window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_34965": {
"type": "attachments",
"id": "mindshift_34965",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "34965",
"found": true
},
"parent": 34944,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1397070950,
"modified": 1397070950,
"caption": null,
"description": null,
"title": "jazz",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_34949": {
"type": "attachments",
"id": "mindshift_34949",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "34949",
"found": true
},
"parent": 34821,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1397005003,
"modified": 1573778664,
"caption": "Students work together.",
"description": null,
"title": "erinscott_-7057(2)",
"credit": "Erin Scott/MindShift",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_34919": {
"type": "attachments",
"id": "mindshift_34919",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "34919",
"found": true
},
"parent": 34799,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1396886509,
"modified": 1561500785,
"caption": "A teacher helps a student in class.",
"description": null,
"title": "teacher",
"credit": "Lenny Gonzalez/KQED",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_34680": {
"type": "attachments",
"id": "mindshift_34680",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "34680",
"found": true
},
"parent": 34658,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-400x220.png",
"width": 400,
"mimeType": "image/png",
"height": 220
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-320x176.png",
"width": 320,
"mimeType": "image/png",
"height": 176
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png",
"width": 620,
"height": 341
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1395273064,
"modified": 1395273064,
"caption": null,
"description": null,
"title": "RSA Animate",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_34644": {
"type": "attachments",
"id": "mindshift_34644",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "34644",
"found": true
},
"parent": 34624,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-Shot-2014-03-19-at-1.00.00-PM-400x215.png",
"width": 400,
"mimeType": "image/png",
"height": 215
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-Shot-2014-03-19-at-1.00.00-PM-320x172.png",
"width": 320,
"mimeType": "image/png",
"height": 172
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-Shot-2014-03-19-at-1.00.00-PM.png",
"width": 542,
"height": 292
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-Shot-2014-03-19-at-1.00.00-PM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-Shot-2014-03-19-at-1.00.00-PM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-Shot-2014-03-19-at-1.00.00-PM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-Shot-2014-03-19-at-1.00.00-PM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1395259232,
"modified": 1395259232,
"caption": null,
"description": null,
"title": "Screen Shot 2014-03-19 at 1.00.00 PM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_34454": {
"type": "attachments",
"id": "mindshift_34454",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "34454",
"found": true
},
"parent": 34446,
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/tumblr_n1s2karXUK1tucgl1o1_1280-300x199.jpg",
"width": 300,
"height": 199
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/tumblr_n1s2karXUK1tucgl1o1_1280-300x199-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/tumblr_n1s2karXUK1tucgl1o1_1280-300x199-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/tumblr_n1s2karXUK1tucgl1o1_1280-300x199-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/03/tumblr_n1s2karXUK1tucgl1o1_1280-300x199-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1394495803,
"modified": 1394495803,
"caption": null,
"description": null,
"title": "tumblr_n1s2karXUK1tucgl1o1_1280-300x199",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"katrinaschwartz": {
"type": "authors",
"id": "234",
"meta": {
"index": "authors_1716337520",
"id": "234",
"found": true
},
"name": "Katrina Schwartz",
"firstName": "Katrina",
"lastName": "Schwartz",
"slug": "katrinaschwartz",
"email": "kschwartz@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "Producer",
"bio": "Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.",
"avatar": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twitter": "kschwart",
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Katrina Schwartz | KQED",
"description": "Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/katrinaschwartz"
},
"anniempaul": {
"type": "authors",
"id": "4355",
"meta": {
"index": "authors_1716337520",
"id": "4355",
"found": true
},
"name": "Annie Murphy Paul",
"firstName": "Annie",
"lastName": "Murphy Paul",
"slug": "anniempaul",
"email": "anniempaul@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"author"
]
}
],
"headData": {
"title": "Annie Murphy Paul | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/anniempaul"
},
"luba": {
"type": "authors",
"id": "4537",
"meta": {
"index": "authors_1716337520",
"id": "4537",
"found": true
},
"name": "Luba Vangelova",
"firstName": "Luba",
"lastName": "Vangelova",
"slug": "luba",
"email": "luba@catalystcommunicationsllc.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Luba Vangelova’s work has appeared in numerous print, online and broadcast media outlets, including The New York Times, Smithsonian, The Atlantic, and Salon. She is also working on a book about self-directed learning. Her web site is \u003ca title=\"Luba Vangelova\" href=\"http://www.LubaVangelova.com\" target=\"_blank\">www.LubaVangelova.com\u003c/a>. She also posts on \u003ca title=\"@LubaSays\" href=\"http://www.twitter.com/LubaSays\" target=\"_blank\">Twitter\u003c/a> and on her official \u003ca title=\"Facebook - Luba Vangelova\" href=\"http://www.facebook.com/LubaSays\" target=\"_blank\">Facebook\u003c/a> page.",
"avatar": "https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g",
"twitter": "LubaSays",
"facebook": null,
"instagram": null,
"linkedin": "lvangelova",
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Luba Vangelova | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/luba"
}
},
"pagesReducer": {
"mindshift_category_big-ideas": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"score": 14.402988
},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"title": "Big Ideas",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 65
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "The latest findings from experts in the field related to the future of learning."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=big-ideas",
"seeMore": false,
"paginated": true,
"page": 65
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_34944": {
"type": "posts",
"id": "mindshift_34944",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34944",
"score": null,
"sort": [
1397234936000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1397234936,
"format": "aside",
"disqusTitle": "Creativity and the Brain: What We Can Learn From Jazz Musicians",
"title": "Creativity and the Brain: What We Can Learn From Jazz Musicians",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/jazz.jpg\">\u003cimg class=\"size-full wp-image-34965\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/jazz.jpg\" alt=\"jazz\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Listening to jazz musicians improvise, how the piano player's chords toy with the sax player's runs and the standup bass player's beats, it may seem like their music-making process is simply magic. But research of jazz musicians' brain activity as they improvise is helping shed light on the neuroscience behind creativity, and it turns out creating that magic is not as serendipitous a process as we might think.\u003c/p>\n\u003cp>“I started looking at jazz musicians playing the blues as a way to understand how the creative brain emerges from a neuroscience perspective,” said Charles Limb, associate professor of Otolaryngology-Head and Neck Surgery at John’s Hopkins University.\u003c/p>\n\u003cp>Limb, \u003ca href=\"http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0088665\" target=\"_blank\">a \u003c/a>\u003ca href=\"http://www.hopkinsmedicine.org/hmn/s08/feature4.cfm\" target=\"_blank\">jazz musician and music lover, \u003c/a>and\u003ca href=\"http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0088665\" target=\"_blank\"> his team\u003c/a> designed a plastic keyboard that jazz musicians could both play and hear while they were inside an MRI machine. Limb asked the musicians to play a memorized piece of music, then improvise with another musician in the control room. Limb captured images of their brains as they played.\u003c/p>\n\u003cp>When musicians go to an improvisation, the brain switches, Limb said, and the lateral prefrontal lobes responsible for conscious self monitoring became less engaged. “Musicians were turning off the self-censoring in the brain so they could generate novel ideas without restrictions,” he said. Interestingly, the improvising brain activates many of the same brain centers as language, reinforcing the idea that the back and forth of \u003ca href=\"http://www.theatlantic.com/health/archive/2014/02/how-brains-see-music-as-language/283936/\" target=\"_blank\">improvisation between musicians is akin to its own language\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “When you're trying so hard to come up with ideas you can’t do it, you can’t force it.”\u003c/aside>\n\u003cp>The same principle applies to something like writer's block. “When you're trying so hard to come up with ideas you can’t do it, you can’t force it,” Limb said. “Then at another time, some flip switches and you've got this flow going on, this generation of ideas.” When the stakes are higher and the brain is actively over-thinking something, it can interfere with processes that have become routinized, causing behavior or performance to suffer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>CREATIVITY CAN BE DEVELOPED\u003c/strong>\u003c/p>\n\u003cp>Luckily, creativity isn't an unknowable, mystical quality. It can be developed. “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. The problem is a lot of kids don’t get much unstructured time either in school or out of it. School is often based on right or wrong answers, leaving little room for students to come up with ideas that haven’t been taught to them before.\u003c/p>\n\u003cp>“It doesn't have to be so directed all the time,” Limb said. “We've taken a lot of the joy out of things that used to be joyful.” Even a lot of music lessons have become about the discipline of learning to play well, not the joy of creating the music. Children should have part of every lesson reserved for improvisation and free form play, Limb said. The same could be said for free play on the playground and experimentation with new ideas in the classroom. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-free-play-can-define-kids-success/\" target=\"_blank\">Unprogrammed time is necessary\u003c/a> for students to practice using their creativity.\u003c/p>\n\u003cp>[contextly_sidebar id=\"bd48fba2af700ed4b71ce0c51dff63ba\"]\u003c/p>\n\u003cp>In recent years \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\" target=\"_blank\">many schools have cut their art programs as non-essential subjects\u003c/a>. At the same time, leaders are crying for more creative thinking in students. “We tend to look at education of creative aspects of children as something that happens incidentally and that is entertainment-based,” Limb said. But that misses the connection between creativity and the idea generation necessary for strong problem solving skills. “Art may be one of the best ways to train the brain to have this kind of creative fluency,” Limb said. He believes art is as central to education as math and reading, especially when created in collaborative environments like band or orchestra.\u003c/p>\n\u003cp>Limb is working to set up an experiment testing his theory with kids who have never had drawing or music lessons before. He’d like to see what’s going on in their brains when first allowed to improvise. Capturing the brain as it begins to create could help deepen an understanding of how to support creative growth.\u003c/p>\n\u003cp>Creativity may even be hardwired into human brains, an essential feature that has allowed the species to adapt repeatedly over the course of history. “Very early on there’s this need for the brain to be able to come up with something that it didn't know before, that’s not being taught to it, but to find a way to figure something out that’s creative,” Limb said. “That’s always been essential for human survival.”\u003c/p>\n\u003cp>Creating is core to the human experience throughout time, Limb says. “The brain has been hard wired to seek creative or artistic endeavors forever,” he said. “We don’t need it to survive, you wouldn’t think, and yet the brain wants it and seeks it.”\u003c/p>\n\u003cp>Interestingly, the creating brain looks a lot like the dreaming brain, one of the most creative states humans can enter, but one associated with unconsciousness. Similar to what Limb observed in jazz musicians, when people dream the self-monitoring part of the brain is suppressed and the default network in the brain takes over. This is the introspective part of the brain, as well as the autobiographical part. That’s why dreams feel so personal, pulling from experiences or recent worries. “The brain is an organ and some of its functions are geared toward generation of unpredictable ideas,” Limb said. That’s just how it’s meant to function.\u003c/p>\n\u003cp>Listen to a \u003ca href=\"http://www.sciencefriday.com/segment/02/28/2014/your-brain-on-jazz.html\" target=\"_blank\">Science Friday interview\u003c/a> with Charles Limb for even more about his interesting research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/143916388&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\n",
"disqusIdentifier": "34944 http://blogs.kqed.org/mindshift/?p=34944",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/04/11/the-link-between-jazz-improvisation-and-student-creativity/",
"stats": {
"hasVideo": false,
"hasChartOrMap": true,
"hasAudio": true,
"hasPolis": false,
"wordCount": 1003,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"https://w.soundcloud.com/player/"
],
"paragraphCount": 18
},
"modified": 1397256894,
"excerpt": "Research on what’s happening in the brain when jazz musicians improvise is helping shed light on the neuroscience behind creativity.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Research on what’s happening in the brain when jazz musicians improvise is helping shed light on the neuroscience behind creativity.",
"title": "Creativity and the Brain: What We Can Learn From Jazz Musicians | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Creativity and the Brain: What We Can Learn From Jazz Musicians",
"datePublished": "2014-04-11T09:48:56-07:00",
"dateModified": "2014-04-11T15:54:54-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-link-between-jazz-improvisation-and-student-creativity",
"status": "publish",
"path": "/mindshift/34944/the-link-between-jazz-improvisation-and-student-creativity",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/jazz.jpg\">\u003cimg class=\"size-full wp-image-34965\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/jazz.jpg\" alt=\"jazz\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/jazz-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Listening to jazz musicians improvise, how the piano player's chords toy with the sax player's runs and the standup bass player's beats, it may seem like their music-making process is simply magic. But research of jazz musicians' brain activity as they improvise is helping shed light on the neuroscience behind creativity, and it turns out creating that magic is not as serendipitous a process as we might think.\u003c/p>\n\u003cp>“I started looking at jazz musicians playing the blues as a way to understand how the creative brain emerges from a neuroscience perspective,” said Charles Limb, associate professor of Otolaryngology-Head and Neck Surgery at John’s Hopkins University.\u003c/p>\n\u003cp>Limb, \u003ca href=\"http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0088665\" target=\"_blank\">a \u003c/a>\u003ca href=\"http://www.hopkinsmedicine.org/hmn/s08/feature4.cfm\" target=\"_blank\">jazz musician and music lover, \u003c/a>and\u003ca href=\"http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0088665\" target=\"_blank\"> his team\u003c/a> designed a plastic keyboard that jazz musicians could both play and hear while they were inside an MRI machine. Limb asked the musicians to play a memorized piece of music, then improvise with another musician in the control room. Limb captured images of their brains as they played.\u003c/p>\n\u003cp>When musicians go to an improvisation, the brain switches, Limb said, and the lateral prefrontal lobes responsible for conscious self monitoring became less engaged. “Musicians were turning off the self-censoring in the brain so they could generate novel ideas without restrictions,” he said. Interestingly, the improvising brain activates many of the same brain centers as language, reinforcing the idea that the back and forth of \u003ca href=\"http://www.theatlantic.com/health/archive/2014/02/how-brains-see-music-as-language/283936/\" target=\"_blank\">improvisation between musicians is akin to its own language\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “When you're trying so hard to come up with ideas you can’t do it, you can’t force it.”\u003c/aside>\n\u003cp>The same principle applies to something like writer's block. “When you're trying so hard to come up with ideas you can’t do it, you can’t force it,” Limb said. “Then at another time, some flip switches and you've got this flow going on, this generation of ideas.” When the stakes are higher and the brain is actively over-thinking something, it can interfere with processes that have become routinized, causing behavior or performance to suffer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>CREATIVITY CAN BE DEVELOPED\u003c/strong>\u003c/p>\n\u003cp>Luckily, creativity isn't an unknowable, mystical quality. It can be developed. “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. The problem is a lot of kids don’t get much unstructured time either in school or out of it. School is often based on right or wrong answers, leaving little room for students to come up with ideas that haven’t been taught to them before.\u003c/p>\n\u003cp>“It doesn't have to be so directed all the time,” Limb said. “We've taken a lot of the joy out of things that used to be joyful.” Even a lot of music lessons have become about the discipline of learning to play well, not the joy of creating the music. Children should have part of every lesson reserved for improvisation and free form play, Limb said. The same could be said for free play on the playground and experimentation with new ideas in the classroom. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-free-play-can-define-kids-success/\" target=\"_blank\">Unprogrammed time is necessary\u003c/a> for students to practice using their creativity.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In recent years \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\" target=\"_blank\">many schools have cut their art programs as non-essential subjects\u003c/a>. At the same time, leaders are crying for more creative thinking in students. “We tend to look at education of creative aspects of children as something that happens incidentally and that is entertainment-based,” Limb said. But that misses the connection between creativity and the idea generation necessary for strong problem solving skills. “Art may be one of the best ways to train the brain to have this kind of creative fluency,” Limb said. He believes art is as central to education as math and reading, especially when created in collaborative environments like band or orchestra.\u003c/p>\n\u003cp>Limb is working to set up an experiment testing his theory with kids who have never had drawing or music lessons before. He’d like to see what’s going on in their brains when first allowed to improvise. Capturing the brain as it begins to create could help deepen an understanding of how to support creative growth.\u003c/p>\n\u003cp>Creativity may even be hardwired into human brains, an essential feature that has allowed the species to adapt repeatedly over the course of history. “Very early on there’s this need for the brain to be able to come up with something that it didn't know before, that’s not being taught to it, but to find a way to figure something out that’s creative,” Limb said. “That’s always been essential for human survival.”\u003c/p>\n\u003cp>Creating is core to the human experience throughout time, Limb says. “The brain has been hard wired to seek creative or artistic endeavors forever,” he said. “We don’t need it to survive, you wouldn’t think, and yet the brain wants it and seeks it.”\u003c/p>\n\u003cp>Interestingly, the creating brain looks a lot like the dreaming brain, one of the most creative states humans can enter, but one associated with unconsciousness. Similar to what Limb observed in jazz musicians, when people dream the self-monitoring part of the brain is suppressed and the default network in the brain takes over. This is the introspective part of the brain, as well as the autobiographical part. That’s why dreams feel so personal, pulling from experiences or recent worries. “The brain is an organ and some of its functions are geared toward generation of unpredictable ideas,” Limb said. That’s just how it’s meant to function.\u003c/p>\n\u003cp>Listen to a \u003ca href=\"http://www.sciencefriday.com/segment/02/28/2014/your-brain-on-jazz.html\" target=\"_blank\">Science Friday interview\u003c/a> with Charles Limb for even more about his interesting research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/143916388&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34944/the-link-between-jazz-improvisation-and-student-creativity",
"authors": [
"234"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_862",
"mindshift_1040"
],
"featImg": "mindshift_34965",
"label": "mindshift"
},
"mindshift_34821": {
"type": "posts",
"id": "mindshift_34821",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34821",
"score": null,
"sort": [
1397054804000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift",
"term": 20658
},
"blocks": [],
"publishDate": 1397054804,
"format": "aside",
"disqusTitle": "More Progressive Ways to Measure Deeper Levels of Learning",
"title": "More Progressive Ways to Measure Deeper Levels of Learning",
"headTitle": "ASSESSMENT | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34949\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34949\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students work together. \u003ccite>(Erin Scott/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.\u003c/p>\n\u003cp>“Most schools and most of our learning stops at knowing and we need to move that and broaden it to the doing and the reflecting,” said Bob Lenz, co-founder & chief executive officer of \u003ca href=\"http://www.envisionschools.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Envision Schools\u003c/a> while participating in a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Deeper Learning MOOC\u003c/a> panel. The charter network’s teachers follow three steps for assessment: know, do, reflect. Skills like critical thinking, problem-solving, and collaboration require practice, Lenz said. Students have to do them constantly and be observed throughout the process for a true assessment.\u003c/p>\n\u003cp>[contextly_sidebar id=\"0fdf23794d382e0679149aaa635e3606\"]\u003c/p>\n\u003cp>“The real power comes in the reflective process, both individually and with peers,” Lenz said. “Any of the deeper learning outcomes, the reflection is really where the power is and it puts the onus back on the student, instead of the teacher standing in judgment.” Most projects at Envision schools culminate in an exhibition of work at which students reflect on how they could have done things differently or improved on their work. All four years of high school at Envision are a cycle of performance frameworks feeding into a portfolio and culminating in a defense of four years of learning at which students show what they have learned by demonstrating their knowledge and skill, as well as the ability to learn how to learn.\u003c/p>\n\u003cp>\u003cstrong>RUBRICS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teaching rubrics are a common tool in any classroom, but they can easily become a disguised checklist of tasks, instead of a living document designed to structure learning towards a desired skill or outcome. Setting clear goals about what students should know and be able to do when they graduate high school is a good way to start.\u003c/p>\n\u003cp>“We find it effective to start with the types of student outcomes that we’re after and have all the staff make sense of that, and commit to the common ‘why,’ and then have the instructional practices to reach those outcomes,” said Megan Pacheco, senior director of school design and implementation at the \u003ca href=\"http://www.newtechnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">New Tech Network\u003c/a>.\u003c/p>\n\u003cp>Having a rubric doesn’t mean students aren’t engaged in the assessment process or that there’s no room for surprise or creativity. “If those performance tasks are really open ended then students go about them in very unique ways,” Pacheco said. Asking students to dig into the rubric themselves, unpack it, compare themselves against it and reflect on that experience is a great way to get them to understand their own learning.\u003c/p>\n\u003cp>“Helping students not to think about assessment as just for a grade or the endpoint of learning, but really as that continuing path of development towards all the skills we know they need,” Pacheco said. Students could even be involved in creating the rubric.\u003c/p>\n\u003cp>“[Students] often don’t like using rubrics that I bring to them,” said Cady Staff, an eighth-grade teacher \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\" rel=\"noopener noreferrer\">High Tech Middle Chula Vista\u003c/a>. “So when I do use rubrics it would be a co-designed rubric.” Her students reject outside assessments that haven’t been personalized to their classroom and agreed upon by one another. The process of tinkering with the rubric can be on-going. For example, some students at the neighboring high school became interested in gun-violence and started a \u003ca href=\"https://www.kickstarter.com/projects/898983347/beyond-the-crossfire\" target=\"_blank\" rel=\"noopener noreferrer\">Kickstarter campaign\u003c/a> to raise money to make a documentary about gun violence in their lives. As they worked through their project, they continually changed what elements should be included in the rubric, as they experimented with what would entice people to give to their cause.\u003c/p>\n\u003cp>\u003cstrong>ASSESSING AT THE RIGHT MOMENT\u003c/strong>\u003c/p>\n\u003cp>In addition to making it clear to students what learning goals will be covered and required of them through the rubric or performance framework, students need constructive feedback in order to improve. But feedback isn’t always appropriate; there are times when it’s very effective and other times when it can be a waste of precious energy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Any of the deeper learning outcomes, the reflection is really where the power is and it puts the onus back on the student, instead of the teacher standing in judgment.”\u003c/aside>\n\u003cp>“Assessment is really time consuming and exhausting,” Staff said. “So when I do it, and give a lot of meaningful feedback, I want to do it at a time that it will help them to improve.” Students don’t want to know how they could have done better after they’ve already turned in the project. Peer assessment is another way for students to gain valuable input on how they can iterate on an idea or project, helping to push towards another, better version.\u003c/p>\n\u003cp>Assessment can happen as students work to improve their projects. Teachers don’t have to wait until students turn in a final product to know if they are understanding the content, demonstrating their knowledge, working well together, thinking critically through problems that arise and reflecting on their own work. In fact, that’s the only time many of those qualities can actively be assessed since learning happens over time and can’t be capture in just a snapshot. “Strive to help students assess their own deeper learning,” Staff said. When students can reflect on their own learning process to the point of assessing themselves, teachers know they’re learning deeply.\u003c/p>\n\u003cp>\u003cstrong>USING PISA AT SCHOOL LEVEL\u003c/strong>\u003c/p>\n\u003cp>One standardized test that has been praised for its ability to measure critical thinking and creativity is the \u003ca href=\"http://www.oecd.org/pisa/\" target=\"_blank\" rel=\"noopener noreferrer\">Programme for International Student Assessment (PISA)\u003c/a>, an international test that ranks countries in reading, math and science. While those scores give leaders a sense of U.S. students’ international competitiveness in the global market, they don’t give school-based data. A group of educators is trying to capitalize on what is considered to be a fairly effective test, bringing it down to the school level.\u003c/p>\n\u003cp>“It gives a school a sense of how they are doing on these deeper learning, critical thinking, problem solving skills,” said Peter Kannam, a managing partner with America Achieves tasked with coordinating the \u003ca href=\"http://www.americaachieves.org/oecd\" target=\"_blank\" rel=\"noopener noreferrer\">OECD Test for Schools\u003c/a>. Schools have used the test to identify weaknesses and change course if necessary. One school found that while its students were reading more, they weren’t reading deeply. The school built in more emphasis on reading for enjoyment to engage students.\u003c/p>\n\u003cp>The drawback with the OECD Test For Schools, as with any assessment that tries to authentically measure soft skills, is that it’s expensive. It costs $11,000 to administer and score the OECD test in each school. “At the end of the day it costs money to grade,” Kannam said. That is typically the drawback with authentic assessment at scale. “We don’t need to necessarily do more assessments, we need to do better assessment,” Kannam said. He pointed out that many assessments currently in use for accountability purposes don’t give educators useful, actionable data at the classroom level.\u003c/p>\n\u003cp>\u003cstrong>SCALING AUTHENTIC ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>Some educators are hoping that new assessments meant to test Common Core State Standards will provide more authentic assessment of some deeper learning skills. The \u003ca href=\"http://www.hewlett.org/programs/education/deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">Hewlett Foundation\u003c/a> has been supporting work to grow the Deeper Learning Movement and believes that assessment will not only drive teacher practices, but is ultimately the only way to know if schools are succeeding in their efforts.\u003c/p>\n\u003cp>“We don’t know if we are getting any better unless we can document it,” said Marc Chun, program officer at the Hewlett Foundation. The foundation commissioned a National Center for Research, Evaluation, Standards and Student Testing (CRESST) \u003ca href=\"http://www.hewlett.org/library/grantee-publication/road-assessing-deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">study\u003c/a> to evaluate the Smarter Balanced and PARCC tests for various aspects of deeper learning. The study found that the test actually does measure content and critical thinking better than any other test and it does a reasonable job at measuring written communication.\u003c/p>\n\u003cp>“Ultimately what we want students to be able to do is solve problems they’ve never seen before,” Chun said. That’s why he thinks even nationally administered tests like those being used to evaluate Common Core standards can be effective. If a classroom is doing incredible project-based work or sending students on interesting and dynamic internships the ultimate test of how much students learned is their ability to transfer that knowledge to a new setting.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While the new tests don’t measure effective oral communication, collaboration, learning how to learn or develop academic mindsets -- the other three and a half parts of Hewlett’s definition of deeper learning -- there is still a lot of work to be done to effectively scale up well-rounded assessments of deeper learning. But Chun believes the new tests will be a step in the right direction.\u003c/p>\n\n",
"disqusIdentifier": "34821 http://blogs.kqed.org/mindshift/?p=34821",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/04/09/more-progressive-ways-to-measure-deeper-level-of-learning/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1543,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 24
},
"modified": 1573778877,
"excerpt": "How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.",
"title": "More Progressive Ways to Measure Deeper Levels of Learning | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "More Progressive Ways to Measure Deeper Levels of Learning",
"datePublished": "2014-04-09T07:46:44-07:00",
"dateModified": "2019-11-14T16:47:57-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "more-progressive-ways-to-measure-deeper-level-of-learning",
"status": "publish",
"path": "/mindshift/34821/more-progressive-ways-to-measure-deeper-level-of-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34949\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34949\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/erinscott_-70572-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students work together. \u003ccite>(Erin Scott/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.\u003c/p>\n\u003cp>“Most schools and most of our learning stops at knowing and we need to move that and broaden it to the doing and the reflecting,” said Bob Lenz, co-founder & chief executive officer of \u003ca href=\"http://www.envisionschools.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Envision Schools\u003c/a> while participating in a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Deeper Learning MOOC\u003c/a> panel. The charter network’s teachers follow three steps for assessment: know, do, reflect. Skills like critical thinking, problem-solving, and collaboration require practice, Lenz said. Students have to do them constantly and be observed throughout the process for a true assessment.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The real power comes in the reflective process, both individually and with peers,” Lenz said. “Any of the deeper learning outcomes, the reflection is really where the power is and it puts the onus back on the student, instead of the teacher standing in judgment.” Most projects at Envision schools culminate in an exhibition of work at which students reflect on how they could have done things differently or improved on their work. All four years of high school at Envision are a cycle of performance frameworks feeding into a portfolio and culminating in a defense of four years of learning at which students show what they have learned by demonstrating their knowledge and skill, as well as the ability to learn how to learn.\u003c/p>\n\u003cp>\u003cstrong>RUBRICS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teaching rubrics are a common tool in any classroom, but they can easily become a disguised checklist of tasks, instead of a living document designed to structure learning towards a desired skill or outcome. Setting clear goals about what students should know and be able to do when they graduate high school is a good way to start.\u003c/p>\n\u003cp>“We find it effective to start with the types of student outcomes that we’re after and have all the staff make sense of that, and commit to the common ‘why,’ and then have the instructional practices to reach those outcomes,” said Megan Pacheco, senior director of school design and implementation at the \u003ca href=\"http://www.newtechnetwork.org/\" target=\"_blank\" rel=\"noopener noreferrer\">New Tech Network\u003c/a>.\u003c/p>\n\u003cp>Having a rubric doesn’t mean students aren’t engaged in the assessment process or that there’s no room for surprise or creativity. “If those performance tasks are really open ended then students go about them in very unique ways,” Pacheco said. Asking students to dig into the rubric themselves, unpack it, compare themselves against it and reflect on that experience is a great way to get them to understand their own learning.\u003c/p>\n\u003cp>“Helping students not to think about assessment as just for a grade or the endpoint of learning, but really as that continuing path of development towards all the skills we know they need,” Pacheco said. Students could even be involved in creating the rubric.\u003c/p>\n\u003cp>“[Students] often don’t like using rubrics that I bring to them,” said Cady Staff, an eighth-grade teacher \u003ca href=\"http://www.hightechhigh.org/schools/HTMCV/\" target=\"_blank\" rel=\"noopener noreferrer\">High Tech Middle Chula Vista\u003c/a>. “So when I do use rubrics it would be a co-designed rubric.” Her students reject outside assessments that haven’t been personalized to their classroom and agreed upon by one another. The process of tinkering with the rubric can be on-going. For example, some students at the neighboring high school became interested in gun-violence and started a \u003ca href=\"https://www.kickstarter.com/projects/898983347/beyond-the-crossfire\" target=\"_blank\" rel=\"noopener noreferrer\">Kickstarter campaign\u003c/a> to raise money to make a documentary about gun violence in their lives. As they worked through their project, they continually changed what elements should be included in the rubric, as they experimented with what would entice people to give to their cause.\u003c/p>\n\u003cp>\u003cstrong>ASSESSING AT THE RIGHT MOMENT\u003c/strong>\u003c/p>\n\u003cp>In addition to making it clear to students what learning goals will be covered and required of them through the rubric or performance framework, students need constructive feedback in order to improve. But feedback isn’t always appropriate; there are times when it’s very effective and other times when it can be a waste of precious energy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Any of the deeper learning outcomes, the reflection is really where the power is and it puts the onus back on the student, instead of the teacher standing in judgment.”\u003c/aside>\n\u003cp>“Assessment is really time consuming and exhausting,” Staff said. “So when I do it, and give a lot of meaningful feedback, I want to do it at a time that it will help them to improve.” Students don’t want to know how they could have done better after they’ve already turned in the project. Peer assessment is another way for students to gain valuable input on how they can iterate on an idea or project, helping to push towards another, better version.\u003c/p>\n\u003cp>Assessment can happen as students work to improve their projects. Teachers don’t have to wait until students turn in a final product to know if they are understanding the content, demonstrating their knowledge, working well together, thinking critically through problems that arise and reflecting on their own work. In fact, that’s the only time many of those qualities can actively be assessed since learning happens over time and can’t be capture in just a snapshot. “Strive to help students assess their own deeper learning,” Staff said. When students can reflect on their own learning process to the point of assessing themselves, teachers know they’re learning deeply.\u003c/p>\n\u003cp>\u003cstrong>USING PISA AT SCHOOL LEVEL\u003c/strong>\u003c/p>\n\u003cp>One standardized test that has been praised for its ability to measure critical thinking and creativity is the \u003ca href=\"http://www.oecd.org/pisa/\" target=\"_blank\" rel=\"noopener noreferrer\">Programme for International Student Assessment (PISA)\u003c/a>, an international test that ranks countries in reading, math and science. While those scores give leaders a sense of U.S. students’ international competitiveness in the global market, they don’t give school-based data. A group of educators is trying to capitalize on what is considered to be a fairly effective test, bringing it down to the school level.\u003c/p>\n\u003cp>“It gives a school a sense of how they are doing on these deeper learning, critical thinking, problem solving skills,” said Peter Kannam, a managing partner with America Achieves tasked with coordinating the \u003ca href=\"http://www.americaachieves.org/oecd\" target=\"_blank\" rel=\"noopener noreferrer\">OECD Test for Schools\u003c/a>. Schools have used the test to identify weaknesses and change course if necessary. One school found that while its students were reading more, they weren’t reading deeply. The school built in more emphasis on reading for enjoyment to engage students.\u003c/p>\n\u003cp>The drawback with the OECD Test For Schools, as with any assessment that tries to authentically measure soft skills, is that it’s expensive. It costs $11,000 to administer and score the OECD test in each school. “At the end of the day it costs money to grade,” Kannam said. That is typically the drawback with authentic assessment at scale. “We don’t need to necessarily do more assessments, we need to do better assessment,” Kannam said. He pointed out that many assessments currently in use for accountability purposes don’t give educators useful, actionable data at the classroom level.\u003c/p>\n\u003cp>\u003cstrong>SCALING AUTHENTIC ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>Some educators are hoping that new assessments meant to test Common Core State Standards will provide more authentic assessment of some deeper learning skills. The \u003ca href=\"http://www.hewlett.org/programs/education/deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">Hewlett Foundation\u003c/a> has been supporting work to grow the Deeper Learning Movement and believes that assessment will not only drive teacher practices, but is ultimately the only way to know if schools are succeeding in their efforts.\u003c/p>\n\u003cp>“We don’t know if we are getting any better unless we can document it,” said Marc Chun, program officer at the Hewlett Foundation. The foundation commissioned a National Center for Research, Evaluation, Standards and Student Testing (CRESST) \u003ca href=\"http://www.hewlett.org/library/grantee-publication/road-assessing-deeper-learning\" target=\"_blank\" rel=\"noopener noreferrer\">study\u003c/a> to evaluate the Smarter Balanced and PARCC tests for various aspects of deeper learning. The study found that the test actually does measure content and critical thinking better than any other test and it does a reasonable job at measuring written communication.\u003c/p>\n\u003cp>“Ultimately what we want students to be able to do is solve problems they’ve never seen before,” Chun said. That’s why he thinks even nationally administered tests like those being used to evaluate Common Core standards can be effective. If a classroom is doing incredible project-based work or sending students on interesting and dynamic internships the ultimate test of how much students learned is their ability to transfer that knowledge to a new setting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While the new tests don’t measure effective oral communication, collaboration, learning how to learn or develop academic mindsets -- the other three and a half parts of Hewlett’s definition of deeper learning -- there is still a lot of work to be done to effectively scale up well-rounded assessments of deeper learning. But Chun believes the new tests will be a step in the right direction.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34821/more-progressive-ways-to-measure-deeper-level-of-learning",
"authors": [
"234"
],
"series": [
"mindshift_20658"
],
"categories": [
"mindshift_192",
"mindshift_20673"
],
"tags": [
"mindshift_108",
"mindshift_939",
"mindshift_1040"
],
"featImg": "mindshift_34949",
"label": "mindshift_20658"
},
"mindshift_34799": {
"type": "posts",
"id": "mindshift_34799",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34799",
"score": null,
"sort": [
1396886735000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift",
"term": 20667
},
"blocks": [],
"publishDate": 1396886735,
"format": "aside",
"disqusTitle": "Teachers' Most Powerful Role? Adding Context",
"title": "Teachers' Most Powerful Role? Adding Context",
"headTitle": "LEARNING IN THE NEW ECONOMY OF INFORMATION | MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_34919\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003cimg class=\"size-full wp-image-34919\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991.jpg\" alt=\"teacher\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>Part 3 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>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">During a recent unit on World War II, Courtney Wilhelm’s U.S. History class conducted a leader’s conference. Students explored broad topics such as economic and political philosophies from the perspective of European leaders from the 1930’s and 1940’s. When that activity was finished, the students were asked to respond to current global issues from the perspective of their leader, and the topic of the Russian annexation of the Crimea came up. Wilhelm was able to draw parallels between Crimea and Hitler’s annexation of the Sudetenland from Czechoslovakia. Each of the students was able to connect their expertise on a past leader to gain insight on today’s world, and Wilhelm was able to use her expertise on both history and current events to take the lesson to a new level.\u003c/p>\n\u003cp>In classes where students connect ideas from the abstract to real-life events, the role of the teacher -- as Wilhelm illustrates -- \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/teaching-in-the-new-abundant-economy-of-information/\" target=\"_blank\">moves from being a distributor \u003c/a>of information to one of nurturing students as they collect, evaluate, and process information into unique learning products. The \u003ca href=\"http://wp.me/p2io8W-935\" target=\"_blank\">students’ role consequently moves from that of a receiver\u003c/a> of the teacher’s knowledge to that of a researcher, curator, and creator. Products of student creation and individual expressions of learning become important parts of the learning process that are shared, evaluated by classmates, and built upon by the teacher.\u003c/p>\n\u003cp>For some, these changing roles might signal the end of an era where the teacher serves as a content expert. It may seem as though the teacher no longer carries the sole responsibility for content delivery, bringing into question the need for them to master their entire field in order to teach. Why must teachers spend their entire career mastering the information in their chosen field if this responsibility will ultimately fall to the students in class?\u003c/p>\n\u003caside class=\"pullquote alignleft\">It's here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. \u003c/aside>\n\u003cp>In reality, however, the converse is true. As students delve into content within any unit, especially where \u003cem>they're\u003c/em> given choices in selecting their topic, natural gaps will occur in their understanding. There will still be a need for context and background knowledge as they work to research and process their sources. It's unlikely that, even when given guidelines to narrow the possibilities, students working independently will all end up focusing in the same place. When students work in groups, or as individuals, their products will be varied, and often -- at first glance -- seem disconnected, dissimilar, and separate.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And it's here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. Teachers need to create the dynamic that transforms individual moments into a broader experience where the class benefits from the complete range of learning that has taken place. And this can happen in different ways such as discussions, class blogs, back-channels, or any number of sharing activities, as the teacher solidifies the learning mosaic created by the class.\u003c/p>\n\u003ch3>Teacher as Conductor in the Classroom Orchestra\u003c/h3>\n\u003cp>One analogy for the role of the teacher in an abundant economy of information is that of the conductor. The conductor stands before the class and uses the individual performances of the students to produce a broader more powerful work. At various times during the group's “concert,” the conductor may call attention to the work and talents of different individuals. Throughout the lesson, different sections of class work are highlighted, helping to set the overall tone of the lesson. The smaller contributions of the students are melded into the greater whole. Soloists may have a moment to shine, but the work is constructed from the entire group. The conductor may never play a single note, but his understanding of each small part of the larger work makes a far more powerful product possible.\u003c/p>\n\u003cp>[contextly_sidebar id=\"09658786497370dbbefc8061da2df51a\"]\u003c/p>\n\u003cp>In real life, an orchestra led by someone with knowledge of only one instrument, or by someone who lacks an understanding of the talents of its members, will not be capable of reaching the same potential as one led by an effective conductor who is an expert in the field of music and who is highly aware of the group’s talents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This is also true of the classroom teacher in the new economy of information. Group work can be assigned and completed, but the classroom teacher must unite it together into something more. They must recognize the potential of the individual work that the students do and unite it together into a greater and more powerful work. When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.\u003c/p>\n\n",
"disqusIdentifier": "34799 http://blogs.kqed.org/mindshift/?p=34799",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/04/07/teachers-most-powerful-role-adding-context/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 836,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 12
},
"modified": 1561500919,
"excerpt": "When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.",
"title": "Teachers' Most Powerful Role? Adding Context | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Teachers' Most Powerful Role? Adding Context",
"datePublished": "2014-04-07T09:05:35-07:00",
"dateModified": "2019-06-25T15:15:19-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "teachers-most-powerful-role-adding-context",
"status": "publish",
"path": "/mindshift/34799/teachers-most-powerful-role-adding-context",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_34919\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003cimg class=\"size-full wp-image-34919\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991.jpg\" alt=\"teacher\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>Part 3 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>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">During a recent unit on World War II, Courtney Wilhelm’s U.S. History class conducted a leader’s conference. Students explored broad topics such as economic and political philosophies from the perspective of European leaders from the 1930’s and 1940’s. When that activity was finished, the students were asked to respond to current global issues from the perspective of their leader, and the topic of the Russian annexation of the Crimea came up. Wilhelm was able to draw parallels between Crimea and Hitler’s annexation of the Sudetenland from Czechoslovakia. Each of the students was able to connect their expertise on a past leader to gain insight on today’s world, and Wilhelm was able to use her expertise on both history and current events to take the lesson to a new level.\u003c/p>\n\u003cp>In classes where students connect ideas from the abstract to real-life events, the role of the teacher -- as Wilhelm illustrates -- \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/teaching-in-the-new-abundant-economy-of-information/\" target=\"_blank\">moves from being a distributor \u003c/a>of information to one of nurturing students as they collect, evaluate, and process information into unique learning products. The \u003ca href=\"http://wp.me/p2io8W-935\" target=\"_blank\">students’ role consequently moves from that of a receiver\u003c/a> of the teacher’s knowledge to that of a researcher, curator, and creator. Products of student creation and individual expressions of learning become important parts of the learning process that are shared, evaluated by classmates, and built upon by the teacher.\u003c/p>\n\u003cp>For some, these changing roles might signal the end of an era where the teacher serves as a content expert. It may seem as though the teacher no longer carries the sole responsibility for content delivery, bringing into question the need for them to master their entire field in order to teach. Why must teachers spend their entire career mastering the information in their chosen field if this responsibility will ultimately fall to the students in class?\u003c/p>\n\u003caside class=\"pullquote alignleft\">It's here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. \u003c/aside>\n\u003cp>In reality, however, the converse is true. As students delve into content within any unit, especially where \u003cem>they're\u003c/em> given choices in selecting their topic, natural gaps will occur in their understanding. There will still be a need for context and background knowledge as they work to research and process their sources. It's unlikely that, even when given guidelines to narrow the possibilities, students working independently will all end up focusing in the same place. When students work in groups, or as individuals, their products will be varied, and often -- at first glance -- seem disconnected, dissimilar, and separate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And it's here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. Teachers need to create the dynamic that transforms individual moments into a broader experience where the class benefits from the complete range of learning that has taken place. And this can happen in different ways such as discussions, class blogs, back-channels, or any number of sharing activities, as the teacher solidifies the learning mosaic created by the class.\u003c/p>\n\u003ch3>Teacher as Conductor in the Classroom Orchestra\u003c/h3>\n\u003cp>One analogy for the role of the teacher in an abundant economy of information is that of the conductor. The conductor stands before the class and uses the individual performances of the students to produce a broader more powerful work. At various times during the group's “concert,” the conductor may call attention to the work and talents of different individuals. Throughout the lesson, different sections of class work are highlighted, helping to set the overall tone of the lesson. The smaller contributions of the students are melded into the greater whole. Soloists may have a moment to shine, but the work is constructed from the entire group. The conductor may never play a single note, but his understanding of each small part of the larger work makes a far more powerful product possible.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In real life, an orchestra led by someone with knowledge of only one instrument, or by someone who lacks an understanding of the talents of its members, will not be capable of reaching the same potential as one led by an effective conductor who is an expert in the field of music and who is highly aware of the group’s talents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This is also true of the classroom teacher in the new economy of information. Group work can be assigned and completed, but the classroom teacher must unite it together into something more. They must recognize the potential of the individual work that the students do and unite it together into a greater and more powerful work. When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34799/teachers-most-powerful-role-adding-context",
"authors": [
"4354"
],
"series": [
"mindshift_20667"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_322",
"mindshift_20784",
"mindshift_1040"
],
"featImg": "mindshift_34919",
"label": "mindshift_20667"
},
"mindshift_34658": {
"type": "posts",
"id": "mindshift_34658",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34658",
"score": null,
"sort": [
1396367390000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1396367390,
"format": "aside",
"disqusTitle": "To Advance Education, We Must First Reimagine Society",
"title": "To Advance Education, We Must First Reimagine Society",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34680\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-34680\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png\" alt=\"RSA Animate\" width=\"620\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-400x220.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-320x176.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Why haven't education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the \u003ca href=\"http://www.21learn.org\" target=\"_blank\">21\u003csup>st\u003c/sup> Century Learning Initiative.\u003c/a>\u003c/p>\n\u003cp>Because disaffection with the education system reflects a much deeper societal malaise, it’s imperative that we first figure out what kind of world we really want: a world populated by responsible adults who thrive on interdependence and community, or a world of “customers” who feel dependent on products, services, and authority figures, and don’t take full responsibility for their actions? The answer, he says, will point to the changes needed in all three pillars of education — schools, families, and communities.\u003c/p>\n\u003cp>This is one of Abbott’s primary takeaways from a career spanning more than two decades of teaching in England, followed by three decades at the helm of an international nonprofit (begun in the U.S. but now headquartered in England), whose mission is to promote fresh thinking based on the existing body of research about how children learn. Its \u003ca href=\"http://www.21learn.org/category/archive\">findings\u003c/a> have been synthesized into policy briefings, reports, and a book, “\u003ca href=\"http://www.amazon.com/Overschooled-but-Undereducated-jeopardizing-adolescents/dp/1855396238\" target=\"_blank\">Overschooled but Undereducated: How the crisis in education is jeopardizing our adolescents.\u003c/a>” It has also just published a distillation of its work, called “\u003ca href=\"http://www.battlingforthesoulofeducation.org/\" target=\"_blank\">Battling for the Soul of Education\u003c/a>.”\u003c/p>\n\u003cp>As Abbott sees it, the need for reflection has never been greater. Spurred by technological advances, “civilization is on the cusp of a metamorphosis,” he says, that will lead either to societal collapse and chaos, or to a resurgence of liberty, community, and ethics. Either way, schools are stuck in the past: The emphasis has been on feeding children static information and rewarding them for doing only what they’re told, instead of helping them develop the transferable, higher-order skills they need to become life-long learners and thrive in an uncertain future.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.\u003c/p>\n\u003c/aside>\n\u003cp>This approach — a product of the Industrial Age, which relied on compliant factory workers and mass consumption — promotes weakness rather than strength. It has become even more regimented (and thus more disempowering) in recent years due to a lack of trust. Adults who feel hard-pressed to predict or control their own destinies, and who feel confused about the “big issues of life,” Abbott notes, are less willing to give children the time and space they need to shape their own futures.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Unfortunately, he adds, this approach to education goes against the grain of how young people learn. Research has confirmed what most parents of young children can already see for themselves — that children are \u003ca href=\"http://www.born-to-learn.org\" target=\"_blank\">born to learn\u003c/a>, rather than to be taught, as Abbott puts it. Driven by an inborn desire to make sense of the world and find purpose in life, they naturally observe, deconstruct, piece together and create their own knowledge. They learn best when this intrinsic motivation is harnessed in what he calls “highly challenging but low-threat environments.”\u003c/p>\n\u003ch3>Re-Imagining Society First, Education Second\u003c/h3>\n\u003cp>The bottom line, Abbott notes, is that the current system excels at preparing children to be dependent “customers,” so if we hope to instead create a world of responsible, community-minded adults, we need to overhaul the educational paradigm. That means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture. Because humans are not machines, a reliance on this metaphor has created a large disconnect between people’s actual lives and their inherited expectations and predispositions, which lies at the root of many inter-related modern challenges, says Abbott.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-34667\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/overschooled-but-undereducated.gif\" alt=\"overschooled-but-undereducated\" width=\"225\" height=\"346\">His recommendation: Start by re-examining our collective values and envision a society where individuals once again matter. Clues to \u003ca href=\"http://www.21learn.org/category/archive/the-99-theses/\" target=\"_blank\">a more suitable paradigm\u003c/a> can be found in the metaphors that characterize the dynamic, networked Information Age. These share some key characteristics with the pre-industrial past, when people learned in the community, from a variety of adults with whom they built relationships. Learning continued over the course of a lifetime filled with meaningful work (in contrast to today’s high unemployment rates and \u003ca href=\"http://www.gallup.com/poll/165269/worldwide-employees-engaged-work.aspx\" target=\"_blank\">low workplace engagement levels\u003c/a>), and success was judged by whether a person carried out his or her fair share of responsibilities within the community.\u003c/p>\n\u003cp>All of these elements have a direct bearing on education. “Such a vision is as essential to motivate whole generations of young people to delight in the development of their intellectual powers, as it is to create an adult society that is able — and willing — to devote quite enormous amounts of its energy to the slow, fascinating, if sometimes frustrating but totally essential, task of inducting all its young people into adulthood,” Abbott has written on the Initiative’s web site.\u003c/p>\n\u003cp>“Children learn most from what they see going on around them,” he explains. “We become who we are based on things around us that we admire or not. Children don’t just turn their brains on when they go to school.”\u003c/p>\n\u003cp>Therefore a young child is dealt “a shattering blow to its sense of order and purpose when a parent it loves and admires is made redundant …. Too much of that, and the web of life is shattered, and life becomes a crap game where the lasting lesson is take all you can, and put nothing back.”\u003c/p>\n\u003ch3>Creating “Collaborative Learning Communities”\u003c/h3>\n\u003cp>“It is essential to view learning as a total community responsibility,” he says, and to expect no short cuts. Children need to be integrated, fully contributing members of the broader community, so they can feel useful and valued. (It is not just the children who need this, he adds; healthy communities also need children.)\u003c/p>\n\u003cp>On a practical level, the most powerful lever for change, Abbott says, is people coming together to “rethink the role of community in the learning process,” agreeing how to divide up responsibilities among professional teachers and other community members, and then launching small pilot projects that are true to their new vision. These efforts will build on each other, he says, and large-scale change will follow.\u003c/p>\n\u003cp>[contextly_sidebar id=\"85f71a4aeefa2fba5a6dedf4b7a40c3a\"]\u003c/p>\n\u003cp>He cautions against simply copying a specific model that worked elsewhere — each community must figure out what’s best, given its unique circumstances. But he is convinced of one thing: The formal school system needs to be “turned upside down and inside out.” It should be based on the biological system of weaning — i.e., gradually reducing children’s dependence on teachers. Teacher-student ratios should be high in the early years, then decrease dramatically in adolescence, when “the whole community has to become a place of learning,” with mentorships, apprenticeships and other hands-on learning experiences complementing highly self-directed classroom learning.\u003c/p>\n\u003ch3>Teachers as Guides\u003c/h3>\n\u003cp>In general, schools should move away from “an overemphasis on teaching,” Abbott says, and instead view teachers as imaginative, knowledgeable guides. “Any kid can read a textbook — they don’t need a teacher standing over them telling them to do so,” he points out. “They need teachers to inspire them to think about things in a much bigger way than they’ve done before.”\u003c/p>\n\u003cfigure id=\"attachment_34668\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003ca href=\"http://claremontigs.org/?page_id=17\">\u003cimg class=\"size-medium wp-image-34668 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/JA-MAr-2011-photo-300x400.jpg\" alt=\"John Abbott\" width=\"184\" height=\"246\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">John Abbott\u003c/figcaption>\u003c/figure>\n\u003cp>He cites an example from his time as a substitute teacher, when he found himself assigned to teach history to a class of 15-year-olds one afternoon. Casting about for inspiration, he expressed an interest in a student’s book about prisoners of war. When the boy asked him why wars get started, Abbott used the question as a launching pad for a discussion on the topic. He urged the students to consider not only what they’d been taught in school, but also what they’d gleaned from relatives. “It went so well,” he recalls, “that no one heard the bell ring.”\u003c/p>\n\u003cp>Twenty years later, while waiting for a train during the time of the Falklands War, he was approached by a porter who said he recognized him as the teacher of that class. It had opened his eyes, the man added, to how wars can serve politicians’ careers, and he had referenced it in a discussion with friends the previous evening. “At the end of my history lesson, something had stuck,” Abbott notes, “so that 20 years later, he remembered how between us we had constructed an explanation for the Second World War.”\u003c/p>\n\u003cp>Simply following a lesson plan wouldn’t have had the same result. “I don’t think teachers should be over prepared for any particular lesson,” he says, “because if they are, they lack flexibility to adapt to where the children are in their understanding.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Lastly, in this vision of the world, our expectations of children would also be recalibrated. Rather than being considered the age at which people start to become independent learners, 18 (and even younger in some cases) should be viewed as the age when young people “demonstrate that they have already perfected that art, and know how to exercise this responsibly,” says Abbott.\u003c/p>\n\n",
"disqusIdentifier": "34658 http://blogs.kqed.org/mindshift/?p=34658",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/04/01/to-advance-education-we-must-first-reimagine-society/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1602,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 22
},
"modified": 1396367581,
"excerpt": "Why haven't education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the 21st Century Learning Initiative. Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Why haven't education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the 21st Century Learning Initiative. Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.",
"title": "To Advance Education, We Must First Reimagine Society | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "To Advance Education, We Must First Reimagine Society",
"datePublished": "2014-04-01T08:49:50-07:00",
"dateModified": "2014-04-01T08:53:01-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "to-advance-education-we-must-first-reimagine-society",
"status": "publish",
"path": "/mindshift/34658/to-advance-education-we-must-first-reimagine-society",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34680\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-34680\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png\" alt=\"RSA Animate\" width=\"620\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-400x220.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/Screen-shot-2010-12-23-at-12.42.17-PM-620x341-320x176.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Why haven't education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the \u003ca href=\"http://www.21learn.org\" target=\"_blank\">21\u003csup>st\u003c/sup> Century Learning Initiative.\u003c/a>\u003c/p>\n\u003cp>Because disaffection with the education system reflects a much deeper societal malaise, it’s imperative that we first figure out what kind of world we really want: a world populated by responsible adults who thrive on interdependence and community, or a world of “customers” who feel dependent on products, services, and authority figures, and don’t take full responsibility for their actions? The answer, he says, will point to the changes needed in all three pillars of education — schools, families, and communities.\u003c/p>\n\u003cp>This is one of Abbott’s primary takeaways from a career spanning more than two decades of teaching in England, followed by three decades at the helm of an international nonprofit (begun in the U.S. but now headquartered in England), whose mission is to promote fresh thinking based on the existing body of research about how children learn. Its \u003ca href=\"http://www.21learn.org/category/archive\">findings\u003c/a> have been synthesized into policy briefings, reports, and a book, “\u003ca href=\"http://www.amazon.com/Overschooled-but-Undereducated-jeopardizing-adolescents/dp/1855396238\" target=\"_blank\">Overschooled but Undereducated: How the crisis in education is jeopardizing our adolescents.\u003c/a>” It has also just published a distillation of its work, called “\u003ca href=\"http://www.battlingforthesoulofeducation.org/\" target=\"_blank\">Battling for the Soul of Education\u003c/a>.”\u003c/p>\n\u003cp>As Abbott sees it, the need for reflection has never been greater. Spurred by technological advances, “civilization is on the cusp of a metamorphosis,” he says, that will lead either to societal collapse and chaos, or to a resurgence of liberty, community, and ethics. Either way, schools are stuck in the past: The emphasis has been on feeding children static information and rewarding them for doing only what they’re told, instead of helping them develop the transferable, higher-order skills they need to become life-long learners and thrive in an uncertain future.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.\u003c/p>\n\u003c/aside>\n\u003cp>This approach — a product of the Industrial Age, which relied on compliant factory workers and mass consumption — promotes weakness rather than strength. It has become even more regimented (and thus more disempowering) in recent years due to a lack of trust. Adults who feel hard-pressed to predict or control their own destinies, and who feel confused about the “big issues of life,” Abbott notes, are less willing to give children the time and space they need to shape their own futures.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Unfortunately, he adds, this approach to education goes against the grain of how young people learn. Research has confirmed what most parents of young children can already see for themselves — that children are \u003ca href=\"http://www.born-to-learn.org\" target=\"_blank\">born to learn\u003c/a>, rather than to be taught, as Abbott puts it. Driven by an inborn desire to make sense of the world and find purpose in life, they naturally observe, deconstruct, piece together and create their own knowledge. They learn best when this intrinsic motivation is harnessed in what he calls “highly challenging but low-threat environments.”\u003c/p>\n\u003ch3>Re-Imagining Society First, Education Second\u003c/h3>\n\u003cp>The bottom line, Abbott notes, is that the current system excels at preparing children to be dependent “customers,” so if we hope to instead create a world of responsible, community-minded adults, we need to overhaul the educational paradigm. That means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture. Because humans are not machines, a reliance on this metaphor has created a large disconnect between people’s actual lives and their inherited expectations and predispositions, which lies at the root of many inter-related modern challenges, says Abbott.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-34667\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/overschooled-but-undereducated.gif\" alt=\"overschooled-but-undereducated\" width=\"225\" height=\"346\">His recommendation: Start by re-examining our collective values and envision a society where individuals once again matter. Clues to \u003ca href=\"http://www.21learn.org/category/archive/the-99-theses/\" target=\"_blank\">a more suitable paradigm\u003c/a> can be found in the metaphors that characterize the dynamic, networked Information Age. These share some key characteristics with the pre-industrial past, when people learned in the community, from a variety of adults with whom they built relationships. Learning continued over the course of a lifetime filled with meaningful work (in contrast to today’s high unemployment rates and \u003ca href=\"http://www.gallup.com/poll/165269/worldwide-employees-engaged-work.aspx\" target=\"_blank\">low workplace engagement levels\u003c/a>), and success was judged by whether a person carried out his or her fair share of responsibilities within the community.\u003c/p>\n\u003cp>All of these elements have a direct bearing on education. “Such a vision is as essential to motivate whole generations of young people to delight in the development of their intellectual powers, as it is to create an adult society that is able — and willing — to devote quite enormous amounts of its energy to the slow, fascinating, if sometimes frustrating but totally essential, task of inducting all its young people into adulthood,” Abbott has written on the Initiative’s web site.\u003c/p>\n\u003cp>“Children learn most from what they see going on around them,” he explains. “We become who we are based on things around us that we admire or not. Children don’t just turn their brains on when they go to school.”\u003c/p>\n\u003cp>Therefore a young child is dealt “a shattering blow to its sense of order and purpose when a parent it loves and admires is made redundant …. Too much of that, and the web of life is shattered, and life becomes a crap game where the lasting lesson is take all you can, and put nothing back.”\u003c/p>\n\u003ch3>Creating “Collaborative Learning Communities”\u003c/h3>\n\u003cp>“It is essential to view learning as a total community responsibility,” he says, and to expect no short cuts. Children need to be integrated, fully contributing members of the broader community, so they can feel useful and valued. (It is not just the children who need this, he adds; healthy communities also need children.)\u003c/p>\n\u003cp>On a practical level, the most powerful lever for change, Abbott says, is people coming together to “rethink the role of community in the learning process,” agreeing how to divide up responsibilities among professional teachers and other community members, and then launching small pilot projects that are true to their new vision. These efforts will build on each other, he says, and large-scale change will follow.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He cautions against simply copying a specific model that worked elsewhere — each community must figure out what’s best, given its unique circumstances. But he is convinced of one thing: The formal school system needs to be “turned upside down and inside out.” It should be based on the biological system of weaning — i.e., gradually reducing children’s dependence on teachers. Teacher-student ratios should be high in the early years, then decrease dramatically in adolescence, when “the whole community has to become a place of learning,” with mentorships, apprenticeships and other hands-on learning experiences complementing highly self-directed classroom learning.\u003c/p>\n\u003ch3>Teachers as Guides\u003c/h3>\n\u003cp>In general, schools should move away from “an overemphasis on teaching,” Abbott says, and instead view teachers as imaginative, knowledgeable guides. “Any kid can read a textbook — they don’t need a teacher standing over them telling them to do so,” he points out. “They need teachers to inspire them to think about things in a much bigger way than they’ve done before.”\u003c/p>\n\u003cfigure id=\"attachment_34668\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003ca href=\"http://claremontigs.org/?page_id=17\">\u003cimg class=\"size-medium wp-image-34668 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/JA-MAr-2011-photo-300x400.jpg\" alt=\"John Abbott\" width=\"184\" height=\"246\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">John Abbott\u003c/figcaption>\u003c/figure>\n\u003cp>He cites an example from his time as a substitute teacher, when he found himself assigned to teach history to a class of 15-year-olds one afternoon. Casting about for inspiration, he expressed an interest in a student’s book about prisoners of war. When the boy asked him why wars get started, Abbott used the question as a launching pad for a discussion on the topic. He urged the students to consider not only what they’d been taught in school, but also what they’d gleaned from relatives. “It went so well,” he recalls, “that no one heard the bell ring.”\u003c/p>\n\u003cp>Twenty years later, while waiting for a train during the time of the Falklands War, he was approached by a porter who said he recognized him as the teacher of that class. It had opened his eyes, the man added, to how wars can serve politicians’ careers, and he had referenced it in a discussion with friends the previous evening. “At the end of my history lesson, something had stuck,” Abbott notes, “so that 20 years later, he remembered how between us we had constructed an explanation for the Second World War.”\u003c/p>\n\u003cp>Simply following a lesson plan wouldn’t have had the same result. “I don’t think teachers should be over prepared for any particular lesson,” he says, “because if they are, they lack flexibility to adapt to where the children are in their understanding.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lastly, in this vision of the world, our expectations of children would also be recalibrated. Rather than being considered the age at which people start to become independent learners, 18 (and even younger in some cases) should be viewed as the age when young people “demonstrate that they have already perfected that art, and know how to exercise this responsibly,” says Abbott.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34658/to-advance-education-we-must-first-reimagine-society",
"authors": [
"4537"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20598",
"mindshift_1040",
"mindshift_992"
],
"featImg": "mindshift_34680",
"label": "mindshift"
},
"mindshift_34787": {
"type": "posts",
"id": "mindshift_34787",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34787",
"score": null,
"sort": [
1396278839000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift",
"term": 20667
},
"blocks": [],
"publishDate": 1396278839,
"format": "aside",
"disqusTitle": "How Are Students' Roles Changing in the New Economy of Information?",
"title": "How Are Students' Roles Changing in the New Economy of Information?",
"headTitle": "LEARNING IN THE NEW ECONOMY OF INFORMATION | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34794\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/IMG_8793-e1395881392623.jpg\" alt=\"IMG_8793\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 2 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>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Perhaps one of the most powerful expectations of students in an environment of scarcity is that they \u003cstrong>not\u003c/strong> question the source of the information. As the modern classroom \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\" target=\"_blank\">has become connected\u003c/a>, the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/teaching-in-the-new-abundant-economy-of-information/\" target=\"_blank\">amount of information\u003c/a> available to both teachers and students has exponentially increased. Where teachers once lectured about important ideas and events, or shared their acquired knowledge with their students, today’s classrooms can see every key primary source document, the actual notes of great scientists, and a limitless amount of literary criticism. For students, this abundance of information means not only a changing role from the traditional classroom, but also a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\" target=\"_blank\">drastically different set of skills and expectations\u003c/a>.\u003c/p>\n\u003cp>For generations, being a student meant being the recipient of scarce information. This role of the dutiful recipient came with a certain set of behavioral expectations. The student who could not sit still, or could not slow themselves to the pace of the teacher, was a problem to the class, as her disruption interfered with the sole source of information -- the teacher. Without the teacher as the disseminator of information, no student would have the pieces that they needed to construct bigger ideas and higher level thinking.\u003c/p>\n\u003cp>Socializing with others in class took place during some activities, but overall, the term “socializing” was used as a pejorative. Adding the comment “frequently socializes in class” to a student’s progress report was not considered a positive thing. Furthermore, in order to test whether the content had been effectively inculcated, assessment focused on measuring memorization. In a traditional classroom, a student who could listen attentively, and had the ability to gather and memorize facts, was in their element; however, the active student with the gift for gab, or whose mind went off on tangents, was not.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"58d47042a8aa83c949ffa4934846138c\"]\u003c/p>\n\u003cp>The skills necessary to be a student in today's information-rich environment are radically different. In an economy of abundant information, connected students neither need to sit still to access information nor slow themselves to the pace of the teacher or their classmates. They are often free to explore and discover -- often at their own pace and on topics of their own choosing.\u003c/p>\n\u003cp>At the core of finding and evaluating information from a wide variety of sources is the need to question and evaluate its validity to determine its true usefulness and worth. The student who actively challenges sources, as well as the thoughts and opinions of others in class, perches at the center of information processing. Social students excel in this environment as they collaborate and commingle ideas from individuals into greater community ideas, making them a potential asset to other students in their class rather than an interference.\u003c/p>\n\u003cp>While there's a place and time to be still, moving around the classroom to collaborate with others provides the active student with an outlet. Today, we don’t see classes that buzz with arguing and problem solving as disruptive -- we see them as active and engaged.\u003c/p>\n\u003cp>Imagine the consequences for a school in transition where some classrooms operate under the old framework and others under the new. Consider the difficulty for individual teachers whose students might split their time between classes operating on different models. Difficulties could potentially arise in defining “good” student behavior as well as classroom expectations.\u003c/p>\n\u003cp>Beyond increasing the amount of information that students can access, the new abundant economy of information has far greater implications. It represents both a shift in the way that future classrooms will operate as well as in the student behaviors that we will value and expect.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "34787 http://blogs.kqed.org/mindshift/?p=34787",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/03/31/how-are-students-roles-changing-in-the-new-economy-of-information/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 621,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 12
},
"modified": 1397689135,
"excerpt": "Beyond increasing the amount of information that students can access, the new abundant economy of information has far greater implications. It represents both a shift in the way that future classrooms will operate as well as in the student behaviors that we will value and expect. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Beyond increasing the amount of information that students can access, the new abundant economy of information has far greater implications. It represents both a shift in the way that future classrooms will operate as well as in the student behaviors that we will value and expect. ",
"title": "How Are Students' Roles Changing in the New Economy of Information? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Are Students' Roles Changing in the New Economy of Information?",
"datePublished": "2014-03-31T08:13:59-07:00",
"dateModified": "2014-04-16T15:58:55-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-are-students-roles-changing-in-the-new-economy-of-information",
"status": "publish",
"path": "/mindshift/34787/how-are-students-roles-changing-in-the-new-economy-of-information",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34794\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/IMG_8793-e1395881392623.jpg\" alt=\"IMG_8793\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 2 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>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Perhaps one of the most powerful expectations of students in an environment of scarcity is that they \u003cstrong>not\u003c/strong> question the source of the information. As the modern classroom \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\" target=\"_blank\">has become connected\u003c/a>, the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/teaching-in-the-new-abundant-economy-of-information/\" target=\"_blank\">amount of information\u003c/a> available to both teachers and students has exponentially increased. Where teachers once lectured about important ideas and events, or shared their acquired knowledge with their students, today’s classrooms can see every key primary source document, the actual notes of great scientists, and a limitless amount of literary criticism. For students, this abundance of information means not only a changing role from the traditional classroom, but also a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\" target=\"_blank\">drastically different set of skills and expectations\u003c/a>.\u003c/p>\n\u003cp>For generations, being a student meant being the recipient of scarce information. This role of the dutiful recipient came with a certain set of behavioral expectations. The student who could not sit still, or could not slow themselves to the pace of the teacher, was a problem to the class, as her disruption interfered with the sole source of information -- the teacher. Without the teacher as the disseminator of information, no student would have the pieces that they needed to construct bigger ideas and higher level thinking.\u003c/p>\n\u003cp>Socializing with others in class took place during some activities, but overall, the term “socializing” was used as a pejorative. Adding the comment “frequently socializes in class” to a student’s progress report was not considered a positive thing. Furthermore, in order to test whether the content had been effectively inculcated, assessment focused on measuring memorization. In a traditional classroom, a student who could listen attentively, and had the ability to gather and memorize facts, was in their element; however, the active student with the gift for gab, or whose mind went off on tangents, was not.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The skills necessary to be a student in today's information-rich environment are radically different. In an economy of abundant information, connected students neither need to sit still to access information nor slow themselves to the pace of the teacher or their classmates. They are often free to explore and discover -- often at their own pace and on topics of their own choosing.\u003c/p>\n\u003cp>At the core of finding and evaluating information from a wide variety of sources is the need to question and evaluate its validity to determine its true usefulness and worth. The student who actively challenges sources, as well as the thoughts and opinions of others in class, perches at the center of information processing. Social students excel in this environment as they collaborate and commingle ideas from individuals into greater community ideas, making them a potential asset to other students in their class rather than an interference.\u003c/p>\n\u003cp>While there's a place and time to be still, moving around the classroom to collaborate with others provides the active student with an outlet. Today, we don’t see classes that buzz with arguing and problem solving as disruptive -- we see them as active and engaged.\u003c/p>\n\u003cp>Imagine the consequences for a school in transition where some classrooms operate under the old framework and others under the new. Consider the difficulty for individual teachers whose students might split their time between classes operating on different models. Difficulties could potentially arise in defining “good” student behavior as well as classroom expectations.\u003c/p>\n\u003cp>Beyond increasing the amount of information that students can access, the new abundant economy of information has far greater implications. It represents both a shift in the way that future classrooms will operate as well as in the student behaviors that we will value and expect.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34787/how-are-students-roles-changing-in-the-new-economy-of-information",
"authors": [
"4354"
],
"series": [
"mindshift_20667"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_322",
"mindshift_1040"
],
"label": "mindshift_20667"
},
"mindshift_34752": {
"type": "posts",
"id": "mindshift_34752",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34752",
"score": null,
"sort": [
1396116058000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1396116058,
"format": "aside",
"disqusTitle": "The Key To Innovation: Making Smart Analogies",
"title": "The Key To Innovation: Making Smart Analogies",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34758\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-34758\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/478464141-e1395867640318-640x336.jpg\" alt=\"478464141\" width=\"640\" height=\"336\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is the transcript of the closing keynote speach at Sandbox Summit, a fantastic annual \u003ca href=\"http://sandboxsummit.org/home/\" target=\"_blank\">conference\u003c/a> that brings together all kinds of people interested in kids, technology and learning.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp class=\"dropcap\">I want to talk today about how we build bridges between old ideas and new ideas, between concepts that are close to home intellectually and those that are far afield. Because it is these bridges, these connections, that produce innovation.\u003c/p>\n\u003cp>There’s a popular notion that innovation arrives like a bolt out of the blue, as a radical departure from previous knowledge—when really, most new ideas are extensions, twists, variations on what’s come before. The skill of generating innovations is largely the skill of putting old things together in a new way, or looking at a familiar idea from a novel perspective, or using what we know already to understand something new.\u003c/p>\n\u003cp>I say “skill” because we don’t have to leave these encounters up to chance. We don’t have wait for lightning to strike. We can, right now, hone our ability to deploy \u003cem>analogies\u003c/em>. Analogies—comparing one entity to another, apparently different entity—is one of the most powerful tools humans have for understanding our world and for generating new knowledge.\u003c/p>\n\u003cp>In their \u003ca href=\"https://mitpress.mit.edu/books/mental-leaps\" target=\"_blank\">book\u003c/a> \u003cem>Mental Leaps: Analogy in Creative Thought\u003c/em>, cognitive scientists Keith Holyoak and Paul Thagard point out how many intellectual advances through the ages have been built upon analogies:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The first-century Roman architect Vitruvius compared the sound of actors’ voices in an amphitheater to the movement of water in a pool, the first of many thinkers to compare sound waves to water waves.\u003c/p>\n\u003cp>The seventeenth-century scientist William Gilbert compared the earth to a magnet, advancing knowledge of the earth’s gravitational force.\u003c/p>\n\u003cp>The eighteenth-century chemist Antoine Lavoisier compared respiration to combustion, clarifying how breathing turns oxygen into carbon dioxide.\u003c/p>\n\u003cp>Even the great nineteenth-century biologist, Charles Darwin, built his theory of evolution on an analogy between \u003cem>artificial\u003c/em> selection—the deliberate mating of animals by breeders—to the natural selection that goes on in the wild.\u003c/p>\n\u003caside class=\"pullquote alignleft\">If we know that X does Y when Z, is it possible that \u003cem>A\u003c/em> does Y when Z, too? That’s often how innovations get their start, in the lab and elsewhere: by taking a familiar starting point and using it as a launch pad to explore new territory.\u003c/aside>\n\u003cp>Analogies are still frequently used by scientists working today, as University of Maryland professor Kevin Dunbar discovered when he observed firsthand scientists working in four microbiology labs. Dunbar \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0193397399000507\">found\u003c/a> that the scientists used as many as fifteen analogies in a one-hour laboratory meeting, and that the more successful labs employed more analogies in discussing their work.\u003c/p>\n\u003cp>Let’s look more closely at what is happening, conceptually, when we make an analogy. “The essential requirement for analogical thinking,” Holyoak and Thagard write, “is the ability to look at specific situations and pull out abstract patterns that may also be found in superficially different situations.” That’s important, so I’ll say it again in a slightly different way: A useful analogy reveals the deep \u003cem>commonalities\u003c/em> beneath superficial \u003cem>differences\u003c/em>.\u003c/p>\n\u003cp>We can think of analogies as having two parts: the base and the target. The base is the thing you know about. The target is the thing that’s new. Analogies are created by elaborating the similarities and the differences between the base and the target. When we use an analogy, we take what we know about the base and move some of it over to the target. Northwestern University psychologist Dedre Genter \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/21564235\">calls\u003c/a> this process “bootstrapping the mind”—elevating ourselves into the realm of new knowledge, using the knowledge we have already to pull ourselves up.\u003c/p>\n\u003cp>What does this allow us to do? The scientists Kevin Dunbar studied used analogies, first, to formulate hypotheses that they could then test. Their thought process went something like this: If we know that X does Y when Z, is it possible that \u003cem>A\u003c/em> does Y when Z, too? Let’s find out. That’s often how innovations get their start, in the lab and elsewhere: by taking a familiar starting point and using it as a launch pad to explore new territory.\u003c/p>\n\u003cp>Psychologist and author Steven Pinker, who has composed many an illuminating analogy himself, \u003ca href=\"http://books.google.com/books?id=3DocCGB0cRkC&dq=pinker+the+stuff+of+thought&hl=en&sa=X&ei=uUcyU_HCM6XB0gGzwoDQAw&ved=0CD4Q6AEwAQ\">notes\u003c/a> that “carefully interpreted, analogies are not just alluring frames but actual theories, which make testable predictions and can prompt new discoveries.”\u003c/p>\n\u003cp>Dunbar’s scientists found analogies useful on another kind of occasion as well, employing them as sense-making tools when they encountered anomalies or unexpected findings in the course of their work. This was also the case for another group of scientists whose use of analogy became the subject of study: scientists working on the Mars Rover mission.\u003c/p>\n\u003cp>A team led by University of Pittsburgh professor Christian Schunn \u003ca href=\"http://link.springer.com/article/10.3758%2Fs13421-012-0227-z\">analyzed\u003c/a> transcripts of the discussions the Mars Rover scientists carried on while the mission was underway. Schunn and his colleagues found that the Mars Rover scientists used analogies more frequently when they felt confused or unsure. The appearance in the transcript of words indicating uncertainty, such as “maybe,” “I don’t know,” and “I don’t understand,” was often followed by an attempt to draw an analogy—to compare the ambiguous situation to a situation with which the scientists were familiar.\u003c/p>\n\u003cp>At such moments, the scientists were employing analogies as different sort of bridge—a conceptual catwalk that provides just enough space to move forward and keep searching for solutions. As Schunn writes: “Scientists and engineers do not always seek to completely eliminate uncertainty (and indeed, sometimes it is not possible to do so) but often drive problem solving with the aim of converting it into approximate ranges sufficient to continue problem solving.”\u003c/p>\n\u003cp>We’ve now seen two good reasons to employ analogies: They can provide us with new theories to test, and they can help us make sense of unanticipated results so that we can keep moving forward. So: how do we go about generating a useful analogy?\u003c/p>\n\u003cp>The first step is to choose the base and the target carefully. They should be similar enough to offer the possibility of building a serviceable bridge. If the target is too wildly different from the base, there won’t be any productive similarities to draw. In addition, these similarities must be deep and not merely superficial. Giovanni Gavetti and Jan Rivkin, both Harvard Business School professors, have \u003ca href=\"http://www.hbs.edu/faculty/Pages/item.aspx?num=30815\">found\u003c/a> that management teams can easily be seduced by an analogy with similarities on the surface but differences at a deeper level (the opposite of what innovators should be looking for).\u003c/p>\n\u003cp>At the same time, the base and a target have to be different enough to offer a revealing insight. In a \u003ca href=\"http://psycnet.apa.org/psycinfo/1990-27494-001\">study\u003c/a> led by researcher Diane Halpern of the University of Louisville, students who compared the movement of lymphatic fluid through the lymph system to the movement of blood through veins gained little from the comparison. The target and base were too close, and the analogy didn’t shed much light. Comparing the lymph system to the movement of water through spaces in a sponge, however, was a bigger mental leap, and it produced more learning in the students Halpern studied.\u003c/p>\n\u003cp>To aid in finding just the right analogy, it helps to have a deep pool of potential targets. The Boston Strategy Group, a consulting firm, has created an online \u003ca href=\"http://www.bcg.com/about_bcg/institutes/strategy_institute/modalities_thinking/metaphorical.aspx\">gallery\u003c/a> of sources of analogical inspiration for its consultants and their clients to use. We can do this, too—bookmarking or pinning websites that inspire connections, keeping a folder of ripped-out articles or pictures from newspapers and magazines. A class or a workplace team can create a shared repository of analogical targets.\u003c/p>\n\u003cp>The second step in using an analogy is to thoroughly draw out the similarities between base and target. Just posing the comparison isn’t enough; we need to think carefully about how and why the base and target are alike.\u003c/p>\n\u003cp>Third, we must define what \u003cem>doesn’t\u003c/em> carry over from base to target—the places where the analogy “breaks down.” This is important, because it’s easy for us to allow prominent similarities to overshadow real differences. For example, education professor Rand Spiro of Michigan State University \u003ca href=\"http://eric.ed.gov/?id=ED301873\">found\u003c/a> that medical students—and even doctors—were sometimes misled by the common comparison of blood flowing through blood vessels to water flowing through pipes.\u003c/p>\n\u003cp>The students and physicians erred by attending to the similarities between blood vessels and pipes while failing to factor in the differences: the flow in blood vessels is affected not only by the diameter of the blood vessel, but also by the flexible contractions of the vessel and by the heart’s beating. It’s not that the medical students thought that blood vessels actually were rigid, like pipes. It’s that, focused on the similarities in their analogy, they weren’t even thinking about the differences.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The fourth and final step is to draw insight from the analogy—and then to put it aside. This can be hard to do. Harvard’s Gavetti and Rivkin note that business students often become attached to the details of the case studies they examine, instead of abstracting from them the more general patterns that the case studies share. The best use of an analogy, as we’ve seen, is as as a bridge—and once we’ve crossed over the bridge, we can leave it behind.\u003c/p>\n\n",
"disqusIdentifier": "34752 http://blogs.kqed.org/mindshift/?p=34752",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/03/29/the-key-to-innovation-making-smart-analogies/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1641,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 26
},
"modified": 1395867748,
"excerpt": "If we know that X does Y when Z, is it possible that A does Y when Z, too? That’s often how innovations get their start, in the lab and elsewhere: by taking a familiar starting point and using it as a launch pad to explore new territory.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "If we know that X does Y when Z, is it possible that A does Y when Z, too? That’s often how innovations get their start, in the lab and elsewhere: by taking a familiar starting point and using it as a launch pad to explore new territory.",
"title": "The Key To Innovation: Making Smart Analogies | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Key To Innovation: Making Smart Analogies",
"datePublished": "2014-03-29T11:00:58-07:00",
"dateModified": "2014-03-26T14:02:28-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-key-to-innovation-making-smart-analogies",
"status": "publish",
"path": "/mindshift/34752/the-key-to-innovation-making-smart-analogies",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34758\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-34758\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/478464141-e1395867640318-640x336.jpg\" alt=\"478464141\" width=\"640\" height=\"336\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is the transcript of the closing keynote speach at Sandbox Summit, a fantastic annual \u003ca href=\"http://sandboxsummit.org/home/\" target=\"_blank\">conference\u003c/a> that brings together all kinds of people interested in kids, technology and learning.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp class=\"dropcap\">I want to talk today about how we build bridges between old ideas and new ideas, between concepts that are close to home intellectually and those that are far afield. Because it is these bridges, these connections, that produce innovation.\u003c/p>\n\u003cp>There’s a popular notion that innovation arrives like a bolt out of the blue, as a radical departure from previous knowledge—when really, most new ideas are extensions, twists, variations on what’s come before. The skill of generating innovations is largely the skill of putting old things together in a new way, or looking at a familiar idea from a novel perspective, or using what we know already to understand something new.\u003c/p>\n\u003cp>I say “skill” because we don’t have to leave these encounters up to chance. We don’t have wait for lightning to strike. We can, right now, hone our ability to deploy \u003cem>analogies\u003c/em>. Analogies—comparing one entity to another, apparently different entity—is one of the most powerful tools humans have for understanding our world and for generating new knowledge.\u003c/p>\n\u003cp>In their \u003ca href=\"https://mitpress.mit.edu/books/mental-leaps\" target=\"_blank\">book\u003c/a> \u003cem>Mental Leaps: Analogy in Creative Thought\u003c/em>, cognitive scientists Keith Holyoak and Paul Thagard point out how many intellectual advances through the ages have been built upon analogies:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The first-century Roman architect Vitruvius compared the sound of actors’ voices in an amphitheater to the movement of water in a pool, the first of many thinkers to compare sound waves to water waves.\u003c/p>\n\u003cp>The seventeenth-century scientist William Gilbert compared the earth to a magnet, advancing knowledge of the earth’s gravitational force.\u003c/p>\n\u003cp>The eighteenth-century chemist Antoine Lavoisier compared respiration to combustion, clarifying how breathing turns oxygen into carbon dioxide.\u003c/p>\n\u003cp>Even the great nineteenth-century biologist, Charles Darwin, built his theory of evolution on an analogy between \u003cem>artificial\u003c/em> selection—the deliberate mating of animals by breeders—to the natural selection that goes on in the wild.\u003c/p>\n\u003caside class=\"pullquote alignleft\">If we know that X does Y when Z, is it possible that \u003cem>A\u003c/em> does Y when Z, too? That’s often how innovations get their start, in the lab and elsewhere: by taking a familiar starting point and using it as a launch pad to explore new territory.\u003c/aside>\n\u003cp>Analogies are still frequently used by scientists working today, as University of Maryland professor Kevin Dunbar discovered when he observed firsthand scientists working in four microbiology labs. Dunbar \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0193397399000507\">found\u003c/a> that the scientists used as many as fifteen analogies in a one-hour laboratory meeting, and that the more successful labs employed more analogies in discussing their work.\u003c/p>\n\u003cp>Let’s look more closely at what is happening, conceptually, when we make an analogy. “The essential requirement for analogical thinking,” Holyoak and Thagard write, “is the ability to look at specific situations and pull out abstract patterns that may also be found in superficially different situations.” That’s important, so I’ll say it again in a slightly different way: A useful analogy reveals the deep \u003cem>commonalities\u003c/em> beneath superficial \u003cem>differences\u003c/em>.\u003c/p>\n\u003cp>We can think of analogies as having two parts: the base and the target. The base is the thing you know about. The target is the thing that’s new. Analogies are created by elaborating the similarities and the differences between the base and the target. When we use an analogy, we take what we know about the base and move some of it over to the target. Northwestern University psychologist Dedre Genter \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/21564235\">calls\u003c/a> this process “bootstrapping the mind”—elevating ourselves into the realm of new knowledge, using the knowledge we have already to pull ourselves up.\u003c/p>\n\u003cp>What does this allow us to do? The scientists Kevin Dunbar studied used analogies, first, to formulate hypotheses that they could then test. Their thought process went something like this: If we know that X does Y when Z, is it possible that \u003cem>A\u003c/em> does Y when Z, too? Let’s find out. That’s often how innovations get their start, in the lab and elsewhere: by taking a familiar starting point and using it as a launch pad to explore new territory.\u003c/p>\n\u003cp>Psychologist and author Steven Pinker, who has composed many an illuminating analogy himself, \u003ca href=\"http://books.google.com/books?id=3DocCGB0cRkC&dq=pinker+the+stuff+of+thought&hl=en&sa=X&ei=uUcyU_HCM6XB0gGzwoDQAw&ved=0CD4Q6AEwAQ\">notes\u003c/a> that “carefully interpreted, analogies are not just alluring frames but actual theories, which make testable predictions and can prompt new discoveries.”\u003c/p>\n\u003cp>Dunbar’s scientists found analogies useful on another kind of occasion as well, employing them as sense-making tools when they encountered anomalies or unexpected findings in the course of their work. This was also the case for another group of scientists whose use of analogy became the subject of study: scientists working on the Mars Rover mission.\u003c/p>\n\u003cp>A team led by University of Pittsburgh professor Christian Schunn \u003ca href=\"http://link.springer.com/article/10.3758%2Fs13421-012-0227-z\">analyzed\u003c/a> transcripts of the discussions the Mars Rover scientists carried on while the mission was underway. Schunn and his colleagues found that the Mars Rover scientists used analogies more frequently when they felt confused or unsure. The appearance in the transcript of words indicating uncertainty, such as “maybe,” “I don’t know,” and “I don’t understand,” was often followed by an attempt to draw an analogy—to compare the ambiguous situation to a situation with which the scientists were familiar.\u003c/p>\n\u003cp>At such moments, the scientists were employing analogies as different sort of bridge—a conceptual catwalk that provides just enough space to move forward and keep searching for solutions. As Schunn writes: “Scientists and engineers do not always seek to completely eliminate uncertainty (and indeed, sometimes it is not possible to do so) but often drive problem solving with the aim of converting it into approximate ranges sufficient to continue problem solving.”\u003c/p>\n\u003cp>We’ve now seen two good reasons to employ analogies: They can provide us with new theories to test, and they can help us make sense of unanticipated results so that we can keep moving forward. So: how do we go about generating a useful analogy?\u003c/p>\n\u003cp>The first step is to choose the base and the target carefully. They should be similar enough to offer the possibility of building a serviceable bridge. If the target is too wildly different from the base, there won’t be any productive similarities to draw. In addition, these similarities must be deep and not merely superficial. Giovanni Gavetti and Jan Rivkin, both Harvard Business School professors, have \u003ca href=\"http://www.hbs.edu/faculty/Pages/item.aspx?num=30815\">found\u003c/a> that management teams can easily be seduced by an analogy with similarities on the surface but differences at a deeper level (the opposite of what innovators should be looking for).\u003c/p>\n\u003cp>At the same time, the base and a target have to be different enough to offer a revealing insight. In a \u003ca href=\"http://psycnet.apa.org/psycinfo/1990-27494-001\">study\u003c/a> led by researcher Diane Halpern of the University of Louisville, students who compared the movement of lymphatic fluid through the lymph system to the movement of blood through veins gained little from the comparison. The target and base were too close, and the analogy didn’t shed much light. Comparing the lymph system to the movement of water through spaces in a sponge, however, was a bigger mental leap, and it produced more learning in the students Halpern studied.\u003c/p>\n\u003cp>To aid in finding just the right analogy, it helps to have a deep pool of potential targets. The Boston Strategy Group, a consulting firm, has created an online \u003ca href=\"http://www.bcg.com/about_bcg/institutes/strategy_institute/modalities_thinking/metaphorical.aspx\">gallery\u003c/a> of sources of analogical inspiration for its consultants and their clients to use. We can do this, too—bookmarking or pinning websites that inspire connections, keeping a folder of ripped-out articles or pictures from newspapers and magazines. A class or a workplace team can create a shared repository of analogical targets.\u003c/p>\n\u003cp>The second step in using an analogy is to thoroughly draw out the similarities between base and target. Just posing the comparison isn’t enough; we need to think carefully about how and why the base and target are alike.\u003c/p>\n\u003cp>Third, we must define what \u003cem>doesn’t\u003c/em> carry over from base to target—the places where the analogy “breaks down.” This is important, because it’s easy for us to allow prominent similarities to overshadow real differences. For example, education professor Rand Spiro of Michigan State University \u003ca href=\"http://eric.ed.gov/?id=ED301873\">found\u003c/a> that medical students—and even doctors—were sometimes misled by the common comparison of blood flowing through blood vessels to water flowing through pipes.\u003c/p>\n\u003cp>The students and physicians erred by attending to the similarities between blood vessels and pipes while failing to factor in the differences: the flow in blood vessels is affected not only by the diameter of the blood vessel, but also by the flexible contractions of the vessel and by the heart’s beating. It’s not that the medical students thought that blood vessels actually were rigid, like pipes. It’s that, focused on the similarities in their analogy, they weren’t even thinking about the differences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The fourth and final step is to draw insight from the analogy—and then to put it aside. This can be hard to do. Harvard’s Gavetti and Rivkin note that business students often become attached to the details of the case studies they examine, instead of abstracting from them the more general patterns that the case studies share. The best use of an analogy, as we’ve seen, is as as a bridge—and once we’ve crossed over the bridge, we can leave it behind.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34752/the-key-to-innovation-making-smart-analogies",
"authors": [
"4355"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_1040",
"mindshift_70"
],
"label": "mindshift"
},
"mindshift_34778": {
"type": "posts",
"id": "mindshift_34778",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34778",
"score": null,
"sort": [
1396015209000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift",
"term": 20659
},
"blocks": [],
"publishDate": 1396015209,
"format": "aside",
"disqusTitle": "The Difference Between Praise and Feedback",
"title": "The Difference Between Praise and Feedback",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34784\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34784\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg\" alt=\"4294686346_fa10e0e9c7_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” \u003ca href=\"http://nymag.com/news/features/27840/\" target=\"_blank\">Widely popularized psychological research\u003c/a> warns about the “inverse power of praise” and the importance of “\u003ca href=\"http://www.amazon.com/Unconditional-Parenting-Moving-Rewards-Punishments/dp/0743487486\" target=\"_blank\">unconditional parenting\u003c/a>.” The incorrectly phrased, indiscriminately doled out pat on the back can, we learn, undermine a child’s inner motivation to learn and achieve, promote a “fixed mindset” that will cause her to shrink from taking on any kind of challenge or effort, and maybe even destroy her sense of self worth.\u003c/p>\n\u003cp>The anxiety is such that parenting blogs circulate actual \u003ca href=\"http://growingleaders.com/blog/what-parents-should-say-as-their-kids-perform/\" target=\"_blank\">word-for-word scripts\u003c/a> for parents to use in such difficult situations as the \u003ca href=\"http://www.handsfreemama.com/2012/04/16/six-words-you-should-say-today/\" target=\"_blank\">sidelines of a swim meet\u003c/a>, or after a music recital. There are l\u003ca href=\"http://www.parenting.com/article/things-you-shouldnt-say-to-your-child\" target=\"_blank\">ong lists of forbidden words and phrases\u003c/a>, too.\u003c/p>\n\u003cp>What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?\u003c/p>\n\u003ch3>\u003cstrong>Process Praise\u003c/strong>\u003c/h3>\n\u003cp>Some of the most prominent psychologists behind all of this talk about talking are Stanford University’s Carol Dweck, author of the book \u003ca href=\"http://mindsetonline.com/\" target=\"_blank\">\u003cem>Mindset\u003c/em>\u003c/a>, and Edward Deci and Richard Ryan at the University of Rochester, whose research the education author Alfie Kohn relies heavily on in his books including \u003cem>Unconditional Parenting\u003c/em>. Both Dweck and Deci are theorists of human motivation, but they emphasize very different perspectives on praise.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dweck’s studies have focused on the effects of “process praise,” which means praising effort or strategy: “You must have worked very hard on this painting!” This is opposed to “person praise,” which labels people with phrases like, “You are really good at painting!” “You must be a genius!”\u003c/p>\n\u003cp>The idea is that reinforcing effort contributes to children’s beliefs that they can get better at things if they try, the vaunted “growth mindset.” But praising traits feeds the belief that talent is fixed, which makes kids \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\">less willing to take on new challenges\u003c/a> that might expose them as less naturally able.\u003c/p>\n\u003cp>Most of Dweck’s research has focused on process praise given by strange adults interacting with children in a research study environment. But in a recent study, her team coded videotapes of parents praising their one to three-year-old children. They found that the greater use of process praise with these very young children predicted their later desire to take on new challenges, which in turn influenced these children’s math achievement seven years later, in fourth grade.\u003c/p>\n\u003cp>“Kids are thrilled by the idea that they can grow their brains through their effort and strategy,” Dweck says. “Praising strategy and focus and improvement gives them actionable information and a reason to try hard.”\u003c/p>\n\u003ch3>\u003cstrong>Praise and Personhood\u003c/strong>\u003c/h3>\n\u003cp>Simple, right? Not so fast. Writers such as \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\">Kohn\u003c/a>\u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\"> have condemned all praise\u003c/a>, including Dweck’s “process praise,” as little more than “\u003ca href=\"http://www.amblesideschools.com/sites/default/files/Five%20Reasons%20to%20Stop%20Saying%20%20Good%20Job!.pdf\" target=\"_blank\">sugarcoated control\u003c/a>.”\u003c/p>\n\u003cp>The idea is that parental praise is manipulative, intrusive, and undermines both children’s intrinsic enjoyment of what they’re doing and their own internal sense of whether they are, in fact, doing a good job or trying hard.\u003c/p>\n\u003cp>Kohn \u003ca href=\"http://www.selfdeterminationtheory.org/\" target=\"_blank\">cites\u003c/a> Deci and Richard Ryan, and their colleagues including Guy Roth and Avi Assor at the University of the Negev in Israel. All of them have found in a series of studies that when parents express any kind of “\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0140197111001278\" target=\"_blank\">conditional regard\u003c/a>,” it harms young people’s developing autonomy, causing them to feel pressured to achieve, to feel shame if they don’t, and to \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.0022-3506.2004.00256.x/abstract;jsessionid=3996DC7D60E4327CCD583CE5CB9FEB05.f01t04?deniedAccessCustomisedMessage=&userIsAuthenticated=false\" target=\"_blank\">suppress negative emotions and experiences\u003c/a>. Conditional regard includes \u003ca href=\"http://psycnet.apa.org/journals/dev/45/4/1119/\" target=\"_blank\">positive reinforcement\u003c/a>, the practice of offering praise in exchange for desired behavior.\u003c/p>\n\u003cp>“If you tell your kids, ‘You’re a good boy for taking out the trash,’” they may feel that if they don’t take out the trash, they’re not worthy of your love,” says Deci. “You need to express that you love them and approve of them no matter what they do.”\u003c/p>\n\u003cp>Verbal rewards are a pretty central weapon in the parenting arsenal, especially when it comes to academic achievement. Deci and his colleagues found that offering your warmth and approval in exchange for academic achievement does work, in the sense that it causes young people to be more invested in trying to do well in school. But it’s a devil’s bargain that backfires emotionally in the form of “maladaptive self feelings.”\u003c/p>\n\u003cp>The controversial recent book \u003ca href=\"http://www.amazon.com/The-Triple-Package-Unlikely-Cultural/dp/1594205469\" target=\"_blank\">\u003cem>The Triple Package\u003c/em>\u003c/a>, coauthored by “tiger mom” Amy Chua, purported to explain why certain ethnic groups tend to outperform others in education, occupational status and earnings. Two of the three traits the authors describe are a superiority complex accompanied by insecurity—a pretty good description of what researchers say can be the outcome of too much conditional parental positive regard.\u003c/p>\n\u003ch3>\u003cstrong>Praise vs. Feedback\u003c/strong>\u003c/h3>\n\u003cp>Parents are not perfectly controlled Siri-like bots but human beings with positive and negative emotions that are going to arise in response to specific actions by children. So is there any way to channel and communicate your sincere feelings to your kids without doing lasting harm? Surprisingly, despite their differing views on praise, Dweck and Deci tend to agree on the right course of action.\u003c/p>\n\u003cp>When I ask Dweck about the “sugarcoated control” idea, she says, “I basically agree that we overpraise.” Her intention in talking about process praise is to redirect this impulse more constructively. Instead of mindlessly kvelling over every fingerpainting or math test -- or even just telling kids to “try hard!” -- her recommendation is to get more involved with what a kid is doing. “Appreciate it. Ask questions. If we see that a child is using interesting strategies we can ask about them. Talk to them about their thought processes, how they can learn from mistakes.” Encourage your child to actively seek both positive and negative feedback in order to grow and improve.\u003c/p>\n\u003cp>Deci says something similar. In addition to assuring children of your continuous love and regard, “You want to understand what your child is thinking and feeling, to be respectful toward them. Asking questions is a far better idea than giving praise”—or criticism for that matter. The idea is to support the development of a child’s autonomy by taking his perspective.\u003c/p>\n\u003cp>If you’re on the sidelines at a soccer game, it’s easy to pull out some pre-scripted phrase like “I love to watch you play!” or “You’re a natural!” It’s harder to watch your kid so you can tell her, “When you made that pass in the second quarter, I could see that you’ve been practicing your footwork a lot,” or to take the time to ask, “What was your favorite part of the game?” and really listen to the answer.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Providing helpful, detailed, encouraging feedback and appreciation requires paying attention to what kids are doing, and listening to what they are saying. This takes time and energy. Dweck says what she sees all too often are time-pressured parents who reach for a quick sugar fix instead. “We are a praise-addicted culture. I don’t think parents are going to stop praising.”\u003c/p>\n\n",
"disqusIdentifier": "34778 http://blogs.kqed.org/mindshift/?p=34778",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/03/28/the-difference-between-praise-and-feedback/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1286,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 21
},
"modified": 1395962183,
"excerpt": "Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” Widely popularized psychological research warns about the “inverse power of praise” and the importance of “unconditional parenting.” What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” Widely popularized psychological research warns about the “inverse power of praise” and the importance of “unconditional parenting.” What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?",
"title": "The Difference Between Praise and Feedback | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Difference Between Praise and Feedback",
"datePublished": "2014-03-28T07:00:09-07:00",
"dateModified": "2014-03-27T16:16:23-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-difference-between-praise-and-feedback",
"status": "publish",
"path": "/mindshift/34778/the-difference-between-praise-and-feedback",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34784\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34784\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg\" alt=\"4294686346_fa10e0e9c7_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” \u003ca href=\"http://nymag.com/news/features/27840/\" target=\"_blank\">Widely popularized psychological research\u003c/a> warns about the “inverse power of praise” and the importance of “\u003ca href=\"http://www.amazon.com/Unconditional-Parenting-Moving-Rewards-Punishments/dp/0743487486\" target=\"_blank\">unconditional parenting\u003c/a>.” The incorrectly phrased, indiscriminately doled out pat on the back can, we learn, undermine a child’s inner motivation to learn and achieve, promote a “fixed mindset” that will cause her to shrink from taking on any kind of challenge or effort, and maybe even destroy her sense of self worth.\u003c/p>\n\u003cp>The anxiety is such that parenting blogs circulate actual \u003ca href=\"http://growingleaders.com/blog/what-parents-should-say-as-their-kids-perform/\" target=\"_blank\">word-for-word scripts\u003c/a> for parents to use in such difficult situations as the \u003ca href=\"http://www.handsfreemama.com/2012/04/16/six-words-you-should-say-today/\" target=\"_blank\">sidelines of a swim meet\u003c/a>, or after a music recital. There are l\u003ca href=\"http://www.parenting.com/article/things-you-shouldnt-say-to-your-child\" target=\"_blank\">ong lists of forbidden words and phrases\u003c/a>, too.\u003c/p>\n\u003cp>What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?\u003c/p>\n\u003ch3>\u003cstrong>Process Praise\u003c/strong>\u003c/h3>\n\u003cp>Some of the most prominent psychologists behind all of this talk about talking are Stanford University’s Carol Dweck, author of the book \u003ca href=\"http://mindsetonline.com/\" target=\"_blank\">\u003cem>Mindset\u003c/em>\u003c/a>, and Edward Deci and Richard Ryan at the University of Rochester, whose research the education author Alfie Kohn relies heavily on in his books including \u003cem>Unconditional Parenting\u003c/em>. Both Dweck and Deci are theorists of human motivation, but they emphasize very different perspectives on praise.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dweck’s studies have focused on the effects of “process praise,” which means praising effort or strategy: “You must have worked very hard on this painting!” This is opposed to “person praise,” which labels people with phrases like, “You are really good at painting!” “You must be a genius!”\u003c/p>\n\u003cp>The idea is that reinforcing effort contributes to children’s beliefs that they can get better at things if they try, the vaunted “growth mindset.” But praising traits feeds the belief that talent is fixed, which makes kids \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\">less willing to take on new challenges\u003c/a> that might expose them as less naturally able.\u003c/p>\n\u003cp>Most of Dweck’s research has focused on process praise given by strange adults interacting with children in a research study environment. But in a recent study, her team coded videotapes of parents praising their one to three-year-old children. They found that the greater use of process praise with these very young children predicted their later desire to take on new challenges, which in turn influenced these children’s math achievement seven years later, in fourth grade.\u003c/p>\n\u003cp>“Kids are thrilled by the idea that they can grow their brains through their effort and strategy,” Dweck says. “Praising strategy and focus and improvement gives them actionable information and a reason to try hard.”\u003c/p>\n\u003ch3>\u003cstrong>Praise and Personhood\u003c/strong>\u003c/h3>\n\u003cp>Simple, right? Not so fast. Writers such as \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\">Kohn\u003c/a>\u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\"> have condemned all praise\u003c/a>, including Dweck’s “process praise,” as little more than “\u003ca href=\"http://www.amblesideschools.com/sites/default/files/Five%20Reasons%20to%20Stop%20Saying%20%20Good%20Job!.pdf\" target=\"_blank\">sugarcoated control\u003c/a>.”\u003c/p>\n\u003cp>The idea is that parental praise is manipulative, intrusive, and undermines both children’s intrinsic enjoyment of what they’re doing and their own internal sense of whether they are, in fact, doing a good job or trying hard.\u003c/p>\n\u003cp>Kohn \u003ca href=\"http://www.selfdeterminationtheory.org/\" target=\"_blank\">cites\u003c/a> Deci and Richard Ryan, and their colleagues including Guy Roth and Avi Assor at the University of the Negev in Israel. All of them have found in a series of studies that when parents express any kind of “\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0140197111001278\" target=\"_blank\">conditional regard\u003c/a>,” it harms young people’s developing autonomy, causing them to feel pressured to achieve, to feel shame if they don’t, and to \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.0022-3506.2004.00256.x/abstract;jsessionid=3996DC7D60E4327CCD583CE5CB9FEB05.f01t04?deniedAccessCustomisedMessage=&userIsAuthenticated=false\" target=\"_blank\">suppress negative emotions and experiences\u003c/a>. Conditional regard includes \u003ca href=\"http://psycnet.apa.org/journals/dev/45/4/1119/\" target=\"_blank\">positive reinforcement\u003c/a>, the practice of offering praise in exchange for desired behavior.\u003c/p>\n\u003cp>“If you tell your kids, ‘You’re a good boy for taking out the trash,’” they may feel that if they don’t take out the trash, they’re not worthy of your love,” says Deci. “You need to express that you love them and approve of them no matter what they do.”\u003c/p>\n\u003cp>Verbal rewards are a pretty central weapon in the parenting arsenal, especially when it comes to academic achievement. Deci and his colleagues found that offering your warmth and approval in exchange for academic achievement does work, in the sense that it causes young people to be more invested in trying to do well in school. But it’s a devil’s bargain that backfires emotionally in the form of “maladaptive self feelings.”\u003c/p>\n\u003cp>The controversial recent book \u003ca href=\"http://www.amazon.com/The-Triple-Package-Unlikely-Cultural/dp/1594205469\" target=\"_blank\">\u003cem>The Triple Package\u003c/em>\u003c/a>, coauthored by “tiger mom” Amy Chua, purported to explain why certain ethnic groups tend to outperform others in education, occupational status and earnings. Two of the three traits the authors describe are a superiority complex accompanied by insecurity—a pretty good description of what researchers say can be the outcome of too much conditional parental positive regard.\u003c/p>\n\u003ch3>\u003cstrong>Praise vs. Feedback\u003c/strong>\u003c/h3>\n\u003cp>Parents are not perfectly controlled Siri-like bots but human beings with positive and negative emotions that are going to arise in response to specific actions by children. So is there any way to channel and communicate your sincere feelings to your kids without doing lasting harm? Surprisingly, despite their differing views on praise, Dweck and Deci tend to agree on the right course of action.\u003c/p>\n\u003cp>When I ask Dweck about the “sugarcoated control” idea, she says, “I basically agree that we overpraise.” Her intention in talking about process praise is to redirect this impulse more constructively. Instead of mindlessly kvelling over every fingerpainting or math test -- or even just telling kids to “try hard!” -- her recommendation is to get more involved with what a kid is doing. “Appreciate it. Ask questions. If we see that a child is using interesting strategies we can ask about them. Talk to them about their thought processes, how they can learn from mistakes.” Encourage your child to actively seek both positive and negative feedback in order to grow and improve.\u003c/p>\n\u003cp>Deci says something similar. In addition to assuring children of your continuous love and regard, “You want to understand what your child is thinking and feeling, to be respectful toward them. Asking questions is a far better idea than giving praise”—or criticism for that matter. The idea is to support the development of a child’s autonomy by taking his perspective.\u003c/p>\n\u003cp>If you’re on the sidelines at a soccer game, it’s easy to pull out some pre-scripted phrase like “I love to watch you play!” or “You’re a natural!” It’s harder to watch your kid so you can tell her, “When you made that pass in the second quarter, I could see that you’ve been practicing your footwork a lot,” or to take the time to ask, “What was your favorite part of the game?” and really listen to the answer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Providing helpful, detailed, encouraging feedback and appreciation requires paying attention to what kids are doing, and listening to what they are saying. This takes time and energy. Dweck says what she sees all too often are time-pressured parents who reach for a quick sugar fix instead. “We are a praise-addicted culture. I don’t think parents are going to stop praising.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34778/the-difference-between-praise-and-feedback",
"authors": [
"4354"
],
"series": [
"mindshift_20659"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_796",
"mindshift_1040",
"mindshift_20512",
"mindshift_20660"
],
"label": "mindshift_20659"
},
"mindshift_33948": {
"type": "posts",
"id": "mindshift_33948",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "33948",
"score": null,
"sort": [
1395955830000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1395955830,
"format": "aside",
"disqusTitle": "One Size Does Not Fit All: The Need for Variety in Learning",
"title": "One Size Does Not Fit All: The Need for Variety in Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_33967\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33967\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/122576150-e1392150441116.jpg\" alt=\"122576150\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When you want to improve your physical health, you don’t have to eat one specific type of food or exercise in a specific way. Rather, you need an appropriate mix of healthy foods and exercise -- no one thing is required. Different types of exercise and foods are in some sense interchangeable. What matters is that you get the appropriate dose.\u003c/p>\n\u003cp>Could this common idea from health translate into the world of education?\u003c/p>\n\u003cp>Consider the cases of two hypothetical students, Suzie and Greg. Suzie goes to a summer science camp every year, she gets lost in Wikipedia for hours after school, competes in chess tournaments, and overall is engaged at school. Greg enjoys being home-schooled, regularly uses Khan Academy, walks to the library to read books, and recently joined a club that builds remote control helicopters. Although involved in very different activities, they are both intellectually stimulated, and that is the key. They each have an appropriate educational dose.\u003c/p>\n\u003cp>In a research collaboration with David Lubinski, Camilla Benbow, and James Steiger, \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/the-concept-educational-dose.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, we conceptualized education as a dose concept. Each different type of pre-college educational opportunity was summed to determine the dose level. For example, Suzie and Greg are both involved in four learning opportunities, so they each have a dose level of four. Our study focused on STEM learning opportunities and outcomes. From a sample of 1,467 academically advanced students, we formed two groups: those with a relatively higher educational dose and those with a relatively lower educational dose. We then compared these two groups on their STEM outcomes 25 years later — PhDs, publications, university tenure, patents, and occupations. The higher dose group was significantly more likely to earn each of these outcomes than the lower dose group. First, this study suggests a higher educational dose may be beneficial for real-world achievements. Second, it may not be any \u003cem>one\u003c/em> educational intervention, but an appropriate dose of different educational experiences that matter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although this research was on academically advanced students, the concept of educational dose could be applied to all students, because one size does not fit all—each person needs to be educated at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/is-it-time-to-redefine-gifted-and-talented/\">level and in a way that is tailored for them\u003c/a>. Students need different kinds of stimulation, and they should seek opportunities they're interested in because no one thing is going to be the winning formula for everyone. These opportunities can be both inside and outside of school and on and off-line.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students need different kinds of stimulation, and they should seek opportunities they're interested in because no one thing is going to be the winning formula for everyone.\u003c/aside>\n\u003cp>Of course, some educational opportunities are certainly more effective than others. But this shows educational opportunities are, to some extent, interchangeable. This idea should free up parents from worrying that their kids must have one specific type of educational opportunity because each student has varied opportunities to learn and grow. What matters is each student takes advantage of whatever opportunities that surround them to stay consistently engaged.\u003c/p>\n\u003cp>Clearly, low-income or rural students will not have as many options as students in higher-income communities with larger populations. Access to their devices in school may \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">help bridge this divide\u003c/a>. What matters is whether students have a say in what personally motivates them, as well as guidance from parents and teachers to leverage those interests into learning opportunities. There are almost infinite numbers of free online education opportunities, from MOOCs to sites like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/online-game-challenges-gifted-students-to-compete-against-each-other/\">brilliant.org for advanced students\u003c/a>. Just check out these lists of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education sites\u003c/a>.\u003c/p>\n\u003cp>But just access to computers and the internet might not be enough. As the \u003ca href=\"http://www.nytimes.com/2013/12/15/opinion/sunday/in-math-and-science-the-best-fend-for-themselves.html?_r=0\">\u003cem>New York \u003c/em>Times editorial board \u003c/a>recently pointed out, public national funding for academically advanced students is currently zero, so talented students from low-income backgrounds who don’t have parents who can provide challenging learning opportunities outside of school often lose out because they're not appropriately challenged.\u003c/p>\n\u003cp>However, based on a new research study, \u003ca href=\"http://thehill.com/opinion/op-ed/197989-after-school-activities-empower-kids\">Deborah Lowe Vandell argues\u003c/a> that consistent after school stimulation—day in and day out—can be especially beneficial for low-income students. Ultimately, we need to do everything we can to ensure unique individuals from every level and background have the chance to be stimulated each day.\u003c/p>\n\u003cp>If you consider that what matters is for each student to get a consistent and sufficient educational dose across a long span of time, this essentially composes what we might consider as life-long learning. And in that sense, perhaps this concept is helpful not only for students, but all of us.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "33948 http://blogs.kqed.org/mindshift/?p=33948",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/03/27/one-size-does-not-fit-all-the-need-for-variety-in-learning/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 814,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 13
},
"modified": 1395955618,
"excerpt": "When you want to improve your physical health, you don’t have to eat one specific type of food or exercise in a specific way. Rather, you need an appropriate mix of healthy foods and exercise -- no one thing is required. Different types of exercise and foods are in some sense interchangeable. What matters is that you get the appropriate dose. Could this common idea from health translate into the world of education?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "When you want to improve your physical health, you don’t have to eat one specific type of food or exercise in a specific way. Rather, you need an appropriate mix of healthy foods and exercise -- no one thing is required. Different types of exercise and foods are in some sense interchangeable. What matters is that you get the appropriate dose. Could this common idea from health translate into the world of education?",
"title": "One Size Does Not Fit All: The Need for Variety in Learning | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "One Size Does Not Fit All: The Need for Variety in Learning",
"datePublished": "2014-03-27T14:30:30-07:00",
"dateModified": "2014-03-27T14:26:58-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "one-size-does-not-fit-all-the-need-for-variety-in-learning",
"status": "publish",
"path": "/mindshift/33948/one-size-does-not-fit-all-the-need-for-variety-in-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33967\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33967\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/122576150-e1392150441116.jpg\" alt=\"122576150\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/122576150-e1392150441116-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When you want to improve your physical health, you don’t have to eat one specific type of food or exercise in a specific way. Rather, you need an appropriate mix of healthy foods and exercise -- no one thing is required. Different types of exercise and foods are in some sense interchangeable. What matters is that you get the appropriate dose.\u003c/p>\n\u003cp>Could this common idea from health translate into the world of education?\u003c/p>\n\u003cp>Consider the cases of two hypothetical students, Suzie and Greg. Suzie goes to a summer science camp every year, she gets lost in Wikipedia for hours after school, competes in chess tournaments, and overall is engaged at school. Greg enjoys being home-schooled, regularly uses Khan Academy, walks to the library to read books, and recently joined a club that builds remote control helicopters. Although involved in very different activities, they are both intellectually stimulated, and that is the key. They each have an appropriate educational dose.\u003c/p>\n\u003cp>In a research collaboration with David Lubinski, Camilla Benbow, and James Steiger, \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/the-concept-educational-dose.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, we conceptualized education as a dose concept. Each different type of pre-college educational opportunity was summed to determine the dose level. For example, Suzie and Greg are both involved in four learning opportunities, so they each have a dose level of four. Our study focused on STEM learning opportunities and outcomes. From a sample of 1,467 academically advanced students, we formed two groups: those with a relatively higher educational dose and those with a relatively lower educational dose. We then compared these two groups on their STEM outcomes 25 years later — PhDs, publications, university tenure, patents, and occupations. The higher dose group was significantly more likely to earn each of these outcomes than the lower dose group. First, this study suggests a higher educational dose may be beneficial for real-world achievements. Second, it may not be any \u003cem>one\u003c/em> educational intervention, but an appropriate dose of different educational experiences that matter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although this research was on academically advanced students, the concept of educational dose could be applied to all students, because one size does not fit all—each person needs to be educated at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/is-it-time-to-redefine-gifted-and-talented/\">level and in a way that is tailored for them\u003c/a>. Students need different kinds of stimulation, and they should seek opportunities they're interested in because no one thing is going to be the winning formula for everyone. These opportunities can be both inside and outside of school and on and off-line.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students need different kinds of stimulation, and they should seek opportunities they're interested in because no one thing is going to be the winning formula for everyone.\u003c/aside>\n\u003cp>Of course, some educational opportunities are certainly more effective than others. But this shows educational opportunities are, to some extent, interchangeable. This idea should free up parents from worrying that their kids must have one specific type of educational opportunity because each student has varied opportunities to learn and grow. What matters is each student takes advantage of whatever opportunities that surround them to stay consistently engaged.\u003c/p>\n\u003cp>Clearly, low-income or rural students will not have as many options as students in higher-income communities with larger populations. Access to their devices in school may \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">help bridge this divide\u003c/a>. What matters is whether students have a say in what personally motivates them, as well as guidance from parents and teachers to leverage those interests into learning opportunities. There are almost infinite numbers of free online education opportunities, from MOOCs to sites like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/online-game-challenges-gifted-students-to-compete-against-each-other/\">brilliant.org for advanced students\u003c/a>. Just check out these lists of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education sites\u003c/a>.\u003c/p>\n\u003cp>But just access to computers and the internet might not be enough. As the \u003ca href=\"http://www.nytimes.com/2013/12/15/opinion/sunday/in-math-and-science-the-best-fend-for-themselves.html?_r=0\">\u003cem>New York \u003c/em>Times editorial board \u003c/a>recently pointed out, public national funding for academically advanced students is currently zero, so talented students from low-income backgrounds who don’t have parents who can provide challenging learning opportunities outside of school often lose out because they're not appropriately challenged.\u003c/p>\n\u003cp>However, based on a new research study, \u003ca href=\"http://thehill.com/opinion/op-ed/197989-after-school-activities-empower-kids\">Deborah Lowe Vandell argues\u003c/a> that consistent after school stimulation—day in and day out—can be especially beneficial for low-income students. Ultimately, we need to do everything we can to ensure unique individuals from every level and background have the chance to be stimulated each day.\u003c/p>\n\u003cp>If you consider that what matters is for each student to get a consistent and sufficient educational dose across a long span of time, this essentially composes what we might consider as life-long learning. And in that sense, perhaps this concept is helpful not only for students, but all of us.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/33948/one-size-does-not-fit-all-the-need-for-variety-in-learning",
"authors": [
"4354"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_1040",
"mindshift_797"
],
"label": "mindshift"
},
"mindshift_34624": {
"type": "posts",
"id": "mindshift_34624",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34624",
"score": null,
"sort": [
1395324029000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1395324029,
"format": "aside",
"disqusTitle": "The Science of Character: Developing Positive Learning Traits",
"title": "The Science of Character: Developing Positive Learning Traits",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>What are your top five strengths? In the last ten years psychologists have done a lot of research into the character qualities and strengths that help people feel happy and satisfied with their lives. There's been a similar emphasis on the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\" target=\"_blank\">personality traits that help students succeed in school\u003c/a> by remaining engaged and motivated to learn over an extended period of time. Traits like optimism, curiosity, social intelligence, and enthusiasm are just a few of the character traits that have shown to lead to satisfied lives.\u003c/p>\n\u003cp>This eight minute film by \u003ca href=\"http://www.moxieinstitute.org/\" target=\"_blank\">Tiffany Shlain and The Moxie Institute Films\u003c/a> explores how people can strengthen good character traits by appreciating the positive qualities of others and oneself. It discusses the neuroscience behind a strong character, emphasizing that character is not a fixed quality, but rather something that can grow, change and ultimately improve happiness and satisfaction.\u003c/p>\n\u003cp>Dig deeper into the science of character with \u003ca href=\"http://www.letitripple.org/character\" target=\"_blank\">these resources\u003c/a> from the filmmaker, including discussion questions and activities.\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=U3nT2KDAGOc]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "34624 http://blogs.kqed.org/mindshift/?p=34624",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/03/20/the-science-of-character-developing-positive-learning-traits/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 172,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 6
},
"modified": 1395259662,
"excerpt": "People can develop their characters with a little bit of attention to their innate positive qualities and staying attuned to those of others.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "People can develop their characters with a little bit of attention to their innate positive qualities and staying attuned to those of others.",
"title": "The Science of Character: Developing Positive Learning Traits | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Science of Character: Developing Positive Learning Traits",
"datePublished": "2014-03-20T07:00:29-07:00",
"dateModified": "2014-03-19T13:07:42-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-science-of-character-developing-positive-learning-traits",
"status": "publish",
"path": "/mindshift/34624/the-science-of-character-developing-positive-learning-traits",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What are your top five strengths? In the last ten years psychologists have done a lot of research into the character qualities and strengths that help people feel happy and satisfied with their lives. There's been a similar emphasis on the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\" target=\"_blank\">personality traits that help students succeed in school\u003c/a> by remaining engaged and motivated to learn over an extended period of time. Traits like optimism, curiosity, social intelligence, and enthusiasm are just a few of the character traits that have shown to lead to satisfied lives.\u003c/p>\n\u003cp>This eight minute film by \u003ca href=\"http://www.moxieinstitute.org/\" target=\"_blank\">Tiffany Shlain and The Moxie Institute Films\u003c/a> explores how people can strengthen good character traits by appreciating the positive qualities of others and oneself. It discusses the neuroscience behind a strong character, emphasizing that character is not a fixed quality, but rather something that can grow, change and ultimately improve happiness and satisfaction.\u003c/p>\n\u003cp>Dig deeper into the science of character with \u003ca href=\"http://www.letitripple.org/character\" target=\"_blank\">these resources\u003c/a> from the filmmaker, including discussion questions and activities.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/U3nT2KDAGOc'\n title='//www.youtube.com/embed/U3nT2KDAGOc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34624/the-science-of-character-developing-positive-learning-traits",
"authors": [
"234"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20649",
"mindshift_20512"
],
"featImg": "mindshift_34644",
"label": "mindshift"
},
"mindshift_34481": {
"type": "posts",
"id": "mindshift_34481",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34481",
"score": null,
"sort": [
1395151258000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1395151258,
"format": "aside",
"disqusTitle": "Can Any School Foster Pure Creativity? ",
"title": "Can Any School Foster Pure Creativity? ",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34489\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34489\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/81266776-e1395099542318.jpg\" alt=\"81266776\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/81266776-e1395099542318.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/81266776-e1395099542318-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/81266776-e1395099542318-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Cevin Soling\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">How do we promote creativity in schools? This is one of the prevailing concerns of many progressive education reformers. From a long-term fiscal perspective, creativity can lead to innovation, and for the U.S. to have a competitive edge in the global economy, minds capable of identifying problems and imagining new possibilities are a necessity. At the same time, we sense that there's something ethically wrong with suppressing creativity in children. The correlation between creativity and self-actualization seems implicit. Presumably, children’s aspirations include a meaningful personal engagement with whatever it is they want to achieve.\u003c/p>\n\u003cp>Creativity can be broadly defined as the phenomenon of developing new processes, constructs, or ideas. But can creativity be measured? Just as with measuring intelligence, the challenge of measuring creativity is complicated by lots of different factors, including the current temperament on any given day of the child whose creativity is being measured. That's why it's important to understand how data is used in tests that are designed to quantify creativity as a single number. Measuring creativity typically involves evaluating the quantity and originality of responses to prompts that do not demand a specific answer. For instance, a child could be asked to come up with as many original or unusual functions as he can conceive for a toy airplane, or ways he would want to alter it to make it more fun.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The idea of teaching creativity in an environment that requires assessment, evaluation, and grading seems unlikely, if not impossible.\u003c/aside>\n\u003cp>With regards to research involving creativity and children, two recent studies are of particular note. One \u003ca href=\"http://www.creativitypost.com/education/yes_there_is_a_creativity_crisis\" target=\"_blank\">study\u003c/a> reveals that since 1990,\u003ca href=\"http://ststesting.com/2005giftttct.html\" target=\"_blank\"> Torrance test scores\u003c/a>, which are designed to measure six components of creative thinking, have marginally declined each year. This test measures the quantity, originality, intensity, and degree of detail of novel ideas, as well as the individual’s capacity to consider a range of possible solutions. And when output requires a title, the title’s degree of novelty is evaluated.\u003c/p>\n\u003cp>While this research broadly examines a trend in American culture, another \u003ca href=\"http://psycnet.apa.org/index.cfm?fa=search.displayRecord&UID=1969-14129-001\">study\u003c/a> investigated specific individuals over time and revealed that self-reported conceptions of creativity markedly decline after second grade. Whereas 95 percent of second-graders self-reported being creative, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\" target=\"_blank\">only 5 percent of high school seniors believe they are creative\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The most readily apparent inference to be drawn is the significant role that schools play in this reported decline. The hows and whys are evident. Creativity is based on thinking unconventionally, having time to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\">daydream\u003c/a> or simply reflect, understanding that there is no \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\" target=\"_blank\">single right answer\u003c/a>, and appreciating and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\" target=\"_blank\">valuing failure\u003c/a>. All of these experiences run counter to what's measured, and thus valued, in the public school system. This conflict is precisely what reformers seek to resolve, although the strategies have been somewhat vague.\u003c/p>\n\u003cp>Because schools must work with large numbers of students, they're perpetually bound by the limitations of bureaucratic efficiency. Discipline, order, and obedience must be maintained, and while the degree of enforcement varies among schools, this level of order defines the institution. Curricula may have dramatically changed since the inception of compulsory schooling, but the autocratic design remains unchanged.\u003c/p>\n\u003cp>Because of the emphasis on maintaining order in a compulsory school environment, teachers are compelled to adopt policies that adhere to the rigid requirements of the institution. And in turn, students who embrace conformity and deference to authority are better-suited in these environments. For teachers to engage with an entire classroom of students, everyone must be acquiescent. The inevitable outcome, as \u003ca href=\"http://itari.in/categories/Creativity/19.pdf\" target=\"_blank\">studies consistently show\u003c/a>, is a widespread aversion to traits associated with creativity in the public school environment.\u003c/p>\n\u003cp>Even more disturbing is that characteristics associated with creativity, such as being impulsive and taking risks, are closely aligned with what the American Psychiatric Association considers to be \u003ca href=\"http://www.cdc.gov/ncbddd/adhd/diagnosis.html\" target=\"_blank\">symptoms of ADHD\u003c/a>. 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 \u003ca href=\"http://itari.in/categories/Creativity/19.pdf\" target=\"_blank\">associated with the lowest levels of creativity\u003c/a>. Further discordance between school structure and creative displays is revealed by the finding that \u003ca href=\"http://hbswk.hbs.edu/item/6613.html\" target=\"_blank\">creative students tend to cheat more\u003c/a> than their less creative classmates.\u003c/p>\n\u003cp>\u003cstrong>TURNING SCHOOL UPSIDE DOWN\u003c/strong>\u003c/p>\n\u003cp>Promoting creativity would require an entirely new conception of public schooling. Teachers would have to be transformed into mentors whose mission would be to support the individual interests of each child and introduce them to new ideas and possibilities, which the student may or may not opt to embrace. Traditional testing would have to be eliminated -- tests implicitly teach that failure is bad and that there is only one right answer. Creative learning would be more effectively promoted by having students actively engage in their creative pursuits as opposed to being confined to a classroom.\u003c/p>\n\u003cp>[contextly_sidebar id=\"7bc1bd5554a5bb4225766d938c9d8eff\"]\u003c/p>\n\u003cp>It's worth noting that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\" target=\"_blank\">learning environments with these features already exist\u003c/a>. For example, democratic schools such as Sudbury Valley and Summerhill provide environments where students are responsible for deciding what and how they learn, who they associate with, and what activities they want to pursue. The staff acts as mentors to support students as opposed to directing their thoughts and behavior. Roughly thirty democratic schools exist in the U.S. and while this may not be appropriate for every child, \u003ca href=\"http://www.jstor.org/discover/10.2307/1084948?uid=3739696&uid=2&uid=4&uid=3739256&sid=21103457902313\" target=\"_blank\">studies have shown\u003c/a> that this climate promotes creative traits.\u003c/p>\n\u003cp>Given these circumstances, the idea of teaching creativity in an environment that requires assessment, evaluation, and grading seems unlikely, if not impossible. Even where opportunities to show creativity might be devised, students may be inclined to self-censoring: A student who wants a good grade may not feel completely free to produce something that might be offensive.\u003c/p>\n\u003cp>So what’s the result? Creativity scores decline, and school administrators wonder why their efforts towards boosting creativity have failed. What’s more, the paradox of expecting students to exhibit creativity in an environment that suppresses such displays becomes a breeding ground for neurotic children.\u003c/p>\n\u003cp>Barring a much-needed reinvention of the education system, there are steps that can be taken to promote creativity within the existing paradigm. Teachers can learn to recognize and respect that the child who cannot cope with the classroom environment might not be belligerent or have a mental disorder, but rather may simply have a creative disposition. Educators can also explain honestly to their students that the work they’re doing in school may not foster creativity, but that they do believe in every students’ innate capacity to be truly creative.\u003c/p>\n\u003cp>That kind of honesty will go a long way in enabling students to appreciate their innate creativity and provide them with greater fortitude and resources when engaging in creative pursuits outside of school.\u003c/p>\n\u003cp>\u003cem>Cevin Soling is the director of the documentary \u003ca title=\"The War on Kids\" href=\"http://en.wikipedia.org/wiki/The_War_on_Kids\" target=\"_blank\">The War on Kids.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "34481 http://blogs.kqed.org/mindshift/?p=34481",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/03/18/can-creativity-truly-be-fostered-in-classrooms-of-today/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1145,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1395100971,
"excerpt": "How do we promote creativity in schools? This is one of the prevailing concerns of many progressive education reformers. From a long-term fiscal perspective, creativity can lead to innovation, and for the U.S. to have a competitive edge in the global economy, minds capable of identifying problems and imagining new possibilities are a necessity. But given the constructs of public schools, can creativity truly be valued? ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "How do we promote creativity in schools? This is one of the prevailing concerns of many progressive education reformers. From a long-term fiscal perspective, creativity can lead to innovation, and for the U.S. to have a competitive edge in the global economy, minds capable of identifying problems and imagining new possibilities are a necessity. But given the constructs of public schools, can creativity truly be valued? ",
"title": "Can Any School Foster Pure Creativity? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Can Any School Foster Pure Creativity? ",
"datePublished": "2014-03-18T07:00:58-07:00",
"dateModified": "2014-03-17T17:02:51-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "can-creativity-truly-be-fostered-in-classrooms-of-today",
"status": "publish",
"path": "/mindshift/34481/can-creativity-truly-be-fostered-in-classrooms-of-today",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34489\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34489\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/81266776-e1395099542318.jpg\" alt=\"81266776\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/81266776-e1395099542318.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/81266776-e1395099542318-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/81266776-e1395099542318-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Cevin Soling\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">How do we promote creativity in schools? This is one of the prevailing concerns of many progressive education reformers. From a long-term fiscal perspective, creativity can lead to innovation, and for the U.S. to have a competitive edge in the global economy, minds capable of identifying problems and imagining new possibilities are a necessity. At the same time, we sense that there's something ethically wrong with suppressing creativity in children. The correlation between creativity and self-actualization seems implicit. Presumably, children’s aspirations include a meaningful personal engagement with whatever it is they want to achieve.\u003c/p>\n\u003cp>Creativity can be broadly defined as the phenomenon of developing new processes, constructs, or ideas. But can creativity be measured? Just as with measuring intelligence, the challenge of measuring creativity is complicated by lots of different factors, including the current temperament on any given day of the child whose creativity is being measured. That's why it's important to understand how data is used in tests that are designed to quantify creativity as a single number. Measuring creativity typically involves evaluating the quantity and originality of responses to prompts that do not demand a specific answer. For instance, a child could be asked to come up with as many original or unusual functions as he can conceive for a toy airplane, or ways he would want to alter it to make it more fun.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The idea of teaching creativity in an environment that requires assessment, evaluation, and grading seems unlikely, if not impossible.\u003c/aside>\n\u003cp>With regards to research involving creativity and children, two recent studies are of particular note. One \u003ca href=\"http://www.creativitypost.com/education/yes_there_is_a_creativity_crisis\" target=\"_blank\">study\u003c/a> reveals that since 1990,\u003ca href=\"http://ststesting.com/2005giftttct.html\" target=\"_blank\"> Torrance test scores\u003c/a>, which are designed to measure six components of creative thinking, have marginally declined each year. This test measures the quantity, originality, intensity, and degree of detail of novel ideas, as well as the individual’s capacity to consider a range of possible solutions. And when output requires a title, the title’s degree of novelty is evaluated.\u003c/p>\n\u003cp>While this research broadly examines a trend in American culture, another \u003ca href=\"http://psycnet.apa.org/index.cfm?fa=search.displayRecord&UID=1969-14129-001\">study\u003c/a> investigated specific individuals over time and revealed that self-reported conceptions of creativity markedly decline after second grade. Whereas 95 percent of second-graders self-reported being creative, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\" target=\"_blank\">only 5 percent of high school seniors believe they are creative\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The most readily apparent inference to be drawn is the significant role that schools play in this reported decline. The hows and whys are evident. Creativity is based on thinking unconventionally, having time to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\">daydream\u003c/a> or simply reflect, understanding that there is no \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\" target=\"_blank\">single right answer\u003c/a>, and appreciating and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\" target=\"_blank\">valuing failure\u003c/a>. All of these experiences run counter to what's measured, and thus valued, in the public school system. This conflict is precisely what reformers seek to resolve, although the strategies have been somewhat vague.\u003c/p>\n\u003cp>Because schools must work with large numbers of students, they're perpetually bound by the limitations of bureaucratic efficiency. Discipline, order, and obedience must be maintained, and while the degree of enforcement varies among schools, this level of order defines the institution. Curricula may have dramatically changed since the inception of compulsory schooling, but the autocratic design remains unchanged.\u003c/p>\n\u003cp>Because of the emphasis on maintaining order in a compulsory school environment, teachers are compelled to adopt policies that adhere to the rigid requirements of the institution. And in turn, students who embrace conformity and deference to authority are better-suited in these environments. For teachers to engage with an entire classroom of students, everyone must be acquiescent. The inevitable outcome, as \u003ca href=\"http://itari.in/categories/Creativity/19.pdf\" target=\"_blank\">studies consistently show\u003c/a>, is a widespread aversion to traits associated with creativity in the public school environment.\u003c/p>\n\u003cp>Even more disturbing is that characteristics associated with creativity, such as being impulsive and taking risks, are closely aligned with what the American Psychiatric Association considers to be \u003ca href=\"http://www.cdc.gov/ncbddd/adhd/diagnosis.html\" target=\"_blank\">symptoms of ADHD\u003c/a>. 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 \u003ca href=\"http://itari.in/categories/Creativity/19.pdf\" target=\"_blank\">associated with the lowest levels of creativity\u003c/a>. Further discordance between school structure and creative displays is revealed by the finding that \u003ca href=\"http://hbswk.hbs.edu/item/6613.html\" target=\"_blank\">creative students tend to cheat more\u003c/a> than their less creative classmates.\u003c/p>\n\u003cp>\u003cstrong>TURNING SCHOOL UPSIDE DOWN\u003c/strong>\u003c/p>\n\u003cp>Promoting creativity would require an entirely new conception of public schooling. Teachers would have to be transformed into mentors whose mission would be to support the individual interests of each child and introduce them to new ideas and possibilities, which the student may or may not opt to embrace. Traditional testing would have to be eliminated -- tests implicitly teach that failure is bad and that there is only one right answer. Creative learning would be more effectively promoted by having students actively engage in their creative pursuits as opposed to being confined to a classroom.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>It's worth noting that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\" target=\"_blank\">learning environments with these features already exist\u003c/a>. For example, democratic schools such as Sudbury Valley and Summerhill provide environments where students are responsible for deciding what and how they learn, who they associate with, and what activities they want to pursue. The staff acts as mentors to support students as opposed to directing their thoughts and behavior. Roughly thirty democratic schools exist in the U.S. and while this may not be appropriate for every child, \u003ca href=\"http://www.jstor.org/discover/10.2307/1084948?uid=3739696&uid=2&uid=4&uid=3739256&sid=21103457902313\" target=\"_blank\">studies have shown\u003c/a> that this climate promotes creative traits.\u003c/p>\n\u003cp>Given these circumstances, the idea of teaching creativity in an environment that requires assessment, evaluation, and grading seems unlikely, if not impossible. Even where opportunities to show creativity might be devised, students may be inclined to self-censoring: A student who wants a good grade may not feel completely free to produce something that might be offensive.\u003c/p>\n\u003cp>So what’s the result? Creativity scores decline, and school administrators wonder why their efforts towards boosting creativity have failed. What’s more, the paradox of expecting students to exhibit creativity in an environment that suppresses such displays becomes a breeding ground for neurotic children.\u003c/p>\n\u003cp>Barring a much-needed reinvention of the education system, there are steps that can be taken to promote creativity within the existing paradigm. Teachers can learn to recognize and respect that the child who cannot cope with the classroom environment might not be belligerent or have a mental disorder, but rather may simply have a creative disposition. Educators can also explain honestly to their students that the work they’re doing in school may not foster creativity, but that they do believe in every students’ innate capacity to be truly creative.\u003c/p>\n\u003cp>That kind of honesty will go a long way in enabling students to appreciate their innate creativity and provide them with greater fortitude and resources when engaging in creative pursuits outside of school.\u003c/p>\n\u003cp>\u003cem>Cevin Soling is the director of the documentary \u003ca title=\"The War on Kids\" href=\"http://en.wikipedia.org/wiki/The_War_on_Kids\" target=\"_blank\">The War on Kids.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34481/can-creativity-truly-be-fostered-in-classrooms-of-today",
"authors": [
"4354"
],
"categories": [
"mindshift_192",
"mindshift_20579"
],
"tags": [
"mindshift_862",
"mindshift_1040"
],
"label": "mindshift"
},
"mindshift_34496": {
"type": "posts",
"id": "mindshift_34496",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34496",
"score": null,
"sort": [
1394810522000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1394810522,
"format": "aside",
"disqusTitle": "Why It's Imperative to Teach Students How to Question as the Ultimate Survival Skill",
"title": "Why It's Imperative to Teach Students How to Question as the Ultimate Survival Skill",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34502\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34502\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720.jpg\" alt=\"8882590821_71c907e307_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Warren Berger\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Friday March 14 is the 135\u003csup>th\u003c/sup> anniversary of Albert Einstein’s birthday, a good time to think about the importance of asking questions. This was a big theme for Einstein, who told us, “The important thing is not to stop questioning,\"\u003cem> \u003c/em>while also urging us to question everything\u003cem> \u003c/em>and “Never lose a holy curiosity.”\u003c/p>\n\u003cp>Einstein understood that questioning is critical to learning and solving problems. If he were alive today, Einstein would see a world in which questioning has become more important than ever before. But he might also be left wondering why, for the most part, we still don’t encourage questioning or teach it to our children.\u003c/p>\n\u003cp>Let’s start with the growing importance of questioning. Perhaps the best evidence of this can be seen in today’s high-tech world. The leaders of Facebook, Amazon, Google, and a number of other leading companies are known as consummate questioners who constantly ask, \u003cem>Why should we settle for this?\u003c/em> and \u003cem>What if we try something different?\u003c/em> A number of the top executives in Silicon Valley were \u003ca href=\"http://blogs.wsj.com/ideas-market/2011/04/05/the-montessori-mafia/\" target=\"_blank\">educated in Montessori schools\u003c/a>, where their curiosity was given room to roam at a young age.\u003c/p>\n\u003cp>This has served them well in today’s dynamic tech market—because their well-honed questioning skills help them analyze and solve problems, adapt to change, identify fresh opportunities, and lead companies in new directions. Indeed, asking the right question is often the starting point of innovation. In writing my book, \u003cem>A More Beautiful Question\u003c/em>, I traced the origins of many breakthrough inventions and “disruptive” business start-ups—everything from the making of the cell phone to the birth of the internet, along with the launches of the companies Netflix, Nest, and Dropbox—and found that each began with a person pursuing an insightful question no one else was asking at the time. The questions led to answers that, eventually, have led to billion-dollar paydays. It has been said that, in Silicon Valley today, “questions are the new answers.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Are our schools doing a good job of preparing students for a world where questioning is a survival skill? \u003c/aside>\n\u003cp>If anything, the ability to ask insightful questions will be even more critical tomorrow than it is today. As change continues to accelerate, tomorrow’s leaders—and the larger workforce—will have to keep learning, updating and adapting what they know, inventing and re-inventing their own jobs and careers through constant, ongoing inquiry.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Given all of this, it’s worth asking: Are our schools doing a good job of preparing students for a world where questioning is a survival skill? Data on student question-asking, gathered by the National Center for Education Statistics, is not encouraging. It shows question-asking declines steadily throughout the school years [\u003ca href=\"http://nces.ed.gov/nationsreportcard/pdf/main2009/2011455.pdf\" target=\"_blank\">PDF\u003c/a> of the report]. Interestingly, \u003ca href=\"http://thegallupblog.gallup.com/2013/01/the-school-cliff-student-engagement.html\" target=\"_blank\">a separate study from Gallup\u003c/a> shows that “student engagement” is dropping at about the same alarming rate as questioning.\u003c/p>\n\u003cp>A number of factors may contribute to a decline in questioning-asking. As kids mature and begin to “know” more, it’s understandable they might feel less need to ask. But Harvard University education \u003ca href=\"http://www.gse.harvard.edu/news/features/harris03012002.html\">professor Paul Harris\u003c/a> points out that young children also seem to feel less safe asking questions as they move from being at home with parents to being in a classroom with a teacher and other kids.\u003c/p>\n\u003cp>It doesn’t help that in many classrooms, there’s little encouragement—and almost no teaching—of questioning. Tony Wagner, an expert in residence at Harvard’s Innovation Lab (and a former schoolteacher himself), reports that in his observation of classrooms, the message from teachers is, “‘We don’t have time for student questions—because that will take time away from the number of answers I have to cover.’” This is not to suggest teachers are happy with this situation; as one California high school teacher\u003ca href=\"http://www.nytimes.com/2011/02/05/us/05science.html?_r=0\" target=\"_blank\"> lamented to\u003c/a> \u003cem>The New York Times\u003c/em>, “I have so many state standards I have to teach concept-wise, it takes away time from what I find most valuable—which is to have [students] inquire about the world.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"4c160a2ae4c03e0ee3adb4e71e856db3\"]\u003c/p>\n\u003cp>To make matters worse, peer pressure may also be inhibiting student questioning. Jack Andraka—who, at age 16, developed a breakthrough new way to screen for cancer—is an incredibly curious young man, but even \u003cem>he\u003c/em> doesn’t ask many questions in class, he told me. Andraka says the teachers at his high school aren’t particularly welcoming of his questions, and beyond that, among most students it’s seen as “uncool” to ask questions in class.\u003c/p>\n\u003cp>\u003cstrong>ASKING MORE QUESTIONS\u003c/strong>\u003c/p>\n\u003cp>There are no easy solutions to this multi-part problem, but if we want kids to question more—and as Einstein told us, the way to get to better questions is by asking \u003cem>more\u003c/em> questions—then we may need to find ways to make the act of questioning both “safe” and “cool.” The Right Question Institute (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\" target=\"_blank\">profiled on MindShift\u003c/a>), a nonprofit group focused on teaching questioning in schools, encourages teachers to run group exercises dedicated entirely to formulating questions. RQI has observed, and teachers using the program back this up, that when you actually allow and encourage questioning in this way, students tend to be more comfortable and willing to ask questions—and some even take pride in the questions they ask.\u003c/p>\n\u003cp>As for making questioning cool? Here’s a thought: Teachers might try pointing out all the “cool stuff” that has resulted from questioning. Those smartphones kids love, and many of the apps on the phones? They only happened because someone was willing to question the status quo. Indeed, kids should know that the true innovators in art, music, even sports—everyone from Beyonce to that free-thinking Olympic snowboarder Sage Kotsenburg—are often those willing and able to ask “Why not?” and “What if?” You don’t have to be Einstein to understand that this aptitude for questioning is, itself, a pretty cool “app”—and one worth figuring out how to use.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Warren Berger is the author of \u003ca href=\"http://warrenberger.com/books/a_more_beautiful_question\" target=\"_blank\">A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas \u003c/a>(Bloomsbury). On Einstein’s birthday, he invites readers to visit \u003ca href=\"http://questionday2014.com/\" target=\"_blank\">QuestionDay2014.com\u003c/a> for ideas on celebrating the importance of questioning.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "34496 http://blogs.kqed.org/mindshift/?p=34496",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/03/14/why-its-imperative-to-teach-students-how-to-question-as-the-ultimate-survival-skill/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1105,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1394810917,
"excerpt": "Are our schools doing a good job of preparing students for a world where questioning is a survival skill? ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Are our schools doing a good job of preparing students for a world where questioning is a survival skill? ",
"title": "Why It's Imperative to Teach Students How to Question as the Ultimate Survival Skill | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why It's Imperative to Teach Students How to Question as the Ultimate Survival Skill",
"datePublished": "2014-03-14T08:22:02-07:00",
"dateModified": "2014-03-14T08:28:37-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "why-its-imperative-to-teach-students-how-to-question-as-the-ultimate-survival-skill",
"status": "publish",
"path": "/mindshift/34496/why-its-imperative-to-teach-students-how-to-question-as-the-ultimate-survival-skill",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34502\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34502\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720.jpg\" alt=\"8882590821_71c907e307_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/8882590821_71c907e307_z-e1394668329720-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Warren Berger\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Friday March 14 is the 135\u003csup>th\u003c/sup> anniversary of Albert Einstein’s birthday, a good time to think about the importance of asking questions. This was a big theme for Einstein, who told us, “The important thing is not to stop questioning,\"\u003cem> \u003c/em>while also urging us to question everything\u003cem> \u003c/em>and “Never lose a holy curiosity.”\u003c/p>\n\u003cp>Einstein understood that questioning is critical to learning and solving problems. If he were alive today, Einstein would see a world in which questioning has become more important than ever before. But he might also be left wondering why, for the most part, we still don’t encourage questioning or teach it to our children.\u003c/p>\n\u003cp>Let’s start with the growing importance of questioning. Perhaps the best evidence of this can be seen in today’s high-tech world. The leaders of Facebook, Amazon, Google, and a number of other leading companies are known as consummate questioners who constantly ask, \u003cem>Why should we settle for this?\u003c/em> and \u003cem>What if we try something different?\u003c/em> A number of the top executives in Silicon Valley were \u003ca href=\"http://blogs.wsj.com/ideas-market/2011/04/05/the-montessori-mafia/\" target=\"_blank\">educated in Montessori schools\u003c/a>, where their curiosity was given room to roam at a young age.\u003c/p>\n\u003cp>This has served them well in today’s dynamic tech market—because their well-honed questioning skills help them analyze and solve problems, adapt to change, identify fresh opportunities, and lead companies in new directions. Indeed, asking the right question is often the starting point of innovation. In writing my book, \u003cem>A More Beautiful Question\u003c/em>, I traced the origins of many breakthrough inventions and “disruptive” business start-ups—everything from the making of the cell phone to the birth of the internet, along with the launches of the companies Netflix, Nest, and Dropbox—and found that each began with a person pursuing an insightful question no one else was asking at the time. The questions led to answers that, eventually, have led to billion-dollar paydays. It has been said that, in Silicon Valley today, “questions are the new answers.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Are our schools doing a good job of preparing students for a world where questioning is a survival skill? \u003c/aside>\n\u003cp>If anything, the ability to ask insightful questions will be even more critical tomorrow than it is today. As change continues to accelerate, tomorrow’s leaders—and the larger workforce—will have to keep learning, updating and adapting what they know, inventing and re-inventing their own jobs and careers through constant, ongoing inquiry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Given all of this, it’s worth asking: Are our schools doing a good job of preparing students for a world where questioning is a survival skill? Data on student question-asking, gathered by the National Center for Education Statistics, is not encouraging. It shows question-asking declines steadily throughout the school years [\u003ca href=\"http://nces.ed.gov/nationsreportcard/pdf/main2009/2011455.pdf\" target=\"_blank\">PDF\u003c/a> of the report]. Interestingly, \u003ca href=\"http://thegallupblog.gallup.com/2013/01/the-school-cliff-student-engagement.html\" target=\"_blank\">a separate study from Gallup\u003c/a> shows that “student engagement” is dropping at about the same alarming rate as questioning.\u003c/p>\n\u003cp>A number of factors may contribute to a decline in questioning-asking. As kids mature and begin to “know” more, it’s understandable they might feel less need to ask. But Harvard University education \u003ca href=\"http://www.gse.harvard.edu/news/features/harris03012002.html\">professor Paul Harris\u003c/a> points out that young children also seem to feel less safe asking questions as they move from being at home with parents to being in a classroom with a teacher and other kids.\u003c/p>\n\u003cp>It doesn’t help that in many classrooms, there’s little encouragement—and almost no teaching—of questioning. Tony Wagner, an expert in residence at Harvard’s Innovation Lab (and a former schoolteacher himself), reports that in his observation of classrooms, the message from teachers is, “‘We don’t have time for student questions—because that will take time away from the number of answers I have to cover.’” This is not to suggest teachers are happy with this situation; as one California high school teacher\u003ca href=\"http://www.nytimes.com/2011/02/05/us/05science.html?_r=0\" target=\"_blank\"> lamented to\u003c/a> \u003cem>The New York Times\u003c/em>, “I have so many state standards I have to teach concept-wise, it takes away time from what I find most valuable—which is to have [students] inquire about the world.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To make matters worse, peer pressure may also be inhibiting student questioning. Jack Andraka—who, at age 16, developed a breakthrough new way to screen for cancer—is an incredibly curious young man, but even \u003cem>he\u003c/em> doesn’t ask many questions in class, he told me. Andraka says the teachers at his high school aren’t particularly welcoming of his questions, and beyond that, among most students it’s seen as “uncool” to ask questions in class.\u003c/p>\n\u003cp>\u003cstrong>ASKING MORE QUESTIONS\u003c/strong>\u003c/p>\n\u003cp>There are no easy solutions to this multi-part problem, but if we want kids to question more—and as Einstein told us, the way to get to better questions is by asking \u003cem>more\u003c/em> questions—then we may need to find ways to make the act of questioning both “safe” and “cool.” The Right Question Institute (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\" target=\"_blank\">profiled on MindShift\u003c/a>), a nonprofit group focused on teaching questioning in schools, encourages teachers to run group exercises dedicated entirely to formulating questions. RQI has observed, and teachers using the program back this up, that when you actually allow and encourage questioning in this way, students tend to be more comfortable and willing to ask questions—and some even take pride in the questions they ask.\u003c/p>\n\u003cp>As for making questioning cool? Here’s a thought: Teachers might try pointing out all the “cool stuff” that has resulted from questioning. Those smartphones kids love, and many of the apps on the phones? They only happened because someone was willing to question the status quo. Indeed, kids should know that the true innovators in art, music, even sports—everyone from Beyonce to that free-thinking Olympic snowboarder Sage Kotsenburg—are often those willing and able to ask “Why not?” and “What if?” You don’t have to be Einstein to understand that this aptitude for questioning is, itself, a pretty cool “app”—and one worth figuring out how to use.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Warren Berger is the author of \u003ca href=\"http://warrenberger.com/books/a_more_beautiful_question\" target=\"_blank\">A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas \u003c/a>(Bloomsbury). On Einstein’s birthday, he invites readers to visit \u003ca href=\"http://questionday2014.com/\" target=\"_blank\">QuestionDay2014.com\u003c/a> for ideas on celebrating the importance of questioning.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34496/why-its-imperative-to-teach-students-how-to-question-as-the-ultimate-survival-skill",
"authors": [
"4354"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_1040",
"mindshift_20601"
],
"label": "mindshift"
},
"mindshift_34446": {
"type": "posts",
"id": "mindshift_34446",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "34446",
"score": null,
"sort": [
1394546429000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1394546429,
"format": "aside",
"disqusTitle": "College Students of Color Reject Rosy Pictures of Diversity",
"title": "College Students of Color Reject Rosy Pictures of Diversity",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"dropcap-serif\">The most diverse place on campus is a shiny, happy spot that exists in two dimensions: the brochures, viewbooks and annual reports that colleges and universities produce for public consumption. Glance through these glossy publications and you’ll see smiling out at you a plethora of minority member faces. Such images are meant to convey these institutions’ warm embrace of diversity to prospective students, employees and supporters. But research suggests that when the images don’t line up with reality, the use of minority member photographs can backfire, generating an effect exactly opposite of the one intended.\u003c/p>\n\u003cp>In an \u003ca href=\"http://gpi.sagepub.com/content/17/2/161\" target=\"_self\">article\u003c/a> published this month in the journal \u003cem>Group Processes & Intergroup Relations\u003c/em>, researchers investigated the reactions produced by the “overrepresentation” of minority images in a flyer advertising a local university. The study, led by Jennifer Spoor of La Trobe University in Australia, found that white students felt more positively about a flyer that overrepresented the proportion of Asian students on their campus than about a flyer with more accurate depictions.\u003ca href=\"http://anniemurphypaul.com/wp-content/uploads/2014/03/shabazz_custom-70b65a3700c720a7bf3f6efed01a8eac2eb3b9e9-s2-c85.jpg\">\u003cimg class=\"alignright\" title=\"shabazz_custom-70b65a3700c720a7bf3f6efed01a8eac2eb3b9e9-s2-c85\" src=\"http://anniemurphypaul.com/wp-content/uploads/2014/03/shabazz_custom-70b65a3700c720a7bf3f6efed01a8eac2eb3b9e9-s2-c85-236x300.jpg\" alt=\"\" width=\"236\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>However, students of Asian ethnicity (a stigmatized minority group in Australia) felt \u003cem>less\u003c/em> favorable towards the advertisement that showed many Asian faces than toward a flyer that showed a more realistic number. “Minority group members may be frustrated by the fact that overrepresentation gives an overly rosy picture of majority-minority relations,” Spoor theorized, while members of the majority group may feel only a gratifying glow upon seeing their university portrayed as diverse.\u003c/p>\n\u003cp>Images that present a misleading vision of diversity are common in college publications, finds Timothy Pippert, an associate professor of sociology at Augsburg College in Minnesota. In a \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/08841241.2013.867920#preview\" target=\"_self\">study\u003c/a> published last year in the \u003cem>Journal of Marketing for Higher Education\u003c/em>, Pippert and his colleagues analyzed more than 10,000 photographs found in the recruitment materials of 165 four-year educational institutions in the U.S. The majority of schools, Pippert reports, “provided images of diversity” that were “significantly different than the actual student body.” In fact, the whiter the student body at a college, the more often images of minorities were featured in its publications.\u003c/p>\n\u003cp>At times, this misrepresentation of reality has verged on the fraudulent. Both the University of Wisconsin and the University of Idaho have been caught digitally pasting minority faces onto photographs of white students used in marketing materials. Diallo Shabazz, an African-American student whose face was Photoshopped onto the \u003ca href=\"http://www.npr.org/2013/12/29/257765543/a-campus-more-colorful-than-reality-beware-that-college-brochure\" target=\"_self\">cover\u003c/a> of UW’s admissions brochure in 2000, sued the university and \u003ca href=\"http://books.google.com/books?id=DXF8_DbKmy4C&pg=PT37&lpg=PT37&dq=Diallo+Shabazz+recruitment&source=bl&ots=3BHr8_UglO&sig=Y3k4LOReHcB86SPpM9rAGy9D4nc&hl=en&sa=X&ei=M7wdU9u_HYOa1AHvrIH4Aw&ved=0CGIQ6AEwBg#v=onepage&q=Diallo%20Shabazz%20recruitment&f=false\" target=\"_self\">received\u003c/a> what he called a “budgetary apology”: the university earmarked $10 million for the recruitment of minority students and the implementation of diversity initiatives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s a good thing that our colleges and universities are no longer treating minorities as if they were invisible, at least in the marketing sphere. And to the extent that brochures and viewbooks are aspirational documents, the inclusion of minorities’ images may tell a hopeful story of what institutions wish to become, even if they’re not there yet. But making sure that minority group members feel a genuine sense of belonging on campus will take far more than a handful of photos.\u003c/p>\n\u003cp>This fact is represented with painful clarity by a new \u003ca href=\"http://itooamharvard.tumblr.com/\" target=\"_self\">project\u003c/a>, “I, Too, Am Harvard,” a photo campaign in which students of color attending Harvard University make public their own images of life at that august institution. These photographs, in which students stare straight into the camera, are nothing like the beaming images found in admissions brochures. In the portraits, students hold signs expressing some element of their experience at the university—a day-to-day reality that is very different from the multicultural fiesta featured in the university’s marketing materials.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://anniemurphypaul.com/wp-content/uploads/2014/03/tumblr_n1s2karXUK1tucgl1o1_1280.jpg\">\u003cimg class=\"alignleft\" title=\"tumblr_n1s2karXUK1tucgl1o1_1280\" src=\"http://anniemurphypaul.com/wp-content/uploads/2014/03/tumblr_n1s2karXUK1tucgl1o1_1280-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>In these students’ silent telling, their race is more apt to be negated than celebrated. “You don’t sound black . . . You sound smart,” reads the sign board held by one student. “I don’t even think of you as black,” reads another. “You’re the whitest black person I know,” reads a third (evidently somebody’s idea of a compliment). And held by one young woman, wearing an expression both challenging and vulnerable, is a sign bearing someone else’s comment, and her own question: “’I don’t see color.’ Does that mean you don’t see me?”\u003c/p>\n\n",
"disqusIdentifier": "34446 http://blogs.kqed.org/mindshift/?p=34446",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/03/11/college-students-of-color-reject-rosy-pictures-of-diversity/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 747,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 9
},
"modified": 1394496819,
"excerpt": "Glossy images of diverse student bodies at universities are meant to convey these institutions’ warm embrace of prospective students, employees and supporters. But research suggests that when the images don’t line up with reality, the use of minority member photographs can backfire, generating an effect exactly opposite of the one intended.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Glossy images of diverse student bodies at universities are meant to convey these institutions’ warm embrace of prospective students, employees and supporters. But research suggests that when the images don’t line up with reality, the use of minority member photographs can backfire, generating an effect exactly opposite of the one intended.",
"title": "College Students of Color Reject Rosy Pictures of Diversity | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "College Students of Color Reject Rosy Pictures of Diversity",
"datePublished": "2014-03-11T07:00:29-07:00",
"dateModified": "2014-03-10T17:13:39-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "college-students-of-color-reject-rosy-pictures-of-diversity",
"status": "publish",
"path": "/mindshift/34446/college-students-of-color-reject-rosy-pictures-of-diversity",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">The most diverse place on campus is a shiny, happy spot that exists in two dimensions: the brochures, viewbooks and annual reports that colleges and universities produce for public consumption. Glance through these glossy publications and you’ll see smiling out at you a plethora of minority member faces. Such images are meant to convey these institutions’ warm embrace of diversity to prospective students, employees and supporters. But research suggests that when the images don’t line up with reality, the use of minority member photographs can backfire, generating an effect exactly opposite of the one intended.\u003c/p>\n\u003cp>In an \u003ca href=\"http://gpi.sagepub.com/content/17/2/161\" target=\"_self\">article\u003c/a> published this month in the journal \u003cem>Group Processes & Intergroup Relations\u003c/em>, researchers investigated the reactions produced by the “overrepresentation” of minority images in a flyer advertising a local university. The study, led by Jennifer Spoor of La Trobe University in Australia, found that white students felt more positively about a flyer that overrepresented the proportion of Asian students on their campus than about a flyer with more accurate depictions.\u003ca href=\"http://anniemurphypaul.com/wp-content/uploads/2014/03/shabazz_custom-70b65a3700c720a7bf3f6efed01a8eac2eb3b9e9-s2-c85.jpg\">\u003cimg class=\"alignright\" title=\"shabazz_custom-70b65a3700c720a7bf3f6efed01a8eac2eb3b9e9-s2-c85\" src=\"http://anniemurphypaul.com/wp-content/uploads/2014/03/shabazz_custom-70b65a3700c720a7bf3f6efed01a8eac2eb3b9e9-s2-c85-236x300.jpg\" alt=\"\" width=\"236\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>However, students of Asian ethnicity (a stigmatized minority group in Australia) felt \u003cem>less\u003c/em> favorable towards the advertisement that showed many Asian faces than toward a flyer that showed a more realistic number. “Minority group members may be frustrated by the fact that overrepresentation gives an overly rosy picture of majority-minority relations,” Spoor theorized, while members of the majority group may feel only a gratifying glow upon seeing their university portrayed as diverse.\u003c/p>\n\u003cp>Images that present a misleading vision of diversity are common in college publications, finds Timothy Pippert, an associate professor of sociology at Augsburg College in Minnesota. In a \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/08841241.2013.867920#preview\" target=\"_self\">study\u003c/a> published last year in the \u003cem>Journal of Marketing for Higher Education\u003c/em>, Pippert and his colleagues analyzed more than 10,000 photographs found in the recruitment materials of 165 four-year educational institutions in the U.S. The majority of schools, Pippert reports, “provided images of diversity” that were “significantly different than the actual student body.” In fact, the whiter the student body at a college, the more often images of minorities were featured in its publications.\u003c/p>\n\u003cp>At times, this misrepresentation of reality has verged on the fraudulent. Both the University of Wisconsin and the University of Idaho have been caught digitally pasting minority faces onto photographs of white students used in marketing materials. Diallo Shabazz, an African-American student whose face was Photoshopped onto the \u003ca href=\"http://www.npr.org/2013/12/29/257765543/a-campus-more-colorful-than-reality-beware-that-college-brochure\" target=\"_self\">cover\u003c/a> of UW’s admissions brochure in 2000, sued the university and \u003ca href=\"http://books.google.com/books?id=DXF8_DbKmy4C&pg=PT37&lpg=PT37&dq=Diallo+Shabazz+recruitment&source=bl&ots=3BHr8_UglO&sig=Y3k4LOReHcB86SPpM9rAGy9D4nc&hl=en&sa=X&ei=M7wdU9u_HYOa1AHvrIH4Aw&ved=0CGIQ6AEwBg#v=onepage&q=Diallo%20Shabazz%20recruitment&f=false\" target=\"_self\">received\u003c/a> what he called a “budgetary apology”: the university earmarked $10 million for the recruitment of minority students and the implementation of diversity initiatives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s a good thing that our colleges and universities are no longer treating minorities as if they were invisible, at least in the marketing sphere. And to the extent that brochures and viewbooks are aspirational documents, the inclusion of minorities’ images may tell a hopeful story of what institutions wish to become, even if they’re not there yet. But making sure that minority group members feel a genuine sense of belonging on campus will take far more than a handful of photos.\u003c/p>\n\u003cp>This fact is represented with painful clarity by a new \u003ca href=\"http://itooamharvard.tumblr.com/\" target=\"_self\">project\u003c/a>, “I, Too, Am Harvard,” a photo campaign in which students of color attending Harvard University make public their own images of life at that august institution. These photographs, in which students stare straight into the camera, are nothing like the beaming images found in admissions brochures. In the portraits, students hold signs expressing some element of their experience at the university—a day-to-day reality that is very different from the multicultural fiesta featured in the university’s marketing materials.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://anniemurphypaul.com/wp-content/uploads/2014/03/tumblr_n1s2karXUK1tucgl1o1_1280.jpg\">\u003cimg class=\"alignleft\" title=\"tumblr_n1s2karXUK1tucgl1o1_1280\" src=\"http://anniemurphypaul.com/wp-content/uploads/2014/03/tumblr_n1s2karXUK1tucgl1o1_1280-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>In these students’ silent telling, their race is more apt to be negated than celebrated. “You don’t sound black . . . You sound smart,” reads the sign board held by one student. “I don’t even think of you as black,” reads another. “You’re the whitest black person I know,” reads a third (evidently somebody’s idea of a compliment). And held by one young woman, wearing an expression both challenging and vulnerable, is a sign bearing someone else’s comment, and her own question: “’I don’t see color.’ Does that mean you don’t see me?”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/34446/college-students-of-color-reject-rosy-pictures-of-diversity",
"authors": [
"4355"
],
"categories": [
"mindshift_192"
],
"tags": [
"mindshift_20610",
"mindshift_1040",
"mindshift_68"
],
"featImg": "mindshift_34454",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=big-ideas": {
"isFetching": false,
"latestQuery": {
"from": 768,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 993,
"relation": "eq"
},
"items": [
"mindshift_34944",
"mindshift_34821",
"mindshift_34799",
"mindshift_34658",
"mindshift_34787",
"mindshift_34752",
"mindshift_34778",
"mindshift_33948",
"mindshift_34624",
"mindshift_34481",
"mindshift_34496",
"mindshift_34446"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_big-ideas": {
"isLoading": true
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_862": {
"type": "terms",
"id": "mindshift_862",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "862",
"found": true
},
"relationships": {},
"featImg": null,
"name": "creativity",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "creativity Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 865,
"slug": "creativity",
"isLoading": false,
"link": "/mindshift/tag/creativity"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_20658": {
"type": "terms",
"id": "mindshift_20658",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20658",
"found": true
},
"relationships": {},
"featImg": null,
"name": "ASSESSMENT",
"description": "Assessing, or measuring, students’ content knowledge and skills is one of the most complex and controversial topics of discussion in education. For more than 10 years, the word assessment has been synonymous with high stakes standardized tests, used to compare schools and states against one another, to allocate federal funding and increasingly to evaluate teachers. Many have argued that in their current state, \u003ca href=\"http://blogs.kqed.org/mindshift/2011/03/the-bubble-test-the-bane-of-learning/\">assessments have become accountability tools\u003c/a> that end up hurting teachers, rather than helpful tools for teachers.\r\n\r\nBut the \u003ca href=\"http://blogs.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">movement against standardized testing grows\u003c/a>, as parents are choosing to opt their children out, even if it means \u003ca href=\"http://blogs.kqed.org/mindshift/2013/12/what-happens-when-parents-decide-to-opt-out-of-standardized-tests/\">there may be repercussions\u003c/a>.\r\n\r\nAmidst this backlash against standardized tests, many \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">schools and teachers are finding ways to give students meaningful feedback\u003c/a> on their work before testing them, so they have time to improve or shift course. These \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">formative assessments\u003c/a> -- check-ins on how well students are learning stage by stage -- help teachers recalibrate and meet students they are. To that end, educators will find a \u003ca href=\"http://blogs.kqed.org/mindshift/2013/09/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/\">slew of tech products\u003c/a> that promise to make these formative assessments easier.\r\n\r\nTake a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">video games for assessment\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO ASSESSMENT\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">The Importance of Low-Stakes Student Feedback\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">Rethinking Assessment: Trusting Teachers to Evaluate Student Learning\u003c/a>\r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">Beyond the Bubble Test: How Will We Measure Learning in the Future?\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">In an Era of Global Competition, What Exactly Are We Testing For?\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/03/how-do-you-measure-learning/\">How Do You Measure Learning?\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games for Formative Assessment\u003c/a>\r\n\r\n7. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/is-kindergarten-too-young-to-test/\">Is Kindergarten Too Young to Test?\u003c/a>\r\n\r\n8. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\" target=\"_blank\">More Progressive Ways to Measure Deeper Level of Learning\u003c/a>",
"taxonomy": "series",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Assessing, or measuring, students’ content knowledge and skills is one of the most complex and controversial topics of discussion in education. For more than 10 years, the word assessment has been synonymous with high stakes standardized tests, used to compare schools and states against one another, to allocate federal funding and increasingly to evaluate teachers. Many have argued that in their current state, assessments have become accountability tools that end up hurting teachers, rather than helpful tools for teachers. But the movement against standardized testing grows, as parents are choosing to opt their children out, even if it means there may be repercussions. Amidst this backlash against standardized tests, many schools and teachers are finding ways to give students meaningful feedback on their work before testing them, so they have time to improve or shift course. These formative assessments -- check-ins on how well students are learning stage by stage -- help teachers recalibrate and meet students they are. To that end, educators will find a slew of tech products that promise to make these formative assessments easier. Take a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use video games for assessment. DIG INTO ASSESSMENT 1. The Importance of Low-Stakes Student Feedback 2. Rethinking Assessment: Trusting Teachers to Evaluate Student Learning 3. Beyond the Bubble Test: How Will We Measure Learning in the Future? 4. In an Era of Global Competition, What Exactly Are We Testing For? 5. How Do You Measure Learning? 6. SimCityEDU: Using Games for Formative Assessment 7. Is Kindergarten Too Young to Test? 8. More Progressive Ways to Measure Deeper Level of Learning",
"title": "ASSESSMENT Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19935,
"slug": "assessment-authentic-formative-summative-tests-testing",
"isLoading": false,
"link": "/mindshift/series/assessment-authentic-formative-summative-tests-testing"
},
"mindshift_20673": {
"type": "terms",
"id": "mindshift_20673",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20673",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Guide to Deeper Learning",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Guide to Deeper Learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19950,
"slug": "guide-to-deeper-learning",
"isLoading": false,
"link": "/mindshift/category/guide-to-deeper-learning"
},
"mindshift_108": {
"type": "terms",
"id": "mindshift_108",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "108",
"found": true
},
"relationships": {},
"featImg": null,
"name": "assessment",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "assessment Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 108,
"slug": "assessments",
"isLoading": false,
"link": "/mindshift/tag/assessments"
},
"mindshift_939": {
"type": "terms",
"id": "mindshift_939",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "939",
"found": true
},
"relationships": {},
"featImg": null,
"name": "deeper learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "deeper learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 944,
"slug": "deeper-learning",
"isLoading": false,
"link": "/mindshift/tag/deeper-learning"
},
"mindshift_20667": {
"type": "terms",
"id": "mindshift_20667",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20667",
"found": true
},
"relationships": {},
"featImg": null,
"name": "LEARNING IN THE NEW ECONOMY OF INFORMATION",
"description": "In the past 10 years, perhaps nothing has changed more than the relationship between teachers and the information being distributed in their classrooms. With the proliferation of mobile technology, our ability to access information has increased, dramatically changing the practice of teaching. This series examines in detail how learning in the digital age has upended the traditional dynamic between teachers and students.",
"taxonomy": "series",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "In the past 10 years, perhaps nothing has changed more than the relationship between teachers and the information being distributed in their classrooms. With the proliferation of mobile technology, our ability to access information has increased, dramatically changing the practice of teaching. This series examines in detail how learning in the digital age has upended the traditional dynamic between teachers and students.",
"title": "LEARNING IN THE NEW ECONOMY OF INFORMATION Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19944,
"slug": "learning-in-the-new-economy-of-information",
"isLoading": false,
"link": "/mindshift/series/learning-in-the-new-economy-of-information"
},
"mindshift_322": {
"type": "terms",
"id": "mindshift_322",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "322",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Control Shift",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Control Shift Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 323,
"slug": "control-shift",
"isLoading": false,
"link": "/mindshift/tag/control-shift"
},
"mindshift_20784": {
"type": "terms",
"id": "mindshift_20784",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20784",
"found": true
},
"relationships": {},
"featImg": null,
"name": "featured",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "featured Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20061,
"slug": "featured",
"isLoading": false,
"link": "/mindshift/tag/featured"
},
"mindshift_20598": {
"type": "terms",
"id": "mindshift_20598",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20598",
"found": true
},
"relationships": {},
"featImg": null,
"name": "education reform",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "education reform Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19875,
"slug": "education-reform",
"isLoading": false,
"link": "/mindshift/tag/education-reform"
},
"mindshift_992": {
"type": "terms",
"id": "mindshift_992",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "992",
"found": true
},
"relationships": {},
"featImg": null,
"name": "progressive education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "progressive education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 997,
"slug": "progressive-education",
"isLoading": false,
"link": "/mindshift/tag/progressive-education"
},
"mindshift_70": {
"type": "terms",
"id": "mindshift_70",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "70",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Innovation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Innovation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 70,
"slug": "innovation",
"isLoading": false,
"link": "/mindshift/tag/innovation"
},
"mindshift_20659": {
"type": "terms",
"id": "mindshift_20659",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20659",
"found": true
},
"relationships": {},
"featImg": null,
"name": "GROWTH MINDSET",
"description": "Stanford psychologist Carol Dweck coined the term \u003ci>growth mindset\u003c/i> to describe student \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">belief that intelligence and ability can grow with effort\u003c/a>. If students believe the brain is a muscle that must be exercised, they’re more likely to interpret setbacks as opportunities to learn and improve. Conversely, students with a fixed mindset believe their ability is limited and show less motivation to take on new challenges.\r\n\r\nFostering a growth mindset has become increasingly central to many school cultures, especially for female students. Girls are more likely to believe that their ability is fixed, \u003ca href=\"http://blogs.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">especially in math\u003c/a>. Helping them to develop a growth mindset can give girls the \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">motivation to persevere in areas of study they find challenging\u003c/a> because they understand through hard work they can improve and succeed.\r\n\r\nThe notion of \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">struggle as it pertains to learning\u003c/a> is also a big component of the growth mindset idea: in many cultures, the point of struggle is when learning happens, and studies have shown that students have \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn/\">bigger gains in learning and understanding\u003c/a> if they’re left to figure it out on their own without teachers’ help.\r\n\r\nTake a look at the posts below, which include ideas for fostering growth mindsets, an \u003ca href=\"http://blogs.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">educators guide to fostering perseverance\u003c/a> and a discussion of why \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">even geniuses struggle\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO GROWTH MINDSET\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">What’s Your Learning Disposition? How to Foster Students’ Mindsets\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">Beyond Talent And Smarts: Why Even Geniuses Struggle\u003c/a>\r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: Difference in Eastern and Western Cultures\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/the-science-of-character-developing-positive-learning-traits/\">The Science of Character: Developing Positive Learning Traits\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">Beyond Talent and Smarts: Why Even Geniuses Struggle\u003c/a>\r\n\r\n7. \u003ca>Girls and Math: Busting the Stereotype\u003c/a>\r\n\r\n8. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/eight-ways-of-looking-at-intelligence/\">Eight Ways of Looking at Intelligence\u003c/a>\r\n\r\n9. \u003ca href=\"http://blogs.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart At Everything?\u003c/a>",
"taxonomy": "series",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Learn from Carol Dweck, the world-renowned psychologist who coined the term \"growth mindset,\" about how to help your child develop a love of learning and a belief that they can succeed.",
"title": "Growth Mindset: A New Way to Think About Learning | KQED",
"ogDescription": null
},
"ttid": 19936,
"slug": "growth-academic-mindset-carol-dweck",
"isLoading": false,
"link": "/mindshift/series/growth-academic-mindset-carol-dweck"
},
"mindshift_796": {
"type": "terms",
"id": "mindshift_796",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "796",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Carol Dweck",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Carol Dweck Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 799,
"slug": "carol-dweck",
"isLoading": false,
"link": "/mindshift/tag/carol-dweck"
},
"mindshift_20512": {
"type": "terms",
"id": "mindshift_20512",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20512",
"found": true
},
"relationships": {},
"featImg": null,
"name": "growth mindset",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "growth mindset Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19789,
"slug": "growth-mindset",
"isLoading": false,
"link": "/mindshift/tag/growth-mindset"
},
"mindshift_20660": {
"type": "terms",
"id": "mindshift_20660",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20660",
"found": true
},
"relationships": {},
"featImg": null,
"name": "praise",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "praise Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19937,
"slug": "praise",
"isLoading": false,
"link": "/mindshift/tag/praise"
},
"mindshift_797": {
"type": "terms",
"id": "mindshift_797",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "797",
"found": true
},
"relationships": {},
"featImg": null,
"name": "inquiry learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "inquiry learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 800,
"slug": "inquiry-learning",
"isLoading": false,
"link": "/mindshift/tag/inquiry-learning"
},
"mindshift_20649": {
"type": "terms",
"id": "mindshift_20649",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20649",
"found": true
},
"relationships": {},
"featImg": null,
"name": "character",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "character Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19926,
"slug": "character",
"isLoading": false,
"link": "/mindshift/tag/character"
},
"mindshift_20579": {
"type": "terms",
"id": "mindshift_20579",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20579",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Creativity",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Creativity Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19856,
"slug": "creativity-3",
"isLoading": false,
"link": "/mindshift/category/creativity-3"
},
"mindshift_20601": {
"type": "terms",
"id": "mindshift_20601",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20601",
"found": true
},
"relationships": {},
"featImg": null,
"name": "questions",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "questions Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19878,
"slug": "questions",
"isLoading": false,
"link": "/mindshift/tag/questions"
},
"mindshift_20610": {
"type": "terms",
"id": "mindshift_20610",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20610",
"found": true
},
"relationships": {},
"featImg": null,
"name": "diversity",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "diversity Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19887,
"slug": "diversity",
"isLoading": false,
"link": "/mindshift/tag/diversity"
},
"mindshift_68": {
"type": "terms",
"id": "mindshift_68",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "68",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Higher Education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Higher Education Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 68,
"slug": "higher-education",
"isLoading": false,
"link": "/mindshift/tag/higher-education"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
