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And with the understanding that even the best can be better, we’re working with our members on an evidence-based redesign of the exam,” said Carly Lindauer, Senior Director of External Communications at College Board. Without providing any examples of test questions or design, Lindauer did speak to why the Board believes the SAT needs an overhaul: rigor and access.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The redesign of the SAT will be based on the evidence of what college and career readiness entails,” Lindauer said. “This is the same evidence that underpins the Common Core and other rigorous state standards. Our objective is to ensure that the SAT better meets the changing needs of students, schools and colleges at all levels.”\u003c/p>\n\u003cp>Using the report as a guide, the College Board recognizes that the 43 percent of test takers who did meet the 1500 Benchmark have several things in common: they have completed a core curriculum (defined as four years of English, three years of mathematics, three years of natural science, and three years of history), they have taken honors or AP courses and higher level math, like trigonometry or pre-calculus. The Board said it has realized that their work goes beyond designing and scoring the test, but providing support to get more students in a place where they can reach the Benchmark.\u003c/p>\n\u003cp dir=\"ltr\">“This is truly an access issue and it is a call to action for the College Board,” Lindauer said. “The College Board is working with partners to ensure that every student who demonstrates AP potential has access to the rigorous coursework that will prepare them for college success. Last year alone there were 300,000 students with the potential to succeed in an AP course who didn’t take one.”\u003c/p>\n\u003cp dir=\"ltr\">They also recognize the cost may be prohibitive for some high-achievers, and said that 50 percent of high-achieving, low-income students attend less selective colleges where fewer students earn a four-year degree. Lindauer said the College Board is working on expanding access to fee waivers and \u003ca href=\"http://professionals.collegeboard.com/higher-ed/recruitment/sat-test/school-day\">SAT School Day\u003c/a>, in which students can take the SAT during a school day at their local high school, with fees paid for by the state.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGING STATUS QUO\u003c/strong>\u003c/p>\n\u003cp>But some organizations, colleges and universities are challenging the notion that the SAT -- re-vamped or not -- provides an accurate picture of whether or not a student is prepared for college-level work. Outspoken college professors like Anne Ruggles Gere of the University of Michigan have \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=240954501&ft=1&f=1013\">blasted the essay portion of the test\u003c/a> for being \"simplistic, reductive,\" and emphasizing length and word size over content and meaning. \u003ca href=\"http://www.nytimes.com/2013/09/29/nyregion/didnt-ace-sat-just-design-microbe-transplant-research.html\">Bard College made waves\u003c/a> recently for announcing that beginning this fall, students can opt out of standardized testing and write four assigned 2,500-word essays instead, attempting to return college admissions to its original goal of “rewarding the best candidates, rather than just those who are best able to market themselves to admissions committees,” according to The New York Times.\u003c/p>\n\u003cp dir=\"ltr\">And MIT is expanding admissions with a new \u003ca href=\"http://makezine.com/2013/08/16/mit-welcomes-makers/\">maker portfolio\u003c/a> option, a structured way in which students can share the projects they’ve been working on, from robots to theatrical costumes to symphonies. According to \u003ca href=\"http://www.insidehighered.com/views/2012/02/21/essay-questions-obsession-over-ap-courses\">MIT Dean of Admissions Stu Schmill\u003c/a>, “The essence of what colleges want is for students to be engaged in whatever they are doing. We don’t want students who do things because they have to, or because they think it will look good on their résumé. We want students to do things because they find true enjoyment and personal growth from them. That’s the way that young people — and, for that matter, old people and middle-aged people — thrive.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"e8eb9eb03de860c9c70e3a1d0aec3df7\"]\u003c/p>\n\u003cp dir=\"ltr\">Bard and MIT aren’t the only universities fed up with the limits of standardized testing in college admissions, said Bob Schaeffer, public education director at The National Center for Fair and Open Testing, or \u003ca href=\"http://www.fairtest.org/\">FairTest\u003c/a>. According to the the FairTest website, more than \u003ca href=\"http://fairtest.org/university/optional\">800 accredited colleges\u003c/a> and universities do not require SAT or ACT scores from all students before granting admissions; of that 800, more than 150 are first-tier in their respective categories, according to \u003cem>US News and World Report\u003c/em> rankings.\u003c/p>\n\u003cp dir=\"ltr\">Schaeffer said FairTest is skeptical of the new SAT, and wonders whether Coleman’s new redesign is more marketing campaign than assessment improvement. “Given that the test underwent a comprehensive overhaul less than a decade ago,” he said, “we are suspicious that the current initiative may be primarily a public relations ploy by incoming College Board President David Coleman aimed at regaining market share from the ACT, which has taken over as the nation's most popular undergraduate admissions test in recent years.”\u003c/p>\n\u003cp>FairTest argues that the ideal “test” for college applicants is four years of coursework, plus projects and performances, and \u003ca href=\"http://cshe.berkeley.edu/publications/docs/ROPS.GEISER._SAT_6.12.07.pdf\">cites research \u003c/a>that high school grades make a better predictor for college success than any standardized test scores, including the SAT and ACT. While Schaeffer agrees with the College Board that rigorous high school classes prepare kids for college, “The idea that any one factor [like taking the SAT] can accurately capture the complexity of factors of achievement is ludicrous,” he said.\u003c/p>\n\u003cp dir=\"ltr\">For many students, however, the SAT is still considered a major hurdle to college admissions, and they feel compelled to take it. Eighteen-year-old Cristian Padilla, a senior in Atlanta, Georgia, said that he took the test once in the spring of his junior year, but he’s taking the SAT again this fall because a good score is required from the colleges he’s interested in. But Padilla said he wasn’t aware that the test was important to get into college until late in the game. “It was a new thing for me when I had to take it [the SAT] because I did not know of such test until my late sophomore year,” he said. “Furthermore, I was never told of the importance of this test. For this reason I never prepared for it, nor did I feel obliged to do so. My ideal score would be at least an 1800, but even that seems far-fetched since I am taking only my second time.”\u003c/p>\n\u003cp dir=\"ltr\">For Padilla, the cost of tutors and the test itself makes it difficult to get a good score, because he can’t afford to take it more than twice. “I have been preparing for the test simply by purchasing the SAT blue study guide book,” he said. “I don't have a tutor (even though I wish), because it's expensive and out of reach of my family's affordability. I try to use the book myself and take practice tests, but I find it hard to stay on it because it distracts from my in-school work and learning.”\u003c/p>\n\u003cp dir=\"ltr\">In Ilsan, South Korea, high school senior Chaesong Kim is also studying for her second try at the SAT, with hopes to attain her ideal score of 2300 and gain entrance to an American university. After studying with a personal study guide for two years, this year Kim is attending a private SAT academy where tutors help her to get a better score, some of which have been accused of cheating, causing the College Board to \u003ca href=\"http://news.msn.com/world/cheating-scandal-sat-canceled-for-all-of-south-korea\">cancel all SAT tests\u003c/a> in South Korea last May.\u003c/p>\n\u003cp dir=\"ltr\">Ironically, Kim is working hard at memorizing vocabulary and test-taking techniques for the SAT so she can gain intellectual freedom from more tests. She believes a good SAT score will gain her admission to an American school where she can start studying performance art and Chinese, and stop memorizing. “I believe American colleges will allow more freedom,” she said. “This freedom not only includes the right to choose whichever courses I want to take but also the freedom from school, parents and ‘duty’ which all limit the students from participating in activities other than studying on a chair through text books. This is not granted freely in Korea.”\u003c/p>\n\u003cp dir=\"ltr\">While on different sides of the socio-economic spectrum as well as the globe, Padilla and Kim do agree that the SAT isn’t a good measure of what they know, or what they will be able to achieve in college.\u003c/p>\n\u003cp dir=\"ltr\">“My impression of the SAT is that it does not actually deal with factual information, which I ‘learn,’ but it focuses more on the parts that can be ‘trained.’ It trains you to read, interpret and understand in a certain way, to recognize certain patterns as errors, and to brainstorm rapidly to complete an essay,” Kim said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Padilla’s concerned he’s at a disadvantage from the beginning, considering he doesn’t attend a high-achieving school that provides lots of AP classes and SAT prep classes. “The test is not hard, but from what I've observed, it is more than a test. There's more strategy to it than just simple knowledge and application. I feel that if I was more prepared for it, I would do better, but that is not the case,” he said.\u003c/p>\n\n",
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"excerpt": "The new test is slated to be revealed in January, and as of now it’s hard to know specifically what the changes will actually look like, and in what ways the test will be “improved” for test takers.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_32622\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/7615682432_e2614e3b56_z-e1384296925941.jpg\">\u003cimg class=\"size-full wp-image-32622\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/7615682432_e2614e3b56_z-e1384296925941.jpg\" alt=\"7615682432_e2614e3b56_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/7615682432_e2614e3b56_z-e1384296925941.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/7615682432_e2614e3b56_z-e1384296925941-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/7615682432_e2614e3b56_z-e1384296925941-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/div>\n\u003cp class=\"wp-media-credit\">Tim Sheerman-Chase\u003c/p>\n\u003cp class=\"dropcap-serif\">For the fifth year in a row, less than 50 percent of high schoolers reached the “college and career ready” SAT Benchmark score of 1550, according to the 2013 \u003ca href=\"http://research.collegeboard.org/programs/sat/data/cb-seniors-2013\">SAT Report on College and Career Readiness\u003c/a> provided by the College Board. While underrepresented minorities’ scores made small gains, and minority test-takers were at an all-time high, the Board agreed that an overall cause for concern was warranted. “This number has remained virtually unchanged for the past five years,” the report stated, “underscoring a need to dramatically increase the number of K-12 students who acquire the skills and knowledge that research demonstrates are critical to college readiness.”\u003c/p>\n\u003cp dir=\"ltr\">The report shows a direct link between meeting the Benchmark of 1550 and college completion, showing that 54 percent of students scoring 1550 or above completed college in four years, and 77 percent within six. Conversely, only 24 percent of those scoring below 1550 completed college in four years.\u003c/p>\n\u003cp dir=\"ltr\">At the same time, newly appointed College Board President (and Common Core designer) David Coleman has promised to re-make the SAT. A recent \u003ca href=\"http://www.nytimes.com/2013/08/04/education/edlife/what-the-new-sat-and-digital-act-might-look-like.html?pagewanted=all\">New York Times article\u003c/a> reported him saying that the test should focus on “things that matter more so that the endless hours students put into practicing for the SAT will be work that’s worth doing,” and says “the heart” of the new SAT will be analyzing evidence in a range of subjects, from math to literacy to history.\u003c/p>\n\u003cp>The new test is slated to be revealed in January, and as of now it’s hard to know specifically what the changes will actually look like, and in what ways the test will be “improved” for test takers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“The idea that any one factor can accurately capture the complexity of factors of achievement is ludicrous.”\u003c/aside>\n\u003cp>“The SAT, as it exists now, is the best assessment out there that predicts college and career readiness. And with the understanding that even the best can be better, we’re working with our members on an evidence-based redesign of the exam,” said Carly Lindauer, Senior Director of External Communications at College Board. Without providing any examples of test questions or design, Lindauer did speak to why the Board believes the SAT needs an overhaul: rigor and access.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The redesign of the SAT will be based on the evidence of what college and career readiness entails,” Lindauer said. “This is the same evidence that underpins the Common Core and other rigorous state standards. Our objective is to ensure that the SAT better meets the changing needs of students, schools and colleges at all levels.”\u003c/p>\n\u003cp>Using the report as a guide, the College Board recognizes that the 43 percent of test takers who did meet the 1500 Benchmark have several things in common: they have completed a core curriculum (defined as four years of English, three years of mathematics, three years of natural science, and three years of history), they have taken honors or AP courses and higher level math, like trigonometry or pre-calculus. The Board said it has realized that their work goes beyond designing and scoring the test, but providing support to get more students in a place where they can reach the Benchmark.\u003c/p>\n\u003cp dir=\"ltr\">“This is truly an access issue and it is a call to action for the College Board,” Lindauer said. “The College Board is working with partners to ensure that every student who demonstrates AP potential has access to the rigorous coursework that will prepare them for college success. Last year alone there were 300,000 students with the potential to succeed in an AP course who didn’t take one.”\u003c/p>\n\u003cp dir=\"ltr\">They also recognize the cost may be prohibitive for some high-achievers, and said that 50 percent of high-achieving, low-income students attend less selective colleges where fewer students earn a four-year degree. Lindauer said the College Board is working on expanding access to fee waivers and \u003ca href=\"http://professionals.collegeboard.com/higher-ed/recruitment/sat-test/school-day\">SAT School Day\u003c/a>, in which students can take the SAT during a school day at their local high school, with fees paid for by the state.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGING STATUS QUO\u003c/strong>\u003c/p>\n\u003cp>But some organizations, colleges and universities are challenging the notion that the SAT -- re-vamped or not -- provides an accurate picture of whether or not a student is prepared for college-level work. Outspoken college professors like Anne Ruggles Gere of the University of Michigan have \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=240954501&ft=1&f=1013\">blasted the essay portion of the test\u003c/a> for being \"simplistic, reductive,\" and emphasizing length and word size over content and meaning. \u003ca href=\"http://www.nytimes.com/2013/09/29/nyregion/didnt-ace-sat-just-design-microbe-transplant-research.html\">Bard College made waves\u003c/a> recently for announcing that beginning this fall, students can opt out of standardized testing and write four assigned 2,500-word essays instead, attempting to return college admissions to its original goal of “rewarding the best candidates, rather than just those who are best able to market themselves to admissions committees,” according to The New York Times.\u003c/p>\n\u003cp dir=\"ltr\">And MIT is expanding admissions with a new \u003ca href=\"http://makezine.com/2013/08/16/mit-welcomes-makers/\">maker portfolio\u003c/a> option, a structured way in which students can share the projects they’ve been working on, from robots to theatrical costumes to symphonies. According to \u003ca href=\"http://www.insidehighered.com/views/2012/02/21/essay-questions-obsession-over-ap-courses\">MIT Dean of Admissions Stu Schmill\u003c/a>, “The essence of what colleges want is for students to be engaged in whatever they are doing. We don’t want students who do things because they have to, or because they think it will look good on their résumé. We want students to do things because they find true enjoyment and personal growth from them. That’s the way that young people — and, for that matter, old people and middle-aged people — thrive.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Bard and MIT aren’t the only universities fed up with the limits of standardized testing in college admissions, said Bob Schaeffer, public education director at The National Center for Fair and Open Testing, or \u003ca href=\"http://www.fairtest.org/\">FairTest\u003c/a>. According to the the FairTest website, more than \u003ca href=\"http://fairtest.org/university/optional\">800 accredited colleges\u003c/a> and universities do not require SAT or ACT scores from all students before granting admissions; of that 800, more than 150 are first-tier in their respective categories, according to \u003cem>US News and World Report\u003c/em> rankings.\u003c/p>\n\u003cp dir=\"ltr\">Schaeffer said FairTest is skeptical of the new SAT, and wonders whether Coleman’s new redesign is more marketing campaign than assessment improvement. “Given that the test underwent a comprehensive overhaul less than a decade ago,” he said, “we are suspicious that the current initiative may be primarily a public relations ploy by incoming College Board President David Coleman aimed at regaining market share from the ACT, which has taken over as the nation's most popular undergraduate admissions test in recent years.”\u003c/p>\n\u003cp>FairTest argues that the ideal “test” for college applicants is four years of coursework, plus projects and performances, and \u003ca href=\"http://cshe.berkeley.edu/publications/docs/ROPS.GEISER._SAT_6.12.07.pdf\">cites research \u003c/a>that high school grades make a better predictor for college success than any standardized test scores, including the SAT and ACT. While Schaeffer agrees with the College Board that rigorous high school classes prepare kids for college, “The idea that any one factor [like taking the SAT] can accurately capture the complexity of factors of achievement is ludicrous,” he said.\u003c/p>\n\u003cp dir=\"ltr\">For many students, however, the SAT is still considered a major hurdle to college admissions, and they feel compelled to take it. Eighteen-year-old Cristian Padilla, a senior in Atlanta, Georgia, said that he took the test once in the spring of his junior year, but he’s taking the SAT again this fall because a good score is required from the colleges he’s interested in. But Padilla said he wasn’t aware that the test was important to get into college until late in the game. “It was a new thing for me when I had to take it [the SAT] because I did not know of such test until my late sophomore year,” he said. “Furthermore, I was never told of the importance of this test. For this reason I never prepared for it, nor did I feel obliged to do so. My ideal score would be at least an 1800, but even that seems far-fetched since I am taking only my second time.”\u003c/p>\n\u003cp dir=\"ltr\">For Padilla, the cost of tutors and the test itself makes it difficult to get a good score, because he can’t afford to take it more than twice. “I have been preparing for the test simply by purchasing the SAT blue study guide book,” he said. “I don't have a tutor (even though I wish), because it's expensive and out of reach of my family's affordability. I try to use the book myself and take practice tests, but I find it hard to stay on it because it distracts from my in-school work and learning.”\u003c/p>\n\u003cp dir=\"ltr\">In Ilsan, South Korea, high school senior Chaesong Kim is also studying for her second try at the SAT, with hopes to attain her ideal score of 2300 and gain entrance to an American university. After studying with a personal study guide for two years, this year Kim is attending a private SAT academy where tutors help her to get a better score, some of which have been accused of cheating, causing the College Board to \u003ca href=\"http://news.msn.com/world/cheating-scandal-sat-canceled-for-all-of-south-korea\">cancel all SAT tests\u003c/a> in South Korea last May.\u003c/p>\n\u003cp dir=\"ltr\">Ironically, Kim is working hard at memorizing vocabulary and test-taking techniques for the SAT so she can gain intellectual freedom from more tests. She believes a good SAT score will gain her admission to an American school where she can start studying performance art and Chinese, and stop memorizing. “I believe American colleges will allow more freedom,” she said. “This freedom not only includes the right to choose whichever courses I want to take but also the freedom from school, parents and ‘duty’ which all limit the students from participating in activities other than studying on a chair through text books. This is not granted freely in Korea.”\u003c/p>\n\u003cp dir=\"ltr\">While on different sides of the socio-economic spectrum as well as the globe, Padilla and Kim do agree that the SAT isn’t a good measure of what they know, or what they will be able to achieve in college.\u003c/p>\n\u003cp dir=\"ltr\">“My impression of the SAT is that it does not actually deal with factual information, which I ‘learn,’ but it focuses more on the parts that can be ‘trained.’ It trains you to read, interpret and understand in a certain way, to recognize certain patterns as errors, and to brainstorm rapidly to complete an essay,” Kim said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Padilla’s concerned he’s at a disadvantage from the beginning, considering he doesn’t attend a high-achieving school that provides lots of AP classes and SAT prep classes. “The test is not hard, but from what I've observed, it is more than a test. There's more strategy to it than just simple knowledge and application. I feel that if I was more prepared for it, I would do better, but that is not the case,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Subverting the System: Student and Teacher as Equals",
"title": "Subverting the System: Student and Teacher as Equals",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32634\" class=\"wp-caption center\" style=\"max-width: 639px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/123189132-e1384301324971.jpg\">\u003cimg class=\"size-full wp-image-32634\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/123189132-e1384301324971.jpg\" alt=\"123189132\" width=\"639\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/123189132-e1384301324971.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/123189132-e1384301324971-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/123189132-e1384301324971-320x180.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Luba Vangelova\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Every day, veteran educator Scott Henstrand walks into his history classroom at the \u003ca href=\"http://www.bcs448.org\">Brooklyn Collaborative Studies\u003c/a> secondary school, jots down a few conversation-starters on the blackboard, then takes a seat amongst the 14- to 17-year-olds. He does the same work as they do, and raises his hand when he wants to speak.\u003c/p>\n\u003cp>For most of his 20-year career, Henstrand played the more familiar role of a teacher as the manager of a classroom. The shift to this new structure was gradual and grew out of his observation that all of his students shared some fundamental needs, regardless of age: “They all wanted to feel in charge of their lives, and to feel that what they were doing has meaning,” he says.\u003c/p>\n\u003cp>He was grateful to eventually land at his current school, which uses expeditionary learning and performance-based assessments in lieu of graduation exams. More significantly, students (a racially mixed group, some 70 percent of them coming from low-income families where, in many cases, neither parent finished high school) are represented on the school’s decision-making committee, and teachers are given great leeway to be creative and experiment with various degrees of egalitarianism.\u003c/p>\n\u003cp>In 2009, Henstrand took advantage of this freedom to develop and teach a physics class that challenged some fundamental assumptions – specifically, that teachers convey knowledge, that students should desire that knowledge, and that teachers should be the sole arbiters in judging students. Those constructs lead to power struggles and resistance, he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"It really comes down to what you trust: Do you trust the process, and do you trust the students?”\u003c/aside>\n\u003cp>So instead, he presented problems for the students to solve: He challenged them to learn about physics by analyzing how children interact with toys and playground equipment, and to learn about the world of design firms by designing a playground for a real group of third-graders. He modeled the evaluations on the belt system in karate, and he enlisted students who had previously mastered certain skills to help evaluate the proficiency of fellow students. He also tried to encourage students to learn new things about themselves and their fellow students, in addition to the content areas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This shifted responsibility to the students,” he says. Many found themselves enjoying physics, and Henstrand noticed that he was experiencing less stress. But he was still in the lead role.\u003c/p>\n\u003cp>That changed in 2012, after he heard about a novel course called “\u003ca href=\"https://course.bighistoryproject.com/bhplive\">Big History\u003c/a>” and was given permission to pilot it at his school (more than 100 classrooms around the world are now using it). It looks at history through a different lens: Instead of the standard curriculum featuring a linear march through time, it presents open-ended opportunities for students to contemplate the human race within the context of the universe. It aims to develop a broad content knowledge base and critical thinking skills, within a collective learning context.\u003c/p>\n\u003cp>“We’re not looking at it as a narrative that the students must believe,” Henstrand says. “Instead, we test out ideas and why we believe them. Students in this age group are driven most by philosophical questions. They gravitate to them like ducks to water, because they’re thinking the same things; they’re just more visceral and open about it than the rest of us.”\u003c/p>\n\u003cp>As he was contemplating how to teach the course, he also began to test out his own ideas about his role as an educator. He began to think of everyone in the classroom as a learner.\u003c/p>\n\u003cp>“It’s a different way of approaching education, with educators not being the controlling force,” he says. “It’s about breaking down boundaries and seeing yourself as an equal. We’re all just doing the best we can to learn and to try to form a narrative with cohesion and meaning.”\u003c/p>\n\u003cfigure id=\"attachment_32637\" class=\"wp-caption alignright\" style=\"max-width: 180px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Henstrand-portrait.jpg\">\u003cimg class=\" wp-image-32637\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Henstrand-portrait-300x271.jpg\" alt=\"Henstrand- portrait\" width=\"180\" height=\"163\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ADJUSTING TO THE UNKNOWN\u003c/strong>\u003c/p>\n\u003cp>Not having someone in the role of classroom manager created a vacuum the teenagers initially were reluctant to fill. “At first they didn’t believe it,” Henstrand says. “Then they found it very scary, because they weren’t able to just sit passively and wait for someone to tell them what to do. And they were being asked what they thought; for many, it was the first time they had experienced such respect for their thinking. They were waiting for structure and saying, ‘Tell me what to learn, and I’ll learn that.’”\u003c/p>\n\u003cp>Henstrand stayed the course and watched them gradually adjust to their new-found freedom. “All humans want autonomy and a say in what they’re doing,” he says. “Some students seem to want more to be told what to do; my feeling is that they’re just uncomfortable with the power of directing their own destiny, and their own learning.”\u003c/p>\n\u003cp>He adds that this is probably more a function of conditioning than human nature, because “by early spring, they were all fully running with it.” Some stood up and started group discussions, perhaps based on the videos and texts that come with the course; others preferred one-on-one discussions.\u003c/p>\n\u003cfigure id=\"attachment_32643\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32643\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Physics-play-300x198.jpg\" alt=\"Students in Henstrand's Design for Play class.\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\">Students in Henstrand's Design for Play class. \u003c/figcaption>\u003c/figure>\n\u003cp>“The students create the class,” Henstrand says. “It’s not guided, except by what they’re saying. It’s breaking down all the old paradigms.”\u003c/p>\n\u003cp>He has carved out a new role for himself, as a dialogue starter. “I introduce questions, but I don’t have answers,” he says. “A different educator will come up with a different approach. We often look for a teaching technique, but the teacher has to find what drives them. It’s about being present with the students, being passionate about the same questions, and working together to learn something and build a narrative.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/shifting-the-classroom-one-step-at-a-time/\">Shifting the Classroom, One Step At a Time]\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Students nominate other students to develop a rubric and perform evaluations. Henstrand says he himself deemed the first year a success when he learned that students were continuing the discussions outside the class, and students began asking if they could take the class for a second year. “I hate school,” one student told him, “but \u003cem>this\u003c/em> is what it’s all about.”\u003c/p>\n\u003cp>“We’re establishing a culture of learning,” Henstrand says. “They’ve started defending what they’re thinking, even if it’s at odds with their parents or other authority figures. They start testing their own beliefs, as well as those of others; they want to know the evidence and the logic. They don’t take anything at face value any more.\"\u003c/p>\n\u003cp>Other teachers liked what they saw and wanted to get involved, so this year Henstrand is mentoring colleagues in three “Big History” courses.\u003c/p>\n\u003cp>“It requires a different mindset,” he says. “Teaching is as much an internal journey, with the relationship between humans in a class as essential as pedagogy. Are you willing to see yourself on equal footing? Everyone is capable of that mindset. It really comes down to what you trust: Do you trust the process, and do you trust the students?”\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": "One educator tries a different approach: “It’s a different way of approaching education, with educators not being the controlling force. It’s about breaking down boundaries and seeing yourself as an equal. We’re all just doing the best we can to learn and to try to form a narrative with cohesion and meaning.”",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32634\" class=\"wp-caption center\" style=\"max-width: 639px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/123189132-e1384301324971.jpg\">\u003cimg class=\"size-full wp-image-32634\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/123189132-e1384301324971.jpg\" alt=\"123189132\" width=\"639\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/123189132-e1384301324971.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/123189132-e1384301324971-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/123189132-e1384301324971-320x180.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Luba Vangelova\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Every day, veteran educator Scott Henstrand walks into his history classroom at the \u003ca href=\"http://www.bcs448.org\">Brooklyn Collaborative Studies\u003c/a> secondary school, jots down a few conversation-starters on the blackboard, then takes a seat amongst the 14- to 17-year-olds. He does the same work as they do, and raises his hand when he wants to speak.\u003c/p>\n\u003cp>For most of his 20-year career, Henstrand played the more familiar role of a teacher as the manager of a classroom. The shift to this new structure was gradual and grew out of his observation that all of his students shared some fundamental needs, regardless of age: “They all wanted to feel in charge of their lives, and to feel that what they were doing has meaning,” he says.\u003c/p>\n\u003cp>He was grateful to eventually land at his current school, which uses expeditionary learning and performance-based assessments in lieu of graduation exams. More significantly, students (a racially mixed group, some 70 percent of them coming from low-income families where, in many cases, neither parent finished high school) are represented on the school’s decision-making committee, and teachers are given great leeway to be creative and experiment with various degrees of egalitarianism.\u003c/p>\n\u003cp>In 2009, Henstrand took advantage of this freedom to develop and teach a physics class that challenged some fundamental assumptions – specifically, that teachers convey knowledge, that students should desire that knowledge, and that teachers should be the sole arbiters in judging students. Those constructs lead to power struggles and resistance, he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"It really comes down to what you trust: Do you trust the process, and do you trust the students?”\u003c/aside>\n\u003cp>So instead, he presented problems for the students to solve: He challenged them to learn about physics by analyzing how children interact with toys and playground equipment, and to learn about the world of design firms by designing a playground for a real group of third-graders. He modeled the evaluations on the belt system in karate, and he enlisted students who had previously mastered certain skills to help evaluate the proficiency of fellow students. He also tried to encourage students to learn new things about themselves and their fellow students, in addition to the content areas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This shifted responsibility to the students,” he says. Many found themselves enjoying physics, and Henstrand noticed that he was experiencing less stress. But he was still in the lead role.\u003c/p>\n\u003cp>That changed in 2012, after he heard about a novel course called “\u003ca href=\"https://course.bighistoryproject.com/bhplive\">Big History\u003c/a>” and was given permission to pilot it at his school (more than 100 classrooms around the world are now using it). It looks at history through a different lens: Instead of the standard curriculum featuring a linear march through time, it presents open-ended opportunities for students to contemplate the human race within the context of the universe. It aims to develop a broad content knowledge base and critical thinking skills, within a collective learning context.\u003c/p>\n\u003cp>“We’re not looking at it as a narrative that the students must believe,” Henstrand says. “Instead, we test out ideas and why we believe them. Students in this age group are driven most by philosophical questions. They gravitate to them like ducks to water, because they’re thinking the same things; they’re just more visceral and open about it than the rest of us.”\u003c/p>\n\u003cp>As he was contemplating how to teach the course, he also began to test out his own ideas about his role as an educator. He began to think of everyone in the classroom as a learner.\u003c/p>\n\u003cp>“It’s a different way of approaching education, with educators not being the controlling force,” he says. “It’s about breaking down boundaries and seeing yourself as an equal. We’re all just doing the best we can to learn and to try to form a narrative with cohesion and meaning.”\u003c/p>\n\u003cfigure id=\"attachment_32637\" class=\"wp-caption alignright\" style=\"max-width: 180px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Henstrand-portrait.jpg\">\u003cimg class=\" wp-image-32637\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Henstrand-portrait-300x271.jpg\" alt=\"Henstrand- portrait\" width=\"180\" height=\"163\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ADJUSTING TO THE UNKNOWN\u003c/strong>\u003c/p>\n\u003cp>Not having someone in the role of classroom manager created a vacuum the teenagers initially were reluctant to fill. “At first they didn’t believe it,” Henstrand says. “Then they found it very scary, because they weren’t able to just sit passively and wait for someone to tell them what to do. And they were being asked what they thought; for many, it was the first time they had experienced such respect for their thinking. They were waiting for structure and saying, ‘Tell me what to learn, and I’ll learn that.’”\u003c/p>\n\u003cp>Henstrand stayed the course and watched them gradually adjust to their new-found freedom. “All humans want autonomy and a say in what they’re doing,” he says. “Some students seem to want more to be told what to do; my feeling is that they’re just uncomfortable with the power of directing their own destiny, and their own learning.”\u003c/p>\n\u003cp>He adds that this is probably more a function of conditioning than human nature, because “by early spring, they were all fully running with it.” Some stood up and started group discussions, perhaps based on the videos and texts that come with the course; others preferred one-on-one discussions.\u003c/p>\n\u003cfigure id=\"attachment_32643\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32643\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Physics-play-300x198.jpg\" alt=\"Students in Henstrand's Design for Play class.\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\">Students in Henstrand's Design for Play class. \u003c/figcaption>\u003c/figure>\n\u003cp>“The students create the class,” Henstrand says. “It’s not guided, except by what they’re saying. It’s breaking down all the old paradigms.”\u003c/p>\n\u003cp>He has carved out a new role for himself, as a dialogue starter. “I introduce questions, but I don’t have answers,” he says. “A different educator will come up with a different approach. We often look for a teaching technique, but the teacher has to find what drives them. It’s about being present with the students, being passionate about the same questions, and working together to learn something and build a narrative.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/shifting-the-classroom-one-step-at-a-time/\">Shifting the Classroom, One Step At a Time]\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Students nominate other students to develop a rubric and perform evaluations. Henstrand says he himself deemed the first year a success when he learned that students were continuing the discussions outside the class, and students began asking if they could take the class for a second year. “I hate school,” one student told him, “but \u003cem>this\u003c/em> is what it’s all about.”\u003c/p>\n\u003cp>“We’re establishing a culture of learning,” Henstrand says. “They’ve started defending what they’re thinking, even if it’s at odds with their parents or other authority figures. They start testing their own beliefs, as well as those of others; they want to know the evidence and the logic. They don’t take anything at face value any more.\"\u003c/p>\n\u003cp>Other teachers liked what they saw and wanted to get involved, so this year Henstrand is mentoring colleagues in three “Big History” courses.\u003c/p>\n\u003cp>“It requires a different mindset,” he says. “Teaching is as much an internal journey, with the relationship between humans in a class as essential as pedagogy. Are you willing to see yourself on equal footing? Everyone is capable of that mindset. It really comes down to what you trust: Do you trust the process, and do you trust the students?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>",
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"disqusTitle": "How Can Students Be Successful in a High Stakes World?",
"title": "How Can Students Be Successful in a High Stakes World?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32567\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\">\u003cimg class=\"size-full wp-image-32567\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\" alt=\"doing-homework360\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When asking an audience of parents what attributes they value, Stanford educator and author Denise Pope heard things like critical thinking, creativity, and well-being. Most parents indicated they did \u003cem>not\u003c/em> value popularity, acceptance to a prestigious college, or being good at an extracurricular activity. Yet those are the very qualities that the students Pope studied most often listed as the keys to success.\u003c/p>\n\u003cp>“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community,” said Pope. In researching her book \u003ca href=\"http://yalepress.yale.edu/yupbooks/book.asp?isbn=9780300098334\">\u003cem>Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students\u003c/em>\u003c/a>, Pope shadowed students at elite schools to try and understand their lives and the pressures they face. She found that students value extrinsic qualities like grades much more highly than their parents. The students perceive the education system as a game to be played. Many said they were “doing school” in order to get to college, not necessarily to learn.\u003c/p>\n\u003cp>Students' anxiety around succeeding has detrimental effects on learning and takes many forms. Pope found that more than 30 percent of high school students and 15 percent of middle school students were doing more than three and a half hours of homework per night, but their \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">perception of its usefulness was very low\u003c/a>. Only 20-30 percent of students felt homework was useful.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community.” \u003c/aside>\n\u003cp>On top of that homework load, Pope found that 85 percent of students participate in extracurricular activities that take up a large portion of time. On average, middle school students spent almost seven hours a week on extracurricular activities and the average high school student spent ten-and-a-half hours. Between school, homework and extracurricular commitments, high school students on average get less than \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">seven hours of sleep\u003c/a> per night, when they should be getting nine.\u003c/p>\n\u003cp>Even more troubling, many students are cheating. Out of thousands of juniors and seniors that Pope surveyed, only five percent said they did not \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/\">cheat\u003c/a>. “They know it’s wrong, but they feel that they don’t have a choice given the pressure to perform,” Pope said. They become “robo students,” jumping through hoops to reach a list of external goals that they’ve been led to believe will lead to happiness and a successful life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Kids are getting into Stanford who are coming in already as robo students,” Pope said. “What they had to do to get in was be the overachiever, but in their courses they can’t think outside the box.” Students arrive as good test-takers, but they can’t solve complex problems, think critically, communicate, problem solve or be creative. There has been very little transfer of learning to other areas, and no emphasis on cultivating a love of learning, Pope said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children For What's Next?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Many of these issues can be remedied with deeper engagement, which leads to overall student well-being. “What we found is that when students are fully engaged they achieve more and they cheat less,” Pope said. They also exhibit less stress, anxiety and sad or angry behavior. “As an educator I want to try to stimulate the full engagement,” she said.\u003c/p>\n\u003cp>To reach that ideal, Pope has come up with the ABCs of engagement; affective, behavioral and cognitive engagement. Affective engagement is showing interest and enjoyment in the work, behavorial engagement is putting in the effort, completing assignments and showing up. But cognitive engagement is the part that’s often missing from school, when a student finds value and meaning in the work. “Without the affective and the cognitive the behavioral is really just spinning the wheels,” Pope said.\u003c/p>\n\u003cp>\u003cstrong>RESTRUCTURING SCHOOL FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Pope works with more than 100 schools across the country to try and make changes to structures and practices that could help mitigate some of the competition and stress that students often feel. The key elements to examine are students use of time, project and problem based learning, alternative and authentic assessment, whether students feel they belong and that people care about them, and then education.\u003c/p>\n\u003cp>The school schedule and how it affects student time is extremely important. Pope often recommends that schools move away from a school day that includes multiple transitions, a typical model for high schools. “It takes 13 minutes to transition to a new subject,” Pope said. Class is half over before students really settle in. But if the day is structured with far fewer transitions learning can go deeper and be interdisciplinary.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>If schools restructured their schedules and departments worked together, educators could do more project or problem-based learning. “We’re talking about the kind of projects that students see are relevant, meaningful, rigorous and where students have a voice and choice over what they work on,” Pope said.\u003c/p>\n\u003cp>Schools also need to reevaluate how and when they give exams. “We tend to take snapshots of students instead of making a whole portfolio,” Pope said. “You want to get student learning over time.” For her, cumulative tests are not effective because retention of the material is very low. Instead, she suggests teachers offer lower stakes and more frequent assessments of various kinds. That way all learners can demonstrate their knowledge and they’ll have to do so in ways that don’t only highlight memorization skills.\u003c/p>\n\u003cp>“These structures absolutely affect the health and well-being of students as well as engagement and achievement,” Pope said. The relationship that teachers cultivate with students is also very important. Even little things like rescheduling a test if students have big assignments due for other classes on the same day, shows them a teacher cares.\u003c/p>\n\u003cp>\u003cstrong>POPE’S STRESS RELIEVERS\u003c/strong>\u003c/p>\n\u003cp>There are a few things Pope would like to see more educators try in order to reduce the stress on students.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/will-more-porminent-colleges-abandon-the-sat/\">Test optional college applications\u003c/a>:\u003c/strong> There are already more than 1,000 colleges and universities that are test optional – students don’t have to take the SAT or ACT to qualify. Pope hopes that trend continues, with more emphasis put on a portfolio of work, recommendations and essays.\u003c/p>\n\u003cp>\u003cstrong>No grades:\u003c/strong> Commenting on a piece of work forces students to internalize changes rather than focusing on exclusively on the grade. “Move away from the grade conversation,” Pope said. The standard argument has been that grades allow colleges to quickly compare students. But Pope said even state schools like the University of California system will soon be able to evaluate applications that don’t have grades and it will go a long way to convince applicants that schools are looking at the whole person, not just a number.\u003c/p>\n\u003cp>\u003cstrong>Reconsider assessment\u003c/strong>. Pope recommends high schools take a hard look at their assessments to determine if they promote cheating. “Have an assessment that allows them to revise and collaborate and cheating will go down,” Pope said. And if teachers remove the expectation that students turn in perfect work then students won’t feel they have to either cheat or be cheated.\u003c/p>\n\u003cp>A simple thing educators can do to understand what their students are going through is to shadow them. Some administrators tried this approach. “They realized how exhausting it is to go from class to class, keep it all straight and then go home and do homework,” Pope said. It promoted the whole school to reevaluate not only the school schedule, but the amount of homework and whether that work tied back to the core goals of each class or not.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Pope's most important suggestion to raise and educate healthy, successful and curious learners is to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/despite-many-benefits-recess-for-many-students-is-restricted/\">focus on the whole body\u003c/a>. “Kids who walk or bike to school do better than kids who drive to school,” Pope said. “That’s because they’re getting their bodies ready to learn.” If the stress and anxiety of school is causing students health problems or to exhibit signs of depression, everyone needs to re-prioritize.\u003c/p>\n\n",
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"excerpt": "High school students increasingly see school as something to \"do,\" not a place to learn. How can parents and educators reframe success to allow schools to become a place of deep engagement and real learning?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32567\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\">\u003cimg class=\"size-full wp-image-32567\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/doing-homework360.jpg\" alt=\"doing-homework360\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/doing-homework360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When asking an audience of parents what attributes they value, Stanford educator and author Denise Pope heard things like critical thinking, creativity, and well-being. Most parents indicated they did \u003cem>not\u003c/em> value popularity, acceptance to a prestigious college, or being good at an extracurricular activity. Yet those are the very qualities that the students Pope studied most often listed as the keys to success.\u003c/p>\n\u003cp>“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community,” said Pope. In researching her book \u003ca href=\"http://yalepress.yale.edu/yupbooks/book.asp?isbn=9780300098334\">\u003cem>Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students\u003c/em>\u003c/a>, Pope shadowed students at elite schools to try and understand their lives and the pressures they face. She found that students value extrinsic qualities like grades much more highly than their parents. The students perceive the education system as a game to be played. Many said they were “doing school” in order to get to college, not necessarily to learn.\u003c/p>\n\u003cp>Students' anxiety around succeeding has detrimental effects on learning and takes many forms. Pope found that more than 30 percent of high school students and 15 percent of middle school students were doing more than three and a half hours of homework per night, but their \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">perception of its usefulness was very low\u003c/a>. Only 20-30 percent of students felt homework was useful.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect that we’re seeing means we’re not necessarily agreeing with the community’s values, but we are part of the community.” \u003c/aside>\n\u003cp>On top of that homework load, Pope found that 85 percent of students participate in extracurricular activities that take up a large portion of time. On average, middle school students spent almost seven hours a week on extracurricular activities and the average high school student spent ten-and-a-half hours. Between school, homework and extracurricular commitments, high school students on average get less than \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">seven hours of sleep\u003c/a> per night, when they should be getting nine.\u003c/p>\n\u003cp>Even more troubling, many students are cheating. Out of thousands of juniors and seniors that Pope surveyed, only five percent said they did not \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/\">cheat\u003c/a>. “They know it’s wrong, but they feel that they don’t have a choice given the pressure to perform,” Pope said. They become “robo students,” jumping through hoops to reach a list of external goals that they’ve been led to believe will lead to happiness and a successful life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Kids are getting into Stanford who are coming in already as robo students,” Pope said. “What they had to do to get in was be the overachiever, but in their courses they can’t think outside the box.” Students arrive as good test-takers, but they can’t solve complex problems, think critically, communicate, problem solve or be creative. There has been very little transfer of learning to other areas, and no emphasis on cultivating a love of learning, Pope said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children For What's Next?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Many of these issues can be remedied with deeper engagement, which leads to overall student well-being. “What we found is that when students are fully engaged they achieve more and they cheat less,” Pope said. They also exhibit less stress, anxiety and sad or angry behavior. “As an educator I want to try to stimulate the full engagement,” she said.\u003c/p>\n\u003cp>To reach that ideal, Pope has come up with the ABCs of engagement; affective, behavioral and cognitive engagement. Affective engagement is showing interest and enjoyment in the work, behavorial engagement is putting in the effort, completing assignments and showing up. But cognitive engagement is the part that’s often missing from school, when a student finds value and meaning in the work. “Without the affective and the cognitive the behavioral is really just spinning the wheels,” Pope said.\u003c/p>\n\u003cp>\u003cstrong>RESTRUCTURING SCHOOL FOR SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Pope works with more than 100 schools across the country to try and make changes to structures and practices that could help mitigate some of the competition and stress that students often feel. The key elements to examine are students use of time, project and problem based learning, alternative and authentic assessment, whether students feel they belong and that people care about them, and then education.\u003c/p>\n\u003cp>The school schedule and how it affects student time is extremely important. Pope often recommends that schools move away from a school day that includes multiple transitions, a typical model for high schools. “It takes 13 minutes to transition to a new subject,” Pope said. Class is half over before students really settle in. But if the day is structured with far fewer transitions learning can go deeper and be interdisciplinary.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>If schools restructured their schedules and departments worked together, educators could do more project or problem-based learning. “We’re talking about the kind of projects that students see are relevant, meaningful, rigorous and where students have a voice and choice over what they work on,” Pope said.\u003c/p>\n\u003cp>Schools also need to reevaluate how and when they give exams. “We tend to take snapshots of students instead of making a whole portfolio,” Pope said. “You want to get student learning over time.” For her, cumulative tests are not effective because retention of the material is very low. Instead, she suggests teachers offer lower stakes and more frequent assessments of various kinds. That way all learners can demonstrate their knowledge and they’ll have to do so in ways that don’t only highlight memorization skills.\u003c/p>\n\u003cp>“These structures absolutely affect the health and well-being of students as well as engagement and achievement,” Pope said. The relationship that teachers cultivate with students is also very important. Even little things like rescheduling a test if students have big assignments due for other classes on the same day, shows them a teacher cares.\u003c/p>\n\u003cp>\u003cstrong>POPE’S STRESS RELIEVERS\u003c/strong>\u003c/p>\n\u003cp>There are a few things Pope would like to see more educators try in order to reduce the stress on students.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/will-more-porminent-colleges-abandon-the-sat/\">Test optional college applications\u003c/a>:\u003c/strong> There are already more than 1,000 colleges and universities that are test optional – students don’t have to take the SAT or ACT to qualify. Pope hopes that trend continues, with more emphasis put on a portfolio of work, recommendations and essays.\u003c/p>\n\u003cp>\u003cstrong>No grades:\u003c/strong> Commenting on a piece of work forces students to internalize changes rather than focusing on exclusively on the grade. “Move away from the grade conversation,” Pope said. The standard argument has been that grades allow colleges to quickly compare students. But Pope said even state schools like the University of California system will soon be able to evaluate applications that don’t have grades and it will go a long way to convince applicants that schools are looking at the whole person, not just a number.\u003c/p>\n\u003cp>\u003cstrong>Reconsider assessment\u003c/strong>. Pope recommends high schools take a hard look at their assessments to determine if they promote cheating. “Have an assessment that allows them to revise and collaborate and cheating will go down,” Pope said. And if teachers remove the expectation that students turn in perfect work then students won’t feel they have to either cheat or be cheated.\u003c/p>\n\u003cp>A simple thing educators can do to understand what their students are going through is to shadow them. Some administrators tried this approach. “They realized how exhausting it is to go from class to class, keep it all straight and then go home and do homework,” Pope said. It promoted the whole school to reevaluate not only the school schedule, but the amount of homework and whether that work tied back to the core goals of each class or not.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Pope's most important suggestion to raise and educate healthy, successful and curious learners is to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/despite-many-benefits-recess-for-many-students-is-restricted/\">focus on the whole body\u003c/a>. “Kids who walk or bike to school do better than kids who drive to school,” Pope said. “That’s because they’re getting their bodies ready to learn.” If the stress and anxiety of school is causing students health problems or to exhibit signs of depression, everyone needs to re-prioritize.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Empowering Kids Online: An Important Strategy to Keep Them Safe",
"title": "Empowering Kids Online: An Important Strategy to Keep Them Safe",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5089358202_8bda7750ff_z.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5089358202_8bda7750ff_z-300x450.jpg\" alt=\"CSC_0173\" width=\"300\" height=\"450\" class=\"size-medium wp-image-32491\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Laura Sydell, \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/10/29/241605525/asdfd\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The social media site Ask.fm has made headlines in connection with the suicide of a 12-year-old Florida girl who was the target of intense bullying on the site. Some law enforcement officials are warning parents about Ask.fm. But for parents, keeping track of the latest social network can be a game of Whac-a-Mole.\u003c/p>\n\u003cp>On Sept. 9, Rebecca Sedwick climbed a tower at an abandoned concrete plant near her Central Florida home and jumped. Shortly after her death, Sedwick's mother, Patricia Norman, \u003ca href=\"http://www.myfoxtampabay.com/story/23400206/2013/09/11/mom-daughter-was-bullied-online\">told the local Fox news affiliate\u003c/a> her daughter had been bullied on social media.\u003c/p>\n\u003cp>\"People were sending her messages telling her that she should just go kill herself and everybody hated her and nobody liked her,\" Norman said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Norman told the station that she moved her daughter to a new school and thought she'd gotten her off social media sites. But, without Norman's knowledge, her daughter found new sites — among them Ask.fm.\u003c/p>\n\u003cp>The European-based company lets teens post questions and answers anonymously. Mike Harris, who talks to kids in schools as part of his work with the district attorney's office in Jefferson County, Colo., says he's hearing complaints about Ask.fm, and not just from parents.\u003c/p>\n\u003cp>\"The students are complaining, saying that this is a really bad site, a lot of bad people with ill intentions, and just very cruel people,\" Harris said.\u003c/p>\n\u003cp>The Jefferson County District Attorney's office just sent out a warning to parents about Ask.fm. It noted that several teen suicides in the past year happened after the kids were bullied on the site. In an email, Ask.fm told NPR it is responding with new features that make it easier to report and block abusive comments. Harris' advice is for parents to keep better track of where their kids go online.\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">Teaching and Modeling Good Digital Citizenship\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\"Grab those phones, the smartphones, see what apps your kids have. And there's a lot of iPhones that you can actually restrict them adding certain apps, or any app,\" Harris said.\u003c/p>\n\u003cp>But Devon Warner, the parent of a 15-year-old in San Francisco, says she found restricting what kids do online may not be the answer.\u003c/p>\n\u003cp>\"I discovered that the child knew how to get beyond [the restrictions],\" Warner said. Her son is transgender and has a mild form of Asperger's.\u003c/p>\n\u003cp>\"When your child has a special need your heart's on your sleeve or it's in your throat,\" she said. When Warner realized she couldn't stop her son from going online, she chose a different way to protect him.\u003c/p>\n\u003cp>\"My goal is to teach him how to buck himself up and how to look at the situation in a way where he can be at peace with other people,\" Warner said. \"[Because] people are prejudiced and they're angry and they're cruel and there's all kinds of stuff. And I don't want him to think that's about him.\"\u003c/p>\n\u003cp>Warner's strategy seems to be working. I met her son — who goes by the name Warner — at a cafe near their home. He uses Facebook and Twitter, and he says he's also an editor on Wikipedia and has an Ask.fm account. He says he has occasionally been the target of bullies.\u003c/p>\n\u003cp>\"I'm trying not to take it too personally, but sometimes I can't help but do,\" 'Warner' said. He tells me he's experienced more bullying from kids he knows in real school than online. And online, he often finds people and sites that help him feel better about being transgender.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"My goal is to teach him how to buck himself up and how to look at the situation in a way where he can be at peace with other people.\" \u003c/aside>\n\u003cp>\"It's great to look at stuff that's actually supportive and has more of a positive attitude toward it,\" he said. \"I spend a lot of time on the computer. Sometimes the computer's like one of the only friends I have.\"\u003c/p>\n\u003cp>Being on social networks is about connection with friends, says 18-year-old Jennalynn Sallings. When she was 14, she had a secret MySpace account. Sallings says she and her friends needed space away from the prying eyes of their parents.\u003c/p>\n\u003cp>\"We need a sense of privacy. Everyone needs their sense of privacy and how else are we going to grow if we're feeling like we're locked up?\" Sallings said. Her mother, Noelani Sallings, said she discovered her daughter's secret account and forced Jennalynn to show her everything. Sallings now regrets it.\u003c/p>\n\u003cp>\"I personally should have given Jennalynn a little bit more room to experiment with what she was doing because I was so involved in school and other various aspects of her life,\" said Sallings. She says it's more important to talk to kids about how they use social media and about bullying in general. Her daughter agrees.\u003c/p>\n\u003cp>\"Banning things from any teenager will just make them want it even more,\" Jennalynn said. \"And just teaching them how to use things well and teaching them how to have that thick skin and understand that a lot of these people saying mean things have nothing better to do with their time.\"\u003c/p>\n\u003cp>Sallings says her generation is pretty inured to all the nastiness on the Internet. \"We've all grown up with it, and it's like, we're used to seeing such obscene things that our sense of [obscenity] is less,\" she said.\u003c/p>\n\u003cp>Despite the rise of social media, the University of New Hampshire's Family Research Laboratory reports that teen suicides have trended down since the early 1990s.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>After the death of her daughter, Florida mom Norman told local media simply that her message to parents was not to ignore their kids, Even if they seem fine, check up on them.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5089358202_8bda7750ff_z.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5089358202_8bda7750ff_z-300x450.jpg\" alt=\"CSC_0173\" width=\"300\" height=\"450\" class=\"size-medium wp-image-32491\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Laura Sydell, \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/10/29/241605525/asdfd\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The social media site Ask.fm has made headlines in connection with the suicide of a 12-year-old Florida girl who was the target of intense bullying on the site. Some law enforcement officials are warning parents about Ask.fm. But for parents, keeping track of the latest social network can be a game of Whac-a-Mole.\u003c/p>\n\u003cp>On Sept. 9, Rebecca Sedwick climbed a tower at an abandoned concrete plant near her Central Florida home and jumped. Shortly after her death, Sedwick's mother, Patricia Norman, \u003ca href=\"http://www.myfoxtampabay.com/story/23400206/2013/09/11/mom-daughter-was-bullied-online\">told the local Fox news affiliate\u003c/a> her daughter had been bullied on social media.\u003c/p>\n\u003cp>\"People were sending her messages telling her that she should just go kill herself and everybody hated her and nobody liked her,\" Norman said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Norman told the station that she moved her daughter to a new school and thought she'd gotten her off social media sites. But, without Norman's knowledge, her daughter found new sites — among them Ask.fm.\u003c/p>\n\u003cp>The European-based company lets teens post questions and answers anonymously. Mike Harris, who talks to kids in schools as part of his work with the district attorney's office in Jefferson County, Colo., says he's hearing complaints about Ask.fm, and not just from parents.\u003c/p>\n\u003cp>\"The students are complaining, saying that this is a really bad site, a lot of bad people with ill intentions, and just very cruel people,\" Harris said.\u003c/p>\n\u003cp>The Jefferson County District Attorney's office just sent out a warning to parents about Ask.fm. It noted that several teen suicides in the past year happened after the kids were bullied on the site. In an email, Ask.fm told NPR it is responding with new features that make it easier to report and block abusive comments. Harris' advice is for parents to keep better track of where their kids go online.\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">Teaching and Modeling Good Digital Citizenship\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\"Grab those phones, the smartphones, see what apps your kids have. And there's a lot of iPhones that you can actually restrict them adding certain apps, or any app,\" Harris said.\u003c/p>\n\u003cp>But Devon Warner, the parent of a 15-year-old in San Francisco, says she found restricting what kids do online may not be the answer.\u003c/p>\n\u003cp>\"I discovered that the child knew how to get beyond [the restrictions],\" Warner said. Her son is transgender and has a mild form of Asperger's.\u003c/p>\n\u003cp>\"When your child has a special need your heart's on your sleeve or it's in your throat,\" she said. When Warner realized she couldn't stop her son from going online, she chose a different way to protect him.\u003c/p>\n\u003cp>\"My goal is to teach him how to buck himself up and how to look at the situation in a way where he can be at peace with other people,\" Warner said. \"[Because] people are prejudiced and they're angry and they're cruel and there's all kinds of stuff. And I don't want him to think that's about him.\"\u003c/p>\n\u003cp>Warner's strategy seems to be working. I met her son — who goes by the name Warner — at a cafe near their home. He uses Facebook and Twitter, and he says he's also an editor on Wikipedia and has an Ask.fm account. He says he has occasionally been the target of bullies.\u003c/p>\n\u003cp>\"I'm trying not to take it too personally, but sometimes I can't help but do,\" 'Warner' said. He tells me he's experienced more bullying from kids he knows in real school than online. And online, he often finds people and sites that help him feel better about being transgender.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"My goal is to teach him how to buck himself up and how to look at the situation in a way where he can be at peace with other people.\" \u003c/aside>\n\u003cp>\"It's great to look at stuff that's actually supportive and has more of a positive attitude toward it,\" he said. \"I spend a lot of time on the computer. Sometimes the computer's like one of the only friends I have.\"\u003c/p>\n\u003cp>Being on social networks is about connection with friends, says 18-year-old Jennalynn Sallings. When she was 14, she had a secret MySpace account. Sallings says she and her friends needed space away from the prying eyes of their parents.\u003c/p>\n\u003cp>\"We need a sense of privacy. Everyone needs their sense of privacy and how else are we going to grow if we're feeling like we're locked up?\" Sallings said. Her mother, Noelani Sallings, said she discovered her daughter's secret account and forced Jennalynn to show her everything. Sallings now regrets it.\u003c/p>\n\u003cp>\"I personally should have given Jennalynn a little bit more room to experiment with what she was doing because I was so involved in school and other various aspects of her life,\" said Sallings. She says it's more important to talk to kids about how they use social media and about bullying in general. Her daughter agrees.\u003c/p>\n\u003cp>\"Banning things from any teenager will just make them want it even more,\" Jennalynn said. \"And just teaching them how to use things well and teaching them how to have that thick skin and understand that a lot of these people saying mean things have nothing better to do with their time.\"\u003c/p>\n\u003cp>Sallings says her generation is pretty inured to all the nastiness on the Internet. \"We've all grown up with it, and it's like, we're used to seeing such obscene things that our sense of [obscenity] is less,\" she said.\u003c/p>\n\u003cp>Despite the rise of social media, the University of New Hampshire's Family Research Laboratory reports that teen suicides have trended down since the early 1990s.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>After the death of her daughter, Florida mom Norman told local media simply that her message to parents was not to ignore their kids, Even if they seem fine, check up on them.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32298\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/educators-e1382721798938.jpg\" alt=\"educators\" width=\"639\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-400x187.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-320x150.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Figuring out which new teaching practices or pieces of technology might work in a classroom can feel like a full-time job. Lots of educators spend their free time researching new ideas and connecting with other educators, but there are plenty more that find the process confusing and overwhelming. How much easier would it be to have a dedicated staff person whose job is to bring new ideas into the district, support teachers and smooth the way with administrators?\u003c/p>\n\u003cp>That’s what Kris Hupp does for \u003ca href=\"http://www.cornell.k12.pa.us/site/default.aspx?PageID=1\">Cornell School District\u003c/a>, a tiny district in Pittsburgh, Pennsylvania. Hupp’s official title is 21st Century Teaching and Learning Coach, a job that started out as part of a state grant and has been incorporated into the regular budget. “My district made the investment in my position because they were seeing instructional shifts and a lot of that is this mentality that we’re in it together,” Hupp said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset.” \u003c/aside>\n\u003cp>The most important thing about his job is to create trust with both teachers and administrators who sometimes find themselves on opposite sides of labor disputes and budget issues, Hupp said. “Sometimes we’re just negotiators, whether it’s that the administration wants something from a teacher or vice-versa,” Hupp said. “It really requires a tremendous level of trust.”\u003c/p>\n\u003cp>Hupp was uniquely positioned for the job since he’d worked as both a social studies teacher in the district. But he says it still took time for teachers to feel comfortable with him in their classrooms. They were worried he’d say something to an administrator that would bring unwanted attention. On the flip side, administrators have to respect the teacher-coach relationship and trust Hupp to have student learning as his goal.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset,” Hupp said. That freedom to experiment and learn from mistakes is crucial for garnering teacher buy-in.\u003c/p>\n\u003cp>Hupp also runs a \u003ca href=\"http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx\">Professional Learning Community\u003c/a> (PLC) of both teachers and administrators. Right now they’re discussing formative assessment, and future topics will come both from Hupp and teacher suggestions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/the-key-to-empowering-educators-true-collaboration/\">The Key to Empowering Educators? True Collaboration\u003c/a>]\u003c/strong>\u003cbr>\n\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Hupp’s strategy has been to start with the enthusiastic teachers and allow more reticent teachers to approach him for help when they are ready. “What happens is a teacher next door is doing something kind of innovative or creative and over time that uninterested teacher comes around,” Hupp said. His policy is to invite everyone to everything, but focus energy on the teachers who are excited.\u003c/p>\n\u003cp>Having Hupp in the district frees teachers to focus on using the ideas he’s already vetted and gives everyone a community for sharing ideas. The onus to discover, implement, document and fundraise for new opportunities doesn’t all fall on teachers and as a consequence everyone in the school ecosystem is a little less tense.\u003c/p>\n\u003cp>By acting as the connecting agent within the school, Hupp has helped push forward regular video conferencing with other schools around the world and the acquisition of a \u003ca href=\"http://gigapan.com/\">Gigapan\u003c/a> unit – basically a robot that takes high resolution photos and stitches them together to create virtual experiences. He’s also done a lot of the heavy lifting on integrating technology into classrooms.\u003c/p>\n\u003cp>\u003cstrong>CONNECTING BEYOND THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Melissa Butler, another Pittsburgh educator, demonstrates a more traditional way to be a connected educator -- collaborating with other people on a project that has grown far beyond her single classroom. Butler and Jeremy Boyle from \u003ca href=\"http://www.cmucreatelab.org/\">Carnegie Mellon University’s CREATE Lab\u003c/a> co-founded the \u003ca href=\"http://cippgh.org/site/\">Children’s Innovation Project\u003c/a>.\u003c/p>\n\u003cp>The project works to bring technology into kindergarten classrooms as the basis for inquiry. Using mechanical toys, Butler and Boyle encourage children to imagine how the toy works, what could be inside and how it runs. The project isn't to get kids making robots at the age of five, but rather to open their minds to discovery, collaboration, communication and imagination that will cultivate their curiosity and a habit of learning that will serve them throughout their lives. The project has attracted the interest of other teachers at \u003ca href=\"http://discoverpps.org/school.php?id=102\">Pittsburgh Allegheny K-5\u003c/a>, where Butler teaches, and the project is now practiced all the way up through third grade. It's even spreading to other schools.\u003c/p>\n\u003cp>“The process of learning and the explanation of knowing and wondering and noticing is the material, the form that we’re interested in,” Butler said. “We’re not interested in children creating robots or gadgets; it’s about them exploring with the raw material to gain deeper understanding.” Butler has implemented the program with her kindergarteners, trying to build habits of learning and observation by asking students to take apart electronic toys very slowly. This isn’t a take- it-apart-and-put-it-back-together-again exercise. It’s a more imaginative, slow unraveling of what might lie inside a gadget.\"\u003c/p>\n\u003cp>The teacher’s job is to ask questions that open up thinking and curiosity. That kind of questioning is not a new tactic by any means, but it often gets crammed into a full schedule. This program is all about moving slowly.\u003c/p>\n\u003cp>“If you can become curious as a person and you know that curiosity is what fuels your thinking about the world, that habit carries over in math class, in social studies class,” Butler said. She wants kids to be comfortable with the mechanical vocabulary so they can talk about the things they want to make. And showing interest in their ideas helps build a learning disposition that will serve them well as they continue to learn.\u003c/p>\n\u003cp>The program also tries to engage families, asking kids to bring their observations and communication lessons home with them. “There are a lot of parents who don’t like the homework we send home because it’s hard and it really does require parent support to do this,” Butler said. She estimates about 80 percent of parents are on-board, sending homework back regularly. That engagement is important in any school, but especially high-poverty schools like Pittsburgh Allegheny K-5, where 70 percent of the students get free or reduced price lunch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A strength of the program is that its teacher initiated and continues to reach out to new partners. “We have a thinking community, a place where we can share and be inspired by people we work with,” Butler said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32298\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/educators-e1382721798938.jpg\" alt=\"educators\" width=\"639\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-400x187.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-320x150.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Figuring out which new teaching practices or pieces of technology might work in a classroom can feel like a full-time job. Lots of educators spend their free time researching new ideas and connecting with other educators, but there are plenty more that find the process confusing and overwhelming. How much easier would it be to have a dedicated staff person whose job is to bring new ideas into the district, support teachers and smooth the way with administrators?\u003c/p>\n\u003cp>That’s what Kris Hupp does for \u003ca href=\"http://www.cornell.k12.pa.us/site/default.aspx?PageID=1\">Cornell School District\u003c/a>, a tiny district in Pittsburgh, Pennsylvania. Hupp’s official title is 21st Century Teaching and Learning Coach, a job that started out as part of a state grant and has been incorporated into the regular budget. “My district made the investment in my position because they were seeing instructional shifts and a lot of that is this mentality that we’re in it together,” Hupp said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset.” \u003c/aside>\n\u003cp>The most important thing about his job is to create trust with both teachers and administrators who sometimes find themselves on opposite sides of labor disputes and budget issues, Hupp said. “Sometimes we’re just negotiators, whether it’s that the administration wants something from a teacher or vice-versa,” Hupp said. “It really requires a tremendous level of trust.”\u003c/p>\n\u003cp>Hupp was uniquely positioned for the job since he’d worked as both a social studies teacher in the district. But he says it still took time for teachers to feel comfortable with him in their classrooms. They were worried he’d say something to an administrator that would bring unwanted attention. On the flip side, administrators have to respect the teacher-coach relationship and trust Hupp to have student learning as his goal.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset,” Hupp said. That freedom to experiment and learn from mistakes is crucial for garnering teacher buy-in.\u003c/p>\n\u003cp>Hupp also runs a \u003ca href=\"http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx\">Professional Learning Community\u003c/a> (PLC) of both teachers and administrators. Right now they’re discussing formative assessment, and future topics will come both from Hupp and teacher suggestions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/the-key-to-empowering-educators-true-collaboration/\">The Key to Empowering Educators? True Collaboration\u003c/a>]\u003c/strong>\u003cbr>\n\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Hupp’s strategy has been to start with the enthusiastic teachers and allow more reticent teachers to approach him for help when they are ready. “What happens is a teacher next door is doing something kind of innovative or creative and over time that uninterested teacher comes around,” Hupp said. His policy is to invite everyone to everything, but focus energy on the teachers who are excited.\u003c/p>\n\u003cp>Having Hupp in the district frees teachers to focus on using the ideas he’s already vetted and gives everyone a community for sharing ideas. The onus to discover, implement, document and fundraise for new opportunities doesn’t all fall on teachers and as a consequence everyone in the school ecosystem is a little less tense.\u003c/p>\n\u003cp>By acting as the connecting agent within the school, Hupp has helped push forward regular video conferencing with other schools around the world and the acquisition of a \u003ca href=\"http://gigapan.com/\">Gigapan\u003c/a> unit – basically a robot that takes high resolution photos and stitches them together to create virtual experiences. He’s also done a lot of the heavy lifting on integrating technology into classrooms.\u003c/p>\n\u003cp>\u003cstrong>CONNECTING BEYOND THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Melissa Butler, another Pittsburgh educator, demonstrates a more traditional way to be a connected educator -- collaborating with other people on a project that has grown far beyond her single classroom. Butler and Jeremy Boyle from \u003ca href=\"http://www.cmucreatelab.org/\">Carnegie Mellon University’s CREATE Lab\u003c/a> co-founded the \u003ca href=\"http://cippgh.org/site/\">Children’s Innovation Project\u003c/a>.\u003c/p>\n\u003cp>The project works to bring technology into kindergarten classrooms as the basis for inquiry. Using mechanical toys, Butler and Boyle encourage children to imagine how the toy works, what could be inside and how it runs. The project isn't to get kids making robots at the age of five, but rather to open their minds to discovery, collaboration, communication and imagination that will cultivate their curiosity and a habit of learning that will serve them throughout their lives. The project has attracted the interest of other teachers at \u003ca href=\"http://discoverpps.org/school.php?id=102\">Pittsburgh Allegheny K-5\u003c/a>, where Butler teaches, and the project is now practiced all the way up through third grade. It's even spreading to other schools.\u003c/p>\n\u003cp>“The process of learning and the explanation of knowing and wondering and noticing is the material, the form that we’re interested in,” Butler said. “We’re not interested in children creating robots or gadgets; it’s about them exploring with the raw material to gain deeper understanding.” Butler has implemented the program with her kindergarteners, trying to build habits of learning and observation by asking students to take apart electronic toys very slowly. This isn’t a take- it-apart-and-put-it-back-together-again exercise. It’s a more imaginative, slow unraveling of what might lie inside a gadget.\"\u003c/p>\n\u003cp>The teacher’s job is to ask questions that open up thinking and curiosity. That kind of questioning is not a new tactic by any means, but it often gets crammed into a full schedule. This program is all about moving slowly.\u003c/p>\n\u003cp>“If you can become curious as a person and you know that curiosity is what fuels your thinking about the world, that habit carries over in math class, in social studies class,” Butler said. She wants kids to be comfortable with the mechanical vocabulary so they can talk about the things they want to make. And showing interest in their ideas helps build a learning disposition that will serve them well as they continue to learn.\u003c/p>\n\u003cp>The program also tries to engage families, asking kids to bring their observations and communication lessons home with them. “There are a lot of parents who don’t like the homework we send home because it’s hard and it really does require parent support to do this,” Butler said. She estimates about 80 percent of parents are on-board, sending homework back regularly. That engagement is important in any school, but especially high-poverty schools like Pittsburgh Allegheny K-5, where 70 percent of the students get free or reduced price lunch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A strength of the program is that its teacher initiated and continues to reach out to new partners. “We have a thinking community, a place where we can share and be inspired by people we work with,” Butler said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32273\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/fourondfloor/4709568214/sizes/o/in/photolist-8baLxY-9v8m4X-cG9ekA-v4hUQ-4JsQGu-4JRWfF-qhvbx-7MZ3oH-9j5xxM-aiu1hu-5jggPH-4DmvrY-6c2DHz-fv5vnS-4LtvCx-8KaCTo-BXBDA-spBrL-5usH73-gpWnp-7Lij19-v24T7-v25t9-v25bG-v25fQ-v25qT-5ApWax-5AvM4W-v257z-9h1pW8-dCEVNP-AkGGr-v25J8-9o2UU-5H6sk-6fe8Dp-5KtFkp-5KtJCi-7nzwsv-6mPx8P-bcK82x-bzKehK-eK4X2N-5Hoh1G-8K7Cn2-eaTDy-5HUVKs-6Bmm66-5huFne-afPLzf-afPLyC/\">\u003cimg class=\"size-full wp-image-32273\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1.jpg\" alt=\"4709568214_998c04c0f8_o\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Luba Vangelova\u003c/strong>\u003c/p>\n\u003cp>Fed up with the restrictions at his conventional school, 10-year-old Scott Gray convinced his parents to transfer him to one where children control their own education.\u003c/p>\n\u003cp>His father, Peter Gray, who's a developmental psychologist, watched his son thrive and began seeking to understand how children learned in such a setting, and what lessons could be drawn from it. Years after his son graduated, Gray discusses his conclusions in his recent book, \u003ca href=\"http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994\">Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life\u003c/a>.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.sudval.org\">Sudbury Valley School \u003c/a> -- a “democratic school” where children are involved in setting and enforcing the rules of behavior, and are free to decide what to do with their time -- had been around since the 1960s. So Gray, based at nearby Boston College, began his exploration by surveying its graduates to assess what happens to kids after they leave such a low-pressure learning environment.\u003c/p>\n\u003cp>“The school totally violates our cultural beliefs about what children need to do to become educated,” he says. “They’re free to play and explore. Yet kids from a variety of backgrounds and personalities seemed to do well there.” The survey revealed that its graduates had had no difficulty pursuing higher education and careers that interested them, and almost all reported feeling better prepared for adult life than if they had attended a conventional school. Says Gray: “That first study convinced me that the school works.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Children can educate themselves and are good at doing so if the conditions are right.”\u003c/aside>\n\u003cp>To understand how the kids were learning, he and a graduate student observed them closely. Analyzing data collected over hundreds of days, they concluded that free play and exploration hold “incredible learning opportunities, especially in mixed-age groups,” Gray says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To better understand why, he looked at it from an evolutionary perspective. For the vast majority of human history, people led a hunter-gatherer existence and evolved to thrive in that milieu. He surveyed anthropologists who had studied surviving human-gatherer societies and was struck by the similarities between how children learned in those groups and at Sudbury Valley. The school’s results now made sense to him.\u003c/p>\n\u003cp>“What became clear is that children are naturally motivated to acquire culture,” he says. “They do this largely by playing with other children, thereby rehearsing the necessary skills, consolidating them, and trying out the values of the culture. All this led me to conclude that children can educate themselves and are good at doing so if the conditions are right.”\u003c/p>\n\u003cp>That meant a community of age-mixed children and caring and knowledgeable adults; an expectation that children can be trusted and put in charge of their educations; and opportunities to play freely with the tools of the culture (today, this would include things like books, computers, and cooking and woodworking materials).\u003c/p>\n\u003cp>Kids learn social skills best by interacting with other kids, and a wide age range (age four and up) allows older kids to “create ‘scaffolds’ for the younger ones, bringing them up to higher skill levels,” Gray notes. “In turn, the older kids gain a sense of maturity and learn to be nurturing. Explaining things also helps them consolidate and understand the information better.”\u003c/p>\n\u003cp>Adults serve as resources and administrators for the learning community. Gray says a certain minimum number of adults are needed to represent different skills and personalities, but that no formal training is necessary. The adults just need to be “very responsible and aware of the broader picture, and be seen by kids as honest and reliable individuals who talk to them as real people,” he says.\u003c/p>\n\u003cp>\u003cstrong>LEARNING THROUGH LIFE\u003c/strong>\u003c/p>\n\u003cp>Learning unfolds organically at Sudbury Valley, where classes -- when they occur at all -- are organized upon request and are optional. “But for the most part,” Gray says, “their learning is just through life, which for a child means exploring and doing interesting things. Self-directed learning really just means self-directed life, a consequence of which is learning what you need to know to live life.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-32260\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/9780465025992_p0_v3_s260x420.jpg\" alt=\"9780465025992_p0_v3_s260x420\" width=\"260\" height=\"398\">One student, who went on to become a successful machinist and inventor, had spent much of his time tinkering with things to see how they worked. Another, who became the captain of a cruise ship, had played a lot with toy boats and then real ones. Yet another, now a high-fashion pattern maker, had made clothes for her dolls and her friends.\u003c/p>\n\u003cp>The same principles apply to both abstract and concrete learning. “We live in a numerate and literate culture,” Gray says. “You can’t avoid learning arithmetic -- you learn it in order to measure things, make change, tell time. Many games involve adding, subtracting and dividing. So the kinds of numerical skills that are important for life, you learn through life.” Kids who have a deeper interest in the subject readily apply themselves to learn higher math, as did one Sudbury Valley graduate who went on to earn a PhD in the subject.\u003c/p>\n\u003cp>“Complex material can be learned by reading manuals, books or web sites,” Gray says. “Kids who want to know about rocket science can learn 95 percent of what they need to learn that way. They need a teacher only when they come to some problem they can’t solve and have a very pointed and specific question to ask. Then they can ask an adult, perhaps an expert they find online, who can give advice. People feel good about sharing their knowledge if someone really wants to know. And self-directed learners tend to feel confident going to adults they don’t know and asking for help.”\u003c/p>\n\u003cp>Gray says two things led him to conclude that self-directed learning comes naturally to all children (barring exceptionally rare and serious brain disorders): They all start out as self-directed learners when they’re infants and toddlers, and a wide variety of kids have gone on to thrive at Sudbury Valley.\u003c/p>\n\u003cp>“Kids who like structure schedule their days more, or take classes; other kids may spontaneously move from one thing to another and see where it takes them,” he says.\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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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32273\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/fourondfloor/4709568214/sizes/o/in/photolist-8baLxY-9v8m4X-cG9ekA-v4hUQ-4JsQGu-4JRWfF-qhvbx-7MZ3oH-9j5xxM-aiu1hu-5jggPH-4DmvrY-6c2DHz-fv5vnS-4LtvCx-8KaCTo-BXBDA-spBrL-5usH73-gpWnp-7Lij19-v24T7-v25t9-v25bG-v25fQ-v25qT-5ApWax-5AvM4W-v257z-9h1pW8-dCEVNP-AkGGr-v25J8-9o2UU-5H6sk-6fe8Dp-5KtFkp-5KtJCi-7nzwsv-6mPx8P-bcK82x-bzKehK-eK4X2N-5Hoh1G-8K7Cn2-eaTDy-5HUVKs-6Bmm66-5huFne-afPLzf-afPLyC/\">\u003cimg class=\"size-full wp-image-32273\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1.jpg\" alt=\"4709568214_998c04c0f8_o\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Luba Vangelova\u003c/strong>\u003c/p>\n\u003cp>Fed up with the restrictions at his conventional school, 10-year-old Scott Gray convinced his parents to transfer him to one where children control their own education.\u003c/p>\n\u003cp>His father, Peter Gray, who's a developmental psychologist, watched his son thrive and began seeking to understand how children learned in such a setting, and what lessons could be drawn from it. Years after his son graduated, Gray discusses his conclusions in his recent book, \u003ca href=\"http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994\">Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life\u003c/a>.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.sudval.org\">Sudbury Valley School \u003c/a> -- a “democratic school” where children are involved in setting and enforcing the rules of behavior, and are free to decide what to do with their time -- had been around since the 1960s. So Gray, based at nearby Boston College, began his exploration by surveying its graduates to assess what happens to kids after they leave such a low-pressure learning environment.\u003c/p>\n\u003cp>“The school totally violates our cultural beliefs about what children need to do to become educated,” he says. “They’re free to play and explore. Yet kids from a variety of backgrounds and personalities seemed to do well there.” The survey revealed that its graduates had had no difficulty pursuing higher education and careers that interested them, and almost all reported feeling better prepared for adult life than if they had attended a conventional school. Says Gray: “That first study convinced me that the school works.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Children can educate themselves and are good at doing so if the conditions are right.”\u003c/aside>\n\u003cp>To understand how the kids were learning, he and a graduate student observed them closely. Analyzing data collected over hundreds of days, they concluded that free play and exploration hold “incredible learning opportunities, especially in mixed-age groups,” Gray says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To better understand why, he looked at it from an evolutionary perspective. For the vast majority of human history, people led a hunter-gatherer existence and evolved to thrive in that milieu. He surveyed anthropologists who had studied surviving human-gatherer societies and was struck by the similarities between how children learned in those groups and at Sudbury Valley. The school’s results now made sense to him.\u003c/p>\n\u003cp>“What became clear is that children are naturally motivated to acquire culture,” he says. “They do this largely by playing with other children, thereby rehearsing the necessary skills, consolidating them, and trying out the values of the culture. All this led me to conclude that children can educate themselves and are good at doing so if the conditions are right.”\u003c/p>\n\u003cp>That meant a community of age-mixed children and caring and knowledgeable adults; an expectation that children can be trusted and put in charge of their educations; and opportunities to play freely with the tools of the culture (today, this would include things like books, computers, and cooking and woodworking materials).\u003c/p>\n\u003cp>Kids learn social skills best by interacting with other kids, and a wide age range (age four and up) allows older kids to “create ‘scaffolds’ for the younger ones, bringing them up to higher skill levels,” Gray notes. “In turn, the older kids gain a sense of maturity and learn to be nurturing. Explaining things also helps them consolidate and understand the information better.”\u003c/p>\n\u003cp>Adults serve as resources and administrators for the learning community. Gray says a certain minimum number of adults are needed to represent different skills and personalities, but that no formal training is necessary. The adults just need to be “very responsible and aware of the broader picture, and be seen by kids as honest and reliable individuals who talk to them as real people,” he says.\u003c/p>\n\u003cp>\u003cstrong>LEARNING THROUGH LIFE\u003c/strong>\u003c/p>\n\u003cp>Learning unfolds organically at Sudbury Valley, where classes -- when they occur at all -- are organized upon request and are optional. “But for the most part,” Gray says, “their learning is just through life, which for a child means exploring and doing interesting things. Self-directed learning really just means self-directed life, a consequence of which is learning what you need to know to live life.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-32260\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/9780465025992_p0_v3_s260x420.jpg\" alt=\"9780465025992_p0_v3_s260x420\" width=\"260\" height=\"398\">One student, who went on to become a successful machinist and inventor, had spent much of his time tinkering with things to see how they worked. Another, who became the captain of a cruise ship, had played a lot with toy boats and then real ones. Yet another, now a high-fashion pattern maker, had made clothes for her dolls and her friends.\u003c/p>\n\u003cp>The same principles apply to both abstract and concrete learning. “We live in a numerate and literate culture,” Gray says. “You can’t avoid learning arithmetic -- you learn it in order to measure things, make change, tell time. Many games involve adding, subtracting and dividing. So the kinds of numerical skills that are important for life, you learn through life.” Kids who have a deeper interest in the subject readily apply themselves to learn higher math, as did one Sudbury Valley graduate who went on to earn a PhD in the subject.\u003c/p>\n\u003cp>“Complex material can be learned by reading manuals, books or web sites,” Gray says. “Kids who want to know about rocket science can learn 95 percent of what they need to learn that way. They need a teacher only when they come to some problem they can’t solve and have a very pointed and specific question to ask. Then they can ask an adult, perhaps an expert they find online, who can give advice. People feel good about sharing their knowledge if someone really wants to know. And self-directed learners tend to feel confident going to adults they don’t know and asking for help.”\u003c/p>\n\u003cp>Gray says two things led him to conclude that self-directed learning comes naturally to all children (barring exceptionally rare and serious brain disorders): They all start out as self-directed learners when they’re infants and toddlers, and a wide variety of kids have gone on to thrive at Sudbury Valley.\u003c/p>\n\u003cp>“Kids who like structure schedule their days more, or take classes; other kids may spontaneously move from one thing to another and see where it takes them,” he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>“So,” Juárez Correa said, “what do you want to learn?”\u003c/p>\n\u003cp>Correa asked his students this question in an attempt to bring student-centered learning to an impoverished Mexican town located near a dump where it's not uncommon to find dead bodies on the street. With that question, Correa not only gave his students something to look forward to in coming to school, but also a clear path to \"measurable\" achievement.\u003c/p>\n\u003cp>Well worth reading the entire story, which highlights the need for a \"new breed of educators inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion—and uncovering a generation of geniuses in the process.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.wired.com/images_blogs/business/2013/10/ff_mexicanschool_th-200x200.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.wired.com/business/2013/10/free-thinkers/\">How a Radical New Teaching Method Could Unleash a Generation of Geniuses\u003c/a>He started by telling them that there were kids in other parts of the world who could memorize pi to hundreds of decimal points. They could write symphonies and build robots and airplanes. Most people wouldn't think that the students at José Urbina López could do those kinds of things.\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?src=anywhere\" 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://www.wired.com\" target=\"_blank\">Wired\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>“So,” Juárez Correa said, “what do you want to learn?”\u003c/p>\n\u003cp>Correa asked his students this question in an attempt to bring student-centered learning to an impoverished Mexican town located near a dump where it's not uncommon to find dead bodies on the street. With that question, Correa not only gave his students something to look forward to in coming to school, but also a clear path to \"measurable\" achievement.\u003c/p>\n\u003cp>Well worth reading the entire story, which highlights the need for a \"new breed of educators inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion—and uncovering a generation of geniuses in the process.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.wired.com/images_blogs/business/2013/10/ff_mexicanschool_th-200x200.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.wired.com/business/2013/10/free-thinkers/\">How a Radical New Teaching Method Could Unleash a Generation of Geniuses\u003c/a>He started by telling them that there were kids in other parts of the world who could memorize pi to hundreds of decimal points. They could write symphonies and build robots and airplanes. Most people wouldn't think that the students at José Urbina López could do those kinds of things.\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?src=anywhere\" 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://www.wired.com\" target=\"_blank\">Wired\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_32118\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/4626252439_ac0017f20a_z-e1381856657815.jpg\" alt=\"4626252439_ac0017f20a_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/4626252439_ac0017f20a_z-e1381856657815.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4626252439_ac0017f20a_z-e1381856657815-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4626252439_ac0017f20a_z-e1381856657815-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A growing body of evidence suggests that the most significant thing about college is not \u003cem>where\u003c/em> you go, but \u003cem>what\u003c/em> you do once you get there. Historian and educator Ken Bain has written a book on this subject, \u003ca href=\"http://www.amazon.com/What-Best-College-Students-Do/dp/0674066642\">\u003cem>What The Best College Students Do\u003c/em>\u003c/a>, that draws a roadmap for how students can get the most out of college, no matter where they go.\u003c/p>\n\u003cp>As Bain details, there are three types of learners — surface, who do as little as possible to get by; strategic, who aim for top grades rather than true understanding, and finally, deep learners, who leave college with a real, rich education.\u003c/p>\n\u003cp>Bain then introduces us to a host of real-life deep learners: young and old, scientific and artistic, famous or still getting there. Although they each have their own insights, Bain identifies common patterns in their stories:\u003c/p>\n\u003cp>\u003cstrong>Pursue passion, not A’s. \u003c/strong>When he was in college, says the eminent astrophysicist Neil deGrasse Tyson, he was “moved by curiosity, interest, and fascination, not by making the highest scores on a test.” As an adult, he points out, “no one ever asks you what your grades were. Grades become irrelevant.” In his experience as a student and a professor, says Tyson, “ambition and innovation trump grades every time.”\u003c/p>\n\u003cp>\u003cstrong>Get comfortable with failure. \u003c/strong>When he was still a college student, comedian Stephen Colbert began working with an improvisational theater in Chicago. “That really opened me up in ways I hadn’t expected,” he told Bain. “You must be OK with bombing. You have to love it.” Colbert adds, “Improvisation is a great educator when it comes to failing. There’s no way you are going to get it right every time.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Make a personal connection to your studies. \u003c/strong>In her sophomore year in college, Eliza Noh, now a professor of Asian American studies at California State University-Fullerton, took a class on power in society: who has it, how it’s used. “It really opened my eyes. For the first time in my life, I realized that learning could be about me and my interests, about who I was,” Noh told Bain. “I didn’t just listen to lectures, but began to use my own experiences as a jumping off point for asking questions and wanting to pursue certain concepts.”\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-32112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/9780674066649_p0_v1_s260x420.jpg\" alt=\"9780674066649_p0_v1_s260x420\" width=\"182\" height=\"273\">Read and think actively. \u003c/strong>Dean Baker, one of the few economists to predict the economic collapse of 2008, became fascinated in college by the way economic forces shape people’s lives. His studies led him to reflect on “what he believed and why, integrating and questioning,” Bain notes. Baker himself says: ”I was always looking for arguments in something I read, and then pinpointing the evidence to see how it was used.”\u003c/p>\n\u003cp>\u003cstrong>Ask big questions. \u003c/strong>Jeff Hawkins, an engineer who created the first mobile computing device, organized his college studies around four profound questions he wanted to explore: Why does anything exist? Given that a universe does exist, why do we have the particular laws of physics that we do? Why do we have life, and what is its nature? And given that life exists, what’s the nature of intelligence? For many of the subjects he pursued, Bain notes, “there was no place to ‘look it up,’ no simple answer.”\u003c/p>\n\u003cp>\u003cstrong>Cultivate empathy for others. \u003c/strong>Reyna Grande, author of the novels \u003cem>Across A Hundred Mountains\u003c/em> and \u003cem>Dancing with Butterflies\u003c/em>, started writing seriously in her junior year in college. “Writing fiction taught Reyna to empathize with the people who populated her stories, an ability that she transferred to her life,” Bain notes: “As a writer, I have to understand what motivates a character, and I see other people as characters in the story of life,” Grande says. “When someone makes mistakes, I always look at what made them act the way they do.”\u003c/p>\n\u003cp>\u003cstrong>Set goals and make them real. \u003c/strong>Tia Fuller, who later became an accomplished saxophone player, began planning her future in college, envisioning the successful completion of her projects. ”I would keep focused on the light at the end of the tunnel, and what that accomplishment would mean,” she said to Bain. “That would help me develop a crystalized vision.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Find a way to contribute. \u003c/strong>Joel Feinman, now a lawyer who provides legal services to the poor, was set on his career path by a book he read in college: \u003cem>The Massacre at El Mazote\u003c/em>, an account of a 1981 slaughter of villagers in El Salvador. After writing and staging a campus play about the massacre, and traveling to El Savador himself, Feinman “decided that I wanted to do something to help people and bring a little justice to the world.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32118\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/4626252439_ac0017f20a_z-e1381856657815.jpg\" alt=\"4626252439_ac0017f20a_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/4626252439_ac0017f20a_z-e1381856657815.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4626252439_ac0017f20a_z-e1381856657815-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4626252439_ac0017f20a_z-e1381856657815-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A growing body of evidence suggests that the most significant thing about college is not \u003cem>where\u003c/em> you go, but \u003cem>what\u003c/em> you do once you get there. Historian and educator Ken Bain has written a book on this subject, \u003ca href=\"http://www.amazon.com/What-Best-College-Students-Do/dp/0674066642\">\u003cem>What The Best College Students Do\u003c/em>\u003c/a>, that draws a roadmap for how students can get the most out of college, no matter where they go.\u003c/p>\n\u003cp>As Bain details, there are three types of learners — surface, who do as little as possible to get by; strategic, who aim for top grades rather than true understanding, and finally, deep learners, who leave college with a real, rich education.\u003c/p>\n\u003cp>Bain then introduces us to a host of real-life deep learners: young and old, scientific and artistic, famous or still getting there. Although they each have their own insights, Bain identifies common patterns in their stories:\u003c/p>\n\u003cp>\u003cstrong>Pursue passion, not A’s. \u003c/strong>When he was in college, says the eminent astrophysicist Neil deGrasse Tyson, he was “moved by curiosity, interest, and fascination, not by making the highest scores on a test.” As an adult, he points out, “no one ever asks you what your grades were. Grades become irrelevant.” In his experience as a student and a professor, says Tyson, “ambition and innovation trump grades every time.”\u003c/p>\n\u003cp>\u003cstrong>Get comfortable with failure. \u003c/strong>When he was still a college student, comedian Stephen Colbert began working with an improvisational theater in Chicago. “That really opened me up in ways I hadn’t expected,” he told Bain. “You must be OK with bombing. You have to love it.” Colbert adds, “Improvisation is a great educator when it comes to failing. There’s no way you are going to get it right every time.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Make a personal connection to your studies. \u003c/strong>In her sophomore year in college, Eliza Noh, now a professor of Asian American studies at California State University-Fullerton, took a class on power in society: who has it, how it’s used. “It really opened my eyes. For the first time in my life, I realized that learning could be about me and my interests, about who I was,” Noh told Bain. “I didn’t just listen to lectures, but began to use my own experiences as a jumping off point for asking questions and wanting to pursue certain concepts.”\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-32112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/9780674066649_p0_v1_s260x420.jpg\" alt=\"9780674066649_p0_v1_s260x420\" width=\"182\" height=\"273\">Read and think actively. \u003c/strong>Dean Baker, one of the few economists to predict the economic collapse of 2008, became fascinated in college by the way economic forces shape people’s lives. His studies led him to reflect on “what he believed and why, integrating and questioning,” Bain notes. Baker himself says: ”I was always looking for arguments in something I read, and then pinpointing the evidence to see how it was used.”\u003c/p>\n\u003cp>\u003cstrong>Ask big questions. \u003c/strong>Jeff Hawkins, an engineer who created the first mobile computing device, organized his college studies around four profound questions he wanted to explore: Why does anything exist? Given that a universe does exist, why do we have the particular laws of physics that we do? Why do we have life, and what is its nature? And given that life exists, what’s the nature of intelligence? For many of the subjects he pursued, Bain notes, “there was no place to ‘look it up,’ no simple answer.”\u003c/p>\n\u003cp>\u003cstrong>Cultivate empathy for others. \u003c/strong>Reyna Grande, author of the novels \u003cem>Across A Hundred Mountains\u003c/em> and \u003cem>Dancing with Butterflies\u003c/em>, started writing seriously in her junior year in college. “Writing fiction taught Reyna to empathize with the people who populated her stories, an ability that she transferred to her life,” Bain notes: “As a writer, I have to understand what motivates a character, and I see other people as characters in the story of life,” Grande says. “When someone makes mistakes, I always look at what made them act the way they do.”\u003c/p>\n\u003cp>\u003cstrong>Set goals and make them real. \u003c/strong>Tia Fuller, who later became an accomplished saxophone player, began planning her future in college, envisioning the successful completion of her projects. ”I would keep focused on the light at the end of the tunnel, and what that accomplishment would mean,” she said to Bain. “That would help me develop a crystalized vision.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Find a way to contribute. \u003c/strong>Joel Feinman, now a lawyer who provides legal services to the poor, was set on his career path by a book he read in college: \u003cem>The Massacre at El Mazote\u003c/em>, an account of a 1981 slaughter of villagers in El Salvador. After writing and staging a campus play about the massacre, and traveling to El Savador himself, Feinman “decided that I wanted to do something to help people and bring a little justice to the world.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Five Research-Driven Education Trends At Work in Classrooms",
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"content": "\u003cfigure id=\"attachment_32102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/154062807-640x413.jpg\" alt=\"154062807\" width=\"640\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Increasingly, educators are looking to research about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/learning-smarter/\">how kids learn\u003c/a> to influence teaching practices and tools. What seemed like on-the-fringe experiments, like game-based learning, have turned into real trends, and have gradually made their way into many (though certainly not most) classrooms.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED TEACHING\u003c/strong>\u003c/p>\n\u003cp>Many educators are using researchers’ insights into how children best learn to inform their teaching practices. Stanford professor Carol Dweck’s research on encouraging children to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">growth-mindset\u003c/a> continues to grow in popularity, as educators try to praise effort, not outcomes. Dweck writes that if children believe their abilities are fixed -- that either that they're smart or they're not -- they approach the world in different ways and aren’t as able to face adversity. When they believe skills and abilities can grow throughout one's lifetime, they're better able to rise to challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindsetworks.com/webnav/program.aspx\">Brainology\u003c/a>, Dweck's program, is just one of many such school-based programs that teachers can use in classrooms, as is \u003ca href=\"http://www.brainworks.info/bwsystem/SchoolYearProgram.aspx\">Brainworks.\u003c/a>\u003c/p>\n\u003cp>Educators are also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\">teaching learning strategies\u003c/a>, helping students find out the best ways to not just learn content, but \u003cem>how\u003c/em> to learn. Ideas like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-music-can-improve-memory/\">remembering facts when they are set to music\u003c/a>. This practice has been employed since the days of oral storytelling, but teachers are reviving it to help students in modern classrooms. Recent studies show that adults learn new languages more easily when they are set to a beat. Some educators are even experimenting with breaking up classical literature into bite sized raps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are plenty more examples of brain-based research on learning making its way into classroom practices.\u003c/p>\n\u003cp>\u003cstrong>GAME-BASED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Games have long been used to engage students. But as \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a> becomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.\u003c/p>\n\u003cp>Universities like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-do-you-teach-empathy-harvard-pilots-game-simulation/\">Harvard\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT\u003c/a> and the \u003ca href=\"http://www.gameslearningsociety.org/\">University of Wisconsin's Game and Learning Society\u003c/a> are studying how game-playing helps student engagement and achievement, and well-known researchers in the field like \u003ca href=\"http://www.jamespaulgee.com/\">James Paul Gee\u003c/a> and University of Wisconsin professor \u003ca href=\"http://website.education.wisc.edu/kdsquire/tenure-files/09-PIQ-Squire-submitted.pdf\">Kurt Squire\u003c/a> show are using their own studies to show that games help students learn.\u003c/p>\n\u003cp>Once the terrain of experimental classrooms, digital games are now becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">more common in classrooms\u003c/a>. In a recent survey by the Joan Ganz Cooney Center, half of 505 K-8 teachers said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003cstrong> \u003c/strong>Educators are using commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCity\u003c/a> for education. The Institute of Play continues to study game-based learning and helps support two \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-to-design-classroom-games-for-learning/\">Quest to Learn \u003c/a>schools, which are based around the idea of games and learning.\u003c/p>\n\u003cp>\u003cstrong>POWER OF PERSEVERANCE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Paul Tough’s book, \u003cem>How Children Succeed\u003c/em>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">popularized the ideas of grit and perseverance\u003c/a>. Now those ideas have made their way into a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">U.S. Department of Education’s Technology office report\u003c/a> as well as the Common Core State Standards, which many states are already implementing. The idea that failure is an opportunity to learn and improve, not a roadblock to achievement, is often referenced as one of the most important life skills a student can take with him beyond the classroom.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">Angela Duckworth’s research on grit\u003c/a> has shown that often students, who scored lower on intelligence tests, end up doing better in class. They were compensating for their lack of innate intelligence with hard work and that paid off in their GPAs. Duckworth has even developed a “Grit Scale” that allows students to self-report their “grittiness.”\u003c/p>\n\u003cp>\u003cstrong>QUESTIONING HOMEWORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">growing movement against homework\u003c/a> in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school.\u003c/p>\n\u003cp>Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. Overall, there’s a push to reevaluate the kinds of work students are being asked to do at home and to ask \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">whether it adds value to their learning\u003c/a>. If the work is repetitive or tangential, it may add no real value, and teachers across the country are starting to institute no-homework policies. Even principals are \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html?_r=0\">starting to revolt\u003c/a> and schools are instituting “no homework” nights or substituting “goals” for homework.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Increasingly business leaders and educators are realizing that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">creativity is a uniquely human quality\u003c/a> that will set future graduates apart from the ever smarter computers that are playing increasingly important roles in society. There’s been a focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">stimulating curiosity\u003c/a> and creativity through Science Technology Engineering and Math (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/stem/\">STEM\u003c/a>) courses, including \u003ca href=\"http://ww2.kqed.org/mindshift/tag/coding/\">computer coding\u003c/a>, as well as integrating art and design into courses. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\">design thinking\u003c/a> movement is a good example of schools working to develop students’ ability to think for themselves, brainstorm ideas and execute them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many schools are also shifting towards \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning to help leverage student interests \u003c/a>and passions in their school work. Long-form projects often allow students to demonstrate their creativity more than assignments that every student must complete the same way. The trend towards project-based learning is one indication that schools are actively looking to build creativity into curricula.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/154062807-640x413.jpg\" alt=\"154062807\" width=\"640\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Increasingly, educators are looking to research about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/learning-smarter/\">how kids learn\u003c/a> to influence teaching practices and tools. What seemed like on-the-fringe experiments, like game-based learning, have turned into real trends, and have gradually made their way into many (though certainly not most) classrooms.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED TEACHING\u003c/strong>\u003c/p>\n\u003cp>Many educators are using researchers’ insights into how children best learn to inform their teaching practices. Stanford professor Carol Dweck’s research on encouraging children to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">growth-mindset\u003c/a> continues to grow in popularity, as educators try to praise effort, not outcomes. Dweck writes that if children believe their abilities are fixed -- that either that they're smart or they're not -- they approach the world in different ways and aren’t as able to face adversity. When they believe skills and abilities can grow throughout one's lifetime, they're better able to rise to challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindsetworks.com/webnav/program.aspx\">Brainology\u003c/a>, Dweck's program, is just one of many such school-based programs that teachers can use in classrooms, as is \u003ca href=\"http://www.brainworks.info/bwsystem/SchoolYearProgram.aspx\">Brainworks.\u003c/a>\u003c/p>\n\u003cp>Educators are also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\">teaching learning strategies\u003c/a>, helping students find out the best ways to not just learn content, but \u003cem>how\u003c/em> to learn. Ideas like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-music-can-improve-memory/\">remembering facts when they are set to music\u003c/a>. This practice has been employed since the days of oral storytelling, but teachers are reviving it to help students in modern classrooms. Recent studies show that adults learn new languages more easily when they are set to a beat. Some educators are even experimenting with breaking up classical literature into bite sized raps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are plenty more examples of brain-based research on learning making its way into classroom practices.\u003c/p>\n\u003cp>\u003cstrong>GAME-BASED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Games have long been used to engage students. But as \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a> becomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.\u003c/p>\n\u003cp>Universities like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-do-you-teach-empathy-harvard-pilots-game-simulation/\">Harvard\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT\u003c/a> and the \u003ca href=\"http://www.gameslearningsociety.org/\">University of Wisconsin's Game and Learning Society\u003c/a> are studying how game-playing helps student engagement and achievement, and well-known researchers in the field like \u003ca href=\"http://www.jamespaulgee.com/\">James Paul Gee\u003c/a> and University of Wisconsin professor \u003ca href=\"http://website.education.wisc.edu/kdsquire/tenure-files/09-PIQ-Squire-submitted.pdf\">Kurt Squire\u003c/a> show are using their own studies to show that games help students learn.\u003c/p>\n\u003cp>Once the terrain of experimental classrooms, digital games are now becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">more common in classrooms\u003c/a>. In a recent survey by the Joan Ganz Cooney Center, half of 505 K-8 teachers said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003cstrong> \u003c/strong>Educators are using commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCity\u003c/a> for education. The Institute of Play continues to study game-based learning and helps support two \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-to-design-classroom-games-for-learning/\">Quest to Learn \u003c/a>schools, which are based around the idea of games and learning.\u003c/p>\n\u003cp>\u003cstrong>POWER OF PERSEVERANCE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Paul Tough’s book, \u003cem>How Children Succeed\u003c/em>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">popularized the ideas of grit and perseverance\u003c/a>. Now those ideas have made their way into a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">U.S. Department of Education’s Technology office report\u003c/a> as well as the Common Core State Standards, which many states are already implementing. The idea that failure is an opportunity to learn and improve, not a roadblock to achievement, is often referenced as one of the most important life skills a student can take with him beyond the classroom.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">Angela Duckworth’s research on grit\u003c/a> has shown that often students, who scored lower on intelligence tests, end up doing better in class. They were compensating for their lack of innate intelligence with hard work and that paid off in their GPAs. Duckworth has even developed a “Grit Scale” that allows students to self-report their “grittiness.”\u003c/p>\n\u003cp>\u003cstrong>QUESTIONING HOMEWORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">growing movement against homework\u003c/a> in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school.\u003c/p>\n\u003cp>Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. 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There’s been a focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">stimulating curiosity\u003c/a> and creativity through Science Technology Engineering and Math (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/stem/\">STEM\u003c/a>) courses, including \u003ca href=\"http://ww2.kqed.org/mindshift/tag/coding/\">computer coding\u003c/a>, as well as integrating art and design into courses. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\">design thinking\u003c/a> movement is a good example of schools working to develop students’ ability to think for themselves, brainstorm ideas and execute them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many schools are also shifting towards \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning to help leverage student interests \u003c/a>and passions in their school work. 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"content": "\u003cp>When people say, \"I'm just not the creative type,\" IDEO founder David Kelley refutes that assumption with the idea that if they stick with it long enough, their creativity will inevitably come through. Kelley talks about the idea of \"guided mastery\" -- it's a practice that parents and educators can use to help kids find their creative confidence.\u003c/p>\n\u003cp>David and his brother Tom Kelley just published the book \u003ca href=\"http://www.creativeconfidence.com/buy\">Creative Confidence, \u003c/a>which will hit the stores soon.\u003c/p>\n\u003cp>[ted id=1449]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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