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"disqusTitle": "What's Our Vision for the Future of Learning?",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-33196\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/180920770-e1387589245117.jpg\" alt=\"180920770\" width=\"640\" height=\"321\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117-320x161.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cem>The following is an excerpt from \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">Open: How We'll Live, Work, and Learn in the Future\u003c/a> written by British learning Futurist David Price.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/DavidPriceOBE\">David Price\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For 150 years, formal education has adopted an ‘inside-out’ mindset – schools and colleges have usually been organised around the needs of the educators, not the learners. In areas such as research, this is nothing to be embarrassed about. Ground-breaking inventions and pioneering new thinking often arise from the selfishness that informs so-called ‘blue-sky’ research. Defending such freedoms from the external drive for practical and commercial implementation has often encouraged a necessary insularity.\u003c/p>\n\u003cp>The new landscape presents a significant upheaval. Inventors and researchers are increasingly working independently outside academia, finding collegial collaboration in the Global Learning Commons. Learners also find themselves in the driving seat because formal education is no longer the only game in town for those eager to learn. How colleges and universities adapt to the customization and personalization of education will largely determine their survival. Let me explain.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The challenge presented by Massive Open Online Courses (MOOCs) is a high-profile example, but not the only one, of a desire for us to ‘hack’ our own learning. The development of MOOCs has been likened to the creation of online music stores. The emergence of the mp3 allowed listeners to assemble their own playlists of music. Whether paying for it, or pirating it, suddenly, they didn’t have to buy a whole CD to get to the one song they really liked – they began to ‘hack’ their music listening. And we all know what a cataclysmic event that was for the music industry. It has to be conceded that they did themselves no favors by persecuting 13-year-olds, when they should have been rethinking their business models to reflect consumer preferences.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> The gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for.\u003c/aside>\n\u003cp>Similarly, educational institutions have to grasp that having enjoyed an historic monopoly as the go-to-guys for learning doesn’t mean they always will. As we gained control of our listening with the arrival of the mp3, so we will increasingly gain control of our learning, thanks to the arrival of MOOCS, social media and informal learning. We will want to determine whom we learn from, and with whom, at a time of our pleasing.\u003c/p>\n\u003cp>Although this upheaval is currently taking place in tertiary education, schools are far from safe. As we find ourselves increasingly able to ‘hack’ our own education, I would expect, for instance, the homeschool market to expand rapidly. Once the possibility exists for students to study informally, at online (and offline) schools, compiling their own learning playlist, putting together units of study that appeal to their passions, the one-size-fits-all model of high school will appear alarmingly anachronistic. So, if educators want to keep their students engaged and inside their buildings, they have to look at the way they learn outside, and bring those characteristics inside.\u003c/p>\n\u003ch3>Schools In Search Of A Purpose\u003c/h3>\n\u003cp>If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse. Indeed, the gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for. Do they provide a set of skilled employees for the labor market? Or are they about developing the ‘whole’ child – emotionally, intellectually, creatively? Do they serve to ensure national economic competitiveness? Or are they about civic cohesion through cultural education? These are questions around which there has been no public consensus, as absurd as this may seem, given that in the U.S. and most of Europe we have had state-organized systems of compulsory schooling for over 140 years.\u003c/p>\n\u003cp>This failure to define a clear purpose has fatally held back progress in understanding how we learn best. For if you can’t agree on a destination, how can you possibly agree on the best route? Instead, what we’re left with is a public discourse permanently afflicted by the curse of binary, oppositional arguments. The either/or positioning isn’t helped by constant political interference, resulting in a series of pendulum swings with every change of administration. Polarized arguments prevent real progress being made: selective vs. comprehensive school systems; instruction-led teaching vs inquiry-led; head vs hand; academic vs vocational; knowledge vs skills. Can you imagine doctors in the 21st century arguing over the use of flu vaccines?\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-medium wp-image-33150\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Open-Cover-300x426.png\" alt=\"Open-Cover\" width=\"225\" height=\"320\">With No Particular Place To Go\u003c/h3>\n\u003cp>It goes without saying that, if we don’t know our destination, and therefore can’t agree on the best route to get there, we might struggle to measure distance traveled. When I look at the radically differing educational strategies currently being adopted by most developed countries, I think back to how I learned to drive a car. Please allow this diversion. It has a point.\u003c/p>\n\u003cp>It was the late 1970s, in the Republic of Ireland, at a time when, inexplicably, learner drivers were allowed to drive unaccompanied. Working in County Clare, in the south-west of the country, my employer let me drive his car so I could prepare for my driving test on my return to England. One day, I was driving down winding country roads, and realized I was hopelessly lost - anyone who has experienced Irish road signs will know this is easily done.\u003c/p>\n\u003cp>Stopping a passing farmer, I asked if I was on the road to Kilrush, my destination. The farmer paused for some considerable time, looked up the road, then down at me, and pronounced “You are, but your car’s pointing the wrong way...”\u003c/p>\n\u003cp>So it is with educational policy. When the political pendulum swings in western nations, getting ‘back to basics’ in education (shorthand for focusing upon literacy and numeracy) becomes an easy exhortation. If confirmation is needed that ‘progressive’ methods have failed, one only has to cite steadily declining performances in international comparison tables like the Programme for International Student Assessment (PISA). This decline is then contrasted with nations like Singapore and South Korea, who excel in these assessments.\u003c/p>\n\u003cp>What is being measured is entirely dependent upon the intended destination. While the UK and US urge their schools to be more like those of Pacific Asian countries, the pressure there is to travel in the opposite direction. Addressing teachers in 2012, Heng Swee Keat, Singapore’s Minister for Education, argued for a radical shift in policy:\u003c/p>\n\u003cp>“The educational paradigm of our parents’ generation, which emphasized the transmission of knowledge, is quickly being overtaken by a very different paradigm. This new concept of educational success focuses on the nurturing of key skills and competencies such as the ability to seek, to curate and to synthesize information; to create and innovate; to work in diverse cross-cultural teams; as well as to appreciate global issues within the local context.”\u003c/p>\n\u003cp>These comments came shortly after South Korea’s ex-minister for education Byong Man Ahn cast doubt on the usefulness of a high PISA ranking, despite Korean students ranking first in reading and maths, and third in science, in the 2009 PISA survey:\u003c/p>\n\u003cp>“While Korea\u003cimg class=\"alignleft size-full wp-image-33151\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/daveprice.jpg\" alt=\"daveprice\" width=\"175\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice.jpg 175w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-128x128.jpg 128w\" sizes=\"(max-width: 175px) 100vw, 175px\">'s students excel at learning, they believe its purpose lies not in self-development based on personal interest or motivation, but in entrance into a highly ranked university. Students have no time to ponder the fundamental question of \"What do I need to learn, and why?\" They simply need to prepare for the test by learning the most-effective methods for digesting tremendous quantities of material and committing more to memory than others do.”\u003c/p>\n\u003cp>Both Heng Swee Keat and Byong Man Ahn were, effectively, repeating the advice given to me by that Irish farmer. Their respective countries had traveled a long way, but they’d realized that their car was pointing the wrong way. We in the West want to be more like those in the East, who, in turn, want to be more like we in the West. We call for learning fit to meet the challenges of the 21st century, while recommending teaching methods belonging to the 19th century. We have no clearly agreed purpose for education, but agree that spurious international comparisons should inform future educational policy.\u003c/p>\n\u003cp>In short, we’re really, really confused.\u003c/p>\n\u003cp>\u003cem>In the following pages, Price describes three cases across the globe -- in London, Sydney, San Diego -- that have mapped a vision that answers the questions above. Here's what they have in common:\u003c/em>\u003c/p>\n\u003cp>By insisting that their teachers and mentors share their learning, all three have de-privatized teaching and learning.\u003c/p>\n\u003cp>By opening up the commons, and by designing workspaces without walls, they have brought Edison’s ‘machine-shop culture’ into education.\u003c/p>\n\u003cp>By bringing into the commons, experts, parents and investors, they have given an authenticity to the work of their students that is impossible to simulate in an enclosed classroom.\u003c/p>\n\u003cp>By modelling collaborative working to their students they have fostered the peer learning which is at the heart of ‘open’.\u003c/p>\n\u003cp>By emphasizing adult and real-world connections, they ensure that students are preparing for the world beyond school by being in that world.\u003c/p>\n\u003cp>By making their expertise and intellectual property freely available, they have created high demand from their peers and ensured that knowledge travels fast.\u003c/p>\n\u003cp>By seeing technology not simply as an aide to learning but as the imperative for change, they ensure that their programs are relevant to societal needs and societal shifts.\u003c/p>\n\u003cp>By trusting in their staff and students, and by giving them freedom and responsibility in equal measure, they have fostered a culture of learning that rewards respectful challenge, shuns unnecessary deference, and therefore constantly stays in motion.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>You can find more of Price's work on his \u003ca href=\"http://www.engagedlearning.co.uk\">website\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Author David Price writes: \"If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse. Indeed, the gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for.\"",
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"title": "What's Our Vision for the Future of Learning? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-33196\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/180920770-e1387589245117.jpg\" alt=\"180920770\" width=\"640\" height=\"321\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/180920770-e1387589245117-320x161.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cem>The following is an excerpt from \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">Open: How We'll Live, Work, and Learn in the Future\u003c/a> written by British learning Futurist David Price.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/DavidPriceOBE\">David Price\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For 150 years, formal education has adopted an ‘inside-out’ mindset – schools and colleges have usually been organised around the needs of the educators, not the learners. In areas such as research, this is nothing to be embarrassed about. Ground-breaking inventions and pioneering new thinking often arise from the selfishness that informs so-called ‘blue-sky’ research. Defending such freedoms from the external drive for practical and commercial implementation has often encouraged a necessary insularity.\u003c/p>\n\u003cp>The new landscape presents a significant upheaval. Inventors and researchers are increasingly working independently outside academia, finding collegial collaboration in the Global Learning Commons. Learners also find themselves in the driving seat because formal education is no longer the only game in town for those eager to learn. How colleges and universities adapt to the customization and personalization of education will largely determine their survival. Let me explain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The challenge presented by Massive Open Online Courses (MOOCs) is a high-profile example, but not the only one, of a desire for us to ‘hack’ our own learning. The development of MOOCs has been likened to the creation of online music stores. The emergence of the mp3 allowed listeners to assemble their own playlists of music. Whether paying for it, or pirating it, suddenly, they didn’t have to buy a whole CD to get to the one song they really liked – they began to ‘hack’ their music listening. And we all know what a cataclysmic event that was for the music industry. It has to be conceded that they did themselves no favors by persecuting 13-year-olds, when they should have been rethinking their business models to reflect consumer preferences.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> The gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for.\u003c/aside>\n\u003cp>Similarly, educational institutions have to grasp that having enjoyed an historic monopoly as the go-to-guys for learning doesn’t mean they always will. As we gained control of our listening with the arrival of the mp3, so we will increasingly gain control of our learning, thanks to the arrival of MOOCS, social media and informal learning. We will want to determine whom we learn from, and with whom, at a time of our pleasing.\u003c/p>\n\u003cp>Although this upheaval is currently taking place in tertiary education, schools are far from safe. As we find ourselves increasingly able to ‘hack’ our own education, I would expect, for instance, the homeschool market to expand rapidly. Once the possibility exists for students to study informally, at online (and offline) schools, compiling their own learning playlist, putting together units of study that appeal to their passions, the one-size-fits-all model of high school will appear alarmingly anachronistic. So, if educators want to keep their students engaged and inside their buildings, they have to look at the way they learn outside, and bring those characteristics inside.\u003c/p>\n\u003ch3>Schools In Search Of A Purpose\u003c/h3>\n\u003cp>If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse. Indeed, the gaping hole in the middle of the public debate on schooling is that we can’t even agree on what schools are actually for. Do they provide a set of skilled employees for the labor market? Or are they about developing the ‘whole’ child – emotionally, intellectually, creatively? Do they serve to ensure national economic competitiveness? Or are they about civic cohesion through cultural education? These are questions around which there has been no public consensus, as absurd as this may seem, given that in the U.S. and most of Europe we have had state-organized systems of compulsory schooling for over 140 years.\u003c/p>\n\u003cp>This failure to define a clear purpose has fatally held back progress in understanding how we learn best. For if you can’t agree on a destination, how can you possibly agree on the best route? Instead, what we’re left with is a public discourse permanently afflicted by the curse of binary, oppositional arguments. The either/or positioning isn’t helped by constant political interference, resulting in a series of pendulum swings with every change of administration. Polarized arguments prevent real progress being made: selective vs. comprehensive school systems; instruction-led teaching vs inquiry-led; head vs hand; academic vs vocational; knowledge vs skills. Can you imagine doctors in the 21st century arguing over the use of flu vaccines?\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-medium wp-image-33150\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Open-Cover-300x426.png\" alt=\"Open-Cover\" width=\"225\" height=\"320\">With No Particular Place To Go\u003c/h3>\n\u003cp>It goes without saying that, if we don’t know our destination, and therefore can’t agree on the best route to get there, we might struggle to measure distance traveled. When I look at the radically differing educational strategies currently being adopted by most developed countries, I think back to how I learned to drive a car. Please allow this diversion. It has a point.\u003c/p>\n\u003cp>It was the late 1970s, in the Republic of Ireland, at a time when, inexplicably, learner drivers were allowed to drive unaccompanied. Working in County Clare, in the south-west of the country, my employer let me drive his car so I could prepare for my driving test on my return to England. One day, I was driving down winding country roads, and realized I was hopelessly lost - anyone who has experienced Irish road signs will know this is easily done.\u003c/p>\n\u003cp>Stopping a passing farmer, I asked if I was on the road to Kilrush, my destination. The farmer paused for some considerable time, looked up the road, then down at me, and pronounced “You are, but your car’s pointing the wrong way...”\u003c/p>\n\u003cp>So it is with educational policy. When the political pendulum swings in western nations, getting ‘back to basics’ in education (shorthand for focusing upon literacy and numeracy) becomes an easy exhortation. If confirmation is needed that ‘progressive’ methods have failed, one only has to cite steadily declining performances in international comparison tables like the Programme for International Student Assessment (PISA). This decline is then contrasted with nations like Singapore and South Korea, who excel in these assessments.\u003c/p>\n\u003cp>What is being measured is entirely dependent upon the intended destination. While the UK and US urge their schools to be more like those of Pacific Asian countries, the pressure there is to travel in the opposite direction. Addressing teachers in 2012, Heng Swee Keat, Singapore’s Minister for Education, argued for a radical shift in policy:\u003c/p>\n\u003cp>“The educational paradigm of our parents’ generation, which emphasized the transmission of knowledge, is quickly being overtaken by a very different paradigm. This new concept of educational success focuses on the nurturing of key skills and competencies such as the ability to seek, to curate and to synthesize information; to create and innovate; to work in diverse cross-cultural teams; as well as to appreciate global issues within the local context.”\u003c/p>\n\u003cp>These comments came shortly after South Korea’s ex-minister for education Byong Man Ahn cast doubt on the usefulness of a high PISA ranking, despite Korean students ranking first in reading and maths, and third in science, in the 2009 PISA survey:\u003c/p>\n\u003cp>“While Korea\u003cimg class=\"alignleft size-full wp-image-33151\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/daveprice.jpg\" alt=\"daveprice\" width=\"175\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice.jpg 175w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/daveprice-128x128.jpg 128w\" sizes=\"(max-width: 175px) 100vw, 175px\">'s students excel at learning, they believe its purpose lies not in self-development based on personal interest or motivation, but in entrance into a highly ranked university. Students have no time to ponder the fundamental question of \"What do I need to learn, and why?\" They simply need to prepare for the test by learning the most-effective methods for digesting tremendous quantities of material and committing more to memory than others do.”\u003c/p>\n\u003cp>Both Heng Swee Keat and Byong Man Ahn were, effectively, repeating the advice given to me by that Irish farmer. Their respective countries had traveled a long way, but they’d realized that their car was pointing the wrong way. We in the West want to be more like those in the East, who, in turn, want to be more like we in the West. We call for learning fit to meet the challenges of the 21st century, while recommending teaching methods belonging to the 19th century. We have no clearly agreed purpose for education, but agree that spurious international comparisons should inform future educational policy.\u003c/p>\n\u003cp>In short, we’re really, really confused.\u003c/p>\n\u003cp>\u003cem>In the following pages, Price describes three cases across the globe -- in London, Sydney, San Diego -- that have mapped a vision that answers the questions above. Here's what they have in common:\u003c/em>\u003c/p>\n\u003cp>By insisting that their teachers and mentors share their learning, all three have de-privatized teaching and learning.\u003c/p>\n\u003cp>By opening up the commons, and by designing workspaces without walls, they have brought Edison’s ‘machine-shop culture’ into education.\u003c/p>\n\u003cp>By bringing into the commons, experts, parents and investors, they have given an authenticity to the work of their students that is impossible to simulate in an enclosed classroom.\u003c/p>\n\u003cp>By modelling collaborative working to their students they have fostered the peer learning which is at the heart of ‘open’.\u003c/p>\n\u003cp>By emphasizing adult and real-world connections, they ensure that students are preparing for the world beyond school by being in that world.\u003c/p>\n\u003cp>By making their expertise and intellectual property freely available, they have created high demand from their peers and ensured that knowledge travels fast.\u003c/p>\n\u003cp>By seeing technology not simply as an aide to learning but as the imperative for change, they ensure that their programs are relevant to societal needs and societal shifts.\u003c/p>\n\u003cp>By trusting in their staff and students, and by giving them freedom and responsibility in equal measure, they have fostered a culture of learning that rewards respectful challenge, shuns unnecessary deference, and therefore constantly stays in motion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>You can find more of Price's work on his \u003ca href=\"http://www.engagedlearning.co.uk\">website\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Tap Into Kids' Creative Confidence",
"title": "How to Tap Into Kids' Creative Confidence",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_33169\" class=\"module image center mceTemp\">\n\u003cp>\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/selfstyle.org-the-building-of-be./gallery/the-selfstyle-early-product-prototype-walk-through-121513.pdf/\">\u003cimg class=\"size-full wp-image-33169\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM.png\" alt=\"SelfStyle\" width=\"835\" height=\"780\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM.png 835w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM-400x374.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM-800x747.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM-768x717.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM-320x299.png 320w\" sizes=\"(max-width: 835px) 100vw, 835px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">OpenIDEO\u003c/p>\n\u003c/div>\n\u003cp>\"How might be inspire young people to cultivate their creative confidence?\"\u003c/p>\n\u003cp>That was the \u003ca href=\"http://www.openideo.com/open/creative-confidence/brief.html\">challenge\u003c/a> posed by \u003ca href=\"http://www.openideo.com/\">OpenIDEO \u003c/a>several months ago: asking participants to \"design fun, inspiring and new ways to help teenagers and young adults around the world preserve and nurture their own creative confidence. At a time when our world faces unprecedented challenges, how might we ensure that young people practice their creative confidence today so that they have a shot at becoming successful leaders tomorrow?\"\u003c/p>\n\u003cp>More than 600 entries later, the winners have been announced. Among them is \u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/selfstyle.org-the-building-of-be./\">SelfStyle\u003cstrong>, \u003c/strong>\u003c/a>submitted by \u003ca href=\"http://www.openideo.com/profiles/760097389/\">Brad Filice. \u003c/a>\u003c/p>\n\u003cp>“A lot of people tell teens who they ought to be. But in the end only they can decide who they'll become. At SelfStyle, we believe teens want to be something great,\" states SelfStyle's Manifesto. \"We’re creating a platform where teens create their own identity by acting on their most positive impulses. A place that encourages compassionate and generous behaviors. A place for building positive relationships, creative confidence, and well-being.”\u003c/p>\n\u003cp>Be sure to go through SelfStyle's complete strategy and prototype [\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/selfstyle.org-the-building-of-be./gallery/the-selfstyle-idea-pitch-121513.pdf/\">PDF\u003c/a>], including its app idea (this is geared towards teens, after all).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That's just one of the winners. Take a look at what the others came up with.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/a-toolkit-to-empower-creative-confidence-enablers/\">\u003cstrong>A Toolkit for Creative Confidence Enablers. \u003c/strong>\u003c/a>A toolkit that helps mentors of young people—such as parents and teachers—understand creative confidence. It aids mentors in creating environments and adopting attitudes that are conducive to inspiring creative confidence in young people.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/creative-confidence-website-a-one-stop-shop-to-inspire-cultivate-creative-confidence/\">\u003cstrong>Creative Confidence Here. \u003c/strong>\u003c/a>An online hub of curated and user-generated tools, stories, and conversations—for parents, young people, and teachers—inspiring us all to unleash our creative potential. Hosted and curated by the community.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/the-electronster/\">\u003cstrong>The Electronster. \u003c/strong>\u003c/a>A traveling truck that collects recycled electronics and brings them to kids around the country—teaching discovery by destroying unwanted stuff and using the components to build entirely new creations. It’s a cross-country collaboration with kids everywhere.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/the-play-portal/\">\u003cstrong>The Play Portal. \u003c/strong>\u003c/a>An online platform that structures creative learning opportunities through games. It’s a community that strays from thinking of games as a means for accomplishing our educational goals, to education as a means for accomplishing the goals of children. They know what they want to do, and the Play Portal will help them get there in a fun way.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/10x/\" target=\"_blank\">\u003cstrong>THXCube. \u003c/strong>\u003c/a>“Draw, sing, and build your way to creative ideas! THXcube inspires creativity in everyday tasks. Take any task that you need to do and use the cube to reinvent it! Toss THXcube or use any side to record your iteration, and share progress or publish a final project.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/tinker-teams/\">\u003cstrong>Tinker Teams. \u003c/strong>\u003c/a>“Tinker Teams are debate clubs crossed with maker class. Kids join a local team. Teammates help and critique each other on tinkering projects, and show their work at Tinker Meets. Kids learn tinkering skills, team work, and have fun.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/young-innovators-artists-in-residence/\">\u003cstrong>Young Innovators and Artists in Residence. \u003c/strong>\u003c/a>“The Young Artists and Innovators-in-Residence Program partners schools with the vast existing network of interdisciplinary, international artist residencies currently dedicated to the creative process and fostering creatively confident innovating.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/openideo-2014-where-young-people-create-confidently-together/\">\u003cstrong>Young People’s OpenIDEO. \u003c/strong>\u003c/a>“Is it possible that one of the best ways to help nurture creative confidence in young people might be right in front of our eyes? Let's enable youth to learn from and inspire each other through a modified, specially designed version of this platform and in so doing help them to connect to a larger purpose / challenge, more creatively and more confidently, together.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_33169\" class=\"module image center mceTemp\">\n\u003cp>\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/selfstyle.org-the-building-of-be./gallery/the-selfstyle-early-product-prototype-walk-through-121513.pdf/\">\u003cimg class=\"size-full wp-image-33169\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM.png\" alt=\"SelfStyle\" width=\"835\" height=\"780\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM.png 835w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM-400x374.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM-800x747.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM-768x717.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Screen-Shot-2013-12-19-at-12.00.18-PM-320x299.png 320w\" sizes=\"(max-width: 835px) 100vw, 835px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">OpenIDEO\u003c/p>\n\u003c/div>\n\u003cp>\"How might be inspire young people to cultivate their creative confidence?\"\u003c/p>\n\u003cp>That was the \u003ca href=\"http://www.openideo.com/open/creative-confidence/brief.html\">challenge\u003c/a> posed by \u003ca href=\"http://www.openideo.com/\">OpenIDEO \u003c/a>several months ago: asking participants to \"design fun, inspiring and new ways to help teenagers and young adults around the world preserve and nurture their own creative confidence. At a time when our world faces unprecedented challenges, how might we ensure that young people practice their creative confidence today so that they have a shot at becoming successful leaders tomorrow?\"\u003c/p>\n\u003cp>More than 600 entries later, the winners have been announced. Among them is \u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/selfstyle.org-the-building-of-be./\">SelfStyle\u003cstrong>, \u003c/strong>\u003c/a>submitted by \u003ca href=\"http://www.openideo.com/profiles/760097389/\">Brad Filice. \u003c/a>\u003c/p>\n\u003cp>“A lot of people tell teens who they ought to be. But in the end only they can decide who they'll become. At SelfStyle, we believe teens want to be something great,\" states SelfStyle's Manifesto. \"We’re creating a platform where teens create their own identity by acting on their most positive impulses. A place that encourages compassionate and generous behaviors. A place for building positive relationships, creative confidence, and well-being.”\u003c/p>\n\u003cp>Be sure to go through SelfStyle's complete strategy and prototype [\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/selfstyle.org-the-building-of-be./gallery/the-selfstyle-idea-pitch-121513.pdf/\">PDF\u003c/a>], including its app idea (this is geared towards teens, after all).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's just one of the winners. Take a look at what the others came up with.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/a-toolkit-to-empower-creative-confidence-enablers/\">\u003cstrong>A Toolkit for Creative Confidence Enablers. \u003c/strong>\u003c/a>A toolkit that helps mentors of young people—such as parents and teachers—understand creative confidence. It aids mentors in creating environments and adopting attitudes that are conducive to inspiring creative confidence in young people.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/creative-confidence-website-a-one-stop-shop-to-inspire-cultivate-creative-confidence/\">\u003cstrong>Creative Confidence Here. \u003c/strong>\u003c/a>An online hub of curated and user-generated tools, stories, and conversations—for parents, young people, and teachers—inspiring us all to unleash our creative potential. Hosted and curated by the community.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/the-electronster/\">\u003cstrong>The Electronster. \u003c/strong>\u003c/a>A traveling truck that collects recycled electronics and brings them to kids around the country—teaching discovery by destroying unwanted stuff and using the components to build entirely new creations. It’s a cross-country collaboration with kids everywhere.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/the-play-portal/\">\u003cstrong>The Play Portal. \u003c/strong>\u003c/a>An online platform that structures creative learning opportunities through games. It’s a community that strays from thinking of games as a means for accomplishing our educational goals, to education as a means for accomplishing the goals of children. They know what they want to do, and the Play Portal will help them get there in a fun way.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/10x/\" target=\"_blank\">\u003cstrong>THXCube. \u003c/strong>\u003c/a>“Draw, sing, and build your way to creative ideas! THXcube inspires creativity in everyday tasks. Take any task that you need to do and use the cube to reinvent it! Toss THXcube or use any side to record your iteration, and share progress or publish a final project.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/tinker-teams/\">\u003cstrong>Tinker Teams. \u003c/strong>\u003c/a>“Tinker Teams are debate clubs crossed with maker class. Kids join a local team. Teammates help and critique each other on tinkering projects, and show their work at Tinker Meets. Kids learn tinkering skills, team work, and have fun.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/young-innovators-artists-in-residence/\">\u003cstrong>Young Innovators and Artists in Residence. \u003c/strong>\u003c/a>“The Young Artists and Innovators-in-Residence Program partners schools with the vast existing network of interdisciplinary, international artist residencies currently dedicated to the creative process and fostering creatively confident innovating.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://www.openideo.com/open/creative-confidence/ideas/openideo-2014-where-young-people-create-confidently-together/\">\u003cstrong>Young People’s OpenIDEO. \u003c/strong>\u003c/a>“Is it possible that one of the best ways to help nurture creative confidence in young people might be right in front of our eyes? Let's enable youth to learn from and inspire each other through a modified, specially designed version of this platform and in so doing help them to connect to a larger purpose / challenge, more creatively and more confidently, together.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_33129\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/erinscott_-7183.jpg\" alt=\"erinscott_-7183\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It might feel overwhelming to keep track of the latest education trends, jargon, and ed-tech products. But for many educators -- and most MindShift readers -- the topic of focus that stays top-of-mind above the chatter is \u003cem>learning\u003c/em>. A look through the most popular MindShift posts this year reveals that, despite all the news about iPad rollouts and Common Core, the strongest thread of interest for our readers remains the topic of learning: student-directed learning, inquiry-based approaches to teaching, and the desire to help students learn how to learn in a changing world.\u003c/p>\n\u003cp>\u003cstrong>POSITIVE CONDITIONS FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>Adults can make a big impact on how students view their own learning process and capabilities, as described in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>. Research by Stanford professor Carol Dweck has shown that students who demonstrate a “growth mindset” about their abilities fare much better than those who believe their abilities in any given area are fixed -- that either they're smart or they're not. Educators and parents can help encourage a growth mindset by praising the effort children put into their work, not the byproduct.\u003c/p>\n\u003cp>“What we've shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not,” Dweck said. “It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” Her research also shows that girls are more susceptible to the fixed mindset than boys, especially when it comes to math. Dweck’s research asks educators and parents to think carefully about the messages they're sending to children, even at a young age. The praise a parent gives her child between the ages of one and three affects that child’s ability to overcome challenges five years later.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices.”\u003c/aside>\n\u003cp>Just as adults should be careful how and what they praise, they may also want to spend concentrated time helping kids ignore distractions and focus on a single task. In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">Age of Distraction: Why It's Crucial For Students to Learn How to Focus, \u003c/a>Daniel Goleman presents compelling research suggesting that the ability to focus has more impact on future success than socio-economic background or IQ. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy,” Goleman said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If children don’t learn to tune out distracting deluge of texts and online messages, they may not develop the neural pathways that lead to empathy, as well as the ability to stay on task and self-regulate. “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. Even as he advocates a “digital sabbath,” regular time away from devices to help gain balance, he recognizes devices themselves aren’t the enemy. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices,” Goleman said. “It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\u003cp>The same premise comes up again in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a> The article describes a study that showed that students stayed on task only 65 percent of the time in a 15-minute period -- even with the knowledge that researchers were watching their study habits. That has big consequences for learning. When students multitask while studying, they come away with a shallower and spottier understanding of the material. And while checking a quick text doesn’t seem like a big deal, neuroscientists point out that reading email and texts are complex mental tasks that use the same parts of the brain as listening to a lecture or reading. Neuroscientists don’t believe it’s possible to multitask two complicated tasks at the same time.\u003c/p>\n\u003cp>\u003cstrong>STUDENT INQUIRY AND INTEREST\u003c/strong>\u003c/p>\n\u003cp>Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you inspire them to care about it and draw parallels with their world then they care and remember.”\u003c/aside>\n\u003cp>Perhaps one of the most basic elements of inquiry-based learning -- though a crucial one -- is knowing when to step back, according to educator Diana Laufenberg, the primary source in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/a>. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe,” said Diana Laufenberg who taught history at Science Leadership Academy for many years. “Thankfully I got out of their way and let them do the work they were capable of.”\u003c/p>\n\u003cp>It’s also important to know when to step in. The inquiry process can provoke feelings of uncertainty, optimism, frustration, satisfaction, and disappointment, and in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">Tools to Help Students Learn How to Learn\u003c/a>, it becomes clear that educators are aware of key moments when a small intervention or offer of guidance can help mitigate emotions that might derail the student’s commitment to the project. One of the most difficult things about helping students learn how to learn is recognizing those small shifts in enthusiasm and energy and helping students to get beyond emotional roadblocks.\u003c/p>\n\u003cp>One of the most tried-and-true tactics -- learning through doing -- is the focus of another hugely popular article this year, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And Isn't\u003c/a>. The best kinds of projects, the article argues, allows discovery that's embedded in the project, not offered before it begins or after it ends. Many teachers have found the best way to achieve this goal is by connecting learning to the real-world problems and experiences of students. “If you inspire them to care about it and draw parallels with their world then they care and remember,” said Azul Terronez, eighth-grade Humanities teacher at High Tech High. This process takes a lot of teacher planning, but doesn’t require any “teaching,” just a lot of guidance and an authentic audience as motivation.\u003c/p>\n\u003cp>In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">How Teachers Can Sell Love of Learning to Students\u003c/a>, author Dan Pink says helping student find their own interests and passions resembles the job of a salesman. Pink, the author of \u003cem>To Sell Is Human,\u003c/em> argues against policies that standardize education and erase the power of individuals from the system. Standards-based learning and assessment make it easier for adults to evaluate children, Pink claims, but don’t necessarily lead to learning.\u003c/p>\n\u003cp>Busting open the standardized education system is the focus of another popular article,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/\"> A School With No Teachers, Where Students Teach Themselves.\u003c/a> Launched by telecommunications magnate in France, the school, called 42, is for young people between 18 and 30 and is based on the idea that no educator can foresee problems of the future, so students need to become self-sufficient, independent learners who are used to problem-solving without any parameters. The school hopes to develop creativity and innovative skills by remaining outside the standard French education system, and achieve a more equitable environment by doing so.\u003c/p>\n\u003cp>\u003cstrong>LISTS\u003c/strong>\u003c/p>\n\u003cp>MindShift readers love a meaty, informative list. One of the favorites this year,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\"> 10 Ways To Teach Innovation,\u003c/a> goes into detail about how teachers can inspire students by demonstrating a willingness to innovate themselves, by encouraging teamwork and by emphasizing skills and concepts over facts.\u003c/p>\n\u003cp>And for teachers always on the look-out for tech tools that will foster innovation, inquiry, and creativity, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 Free Web Tools Students and Teachers Should Know About\u003c/a> offers some smart ideas and strategies.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33129\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/erinscott_-7183.jpg\" alt=\"erinscott_-7183\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It might feel overwhelming to keep track of the latest education trends, jargon, and ed-tech products. But for many educators -- and most MindShift readers -- the topic of focus that stays top-of-mind above the chatter is \u003cem>learning\u003c/em>. A look through the most popular MindShift posts this year reveals that, despite all the news about iPad rollouts and Common Core, the strongest thread of interest for our readers remains the topic of learning: student-directed learning, inquiry-based approaches to teaching, and the desire to help students learn how to learn in a changing world.\u003c/p>\n\u003cp>\u003cstrong>POSITIVE CONDITIONS FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>Adults can make a big impact on how students view their own learning process and capabilities, as described in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>. Research by Stanford professor Carol Dweck has shown that students who demonstrate a “growth mindset” about their abilities fare much better than those who believe their abilities in any given area are fixed -- that either they're smart or they're not. Educators and parents can help encourage a growth mindset by praising the effort children put into their work, not the byproduct.\u003c/p>\n\u003cp>“What we've shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not,” Dweck said. “It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” Her research also shows that girls are more susceptible to the fixed mindset than boys, especially when it comes to math. Dweck’s research asks educators and parents to think carefully about the messages they're sending to children, even at a young age. The praise a parent gives her child between the ages of one and three affects that child’s ability to overcome challenges five years later.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices.”\u003c/aside>\n\u003cp>Just as adults should be careful how and what they praise, they may also want to spend concentrated time helping kids ignore distractions and focus on a single task. In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">Age of Distraction: Why It's Crucial For Students to Learn How to Focus, \u003c/a>Daniel Goleman presents compelling research suggesting that the ability to focus has more impact on future success than socio-economic background or IQ. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy,” Goleman said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If children don’t learn to tune out distracting deluge of texts and online messages, they may not develop the neural pathways that lead to empathy, as well as the ability to stay on task and self-regulate. “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. Even as he advocates a “digital sabbath,” regular time away from devices to help gain balance, he recognizes devices themselves aren’t the enemy. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices,” Goleman said. “It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\u003cp>The same premise comes up again in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a> The article describes a study that showed that students stayed on task only 65 percent of the time in a 15-minute period -- even with the knowledge that researchers were watching their study habits. That has big consequences for learning. When students multitask while studying, they come away with a shallower and spottier understanding of the material. And while checking a quick text doesn’t seem like a big deal, neuroscientists point out that reading email and texts are complex mental tasks that use the same parts of the brain as listening to a lecture or reading. Neuroscientists don’t believe it’s possible to multitask two complicated tasks at the same time.\u003c/p>\n\u003cp>\u003cstrong>STUDENT INQUIRY AND INTEREST\u003c/strong>\u003c/p>\n\u003cp>Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you inspire them to care about it and draw parallels with their world then they care and remember.”\u003c/aside>\n\u003cp>Perhaps one of the most basic elements of inquiry-based learning -- though a crucial one -- is knowing when to step back, according to educator Diana Laufenberg, the primary source in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/a>. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe,” said Diana Laufenberg who taught history at Science Leadership Academy for many years. “Thankfully I got out of their way and let them do the work they were capable of.”\u003c/p>\n\u003cp>It’s also important to know when to step in. The inquiry process can provoke feelings of uncertainty, optimism, frustration, satisfaction, and disappointment, and in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">Tools to Help Students Learn How to Learn\u003c/a>, it becomes clear that educators are aware of key moments when a small intervention or offer of guidance can help mitigate emotions that might derail the student’s commitment to the project. One of the most difficult things about helping students learn how to learn is recognizing those small shifts in enthusiasm and energy and helping students to get beyond emotional roadblocks.\u003c/p>\n\u003cp>One of the most tried-and-true tactics -- learning through doing -- is the focus of another hugely popular article this year, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And Isn't\u003c/a>. The best kinds of projects, the article argues, allows discovery that's embedded in the project, not offered before it begins or after it ends. Many teachers have found the best way to achieve this goal is by connecting learning to the real-world problems and experiences of students. “If you inspire them to care about it and draw parallels with their world then they care and remember,” said Azul Terronez, eighth-grade Humanities teacher at High Tech High. This process takes a lot of teacher planning, but doesn’t require any “teaching,” just a lot of guidance and an authentic audience as motivation.\u003c/p>\n\u003cp>In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">How Teachers Can Sell Love of Learning to Students\u003c/a>, author Dan Pink says helping student find their own interests and passions resembles the job of a salesman. Pink, the author of \u003cem>To Sell Is Human,\u003c/em> argues against policies that standardize education and erase the power of individuals from the system. Standards-based learning and assessment make it easier for adults to evaluate children, Pink claims, but don’t necessarily lead to learning.\u003c/p>\n\u003cp>Busting open the standardized education system is the focus of another popular article,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/\"> A School With No Teachers, Where Students Teach Themselves.\u003c/a> Launched by telecommunications magnate in France, the school, called 42, is for young people between 18 and 30 and is based on the idea that no educator can foresee problems of the future, so students need to become self-sufficient, independent learners who are used to problem-solving without any parameters. The school hopes to develop creativity and innovative skills by remaining outside the standard French education system, and achieve a more equitable environment by doing so.\u003c/p>\n\u003cp>\u003cstrong>LISTS\u003c/strong>\u003c/p>\n\u003cp>MindShift readers love a meaty, informative list. One of the favorites this year,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\"> 10 Ways To Teach Innovation,\u003c/a> goes into detail about how teachers can inspire students by demonstrating a willingness to innovate themselves, by encouraging teamwork and by emphasizing skills and concepts over facts.\u003c/p>\n\u003cp>And for teachers always on the look-out for tech tools that will foster innovation, inquiry, and creativity, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 Free Web Tools Students and Teachers Should Know About\u003c/a> offers some smart ideas and strategies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_33081\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33081\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Kyrah300.jpg\" alt=\"Kyrah Whatley, 17, is confident she can become a mason after finishing high school. But around the U.S., many parents think schools are not adequately preparing girls for the workforce.\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/Kyrah300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Kyrah300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Kyrah300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kyrah Whatley, 17, is confident she can become a mason after finishing high school. But around the U.S., many parents think schools are not adequately preparing girls for the workforce.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Claudio Sanchez, NPR\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Kyrah Whatley, 17, is a bright student with pretty good grades. But the thought of spending two to four more years in a college classroom is depressing, she says.\u003c/p>\n\u003cp>Masonry, on the other hand, intrigues her. \"I'm a kinesthetic learner. ... I learn with my hands,\" she says.\u003c/p>\n\u003cp>That's why Kyrah is thinking of joining the Navy as a certified mason right after she graduates from Buchtel High School in Akron, Ohio.\u003c/p>\n\u003cp>\u003ca href=\"http://media.npr.org/documents/2013/dec/rwjf_npr_harvard_edpoll.pdf\" target=\"_blank\">A new poll\u003c/a> from NPR, the Harvard School of Public Health and the Robert Wood Johnson Foundation finds that the majority of parents feel their child's school is preparing students for college. But 4 in 10 say that schools do \u003cem>not\u003c/em> sufficiently prepare students who will not attend college — and parents of girls are even more likely to be concerned than parents of boys.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>No one is more supportive of Kyrah's decision to pursue a trade than her masonry teacher, Matt Simpson. There are no desks inside his classroom — a cavernous warehouse that doubles as a storage facility for lumber, bricks and heavy equipment.\u003c/p>\n\u003cp>A cheerful man in his early 30s, Simpson is a product of Akron's public schools. He skipped college and went on to make six figures as a mason and a contractor before he started teaching at Buchtel. So he agrees with Kyrah that college isn't for everybody.\u003c/p>\n\u003cp>\"When I was in school that same thing was beaten into me, too. ... You had to go to college, you had to go to college,\" Simpson says. \"So I needed to figure out, if I'm not going to college, I'm not also going to work at McDonald's, so what am I going to do?\"\u003c/p>\n\u003cp>\u003cstrong>Many Trades Remain Male-Dominated\u003c/strong>\u003c/p>\n\u003cp>Students today face the same question, and it's especially frustrating for young women, Simpson says. They face more hurdles, both real and perceived. Women, after all, are still a tiny minority in well-paying trades like plumbing, welding and masonry.\u003c/p>\n\u003cp>Kyrah says people tried to talk her out of enrolling in the masonry program. Some thought that learning how to lay brick was crazy.\u003c/p>\n\u003cp>\"But I said, 'It doesn't matter because any woman can do anything ... a man can do,' \" Kyrah says. When her mother and some friends tried to talk her out of it — telling her it was a boys' class — her response was: \"I don't care.\"\u003c/p>\n\u003cp>Kyra says Buchtel High has given her what she needs to do well after high school. But when NPR, Harvard and the Robert Wood Johnson Foundation asked parents if schools were sufficiently preparing students for the world of work, parents of girls were more likely to say no.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ba78f5fd7831dacfbe839f1ba63807ef\"]\u003c/p>\n\u003cp>Christianne Corbett, a senior researcher with the American Association of University Women, is not surprised. Corbett, who studies gender equity in education and the workplace, says girls and boys need more than a high school diploma in this economy.\u003c/p>\n\u003cp>\"We've seen over time more and more jobs do require some sort of higher education,\" Corbett says. \"A high school degree really is not enough for individuals to support themselves and their families, and women are paid less than men at every level of education.\u003c/p>\n\u003cp>\"So when you take that into consideration, women with a high school degree don't fare even as well as men with just a high school degree,\" Corbett says.\u003c/p>\n\u003cp>David James, Akron's superintendent of schools, says even career certification programs in high school aren't enough.\u003c/p>\n\u003cp>\"High schools as we know them are already obsolete,\" he says. \"You may come from Akron Public Schools with a certificate in welding and may get a job. But if you want to move up, you're going to have to go back to school. So when we say 'college and career ready,' you're going to [need] to get some additional training in any career that you choose.\"\u003c/p>\n\u003cp>For many families, though, more education and training beyond high school is a huge financial hurdle. Some question if it's even worth the investment. This is where career counseling and guidance comes in.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Seeking More Guidance On Non-College Options\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In Kyrah's case, she has a caring teacher advising her, as well as the support of Bonita Clark, her great-grandmother, who raised her.\u003c/p>\n\u003cp>Clark wasn't crazy about Kyrah wanting to be a mason, in the military or otherwise. But she remembers the day Kyrah came home really excited with a brick she said she had made at school.\u003c/p>\n\u003cp>\"She [asked], 'What do you think about me being in masonry?' I said, 'Kyrah, if that's something you really want to do, then you do it,' \" Clark says. \"I've always told her, 'Don't let anybody ever discourage you from doing what you want to do.' \"\u003c/p>\n\u003cp>But Clark adds that she wishes Kyrah had gotten better advice from teachers and counselors about other options.\u003c/p>\n\u003cp>\"They should have more one-on-one with the students, especially the ones that show potential,\" Clark says. \"Now, some kids go to school, I know, and they [don't] care one way or the other; all they want to do is get out of school. But they need somebody to encourage those kids.\"\u003c/p>\n\u003cp>Absolutely, says James, the schools superintendent. But parents and students also have to take more responsibility preparing for a career, he says. Parents, after all, have the greatest influence when it comes to their daughters' — and sons' — choices.\u003c/p>\n\u003cp>\"It isn't all about academics in a kid's life,\" he says. \"It's also about those social and emotional supports in order to give that kid the grit and determination to be successful.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And when schools and parents work together, James says, the hurdles kids face may not all come down — but they're a lot easier to jump.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33081\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33081\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Kyrah300.jpg\" alt=\"Kyrah Whatley, 17, is confident she can become a mason after finishing high school. But around the U.S., many parents think schools are not adequately preparing girls for the workforce.\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/Kyrah300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Kyrah300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Kyrah300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Kyrah Whatley, 17, is confident she can become a mason after finishing high school. But around the U.S., many parents think schools are not adequately preparing girls for the workforce.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Claudio Sanchez, NPR\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Kyrah Whatley, 17, is a bright student with pretty good grades. But the thought of spending two to four more years in a college classroom is depressing, she says.\u003c/p>\n\u003cp>Masonry, on the other hand, intrigues her. \"I'm a kinesthetic learner. ... I learn with my hands,\" she says.\u003c/p>\n\u003cp>That's why Kyrah is thinking of joining the Navy as a certified mason right after she graduates from Buchtel High School in Akron, Ohio.\u003c/p>\n\u003cp>\u003ca href=\"http://media.npr.org/documents/2013/dec/rwjf_npr_harvard_edpoll.pdf\" target=\"_blank\">A new poll\u003c/a> from NPR, the Harvard School of Public Health and the Robert Wood Johnson Foundation finds that the majority of parents feel their child's school is preparing students for college. But 4 in 10 say that schools do \u003cem>not\u003c/em> sufficiently prepare students who will not attend college — and parents of girls are even more likely to be concerned than parents of boys.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No one is more supportive of Kyrah's decision to pursue a trade than her masonry teacher, Matt Simpson. There are no desks inside his classroom — a cavernous warehouse that doubles as a storage facility for lumber, bricks and heavy equipment.\u003c/p>\n\u003cp>A cheerful man in his early 30s, Simpson is a product of Akron's public schools. He skipped college and went on to make six figures as a mason and a contractor before he started teaching at Buchtel. So he agrees with Kyrah that college isn't for everybody.\u003c/p>\n\u003cp>\"When I was in school that same thing was beaten into me, too. ... You had to go to college, you had to go to college,\" Simpson says. \"So I needed to figure out, if I'm not going to college, I'm not also going to work at McDonald's, so what am I going to do?\"\u003c/p>\n\u003cp>\u003cstrong>Many Trades Remain Male-Dominated\u003c/strong>\u003c/p>\n\u003cp>Students today face the same question, and it's especially frustrating for young women, Simpson says. They face more hurdles, both real and perceived. Women, after all, are still a tiny minority in well-paying trades like plumbing, welding and masonry.\u003c/p>\n\u003cp>Kyrah says people tried to talk her out of enrolling in the masonry program. Some thought that learning how to lay brick was crazy.\u003c/p>\n\u003cp>\"But I said, 'It doesn't matter because any woman can do anything ... a man can do,' \" Kyrah says. When her mother and some friends tried to talk her out of it — telling her it was a boys' class — her response was: \"I don't care.\"\u003c/p>\n\u003cp>Kyra says Buchtel High has given her what she needs to do well after high school. But when NPR, Harvard and the Robert Wood Johnson Foundation asked parents if schools were sufficiently preparing students for the world of work, parents of girls were more likely to say no.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Christianne Corbett, a senior researcher with the American Association of University Women, is not surprised. Corbett, who studies gender equity in education and the workplace, says girls and boys need more than a high school diploma in this economy.\u003c/p>\n\u003cp>\"We've seen over time more and more jobs do require some sort of higher education,\" Corbett says. \"A high school degree really is not enough for individuals to support themselves and their families, and women are paid less than men at every level of education.\u003c/p>\n\u003cp>\"So when you take that into consideration, women with a high school degree don't fare even as well as men with just a high school degree,\" Corbett says.\u003c/p>\n\u003cp>David James, Akron's superintendent of schools, says even career certification programs in high school aren't enough.\u003c/p>\n\u003cp>\"High schools as we know them are already obsolete,\" he says. \"You may come from Akron Public Schools with a certificate in welding and may get a job. But if you want to move up, you're going to have to go back to school. So when we say 'college and career ready,' you're going to [need] to get some additional training in any career that you choose.\"\u003c/p>\n\u003cp>For many families, though, more education and training beyond high school is a huge financial hurdle. Some question if it's even worth the investment. This is where career counseling and guidance comes in.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Seeking More Guidance On Non-College Options\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In Kyrah's case, she has a caring teacher advising her, as well as the support of Bonita Clark, her great-grandmother, who raised her.\u003c/p>\n\u003cp>Clark wasn't crazy about Kyrah wanting to be a mason, in the military or otherwise. But she remembers the day Kyrah came home really excited with a brick she said she had made at school.\u003c/p>\n\u003cp>\"She [asked], 'What do you think about me being in masonry?' I said, 'Kyrah, if that's something you really want to do, then you do it,' \" Clark says. \"I've always told her, 'Don't let anybody ever discourage you from doing what you want to do.' \"\u003c/p>\n\u003cp>But Clark adds that she wishes Kyrah had gotten better advice from teachers and counselors about other options.\u003c/p>\n\u003cp>\"They should have more one-on-one with the students, especially the ones that show potential,\" Clark says. \"Now, some kids go to school, I know, and they [don't] care one way or the other; all they want to do is get out of school. But they need somebody to encourage those kids.\"\u003c/p>\n\u003cp>Absolutely, says James, the schools superintendent. But parents and students also have to take more responsibility preparing for a career, he says. Parents, after all, have the greatest influence when it comes to their daughters' — and sons' — choices.\u003c/p>\n\u003cp>\"It isn't all about academics in a kid's life,\" he says. \"It's also about those social and emotional supports in order to give that kid the grit and determination to be successful.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And when schools and parents work together, James says, the hurdles kids face may not all come down — but they're a lot easier to jump.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-large wp-image-33074\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/178794113-640x426.jpg\" alt=\"178794113\" width=\"640\" height=\"426\">\u003c/p>\n\u003cp class=\"dropcap-serif\">It’s late in the evening: time to close the book and turn off the computer. You’re done for the day. What you may not realize, however, is that the learning process actually continues—in your dreams.\u003c/p>\n\u003cp>It might sound like science fiction, but researchers are increasingly focusing on the relationship between the knowledge and skills our brains absorb during the day and the fragmented, often bizarre imaginings they generate at night. Scientists have found that dreaming about a task we’ve learned is associated with improved performance in that activity (suggesting that there’s some truth to the popular notion that we’re “getting” a foreign language once we begin dreaming in it). What’s more, researchers are coming to recognize that dreaming is an essential part of understanding, organizing and retaining what we learn—and that dreams may even hold out the possibility of directing our learning as we doze.\u003c/p>\n\u003cp>While we sleep, research indicates, the brain replays the patterns of activity it experienced during waking hours, allowing us to enter what one psychologist calls a neural virtual reality. A vivid example of such reenactment can be seen in this \u003ca href=\"http://www.wired.com/wiredscience/2011/03/sleep-replay/?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=5de13d74b9-Brilliant_Report_16_1_2012&utm_medium=email&utm_term=0_9c734401c1-5de13d74b9-299116541\" target=\"_blank\">video\u003c/a>, made as part of a 2011 \u003ca href=\"http://www.plosone.org/article/info:doi/10.1371/journal.pone.0018056?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=5de13d74b9-Brilliant_Report_16_1_2012&utm_medium=email&utm_term=0_9c734401c1-5de13d74b9-299116541\" target=\"_blank\">study\u003c/a> by researchers in the Sleep Disorders Unit at Pitié-Salpêtrière Hospital in Paris. They taught a series of dance moves to a group of patients with conditions like sleepwalking, in which the sleeper engages in the kind of physical movement that is normally inhibited during slumber. They then videotaped the subjects as they slept. Lying in bed, eyes closed, the woman on the tape does a faithful rendition of the dance moves she learned earlier—“the first direct and unambiguous demonstration of overt behavioral replay of a recently learned skill during human sleep,” writes lead author Delphine Oudiette.\u003c/p>\n\u003cp>[contextly_sidebar id=\"c29663c84974f931231adb60f6300ee3\"]\u003c/p>\n\u003cp>Of course, most of us are not quite so energetic during sleep—but our brains are busy nonetheless. While our bodies are at rest, scientists theorize, our brains are extracting what’s important from the information and events we’ve recently encountered, then integrating that data into the vast store of what we already know—perhaps explaining why dreams are such an odd mixture of fresh experiences and old memories.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A dream about something we’ve just learned seems to be a sign that the new knowledge has been processed effectively. In a 2010 \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0960982210003520\" target=\"_blank\">study\u003c/a> published in the journal Current Biology, researchers at Harvard Medical School reported that college students who dreamed about a computer maze task they had learned showed a 10-fold improvement in their ability to navigate the maze compared to participants who did not dream about the task.\u003c/p>\n\u003cp>Robert Stickgold, one of the Harvard researchers, suggests that studying right before bedtime or taking a nap following a study session in the afternoon might increase the odds of dreaming about the material. But some scientists are pushing the notion of enhancing learning through dreaming even further, asking sleepers to mentally practice skills while they slumber. In a pilot \u003ca href=\"http://journals.humankinetics.com/tsp-back-issues/tspvolume24issue2june/practicingamotortaskinaluciddreamenhancessubsequentperformanceapilotstudy?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=5de13d74b9-Brilliant_Report_16_1_2012&utm_medium=email&utm_term=0_9c734401c1-5de13d74b9-299116541\" target=\"_blank\">study\u003c/a> published in The Sport Psychologist journal in 2010, University of Bern psychologist Daniel Erlacher instructed participants to dream about tossing coins into a cup.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Those who successfully dreamed about the task showed significant improvement in their real-life coin-tossing abilities. Experiments like Erlacher’s raise the possibility that we could train ourselves to cultivate skills while we slumber. Think about that as your head hits the pillow tonight.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A dream about something we’ve just learned seems to be a sign that the new knowledge has been processed effectively. In a 2010 \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0960982210003520\" target=\"_blank\">study\u003c/a> published in the journal Current Biology, researchers at Harvard Medical School reported that college students who dreamed about a computer maze task they had learned showed a 10-fold improvement in their ability to navigate the maze compared to participants who did not dream about the task.\u003c/p>\n\u003cp>Robert Stickgold, one of the Harvard researchers, suggests that studying right before bedtime or taking a nap following a study session in the afternoon might increase the odds of dreaming about the material. But some scientists are pushing the notion of enhancing learning through dreaming even further, asking sleepers to mentally practice skills while they slumber. In a pilot \u003ca href=\"http://journals.humankinetics.com/tsp-back-issues/tspvolume24issue2june/practicingamotortaskinaluciddreamenhancessubsequentperformanceapilotstudy?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=5de13d74b9-Brilliant_Report_16_1_2012&utm_medium=email&utm_term=0_9c734401c1-5de13d74b9-299116541\" target=\"_blank\">study\u003c/a> published in The Sport Psychologist journal in 2010, University of Bern psychologist Daniel Erlacher instructed participants to dream about tossing coins into a cup.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Those who successfully dreamed about the task showed significant improvement in their real-life coin-tossing abilities. Experiments like Erlacher’s raise the possibility that we could train ourselves to cultivate skills while we slumber. Think about that as your head hits the pillow tonight.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_32994\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 640px\">\n\u003cdiv dir=\"ltr\">\n\u003cfigure id=\"attachment_32994\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/SOLEToolkit.pdf\">\u003cimg class=\"size-large wp-image-32994\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Screen-Shot-2013-12-09-at-4.29.38-PM-640x225.png\" alt=\"SOLE\" width=\"640\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003c/div>\n\u003c/div>\n\u003cp>SOLEToolkit\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv dir=\"ltr\">Sugata Mitra's ingenious \u003ca href=\"http://www.ted.com/pages/sole_toolkit\">SOLE Toolkit: How to Bring Self-Organized Learning Environments to Your Community \u003c/a>offers an awesome list of ideas for teachers at school and parents at home to get kids started on creating their own learning path. You'll find everything from necessary technical tools, to questions that will launch discoveries, to ideas on how to deal with challenges like distracted kids and disorganized groups. An incredible resource!\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_32974\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://blackmountainsole.org/blog/portfolio/metamaps/\">\u003cimg class=\"size-large wp-image-32974\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Screen-Shot-2013-12-09-at-11.21.20-AM-640x338.png\" alt=\"A SOLE-created initiative: Metamaps.cc is an online platform for unlocking the collective intelligence of communities.\" width=\"640\" height=\"338\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A SOLE-created initiative: Metamaps.cc is an online platform for unlocking the collective intelligence of communities.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Luba Vangelova\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When helicopter search-and-rescue specialist David Dobias decided to switch careers, he read up on entrepreneurship and found a mentor, then an internship at a venture capital firm. What happened next surprised him.\u003c/p>\n\u003cp>“I began rapidly learning subjects such as accounting and finance that I’d taken in college but had no interest in at the time, because they had no relevance,” he recalls. “In three months, I learned more of value by working alongside other inspired people, than I had in the previous decade in the school system. I went from business illiterate to leading the firm’s consulting arm.”\u003c/p>\n\u003cp>This ignited a passion to create that kind of learning environment for others. Looking to business incubators and leadership development programs for inspiration, he developed a concept for a self-organizing community of learners. It was only after Dobias secured a team and $400,000 worth of investment funding that he came across the work of \u003ca href=\"http://www.ted.com/pages/prizewinner_sugata_mitra\">Dr. Sugata Mitra, the 2013 TED Prize Winner,\u003c/a> whose experiments (showing that illiterate Indian children could learn even advanced scientific principles on their own) had prompted him to coin the term self-organized learning environment (SOLE) and develop a SOLE toolkit for the K-12 space.\u003c/p>\n\u003cp>Mitra calls it “learning at the edge of chaos”—the space between order and disorder that is most conducive to new ideas. “He showed that all that was needed was peer-to-peer interaction, access to information, and compelling questions,” Dobias says. “It applies not just to primary education, but to human education at any age.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dobias got Mitra’s blessing to use his term, and \u003ca href=\"http://www.blackmountainsole.org/%E2%80%8E\">Black Mountain SOLE\u003c/a>—billed as the world’s first SOLE for higher learning—opened its doors in September, sharing a mountainside campus with a YMCA facility about 15 miles east of Asheville, North Carolina.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"For entrepreneurship, the arts, communications, or other fields where the learning isn’t as codified, it doesn’t make sense to use the same models. For those fields, you don’t need a university degree.\" \u003c/aside>\n\u003cp>The first crop of students—who, along with the five organizers, refer to themselves as SOLEmates—range in age from 16 to 60. They are free to enroll for as little as one day, but most have made three- to nine-month-long commitments for now. The risk of being part of an unproven concept is mitigated by the “pay it forward” fee structure that allows them to defer payment (about $10,000 a year) until they’re established in their careers.\u003c/p>\n\u003cp>What they get from Black Mountain SOLE, Dobias says, is a supportive environment, including a well-rounded team of staffers whose backgrounds range from veterinary biology to software engineering and personal development. “Because we are making a paradigm shift, from an institution-based to a self-directed ecosystem, there needs to be a support structure in place,” he says. With no grades or exams, “I’m not there to judge you, but to have a conversation about how to create what you want from that opportunity. … A lot of it is confronting your own insecurity over having control over your life, making decisions, and creating things you want to create, rather than having an institution do something to you.”\u003c/p>\n\u003cp>Students also benefit from being part of a community of engaged learners, Dobias says. Passion is \"contagious; even if others’ passions are unrelated, it helps you identify yours more clearly,” he notes. “The language of ‘yes,’ and the community based on what’s possible, is different from what people typically get in schools.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"95e72db00cf774fa23e11f879802dbe4\"]\u003c/p>\n\u003cp>Dobias is quick to add that SOLEs won’t spell the end for traditional universities. “Those work well for fields such as medical research or engineering,” Dobias says. “But for entrepreneurship, the arts, communications, or other fields where the learning isn’t as codified, it doesn’t make sense to use the same models. For those fields, you don’t need a university degree; in fact, it will probably confuse you, because it will be so different from what you will see in the business world.”\u003c/p>\n\u003cp>The SOLEmates’ interests run the gamut from horticulture to micro-manufacturing, jewelry making, and health training. They create their own “fertile sharing grounds,” as Dobias calls them, based on commonalities. One group created a makerspace by collaborating with an Asheville maker group. Another group created an art studio and engaged nearby artists as teachers. (Funds are available for general-interest instructors and activities; students typically buy materials and hire and pay for niche teachers, though they’ve found that some choose to freely share their knowledge.)\u003c/p>\n\u003cp>These types of experiences allow the SOLEmates to learn something more than the subjects—“they learn their own efficacy,” Dobias says, “as opposed to looking to me to say ‘This is good, this matters.’ That confidence is invaluable.”\u003c/p>\n\u003cp>The SOLE is designed to be low-overhead, agile and democratic, so the SOLEmates’ involvement extends to deciding what the SOLE should do, and how. The staffers hold twice-weekly community meetings and adjust their approach as needed. For example, they scrapped a core curriculum of “personal survival skills” in favor of week-long cohorts on specific subjects, and they renegotiated the cafeteria contract because it wasn’t meeting people’s needs.\u003c/p>\n\u003cfigure id=\"attachment_32969\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-32969\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/dave-leading1-e1386613639261-140x140.jpg\" alt=\"David Dobias\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">David Dobias\u003c/figcaption>\u003c/figure>\n\u003cp>The staffers organize the cohorts and help the teams be more efficient, by helping them find and use the most appropriate tools and processes, such as project planning software or tracking metrics. They also individually coach the participants and facilitate their projects. “We help them think through problems,” Dobias says.\u003c/p>\n\u003cp>It’s up to each individual to determine how long to remain at the SOLE.\u003c/p>\n\u003cp>\u003cstrong>THE NEXT STEP\u003c/strong>\u003c/p>\n\u003cp>A few SOLEmates have already moved on, including one who spent two months developing a business concept, raising capital, lining up partners, and securing a space at a business incubator. Others have become resident entrepreneurs, because they enjoy the collaborative environment and can do their work remotely. “When you’re ready [to leave], you’re ready,” Dobias says. “The point is people getting clear on their passions and taking action. … It’s not dependent on finishing the program or on us saying you’re ready.”\u003c/p>\n\u003cp>The notion that a college degree is needed to land a good job may already be eroding, with high-profile companies such as Google hiring more people without degrees. Besides, Dobias says, “people who go through a SOLE type of program won’t be sending in job applications.” Because they’ll be pursuing opportunities in industries they’re truly passionate about, they will develop relationships, ask for mentors, and line up apprenticeships. They will create the necessary social capital and find ways, he says, to “add value before their first paycheck.”\u003c/p>\n\u003cp>Dobias thinks the time is right for the SOLE concept to proliferate. A few similar groups are already trying to get off the ground, and the Black Mountain SOLE team is eager to use its seed funding to help. They established a 501(c)3 nonprofit so they can serve as a fiscal agent for others, and they are creating a free playbook that others can follow. They decided to call the nonprofit Geronimo Education—because, as with jumping out of helicopters, there’s considerable risk and no guarantee of success. But they hope that, as with Dobias’ first career, the rewards will be worth it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://catalystcommunicationsllc.com/about-us/\">\u003cem>Luba Vangelova\u003c/em>\u003c/a>\u003cem>’s work has appeared in numerous print, online and broadcast media outlets, including The New York Times, Smithsonian and Salon.\u003c/em>\u003c/p>\n\n",
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"excerpt": "A burgeoning new group is applying the self-organized learning organization concept to higher education. \"For entrepreneurship, the arts, communications, or other fields where the learning isn’t as codified, it doesn’t make sense to use the same models. For those fields, you don’t need a university degree.\" ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32974\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://blackmountainsole.org/blog/portfolio/metamaps/\">\u003cimg class=\"size-large wp-image-32974\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Screen-Shot-2013-12-09-at-11.21.20-AM-640x338.png\" alt=\"A SOLE-created initiative: Metamaps.cc is an online platform for unlocking the collective intelligence of communities.\" width=\"640\" height=\"338\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A SOLE-created initiative: Metamaps.cc is an online platform for unlocking the collective intelligence of communities.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Luba Vangelova\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When helicopter search-and-rescue specialist David Dobias decided to switch careers, he read up on entrepreneurship and found a mentor, then an internship at a venture capital firm. What happened next surprised him.\u003c/p>\n\u003cp>“I began rapidly learning subjects such as accounting and finance that I’d taken in college but had no interest in at the time, because they had no relevance,” he recalls. “In three months, I learned more of value by working alongside other inspired people, than I had in the previous decade in the school system. I went from business illiterate to leading the firm’s consulting arm.”\u003c/p>\n\u003cp>This ignited a passion to create that kind of learning environment for others. Looking to business incubators and leadership development programs for inspiration, he developed a concept for a self-organizing community of learners. It was only after Dobias secured a team and $400,000 worth of investment funding that he came across the work of \u003ca href=\"http://www.ted.com/pages/prizewinner_sugata_mitra\">Dr. Sugata Mitra, the 2013 TED Prize Winner,\u003c/a> whose experiments (showing that illiterate Indian children could learn even advanced scientific principles on their own) had prompted him to coin the term self-organized learning environment (SOLE) and develop a SOLE toolkit for the K-12 space.\u003c/p>\n\u003cp>Mitra calls it “learning at the edge of chaos”—the space between order and disorder that is most conducive to new ideas. “He showed that all that was needed was peer-to-peer interaction, access to information, and compelling questions,” Dobias says. “It applies not just to primary education, but to human education at any age.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dobias got Mitra’s blessing to use his term, and \u003ca href=\"http://www.blackmountainsole.org/%E2%80%8E\">Black Mountain SOLE\u003c/a>—billed as the world’s first SOLE for higher learning—opened its doors in September, sharing a mountainside campus with a YMCA facility about 15 miles east of Asheville, North Carolina.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"For entrepreneurship, the arts, communications, or other fields where the learning isn’t as codified, it doesn’t make sense to use the same models. For those fields, you don’t need a university degree.\" \u003c/aside>\n\u003cp>The first crop of students—who, along with the five organizers, refer to themselves as SOLEmates—range in age from 16 to 60. They are free to enroll for as little as one day, but most have made three- to nine-month-long commitments for now. The risk of being part of an unproven concept is mitigated by the “pay it forward” fee structure that allows them to defer payment (about $10,000 a year) until they’re established in their careers.\u003c/p>\n\u003cp>What they get from Black Mountain SOLE, Dobias says, is a supportive environment, including a well-rounded team of staffers whose backgrounds range from veterinary biology to software engineering and personal development. “Because we are making a paradigm shift, from an institution-based to a self-directed ecosystem, there needs to be a support structure in place,” he says. With no grades or exams, “I’m not there to judge you, but to have a conversation about how to create what you want from that opportunity. … A lot of it is confronting your own insecurity over having control over your life, making decisions, and creating things you want to create, rather than having an institution do something to you.”\u003c/p>\n\u003cp>Students also benefit from being part of a community of engaged learners, Dobias says. Passion is \"contagious; even if others’ passions are unrelated, it helps you identify yours more clearly,” he notes. “The language of ‘yes,’ and the community based on what’s possible, is different from what people typically get in schools.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Dobias is quick to add that SOLEs won’t spell the end for traditional universities. “Those work well for fields such as medical research or engineering,” Dobias says. “But for entrepreneurship, the arts, communications, or other fields where the learning isn’t as codified, it doesn’t make sense to use the same models. For those fields, you don’t need a university degree; in fact, it will probably confuse you, because it will be so different from what you will see in the business world.”\u003c/p>\n\u003cp>The SOLEmates’ interests run the gamut from horticulture to micro-manufacturing, jewelry making, and health training. They create their own “fertile sharing grounds,” as Dobias calls them, based on commonalities. One group created a makerspace by collaborating with an Asheville maker group. Another group created an art studio and engaged nearby artists as teachers. (Funds are available for general-interest instructors and activities; students typically buy materials and hire and pay for niche teachers, though they’ve found that some choose to freely share their knowledge.)\u003c/p>\n\u003cp>These types of experiences allow the SOLEmates to learn something more than the subjects—“they learn their own efficacy,” Dobias says, “as opposed to looking to me to say ‘This is good, this matters.’ That confidence is invaluable.”\u003c/p>\n\u003cp>The SOLE is designed to be low-overhead, agile and democratic, so the SOLEmates’ involvement extends to deciding what the SOLE should do, and how. The staffers hold twice-weekly community meetings and adjust their approach as needed. For example, they scrapped a core curriculum of “personal survival skills” in favor of week-long cohorts on specific subjects, and they renegotiated the cafeteria contract because it wasn’t meeting people’s needs.\u003c/p>\n\u003cfigure id=\"attachment_32969\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-32969\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/dave-leading1-e1386613639261-140x140.jpg\" alt=\"David Dobias\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">David Dobias\u003c/figcaption>\u003c/figure>\n\u003cp>The staffers organize the cohorts and help the teams be more efficient, by helping them find and use the most appropriate tools and processes, such as project planning software or tracking metrics. They also individually coach the participants and facilitate their projects. “We help them think through problems,” Dobias says.\u003c/p>\n\u003cp>It’s up to each individual to determine how long to remain at the SOLE.\u003c/p>\n\u003cp>\u003cstrong>THE NEXT STEP\u003c/strong>\u003c/p>\n\u003cp>A few SOLEmates have already moved on, including one who spent two months developing a business concept, raising capital, lining up partners, and securing a space at a business incubator. Others have become resident entrepreneurs, because they enjoy the collaborative environment and can do their work remotely. “When you’re ready [to leave], you’re ready,” Dobias says. “The point is people getting clear on their passions and taking action. … It’s not dependent on finishing the program or on us saying you’re ready.”\u003c/p>\n\u003cp>The notion that a college degree is needed to land a good job may already be eroding, with high-profile companies such as Google hiring more people without degrees. Besides, Dobias says, “people who go through a SOLE type of program won’t be sending in job applications.” Because they’ll be pursuing opportunities in industries they’re truly passionate about, they will develop relationships, ask for mentors, and line up apprenticeships. They will create the necessary social capital and find ways, he says, to “add value before their first paycheck.”\u003c/p>\n\u003cp>Dobias thinks the time is right for the SOLE concept to proliferate. A few similar groups are already trying to get off the ground, and the Black Mountain SOLE team is eager to use its seed funding to help. They established a 501(c)3 nonprofit so they can serve as a fiscal agent for others, and they are creating a free playbook that others can follow. They decided to call the nonprofit Geronimo Education—because, as with jumping out of helicopters, there’s considerable risk and no guarantee of success. But they hope that, as with Dobias’ first career, the rewards will be worth it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Age of Distraction: Why It's Crucial for Students to Learn to Focus",
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"content": "\u003cfigure id=\"attachment_32828\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32828\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/distracted-texting300.jpg\" alt=\"distracted-texting300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/with-tech-tools-how-should-teachers-tackle-multitasking-in-class/\">distracting to students\u003c/a>. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">research\u003c/a> shows they’ll have a much harder time succeeding in almost every area.\u003c/p>\n\u003cp>“The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of \u003cem>\u003ca href=\"http://www.indiebound.org/book/9780062114860\">Focus: The Hidden Driver of Excellence\u003c/a>\u003c/em> and other books about social and emotional learning on \u003ca href=\"http://www.kqed.org/a/forum/R201311210900\">KQED’s Forum program\u003c/a>.\u003c/p>\n\u003cp>“Children I’m particularly worried about because the brain is the last organ of the body to become anatomically mature. It keeps growing until the mid-20s,” Goleman said. If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/aside>\n\u003cp>“The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. The area of the brain that governs focus and executive functioning is known as the pre-frontal cortex. This is also the part of the brain that allows people to control themselves, to keep emotions in check and to feel empathy for other people.\u003c/p>\n\u003cp>“The attentional circuitry needs to have the experience of sustained episodes of concentration -- reading the text, understanding and listening to what the teacher is saying -- in order to build the mental models that create someone who is well educated,” Goleman said. “The pulls away from that mean that we have to become more intentional about teaching kids.” He advocates for a “digital sabbath” everyday, some time when kids aren’t being distracted by devices at all. He’d also like to see schools building exercises that strengthen attention, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">mindfulness practices\u003c/a>, into the curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The ability to focus is a secret element to success that often gets ignored. “The more you can concentrate the better you’ll do on anything, because whatever talent you have, you can’t apply it if you are distracted,” Goleman said. He pointed to research on athletes showing that when given a concentration test, the results accurately predicted how well each would perform in a game the next day.\u003c/p>\n\u003cp>[contextly_sidebar id=\"6ba4a183aa702c7129d7f2e089f511db\"]\u003c/p>\n\u003cp>Perhaps the most well known study on concentration is a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">longitudinal study\u003c/a> conducted with over 1,000 children in New Zealand by \u003ca href=\"http://www.moffittcaspi.com/\">Terrie Moffitt and Avshalom Caspi\u003c/a>, psychology and neuroscience professors at Duke University. The study tested children born in 1972 and 1973 regularly for eight years, measuring their ability to pay attention and to ignore distractions. Then, the researchers tracked those same children down at the age of 32 to see how well they fared in life. The ability to concentrate was the strongest predictor of success.\u003c/p>\n\u003cp>“This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health,” Goleman said. That could be a problem for students in the U.S. who often seem addicted to their devices, unable to put them down for even a few moments. Teachers say students are unable to comprehend the same texts that generations of students that came before them could master without problems, said Goleman. These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.\u003c/p>\n\u003cp>“It’s very important to amp up the focus side of the equation,” Goleman said. He’s not naive about the role digital devices play in society today, but he does believe that without managing how devices affect kids better they’ll never learn the attention skills they’ll need to succeed in the long term.\u003c/p>\n\u003cp>“There’s a need now to teach kids concentration abilities as part of the school curriculum,” Goleman said. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy.”\u003c/p>\n\u003cp>Some argue that the current generation of students grew up with digital devices and are much better at \u003ca href=\"http://ww2.kqed.org/mindshift/tag/multitasking/\">multitasking\u003c/a> than their parents. But the idea of multitasking is a myth, Goleman said. When people say they're “multitasking,” what they are really doing is something called “continuous partial attention,” where the brain switches back and forth quickly between tasks. The problem is that as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes. That trend is less pronounced when the actions are routine, but it could have significant implications for how deeply a student understands a new concept.\u003c/p>\n\u003cp>“If you have a big project, what you need to do every day is have a protected time so you can get work done,” Goleman said. For his part, when he's writing a book, Goleman goes to his studio where there is no email, no phone, nothing to distract him. He’ll work for several hours and then spend designated time responding to people afterwards.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I don’t think the enemy is digital devices,” Goleman said. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices. It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32828\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32828\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/distracted-texting300.jpg\" alt=\"distracted-texting300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/distracted-texting300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/with-tech-tools-how-should-teachers-tackle-multitasking-in-class/\">distracting to students\u003c/a>. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">research\u003c/a> shows they’ll have a much harder time succeeding in almost every area.\u003c/p>\n\u003cp>“The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of \u003cem>\u003ca href=\"http://www.indiebound.org/book/9780062114860\">Focus: The Hidden Driver of Excellence\u003c/a>\u003c/em> and other books about social and emotional learning on \u003ca href=\"http://www.kqed.org/a/forum/R201311210900\">KQED’s Forum program\u003c/a>.\u003c/p>\n\u003cp>“Children I’m particularly worried about because the brain is the last organ of the body to become anatomically mature. It keeps growing until the mid-20s,” Goleman said. If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/aside>\n\u003cp>“The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. The area of the brain that governs focus and executive functioning is known as the pre-frontal cortex. This is also the part of the brain that allows people to control themselves, to keep emotions in check and to feel empathy for other people.\u003c/p>\n\u003cp>“The attentional circuitry needs to have the experience of sustained episodes of concentration -- reading the text, understanding and listening to what the teacher is saying -- in order to build the mental models that create someone who is well educated,” Goleman said. “The pulls away from that mean that we have to become more intentional about teaching kids.” He advocates for a “digital sabbath” everyday, some time when kids aren’t being distracted by devices at all. He’d also like to see schools building exercises that strengthen attention, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/why-teaching-mindfulness-benefits-students-learning/\">mindfulness practices\u003c/a>, into the curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The ability to focus is a secret element to success that often gets ignored. “The more you can concentrate the better you’ll do on anything, because whatever talent you have, you can’t apply it if you are distracted,” Goleman said. He pointed to research on athletes showing that when given a concentration test, the results accurately predicted how well each would perform in a game the next day.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Perhaps the most well known study on concentration is a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=where-theres-a-will\">longitudinal study\u003c/a> conducted with over 1,000 children in New Zealand by \u003ca href=\"http://www.moffittcaspi.com/\">Terrie Moffitt and Avshalom Caspi\u003c/a>, psychology and neuroscience professors at Duke University. The study tested children born in 1972 and 1973 regularly for eight years, measuring their ability to pay attention and to ignore distractions. Then, the researchers tracked those same children down at the age of 32 to see how well they fared in life. The ability to concentrate was the strongest predictor of success.\u003c/p>\n\u003cp>“This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health,” Goleman said. That could be a problem for students in the U.S. who often seem addicted to their devices, unable to put them down for even a few moments. Teachers say students are unable to comprehend the same texts that generations of students that came before them could master without problems, said Goleman. These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.\u003c/p>\n\u003cp>“It’s very important to amp up the focus side of the equation,” Goleman said. He’s not naive about the role digital devices play in society today, but he does believe that without managing how devices affect kids better they’ll never learn the attention skills they’ll need to succeed in the long term.\u003c/p>\n\u003cp>“There’s a need now to teach kids concentration abilities as part of the school curriculum,” Goleman said. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy.”\u003c/p>\n\u003cp>Some argue that the current generation of students grew up with digital devices and are much better at \u003ca href=\"http://ww2.kqed.org/mindshift/tag/multitasking/\">multitasking\u003c/a> than their parents. But the idea of multitasking is a myth, Goleman said. When people say they're “multitasking,” what they are really doing is something called “continuous partial attention,” where the brain switches back and forth quickly between tasks. The problem is that as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes. That trend is less pronounced when the actions are routine, but it could have significant implications for how deeply a student understands a new concept.\u003c/p>\n\u003cp>“If you have a big project, what you need to do every day is have a protected time so you can get work done,” Goleman said. For his part, when he's writing a book, Goleman goes to his studio where there is no email, no phone, nothing to distract him. He’ll work for several hours and then spend designated time responding to people afterwards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Ten years into the No Child Left Behind accountability standards, the backlash is gaining momentum. In New York, a growing number of parents are discovering that, as state standardized tests become a prominent part of the curriculum, their children are losing interest in school. This discovery is leading many of them to opt out of the tests altogether. But if a critical mass of parents decide that they don't buy into state mandated assessments, what will happen to the school system? \u003ca href=\"http://nymag.com/news/features/anti-testing-2013-12/\">Robert Kolker\u003c/a> explores the consequences in New York City in a recent article for New York Magazine.\u003c/p>\n\u003cp>\"No real anti-testing resistance movement ever gained traction until last spring, when the state introduced revamped ELA and math tests that were so much harder than what came before that a vast majority of students failed,\" Kolker writes.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://images.nymag.com/news/features/antitesters131125_1_560.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://nymag.com/news/features/anti-testing-2013-12/\" target=\"_blank\">The Opt-Outers\u003c/a>More than a year before 7-year-old Oscar Mata was scheduled to take his first major standardized test, his parents received word from his school that he was failing. The Department of Education calls it a Promotion in Doubt letter-a well-intentioned, if blunt, method used to get families to take notice of gaps in a student's skills.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fnymag.com%2Fnews%2Ffeatures%2Fanti-testing-2013-12%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://nymag.com\" target=\"_blank\">Nymag\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ten years into the No Child Left Behind accountability standards, the backlash is gaining momentum. In New York, a growing number of parents are discovering that, as state standardized tests become a prominent part of the curriculum, their children are losing interest in school. This discovery is leading many of them to opt out of the tests altogether. But if a critical mass of parents decide that they don't buy into state mandated assessments, what will happen to the school system? \u003ca href=\"http://nymag.com/news/features/anti-testing-2013-12/\">Robert Kolker\u003c/a> explores the consequences in New York City in a recent article for New York Magazine.\u003c/p>\n\u003cp>\"No real anti-testing resistance movement ever gained traction until last spring, when the state introduced revamped ELA and math tests that were so much harder than what came before that a vast majority of students failed,\" Kolker writes.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://images.nymag.com/news/features/antitesters131125_1_560.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://nymag.com/news/features/anti-testing-2013-12/\" target=\"_blank\">The Opt-Outers\u003c/a>More than a year before 7-year-old Oscar Mata was scheduled to take his first major standardized test, his parents received word from his school that he was failing. The Department of Education calls it a Promotion in Doubt letter-a well-intentioned, if blunt, method used to get families to take notice of gaps in a student's skills.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fnymag.com%2Fnews%2Ffeatures%2Fanti-testing-2013-12%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://nymag.com\" target=\"_blank\">Nymag\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Educator Mia MacMeekin \u003ca href=\"http://anethicalisland.wordpress.com/2013/06/13/inspiring-innovation/\">made this infographic\u003c/a> about ways to inspire students to think more deeply about how innovation applies to them. It's a helpful way to begin a conversation about what it means to innovate, a word that sometimes seems to belong in the adult domain of business and is estranged from how students think about living their lives.\u003c/p>\n\u003cfigure id=\"attachment_32530\" class=\"wp-caption center\" style=\"max-width: 749px\">\u003ca href=\"http://anethicalisland.wordpress.com/2013/06/13/inspiring-innovation/\">\u003cimg class=\"size-full wp-image-32530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/rethinkinginnovation.jpg\" alt=\"rethinkinginnovation\" width=\"749\" height=\"2097\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/rethinkinginnovation.jpg 749w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/rethinkinginnovation-400x1120.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/rethinkinginnovation-320x896.jpg 320w\" sizes=\"(max-width: 749px) 100vw, 749px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_32753\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32753\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/IMG_8823-640x426.jpg\" alt=\"IMG_8823\" width=\"640\" height=\"426\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">So far, the challenges of transforming education into a system capable of inspiring students to become skillful, creative, knowledgeable problem-solvers fall into familiar territory: What types of curriculum, standards, skills, strategies, and adaptations to classroom teaching methods will be necessary to do this?\u003c/p>\n\u003cp>But it’s likely these will prove to be secondary questions. As education crosses the divide between a transmission model and an inquiry model, a more pressing issue will be apparent: How do we identify, attract, nurture, and train teachers who have an \"inquiry-friendly\" personality?\u003c/p>\n\u003cp>The issue already is in view. When a teacher comes out from behind the lectern, leaves the front of the room, kneels beside a student to coach them through a problem, offers feedback designed to promote confidence and perseverance, and becomes a true partner in the learning process, the relationship between teacher and student automatically shifts. It’s no longer about \u003cem>telling\u003c/em>; it’s about listening, observing, and creating the channel of trust that opens up a personal connection between two individuals.\u003c/p>\n\u003cp>These are trainable skills. The basics of good coaching can be learned, especially if it’s aimed at helping a student master a math problem, write a better essay, or give a more polished presentation. In fact, if that’s all the inquiry-based system of the future was expected to do, a natural evolution of teacher skill sets would easily take place, reinforced by a new course requirement in every credential program: \u003cem>How to be a guide on the side\u003c/em>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By itself, this would be a valuable step. But scientific advances tell us that training teachers in techniques alone won’t be sufficient. Instead, they reveal that the personality traits of the teacher will matter more than the coaching methods or the curriculum.\u003c/p>\n\u003cp>Primarily, the interconnected nature of cognition is now visible. Whether titled \u003ca href=\"http://drdansiegel.com/about/interpersonal_neurobiology/\">interpersonal neurobiology\u003c/a> or \u003ca href=\"http://psychology.uchicago.edu/people/faculty/cacioppo/lab.shtml\">social neuroscience\u003c/a>, leading edge science in the areas of \u003ca href=\"http://www.positivityratio.com/\">positive emotions\u003c/a> and \u003ca href=\"http://www.youtube.com/watch?v=tFbm3jL7CDI\">neuroplasticity\u003c/a> confirms that the emotional messages exchanged between people affect the physiological processes and biological structures of the brain and body. The \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0022103111001983\">embodied rapport\u003c/a> between individuals causes shifts in neural networks, frontal lobe functioning, stress levels, even genetic expression. The recent emphasis on inducing a \u003ca href=\"http://mindsetonline.com/whatisit/about/\">growth mindset\u003c/a> in students, including a measurable shift in IQ, is a first step in understanding how the relationship between teacher and student is fundamental to performance.[contextly_sidebar id=\"cde074d602e5909da837c66d5735c467\"]\u003c/p>\n\u003cp>This research is critical to understanding how inquiry-based teachers will need to engage students. In the coming system, attitude trumps rote learning. Whether students engage, persevere, and open their mind to novel solutions depends on their resiliency, grit, curiosity, creativity, and empathy. Psychologists refer to these as \"personal assets,\" but they’re far more mysterious than a bank account, and they don’t originate in a textbook, so how do we teach them?\u003c/p>\n\u003cp>A first clue has been around for more than 20 years. Although overlooked as an inconvenient truth by industrial education, compelling evidence from the fields of adolescent development and resiliency studies show that \u003ca href=\"https://byrne.rutgers.edu/seminars/courses/the-power-of-one-understanding-resilience-and-relationships\">caring relationships\u003c/a> are the key factor in helping young people \u003cem>flourish\u003c/em>—a term that encompasses the core attitudes necessary for successful inquiry and deeper learning. Now science has provided the missing link and observable evidence: Emotional interactions between teacher and student drive physiological changes, and thus performance.\u003c/p>\n\u003cp>This tells us that a teacher’s personality counts, but one additional new fact changes the game even further. Under the deficit model (one of the hidden assumptions of today’s system), the usual approach to emotions is to emphasize the limitations: How judgments and penalties diminish learning. But increasingly, social neuroscience is disruptive to this view. It appears that the connective powers of a relationship only manifest in the presence of sincere care. Love is expressed and conveyed \u003ca href=\"http://www.stephenporges.com/index.php?option=com_content&view=article&id=9:love-an-emergent-property-of-the-mammalian-autonomic-nervous-system&catid=1:publications&Itemid=3\">emotionally and physiologically\u003c/a>, with unconditional acceptance bestowing the greatest benefits.\u003c/p>\n\u003cp>The takeaway is humbling, but inescapable: If an inquiry-based system is to succeed, we’ll need human beings in the classroom who know their field, but who also radiate the kind of positive, non-judgmental love that helps students open their minds and hearts. That’s a tall order for most of us, and where it originates, we don’t know. But the foundation of sincere care will be essential, and it will manifest through the deep personality attributes of the teacher in a variety of ways in the classroom. Every teacher, for example, might reflect on the following:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are you optimistic?\u003c/em>\u003c/strong>\u003cem> \u003c/em>Viewing the world as damaged or the future as bleak shuts down the brain by transmitting fear. Maintaining an optimistic attitude is an expression of love, inspiring curiosity and hope, and fostering emotional and physical health. Optimism is essential to teaching: Without hope, the reason to learn disappears.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are you open? \u003c/em>\u003c/strong>The world is being refreshed and powered by divergent thinking. Outcomes are unclear, even dangerous. But faith in the flexible thinking of the human mind can support young people as they sort out their new world and have the freedom to discover solutions not yet visible. An open attitude activates the frontal lobes, the place of flow and creativity.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are you appreciative?\u003c/em>\u003c/strong>\u003cem> \u003c/em>Deep appreciation gives permission for failure, rather than penalizing for the \"wrong\" answer. It honors the stops and starts of human development. It conveys the ultimate message of a communal world: We are in this together.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are you flexible? \u003c/em>\u003c/strong>In inquiry, the journey matters as much as the destination. Constant reflection is a necessity to improving thinking and doing. Metacognition encourages wisdom, the ultimate goal of any worthy education system. Flexibility tells the brain and heart to keep working, keep going—you’re getting there.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are you purposeful?\u003c/em>\u003c/strong> Purpose binds teacher and student into the high-minded pursuit of solutions that matter. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By itself, this would be a valuable step. But scientific advances tell us that training teachers in techniques alone won’t be sufficient. Instead, they reveal that the personality traits of the teacher will matter more than the coaching methods or the curriculum.\u003c/p>\n\u003cp>Primarily, the interconnected nature of cognition is now visible. 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},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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},
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},
"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",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
"link": "/californiareport",
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},
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"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.",
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"order": 10
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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},
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
},
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
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