from 70% to 53%, and the percent of 17-year-olds who are weekly readers went from 64% to 40%. The percent of 17-year-olds who never or hardly ever read tripled during this period, from 9% to 27%.\u003c/em>\u003c/p>\n\u003cp>The digital revolution means there are more platforms than ever to read on. And yet, the number of American teens reading for pleasure has dropped dramatically. Researchers are asking if there's a link.\u003c/p>\n\u003cp>[contextly_sidebar id=\"84647ff07272931a9dd30f685d2e243f\"]\u003c/p>\n\u003cp>Jim Steyer, CEO and founder of Common Sense Media, is one of them. He's been studying the impact of technology on children, and he finds the results striking — though not entirely shocking.\u003c/p>\n\u003cp>Steyer has four kids and has seen the trend most with his 16-year-old. \"I start to see it in our 10-year-old, as well, because he is less and less reading, and more and more attracted to some of the digital media platforms that he has access to, and that he did not have access to when he was, say, 6 or 7 years old,\" he says.\u003c/p>\n\u003cp>The studies do not say that kids are reading less because they're spending more time online. But Steyer is convinced that's at least part of the answer.\u003c/p>\n\u003cp>\"First of all, most children now have access to e-readers, or other smart electronic devices like phones and tablets,\" he says. \"And they're spending time on that. Numerous reports show the increasing use of new technology platforms by kids. It just strikes me as extremely logical that that's a big factor.\"\u003c/p>\n\u003cp>Jamahri Sydnor and Chiamaka Anosike are ninth-graders waiting for the bus outside Wilson High School in Washington, D.C. How do they relax?\u003c/p>\n\u003cp>\"I don't really read for pleasure,\" says Sydnor. \"Generally I talk on the phone. Or I watch Netflix shows, or Hulu shows, mostly TV. That's it.\"\u003c/p>\n\u003cp>\"I don't read for pleasure either, unless it's for a school assignment,\" says Anosike. \"I'm usually on my phone or watching TV, too.\"\u003c/p>\n\u003cp>Of course, some students say they love to read but have too much homework — or are swamped with sports.\u003c/p>\n\u003cp>Researchers want to know more about how teens are spending their time in the digital age. But Kathryn Zickuhr of the Pew Research Center says it's tricky. If a kid is looking at a book, you can assume he or she is reading. But when it comes to looking at a smartphone or tablet, who knows?\u003c/p>\n\u003cp>\"We've heard from middle and high school teachers that sometimes the Internet is wonderful for highly motivated students to do deep and expansive research,\" says Zickuhr. \"But on the flip side, obviously there are many distractions on the Internet.\"\u003c/p>\n\u003cp>Despite those distractions, Jim Steyer of Common Sense Media says, parents can do a lot to promote reading.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Kids with parents who read, who buy or take books out of the library for their kids, and who then set time aside in their kids' daily schedule for reading, tend to read the most,\" he says — whether it's on a book, an e-book or some other gadget.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/absorbed-in-reading.jpg\">\u003cimg class=\"aligncenter size-full wp-image-35647\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/absorbed-in-reading.jpg\" alt=\"absorbed-in-reading\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Jennifer Ludden\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003cem>Harry Potter\u003c/em> and \u003cem>The Hunger Games\u003c/em> haven't been big hits for nothing. Lots of teens and adolescents still read quite a lot.\u003c/p>\n\u003cp>But a roundup of studies, put together by the nonprofit Common Sense Media, shows a clear decline over time. Nearly half of 17-year-olds say they read for pleasure no more than one or two times a year — if that. That's way down from a decade ago.\u003c/p>\n\u003cp>From the \u003ca href=\"http://www.commonsensemedia.org/research/children-teens-and-reading\" target=\"_blank\">Common Sense Media release\u003c/a>:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>According to government studies, since 1984, the percent of 13-year-olds who are weekly readers went down from 70% to 53%, and the percent of 17-year-olds who are weekly readers went from 64% to 40%. The percent of 17-year-olds who never or hardly ever read tripled during this period, from 9% to 27%.\u003c/em>\u003c/p>\n\u003cp>The digital revolution means there are more platforms than ever to read on. And yet, the number of American teens reading for pleasure has dropped dramatically. Researchers are asking if there's a link.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Jim Steyer, CEO and founder of Common Sense Media, is one of them. He's been studying the impact of technology on children, and he finds the results striking — though not entirely shocking.\u003c/p>\n\u003cp>Steyer has four kids and has seen the trend most with his 16-year-old. \"I start to see it in our 10-year-old, as well, because he is less and less reading, and more and more attracted to some of the digital media platforms that he has access to, and that he did not have access to when he was, say, 6 or 7 years old,\" he says.\u003c/p>\n\u003cp>The studies do not say that kids are reading less because they're spending more time online. But Steyer is convinced that's at least part of the answer.\u003c/p>\n\u003cp>\"First of all, most children now have access to e-readers, or other smart electronic devices like phones and tablets,\" he says. \"And they're spending time on that. Numerous reports show the increasing use of new technology platforms by kids. It just strikes me as extremely logical that that's a big factor.\"\u003c/p>\n\u003cp>Jamahri Sydnor and Chiamaka Anosike are ninth-graders waiting for the bus outside Wilson High School in Washington, D.C. How do they relax?\u003c/p>\n\u003cp>\"I don't really read for pleasure,\" says Sydnor. \"Generally I talk on the phone. Or I watch Netflix shows, or Hulu shows, mostly TV. That's it.\"\u003c/p>\n\u003cp>\"I don't read for pleasure either, unless it's for a school assignment,\" says Anosike. \"I'm usually on my phone or watching TV, too.\"\u003c/p>\n\u003cp>Of course, some students say they love to read but have too much homework — or are swamped with sports.\u003c/p>\n\u003cp>Researchers want to know more about how teens are spending their time in the digital age. But Kathryn Zickuhr of the Pew Research Center says it's tricky. If a kid is looking at a book, you can assume he or she is reading. But when it comes to looking at a smartphone or tablet, who knows?\u003c/p>\n\u003cp>\"We've heard from middle and high school teachers that sometimes the Internet is wonderful for highly motivated students to do deep and expansive research,\" says Zickuhr. \"But on the flip side, obviously there are many distractions on the Internet.\"\u003c/p>\n\u003cp>Despite those distractions, Jim Steyer of Common Sense Media says, parents can do a lot to promote reading.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Kids with parents who read, who buy or take books out of the library for their kids, and who then set time aside in their kids' daily schedule for reading, tend to read the most,\" he says — whether it's on a book, an e-book or some other gadget.\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=Why+Aren%27t+Teens+Reading+Like+They+Used+To%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Students from two vastly different schools in New York's South Bronx -- a low-income public school and prestigious private school -- are learning to step into each other's shoes with campus visits and by role-playing each other's life experiences.\u003c/p>\n\u003cp>Joel Lovell's touching \u003ca href=\"http://www.nytimes.com/interactive/2014/05/04/magazine/tale-of-two-schools.html?_r=0\" target=\"_blank\">New York Times Magazine article\u003c/a> features student voices sharing stories on everything from growing up in poverty to understand the profound privileges of the upper class. For example:\u003c/p>\n\u003cdiv class=\"right\">\n\u003cp>\u003cem>\u003cspan class=\"quote\">\u003cspan class=\"label\">Ellis:\u003c/span> “When I meet with the students from University Heights, the obvious differences in our situations do play a factor in the conversation. But then a funny thing happens: You start to find out things you have in common. I talked with one student, and we immediately went to the topic of baseball. We had very similar experiences, even though some of our other experiences were nothing alike. We get much more out of realizing our similarities.”\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"quote\">\u003cspan class=\"label\">Nagib\u003c/span> “My mom works really hard for a little bit of money. I used to be ashamed to admit this, but now I embrace it. Being poor is the biggest motivation for me because I come from the bottom, and my goal is to reach the top. People say that success is not determined by income, and I mostly agree, but I want my success to be determined by income. I want to be able to support my family. Also, most of the things that I worry about now are money-related, and I don’t want my children to have to worry like my siblings and I did.”\u003c/span>\u003c/em>\u003c/p>\n\u003cp>Read the full story below.\u003cbr>\nhttp://www.nytimes.com/interactive/2014/05/04/magazine/tale-of-two-schools.html?_r=0\u003c/p>\n\u003c/div>\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students from two vastly different schools in New York's South Bronx -- a low-income public school and prestigious private school -- are learning to step into each other's shoes with campus visits and by role-playing each other's life experiences.\u003c/p>\n\u003cp>Joel Lovell's touching \u003ca href=\"http://www.nytimes.com/interactive/2014/05/04/magazine/tale-of-two-schools.html?_r=0\" target=\"_blank\">New York Times Magazine article\u003c/a> features student voices sharing stories on everything from growing up in poverty to understand the profound privileges of the upper class. For example:\u003c/p>\n\u003cdiv class=\"right\">\n\u003cp>\u003cem>\u003cspan class=\"quote\">\u003cspan class=\"label\">Ellis:\u003c/span> “When I meet with the students from University Heights, the obvious differences in our situations do play a factor in the conversation. But then a funny thing happens: You start to find out things you have in common. I talked with one student, and we immediately went to the topic of baseball. We had very similar experiences, even though some of our other experiences were nothing alike. We get much more out of realizing our similarities.”\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"quote\">\u003cspan class=\"label\">Nagib\u003c/span> “My mom works really hard for a little bit of money. I used to be ashamed to admit this, but now I embrace it. Being poor is the biggest motivation for me because I come from the bottom, and my goal is to reach the top. People say that success is not determined by income, and I mostly agree, but I want my success to be determined by income. I want to be able to support my family. Also, most of the things that I worry about now are money-related, and I don’t want my children to have to worry like my siblings and I did.”\u003c/span>\u003c/em>\u003c/p>\n\u003cp>Read the full story below.\u003cbr>\nhttp://www.nytimes.com/interactive/2014/05/04/magazine/tale-of-two-schools.html?_r=0\u003c/p>\n\u003c/div>\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The Invisible iPad: It's Not About the Device",
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"content": "\u003cfigure id=\"attachment_35531\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg\" alt=\"BarrowBoy\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">BarrowBoy\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/TheTechRabbi\" target=\"_blank\">Michael Cohen\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Since the launch of the iPad in 2010, we have seen a revolutionary transformation in how we create, consume, and communicate. Whether the iPad is an authentic educational tool is not relevant, because it’s not about the iPad.\u003c/p>\n\u003cp>Is the automobile an authentic education tool? What about the refrigerator? Revolutionary inventions are not about the invention itself, but what the invention gives use the ability to do. A truly revolutionary invention should, in time, become invisible. No longer is it viewed as something special, yet its effects are far reaching. The lightbulb changed the way the world functioned. The world was no longer bound to productivity during daylight, or the length of time it takes your oil lamp to burn up. It was about what you would be able to do because now there was a constant and stable source of light.\u003c/p>\n\u003cp>While the iPad does a little more than a lightbulb, its success in eduction is based on the principle that the iPad does the same for learners as the lightbulb: It liberates us from the limitations of creative tools, the challenges of access to quality content, as well as our source of inspiration, and innovation being based on geographic location.\u003c/p>\n\u003caside class=\"pullquote alignleft\">If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/aside>\n\u003cp>But in conversations around learning, the iPad needs to be invisible because we're searching for something deeper than a manipulative touch screen device. We are looking to start a conversation, create a personal expression, and to fashion a brick in a collaborative digital structure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The iPad isn't a great way to take a test, or read a book, or even create a movie. For progressive educators, it isn’t enough to change \u003cem>how\u003c/em> we use the iPad, but \u003cem>why\u003c/em> we use the iPad -- or any other device for that matter.\u003c/p>\n\u003cp>We use technology to liberate ourselves from mundane robotic tasks that lack any sort of creative drive or purpose. A robot can memorize 100 vocabulary words. The question is now, what do we do with those words? Do we use them for creative expression, or do we let them collect dust in the deep recesses of our brain? Technology is not here to make us lazy, or to avoid basic communication skills, but it is here to make us think critically, solve problems, collaborate, communicate, create, and ideate. Unfortunately, these words have far surpassed cliché status in education, as if they are the key to tagging successful learning outcomes, but the truth is that when the iPad is invisible, you really get to see those words in action. As long as our focus is on learning outcomes and the experience it brings.\u003c/p>\n\u003cp>\u003cstrong>INVISIBLE TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>The idea of invisible technology is powerful. Its practical application for educators can be challenging, frustrating, and fill even the most confident learning facilitator with doubt. Invisible technology empowers its user to be independent, collaborative, and truly upend learning. How do we measure its success? Is there a definitive technology yardstick to build confidence not only in the student, but in the teacher as well? What are our goals and skills we wish our students to acquire, develop, and reflect upon? If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/p>\n\u003cp>We are not trying to create students that successfully use technology, because they don’t actually need us for that. We have seen the viral videos of toddlers successfully executing in-app purchases on their favorite game, and their digital literacy skills will only increase with their exposure to new technologies.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/yossiefrankel\" target=\"_blank\">Yossie Frankel\u003c/a> stated it simply: We cannot confuse digital literacy with 21st century competencies. If we do, we rob our students of what we really can offer them, which is the ability to communicate, think critically, collaborate, solve problems, and create dynamic ways of internalizing information and sharing it with others. This is what our place is in learning. Yes, we will need to support them with certain technology skill-building, such as keyboarding skills,\u003ca href=\"http://edtechteacher.org/blog/?p=2353\" target=\"_blank\"> app fluency\u003c/a>, best practices of sharing and storing, and the certain nuances of utilizing technology tools, but this isn't a class or a workshop. Students don’t need theoretical workshops, they want hands-on action with a purpose.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9285641801cefd9e8b796576006e967d\"]\u003c/p>\n\u003cp>When we teach learners to effectively and properly use traditional tools, our reason is not for the tool itself but for what we are able to achieve. No one gets excited over using a welder, but its ability to connect difference pieces together to create something unique and useful from raw material is where its value as a tool really shines. Our challenge with technology like the iPad is that it has so many different abilities, that the user is faced with a real dilemma of losing sight of what the tool accomplishes, for the experience of using the tool.\u003c/p>\n\u003cp>Before we even begin to think about how and where we place the iPad in our learning process, we have to nail down our goals, possible challenges, and the planned path of process. If we reach a point during the project and hit a road block, we can become flustered if we do not have even a rough outline to backtrack to a clear point of success. This all starts with identifying which skills we will need to use. In elementary and middle school, these skills need to be clear and simple so students know that right now they are “collaborating” or “problem solving.” We can expect these skills to be subconscious as adults, but this is not realistic for most students below or even at high school level.\u003c/p>\n\u003cp>Once our skill sets are assessed, we then can use these skills in our project-based learning experiences. \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_taxonomy\" target=\"_blank\">Bloom’s Taxonomy\u003c/a>, \u003ca href=\"http://www.iste.org/standards/standards-for-students\" target=\"_blank\">ISTE 21st Century Standards\u003c/a>, and the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/\" target=\"_blank\">UNESCO Competency Framework\u003c/a> are all great sources to teach these foundational skills.\u003c/p>\n\u003cp>The challenge for educators, especially directors of educational technology, is not to limit how our teachers teach, but to focus on the foundational skills and provide a clear and concrete formula for how different technological devices and applications will enhance these skills in order to give a learner the ability to create a product that will change the world.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://thetechrabbi.wordpress.com\" target=\"_blank\">Michael Cohen\u003c/a> will be presenting on Invisible Technology at the July 28-30\u003ca href=\"http://ettsummit.org/\" target=\"_blank\"> EdTechTeacher Summit in Chicago\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35531\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg\" alt=\"BarrowBoy\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">BarrowBoy\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/TheTechRabbi\" target=\"_blank\">Michael Cohen\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Since the launch of the iPad in 2010, we have seen a revolutionary transformation in how we create, consume, and communicate. Whether the iPad is an authentic educational tool is not relevant, because it’s not about the iPad.\u003c/p>\n\u003cp>Is the automobile an authentic education tool? What about the refrigerator? Revolutionary inventions are not about the invention itself, but what the invention gives use the ability to do. A truly revolutionary invention should, in time, become invisible. No longer is it viewed as something special, yet its effects are far reaching. The lightbulb changed the way the world functioned. The world was no longer bound to productivity during daylight, or the length of time it takes your oil lamp to burn up. It was about what you would be able to do because now there was a constant and stable source of light.\u003c/p>\n\u003cp>While the iPad does a little more than a lightbulb, its success in eduction is based on the principle that the iPad does the same for learners as the lightbulb: It liberates us from the limitations of creative tools, the challenges of access to quality content, as well as our source of inspiration, and innovation being based on geographic location.\u003c/p>\n\u003caside class=\"pullquote alignleft\">If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/aside>\n\u003cp>But in conversations around learning, the iPad needs to be invisible because we're searching for something deeper than a manipulative touch screen device. We are looking to start a conversation, create a personal expression, and to fashion a brick in a collaborative digital structure.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The iPad isn't a great way to take a test, or read a book, or even create a movie. For progressive educators, it isn’t enough to change \u003cem>how\u003c/em> we use the iPad, but \u003cem>why\u003c/em> we use the iPad -- or any other device for that matter.\u003c/p>\n\u003cp>We use technology to liberate ourselves from mundane robotic tasks that lack any sort of creative drive or purpose. A robot can memorize 100 vocabulary words. The question is now, what do we do with those words? Do we use them for creative expression, or do we let them collect dust in the deep recesses of our brain? Technology is not here to make us lazy, or to avoid basic communication skills, but it is here to make us think critically, solve problems, collaborate, communicate, create, and ideate. Unfortunately, these words have far surpassed cliché status in education, as if they are the key to tagging successful learning outcomes, but the truth is that when the iPad is invisible, you really get to see those words in action. As long as our focus is on learning outcomes and the experience it brings.\u003c/p>\n\u003cp>\u003cstrong>INVISIBLE TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>The idea of invisible technology is powerful. Its practical application for educators can be challenging, frustrating, and fill even the most confident learning facilitator with doubt. Invisible technology empowers its user to be independent, collaborative, and truly upend learning. How do we measure its success? Is there a definitive technology yardstick to build confidence not only in the student, but in the teacher as well? What are our goals and skills we wish our students to acquire, develop, and reflect upon? If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/p>\n\u003cp>We are not trying to create students that successfully use technology, because they don’t actually need us for that. We have seen the viral videos of toddlers successfully executing in-app purchases on their favorite game, and their digital literacy skills will only increase with their exposure to new technologies.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/yossiefrankel\" target=\"_blank\">Yossie Frankel\u003c/a> stated it simply: We cannot confuse digital literacy with 21st century competencies. If we do, we rob our students of what we really can offer them, which is the ability to communicate, think critically, collaborate, solve problems, and create dynamic ways of internalizing information and sharing it with others. This is what our place is in learning. Yes, we will need to support them with certain technology skill-building, such as keyboarding skills,\u003ca href=\"http://edtechteacher.org/blog/?p=2353\" target=\"_blank\"> app fluency\u003c/a>, best practices of sharing and storing, and the certain nuances of utilizing technology tools, but this isn't a class or a workshop. Students don’t need theoretical workshops, they want hands-on action with a purpose.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When we teach learners to effectively and properly use traditional tools, our reason is not for the tool itself but for what we are able to achieve. No one gets excited over using a welder, but its ability to connect difference pieces together to create something unique and useful from raw material is where its value as a tool really shines. Our challenge with technology like the iPad is that it has so many different abilities, that the user is faced with a real dilemma of losing sight of what the tool accomplishes, for the experience of using the tool.\u003c/p>\n\u003cp>Before we even begin to think about how and where we place the iPad in our learning process, we have to nail down our goals, possible challenges, and the planned path of process. If we reach a point during the project and hit a road block, we can become flustered if we do not have even a rough outline to backtrack to a clear point of success. This all starts with identifying which skills we will need to use. In elementary and middle school, these skills need to be clear and simple so students know that right now they are “collaborating” or “problem solving.” We can expect these skills to be subconscious as adults, but this is not realistic for most students below or even at high school level.\u003c/p>\n\u003cp>Once our skill sets are assessed, we then can use these skills in our project-based learning experiences. \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_taxonomy\" target=\"_blank\">Bloom’s Taxonomy\u003c/a>, \u003ca href=\"http://www.iste.org/standards/standards-for-students\" target=\"_blank\">ISTE 21st Century Standards\u003c/a>, and the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/\" target=\"_blank\">UNESCO Competency Framework\u003c/a> are all great sources to teach these foundational skills.\u003c/p>\n\u003cp>The challenge for educators, especially directors of educational technology, is not to limit how our teachers teach, but to focus on the foundational skills and provide a clear and concrete formula for how different technological devices and applications will enhance these skills in order to give a learner the ability to create a product that will change the world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://thetechrabbi.wordpress.com\" target=\"_blank\">Michael Cohen\u003c/a> will be presenting on Invisible Technology at the July 28-30\u003ca href=\"http://ettsummit.org/\" target=\"_blank\"> EdTechTeacher Summit in Chicago\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Survey Says: Prestigious Colleges Won't Make You Happier In Life Or Work",
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"content": "\u003cfigure id=\"attachment_35545\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35545\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/800px-Harvard_University_Old_Hall-e1399422288702.jpg\" alt=\"Harvard University/Wikimedia\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/800px-Harvard_University_Old_Hall-e1399422288702.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/800px-Harvard_University_Old_Hall-e1399422288702-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/800px-Harvard_University_Old_Hall-e1399422288702-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Harvard University/Wikimedia\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There's plenty of anxiety in the U.S. over getting into a top college. But a \u003ca href=\"http://www.gallup.com/strategicconsulting/en-us/education.aspx\">new Gallup poll\u003c/a> suggests that, later in life, it doesn't matter nearly as much as we think. In fact, when you ask college graduates whether they're \"engaged\" with their work or \"thriving\" in all aspects of their lives, their responses don't vary one bit whether they went to a prestigious college or not.\u003c/p>\n\u003cp>The surprising findings come in a survey of 29,650 college graduates of all ages by Gallup pollsters working with researchers at Purdue University. The poll asked graduates a range of questions designed to measure how well they are doing in life across factors such as income and \"engagement\" in their jobs and careers.\u003c/p>\n\u003cp>The survey set a high bar. It found that 39 percent of college grads overall say they're \"engaged\" at work (which is \u003ca href=\"http://www.gallup.com/poll/165719/northern-america-leads-world-workplace-engagement.aspx\">10 points higher than the population at large\u003c/a>). And, while almost 5 in 6 self-report doing great in at least one sphere — whether sense of purpose, financial security, physical health, close relationships or community pride — only 11 percent are \"thriving\" in all five areas of well-being.\u003c/p>\n\u003cp>And here's the kicker.\u003c/p>\n\u003cp>Those percentages did not vary based on whether the grads went to a fancy name-brand school or a regional state college, one of the top 100 in the \u003cem>U.S. News & World Report\u003c/em> rankings or one of the bottom 100. A slight edge did go to those who attended campuses with more than 10,000 students, while for-profit college graduates saw worse outcomes.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you can go to Podunk U debt free vs. Harvard for $100,000, go to Podunk. And concentrate on what you do when you get there.\"\u003c/aside>\n\u003cp>No opinion poll can fully capture the impact — or allure — of attending a world-famous institution. But this isn't the first time studies have documented no edge for highly selective schools. \u003ca href=\"http://www.bostonglobe.com/magazine/2014/03/07/post-graduation-salaries-show-money/d413bElGtenDCXE0TFsHLI/story.html%20\">Previous studies\u003c/a> have \u003ca href=\"http://www.brookings.edu/research/articles/2004/10/education-easterbrook\">shown no link\u003c/a> between expensive private colleges and later salary for graduates. Income is much more closely tied to a person's choice of a major, which is a finding the Gallup survey also supported.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>High-end colleges often boast that their long-term results should be judged not by looking at paychecks, but at whether their graduates live lives of meaning and deep satisfaction. \"A college degree should be ... a passport to a lifetime of citizenship, opportunity, growth and change,\" wrote Harvard's president, Drew Gilpin Faust, in a \u003ca href=\"http://www.nytimes.com/2013/02/22/opinion/dont-judge-a-colleges-value-by-graduates-paycheck.html?_r=0\">letter to The New York Times\u003c/a> last year.\u003c/p>\n\u003cp>Well, this survey asked about all that qualitative stuff — purpose, motivation to achieve goals, opportunity to learn and grow — and it didn't find any broad influence whatsoever, whether a person's diploma cost $25,000 or $250,000.\u003c/p>\n\u003cp>For Gallup, \"well-being\" and \"engagement\" aren't squishy. They have very specific meanings. In surveys of 25 million people over a number of years, the researchers have asked similar questions and correlated the responses across populations with income, health, employee turnover, company revenue and other \"hard\" indexes.\u003c/p>\n\u003cp>The graduate survey released Tuesday suggests the factors that should be guiding college decisions are not selectivity or prestige, but cost of attendance, great teaching and deep learning, in that order.\u003c/p>\n\u003cp>That's because graduates who said they had a \"mentor who encouraged my hopes and dreams,\" \"professors who cared about me\" and at least one prof who \"made me excited about learning\" are three times more likely to be thriving and twice as likely to be engaged at work. In a similar vein, grads who did long-term projects and internships and were heavily into extracurriculars are twice as likely to be engaged in their careers today.\u003c/p>\n\u003cp>College debt also has a big impact, on the negative side. Only 2 percent of those with $20,000 to $40,000 in undergraduate loans reported they were \"thriving.\" That's pretty troubling, since \u003ca href=\"http://projectonstudentdebt.org/state_by_state-data.php\">$29,400 is the national average\u003c/a> for the 7 in 10 students who borrow. \u003c/p>\n\u003cp>Gallup and Purdue hope to use these and future surveys to help colleges better focus on outcomes, and to identify \"outlier\" colleges that are doing a great job delivering quality experiences for an affordable price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In the meantime, the take-home message for students is clear, says Brandon Busteed, who leads Gallup's education work: \"If you can go to Podunk U debt free vs. Harvard for $100,000, go to Podunk. And concentrate on what you do when you get there.\"\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=Poll%3A+Prestigious+Colleges+Won%27t+Make+You+Happier+In+Life+Or+Work&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35545\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35545\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/800px-Harvard_University_Old_Hall-e1399422288702.jpg\" alt=\"Harvard University/Wikimedia\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/800px-Harvard_University_Old_Hall-e1399422288702.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/800px-Harvard_University_Old_Hall-e1399422288702-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/800px-Harvard_University_Old_Hall-e1399422288702-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Harvard University/Wikimedia\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There's plenty of anxiety in the U.S. over getting into a top college. But a \u003ca href=\"http://www.gallup.com/strategicconsulting/en-us/education.aspx\">new Gallup poll\u003c/a> suggests that, later in life, it doesn't matter nearly as much as we think. In fact, when you ask college graduates whether they're \"engaged\" with their work or \"thriving\" in all aspects of their lives, their responses don't vary one bit whether they went to a prestigious college or not.\u003c/p>\n\u003cp>The surprising findings come in a survey of 29,650 college graduates of all ages by Gallup pollsters working with researchers at Purdue University. The poll asked graduates a range of questions designed to measure how well they are doing in life across factors such as income and \"engagement\" in their jobs and careers.\u003c/p>\n\u003cp>The survey set a high bar. It found that 39 percent of college grads overall say they're \"engaged\" at work (which is \u003ca href=\"http://www.gallup.com/poll/165719/northern-america-leads-world-workplace-engagement.aspx\">10 points higher than the population at large\u003c/a>). And, while almost 5 in 6 self-report doing great in at least one sphere — whether sense of purpose, financial security, physical health, close relationships or community pride — only 11 percent are \"thriving\" in all five areas of well-being.\u003c/p>\n\u003cp>And here's the kicker.\u003c/p>\n\u003cp>Those percentages did not vary based on whether the grads went to a fancy name-brand school or a regional state college, one of the top 100 in the \u003cem>U.S. News & World Report\u003c/em> rankings or one of the bottom 100. A slight edge did go to those who attended campuses with more than 10,000 students, while for-profit college graduates saw worse outcomes.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you can go to Podunk U debt free vs. Harvard for $100,000, go to Podunk. And concentrate on what you do when you get there.\"\u003c/aside>\n\u003cp>No opinion poll can fully capture the impact — or allure — of attending a world-famous institution. But this isn't the first time studies have documented no edge for highly selective schools. \u003ca href=\"http://www.bostonglobe.com/magazine/2014/03/07/post-graduation-salaries-show-money/d413bElGtenDCXE0TFsHLI/story.html%20\">Previous studies\u003c/a> have \u003ca href=\"http://www.brookings.edu/research/articles/2004/10/education-easterbrook\">shown no link\u003c/a> between expensive private colleges and later salary for graduates. Income is much more closely tied to a person's choice of a major, which is a finding the Gallup survey also supported.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>High-end colleges often boast that their long-term results should be judged not by looking at paychecks, but at whether their graduates live lives of meaning and deep satisfaction. \"A college degree should be ... a passport to a lifetime of citizenship, opportunity, growth and change,\" wrote Harvard's president, Drew Gilpin Faust, in a \u003ca href=\"http://www.nytimes.com/2013/02/22/opinion/dont-judge-a-colleges-value-by-graduates-paycheck.html?_r=0\">letter to The New York Times\u003c/a> last year.\u003c/p>\n\u003cp>Well, this survey asked about all that qualitative stuff — purpose, motivation to achieve goals, opportunity to learn and grow — and it didn't find any broad influence whatsoever, whether a person's diploma cost $25,000 or $250,000.\u003c/p>\n\u003cp>For Gallup, \"well-being\" and \"engagement\" aren't squishy. They have very specific meanings. In surveys of 25 million people over a number of years, the researchers have asked similar questions and correlated the responses across populations with income, health, employee turnover, company revenue and other \"hard\" indexes.\u003c/p>\n\u003cp>The graduate survey released Tuesday suggests the factors that should be guiding college decisions are not selectivity or prestige, but cost of attendance, great teaching and deep learning, in that order.\u003c/p>\n\u003cp>That's because graduates who said they had a \"mentor who encouraged my hopes and dreams,\" \"professors who cared about me\" and at least one prof who \"made me excited about learning\" are three times more likely to be thriving and twice as likely to be engaged at work. In a similar vein, grads who did long-term projects and internships and were heavily into extracurriculars are twice as likely to be engaged in their careers today.\u003c/p>\n\u003cp>College debt also has a big impact, on the negative side. Only 2 percent of those with $20,000 to $40,000 in undergraduate loans reported they were \"thriving.\" That's pretty troubling, since \u003ca href=\"http://projectonstudentdebt.org/state_by_state-data.php\">$29,400 is the national average\u003c/a> for the 7 in 10 students who borrow. \u003c/p>\n\u003cp>Gallup and Purdue hope to use these and future surveys to help colleges better focus on outcomes, and to identify \"outlier\" colleges that are doing a great job delivering quality experiences for an affordable price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In the meantime, the take-home message for students is clear, says Brandon Busteed, who leads Gallup's education work: \"If you can go to Podunk U debt free vs. Harvard for $100,000, go to Podunk. And concentrate on what you do when you get there.\"\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=Poll%3A+Prestigious+Colleges+Won%27t+Make+You+Happier+In+Life+Or+Work&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_35515\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/475253193-e1399403283931.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" 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\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true, in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\" target=\"_blank\">Sir Ken Robinson's words\u003c/a>, that “Creativity is not an option, it’s an absolute necessity,” then it's that much more imperative to find ways to bring creativity to learning.\u003c/p>\n\u003cp>But first, we have to understand what conditions foster true creativity. One definition that scientists have agreed upon for creativity is the ability to create something that's both novel as compared to what came before, and has value. “It’s this intersection of novelty and value, a combination of those two features that’s particularly important,” Dr. Robert Bilder, a psychiatry and psychology professor at UCLA’s Semel Institute for Neuroscience and Human Behavior. In any system, there are forces pushing towards organization and others introducing unpredictability. A truly creative idea straddles both of those states.\u003c/p>\n\u003cp>“The truly creative changes and the big shifts occur right at the edge of chaos,” Bilder said.\u003c/p>\n\u003cp>For educators who have embraced the notion of the tightly controlled classroom, it's a worst-case scenario. But Bilder has a reason for this theory. He tested it by asking children what aspects of a learning environment make them feel most creative. “One of the things they found most valuable in their arts classes was the freedom not to have to seek right and wrong answers,” Bilder said. “It was that freedom to explore that led them to be increasingly engaged and allowed them to forge connections that allowed them to be more creative.”\u003c/p>\n\u003cp>It’s the lack of this type of freedom that has led skeptics to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-creativity-truly-be-fostered-in-classrooms-of-today/\" target=\"_blank\">question if today's schools could ever inspire true creativity\u003c/a>. While there are exceptions -- schools that have built freedom of expression into their models -- the majority of schools, whether public or private -- expect students to conform to behavior norms that don’t allow for the individual space to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\" target=\"_blank\">daydream\u003c/a>, reflect, and create. In fact, creative behaviors are often associated with mental disorders.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The truly creative changes and the big shifts occur right at the edge of chaos.\"\u003c/aside>\n\u003cp>“In the school environment, creativity can be considered pathological behavior as opposed to the compliant traits of being reliable, sincere, good-natured, responsible, tolerant, and peaceable — the qualities associated with the lowest levels of creativity,” \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-creativity-truly-be-fostered-in-classrooms-of-today/\" target=\"_blank\">writes Cevin Soling\u003c/a>. Openness to new experiences and a \"disagreeable personality\" are also associated with creative achievement, two attributes not always found in schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To foster creativity, teachers can make room for more freedom around activities in class, and highlight students’ ability to be creative achievers, Bilder said. Freedom offers students space to generate ideas.\u003c/p>\n\u003cp>How does an educator know if she's creating space for creativity? The way Bilder describes it, students in a classroom that allowed for creativity would appear to a visitor to be enraptured in what they were doing -- they’d be in the zone. “You’d have a hard time distracting them and getting them away from what they’re working on,” Bilder said. He highlighted \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">project-based learning\u003c/a> as a way that educators are beginning to introduce choice, and thus freedom, into school work, making space for at least some creativity.\u003c/p>\n\u003cp>\u003cstrong>COGNITIVE TRAITS OF CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Generating lots of different ideas is more important to creativity than many people realize. That’s partly because of the free flowing nature of coming up with lots of ideas, no matter how ridiculous they seem, but it’s also because it gets the idea out of the brain, making space for the next idea.\u003c/p>\n\u003cp>“When we look through examples of illustrious creative types these individuals create a lot of work,” Bilder said. Picasso is a good example. The artist created between 10,000 and 50,000 works of art (depending on how they're counted). The number of pieces produced is the number one predictor of creative achievement, said Bilder. Additionally, putting an idea to paper and expelling it from the mental space allows the creator to react to it in new ways.\u003c/p>\n\u003cp>[contextly_sidebar id=\"6b0a345526ec6da4b4cc8d3dd25874e3\"]\u003c/p>\n\u003cp>While many people cite disinhibition as a crucial element of creativity -- and it is -- positive inhibition is even more important, Bilder said. “The ability to inhibit the first thing that comes to mind in order to get to the higher hanging fruit in the cognitive tree is one of the cornerstones of creative achievement,” said Bilder. The first idea is not usually the most novel one; pushing past the easy answer and reaching for a better one is a mark of creativity.\u003c/p>\n\u003cp>Perhaps one of the most important parts of creativity is its connection to emotions and the visceral parts of the brain. “Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said \u003ca href=\"http://www-bcf.usc.edu/%7Eimmordin/\">Mary Helen Immordino-Yang\u003c/a>, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. She and other neuroscientist \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/how-emotional-connections-can-trigger-creativity-and-learning/\" target=\"_blank\">researchers have found that this visceral connection \u003c/a>to the body is a huge motivator of creativity.\u003c/p>\n\u003cp>To develop ideas that could be considered creative, the brain has to be both stable and flexible at the same time. Brains perform just this type of balancing act every second of every day. “The brain maintains a duality of systems that are constantly introducing flexibility into our thinking and then trying to stabilize our thinking,” Bilder said. The brain evaluates a new stimuli, compares it the plan originally set and then decides on the optimal degree of flexibility or stability to pursue. This cycle happens three times per second.\u003c/p>\n\u003cp>To reach that perfect state of brain balance it helps if the creator is feeling what Bilder refers to as “flow,” and what an athlete might call “playing in the zone.” It’s an automatic, effortless, but highly concentrated state when all the practice and knowledge leading up to that moment comes pouring out in perfect harmony.\u003c/p>\n\u003cp>Musicians and artists describe this same sense of flow, which can appear out of nowhere and often doesn’t happen when someone is trying too hard to form an idea. “When you’re trying so hard to come up with ideas you can’t do it, you can’t force it,” said Charles Limb, associate professor of Otolaryngology-Head and Neck Surgery at John’s Hopkins University. “Then at another time, some flip switches and you’ve got this flow going on, this generation of ideas.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/the-link-between-jazz-improvisation-and-student-creativity/\" target=\"_blank\">Limb’s research\u003c/a> has shown that when musicians are improvising, there’s a switch away from the lateral prefrontal lobes responsible for monitoring and self-censoring, allowing the musician to generate ideas more freely. Limb’s research has led him to agree with Binder that freedom to explore and practice without a specific goal in mind is a key element of developing creative competence. “You have to cultivate these behaviors by introducing them to children and recognizing that the more you do it, the better you are at doing it,” Limb said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>So, can educators help their students become more creative? Some teachers are moving in that direction, loosening the rules, giving students choice, celebrating ideas and behaviors that challenge the status quo, but without a drastic \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\" target=\"_blank\">reimagining of the structures within which educators work\u003c/a>, true creativity could be hard to find in school.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35515\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/475253193-e1399403283931.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" 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\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true, in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\" target=\"_blank\">Sir Ken Robinson's words\u003c/a>, that “Creativity is not an option, it’s an absolute necessity,” then it's that much more imperative to find ways to bring creativity to learning.\u003c/p>\n\u003cp>But first, we have to understand what conditions foster true creativity. One definition that scientists have agreed upon for creativity is the ability to create something that's both novel as compared to what came before, and has value. “It’s this intersection of novelty and value, a combination of those two features that’s particularly important,” Dr. Robert Bilder, a psychiatry and psychology professor at UCLA’s Semel Institute for Neuroscience and Human Behavior. In any system, there are forces pushing towards organization and others introducing unpredictability. A truly creative idea straddles both of those states.\u003c/p>\n\u003cp>“The truly creative changes and the big shifts occur right at the edge of chaos,” Bilder said.\u003c/p>\n\u003cp>For educators who have embraced the notion of the tightly controlled classroom, it's a worst-case scenario. But Bilder has a reason for this theory. He tested it by asking children what aspects of a learning environment make them feel most creative. “One of the things they found most valuable in their arts classes was the freedom not to have to seek right and wrong answers,” Bilder said. “It was that freedom to explore that led them to be increasingly engaged and allowed them to forge connections that allowed them to be more creative.”\u003c/p>\n\u003cp>It’s the lack of this type of freedom that has led skeptics to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-creativity-truly-be-fostered-in-classrooms-of-today/\" target=\"_blank\">question if today's schools could ever inspire true creativity\u003c/a>. While there are exceptions -- schools that have built freedom of expression into their models -- the majority of schools, whether public or private -- expect students to conform to behavior norms that don’t allow for the individual space to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\" target=\"_blank\">daydream\u003c/a>, reflect, and create. In fact, creative behaviors are often associated with mental disorders.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The truly creative changes and the big shifts occur right at the edge of chaos.\"\u003c/aside>\n\u003cp>“In the school environment, creativity can be considered pathological behavior as opposed to the compliant traits of being reliable, sincere, good-natured, responsible, tolerant, and peaceable — the qualities associated with the lowest levels of creativity,” \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-creativity-truly-be-fostered-in-classrooms-of-today/\" target=\"_blank\">writes Cevin Soling\u003c/a>. Openness to new experiences and a \"disagreeable personality\" are also associated with creative achievement, two attributes not always found in schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To foster creativity, teachers can make room for more freedom around activities in class, and highlight students’ ability to be creative achievers, Bilder said. Freedom offers students space to generate ideas.\u003c/p>\n\u003cp>How does an educator know if she's creating space for creativity? The way Bilder describes it, students in a classroom that allowed for creativity would appear to a visitor to be enraptured in what they were doing -- they’d be in the zone. “You’d have a hard time distracting them and getting them away from what they’re working on,” Bilder said. He highlighted \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">project-based learning\u003c/a> as a way that educators are beginning to introduce choice, and thus freedom, into school work, making space for at least some creativity.\u003c/p>\n\u003cp>\u003cstrong>COGNITIVE TRAITS OF CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Generating lots of different ideas is more important to creativity than many people realize. That’s partly because of the free flowing nature of coming up with lots of ideas, no matter how ridiculous they seem, but it’s also because it gets the idea out of the brain, making space for the next idea.\u003c/p>\n\u003cp>“When we look through examples of illustrious creative types these individuals create a lot of work,” Bilder said. Picasso is a good example. The artist created between 10,000 and 50,000 works of art (depending on how they're counted). The number of pieces produced is the number one predictor of creative achievement, said Bilder. Additionally, putting an idea to paper and expelling it from the mental space allows the creator to react to it in new ways.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While many people cite disinhibition as a crucial element of creativity -- and it is -- positive inhibition is even more important, Bilder said. “The ability to inhibit the first thing that comes to mind in order to get to the higher hanging fruit in the cognitive tree is one of the cornerstones of creative achievement,” said Bilder. The first idea is not usually the most novel one; pushing past the easy answer and reaching for a better one is a mark of creativity.\u003c/p>\n\u003cp>Perhaps one of the most important parts of creativity is its connection to emotions and the visceral parts of the brain. “Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said \u003ca href=\"http://www-bcf.usc.edu/%7Eimmordin/\">Mary Helen Immordino-Yang\u003c/a>, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. She and other neuroscientist \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/how-emotional-connections-can-trigger-creativity-and-learning/\" target=\"_blank\">researchers have found that this visceral connection \u003c/a>to the body is a huge motivator of creativity.\u003c/p>\n\u003cp>To develop ideas that could be considered creative, the brain has to be both stable and flexible at the same time. Brains perform just this type of balancing act every second of every day. “The brain maintains a duality of systems that are constantly introducing flexibility into our thinking and then trying to stabilize our thinking,” Bilder said. The brain evaluates a new stimuli, compares it the plan originally set and then decides on the optimal degree of flexibility or stability to pursue. This cycle happens three times per second.\u003c/p>\n\u003cp>To reach that perfect state of brain balance it helps if the creator is feeling what Bilder refers to as “flow,” and what an athlete might call “playing in the zone.” It’s an automatic, effortless, but highly concentrated state when all the practice and knowledge leading up to that moment comes pouring out in perfect harmony.\u003c/p>\n\u003cp>Musicians and artists describe this same sense of flow, which can appear out of nowhere and often doesn’t happen when someone is trying too hard to form an idea. “When you’re trying so hard to come up with ideas you can’t do it, you can’t force it,” said Charles Limb, associate professor of Otolaryngology-Head and Neck Surgery at John’s Hopkins University. “Then at another time, some flip switches and you’ve got this flow going on, this generation of ideas.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/the-link-between-jazz-improvisation-and-student-creativity/\" target=\"_blank\">Limb’s research\u003c/a> has shown that when musicians are improvising, there’s a switch away from the lateral prefrontal lobes responsible for monitoring and self-censoring, allowing the musician to generate ideas more freely. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So, can educators help their students become more creative? Some teachers are moving in that direction, loosening the rules, giving students choice, celebrating ideas and behaviors that challenge the status quo, but without a drastic \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\" target=\"_blank\">reimagining of the structures within which educators work\u003c/a>, true creativity could be hard to find in school.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>This week, schools, students, and parents are taking the time to thank teachers in their communities for their hard work during \u003ca href=\"http://www.pta.org/parents/content.cfm?ItemNumber=3270\" target=\"_blank\">Teacher Appreciation Week\u003c/a>. No question it's a tough job, under a great deal of scrutiny and sometimes with not enough respect, but the millions of people who have dedicated their lives to teaching love their profession because they know they're making a difference.\u003c/p>\n\u003cp>Educators are celebrating the week by making their voices heard on Twitter through \u003ca href=\"https://twitter.com/search?q=%23TeachingIs\" target=\"_blank\">#TeachingIs\u003c/a> with these comments like these: \"Teaching is art. Teaching is science. Teaching is joy. Teaching is struggle. Teaching is growth. Teaching is life.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.teachingquality.org/content/what-teachingis-me\" target=\"_blank\">Jessica Keigan writes:\u003c/a> \"Teaching is celebrating when the student who struggled all year to engage with the books we are reading in class finds a book that he can connect with and begins to choose other texts that feed his new-found interests. Teaching is pushing students to do more than they think they can do and providing support for them along the way.\"\u003c/p>\n\u003cp>Happy Teacher Appreciation Week!\u003c/p>\n\u003cp>http://www.teachingquality.org/content/blogs/jessica-keigan/what-teachingis-me\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This week, schools, students, and parents are taking the time to thank teachers in their communities for their hard work during \u003ca href=\"http://www.pta.org/parents/content.cfm?ItemNumber=3270\" target=\"_blank\">Teacher Appreciation Week\u003c/a>. No question it's a tough job, under a great deal of scrutiny and sometimes with not enough respect, but the millions of people who have dedicated their lives to teaching love their profession because they know they're making a difference.\u003c/p>\n\u003cp>Educators are celebrating the week by making their voices heard on Twitter through \u003ca href=\"https://twitter.com/search?q=%23TeachingIs\" target=\"_blank\">#TeachingIs\u003c/a> with these comments like these: \"Teaching is art. Teaching is science. Teaching is joy. Teaching is struggle. Teaching is growth. Teaching is life.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.teachingquality.org/content/what-teachingis-me\" target=\"_blank\">Jessica Keigan writes:\u003c/a> \"Teaching is celebrating when the student who struggled all year to engage with the books we are reading in class finds a book that he can connect with and begins to choose other texts that feed his new-found interests. Teaching is pushing students to do more than they think they can do and providing support for them along the way.\"\u003c/p>\n\u003cp>Happy Teacher Appreciation Week!\u003c/p>\n\u003cp>http://www.teachingquality.org/content/blogs/jessica-keigan/what-teachingis-me\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_35346\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg class=\"size-full wp-image-35346\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/7021908809_b614c77638_b-e1398791160837.jpg\" alt=\"MartinaK15\" width=\"639\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/7021908809_b614c77638_b-e1398791160837.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/7021908809_b614c77638_b-e1398791160837-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/7021908809_b614c77638_b-e1398791160837-320x180.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">MartinaK15\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Will Richardson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">We're halfway to school when my 14-year-old son remembers a homework assignment he forgot to do for biology class.\u003c/p>\n\u003cp>\"Something big?\" I ask, fearing the worst.\u003cbr>\n\"Nah,\" he says with a shrug. \"Just a handout and some questions. It doesn't matter.\"\u003c/p>\n\u003cp>It's happened before, many times, in fact, that \"it doesn't matter\" response when it comes to work both of my kids are doing in school. This morning when he said it, I started trying to remember any work that they'd done this year that actually did matter in the world, work that seemed to have a purpose outside the classroom. Unfortunately, not much came to mind.\u003c/p>\n\u003cp>That's an especially frustrating reality for me because in my travels to schools around the world I see lots of examples of \"work that matters\"; high school kids in Philadelphia designing solar panels for hospitals in the African bush; middle school kids in San Diego writing books about their local ecosystems and selling them in local stores; primary school kids designing a new classroom wing being built at their school outside of Melbourne, Australia. And more.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The growing access to knowledge, information, people, and tools that our students are getting demands a shift in how we think about the work they do in school.\u003c/aside>\n\u003cp>\"Work that matters\" has significance beyond classroom walls; it's work that is created for an authentic audience who might enjoy it or benefit from it even in a small way. It's work that isn't simply passed to the teacher for a grade, or shared with peers for review. It's work that potentially makes a difference in the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And while we’ve always been able to do \"work that matters\" in our classrooms, our growing access to the Web and the tools and technologies of the modern world can certainly amplify the potentials for audience and for real world application of whatever it is our students are doing. Suddenly, our students have a potential audience of 2.5 billion people who could become readers or collaborators, and they've got all sorts of tools and apps in their backpacks that they can use to create really beautiful, meaningful work in ways that most of their teachers couldn't imagine doing when they were in school. I would argue, in fact, that the growing access to knowledge, information, people, and tools that our students are getting demands a shift in how we think about the work they do in school, one that moves them away from traditional, institutionally organized \"assignments\" and toward more student-organized projects that are centered on the intersection of their interests and the subject or standard at hand.\u003c/p>\n\u003cp>That argument becomes even more compelling when you look at the work some kids are doing on their own, outside of school, around their own interests and passions. Like 16-year-old Sean Fay Wolfe, whose 422-page book \u003ca href=\"http://www.amazon.com/Quest-For-Justice-Minecraft-Chronicles/dp/0615938159\" target=\"_blank\">Quest for Justice\u003c/a> (a novel set in Minecraft) currently ranks in the top 1 percent in sales of books sold on Amazon. Or like 12-year-old \"\u003ca href=\"http://sylviashow.com/\" target=\"_blank\">Super Awesome Sylvia\u003c/a>\" Todd, who designed and helped to create a water color replicator that now \u003ca href=\"http://watercolorbot.com/\" target=\"_blank\">sells in kit form for $295\u003c/a>. Or 15-year-old \u003ca href=\"http://jackandraka.net/\" target=\"_blank\">Jack Andraka\u003c/a>, who used his after school time to work in a Johns Hopkins laboratory to invent a cancer test that obliterated the current gold standard.\u003c/p>\n\u003cp>Are these kids outliers? Sure. But they are also examples of what is now possible for every child and, I would add, each one of us as well. And those examples and the thousands more like them should compel us to rethink what's possible in our classrooms if we begin to open up to the potentials. Instead of passing paper, digital or otherwise, back and forth between students and teacher, what if we allowed students to do real work for real audiences that can read and interact far beyond the limits of the school walls, schedule, and curriculum? What if we let our students do work that they actually cared about and wanted to create, not for a grade but because of its potential contribution to and effect on the world?\u003c/p>\n\u003cp>No question, this kind of work is harder to manage and to assess; there is very little if any \"work that matters\" that happens when students sit to take state assessments. Even though this type of work might tell us much more about what a student has learned and can do with that learning than any traditional test, it's not as efficient or quantifiable or rankable.\u003c/p>\n\u003cp>Still, we can start small, can't we? What if we took 10% of what we're currently doing and handed it over to our students, asking them to meet the standard or the outcome we've set for them in a way that they care about and that had a purpose beyond the classroom? What if we created opportunities for them to educate, entertain, inspire, or connect with people from all over the globe who might be sincerely influenced by the work they’re doing? And what if we asked them to assess their own work in ways that matter to them, ways that inform them what worked, what didn’t work, and how they might do it differently down the road?\u003c/p>\n\u003cp>Schools and classrooms should support a deep culture of “doing work that matters,” where the adults in the building serve as models for the type of creating and learning we might expect from kids. And there should be a clear vision that everyone understands and works toward, one like the vision at Mount Vernon Presbyterian School in Atlanta which states: “We are a school of inquiry, innovation, and impact.” Impact, as in the work that students do carries more weight than just a grade.\u003c/p>\n\u003cp>The reality of this moment is that every one of our students can create and share and connect in ways that didn’t exist even a decade ago. I can’t imagine what it’s going to be like a decade from now. But I know this: if our students look at the work we’re asking them to do today and say “It doesn’t matter,” we’re missing a huge opportunity to help them become the learners they now need to be.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Will Richardson will be the opening keynote for the July 28-30 \u003ca href=\"http://ettsummit.org/\" target=\"_blank\">EdTechTeacher Summit\u003c/a> in Chicago.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35346\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg class=\"size-full wp-image-35346\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/7021908809_b614c77638_b-e1398791160837.jpg\" alt=\"MartinaK15\" width=\"639\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/7021908809_b614c77638_b-e1398791160837.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/7021908809_b614c77638_b-e1398791160837-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/7021908809_b614c77638_b-e1398791160837-320x180.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">MartinaK15\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Will Richardson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">We're halfway to school when my 14-year-old son remembers a homework assignment he forgot to do for biology class.\u003c/p>\n\u003cp>\"Something big?\" I ask, fearing the worst.\u003cbr>\n\"Nah,\" he says with a shrug. \"Just a handout and some questions. It doesn't matter.\"\u003c/p>\n\u003cp>It's happened before, many times, in fact, that \"it doesn't matter\" response when it comes to work both of my kids are doing in school. This morning when he said it, I started trying to remember any work that they'd done this year that actually did matter in the world, work that seemed to have a purpose outside the classroom. Unfortunately, not much came to mind.\u003c/p>\n\u003cp>That's an especially frustrating reality for me because in my travels to schools around the world I see lots of examples of \"work that matters\"; high school kids in Philadelphia designing solar panels for hospitals in the African bush; middle school kids in San Diego writing books about their local ecosystems and selling them in local stores; primary school kids designing a new classroom wing being built at their school outside of Melbourne, Australia. And more.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The growing access to knowledge, information, people, and tools that our students are getting demands a shift in how we think about the work they do in school.\u003c/aside>\n\u003cp>\"Work that matters\" has significance beyond classroom walls; it's work that is created for an authentic audience who might enjoy it or benefit from it even in a small way. It's work that isn't simply passed to the teacher for a grade, or shared with peers for review. It's work that potentially makes a difference in the world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And while we’ve always been able to do \"work that matters\" in our classrooms, our growing access to the Web and the tools and technologies of the modern world can certainly amplify the potentials for audience and for real world application of whatever it is our students are doing. Suddenly, our students have a potential audience of 2.5 billion people who could become readers or collaborators, and they've got all sorts of tools and apps in their backpacks that they can use to create really beautiful, meaningful work in ways that most of their teachers couldn't imagine doing when they were in school. I would argue, in fact, that the growing access to knowledge, information, people, and tools that our students are getting demands a shift in how we think about the work they do in school, one that moves them away from traditional, institutionally organized \"assignments\" and toward more student-organized projects that are centered on the intersection of their interests and the subject or standard at hand.\u003c/p>\n\u003cp>That argument becomes even more compelling when you look at the work some kids are doing on their own, outside of school, around their own interests and passions. Like 16-year-old Sean Fay Wolfe, whose 422-page book \u003ca href=\"http://www.amazon.com/Quest-For-Justice-Minecraft-Chronicles/dp/0615938159\" target=\"_blank\">Quest for Justice\u003c/a> (a novel set in Minecraft) currently ranks in the top 1 percent in sales of books sold on Amazon. Or like 12-year-old \"\u003ca href=\"http://sylviashow.com/\" target=\"_blank\">Super Awesome Sylvia\u003c/a>\" Todd, who designed and helped to create a water color replicator that now \u003ca href=\"http://watercolorbot.com/\" target=\"_blank\">sells in kit form for $295\u003c/a>. Or 15-year-old \u003ca href=\"http://jackandraka.net/\" target=\"_blank\">Jack Andraka\u003c/a>, who used his after school time to work in a Johns Hopkins laboratory to invent a cancer test that obliterated the current gold standard.\u003c/p>\n\u003cp>Are these kids outliers? Sure. But they are also examples of what is now possible for every child and, I would add, each one of us as well. And those examples and the thousands more like them should compel us to rethink what's possible in our classrooms if we begin to open up to the potentials. Instead of passing paper, digital or otherwise, back and forth between students and teacher, what if we allowed students to do real work for real audiences that can read and interact far beyond the limits of the school walls, schedule, and curriculum? What if we let our students do work that they actually cared about and wanted to create, not for a grade but because of its potential contribution to and effect on the world?\u003c/p>\n\u003cp>No question, this kind of work is harder to manage and to assess; there is very little if any \"work that matters\" that happens when students sit to take state assessments. Even though this type of work might tell us much more about what a student has learned and can do with that learning than any traditional test, it's not as efficient or quantifiable or rankable.\u003c/p>\n\u003cp>Still, we can start small, can't we? What if we took 10% of what we're currently doing and handed it over to our students, asking them to meet the standard or the outcome we've set for them in a way that they care about and that had a purpose beyond the classroom? What if we created opportunities for them to educate, entertain, inspire, or connect with people from all over the globe who might be sincerely influenced by the work they’re doing? And what if we asked them to assess their own work in ways that matter to them, ways that inform them what worked, what didn’t work, and how they might do it differently down the road?\u003c/p>\n\u003cp>Schools and classrooms should support a deep culture of “doing work that matters,” where the adults in the building serve as models for the type of creating and learning we might expect from kids. And there should be a clear vision that everyone understands and works toward, one like the vision at Mount Vernon Presbyterian School in Atlanta which states: “We are a school of inquiry, innovation, and impact.” Impact, as in the work that students do carries more weight than just a grade.\u003c/p>\n\u003cp>The reality of this moment is that every one of our students can create and share and connect in ways that didn’t exist even a decade ago. I can’t imagine what it’s going to be like a decade from now. But I know this: if our students look at the work we’re asking them to do today and say “It doesn’t matter,” we’re missing a huge opportunity to help them become the learners they now need to be.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Will Richardson will be the opening keynote for the July 28-30 \u003ca href=\"http://ettsummit.org/\" target=\"_blank\">EdTechTeacher Summit\u003c/a> in Chicago.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "By Not Challenging Gifted Kids, What Do We Risk Losing?",
"title": "By Not Challenging Gifted Kids, What Do We Risk Losing?",
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"content": "\u003cfigure id=\"attachment_35062\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35062\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/8489236114_39144761a5_z-e1397675436719.jpg\" alt=\"8489236114_39144761a5_z\" width=\"640\" height=\"443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/8489236114_39144761a5_z-e1397675436719.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/8489236114_39144761a5_z-e1397675436719-400x277.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/8489236114_39144761a5_z-e1397675436719-320x222.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It’s easy to assume that for extremely bright young pupils, life in the classroom is a snap. But when conventional school curricula fail to stimulate their hungry young brains, leaving them bored and stymied, these kids may get lost in the system. Some end up with C averages and slip into truancy, and many may never blossom to their full potential. It's a big loss for lots of reasons, including the fact that these precocious kids represent a unique pool of talent for generating new ideas and innovations. And because of inadequate policies, we may be losing opportunities to nurture the Henry Fords and Marie Curies of the future.\u003c/p>\n\u003cp>Intellectually talented kids “don’t get the attention of policymakers,” said psychology professor David Lubinski of Vanderbilt University. “But if you’re trying to solve problems in the world like climate change and terrorism and STEM innovation, and transportation and managing our healthcare, you want intellectually precocious youth who have had their intellectual needs met.”\u003c/p>\n\u003cp>Lubinski calls gifted kids -- the U.S. has an \u003ca href=\"http://www.nagc.org/index2.aspx?id=548\" target=\"_blank\">estimated 3 million academically gifted K-12 students\u003c/a> -- a “precious human-capital resource.” He and colleague Camilla Benbow co-direct the \u003ca href=\"https://my.vanderbilt.edu/smpy/\" target=\"_blank\">Study of Mathematically Precocious Youth \u003c/a>(SMPY), a decades-long project tracking more than 5,000 gifted individuals, mostly identified through talent search programs that put them through SAT testing at age 12 or 13. Founded in 1971 at Johns Hopkins University by talent-search pioneer Julian Stanley, SMPY has yielded a trove of insights into who gifted children are and what they need from schools.\u003c/p>\n\u003cp>Some recruits were rare “\u003ca href=\"http://www.forbes.com/sites/ryanmac/2012/09/24/the-scary-smart-have-become-the-scary-rich-examining-techs-richest-on-the-forbes-400/\" target=\"_blank\">scary smart\u003c/a>” kids ranking in the top 1 in 10,000 in math or verbal reasoning skills. In \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Kell-Lubinski-Benbow-20131.pdf\" target=\"_blank\">a report last year\u003c/a>, Vanderbilt postdoctoral researcher Harrison Kell, Lubinski, and Benbow checked up on 320 of these profoundly gifted people at age 38. About 44 percent had earned an M.D., Ph.D., or law degree, in contrast to the 2 percent of the U.S. population that holds a doctoral degree. Many had high-powered careers, ranging from doctors and software engineers to artists and leaders of Fortune 500 companies.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Gifted students who miss out on accelerated learning opportunities still do well above average, but don’t accomplish as much later in life, Lubinski said. That’s a “huge waste of talent,” he said.\u003c/aside>\n\u003cp>“We were surprised at the magnitude of the accomplishments, even for the top 1 in 10,000,” Lubinski said. “We had no idea that over 7 percent would have tenure at a major research university. We had no idea that so many would be well supported by grants or be CEOs of major organizations, partners in major law firms.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not all was smooth sailing, though. Profoundly gifted students were able to rapidly master new information, but schools often couldn’t accommodate their pace, the researchers noted; teachers often focused on helping the slow learners in the classroom instead. That’s a potential recipe for frustration and underachievement. Other analyses from SMPY suggest that intellectually talented kids don’t live up to their full promise unless challenged with more difficult course material.\u003c/p>\n\u003cp>For instance, gifted students who got a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/one-size-does-not-fit-all-the-need-for-variety-in-learning/\" target=\"_blank\">high “dose” of advanced and enriched learning activities \u003c/a>in STEM areas (such as AP classes, taking college courses in high school, science fairs) were roughly twice as likely to earn a Ph.D. and tenure in a STEM field by their early 30s than those who got a low dose. Meanwhile, in \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Park-Lubinski-Benbow-2013.pdf\" target=\"_blank\">another study published last year\u003c/a>, Lubinski’s team tracked 1,020 young students who were advanced in math and compared those who skipped a grade with those who had not. “In every comparison, in every cohort, a greater proportion of grade skippers earned doctoral degrees, STEM Ph.D.s, STEM publications, and patents” — and at an earlier age, the researchers write.\u003c/p>\n\u003cp>Gifted students who miss out on accelerated learning opportunities still do well above average, but don’t accomplish as much later in life, Lubinski said. That’s a “huge waste of talent,” he said.\u003c/p>\n\u003cp>\u003cstrong>A LESSON FOR ALL SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>SMPY holds important lessons not just for the exceptionally bright, but for all students: Kids learn optimally from “a curriculum that moves at their pace and is at the appropriate depth for their rate of learning,” Lubinski said. “If it goes too fast, they’re going to be frustrated. If it goes too slow, they’re going to be bored…. One size does not fit all.” Individual students vary widely in how fast they learn, even among the top 1 percent of intellectual talent, he said.\u003c/p>\n\u003cp>Public school systems \u003ca href=\"http://www.accelerationinstitute.org/Nation_Deceived/Default.aspx\" target=\"_blank\">generally haven’t embraced accelerated learning strategies.\u003c/a> Grade skipping is not always ideal partly because of concerns that a budding young genius may not be socially or emotionally ready for an older classroom. Some \u003ca href=\"http://parenting.blogs.nytimes.com/2012/10/14/against-accelerating-the-gifted-child/?_php=true&_type=blogs&_r=0\" target=\"_blank\">worry about the lasting harm\u003c/a> if a child gets picked on a lot or has trouble making friends. However, in a survey of SMPY participants at age 33, they reported having no regrets about skipping grades in high school or engaging in other activities to speed up their education, Lubinski said. Grade-skipping is good for certain bright kids who are gifted across all academic subjects and mature enough to handle it, he said; but if a child is super-smart at math and average in other areas, other options for acceleration are more ideal.\u003c/p>\n\u003cp>Accelerated learning opportunities have been “a real salvation” for some gifted students who were so bored in school, they had nothing to look forward to, said Joyce VanTassel-Baska, education professor emerita at the College of William and Mary. For example, fast-paced residential summer programs for bright kids are often places where “for the first time they found friends, for the first time they had a challenge in terms of their academic diet,” she said.\u003c/p>\n\u003cp>But government support for gifted education programs has been \u003ca href=\"http://touch.baltimoresun.com/#section/-1/article/p2p-79646096\" target=\"_blank\">scarce in the U.S. \u003c/a>Education funding understandably goes to kids with learning disabilities, and while special ed programs deserve every penny they get, VanTassel-Baska said, in many places “gifted students are being cheated out of an appropriate education.” By failing to identify and support these very high-potential students, “we are shooting ourselves in the foot.” Other countries, such as in East Asia, have a clear vision for providing programs for gifted children as part of their national mission, she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As Lubinski pointed out, in today’s competitive global economy, “we have to develop our exceptional human capital.” Even though SMPY shows it’s possible to find the young math and verbal whizzes who are most likely to achieve great works, he noted, the U.S. does poorly at identifying kids with a knack for visualizing objects in the mind’s eye — a skill important for inventors, architects, dentists, and orthopedic surgeons. Such “spatially talented” children gravitate to metal shop or home economics classes, but they aren’t getting the robotics or advanced lab courses they need to take off. As a result, Lubinski said, “We are missing modern-day Thomas Edisons and Henry Fords.”\u003c/p>\n\n",
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"excerpt": "Intellectually talented kids “don’t get the attention of policymakers,” said psychology professor David Lubinski of Vanderbilt University. “But if you’re trying to solve problems in the world like climate change and terrorism and STEM innovation, and transportation and managing our healthcare, you want intellectually precocious youth who have had their intellectual needs met.”",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35062\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35062\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/8489236114_39144761a5_z-e1397675436719.jpg\" alt=\"8489236114_39144761a5_z\" width=\"640\" height=\"443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/8489236114_39144761a5_z-e1397675436719.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/8489236114_39144761a5_z-e1397675436719-400x277.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/8489236114_39144761a5_z-e1397675436719-320x222.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It’s easy to assume that for extremely bright young pupils, life in the classroom is a snap. But when conventional school curricula fail to stimulate their hungry young brains, leaving them bored and stymied, these kids may get lost in the system. Some end up with C averages and slip into truancy, and many may never blossom to their full potential. It's a big loss for lots of reasons, including the fact that these precocious kids represent a unique pool of talent for generating new ideas and innovations. And because of inadequate policies, we may be losing opportunities to nurture the Henry Fords and Marie Curies of the future.\u003c/p>\n\u003cp>Intellectually talented kids “don’t get the attention of policymakers,” said psychology professor David Lubinski of Vanderbilt University. “But if you’re trying to solve problems in the world like climate change and terrorism and STEM innovation, and transportation and managing our healthcare, you want intellectually precocious youth who have had their intellectual needs met.”\u003c/p>\n\u003cp>Lubinski calls gifted kids -- the U.S. has an \u003ca href=\"http://www.nagc.org/index2.aspx?id=548\" target=\"_blank\">estimated 3 million academically gifted K-12 students\u003c/a> -- a “precious human-capital resource.” He and colleague Camilla Benbow co-direct the \u003ca href=\"https://my.vanderbilt.edu/smpy/\" target=\"_blank\">Study of Mathematically Precocious Youth \u003c/a>(SMPY), a decades-long project tracking more than 5,000 gifted individuals, mostly identified through talent search programs that put them through SAT testing at age 12 or 13. Founded in 1971 at Johns Hopkins University by talent-search pioneer Julian Stanley, SMPY has yielded a trove of insights into who gifted children are and what they need from schools.\u003c/p>\n\u003cp>Some recruits were rare “\u003ca href=\"http://www.forbes.com/sites/ryanmac/2012/09/24/the-scary-smart-have-become-the-scary-rich-examining-techs-richest-on-the-forbes-400/\" target=\"_blank\">scary smart\u003c/a>” kids ranking in the top 1 in 10,000 in math or verbal reasoning skills. In \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Kell-Lubinski-Benbow-20131.pdf\" target=\"_blank\">a report last year\u003c/a>, Vanderbilt postdoctoral researcher Harrison Kell, Lubinski, and Benbow checked up on 320 of these profoundly gifted people at age 38. About 44 percent had earned an M.D., Ph.D., or law degree, in contrast to the 2 percent of the U.S. population that holds a doctoral degree. Many had high-powered careers, ranging from doctors and software engineers to artists and leaders of Fortune 500 companies.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Gifted students who miss out on accelerated learning opportunities still do well above average, but don’t accomplish as much later in life, Lubinski said. That’s a “huge waste of talent,” he said.\u003c/aside>\n\u003cp>“We were surprised at the magnitude of the accomplishments, even for the top 1 in 10,000,” Lubinski said. “We had no idea that over 7 percent would have tenure at a major research university. We had no idea that so many would be well supported by grants or be CEOs of major organizations, partners in major law firms.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not all was smooth sailing, though. Profoundly gifted students were able to rapidly master new information, but schools often couldn’t accommodate their pace, the researchers noted; teachers often focused on helping the slow learners in the classroom instead. That’s a potential recipe for frustration and underachievement. Other analyses from SMPY suggest that intellectually talented kids don’t live up to their full promise unless challenged with more difficult course material.\u003c/p>\n\u003cp>For instance, gifted students who got a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/one-size-does-not-fit-all-the-need-for-variety-in-learning/\" target=\"_blank\">high “dose” of advanced and enriched learning activities \u003c/a>in STEM areas (such as AP classes, taking college courses in high school, science fairs) were roughly twice as likely to earn a Ph.D. and tenure in a STEM field by their early 30s than those who got a low dose. Meanwhile, in \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Park-Lubinski-Benbow-2013.pdf\" target=\"_blank\">another study published last year\u003c/a>, Lubinski’s team tracked 1,020 young students who were advanced in math and compared those who skipped a grade with those who had not. “In every comparison, in every cohort, a greater proportion of grade skippers earned doctoral degrees, STEM Ph.D.s, STEM publications, and patents” — and at an earlier age, the researchers write.\u003c/p>\n\u003cp>Gifted students who miss out on accelerated learning opportunities still do well above average, but don’t accomplish as much later in life, Lubinski said. That’s a “huge waste of talent,” he said.\u003c/p>\n\u003cp>\u003cstrong>A LESSON FOR ALL SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>SMPY holds important lessons not just for the exceptionally bright, but for all students: Kids learn optimally from “a curriculum that moves at their pace and is at the appropriate depth for their rate of learning,” Lubinski said. “If it goes too fast, they’re going to be frustrated. If it goes too slow, they’re going to be bored…. One size does not fit all.” Individual students vary widely in how fast they learn, even among the top 1 percent of intellectual talent, he said.\u003c/p>\n\u003cp>Public school systems \u003ca href=\"http://www.accelerationinstitute.org/Nation_Deceived/Default.aspx\" target=\"_blank\">generally haven’t embraced accelerated learning strategies.\u003c/a> Grade skipping is not always ideal partly because of concerns that a budding young genius may not be socially or emotionally ready for an older classroom. Some \u003ca href=\"http://parenting.blogs.nytimes.com/2012/10/14/against-accelerating-the-gifted-child/?_php=true&_type=blogs&_r=0\" target=\"_blank\">worry about the lasting harm\u003c/a> if a child gets picked on a lot or has trouble making friends. However, in a survey of SMPY participants at age 33, they reported having no regrets about skipping grades in high school or engaging in other activities to speed up their education, Lubinski said. Grade-skipping is good for certain bright kids who are gifted across all academic subjects and mature enough to handle it, he said; but if a child is super-smart at math and average in other areas, other options for acceleration are more ideal.\u003c/p>\n\u003cp>Accelerated learning opportunities have been “a real salvation” for some gifted students who were so bored in school, they had nothing to look forward to, said Joyce VanTassel-Baska, education professor emerita at the College of William and Mary. For example, fast-paced residential summer programs for bright kids are often places where “for the first time they found friends, for the first time they had a challenge in terms of their academic diet,” she said.\u003c/p>\n\u003cp>But government support for gifted education programs has been \u003ca href=\"http://touch.baltimoresun.com/#section/-1/article/p2p-79646096\" target=\"_blank\">scarce in the U.S. \u003c/a>Education funding understandably goes to kids with learning disabilities, and while special ed programs deserve every penny they get, VanTassel-Baska said, in many places “gifted students are being cheated out of an appropriate education.” By failing to identify and support these very high-potential students, “we are shooting ourselves in the foot.” Other countries, such as in East Asia, have a clear vision for providing programs for gifted children as part of their national mission, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As Lubinski pointed out, in today’s competitive global economy, “we have to develop our exceptional human capital.” Even though SMPY shows it’s possible to find the young math and verbal whizzes who are most likely to achieve great works, he noted, the U.S. does poorly at identifying kids with a knack for visualizing objects in the mind’s eye — a skill important for inventors, architects, dentists, and orthopedic surgeons. Such “spatially talented” children gravitate to metal shop or home economics classes, but they aren’t getting the robotics or advanced lab courses they need to take off. As a result, Lubinski said, “We are missing modern-day Thomas Edisons and Henry Fords.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_35078\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35078\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/6660084813_d684b0e298_z-e1397686307280.jpg\" alt=\"6660084813_d684b0e298_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/6660084813_d684b0e298_z-e1397686307280.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/6660084813_d684b0e298_z-e1397686307280-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/6660084813_d684b0e298_z-e1397686307280-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 4 in the series \u003ca href=\"http://ww2.kqed.org/mindshift/series/learning-in-the-new-economy-of-information/\" target=\"_blank\">Learning In the New Economy of Information.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">We live in a world where we are constantly connected to information. This vast ocean of information, the best knowledge of mankind -- almost all of it -- can be accessed at any time in just seconds. But simply being able to access information is not all that impressive. It in no way means that we can understand the information, evaluate it, or grasp its implications. Possession of facts is not learning. What\u003cem> is\u003c/em> an important skill is the ability to sift through abundant information, identify what is valid and meaningful, then use it to create meaning and express it. This is why student creation is so important in the new economy of information.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/DvorakPsyc\">Jason Dvorak,\u003c/a> who was teaching a unit on “Sensation and Perception” in his high school psychology class, had planned to first lecture, then have his students evaluate visual examples that he created to represent each concept from the lesson. They would then decide as a group which concept they represented. But Dvorak’s classes had just been given iPads as part of a pilot program, and because the school’s emphasis was on student creation and making use of these tools, he knew that he had to reconstruct the lesson. In the new iteration, the students were tasked with research and the creation of their own unique visual representations of those key concepts. Once the images were complete, the students reviewed and evaluated them as a class, discussing the strengths and weaknesses of each and suggesting ways to improve them. Throughout the lesson, Dvorak monitored the discussion, adding nuanced detail and keeping the focus of the discussion on the ultimate learning objective, but the real work was done by the students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">More often than not, the memorable assignment was one that allowed them to build and create.\u003c/aside>\n\u003cp>This constructivist approach, as outlined by Dennis Jonassen in his \u003cem>8 Characteristics of Constructivist Learning\u003c/em>, values hands-on and experiential learning that allows students to create multiple representations of ideas. The variety of examples that they create prevents oversimplification and allows students to address topics in their complexity. The emphasis on constructing knowledge, rather than reproducing it, is not only effective at revealing comprehension, but also the misapplication of concepts and ideas. In Dvorak’s class, the examples were not without their flaws. Dvorak used this reality to have a discussion that evaluated and identified the strengths -- and just as importantly -- the weaknesses of their work. In many cases, that happened without the teacher having to point out the misapplication since students were able to evaluate and give feedback during the discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the past, these types of activities were not entirely foreign to classrooms. The regularity with which they take place, the power of the creation tools available to students, and our ability to share these creations is what has changed today. The increasingly available classroom technology and the growth of student 1:1 initiatives means that students not only have access to abundant knowledge, but also the ability to create and express their learning in powerful and creative ways. Today, student “expressions of learning” can take the form of videos, podcasts, songs, and a limitless number of dynamic and interactive presentation formats. Many of these opportunities transform learning from a presentation of information to the creation of art.\u003c/p>\n\u003cp>Far beyond filling out answers on a worksheet, these assignments allow for individual talents and personality to shine through. While it's unlikely that you have ever heard a person say, “that worksheet changed my life,” most people have an assignment from their childhood that they remember with pride because it was meaningful to them. More often than not, that memorable assignment was one that allowed them to build and create.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Perhaps the most important effect of the new economy of information is the need to make sense of information that is around us. \"In order to do this, students need to literally create their learning and demonstrate not just what they know, but what they can do.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35078\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35078\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/6660084813_d684b0e298_z-e1397686307280.jpg\" alt=\"6660084813_d684b0e298_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/6660084813_d684b0e298_z-e1397686307280.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/6660084813_d684b0e298_z-e1397686307280-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/6660084813_d684b0e298_z-e1397686307280-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 4 in the series \u003ca href=\"http://ww2.kqed.org/mindshift/series/learning-in-the-new-economy-of-information/\" target=\"_blank\">Learning In the New Economy of Information.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">We live in a world where we are constantly connected to information. This vast ocean of information, the best knowledge of mankind -- almost all of it -- can be accessed at any time in just seconds. But simply being able to access information is not all that impressive. It in no way means that we can understand the information, evaluate it, or grasp its implications. Possession of facts is not learning. What\u003cem> is\u003c/em> an important skill is the ability to sift through abundant information, identify what is valid and meaningful, then use it to create meaning and express it. This is why student creation is so important in the new economy of information.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/DvorakPsyc\">Jason Dvorak,\u003c/a> who was teaching a unit on “Sensation and Perception” in his high school psychology class, had planned to first lecture, then have his students evaluate visual examples that he created to represent each concept from the lesson. They would then decide as a group which concept they represented. But Dvorak’s classes had just been given iPads as part of a pilot program, and because the school’s emphasis was on student creation and making use of these tools, he knew that he had to reconstruct the lesson. In the new iteration, the students were tasked with research and the creation of their own unique visual representations of those key concepts. Once the images were complete, the students reviewed and evaluated them as a class, discussing the strengths and weaknesses of each and suggesting ways to improve them. Throughout the lesson, Dvorak monitored the discussion, adding nuanced detail and keeping the focus of the discussion on the ultimate learning objective, but the real work was done by the students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">More often than not, the memorable assignment was one that allowed them to build and create.\u003c/aside>\n\u003cp>This constructivist approach, as outlined by Dennis Jonassen in his \u003cem>8 Characteristics of Constructivist Learning\u003c/em>, values hands-on and experiential learning that allows students to create multiple representations of ideas. The variety of examples that they create prevents oversimplification and allows students to address topics in their complexity. The emphasis on constructing knowledge, rather than reproducing it, is not only effective at revealing comprehension, but also the misapplication of concepts and ideas. In Dvorak’s class, the examples were not without their flaws. Dvorak used this reality to have a discussion that evaluated and identified the strengths -- and just as importantly -- the weaknesses of their work. In many cases, that happened without the teacher having to point out the misapplication since students were able to evaluate and give feedback during the discussion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the past, these types of activities were not entirely foreign to classrooms. The regularity with which they take place, the power of the creation tools available to students, and our ability to share these creations is what has changed today. The increasingly available classroom technology and the growth of student 1:1 initiatives means that students not only have access to abundant knowledge, but also the ability to create and express their learning in powerful and creative ways. Today, student “expressions of learning” can take the form of videos, podcasts, songs, and a limitless number of dynamic and interactive presentation formats. Many of these opportunities transform learning from a presentation of information to the creation of art.\u003c/p>\n\u003cp>Far beyond filling out answers on a worksheet, these assignments allow for individual talents and personality to shine through. While it's unlikely that you have ever heard a person say, “that worksheet changed my life,” most people have an assignment from their childhood that they remember with pride because it was meaningful to them. More often than not, that memorable assignment was one that allowed them to build and create.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Perhaps the most important effect of the new economy of information is the need to make sense of information that is around us. \"In order to do this, students need to literally create their learning and demonstrate not just what they know, but what they can do.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_35103\" class=\"wp-caption center\" style=\"max-width: 636px\">\u003cimg class=\"size-full wp-image-35103\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/new-and-improved-desk.jpg\" alt=\"A grade-schooler's desk at AltSchool.\" width=\"636\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/new-and-improved-desk.jpg 636w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/new-and-improved-desk-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/new-and-improved-desk-320x181.jpg 320w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003cfigcaption class=\"wp-caption-text\">A grade-schooler's desk at AltSchool in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cem>Silicon Valley startup model meets progressive education.\u003c/em>\u003c/h3>\n\u003cp class=\"dropcap-serif\">In the heart of the tech boom, where new innovations always hold the promise of the perfect solution, a new private school in San Francisco is prototyping its first class this year. Armed with a team of engineers ready to build the necessary tech tools, the school is an experiment of sorts, attempting to capture the personal nature of the homeschool experience within the community of a modified school setting.\u003c/p>\n\u003cp>\u003ca href=\"https://www.altschool.com/\" target=\"_blank\">AltSchool\u003c/a> hasn’t officially opened yet -- it’s operating a pilot class of 20 students ranging in age from kindergarten to fifth grade in a storefront located in a formerly industrial part of town that's now lined with new lofts. Its founder and CEO \u003ca href=\"http://www.crunchbase.com/person/max-ventilla\" target=\"_blank\">Max Ventilla\u003c/a> is a former Google executive and comes to education with a Silicon Valley solutionist mentality. Ventilla is attempting to build a model that caters to each child’s interests, while providing opportunities for group work and collaboration.\u003c/p>\n\u003cp>“We really believe you can teach anything through the interests of a child,” Ventilla said. “So if there’s a student whose passionate about dolphins or medieval knights or the moon, that’s the lens they can use to learn about salinity or ethics or politics or history or estimation. And that’s actually very similar to how we parent.”\u003c/p>\n\u003cp>Ventilla doesn’t believe that kind of teaching can effectively take place in a large school building with a lot of bureaucratic culpability. At AltSchool, each classroom will be its own unit, and as it grows to multiple locations, will be housed in spaces the size of commercial storefronts in different parts of town. Each classroom will be given the flexibility to change and shift as the teacher sees fit and in reaction to the needs of families attending the school.\u003c/p>\n\u003cp>And in the true spirit of a startup, the school's ethos is to \"\u003ca href=\"http://theleanstartup.com/principles\" target=\"_blank\">fail fast\u003c/a>\" and pivot -- change direction -- when necessary.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We take as one of our primary objectives the constant innovation of the platform and what’s happening in the classroom,” Ventilla said. “If it’s taking us a year to change things that needs to be changed, we’ve failed.”\u003c/p>\n\u003cp>\u003cstrong>FOCUS ON INDIVIDUALIZATION\u003c/strong>\u003c/p>\n\u003cp>While the school is using Common Core as a guideline for its teaching standards, students aren't grouped by grade level. Rather, students move through activities based on their skill and are broadly grouped in age ranges that include transitional kindergarten, “youngers,” “olders,” and middle school.\u003c/p>\n\u003cp>“We don’t think there’s such a thing as a grade,” Ventilla said. “Kids are at different levels across their academic and non-academic trajectories and it's about creating an environment of peers, people that push them, people that are good influences, but also people that they can be friends with and have intellectual peers.”\u003c/p>\n\u003cp>This is not a new concept, of course. Champions of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\" target=\"_blank\">competency-based education \u003c/a>have been advocating this model for years, and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/brightworks/\" target=\"_blank\">Brightworks\u003c/a>, a school that opened a few years ago just a few miles away that's focused on project based learning uses the same premise. In that way, it's less a brand new innovation and more of an amalgamation of different models borrowed from Montessori, Waldorf, homeschooling, and different education theorists, as evidenced by the books scattered around the school's office -- \u003cem>Finnish Lessons\u003c/em>, \u003cem>The Smartest Kids in the World\u003c/em>, \u003cem>5 Minds for the Future\u003c/em>, \u003cem>How Children Succeed.\u003c/em>\u003c/p>\n\u003cp>Another borrowed idea applied to AltSchool is the \u003ca href=\"http://schools.nyc.gov/NR/rdonlyres/9435AD08-90F3-42AA-838C-6372C3B5D2E6/0/SchoolofOneBrochure_FINAL.pdf\" target=\"_blank\">School of One model \u003c/a>in New York. Students at AltSchool work from an individual playlist the teacher puts together that's keyed to his or her interests. The teacher can keep track of student progress on a dashboard, ensure the tasks have been completed, and adjust activities depending on how students are progressing. For example, recently, AltSchool teacher Carolyn Wilson assigned a video about California's delta to one student, paired with questions about how water moves through the system.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re not trying to make existing schools work better. We are trying to actually advance a new model of a school.” \u003c/aside>\n\u003cp>\"He moved it to the 'done' column, but it wasn't done, so I told him he was turning me into a screaming monster,\" Wilson said. When she checked his work and saw he hadn't finished, Wilson tagged that assignment with a screaming monster icon and a note to the student telling him to go back and answer the questions and complete a reflection.\u003c/p>\n\u003cp>In addition to the individualized playlist, students are engaged in group projects that require them to work together and collaborate. “We’re developing tools and processes that allow us to build on the individual passions of one child, but we still continue to frame the group experience and to find things that everyone will engage in,” said Wilson, who's a long time educator. She described a student project while learning about the broad theme of San Francisco's historical and cultural geography of San Francisco: They started by painting a mural of the city together, arguing and compromising over what should be included. After visiting \u003ca href=\"http://www.spn.usace.army.mil/Missions/Recreation/BayModelVisitorCenter.aspx\" target=\"_blank\">a museum that describes the environmental factors\u003c/a> that created San Francisco Bay, the students painted another mural based on their new understanding.\u003c/p>\n\u003cp>During a recent visit to the pilot classroom, a group of six students with mixed ages sat on the floor listening to a teacher lead a group discussion, then migrated over to an art project with watercolor paints a few feet away in the same room. In this one-room schoolhouse, bookshelves are lined with books for kids of different reading levels, tables are set up for groups of three or four kids with workbooks, computers, and headphones, and a comfortable daybed with a blanket sits against one of the wall.\u003c/p>\n\u003cp>There are times in the day when students are working on independent projects and skills tailored to their skill level, interests, and needs. “We expose them to a lot of different things and then sit back and observe, listen to what they say, watch what really excites them, and then build on that and ask questions that go deeper,” Wilson said.\u003c/p>\n\u003cfigure id=\"attachment_35101\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35101\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/class-300x225.jpeg\" alt=\"The first AltSchool class is in a storefront space in a loft building.\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\">The first AltSchool class is in a storefront space in a loft building.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>THE ROLE OF TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>AltSchool is fundamentally a for-profit technology start-up, recently announcing \u003ca href=\"http://www.sfgate.com/education/article/AltSchool-gets-33-million-in-venture-capital-5327204.php\" target=\"_blank\">$33 million dollars in venture capital funding\u003c/a>. Slightly less than half of its current staff -- a total of about 25 people, including teachers -- are computer engineers. Despite the techy underpinnings, technology isn’t all that visually present in AltSchool classrooms the way it is in many schools with one-to-one programs or at a charter network like Rocketship, according to AltSchool staff. But technology is a pervasive part of this model behind the scenes.\u003c/p>\n\u003cp>“If you look at how learning gets personalized in most schools out there, it’s by sticking a kid in front of a screen,” said AltSchool Chief Technology Officer Komal Sethi. “That’s because it's easy. That’s not how we think about it.” Tech tools help students track their assignments, document their work, and allow teachers to stay on top of each student’s individual lesson plan. “We want the real-world, project-based learning to happen, we just want to be able to see that it’s happening,” Sethi said. And to that end, AltSchool classrooms are being videotaped and recorded in an effort to capture classroom moments that the teacher might have missed. “We’re basically trying to say, what can we observe that’s going on to help the teacher do the things she already does,” Sethi said.\u003c/p>\n\u003cp>The engineering team is working to build technology that will allow teachers to bookmark moments when the class gets particularly loud, for example, so they can go back to that moment and see if something needs to be modified in the instructional practice, or if there is a particular incident to observe later.\u003c/p>\n\u003cp>“That’s a moment when something happened that the teacher wanted to keep so she could go back and see what happened that allowed this breakthrough,” Ventilla said. He also believes parents will be grateful for having a video recording of breakthrough academic moments in their children’s lives, like when they first learn to read. The school’s engineers are working to create sensors sophisticated enough to pick up on students' facial expressions and then send a signal to the teacher's dashboard. He said the sensors would potentially help teachers know when a child is struggling, even if she’s in another part of the room. It's meant to give the teacher another set of eyes.\u003c/p>\n\u003cp>This model \u003ca href=\"http://www.edweek.org/ew/articles/2014/03/13/26google.h33.html\" target=\"_blank\">flies in the face of many student data privacy concerns\u003c/a> surfacing recently regarding collecting more data on students. The school and its developers keep the raw video and audio data for two years before trashing it, but can save particular moments to share with teachers or parents for much longer.\u003c/p>\n\u003cdiv id=\"attachment_35102\" class=\"module image left mceTemp\" style=\"width: 300px\">\u003c/div>\n\u003cfigure id=\"attachment_35102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/mural-640x480.jpeg\" alt=\"A student-created mural of San Francisco Bay.\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">A student-created mural of San Francisco Bay.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENGINEERS AND TEACHERS\u003c/strong>\u003c/p>\n\u003cp>AltSchool plans to launch officially next fall with several modular classrooms around San Francisco and surrounding cities, as well as in Silicon Valley at $19,100 per year. “Our model is attractive to families who know what they want educationally and come to us to have some of the logistics taken care of without having to reinvent the school,” said Anna Cueni, the school’s director of operations.\u003c/p>\n\u003cp>In addition to running schools, the company will be designing software for teachers’ needs. “Every one of our engineers spends time directly in the classroom, collaborates directly with students, and many of them actually teach during part of their week,” Ventilla said. Teachers and developers work together to design tech tools that meet specific classroom needs.\u003c/p>\n\u003cp>So far, developers have created the software that makes student playlists, the audio and video replay system that allows teachers to bookmark important moments in the classroom, and have made a weekly parent summary tool that makes it easy for teachers to curate and share insights about students each week. This close collaboration could create products that other schools find useful and eventually might license.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re not trying to make existing schools work better,” Ventilla said. “We are trying to actually advance a new model of a school.” That said, if a charter network wanted to begin a whole new set of schools based on the AltSchool model, Ventilla wouldn’t be opposed. But he said the model would not work in a traditional large school building with a centralized administration and little flexibility.\u003c/p>\n\n",
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"excerpt": "A new school in San Francisco is combining the Silicon Valley startup model with progressive education tactics, creating classrooms as individual entities, using sensoring technologies to track kids' progress, and building tech tools based on teacher requests.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35103\" class=\"wp-caption center\" style=\"max-width: 636px\">\u003cimg class=\"size-full wp-image-35103\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/new-and-improved-desk.jpg\" alt=\"A grade-schooler's desk at AltSchool.\" width=\"636\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/new-and-improved-desk.jpg 636w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/new-and-improved-desk-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/new-and-improved-desk-320x181.jpg 320w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003cfigcaption class=\"wp-caption-text\">A grade-schooler's desk at AltSchool in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cem>Silicon Valley startup model meets progressive education.\u003c/em>\u003c/h3>\n\u003cp class=\"dropcap-serif\">In the heart of the tech boom, where new innovations always hold the promise of the perfect solution, a new private school in San Francisco is prototyping its first class this year. Armed with a team of engineers ready to build the necessary tech tools, the school is an experiment of sorts, attempting to capture the personal nature of the homeschool experience within the community of a modified school setting.\u003c/p>\n\u003cp>\u003ca href=\"https://www.altschool.com/\" target=\"_blank\">AltSchool\u003c/a> hasn’t officially opened yet -- it’s operating a pilot class of 20 students ranging in age from kindergarten to fifth grade in a storefront located in a formerly industrial part of town that's now lined with new lofts. Its founder and CEO \u003ca href=\"http://www.crunchbase.com/person/max-ventilla\" target=\"_blank\">Max Ventilla\u003c/a> is a former Google executive and comes to education with a Silicon Valley solutionist mentality. Ventilla is attempting to build a model that caters to each child’s interests, while providing opportunities for group work and collaboration.\u003c/p>\n\u003cp>“We really believe you can teach anything through the interests of a child,” Ventilla said. “So if there’s a student whose passionate about dolphins or medieval knights or the moon, that’s the lens they can use to learn about salinity or ethics or politics or history or estimation. And that’s actually very similar to how we parent.”\u003c/p>\n\u003cp>Ventilla doesn’t believe that kind of teaching can effectively take place in a large school building with a lot of bureaucratic culpability. At AltSchool, each classroom will be its own unit, and as it grows to multiple locations, will be housed in spaces the size of commercial storefronts in different parts of town. Each classroom will be given the flexibility to change and shift as the teacher sees fit and in reaction to the needs of families attending the school.\u003c/p>\n\u003cp>And in the true spirit of a startup, the school's ethos is to \"\u003ca href=\"http://theleanstartup.com/principles\" target=\"_blank\">fail fast\u003c/a>\" and pivot -- change direction -- when necessary.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We take as one of our primary objectives the constant innovation of the platform and what’s happening in the classroom,” Ventilla said. “If it’s taking us a year to change things that needs to be changed, we’ve failed.”\u003c/p>\n\u003cp>\u003cstrong>FOCUS ON INDIVIDUALIZATION\u003c/strong>\u003c/p>\n\u003cp>While the school is using Common Core as a guideline for its teaching standards, students aren't grouped by grade level. Rather, students move through activities based on their skill and are broadly grouped in age ranges that include transitional kindergarten, “youngers,” “olders,” and middle school.\u003c/p>\n\u003cp>“We don’t think there’s such a thing as a grade,” Ventilla said. “Kids are at different levels across their academic and non-academic trajectories and it's about creating an environment of peers, people that push them, people that are good influences, but also people that they can be friends with and have intellectual peers.”\u003c/p>\n\u003cp>This is not a new concept, of course. Champions of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\" target=\"_blank\">competency-based education \u003c/a>have been advocating this model for years, and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/brightworks/\" target=\"_blank\">Brightworks\u003c/a>, a school that opened a few years ago just a few miles away that's focused on project based learning uses the same premise. In that way, it's less a brand new innovation and more of an amalgamation of different models borrowed from Montessori, Waldorf, homeschooling, and different education theorists, as evidenced by the books scattered around the school's office -- \u003cem>Finnish Lessons\u003c/em>, \u003cem>The Smartest Kids in the World\u003c/em>, \u003cem>5 Minds for the Future\u003c/em>, \u003cem>How Children Succeed.\u003c/em>\u003c/p>\n\u003cp>Another borrowed idea applied to AltSchool is the \u003ca href=\"http://schools.nyc.gov/NR/rdonlyres/9435AD08-90F3-42AA-838C-6372C3B5D2E6/0/SchoolofOneBrochure_FINAL.pdf\" target=\"_blank\">School of One model \u003c/a>in New York. Students at AltSchool work from an individual playlist the teacher puts together that's keyed to his or her interests. The teacher can keep track of student progress on a dashboard, ensure the tasks have been completed, and adjust activities depending on how students are progressing. For example, recently, AltSchool teacher Carolyn Wilson assigned a video about California's delta to one student, paired with questions about how water moves through the system.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re not trying to make existing schools work better. We are trying to actually advance a new model of a school.” \u003c/aside>\n\u003cp>\"He moved it to the 'done' column, but it wasn't done, so I told him he was turning me into a screaming monster,\" Wilson said. When she checked his work and saw he hadn't finished, Wilson tagged that assignment with a screaming monster icon and a note to the student telling him to go back and answer the questions and complete a reflection.\u003c/p>\n\u003cp>In addition to the individualized playlist, students are engaged in group projects that require them to work together and collaborate. “We’re developing tools and processes that allow us to build on the individual passions of one child, but we still continue to frame the group experience and to find things that everyone will engage in,” said Wilson, who's a long time educator. She described a student project while learning about the broad theme of San Francisco's historical and cultural geography of San Francisco: They started by painting a mural of the city together, arguing and compromising over what should be included. After visiting \u003ca href=\"http://www.spn.usace.army.mil/Missions/Recreation/BayModelVisitorCenter.aspx\" target=\"_blank\">a museum that describes the environmental factors\u003c/a> that created San Francisco Bay, the students painted another mural based on their new understanding.\u003c/p>\n\u003cp>During a recent visit to the pilot classroom, a group of six students with mixed ages sat on the floor listening to a teacher lead a group discussion, then migrated over to an art project with watercolor paints a few feet away in the same room. In this one-room schoolhouse, bookshelves are lined with books for kids of different reading levels, tables are set up for groups of three or four kids with workbooks, computers, and headphones, and a comfortable daybed with a blanket sits against one of the wall.\u003c/p>\n\u003cp>There are times in the day when students are working on independent projects and skills tailored to their skill level, interests, and needs. “We expose them to a lot of different things and then sit back and observe, listen to what they say, watch what really excites them, and then build on that and ask questions that go deeper,” Wilson said.\u003c/p>\n\u003cfigure id=\"attachment_35101\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35101\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/class-300x225.jpeg\" alt=\"The first AltSchool class is in a storefront space in a loft building.\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\">The first AltSchool class is in a storefront space in a loft building.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>THE ROLE OF TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>AltSchool is fundamentally a for-profit technology start-up, recently announcing \u003ca href=\"http://www.sfgate.com/education/article/AltSchool-gets-33-million-in-venture-capital-5327204.php\" target=\"_blank\">$33 million dollars in venture capital funding\u003c/a>. Slightly less than half of its current staff -- a total of about 25 people, including teachers -- are computer engineers. Despite the techy underpinnings, technology isn’t all that visually present in AltSchool classrooms the way it is in many schools with one-to-one programs or at a charter network like Rocketship, according to AltSchool staff. But technology is a pervasive part of this model behind the scenes.\u003c/p>\n\u003cp>“If you look at how learning gets personalized in most schools out there, it’s by sticking a kid in front of a screen,” said AltSchool Chief Technology Officer Komal Sethi. “That’s because it's easy. That’s not how we think about it.” Tech tools help students track their assignments, document their work, and allow teachers to stay on top of each student’s individual lesson plan. “We want the real-world, project-based learning to happen, we just want to be able to see that it’s happening,” Sethi said. And to that end, AltSchool classrooms are being videotaped and recorded in an effort to capture classroom moments that the teacher might have missed. “We’re basically trying to say, what can we observe that’s going on to help the teacher do the things she already does,” Sethi said.\u003c/p>\n\u003cp>The engineering team is working to build technology that will allow teachers to bookmark moments when the class gets particularly loud, for example, so they can go back to that moment and see if something needs to be modified in the instructional practice, or if there is a particular incident to observe later.\u003c/p>\n\u003cp>“That’s a moment when something happened that the teacher wanted to keep so she could go back and see what happened that allowed this breakthrough,” Ventilla said. He also believes parents will be grateful for having a video recording of breakthrough academic moments in their children’s lives, like when they first learn to read. The school’s engineers are working to create sensors sophisticated enough to pick up on students' facial expressions and then send a signal to the teacher's dashboard. He said the sensors would potentially help teachers know when a child is struggling, even if she’s in another part of the room. It's meant to give the teacher another set of eyes.\u003c/p>\n\u003cp>This model \u003ca href=\"http://www.edweek.org/ew/articles/2014/03/13/26google.h33.html\" target=\"_blank\">flies in the face of many student data privacy concerns\u003c/a> surfacing recently regarding collecting more data on students. The school and its developers keep the raw video and audio data for two years before trashing it, but can save particular moments to share with teachers or parents for much longer.\u003c/p>\n\u003cdiv id=\"attachment_35102\" class=\"module image left mceTemp\" style=\"width: 300px\">\u003c/div>\n\u003cfigure id=\"attachment_35102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/mural-640x480.jpeg\" alt=\"A student-created mural of San Francisco Bay.\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">A student-created mural of San Francisco Bay.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENGINEERS AND TEACHERS\u003c/strong>\u003c/p>\n\u003cp>AltSchool plans to launch officially next fall with several modular classrooms around San Francisco and surrounding cities, as well as in Silicon Valley at $19,100 per year. “Our model is attractive to families who know what they want educationally and come to us to have some of the logistics taken care of without having to reinvent the school,” said Anna Cueni, the school’s director of operations.\u003c/p>\n\u003cp>In addition to running schools, the company will be designing software for teachers’ needs. “Every one of our engineers spends time directly in the classroom, collaborates directly with students, and many of them actually teach during part of their week,” Ventilla said. Teachers and developers work together to design tech tools that meet specific classroom needs.\u003c/p>\n\u003cp>So far, developers have created the software that makes student playlists, the audio and video replay system that allows teachers to bookmark important moments in the classroom, and have made a weekly parent summary tool that makes it easy for teachers to curate and share insights about students each week. This close collaboration could create products that other schools find useful and eventually might license.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_35133\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/wwworks/2458666314/in/photolist-9s6BDJ-9s3GaR-c8bYnQ-bgJhVT-4mRzxa-bn2knk-tqYrp-cUB2o7-4KgiQw-7CfGYe-zLD1f-63rXR9-bkiYKy-Zzmot-9eCYvh-dDaBgC-6r26iv-97keFD-fQXXFq-9sjeDW-4vRDKr-5zRiDT-2K75xM-bqgt9z-4i9Bgd-6gCwA7-9s6CX1-9s6xJW-9s6xuy-9s3GmD-9s3wfx-9s6wSL-9s3ye4-9s3yCr-9s3yRr-9s6yzj-9s3zGt-9s6xVG-9s6ymf-7Lvaxu-7Lrbqi-bvWfFQ-c8GNhh-eFvzgN-brjVja-brjVj4-brjViT-brjViK-brjViv-brjViX\">\u003cimg class=\"size-full wp-image-35133\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/school.jpg\" alt=\"school\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/school.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/school-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/school-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz, Hechinger Report\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Gallup recently released a major report on the State of American Schools. Their data paints a picture of schools performing as a complex ecosystem, with the wellbeing, engagement, and performance of teachers, students, and principals all intertwined.\u003c/p>\n\u003cp>The report combines decades of surveys of 5 million American teachers and principals with the results of the \u003ca href=\"http://www.gallupstudentpoll.com/home.aspx\" target=\"_blank\">Gallup Student Poll\u003c/a>, now billed as the largest survey of American students with 600,000 5th through 12 grade participants, and several large follow-up studies. Gallup’s also drawing on its background developing the Employee Engagement Survey, which has been administered to a total of almost 30 million people in all professions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The real bummer is [teachers] don’t feel their opinions matter.”\u003c/aside>\n\u003cp>The Gallup polls ask students, teachers, principals, and other professionals about their levels of hope, emotional engagement, and well-being at work or school. While these qualities may seem like frills, they’ve been demonstrated over time to have powerful correlations with harder metrics, like a company’s profits or a school’s test scores. For example, in 2009, Gallup studied 78,000 students in 160 schools in eight states, finding that a one-percentage-point uptick in a school’s average student engagement was connected to an average six-point increase in reading achievement and eight points in math. Similarly, Gallup researchers have found in peer-reviewed studies that their “hope” measure was a better predictor of grades in college than SATs, ACTs or high school GPA. In a third study, students’ levels of hope accounted for almost half of the variation in math achievement and at least one-third of their variation in reading and science scores.\u003c/p>\n\u003cp>Brandon Busteed, the executive director of Gallup Education, says that in some ways, the point Gallup is making with this line of research is even more “provocative.” “We definitely want to show that these quote unquote ‘soft’ measures move the quote unquote ‘hard’ measures, like grades and test scores,” he said. “But we’re also asking: is engagement more important or are grades more important? If you ask a parent whether they’d rather have a kid who is getting mostly As and is only mildly interested in what they’re learning or mostly Bs and is super engaged, I can tell you what most parents would pick.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So how are we doing on these soft measures? According to the survey, 55% of American students scored high on engagement, and just one in three score high on all three measures of hope, engagement and well-being.\u003c/p>\n\u003cp>[contextly_sidebar id=\"af4aca7bf17a9c72cc32c65c4ff340db\"]\u003c/p>\n\u003cp>Engagement measures have a lot to do with relationships and feeling valued. So it’s not surprising that there’s an intimate connection between the schoolroom engagement of students, and the workplace engagement of teachers. As the saying goes, “Our working conditions are our students’ learning conditions.”\u003c/p>\n\u003cp>Gallup found that students who agreed with the following two statements: 1. “My school is committed to building the strengths of each student” and 2. “I have at least one teacher who makes me excited about the future” were 30 times more likely to be engaged.\u003c/p>\n\u003cp>Unfortunately, most teachers are not in a position to share excitement with students. About 70% are classified as disengaged, which puts them on par with the workforce as a whole. This is surprising in some ways, because teachers score close to the top on measures that indicate that they find meaning in their life and see work as a calling. Unfortunately, the structures that teachers are working in–which may include high-stakes standardized testing and value-added formulas that evaluate their performance based on outside factors–seem to tug against their happiness. “The real bummer is they don’t feel their opinions matter,” Busteed says. K-12 teachers scored dead last among 12 occupational groups in agreeing with the statement that their opinions count at work, and also dead last on “My supervisor creates an open and trusting environment.”\u003c/p>\n\u003cp>This takes the measure directly to the top. Gallup’s study found that principal talent had a powerful impact on teacher engagement, which in turn affects student engagement. They recommend that principals adopt a more collaborative management style and help new teachers acclimate by putting them together to form partnerships with more experienced teachers.\u003c/p>\n\u003cp>Surveys and polls aren’t perfect, of course. But overall, the message of this research is a powerful indicator that we need to do a better job at looking at the full range of factors that affect school performance. Gallup is promoting its student poll to districts as another means of making decisions about what really counts in school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://digital.hechingerreport.org/content/almost-70-teachers-engaged-heres-matters-much_1429/\" target=\"_blank\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
},
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"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/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"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": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"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",
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"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
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