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"disqusTitle": "How Can We Make Homework Worthwhile?",
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"content": "\u003cfigure id=\"attachment_31396\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/10829849@N00/3342447094/in/photolist-66mV5b-66CXed-675oBG-67Sbnn-692bsY-6cLxht-6f8uDE-6xsrQu-6ze3ce-6AibNp-6BcKkk-6GyXEg-6ZKAcN-72fu1K-72gX58-72gX6r-72TfkP-74DGcp-75tsaF-7a9zCe-7bxzSW-7fWjvz-7g96yb-7gENs4-7mzJJA-7rgyEb-7ugTr7-7wXsGp-7VtLaP-ajP2az-eLrFo6-asVaX1-dbKBrf-dnrYw3-7ApKEi-aecNbQ-bzqem6-7WEgAy-9c4Nbn-dCGM88-8G9Tfz-dCvq2E-9fgAhH-brxBsk-9fKvHN-8NA8Nu-dci2hd-bpU6KW-9fTCw7-adVZ4A-bBgF2T\">\u003cimg class=\"size-full wp-image-31396\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/homework.jpg\" alt=\"homework\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do American students have too much homework, or too little? We often hear passionate arguments for either side, but I believe that we ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?\u003c/p>\n\u003cp>The quantity of students’ homework is a lot less important than its quality. And evidence suggests that as of now, homework isn’t making the grade. Although \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.umich.edu/news/Releases/2004/Nov04/teen_time_report.pdf%E2%80%8E\">surveys show\u003c/a> that the amount of time our children spend on homework has risen over the last three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science and 31st in math, according to the \u003ca href=\"http://usoecd.usmission.gov/priorities/benchmark_education.html\">most recent results\u003c/a> from the Program for International Student Assessment (PISA).\u003c/p>\n\u003cp>In a 2008 \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.metlife.com/about/press-room/us-press-releases/2008/index.html?compID=470\">survey\u003c/a>, one-third of parents polled rated the quality of their children’s homework assignments as fair or poor, and 4 in 10 said they believed that some or a great deal of homework was busywork. A \u003ca href=\"http://eric.ed.gov/?id=EJ936135\">recent study\u003c/a>, published in the Economics of Education Review, reports that homework in science, English and history has “little to no impact” on student test scores. (The authors did note a positive effect for math homework.) Enriching children’s classroom learning requires making homework not shorter or longer, but smarter.\u003c/p>\n\u003caside class=\"pullquote alignleft\">When we work hard to understand information, we recall it better; the extra effort signals the brain that this knowledge is worth keeping.\u003c/aside>\n\u003cp>Fortunately, research is available to help parents, teachers and school administrators do just that. In recent years, neuroscientists, cognitive scientists and educational psychologists have made a series of remarkable discoveries about how the human brain learns. They have founded a new discipline, known as \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.gse.harvard.edu/academics/masters/mbe/\">Mind, Brain and Education\u003c/a>, that is devoted to understanding and improving the ways in which children absorb, retain and apply knowledge.\u003c/p>\n\u003cp>Educators have begun to implement these methods in classrooms around the country and have enjoyed measurable success. A \u003ca href=\"http://psycnet.apa.org/journals/edu/103/2/399\">collaboration\u003c/a> between psychologists at Washington University in St. Louis and teachers at nearby Columbia Middle School, for example, lifted seventh- and eighth-grade students’ science and social studies test scores by 13 to 25 percent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the innovations have not yet been applied to homework. Mind, Brain and Education methods may seem unfamiliar and even counterintuitive, but they are simple to understand and easy to carry out. And after-school assignments are ripe for the kind of improvements the new science offers.\u003c/p>\n\u003cp>“Spaced repetition” is one example of the kind of evidence-based techniques that researchers have found have a positive impact on learning. Here’s how it works: instead of concentrating the study of information in single blocks, as many homework assignments currently do—reading about, say, the Civil War one evening and Reconstruction the next—learners encounter the same material in briefer sessions spread over a longer period of time. With this approach, students are re-exposed to information about the Civil War and Reconstruction throughout the semester.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">Parents Wonder: Why So Much Homework?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>It sounds unassuming, but spaced repetition produces impressive results. Eighth-grade history students who relied on a spaced approach to learning had nearly double the retention rate of students who studied the same material in a consolidated unit, \u003ca href=\"http://www.psychology.iastate.edu/~shacarp/publications.html\">reported\u003c/a> researchers from the University of California-San Diego in 2007. The reason the method works so well goes back to the brain: when we first acquire memories, they are volatile, subject to change or likely to disappear. Exposing ourselves to information repeatedly over time fixes it more permanently in our minds, by strengthening the representation of the information that is embedded in our neural networks.\u003c/p>\n\u003cp>A second learning technique, known as “retrieval practice,” employs a familiar tool—the test—in a new way: not to assess what students know, but to reinforce it. We often conceive of memory as something like a storage tank and a test as a kind of dipstick that measures how much information we’ve put in there. But that’s not actually how the brain works. Every time we pull up a memory, we make it stronger and more lasting, so that testing doesn’t just measure, it changes learning. Simply reading over material to be learned, or even taking notes and making outlines, as many homework assignments require, \u003ca href=\"http://www.sciencemag.org/content/331/6018/772.abstract\">doesn’t have this effect\u003c/a>.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.sciencemag.org/content/319/5865/966.abstract\">one experiment\u003c/a>, language learners who employed the retrieval practice strategy to study vocabulary words remembered 80 percent of the words they studied, while learners who used conventional study methods remembered only about a third of them. Students who used retrieval practice to learn science retained about 50 percent more of the material than students who studied in traditional ways, \u003ca href=\"http://www.sciencemag.org/content/331/6018/772.abstract\">reported\u003c/a> researchers from Purdue University in 2011. Students—and parents—may groan at the prospect of more tests, but the self-quizzing involved in retrieval practice need not provoke any anxiety. It’s simply an effective way to focus less on the input of knowledge (passively reading over textbooks and notes) and more on its output (calling up that same information from one’s own brain).\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/\">Redefining 'Cheating' With Homework\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Another common misconception about how we learn holds that if information feels easy to absorb, we’ve learned it well. In fact, the opposite is true. When we work hard to understand information, we recall it better; the extra effort signals the brain that this knowledge is worth keeping. This phenomenon, known as \u003ca href=\"http://eric.ed.gov/?id=EJ908264\">cognitive disfluency\u003c/a>, promotes learning so effectively that psychologists have devised all manner of “\u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.psychologicalscience.org/observer/getArticle.cfm?id=1952\">desirable difficulties\u003c/a>” to introduce into the learning process: for example, sprinkling a passage with punctuation mistakes, deliberately leaving out letters, shrinking font size until it’s tiny or wiggling a document while it’s being copied so that words come out blurry.\u003c/p>\n\u003cp>Teachers are unlikely to start sending students home with smudged or error-filled worksheets, but there is another kind of desirable difficulty — called interleaving — that can readily be applied to homework. An interleaved assignment mixes up different kinds of situations or problems to be practiced, instead of grouping them by type. When students can’t tell in advance what kind of knowledge or problem-solving strategy will be required to answer a question, their brains have to work harder to come up with the solution, and the result is that students learn the material more thoroughly.\u003c/p>\n\u003cp>Researchers at California Polytechnic State University conducted a \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.ncbi.nlm.nih.gov/pubmed/8084699\">study of interleaving\u003c/a> in sports that illustrates why the tactic is so effective. When baseball players practiced hitting, interleaving different kinds of pitches improved their performance on a later test in which the batters did not know the type of pitch in advance (as would be the case, of course, in a real game).\u003c/p>\n\u003cp>Interleaving produces the same sort of improvement in academic learning. A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/acp.1598/abstract\">study\u003c/a> published in 2010 in the journal Applied Cognitive Psychology asked fourth-graders to work on solving four types of math problems and then to take a test evaluating how well they had learned. The scores of those whose practice problems were mixed up were more than double the scores of those students who had practiced one kind of problem at a time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The application of such research-based strategies to homework is a yet-untapped opportunity to raise student achievement. Science has shown us how to turn homework into a potent catalyst for learning. Our assignment now is to make it happen.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31396\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/10829849@N00/3342447094/in/photolist-66mV5b-66CXed-675oBG-67Sbnn-692bsY-6cLxht-6f8uDE-6xsrQu-6ze3ce-6AibNp-6BcKkk-6GyXEg-6ZKAcN-72fu1K-72gX58-72gX6r-72TfkP-74DGcp-75tsaF-7a9zCe-7bxzSW-7fWjvz-7g96yb-7gENs4-7mzJJA-7rgyEb-7ugTr7-7wXsGp-7VtLaP-ajP2az-eLrFo6-asVaX1-dbKBrf-dnrYw3-7ApKEi-aecNbQ-bzqem6-7WEgAy-9c4Nbn-dCGM88-8G9Tfz-dCvq2E-9fgAhH-brxBsk-9fKvHN-8NA8Nu-dci2hd-bpU6KW-9fTCw7-adVZ4A-bBgF2T\">\u003cimg class=\"size-full wp-image-31396\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/homework.jpg\" alt=\"homework\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/homework-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do American students have too much homework, or too little? We often hear passionate arguments for either side, but I believe that we ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?\u003c/p>\n\u003cp>The quantity of students’ homework is a lot less important than its quality. And evidence suggests that as of now, homework isn’t making the grade. Although \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.umich.edu/news/Releases/2004/Nov04/teen_time_report.pdf%E2%80%8E\">surveys show\u003c/a> that the amount of time our children spend on homework has risen over the last three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science and 31st in math, according to the \u003ca href=\"http://usoecd.usmission.gov/priorities/benchmark_education.html\">most recent results\u003c/a> from the Program for International Student Assessment (PISA).\u003c/p>\n\u003cp>In a 2008 \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.metlife.com/about/press-room/us-press-releases/2008/index.html?compID=470\">survey\u003c/a>, one-third of parents polled rated the quality of their children’s homework assignments as fair or poor, and 4 in 10 said they believed that some or a great deal of homework was busywork. A \u003ca href=\"http://eric.ed.gov/?id=EJ936135\">recent study\u003c/a>, published in the Economics of Education Review, reports that homework in science, English and history has “little to no impact” on student test scores. (The authors did note a positive effect for math homework.) Enriching children’s classroom learning requires making homework not shorter or longer, but smarter.\u003c/p>\n\u003caside class=\"pullquote alignleft\">When we work hard to understand information, we recall it better; the extra effort signals the brain that this knowledge is worth keeping.\u003c/aside>\n\u003cp>Fortunately, research is available to help parents, teachers and school administrators do just that. In recent years, neuroscientists, cognitive scientists and educational psychologists have made a series of remarkable discoveries about how the human brain learns. They have founded a new discipline, known as \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.gse.harvard.edu/academics/masters/mbe/\">Mind, Brain and Education\u003c/a>, that is devoted to understanding and improving the ways in which children absorb, retain and apply knowledge.\u003c/p>\n\u003cp>Educators have begun to implement these methods in classrooms around the country and have enjoyed measurable success. A \u003ca href=\"http://psycnet.apa.org/journals/edu/103/2/399\">collaboration\u003c/a> between psychologists at Washington University in St. Louis and teachers at nearby Columbia Middle School, for example, lifted seventh- and eighth-grade students’ science and social studies test scores by 13 to 25 percent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the innovations have not yet been applied to homework. Mind, Brain and Education methods may seem unfamiliar and even counterintuitive, but they are simple to understand and easy to carry out. And after-school assignments are ripe for the kind of improvements the new science offers.\u003c/p>\n\u003cp>“Spaced repetition” is one example of the kind of evidence-based techniques that researchers have found have a positive impact on learning. Here’s how it works: instead of concentrating the study of information in single blocks, as many homework assignments currently do—reading about, say, the Civil War one evening and Reconstruction the next—learners encounter the same material in briefer sessions spread over a longer period of time. With this approach, students are re-exposed to information about the Civil War and Reconstruction throughout the semester.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">Parents Wonder: Why So Much Homework?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>It sounds unassuming, but spaced repetition produces impressive results. Eighth-grade history students who relied on a spaced approach to learning had nearly double the retention rate of students who studied the same material in a consolidated unit, \u003ca href=\"http://www.psychology.iastate.edu/~shacarp/publications.html\">reported\u003c/a> researchers from the University of California-San Diego in 2007. The reason the method works so well goes back to the brain: when we first acquire memories, they are volatile, subject to change or likely to disappear. Exposing ourselves to information repeatedly over time fixes it more permanently in our minds, by strengthening the representation of the information that is embedded in our neural networks.\u003c/p>\n\u003cp>A second learning technique, known as “retrieval practice,” employs a familiar tool—the test—in a new way: not to assess what students know, but to reinforce it. We often conceive of memory as something like a storage tank and a test as a kind of dipstick that measures how much information we’ve put in there. But that’s not actually how the brain works. Every time we pull up a memory, we make it stronger and more lasting, so that testing doesn’t just measure, it changes learning. Simply reading over material to be learned, or even taking notes and making outlines, as many homework assignments require, \u003ca href=\"http://www.sciencemag.org/content/331/6018/772.abstract\">doesn’t have this effect\u003c/a>.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.sciencemag.org/content/319/5865/966.abstract\">one experiment\u003c/a>, language learners who employed the retrieval practice strategy to study vocabulary words remembered 80 percent of the words they studied, while learners who used conventional study methods remembered only about a third of them. Students who used retrieval practice to learn science retained about 50 percent more of the material than students who studied in traditional ways, \u003ca href=\"http://www.sciencemag.org/content/331/6018/772.abstract\">reported\u003c/a> researchers from Purdue University in 2011. Students—and parents—may groan at the prospect of more tests, but the self-quizzing involved in retrieval practice need not provoke any anxiety. It’s simply an effective way to focus less on the input of knowledge (passively reading over textbooks and notes) and more on its output (calling up that same information from one’s own brain).\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/\">Redefining 'Cheating' With Homework\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Another common misconception about how we learn holds that if information feels easy to absorb, we’ve learned it well. In fact, the opposite is true. When we work hard to understand information, we recall it better; the extra effort signals the brain that this knowledge is worth keeping. This phenomenon, known as \u003ca href=\"http://eric.ed.gov/?id=EJ908264\">cognitive disfluency\u003c/a>, promotes learning so effectively that psychologists have devised all manner of “\u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.psychologicalscience.org/observer/getArticle.cfm?id=1952\">desirable difficulties\u003c/a>” to introduce into the learning process: for example, sprinkling a passage with punctuation mistakes, deliberately leaving out letters, shrinking font size until it’s tiny or wiggling a document while it’s being copied so that words come out blurry.\u003c/p>\n\u003cp>Teachers are unlikely to start sending students home with smudged or error-filled worksheets, but there is another kind of desirable difficulty — called interleaving — that can readily be applied to homework. An interleaved assignment mixes up different kinds of situations or problems to be practiced, instead of grouping them by type. When students can’t tell in advance what kind of knowledge or problem-solving strategy will be required to answer a question, their brains have to work harder to come up with the solution, and the result is that students learn the material more thoroughly.\u003c/p>\n\u003cp>Researchers at California Polytechnic State University conducted a \u003ca href=\"http://anniemurphypaul.com/2013/09/making-homework-smarter/www.ncbi.nlm.nih.gov/pubmed/8084699\">study of interleaving\u003c/a> in sports that illustrates why the tactic is so effective. When baseball players practiced hitting, interleaving different kinds of pitches improved their performance on a later test in which the batters did not know the type of pitch in advance (as would be the case, of course, in a real game).\u003c/p>\n\u003cp>Interleaving produces the same sort of improvement in academic learning. A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/acp.1598/abstract\">study\u003c/a> published in 2010 in the journal Applied Cognitive Psychology asked fourth-graders to work on solving four types of math problems and then to take a test evaluating how well they had learned. The scores of those whose practice problems were mixed up were more than double the scores of those students who had practiced one kind of problem at a time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_31386\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/luptonlibrary/5063379244/sizes/l/in/photolist-8Hr9f9-8pNkcE-8Hr9zG-8Hr9sC-9KKAGT-cZ98Zh-eRnBGy-8YWgnW-8YTeBn-dU9XbG-fq7uXc-aYhcYX-eeNjtm-dU4kyv-byRKGk-avhcfD-dxmzkF-avra3n-8Hr9bE-8Hr9hy-8Ho1sx-cVvJX5-cVvvUw/\">\u003cimg class=\"size-full wp-image-31386\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/computer-bank.jpg\" alt=\"computer-bank\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/computer-bank.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/computer-bank-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/computer-bank-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eleanor Beardsley,\u003ca href=\"http://www.npr.org/2013/09/14/222319627/new-computer-school-upends-french-education-model\"> NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new computer school in Paris has been overwhelmed by some 60,000 applicants.\u003c/p>\n\u003cp>The school, called 42, was founded by a telecom magnate who says the French education system is failing young people. His aim is to reduce France's shortage in computer programmers while giving those who've fallen by the wayside a new chance.\u003c/p>\n\u003cp>In the hallways of 42, suitcases and sleeping bags are piled, and people are stretched out on mattresses in some of the corners. There are showers and dozens of colorful bath towels.\u003c/p>\n\u003cp>Living here for the next month are some of the 4,000 potential students who already made the first cut by passing cognitive skill tests online.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now they have to clear another hurdle. They're thrown together and challenged with computer problems for 15 hours a day. Only 800 students will get a place, says 42's director, Nicolas Sadirac.\u003c/p>\n\u003cp>\u003cstrong>A Demand For Thinkers From Any Class\u003c/strong>\u003c/p>\n\u003cp>\"It's very, very intensive,\" Sadirac says. \"It's a kind of selection, but [for] the long term. So we don't just do an examination. We spend four weeks choosing each student.\"\u003c/p>\n\u003cp>The only criteria for applying is to be between the ages of 18 and 30. Applicants don't need money, or a particular level of academic achievement. A third don't even have high school diplomas.\u003c/p>\n\u003cp>Sadirac says they're not looking for how much students know, but how they think. One of the school's main goals is to unearth talent in poor areas, where kids don't fit into the traditional French academic mold.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We don’t want to teach them stuff. We want them to find solutions on problems, because we don’t know the problem in the future. So we are creating students able to learn by themselves.”\u003c/aside>\n\u003cp>Youth unemployment in France is at a 14-year high. At the same time, French companies cannot find enough IT specialists, and thousands of young computer enthusiasts can't get training. That prompted 42's founder Xavier Niel to invest $90 million of his own money in the school.\u003c/p>\n\u003cp>Niel, the creator of France's third largest telecommunications company, Free, says the social elevator in France is broken.\u003c/p>\n\u003cp>\"If you're the son of a blue-collar worker, you're going to be a blue collar worker,\" Niel says. \"Children of elites stay elite. We have 200,000 kids a year who drop out of the French school system and have no hope. They become a drag on society. We want to help these young people take control of their lives.\"\u003c/p>\n\u003cp>\u003cstrong>A Different Way To Learn\u003c/strong>\u003c/p>\n\u003cp>The school's name is taken from the science fiction classic, \u003cem>The Hitchhikers Guide to the Galaxy\u003c/em>, where 42 is the answer to the question of life.\u003c/p>\n\u003cp>Sadirac is sure that graduates of 42 will have the real life IT skills to get a job, even though the school's methods are a complete departure from France's highly centralized education system. There are no teachers. Students learn by solving problems.\u003c/p>\n\u003cp>\"We don't want to teach them stuff,\" he says. \"We want them to find solutions on problems, because we don't know the problem in the future. So we are creating students able to learn by themselves.\"\u003c/p>\n\u003cp>Sadirac says in the next 20 years the world will change at a staggering pace. 42 is looking for young people who can think outside the box. He says formal academic training can sometimes hinder that by teaching students to follow models rather than innovate.\u003c/p>\n\u003cp>\"So if we want to make people innovative, or creative, we need to get out of this system,\" he says.\u003c/p>\n\u003cp>\u003cstrong>Another Kind Of Open Campus\u003c/strong>\u003c/p>\n\u003cp>During their final year, 42's students will work together on a huge project known as a masterpiece. Much like an apprenticeship, they build their talents and learn from each other.\u003c/p>\n\u003cp>Candidate Lloyd Cochet, 18, loves the school's philosophy.\u003c/p>\n\u003cp>\"I had a hard time following in school,\" Cochet says. \"They forbid us to talk in class. And here, talking together and passing along tips is the key to succeeding.\"\u003c/p>\n\u003cp>Outside on the sidewalk, Omar Marzougi, 27, is taking a break. His parents emigrated from Tunisia. Many young people with North African roots say they face discrimination in France. It's a complicated issue, Marzougi says, but he's sure of one thing.\u003c/p>\n\u003cp>\"There's no discrimination at this school, because getting in isn't based on your education level or social status,\" he says. \"It's a true melting pot.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31386\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/luptonlibrary/5063379244/sizes/l/in/photolist-8Hr9f9-8pNkcE-8Hr9zG-8Hr9sC-9KKAGT-cZ98Zh-eRnBGy-8YWgnW-8YTeBn-dU9XbG-fq7uXc-aYhcYX-eeNjtm-dU4kyv-byRKGk-avhcfD-dxmzkF-avra3n-8Hr9bE-8Hr9hy-8Ho1sx-cVvJX5-cVvvUw/\">\u003cimg class=\"size-full wp-image-31386\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/computer-bank.jpg\" alt=\"computer-bank\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/computer-bank.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/computer-bank-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/computer-bank-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eleanor Beardsley,\u003ca href=\"http://www.npr.org/2013/09/14/222319627/new-computer-school-upends-french-education-model\"> NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new computer school in Paris has been overwhelmed by some 60,000 applicants.\u003c/p>\n\u003cp>The school, called 42, was founded by a telecom magnate who says the French education system is failing young people. His aim is to reduce France's shortage in computer programmers while giving those who've fallen by the wayside a new chance.\u003c/p>\n\u003cp>In the hallways of 42, suitcases and sleeping bags are piled, and people are stretched out on mattresses in some of the corners. There are showers and dozens of colorful bath towels.\u003c/p>\n\u003cp>Living here for the next month are some of the 4,000 potential students who already made the first cut by passing cognitive skill tests online.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now they have to clear another hurdle. They're thrown together and challenged with computer problems for 15 hours a day. Only 800 students will get a place, says 42's director, Nicolas Sadirac.\u003c/p>\n\u003cp>\u003cstrong>A Demand For Thinkers From Any Class\u003c/strong>\u003c/p>\n\u003cp>\"It's very, very intensive,\" Sadirac says. \"It's a kind of selection, but [for] the long term. So we don't just do an examination. We spend four weeks choosing each student.\"\u003c/p>\n\u003cp>The only criteria for applying is to be between the ages of 18 and 30. Applicants don't need money, or a particular level of academic achievement. A third don't even have high school diplomas.\u003c/p>\n\u003cp>Sadirac says they're not looking for how much students know, but how they think. One of the school's main goals is to unearth talent in poor areas, where kids don't fit into the traditional French academic mold.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We don’t want to teach them stuff. We want them to find solutions on problems, because we don’t know the problem in the future. So we are creating students able to learn by themselves.”\u003c/aside>\n\u003cp>Youth unemployment in France is at a 14-year high. At the same time, French companies cannot find enough IT specialists, and thousands of young computer enthusiasts can't get training. That prompted 42's founder Xavier Niel to invest $90 million of his own money in the school.\u003c/p>\n\u003cp>Niel, the creator of France's third largest telecommunications company, Free, says the social elevator in France is broken.\u003c/p>\n\u003cp>\"If you're the son of a blue-collar worker, you're going to be a blue collar worker,\" Niel says. \"Children of elites stay elite. We have 200,000 kids a year who drop out of the French school system and have no hope. They become a drag on society. We want to help these young people take control of their lives.\"\u003c/p>\n\u003cp>\u003cstrong>A Different Way To Learn\u003c/strong>\u003c/p>\n\u003cp>The school's name is taken from the science fiction classic, \u003cem>The Hitchhikers Guide to the Galaxy\u003c/em>, where 42 is the answer to the question of life.\u003c/p>\n\u003cp>Sadirac is sure that graduates of 42 will have the real life IT skills to get a job, even though the school's methods are a complete departure from France's highly centralized education system. There are no teachers. Students learn by solving problems.\u003c/p>\n\u003cp>\"We don't want to teach them stuff,\" he says. \"We want them to find solutions on problems, because we don't know the problem in the future. So we are creating students able to learn by themselves.\"\u003c/p>\n\u003cp>Sadirac says in the next 20 years the world will change at a staggering pace. 42 is looking for young people who can think outside the box. He says formal academic training can sometimes hinder that by teaching students to follow models rather than innovate.\u003c/p>\n\u003cp>\"So if we want to make people innovative, or creative, we need to get out of this system,\" he says.\u003c/p>\n\u003cp>\u003cstrong>Another Kind Of Open Campus\u003c/strong>\u003c/p>\n\u003cp>During their final year, 42's students will work together on a huge project known as a masterpiece. Much like an apprenticeship, they build their talents and learn from each other.\u003c/p>\n\u003cp>Candidate Lloyd Cochet, 18, loves the school's philosophy.\u003c/p>\n\u003cp>\"I had a hard time following in school,\" Cochet says. \"They forbid us to talk in class. And here, talking together and passing along tips is the key to succeeding.\"\u003c/p>\n\u003cp>Outside on the sidewalk, Omar Marzougi, 27, is taking a break. His parents emigrated from Tunisia. Many young people with North African roots say they face discrimination in France. It's a complicated issue, Marzougi says, but he's sure of one thing.\u003c/p>\n\u003cp>\"There's no discrimination at this school, because getting in isn't based on your education level or social status,\" he says. \"It's a true melting pot.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is it Time to Redefine \"Gifted and Talented\"?",
"title": "Is it Time to Redefine \"Gifted and Talented\"?",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-large wp-image-31367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/180402806-e1379300996476.jpg\" alt=\"180402806\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Manhattan mom Heather McFadden is grateful that entrance into the prized New York City Gifted and Talented program has worked out for her two kids. Her daughter cleared both hurdles - she scored in the 99th percentile on the test, and then was lucky enough to get chosen for the lottery. Her son tested in as well. “I am thankful they [gifted programs] exist. There simply wasn't a school in our district we would send our kids to because of their ratings,” McFadden said. “G and T [Gifted and Talented] was our only chance besides moving.” She had also heard from teachers that kids who are more advanced would not be challenged in a standard setting.\u003c/p>\n\u003cp>While McFadden knows that her kids will receive an extra push in Gifted and Talented, not everyone in New York is so lucky. More than \u003ca href=\"http://www.nytimes.com/2013/04/20/education/score-corrections-qualify-nearly-2700-more-pupils-for-gifted-programs.html\">11,700 kids qualified\u003c/a> for about 2,700 Gifted and Talented seats last year.\u003c/p>\n\u003cp>What does it mean to be “gifted” -- at least by school standards? The U.S. Department of Education \u003ca href=\"http://www.nsgt.org/giftedness-defined/\">defines gifted and talented\u003c/a> as “Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience or environment.” According to the National Society of Gifted and Talented \u003ca href=\"http://www.nsgt.org/giftedness-defined/\">website\u003c/a>, areas of talent include “creative ability, general and specific intellectual ability, leadership, psychomotor ability, and visual and performing arts abilities.”\u003c/p>\n\u003cp>But how “giftedness” plays out in the classroom for the roughly \u003ca href=\"http://www.nsgt.org/giftedness-defined/%20\">3 million students\u003c/a> who qualify can be hard to characterize. Some gifted and talented programs emphasize critical thinking and problem solving, others focus on creativity, and still others take what’s going on in standard classrooms and go into greater depth and complexity. Some G/T programs have separate schools, others have students for just an hour or two a week in a special classroom, and still others try to serve G/T students in standard classrooms by differentiating instruction in classes of mixed ability.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The wide variety of programs and curricula can mean that many G/T programs may end up being essentially ineffective to high potential learners. “The field of gifted education lacks convincing research as to what works,” \u003ca href=\"http://www.theatlantic.com/national/archive/2012/12/gifted-students-have-special-needs-too/266544/%20\">writes Chester E. Finn, Jr\u003c/a>, coauthor with Jessica Hockett of \u003ca href=\"http://www.amazon.com/Exam-Schools-Inside-Americas-Selective/dp/0691156670\">Exam Schools: Inside America’s Most Selective Public High Schools\u003c/a>. “We found just two smallish studies focusing on the actual effectiveness of selective-admission public high schools. Worse, those two studies found scant advantage for the selective-admission schools.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It is just one learning style that needs to be met, due to the speed and ease at which the student learns. It does not mean they are better or likely to become more successful in life than their peers.”\u003c/aside>\n\u003cp>Compounding the effectiveness of G/T programs is what it takes to qualify for entrance, usually IQ or other intelligence tests. According to cognitive psychologist Scott Barry Kaufman, author of \u003cem>\u003ca href=\"http://www.amazon.com/Ungifted-Intelligence-Scott-Barry-Kaufman/dp/0465025544\">Ungifted: Intelligence Redefined\u003c/a>\u003c/em>, the overwhelming use of IQ tests to understand student potential is limiting at best, and damaging at worst. Besides treating all students with the same IQ as having the same academic needs, Kaufman \u003ca href=\"http://www.latimes.com/news/opinion/opinionla/la-oe-0721-kaufman-gifted-psychology-iq-20130721,0,5283920.story\">writes in the LA Times\u003c/a>, defining students by a test only measures one aspect of their potential to be successful: “Even done well, standardized testing has limits. Many other factors contribute to learning and real-world success, from active learning strategies to intrinsic motivation, grit, self-regulation and outside support and encouragement.”\u003c/p>\n\u003cp>In addition, Kaufman warns that abilities and talents can change as students get older, but often, tests that measure cognitive ability like the IQ test are taken early in life, and the scores follow children throughout their school careers, their numbers becoming immutable. “Although no state permits a single IQ score to determine gifted eligibility, 18 states set strict cutoff scores, and testing is typically a one-shot deal,” Kaufman writes. “You're either gifted or you're not, for the rest of your life.” Kaufman, who was diagnosed with a learning disability early in life, went on to defy his label and attained a PhD at Yale.\u003c/p>\n\u003cp>According to a North Carolina G/T teacher, Lisa, who asked to remain anonymous due to her district’s media policy, what many misunderstand is that being gifted is a learning need, not a privilege. “It is just one learning style that needs to be met, due to the speed and ease at which the student learns,” she said. “It does not mean they are better or likely to become more successful in life than their peers.”\u003c/p>\n\u003cp>In Lisa’s Academically and Intellectually Gifted program (AIG) for 4th and 5th graders, students are taken out of class for 45 minutes a week to focus on deeper conceptual understanding of what they’re already working on in standard classes. Lisa gave examples using math and reading instruction.\u003c/p>\n\u003cp>“When working with place value in a regular classroom, for example, in AIG I usually teach a 6-week class on alternative number systems, where we look at Roman numerals, Mayan numbers, binary numbers, as well as other number systems that don't use a base 10,” she said. “In reading, we may work on a novel, or tie in social studies content such as doing a unit with American History that look at ‘History’s Mysteries’ such as The Abraham Lincoln Conspiracy, Lindbergh baby kidnapping, or the Lost Colony.”\u003c/p>\n\u003cp>Lisa’s main concern with the AIG program is time -- or lack of it. “If I could change anything it would be the amount of time we are allowed to spend with the students,” she said. “In order to insure equity in the program, we are limited to 45 minutes a week in the areas identified as strong or very strong need. To say a student has these needs and only serve them 1/30th of the time they are in school seems, to me, to be problematic.”\u003c/p>\n\u003cp>\u003cstrong>NAVIGATING THE SYSTEM\u003c/strong>\u003c/p>\n\u003cp>For some parents of high-ability students, navigating the Gifted and Talented programs can be frustrating. Matt Prewett of Austin, Texas, doesn’t particularly like the term “gifted,” because it is easily misconstrued. He prefers to say “advanced in particular subjects.” He decided to pull his son, who was advanced in both language arts and math according to test scores and class performance, out of the local public school -- not because they didn’t have a G/T program, but because he felt it was poorly implemented. “We pulled our son out of the district elementary school after 3rd grade, because we felt they had an inadequate system for ability-grouping,” he said.\u003c/p>\n\u003cp>Prewett gave an example of how the local school grouped for math ability: “They advertise a program for advanced students but there is only one chance to qualify, and it is on the first couple of days of school,” he said. “My son was very upset about attending a new school and cried during the exam, and didn't qualify for the program. Despite good grades in math and extremely high scores on standardized exams, his teacher said there was no flexibility for students to move from the standard program to the advanced program. This is because the way they make the math program ‘advanced’ is by teaching them the curriculum from the next grade level: acceleration rather than enrichment.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“Schools need to provide a way of making sure that children are educated at the level that is appropriate for them.”\u003c/aside>\n\u003cp>Prewett, who has since become a fierce advocate for more and better advanced programs in schools, founded the Texas Parents Union to advocate for more quality education options for all parents. He worries that children at the top of the achievement ladder are often under-served.\u003c/p>\n\u003cp>“Schools need to provide a way of making sure that children are educated at the level that is appropriate for them,” he said. “While putting all abilities in the same classroom might be easier to manage, it results in a high likelihood that at least one group of children will be neglected. With NCLB and the focus on proficiency, the odds are that the advanced students will be neglected since principals/teaches know that they will pass standardized exams.”\u003c/p>\n\u003cp>Kaufman takes it one step further: perhaps it’s time to step back and re-define what it means to be gifted and talented. “It may be time for a paradigm shift,” he writes. “Perhaps we should stop describing people as gifted or ungifted and start describing a wide range of personal characteristics and environmental factors as potential gifts — and promote an educational culture that develops them.”\u003c/p>\n\u003cp>Kaufman recommends the work of another North Carolina organization, \u003ca href=\"http://today.duke.edu/2011/03/darity.html\">Project Bright Idea\u003c/a>, a pilot program offering Gifted and Talented curriculum to every student. According to one of the program’s founders, Duke professor at the Sanford School of Public Policy William “Sandy” Darity, Project Bright Idea “shows an \u003ca href=\"http://www.ncschoolreportcard.org/src/schDetails.jsp?pYear=2011-2012&pLEACode=100&pSchCode=320\">extraordinary increase in overall test scores\u003c/a> despite demographic trends toward more ‘at-risk’ students (90% poverty rate at the end of the period),” he said. Even though some of the schools’ students wouldn’t have ever qualified for G/T programs, after two years using a G/T curriculum, nearly one in four was identified as “gifted.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Project Bright Idea’s success has spread to 20 North Carolina public schools, and maybe the idea is growing. Brooklyn mom Karina Gauge reports that her two sons receive Gifted and Talented curriculum at their neighborhood school, P.S. 58, although they’ve never had to stress over getting in: “They have never had a G/T program, because our principal believes that all of the kids should be treated as gifted and receive the same quality education,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-large wp-image-31367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/180402806-e1379300996476.jpg\" alt=\"180402806\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/180402806-e1379300996476-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Manhattan mom Heather McFadden is grateful that entrance into the prized New York City Gifted and Talented program has worked out for her two kids. Her daughter cleared both hurdles - she scored in the 99th percentile on the test, and then was lucky enough to get chosen for the lottery. Her son tested in as well. “I am thankful they [gifted programs] exist. There simply wasn't a school in our district we would send our kids to because of their ratings,” McFadden said. “G and T [Gifted and Talented] was our only chance besides moving.” She had also heard from teachers that kids who are more advanced would not be challenged in a standard setting.\u003c/p>\n\u003cp>While McFadden knows that her kids will receive an extra push in Gifted and Talented, not everyone in New York is so lucky. More than \u003ca href=\"http://www.nytimes.com/2013/04/20/education/score-corrections-qualify-nearly-2700-more-pupils-for-gifted-programs.html\">11,700 kids qualified\u003c/a> for about 2,700 Gifted and Talented seats last year.\u003c/p>\n\u003cp>What does it mean to be “gifted” -- at least by school standards? The U.S. Department of Education \u003ca href=\"http://www.nsgt.org/giftedness-defined/\">defines gifted and talented\u003c/a> as “Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience or environment.” According to the National Society of Gifted and Talented \u003ca href=\"http://www.nsgt.org/giftedness-defined/\">website\u003c/a>, areas of talent include “creative ability, general and specific intellectual ability, leadership, psychomotor ability, and visual and performing arts abilities.”\u003c/p>\n\u003cp>But how “giftedness” plays out in the classroom for the roughly \u003ca href=\"http://www.nsgt.org/giftedness-defined/%20\">3 million students\u003c/a> who qualify can be hard to characterize. Some gifted and talented programs emphasize critical thinking and problem solving, others focus on creativity, and still others take what’s going on in standard classrooms and go into greater depth and complexity. Some G/T programs have separate schools, others have students for just an hour or two a week in a special classroom, and still others try to serve G/T students in standard classrooms by differentiating instruction in classes of mixed ability.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The wide variety of programs and curricula can mean that many G/T programs may end up being essentially ineffective to high potential learners. “The field of gifted education lacks convincing research as to what works,” \u003ca href=\"http://www.theatlantic.com/national/archive/2012/12/gifted-students-have-special-needs-too/266544/%20\">writes Chester E. Finn, Jr\u003c/a>, coauthor with Jessica Hockett of \u003ca href=\"http://www.amazon.com/Exam-Schools-Inside-Americas-Selective/dp/0691156670\">Exam Schools: Inside America’s Most Selective Public High Schools\u003c/a>. “We found just two smallish studies focusing on the actual effectiveness of selective-admission public high schools. Worse, those two studies found scant advantage for the selective-admission schools.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It is just one learning style that needs to be met, due to the speed and ease at which the student learns. It does not mean they are better or likely to become more successful in life than their peers.”\u003c/aside>\n\u003cp>Compounding the effectiveness of G/T programs is what it takes to qualify for entrance, usually IQ or other intelligence tests. According to cognitive psychologist Scott Barry Kaufman, author of \u003cem>\u003ca href=\"http://www.amazon.com/Ungifted-Intelligence-Scott-Barry-Kaufman/dp/0465025544\">Ungifted: Intelligence Redefined\u003c/a>\u003c/em>, the overwhelming use of IQ tests to understand student potential is limiting at best, and damaging at worst. Besides treating all students with the same IQ as having the same academic needs, Kaufman \u003ca href=\"http://www.latimes.com/news/opinion/opinionla/la-oe-0721-kaufman-gifted-psychology-iq-20130721,0,5283920.story\">writes in the LA Times\u003c/a>, defining students by a test only measures one aspect of their potential to be successful: “Even done well, standardized testing has limits. Many other factors contribute to learning and real-world success, from active learning strategies to intrinsic motivation, grit, self-regulation and outside support and encouragement.”\u003c/p>\n\u003cp>In addition, Kaufman warns that abilities and talents can change as students get older, but often, tests that measure cognitive ability like the IQ test are taken early in life, and the scores follow children throughout their school careers, their numbers becoming immutable. “Although no state permits a single IQ score to determine gifted eligibility, 18 states set strict cutoff scores, and testing is typically a one-shot deal,” Kaufman writes. “You're either gifted or you're not, for the rest of your life.” Kaufman, who was diagnosed with a learning disability early in life, went on to defy his label and attained a PhD at Yale.\u003c/p>\n\u003cp>According to a North Carolina G/T teacher, Lisa, who asked to remain anonymous due to her district’s media policy, what many misunderstand is that being gifted is a learning need, not a privilege. “It is just one learning style that needs to be met, due to the speed and ease at which the student learns,” she said. “It does not mean they are better or likely to become more successful in life than their peers.”\u003c/p>\n\u003cp>In Lisa’s Academically and Intellectually Gifted program (AIG) for 4th and 5th graders, students are taken out of class for 45 minutes a week to focus on deeper conceptual understanding of what they’re already working on in standard classes. Lisa gave examples using math and reading instruction.\u003c/p>\n\u003cp>“When working with place value in a regular classroom, for example, in AIG I usually teach a 6-week class on alternative number systems, where we look at Roman numerals, Mayan numbers, binary numbers, as well as other number systems that don't use a base 10,” she said. “In reading, we may work on a novel, or tie in social studies content such as doing a unit with American History that look at ‘History’s Mysteries’ such as The Abraham Lincoln Conspiracy, Lindbergh baby kidnapping, or the Lost Colony.”\u003c/p>\n\u003cp>Lisa’s main concern with the AIG program is time -- or lack of it. “If I could change anything it would be the amount of time we are allowed to spend with the students,” she said. “In order to insure equity in the program, we are limited to 45 minutes a week in the areas identified as strong or very strong need. To say a student has these needs and only serve them 1/30th of the time they are in school seems, to me, to be problematic.”\u003c/p>\n\u003cp>\u003cstrong>NAVIGATING THE SYSTEM\u003c/strong>\u003c/p>\n\u003cp>For some parents of high-ability students, navigating the Gifted and Talented programs can be frustrating. Matt Prewett of Austin, Texas, doesn’t particularly like the term “gifted,” because it is easily misconstrued. He prefers to say “advanced in particular subjects.” He decided to pull his son, who was advanced in both language arts and math according to test scores and class performance, out of the local public school -- not because they didn’t have a G/T program, but because he felt it was poorly implemented. “We pulled our son out of the district elementary school after 3rd grade, because we felt they had an inadequate system for ability-grouping,” he said.\u003c/p>\n\u003cp>Prewett gave an example of how the local school grouped for math ability: “They advertise a program for advanced students but there is only one chance to qualify, and it is on the first couple of days of school,” he said. “My son was very upset about attending a new school and cried during the exam, and didn't qualify for the program. Despite good grades in math and extremely high scores on standardized exams, his teacher said there was no flexibility for students to move from the standard program to the advanced program. This is because the way they make the math program ‘advanced’ is by teaching them the curriculum from the next grade level: acceleration rather than enrichment.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“Schools need to provide a way of making sure that children are educated at the level that is appropriate for them.”\u003c/aside>\n\u003cp>Prewett, who has since become a fierce advocate for more and better advanced programs in schools, founded the Texas Parents Union to advocate for more quality education options for all parents. He worries that children at the top of the achievement ladder are often under-served.\u003c/p>\n\u003cp>“Schools need to provide a way of making sure that children are educated at the level that is appropriate for them,” he said. “While putting all abilities in the same classroom might be easier to manage, it results in a high likelihood that at least one group of children will be neglected. With NCLB and the focus on proficiency, the odds are that the advanced students will be neglected since principals/teaches know that they will pass standardized exams.”\u003c/p>\n\u003cp>Kaufman takes it one step further: perhaps it’s time to step back and re-define what it means to be gifted and talented. “It may be time for a paradigm shift,” he writes. “Perhaps we should stop describing people as gifted or ungifted and start describing a wide range of personal characteristics and environmental factors as potential gifts — and promote an educational culture that develops them.”\u003c/p>\n\u003cp>Kaufman recommends the work of another North Carolina organization, \u003ca href=\"http://today.duke.edu/2011/03/darity.html\">Project Bright Idea\u003c/a>, a pilot program offering Gifted and Talented curriculum to every student. According to one of the program’s founders, Duke professor at the Sanford School of Public Policy William “Sandy” Darity, Project Bright Idea “shows an \u003ca href=\"http://www.ncschoolreportcard.org/src/schDetails.jsp?pYear=2011-2012&pLEACode=100&pSchCode=320\">extraordinary increase in overall test scores\u003c/a> despite demographic trends toward more ‘at-risk’ students (90% poverty rate at the end of the period),” he said. Even though some of the schools’ students wouldn’t have ever qualified for G/T programs, after two years using a G/T curriculum, nearly one in four was identified as “gifted.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Project Bright Idea’s success has spread to 20 North Carolina public schools, and maybe the idea is growing. Brooklyn mom Karina Gauge reports that her two sons receive Gifted and Talented curriculum at their neighborhood school, P.S. 58, although they’ve never had to stress over getting in: “They have never had a G/T program, because our principal believes that all of the kids should be treated as gifted and receive the same quality education,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In her \u003ca href=\"http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html\">TED talk teacher Rita Pierson \u003c/a>reminds educators what lies at the foundation of learning -- the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-will-students-perform-depends-on-teachers-expectations/\">relationship between the teacher and the student\u003c/a>. She says despite bad policies, bad school days, and difficult children, teachers are still champions for kids; and kids will learn from teachers they admire and respect. Her inspiring talk reminds everyone why the teaching profession can be so rewarding.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=SFnMTHhKdkw\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_31255\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31255\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-10-at-11.27.12-AM-300x167.png\" alt=\"Danville Schools\" width=\"300\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For the past three years, \u003ca href=\"http://nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> (NGLC) has been granting money to a broad range of education ventures that used technology in education. The aim has been to help grow or scale ideas that shows some promise. Recently, however, the organization has steadily moved towards funding schools that want to shift from traditional teaching to more experimental models. This week, the organization announced it will \u003ca href=\"http://nextgenlearning.org/breakthrough-schools-regional-fund\">offer a set of grants \u003c/a>totaling $3.6 million to two school districts -- Washington D.C. and Chicago -- with the hopes of building up model schools in other partner cities in the future that have the support of local groups and government.\u003c/p>\n\u003cp>The NGLC is a partnership between the Gates Foundation, the \u003ca href=\"http://league.org/\">League for Innovation in the Community College\u003c/a>, the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL), the \u003ca href=\"http://www.ccsso.org/\">Council for Chief State School Officers \u003c/a>(CCSSO)* and \u003ca href=\"http://www.educause.edu/\">EDUCAUSE\u003c/a>, which leads the program work. The first two waves of funding (one focused on higher education and the other on K-12) focused on how technology can remove barriers to innovative educational practices.\u003c/p>\n\u003cp>NGLC is also accepting grant applications on a rolling basis this fall for districts throughout the country looking for funds to transform their schools. Most of the first grant recipients so far have been charter schools, but in the most recent round, which is ongoing, two non-charter public school districts have been recognized for their efforts to innovate.\u003c/p>\n\u003cp>“Charters are not the answer to the big scale question because even the most successful charters only have 150 schools and we’re talking about hundreds of thousands of schools total,” said Andy Calkins, deputy director of Next Generation Learning Challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.danvilleschools.net/\">Danville Schools\u003c/a> in Kentucky are one of the beneficiaries of NGLC's whole-school model grant-giving. And according to its superintendent Carmen Coleman, the grant is funding key positions, such as a \"pathways coach\" to focus on helping each student come up with a workable plan for life post-graduation and school staff with unique skill sets, like an engineer fluent in German, to act as teacher assistants and add diversity of experience to the staff.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The Next Generation grant is allowing us to fund some positions that otherwise we would have a hard time doing because we wouldn’t be able to afford it,\" Coleman said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/10-million-grants-awarded-to-help-boost-college-readiness/\">$7 Million Dollar Grants Awarded to Help Boost College Readiness\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Danville began planning to shift towards a vision of school that \u003ca href=\"http://video.pbs.org/video/2364990349/\">veers away from testing and more towards project-based learning\u003c/a>, one that balances content goals with character development goals, like nurturing students' ability to persevere, be leaders, and think independently. That's not easy to do in a state where teacher accountability and school ranking are based on test scores and results are published in the newspaper. \"We don’t want to look bad,\" Coleman said. For its part, Gates Foundation has also focused its attention on measuring \u003ca href=\"http://www.gatesfoundation.org/media-center/press-releases/2013/01/measures-of-effective-teaching-project-releases-final-research-report\">\"effective teaching.\"\u003c/a>\u003c/p>\n\u003cp>The district is seeking relief from some of the accountability requirements while pursuing a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based model of learning\u003c/a>. The state Department of Education chose Danville as one of its \u003ca href=\"http://www.danvilleschools.net/district_of_innovation\">Districts of Innovation\u003c/a>, giving it a level of flexibility to experiment that most other Kentucky districts don't have. The $150,000 NGLC grant is allowing them to take advantage of that flexibility and act more quickly.\u003c/p>\n\u003cp>NGLC’s Calkins admits the entire endeavor is a learning experience. “A lot of what we’re funding them to do is to experiment with different ways to make this happen,” Calkins said. The hope is to come up with a number of different workable models that are both affordable and scalable.\u003c/p>\n\u003cp>Another district grantee, \u003ca href=\"http://www.lebanon.k12.pa.us/\">Lebanon School District \u003c/a>in Pennsylvania, won the grant for its plan to expand a pilot blended learning program in its high school. All 1,300 Lebanon high school students will learn core subjects with a mix of online and in-person instruction. The district has many low-income students and superintendent Marianne Bartley is hopeful that the new blended approach will help teachers better reach individual learners at their own level.\u003c/p>\n\u003cp>A core part of NGLC's mission is to share the knowledge and discoveries broadly. Grantees sign contracts agreeing that what they produce will remain open source. Both Coleman and Bartley say they plan to access ideas of other like-minded educators with their school redesign plans.\u003c/p>\n\u003cp>Though technology has been the main thrust of focus for NGLC, Calkins said there's much more to the equation. “We were trying to help catalyze tech-enabled innovations related to the Common Core,” he said. The technology made a difference for some people, but Calkin said it didn’t provide the kind of systemic change NGLC was looking to create. “They weren’t going to produce the cohesive rethinking of educational design at the K-12 level that we felt was needed,” Calkins said.\u003c/p>\n\u003cp>Now, the organization is funding schools trying to restructure learning to be more student-centered, competency-based and that integrate technology in effective ways. “We’re hoping that at least some of them will become hugely influential to policymakers,” Calkin said. “They could visit and say this is what it could look like.”\u003c/p>\n\u003cp>\u003cstrong>POST-SECONDARY INVESTMENTS\u003c/strong>\u003c/p>\n\u003cp>NGLC also funds projects intended to help college students stay in school and graduate on time. Though the organization started off funding tech interventions, like using student data to help sequence classes and stay on track for graduation, now it's focusing on changing business practices of higher education to make it less expensive for students. For example, a Southern New Hampshire College initiative -- \u003ca href=\"http://collegeforamerica.org/about\">College For America\u003c/a> -- charges students based on the amount of time they spend in school, not on credits taken. The competency-based model could allow a student to spend much less on college and is particularly targeted at adults who need to finish a degree they dropped earlier.\u003c/p>\n\u003cp>But not all projects have been successful. A grant to the MIT Media Lab to create a real-time math Olympics game challenge failed miserably, Calkins said. Schools couldn’t commit to participate in a project with set time boundaries and the challenge was set for April and May, when not all schools had covered the same content.\u003c/p>\n\u003cp>When projects do show some measure of success, the organizations that make up the NGLC use their extensive networks to spread the idea, offering professional development and outreach resources.\u003c/p>\n\u003cp>Diana Oblinger, president and CEO of EDUCAUSE, the lead organization in the NGLC partnership, said this part of their mission is crucial since the broad goal is to find solutions to big problems that work, are affordable and can be scaled up to address the needs many learners.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Clarification 9/18/2013: This version of the story includes the International Association for K-12 Online Learning (iNACOL) and the Council for Chief State School Officers (CCSSO) as partners in the Next Generation Learning Challenge.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The Next Generation grant is allowing us to fund some positions that otherwise we would have a hard time doing because we wouldn’t be able to afford it,\" Coleman said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/10-million-grants-awarded-to-help-boost-college-readiness/\">$7 Million Dollar Grants Awarded to Help Boost College Readiness\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Danville began planning to shift towards a vision of school that \u003ca href=\"http://video.pbs.org/video/2364990349/\">veers away from testing and more towards project-based learning\u003c/a>, one that balances content goals with character development goals, like nurturing students' ability to persevere, be leaders, and think independently. That's not easy to do in a state where teacher accountability and school ranking are based on test scores and results are published in the newspaper. \"We don’t want to look bad,\" Coleman said. For its part, Gates Foundation has also focused its attention on measuring \u003ca href=\"http://www.gatesfoundation.org/media-center/press-releases/2013/01/measures-of-effective-teaching-project-releases-final-research-report\">\"effective teaching.\"\u003c/a>\u003c/p>\n\u003cp>The district is seeking relief from some of the accountability requirements while pursuing a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based model of learning\u003c/a>. The state Department of Education chose Danville as one of its \u003ca href=\"http://www.danvilleschools.net/district_of_innovation\">Districts of Innovation\u003c/a>, giving it a level of flexibility to experiment that most other Kentucky districts don't have. The $150,000 NGLC grant is allowing them to take advantage of that flexibility and act more quickly.\u003c/p>\n\u003cp>NGLC’s Calkins admits the entire endeavor is a learning experience. “A lot of what we’re funding them to do is to experiment with different ways to make this happen,” Calkins said. The hope is to come up with a number of different workable models that are both affordable and scalable.\u003c/p>\n\u003cp>Another district grantee, \u003ca href=\"http://www.lebanon.k12.pa.us/\">Lebanon School District \u003c/a>in Pennsylvania, won the grant for its plan to expand a pilot blended learning program in its high school. All 1,300 Lebanon high school students will learn core subjects with a mix of online and in-person instruction. The district has many low-income students and superintendent Marianne Bartley is hopeful that the new blended approach will help teachers better reach individual learners at their own level.\u003c/p>\n\u003cp>A core part of NGLC's mission is to share the knowledge and discoveries broadly. Grantees sign contracts agreeing that what they produce will remain open source. Both Coleman and Bartley say they plan to access ideas of other like-minded educators with their school redesign plans.\u003c/p>\n\u003cp>Though technology has been the main thrust of focus for NGLC, Calkins said there's much more to the equation. “We were trying to help catalyze tech-enabled innovations related to the Common Core,” he said. The technology made a difference for some people, but Calkin said it didn’t provide the kind of systemic change NGLC was looking to create. “They weren’t going to produce the cohesive rethinking of educational design at the K-12 level that we felt was needed,” Calkins said.\u003c/p>\n\u003cp>Now, the organization is funding schools trying to restructure learning to be more student-centered, competency-based and that integrate technology in effective ways. “We’re hoping that at least some of them will become hugely influential to policymakers,” Calkin said. “They could visit and say this is what it could look like.”\u003c/p>\n\u003cp>\u003cstrong>POST-SECONDARY INVESTMENTS\u003c/strong>\u003c/p>\n\u003cp>NGLC also funds projects intended to help college students stay in school and graduate on time. Though the organization started off funding tech interventions, like using student data to help sequence classes and stay on track for graduation, now it's focusing on changing business practices of higher education to make it less expensive for students. For example, a Southern New Hampshire College initiative -- \u003ca href=\"http://collegeforamerica.org/about\">College For America\u003c/a> -- charges students based on the amount of time they spend in school, not on credits taken. The competency-based model could allow a student to spend much less on college and is particularly targeted at adults who need to finish a degree they dropped earlier.\u003c/p>\n\u003cp>But not all projects have been successful. A grant to the MIT Media Lab to create a real-time math Olympics game challenge failed miserably, Calkins said. Schools couldn’t commit to participate in a project with set time boundaries and the challenge was set for April and May, when not all schools had covered the same content.\u003c/p>\n\u003cp>When projects do show some measure of success, the organizations that make up the NGLC use their extensive networks to spread the idea, offering professional development and outreach resources.\u003c/p>\n\u003cp>Diana Oblinger, president and CEO of EDUCAUSE, the lead organization in the NGLC partnership, said this part of their mission is crucial since the broad goal is to find solutions to big problems that work, are affordable and can be scaled up to address the needs many learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*Clarification 9/18/2013: This version of the story includes the International Association for K-12 Online Learning (iNACOL) and the Council for Chief State School Officers (CCSSO) as partners in the Next Generation Learning Challenge.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31093\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.pbs.org/program/school-enough/\">\u003cimg class=\"size-full wp-image-31093\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/school-enough.jpg\" alt=\"school-enough\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/school-enough.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/school-enough-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/school-enough-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\">A documentary film premiering on public television today -- \"\u003ca href=\"http://www.pbs.org/program/school-enough/\">Is School Enough?\u003c/a>\" -- takes the viewer inside the lives of teens from various backgrounds and reveals the importance of tapping into students' passions to drive their learning. These are some of the covered topics.\u003c/p>\n\u003cp>\u003cstrong>LEARNING THAT MATTERS\u003c/strong>\u003c/p>\n\u003cp>Students at \u003ca href=\"http://www.englishhs.org/index.jsp\">English High School\u003c/a> in Boston helped pilot a social networking and planning tool called \u003ca href=\"https://communityplanit.org/\">Community Planit\u003c/a>. The online platform offers participants a series of missions, problems to solve and questions to answer about how the school district could improve and meet student needs better. As a player completes missions, he receives tokens to spend on the priorities he’d most like to see in school. The information and feedback then goes back to the district.\u003c/p>\n\u003cp>“I’m always trying to keep my ear to the ground to get my kids involved with meaningful projects,” said \u003ca href=\"http://www.englishhs.org/apps/pages/index.jsp?uREC_ID=201455&type=u\">Xavier Rozas\u003c/a>, instruction technology coordinator at English High School. But student soon moved from complying with a homework assignment to logging in on their free time and racking up tokens.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If it’s real and it’s meaningful and the kids understand it and they understand what putting their effort into something is going to deliver, they will go hard and do their best.”\u003c/aside>\n\u003cp>“At first when he brought it up I didn’t know what to do because we’re teens and he basically wanted us to act like adults, to speak up like adults,” said Xavier, an English High School student who participated in the project. “The adults are actually going to ask us for our opinions and that doesn’t really happen often.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students dominated the game, soliciting the participation of other students, faculty and staff and even helping to facilitate citywide town hall meetings on setting the district’s priorities. They were even asked to meet with the district superintendent to share their ideas. Rosas thought his students would be intimidated by the invitation, but they’d gained so much self-esteem through the project they were excited to engage with the leadership about their ideas.\u003c/p>\n\u003cp>“If it’s real and it’s meaningful and the kids understand it and they understand what putting their effort into something is going to deliver, they will go hard and do their best,” Rozas said. “They will deeply learn something if they know that the work is going to affect some change.”\u003c/p>\n\u003cp>In fact, the English High School students’ engagement with Community Planit was crucial to its success as a planning tool for the district.\u003c/p>\n\u003cp>“Students were the ones being creative with this game,” said \u003ca href=\"http://www.emerson.edu/academics/departments/visual-media-arts/faculty?faculty_id=533&filter=F\">Eric Gordon\u003c/a>, associate professor of visual and media arts at Emerson College. “They were the ones uploading interesting images and using YouTube and being playful with their responses and knowing intuitively how to operate in this realm.” They modeled how to use digital media to bring in community perspectives and spread the word about the project, helping excite others to participate.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/alan-november-how-teachers-and-tech-can-let-students-take-control/\">How Teachers and Tech Can Let Students Take Control\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“So often rather than measuring the things we care about, we care a lot about the things we can measure, and that can lead to a very narrow focus on some academic skills,” said \u003ca href=\"http://www.civicsurvey.org/CERG_Staff.html\">Joseph Kahne\u003c/a>, professor of education at Mills College. “I think we know that the skills that allow people to be productive in the work force or productive in society entails a range of skills that go far beyond some of those academic priorities and skills.”\u003c/p>\n\u003cp>A crucial part of Community Planet’s success was providing an authentic audience for the student’s work. After adults ask students to engage in meaningful ways around real problems they have to listen and respond.\u003c/p>\n\u003cp>\u003cstrong>SELF-DIRECTED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Sierra Goldstein was always a good student, but it wasn’t engaging. She memorized facts out of the book, regurgitated them on tests and forgot them, getting A’s along the way. “There wasn’t a lot of freedom, except electives, so you really didn’t get power over what direction you wanted to go,” Goldstein said. “It made me feel like I had no control over my future.”\u003c/p>\n\u003cp>Goldstein originally looked at taking online classes to satisfy her high school degree thinking that would free up her time for the things she was really passionate about. But when she researched online programs, they often required even more time than physical school.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The number one problem with school is they’re not facing up to the problem of relevance.\"\u003c/aside>\n\u003cp>Instead, Goldstein began a self-directed learning program relying on support and guidance from the \u003ca href=\"http://tsdinnovationlab.webs.com/\">Thompson School District Innovation Lab\u003c/a>, an organization designed around the idea of “permissive learning,” letting student passions drive their work. Goldstein knew she was interested in alternative medicine. She became the youngest yoga instructor in the country, keeping three blogs documenting her learning journey, including one that offers tips from a healthy teen. She met with mentors in her field of interest and used them to help guide her course of study, which remained largely independent.\u003c/p>\n\u003cp>Since Goldstein’s schooling was no longer confined to the walls of a school building she let her ambition and passion run wild and sought mentors throughout the country, conferencing with them through video chats. Ultimately, she put together a business plan to travel to India to study the spiritual, nutritional and cultural components of naturopathic healing with the ultimate goal of writing a book. She learned how to write a business plan, mapped out her cash flow and discussed travel considerations with people had been to India.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Student Learning Through Their Interests\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“There’s no better time to learn something than when you intend to learn it,” said \u003ca href=\"http://www.k-state.edu/media/mediaguide/bios/weschbio.html\">Michael Wesch\u003c/a>, associate professor of cultural anthropology at Kansas State University. “Whereas in school it’s kind of backwards, you’re forced to learn something.” Goldstein followed her passions far beyond what she might have learned in traditional school and because she was interested and engaged with her learning it felt fun and exciting.\u003c/p>\n\u003cp>“The number one problem with school is they’re not facing up to the problem of relevance,” Wesch said. In a connected world, the teacher’s job is to help students discover a relevant problem to engage with and connect them to the many resource communities and mentors that have become accessible through the internet. “Once you do that you can sort of just take the shackles off and let them run because they start feeling their way through this knowledge machine that’s all around them,” Wesch said.\u003c/p>\n\u003cp>\u003cstrong>POWER OF FAN FICTION\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> (HPA) is an organization almost entirely based on online interactions. It uses parallels in J.K. Rowling famous books to inspire young fans to become “heroes” in their own world. The project has media and literacy researchers excited partly because it started organically as a Facebook group and became international in a matter of hours.\u003c/p>\n\u003cp>“This is an extraordinary migration from fans into citizens,” said \u003ca href=\"http://ww2.kqed.org/mindshift/tag/henry-jenkins/\">Henry Jenkins\u003c/a>, a media scholar at the University of Southern California. “We know it’s really hard to move students past a certain age into political participation. The Harry Potter Alliance takes kids who are culturally active and helps them find ways to become politically active.”\u003c/p>\n\u003cp>For example, the Alliance decided to pressure Warner Brothers, which owns the rights to Harry Potter, to make fair trade chocolate products. Harry Potter fans around the country sent video “howlers”-- a modification of the screaming messages in the Potter books -- to Warner Brothers telling them to change their labor practices. Young fans took inspiration from Hermione Granger’s campaign to better the working conditions of house elves and Professor Dumbledore’s admonition that people should always do what is right, not what is easy.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/connected-learning-tying-to-student-passions-to-school-subjects/\">Connected Learning: Tying Student Passions to School Subjects\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>One student participant, Abby Larus, became involved with the HPA when she was only 13 and rose to lead a chapter before she left high school. She planned campaigns with other organizers, collaborated with her peers on formal letters to Warner Brothers and organized events like the howler campaign in her local area. Her parents were concerned that she was wasting time on the internet or even worse, meeting strange people. But for Abby, participating in something meaningful grounded her learning.\u003c/p>\n\u003cp>“Connected learning suggests that there should be a learning ecology, and that what we do outside of school should be connected in very strong ways to what we do inside of school,” said Jenkins. “School has to respond to the informal learning that’s taking place at home and in the community.”\u003c/p>\n\u003cp>The stories in “Is School Enough?” suggest that traditional school often doesn’t give students enough of an explanation for why they are learning. “In America, in urban public schools in particular, our kids are being asked to learn things in a bubble,” said Rozas, the English High School teacher in Boston.\u003c/p>\n\u003cp>Without that sense of a meaningful mission, students lose perspective of why they're in school. The main gist of the documentary: By broadening the definition of learning, allowing more than standards to rule the classroom, students might learn skills that will stick with them for a lifetime.\u003c/p>\n\u003cp>“It’s going to take a shift in culture and that shift is not easy,” Kahne said. “If we show them the ways that the things they learn about in school can help them engage with things in their broader life, we’re going to find higher levels of engagement and deeper learning.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Find out when \"Is School Enough?\" \u003ca href=\"http://www.pbs.org/program/school-enough/tv-schedule/\">airs on your local PBS station\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31093\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.pbs.org/program/school-enough/\">\u003cimg class=\"size-full wp-image-31093\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/school-enough.jpg\" alt=\"school-enough\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/school-enough.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/school-enough-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/school-enough-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\">A documentary film premiering on public television today -- \"\u003ca href=\"http://www.pbs.org/program/school-enough/\">Is School Enough?\u003c/a>\" -- takes the viewer inside the lives of teens from various backgrounds and reveals the importance of tapping into students' passions to drive their learning. These are some of the covered topics.\u003c/p>\n\u003cp>\u003cstrong>LEARNING THAT MATTERS\u003c/strong>\u003c/p>\n\u003cp>Students at \u003ca href=\"http://www.englishhs.org/index.jsp\">English High School\u003c/a> in Boston helped pilot a social networking and planning tool called \u003ca href=\"https://communityplanit.org/\">Community Planit\u003c/a>. The online platform offers participants a series of missions, problems to solve and questions to answer about how the school district could improve and meet student needs better. As a player completes missions, he receives tokens to spend on the priorities he’d most like to see in school. The information and feedback then goes back to the district.\u003c/p>\n\u003cp>“I’m always trying to keep my ear to the ground to get my kids involved with meaningful projects,” said \u003ca href=\"http://www.englishhs.org/apps/pages/index.jsp?uREC_ID=201455&type=u\">Xavier Rozas\u003c/a>, instruction technology coordinator at English High School. But student soon moved from complying with a homework assignment to logging in on their free time and racking up tokens.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If it’s real and it’s meaningful and the kids understand it and they understand what putting their effort into something is going to deliver, they will go hard and do their best.”\u003c/aside>\n\u003cp>“At first when he brought it up I didn’t know what to do because we’re teens and he basically wanted us to act like adults, to speak up like adults,” said Xavier, an English High School student who participated in the project. “The adults are actually going to ask us for our opinions and that doesn’t really happen often.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students dominated the game, soliciting the participation of other students, faculty and staff and even helping to facilitate citywide town hall meetings on setting the district’s priorities. They were even asked to meet with the district superintendent to share their ideas. Rosas thought his students would be intimidated by the invitation, but they’d gained so much self-esteem through the project they were excited to engage with the leadership about their ideas.\u003c/p>\n\u003cp>“If it’s real and it’s meaningful and the kids understand it and they understand what putting their effort into something is going to deliver, they will go hard and do their best,” Rozas said. “They will deeply learn something if they know that the work is going to affect some change.”\u003c/p>\n\u003cp>In fact, the English High School students’ engagement with Community Planit was crucial to its success as a planning tool for the district.\u003c/p>\n\u003cp>“Students were the ones being creative with this game,” said \u003ca href=\"http://www.emerson.edu/academics/departments/visual-media-arts/faculty?faculty_id=533&filter=F\">Eric Gordon\u003c/a>, associate professor of visual and media arts at Emerson College. “They were the ones uploading interesting images and using YouTube and being playful with their responses and knowing intuitively how to operate in this realm.” They modeled how to use digital media to bring in community perspectives and spread the word about the project, helping excite others to participate.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/alan-november-how-teachers-and-tech-can-let-students-take-control/\">How Teachers and Tech Can Let Students Take Control\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“So often rather than measuring the things we care about, we care a lot about the things we can measure, and that can lead to a very narrow focus on some academic skills,” said \u003ca href=\"http://www.civicsurvey.org/CERG_Staff.html\">Joseph Kahne\u003c/a>, professor of education at Mills College. “I think we know that the skills that allow people to be productive in the work force or productive in society entails a range of skills that go far beyond some of those academic priorities and skills.”\u003c/p>\n\u003cp>A crucial part of Community Planet’s success was providing an authentic audience for the student’s work. After adults ask students to engage in meaningful ways around real problems they have to listen and respond.\u003c/p>\n\u003cp>\u003cstrong>SELF-DIRECTED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Sierra Goldstein was always a good student, but it wasn’t engaging. She memorized facts out of the book, regurgitated them on tests and forgot them, getting A’s along the way. “There wasn’t a lot of freedom, except electives, so you really didn’t get power over what direction you wanted to go,” Goldstein said. “It made me feel like I had no control over my future.”\u003c/p>\n\u003cp>Goldstein originally looked at taking online classes to satisfy her high school degree thinking that would free up her time for the things she was really passionate about. But when she researched online programs, they often required even more time than physical school.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The number one problem with school is they’re not facing up to the problem of relevance.\"\u003c/aside>\n\u003cp>Instead, Goldstein began a self-directed learning program relying on support and guidance from the \u003ca href=\"http://tsdinnovationlab.webs.com/\">Thompson School District Innovation Lab\u003c/a>, an organization designed around the idea of “permissive learning,” letting student passions drive their work. Goldstein knew she was interested in alternative medicine. She became the youngest yoga instructor in the country, keeping three blogs documenting her learning journey, including one that offers tips from a healthy teen. She met with mentors in her field of interest and used them to help guide her course of study, which remained largely independent.\u003c/p>\n\u003cp>Since Goldstein’s schooling was no longer confined to the walls of a school building she let her ambition and passion run wild and sought mentors throughout the country, conferencing with them through video chats. Ultimately, she put together a business plan to travel to India to study the spiritual, nutritional and cultural components of naturopathic healing with the ultimate goal of writing a book. She learned how to write a business plan, mapped out her cash flow and discussed travel considerations with people had been to India.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Student Learning Through Their Interests\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“There’s no better time to learn something than when you intend to learn it,” said \u003ca href=\"http://www.k-state.edu/media/mediaguide/bios/weschbio.html\">Michael Wesch\u003c/a>, associate professor of cultural anthropology at Kansas State University. “Whereas in school it’s kind of backwards, you’re forced to learn something.” Goldstein followed her passions far beyond what she might have learned in traditional school and because she was interested and engaged with her learning it felt fun and exciting.\u003c/p>\n\u003cp>“The number one problem with school is they’re not facing up to the problem of relevance,” Wesch said. In a connected world, the teacher’s job is to help students discover a relevant problem to engage with and connect them to the many resource communities and mentors that have become accessible through the internet. “Once you do that you can sort of just take the shackles off and let them run because they start feeling their way through this knowledge machine that’s all around them,” Wesch said.\u003c/p>\n\u003cp>\u003cstrong>POWER OF FAN FICTION\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> (HPA) is an organization almost entirely based on online interactions. It uses parallels in J.K. Rowling famous books to inspire young fans to become “heroes” in their own world. The project has media and literacy researchers excited partly because it started organically as a Facebook group and became international in a matter of hours.\u003c/p>\n\u003cp>“This is an extraordinary migration from fans into citizens,” said \u003ca href=\"http://ww2.kqed.org/mindshift/tag/henry-jenkins/\">Henry Jenkins\u003c/a>, a media scholar at the University of Southern California. “We know it’s really hard to move students past a certain age into political participation. The Harry Potter Alliance takes kids who are culturally active and helps them find ways to become politically active.”\u003c/p>\n\u003cp>For example, the Alliance decided to pressure Warner Brothers, which owns the rights to Harry Potter, to make fair trade chocolate products. Harry Potter fans around the country sent video “howlers”-- a modification of the screaming messages in the Potter books -- to Warner Brothers telling them to change their labor practices. Young fans took inspiration from Hermione Granger’s campaign to better the working conditions of house elves and Professor Dumbledore’s admonition that people should always do what is right, not what is easy.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/connected-learning-tying-to-student-passions-to-school-subjects/\">Connected Learning: Tying Student Passions to School Subjects\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>One student participant, Abby Larus, became involved with the HPA when she was only 13 and rose to lead a chapter before she left high school. She planned campaigns with other organizers, collaborated with her peers on formal letters to Warner Brothers and organized events like the howler campaign in her local area. Her parents were concerned that she was wasting time on the internet or even worse, meeting strange people. But for Abby, participating in something meaningful grounded her learning.\u003c/p>\n\u003cp>“Connected learning suggests that there should be a learning ecology, and that what we do outside of school should be connected in very strong ways to what we do inside of school,” said Jenkins. “School has to respond to the informal learning that’s taking place at home and in the community.”\u003c/p>\n\u003cp>The stories in “Is School Enough?” suggest that traditional school often doesn’t give students enough of an explanation for why they are learning. “In America, in urban public schools in particular, our kids are being asked to learn things in a bubble,” said Rozas, the English High School teacher in Boston.\u003c/p>\n\u003cp>Without that sense of a meaningful mission, students lose perspective of why they're in school. The main gist of the documentary: By broadening the definition of learning, allowing more than standards to rule the classroom, students might learn skills that will stick with them for a lifetime.\u003c/p>\n\u003cp>“It’s going to take a shift in culture and that shift is not easy,” Kahne said. “If we show them the ways that the things they learn about in school can help them engage with things in their broader life, we’re going to find higher levels of engagement and deeper learning.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Find out when \"Is School Enough?\" \u003ca href=\"http://www.pbs.org/program/school-enough/tv-schedule/\">airs on your local PBS station\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31058\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-31058\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/164451932-640x359.jpg\" alt=\"164451932\" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Picture a “genius” -- you'll probably conjure an image of an Einstein-like character, an older man in a rumpled suit, disorganized and distracted even as he, almost accidentally, stumbles upon his next “big idea.\" In truth, the acclaimed scientist actually said, “It’s not that I’m so smart, it’s just that I stay with problems longer.” But the narrative around Einstein and a lot of accomplished geniuses -- think Ben Franklin, the key and the bolt of lightning -- tends to focus more on mind-blowing talent and less on the hard work behind the rise to success. A downside of the genius mythology results in many kids trudging through school believing that a great student is born, not made -- lucky or unlucky, Einstein or Everyman.\u003c/p>\n\u003cp>Harvard-educated tutors Hunter Maats and Katie O’Brien began to notice that this belief about being born smart was creating a lot of frustration for the kids they tutored, and sometimes unwittingly reinforced by their parents. “We had sessions working with a student where the mom would walk by and say, ‘Oh, he didn’t get the math gene!’” said O’Brien. “And I’d think, Gee, give the kid a reason to never even try.”\u003c/p>\n\u003cp>“Try,” it seems, is the magical and operative word that has the possibility to transform how well a student does in school -- once they understand a little about how to try, and a little about \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/what-kids-should-know-about-their-own-brains/\">how learning and the brain works\u003c/a>. How students think about learning makes a difference in what they’re able to achieve. Groundbreaking research conducted by Stanford psychologist Carol Dweck has shown that when students take on a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\">growth mindset\u003c/a> - one in which they believe that the brain is malleable, and they can improve at a task with effort - they handle setbacks better and improve academically.\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">\"Kids are sent to school with no manual on how to use their brains. Not what to learn but \u003cem>how\u003c/em> to learn.\" \u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">Maats and O’Brien knew about all the research, and began sharing information about learning and the brain with their students. They turned their one-on-ones into a book, \u003ca href=\"http://thestraightaconspiracy.com/\">The Straight-A Conspiracy\u003c/a>, to show teenagers that they had control, for a large part, over how they did in school, and that believing certain kids were born talented was a grand conspiracy to keep them down and stressed out (with tongue planted firmly in cheek). The authors use the latest research in psychology and neuroscience to try and convince teens, with lots of pop culture references and humor thrown in, that understanding how their brain learns can help them “totally rule the world.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Maats explained that often students he tutored had watched another kid in class blow through an assignment and assumed they were just naturally good at it, that they didn’t even have to try. But he began clarifying the real reason they worked so fast; the student knew the answer right away because “it had become automatic,” he said. “They looked effortless, but they only became effortless through hard work.” Unlike sports or music, where students can see others practicing, much of schoolwork practice happens at home, builds slowly over time, and goes unseen. “You don’t see the work others are doing, so it looks like it never happened,” Maats said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/eight-ways-of-looking-at-intelligence/\">Eight Ways of Looking at Intelligence]\u003c/a>\u003c/p>\n\u003cp dir=\"ltr\">O’Brien said that \"geniuses\" also know how to focus their attention, and that’s why they may appear calm. “That overwhelmed feeling is coming from attention being focused on too many things that are not automated at once,” she said. “You can’t focus on two things you don’t know - but neither could Einstein!” Explaining one of the largest conspiracies they face with students, and parents’ biggest complaint, student \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">multitasking\u003c/a>, they disseminate the research for the teenage brain:\u003c/p>\n\u003cp>\u003cem>“Your attention can only deal with one unautomated task at a time. The idea that your attention can multitask is a \u003c/em>major myth\u003cem>... When you’re trying to do all four of these tasks - walking, chewing gum, talking to your friend and reading Huckleberry Finn - the first two won’t be affected, because you’ve automated them. You can keep walking and chewing gum without even noticing they’re happening. But each of the new activities - holding a new conversation and reading a new book - requires your full attention in order to go well… But the more important point is that you just don’t want to put yourself through that! It’s totally manic!... The more stuff you pile on at once, the more time pressure you add to the situation, the more you start to feel really overwhelmed.”\u003c/em>\u003c/p>\n\u003cp>By using concrete research in a way that speaks directly to teenagers, Maats and O’Brien hope to dispel the image of the rumpled genius, being brilliant in spite of himself. Instead, they want students to know that there are proven techniques that can improve their school performance and get parents and teachers off their back (a particular favorite is “Go Cyborg on Your Mistakes,” an extended “Terminator” metaphor that relates the idea of \u003ca href=\"http://ideas.time.com/2012/01/25/the-myth-of-practice-makes-perfect/\">focused practice\u003c/a>). And they seem to relish explaining that the straight-A student is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">working harder than kids think\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart At Everything?]\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You would never put a child into the driver's seat of a car, with no license and no drivers' ed, and expect him to be able to cruise down the highway successfully, with no fear or hesitation,” said O’Brien. “And yet kids are sent to school with no manual on how to use their brains. Not what to learn but how to learn. The result is that everyone spends their days in school guessing what might be the best approach, the most effective technique...and the questioning about the how takes a lot of time and attention away from what needs to be learned.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Maats explained that often students he tutored had watched another kid in class blow through an assignment and assumed they were just naturally good at it, that they didn’t even have to try. But he began clarifying the real reason they worked so fast; the student knew the answer right away because “it had become automatic,” he said. “They looked effortless, but they only became effortless through hard work.” Unlike sports or music, where students can see others practicing, much of schoolwork practice happens at home, builds slowly over time, and goes unseen. “You don’t see the work others are doing, so it looks like it never happened,” Maats said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/eight-ways-of-looking-at-intelligence/\">Eight Ways of Looking at Intelligence]\u003c/a>\u003c/p>\n\u003cp dir=\"ltr\">O’Brien said that \"geniuses\" also know how to focus their attention, and that’s why they may appear calm. “That overwhelmed feeling is coming from attention being focused on too many things that are not automated at once,” she said. “You can’t focus on two things you don’t know - but neither could Einstein!” Explaining one of the largest conspiracies they face with students, and parents’ biggest complaint, student \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">multitasking\u003c/a>, they disseminate the research for the teenage brain:\u003c/p>\n\u003cp>\u003cem>“Your attention can only deal with one unautomated task at a time. The idea that your attention can multitask is a \u003c/em>major myth\u003cem>... When you’re trying to do all four of these tasks - walking, chewing gum, talking to your friend and reading Huckleberry Finn - the first two won’t be affected, because you’ve automated them. You can keep walking and chewing gum without even noticing they’re happening. But each of the new activities - holding a new conversation and reading a new book - requires your full attention in order to go well… But the more important point is that you just don’t want to put yourself through that! It’s totally manic!... The more stuff you pile on at once, the more time pressure you add to the situation, the more you start to feel really overwhelmed.”\u003c/em>\u003c/p>\n\u003cp>By using concrete research in a way that speaks directly to teenagers, Maats and O’Brien hope to dispel the image of the rumpled genius, being brilliant in spite of himself. Instead, they want students to know that there are proven techniques that can improve their school performance and get parents and teachers off their back (a particular favorite is “Go Cyborg on Your Mistakes,” an extended “Terminator” metaphor that relates the idea of \u003ca href=\"http://ideas.time.com/2012/01/25/the-myth-of-practice-makes-perfect/\">focused practice\u003c/a>). And they seem to relish explaining that the straight-A student is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">working harder than kids think\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart At Everything?]\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You would never put a child into the driver's seat of a car, with no license and no drivers' ed, and expect him to be able to cruise down the highway successfully, with no fear or hesitation,” said O’Brien. “And yet kids are sent to school with no manual on how to use their brains. Not what to learn but how to learn. The result is that everyone spends their days in school guessing what might be the best approach, the most effective technique...and the questioning about the how takes a lot of time and attention away from what needs to be learned.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>\u003cem>\"When we start losing our tolerance for vulnerability, uncertainty, for risk — we move away from the things we need and crave the most like joy and love and belonging, trust, empathy, creativity.\"\u003c/em> — Brené Brown\u003c/p>\u003c/blockquote>\n\u003cp>We try so hard to be perfect, to never make mistakes and to avoid failure at all costs. But mistakes happen — and when they do — how do we deal with being wrong? In this episode, TED speakers look at those difficult moments in our lives, and consider why sometimes we need to make mistakes and face them head-on.\u003c/p>\n\u003cp>What can teachers and the education system as a whole correlate from these talks to how kids learn?\u003c/p>\n\u003cdiv class=\"fullattribution\">Listen to the \u003ca href=\"http://www.npr.org/2013/03/11/174030515/making-mistakes\">TED speakers here\u003c/a>.\u003c/div>\n\u003cp>\u003cembed src=\"http://www.npr.org/v2/?i=174030515&m=175595943&t=audio\" height=\"386\" wmode=\"opaque\" allowfullscreen=\"true\" width=\"400\" base=\"http://www.npr.org\" type=\"application/x-shockwave-flash\">\u003c/embed>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/univ_pages_wide-ddda94a7860c75ca595919a77d8af20028696864-s40-c85-e1376937292947.jpg\" alt=\"univ_pages_wide-ddda94a7860c75ca595919a77d8af20028696864-s40-c85\" width=\"640\" height=\"358\" class=\"size-large wp-image-30742\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/univ_pages_wide-ddda94a7860c75ca595919a77d8af20028696864-s40-c85-e1376937292947.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/univ_pages_wide-ddda94a7860c75ca595919a77d8af20028696864-s40-c85-e1376937292947-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/univ_pages_wide-ddda94a7860c75ca595919a77d8af20028696864-s40-c85-e1376937292947-320x179.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cstrong>By Bill Chappell\u003c/strong>\u003c/p>\n\u003cp>The professional connections site LinkedIn is launching a new section of its social network Monday: University Pages targets younger users who want to connect with colleges. More than 200 schools now have profile pages, according to LinkedIn. As part of the new effort, the company also dropped its minimum age to 14 in the U.S.\u003c/p>\n\u003cp>The new college profiles allow prospective students to see how many of a school's graduates are on LinkedIn, as well as a breakdown of the main fields in which they work. The pages also list the top employers of alumni.\u003c/p>\n\u003cp>Those details, along with a graph that shows how a user is connected to a school's alumni, could help applicants glean advice or perhaps even a letter of recommendation, in a real-world twist on LinkedIn's \"recommend\" function.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The service also could serve as a funnel for LinkedIn to grow its membership base — and for the company to tap into the large potential market of users under 25.\u003c/p>\n\u003cp>Christina Allen, LinkedIn's director of product management, says the idea for the pages came after she saw her daughter and others struggle to find usable information on colleges.\u003c/p>\n\u003cp>\"I knew that hidden in millions of member profiles were powerful insights about the career outcomes of educations from universities around the world,\" Allen writes, \u003ca href=\"http://blog.linkedin.com/2013/08/19/introducing-linkedin-university-pages/\">in a blog post\u003c/a> unveiling the new profile pages for schools.\u003c/p>\n\u003cp>Many of LinkedIn's more than 238 million users include information about their education and work history in the profiles they create on the professional networking site.\u003c/p>\n\u003cp>\"If harnessed, these insights could provide incredible value for students,\" she says.\u003c/p>\n\u003cp>Each university page also includes standard information, such as the gender breakdown of the student body, tuition costs, student/faculty ratio, and the school's graduation rate.\u003c/p>\n\u003cp>A separate blog post announced changes in LinkedIn's \u003ca href=\"http://blog.linkedin.com/2013/08/19/updates-to-linkedins-terms-of-service/\">terms of service\u003c/a>, dropping the minimum age to 14 in the United States, and to other ages — from 13 to 18 years old — elsewhere in the world. For comparison purposes, the minimum age to create a profile on Facebook is 13.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For examples of existing college pages, you can check these out:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=18993&trk=blog\" target=\"_blank\">New York University\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=18321&trk=blog\" target=\"_blank\">University of Illinois\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=17954&trk=blog\" target=\"_blank\">University of California San Diego\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=19924&trk=blog\" target=\"_blank\">Fundação Getúlio Vargas\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=12445&trk=blog\" target=\"_blank\">INSEAD\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=18633&trk=blog\" target=\"_blank\">University of Michigan\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=19339&trk=blog\" target=\"_blank\">Villanova\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=19008&trk=blog\" target=\"_blank\">Rochester Institute of Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=University+Pages%3A+LinkedIn+Launches+New+College+Profiles&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The service also could serve as a funnel for LinkedIn to grow its membership base — and for the company to tap into the large potential market of users under 25.\u003c/p>\n\u003cp>Christina Allen, LinkedIn's director of product management, says the idea for the pages came after she saw her daughter and others struggle to find usable information on colleges.\u003c/p>\n\u003cp>\"I knew that hidden in millions of member profiles were powerful insights about the career outcomes of educations from universities around the world,\" Allen writes, \u003ca href=\"http://blog.linkedin.com/2013/08/19/introducing-linkedin-university-pages/\">in a blog post\u003c/a> unveiling the new profile pages for schools.\u003c/p>\n\u003cp>Many of LinkedIn's more than 238 million users include information about their education and work history in the profiles they create on the professional networking site.\u003c/p>\n\u003cp>\"If harnessed, these insights could provide incredible value for students,\" she says.\u003c/p>\n\u003cp>Each university page also includes standard information, such as the gender breakdown of the student body, tuition costs, student/faculty ratio, and the school's graduation rate.\u003c/p>\n\u003cp>A separate blog post announced changes in LinkedIn's \u003ca href=\"http://blog.linkedin.com/2013/08/19/updates-to-linkedins-terms-of-service/\">terms of service\u003c/a>, dropping the minimum age to 14 in the United States, and to other ages — from 13 to 18 years old — elsewhere in the world. For comparison purposes, the minimum age to create a profile on Facebook is 13.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For examples of existing college pages, you can check these out:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=18993&trk=blog\" target=\"_blank\">New York University\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=18321&trk=blog\" target=\"_blank\">University of Illinois\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=17954&trk=blog\" target=\"_blank\">University of California San Diego\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=19924&trk=blog\" target=\"_blank\">Fundação Getúlio Vargas\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=12445&trk=blog\" target=\"_blank\">INSEAD\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=18633&trk=blog\" target=\"_blank\">University of Michigan\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=19339&trk=blog\" target=\"_blank\">Villanova\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.linkedin.com/edu/school?id=19008&trk=blog\" target=\"_blank\">Rochester Institute of Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=University+Pages%3A+LinkedIn+Launches+New+College+Profiles&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_30695\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30695\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833.jpg\" alt=\"sb10069478aq-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Charla Bear\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Universities across the country are experimenting with \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a> (massive open online courses) as a way to make higher education more affordable and accessible to all students. The premise of MOOCs has, to some, come to mean the democratization of quality higher education, a way of equalizing the playing field for students of every demographic.\u003c/p>\n\u003cp>\"[Students] can take these courses and say, ‘Wait a minute, I can aspire to these colleges, to Stanford, Princeton or Columbia, and therefore I’m going to try to apply there.’” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">said Daphne Koller,\u003c/a> co-founder of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, in an interview recently. “We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.”\u003c/p>\n\u003cp>Aspirational as that may seem, it may not always be the outcome.\u003c/p>\n\u003cp>“We ... continue to be concerned that folks might imagine they are getting an Ivy League education, when in fact, they are watching other people get an Ivy League education,\" says Lillian Taiz, president of the California Faculty Association and professor of history at California State Los Angeles.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Several professors at San Jose State University began\u003ca href=\"http://www.sjsu.edu/plus/\"> creating MOOCs\u003c/a> in January, which students could take for credit. Peter Hadreas, professor and Philosophy Department Chair at San Jose State University, says when administrators asked his department to replace lectures in an ethics class with a Harvard MOOC, faculty saw some questionable race and class implications.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’ve got this strange sort of upstairs/downstairs situation where the lower-class people could look at how the upper-class people were being educated.\"\u003c/aside>\n\u003cp>After watching the online Justice course, taught by Harvard Professor Michael Sandel, the philosophy faculty collectively wrote an \u003ca href=\"http://chronicle.com/article/The-Document-Open-Letter-From/138937/\">open letter \u003c/a>in protest. Their bottom line: it would be insulting to force diverse state university students to watch an Ivy League professor lecture to his affluent class.\u003c/p>\n\u003cp>“We have a very diverse student body and we’re very proud of that,” Hadreas said. “But they would watch Michael Sandel teach Harvard students and he would interpolate into his talks and dialogues how privileged they were. And they were for the most part, certainly to a greater extent, white than our student body. So we’ve got, on the one hand, this strange sort of upstairs/downstairs situation where the lower-class people could look at how the upper-class people were being educated. We thought that was just flat out insulting, in a way, to the students and certainly not pedagogically reinforcing.”\u003c/p>\n\u003cp>Hadreas said advocates of using MOOCs at state schools also pay short shrift to the “digital divide” between different races and classes of students. Early into a \u003ca href=\"https://www.udacity.com/collegecredit\">San Jose State and Udacity pilot project\u003c/a> that developed MOOCs for college credit, instructors realized some high school participants didn’t have computers.\u003c/p>\n\u003cp>“The students who had available laptops at home were clearly correlated with demographic factors,\" he said. \"If you look at the black students, it was somewhere in the 40 percent. If you look at Hispanic students, it was in the 50 percent. But even more correlated was the income of the family. If the family made over $80,000 it was somewhere in the 80 percent. If they made less than $30,000, it was way down in 20- or 30 percent. So the idea that one is simply going to be offering this out and the status of the student’s economic and socioeconomic background is, of course, another myth.”\u003c/p>\n\u003cp>The problem stems from the idea that, with MOOC courses, one size can fit all, Taiz says.\u003c/p>\n\u003cp>“The mistake is and the concern that we have is that, I know as this was all being launched, we saw thousands of pronouncements about how after MOOCs get rolling, there will be 10 universities in the country and there will only be five professors giving lectures,” Taiz says. “This is obviously said by someone who doesn’t understand how students learn, particularly students who are the first in their families to go to school and need a lot of hands on.”\u003c/p>\n\u003cp>In order for teaching to be effective, she says, it needs to reflect their diverse backgrounds and experiences.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Good solid teaching is nimble and really able to use what goes on in students’ lives to help them get their heads wrapped around what’s going on.”\u003c/p>\n\n",
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"excerpt": "Universities across the country are experimenting with MOOCs (massive open online courses) as a way to make higher education more affordable and accessible to all students. The premise of MOOCs has, to some, come to mean the democratization of quality higher education, a way of equalizing the playing field for students of every demographic. But that's not always the outcome.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30695\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30695\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833.jpg\" alt=\"sb10069478aq-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/sb10069478aq-001-e1376673981833-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Charla Bear\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Universities across the country are experimenting with \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a> (massive open online courses) as a way to make higher education more affordable and accessible to all students. The premise of MOOCs has, to some, come to mean the democratization of quality higher education, a way of equalizing the playing field for students of every demographic.\u003c/p>\n\u003cp>\"[Students] can take these courses and say, ‘Wait a minute, I can aspire to these colleges, to Stanford, Princeton or Columbia, and therefore I’m going to try to apply there.’” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">said Daphne Koller,\u003c/a> co-founder of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, in an interview recently. “We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.”\u003c/p>\n\u003cp>Aspirational as that may seem, it may not always be the outcome.\u003c/p>\n\u003cp>“We ... continue to be concerned that folks might imagine they are getting an Ivy League education, when in fact, they are watching other people get an Ivy League education,\" says Lillian Taiz, president of the California Faculty Association and professor of history at California State Los Angeles.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Several professors at San Jose State University began\u003ca href=\"http://www.sjsu.edu/plus/\"> creating MOOCs\u003c/a> in January, which students could take for credit. Peter Hadreas, professor and Philosophy Department Chair at San Jose State University, says when administrators asked his department to replace lectures in an ethics class with a Harvard MOOC, faculty saw some questionable race and class implications.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’ve got this strange sort of upstairs/downstairs situation where the lower-class people could look at how the upper-class people were being educated.\"\u003c/aside>\n\u003cp>After watching the online Justice course, taught by Harvard Professor Michael Sandel, the philosophy faculty collectively wrote an \u003ca href=\"http://chronicle.com/article/The-Document-Open-Letter-From/138937/\">open letter \u003c/a>in protest. Their bottom line: it would be insulting to force diverse state university students to watch an Ivy League professor lecture to his affluent class.\u003c/p>\n\u003cp>“We have a very diverse student body and we’re very proud of that,” Hadreas said. “But they would watch Michael Sandel teach Harvard students and he would interpolate into his talks and dialogues how privileged they were. And they were for the most part, certainly to a greater extent, white than our student body. So we’ve got, on the one hand, this strange sort of upstairs/downstairs situation where the lower-class people could look at how the upper-class people were being educated. We thought that was just flat out insulting, in a way, to the students and certainly not pedagogically reinforcing.”\u003c/p>\n\u003cp>Hadreas said advocates of using MOOCs at state schools also pay short shrift to the “digital divide” between different races and classes of students. Early into a \u003ca href=\"https://www.udacity.com/collegecredit\">San Jose State and Udacity pilot project\u003c/a> that developed MOOCs for college credit, instructors realized some high school participants didn’t have computers.\u003c/p>\n\u003cp>“The students who had available laptops at home were clearly correlated with demographic factors,\" he said. \"If you look at the black students, it was somewhere in the 40 percent. If you look at Hispanic students, it was in the 50 percent. But even more correlated was the income of the family. If the family made over $80,000 it was somewhere in the 80 percent. If they made less than $30,000, it was way down in 20- or 30 percent. So the idea that one is simply going to be offering this out and the status of the student’s economic and socioeconomic background is, of course, another myth.”\u003c/p>\n\u003cp>The problem stems from the idea that, with MOOC courses, one size can fit all, Taiz says.\u003c/p>\n\u003cp>“The mistake is and the concern that we have is that, I know as this was all being launched, we saw thousands of pronouncements about how after MOOCs get rolling, there will be 10 universities in the country and there will only be five professors giving lectures,” Taiz says. “This is obviously said by someone who doesn’t understand how students learn, particularly students who are the first in their families to go to school and need a lot of hands on.”\u003c/p>\n\u003cp>In order for teaching to be effective, she says, it needs to reflect their diverse backgrounds and experiences.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Good solid teaching is nimble and really able to use what goes on in students’ lives to help them get their heads wrapped around what’s going on.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-23449\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137330132-e1376517793168.jpg\" alt=\"137330132\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/137330132-e1376517793168.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/137330132-e1376517793168-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/137330132-e1376517793168-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Robyn Gee, NPR\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In my previous life as a high school English teacher, I often felt disconnected from everyone making the decisions that affected how I did my job. A new curriculum handed down from the district. Tutorials to learn how to process student data. Elective classes swapped out for study halls. I just learned to roll with the punches.\u003c/p>\n\u003cp>But crowdsourcing tools are slowly working their way into the education policy world, designed to give teachers and district employees more say on big decisions that affect their school environment.\u003c/p>\n\u003cp>A notable success story is the\u003cem> \u003c/em>Poway Unified School District in San Diego, which was spotlighted in \u003ca href=\"http://www.edweek.org/dd/articles/2013/06/12/03mobile-crowd.h06.html?tkn=VQQFHk%2BoJ73m4i%2Bvtl0NDtFaxIgixp9IIGbZ&cmp=ENL-II-NEWS2\">Education Week\u003c/a> for building a site called InnovationU. The site called for all district employees to submit ideas that could help improve the safety of students and staff at school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The most important thing that's changed is the intangible — the culture change that's occurred.\"\u003c/aside>\n\u003cp>Teachers, bus drivers, counselors and after-school staff weighed in — submitting, discussing and voting on ideas. An algorithm sorted the ideas and gave users \"reputation points\" as they contributed. Popular ideas included installing security cameras and panic buttons for receptionists, according to EdWeek. But the idea that rose to the top focused on students' well-being: to create a comprehensive support services program for prekindergarten through 12th grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The group of people behind the idea is currently drafting an in-depth proposal for implementation, and the school board already approved $600,000 to make the idea a reality, according to Rich Newman, the school district's director of learning support services.\u003c/p>\n\u003cp>The experiment went so well, he told me, that Poway will launch its next crowdsourced challenge this September. \"The most important thing that's changed is the intangible — the culture change that's occurred. ... Everyone now feels the sense of being invested in the system and having the opportunity of an idea changing the entire district.\"\u003c/p>\n\u003cp>Highline Public Schools in Washington state also tried crowdsourcing to solicit ideas on a districtwide strategic plan and created a site called \u003ca href=\"http://imaginehighline.org/ideas\">Imagine Highline\u003c/a>. It didn't work as well as organizers had hoped. \"We tried to set it up so that it wouldn't just be 'complaint central,' \" said Catherine Rogers, communications director for Highline Schools. \"But the reality is since we haven't had a place to register complaints online, it opened that door for people.\"\u003c/p>\n\u003cp>Imagine Highline was open for about eight months and closed in June. There were many one-off ideas thrown around, but Rogers said that the bigger themes from the discussion eventually made their way into the strategic plan. \"I can't point to any one specific idea, but it's the overall tones, sentiments and themes that emerged: high expectations for students, adequate support and training for teachers, time for teachers to internalize and incorporate the training they received in professional development,\" she said.\u003c/p>\n\u003cp>\u003ca href=\"http://vivateachers.org/\">VIVA Teachers\u003c/a> takes a different approach — pitching specific policy issues to a limited community of teachers. The nonprofit that launched in September 2011 gets buy-in from a policymaker before crowdsourcing a question. For example, Minnesota Gov. Mark Dayton met with VIVA Teachers to hear their recommendations for evaluating principals.\u003c/p>\n\u003cp>After a discussion facilitated by a VIVA Teachers moderator, an algorithm identifies the participants whose \"ideas are generating a lot of thought and activity,\" said VIVA CEO Elizabeth Evans. That smaller group of teachers writes a proposal synthesizing the ideas of the group. VIVA Teachers then sets up a meeting between the teachers and the policymaker.\u003c/p>\n\u003cp>They've met with governors, mayors and twice with Education Secretary Arne Duncan.\u003c/p>\n\u003cp>\"Before anything goes public, there's a community built. ... They feel part of something even bigger, and when they step up to the microphone or meet a governor or superintendent, it's a little less nerve-wracking,\" said Evans.\u003c/p>\n\u003cp>I remember, when I was a teacher, having to force myself to step out of the negativity that permeated my school's hallways. At the copy machine, during passing periods and even at Friday happy hours, teachers would vent about students getting in fights or administrators making their lives difficult. I love the idea of teachers\u003cem> \u003c/em>being encouraged to think positively about school as decision-makers — instead of listing 100 reasons why the school system will fail.\u003c/p>\n\u003cp>It's also appealing to be able to contribute ideas anonymously, without the fear of being on the wrong side of an issue politically. However, anonymity might not encourage the kind of thoughtful responses that made Poway's experiment a success.\u003c/p>\n\u003cp>It might seem far-fetched that this can actually work — that a district employee will have a brilliant idea for changing the system and that it will garner unanimous support from the ranks of teachers, administrators and community members. It's easier to imagine an online free-for-all — a new platform to vent and passionately disagree with each other.\u003c/p>\n\u003cp>But whatever the ultimate outcome, at least offering a somewhat democratized, regular feedback loop that teachers can easily access on their own time (after all the grading is done), seems like a win.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Robyn Gee is a reporter for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://turnstylenews.com/\">Turnstyle News\u003c/a>, a tech and digital culture site from Youth Radio.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 Turnstyle. To see more, visit \u003ca href=\"http://turnstylenews.com/\">http://turnstylenews.com/\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Crowdsourcing+Ideas+For+A+Better+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-23449\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137330132-e1376517793168.jpg\" alt=\"137330132\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/137330132-e1376517793168.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/137330132-e1376517793168-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/137330132-e1376517793168-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Robyn Gee, NPR\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In my previous life as a high school English teacher, I often felt disconnected from everyone making the decisions that affected how I did my job. A new curriculum handed down from the district. Tutorials to learn how to process student data. Elective classes swapped out for study halls. I just learned to roll with the punches.\u003c/p>\n\u003cp>But crowdsourcing tools are slowly working their way into the education policy world, designed to give teachers and district employees more say on big decisions that affect their school environment.\u003c/p>\n\u003cp>A notable success story is the\u003cem> \u003c/em>Poway Unified School District in San Diego, which was spotlighted in \u003ca href=\"http://www.edweek.org/dd/articles/2013/06/12/03mobile-crowd.h06.html?tkn=VQQFHk%2BoJ73m4i%2Bvtl0NDtFaxIgixp9IIGbZ&cmp=ENL-II-NEWS2\">Education Week\u003c/a> for building a site called InnovationU. The site called for all district employees to submit ideas that could help improve the safety of students and staff at school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The most important thing that's changed is the intangible — the culture change that's occurred.\"\u003c/aside>\n\u003cp>Teachers, bus drivers, counselors and after-school staff weighed in — submitting, discussing and voting on ideas. An algorithm sorted the ideas and gave users \"reputation points\" as they contributed. Popular ideas included installing security cameras and panic buttons for receptionists, according to EdWeek. But the idea that rose to the top focused on students' well-being: to create a comprehensive support services program for prekindergarten through 12th grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The group of people behind the idea is currently drafting an in-depth proposal for implementation, and the school board already approved $600,000 to make the idea a reality, according to Rich Newman, the school district's director of learning support services.\u003c/p>\n\u003cp>The experiment went so well, he told me, that Poway will launch its next crowdsourced challenge this September. \"The most important thing that's changed is the intangible — the culture change that's occurred. ... Everyone now feels the sense of being invested in the system and having the opportunity of an idea changing the entire district.\"\u003c/p>\n\u003cp>Highline Public Schools in Washington state also tried crowdsourcing to solicit ideas on a districtwide strategic plan and created a site called \u003ca href=\"http://imaginehighline.org/ideas\">Imagine Highline\u003c/a>. It didn't work as well as organizers had hoped. \"We tried to set it up so that it wouldn't just be 'complaint central,' \" said Catherine Rogers, communications director for Highline Schools. \"But the reality is since we haven't had a place to register complaints online, it opened that door for people.\"\u003c/p>\n\u003cp>Imagine Highline was open for about eight months and closed in June. There were many one-off ideas thrown around, but Rogers said that the bigger themes from the discussion eventually made their way into the strategic plan. \"I can't point to any one specific idea, but it's the overall tones, sentiments and themes that emerged: high expectations for students, adequate support and training for teachers, time for teachers to internalize and incorporate the training they received in professional development,\" she said.\u003c/p>\n\u003cp>\u003ca href=\"http://vivateachers.org/\">VIVA Teachers\u003c/a> takes a different approach — pitching specific policy issues to a limited community of teachers. The nonprofit that launched in September 2011 gets buy-in from a policymaker before crowdsourcing a question. For example, Minnesota Gov. Mark Dayton met with VIVA Teachers to hear their recommendations for evaluating principals.\u003c/p>\n\u003cp>After a discussion facilitated by a VIVA Teachers moderator, an algorithm identifies the participants whose \"ideas are generating a lot of thought and activity,\" said VIVA CEO Elizabeth Evans. That smaller group of teachers writes a proposal synthesizing the ideas of the group. VIVA Teachers then sets up a meeting between the teachers and the policymaker.\u003c/p>\n\u003cp>They've met with governors, mayors and twice with Education Secretary Arne Duncan.\u003c/p>\n\u003cp>\"Before anything goes public, there's a community built. ... They feel part of something even bigger, and when they step up to the microphone or meet a governor or superintendent, it's a little less nerve-wracking,\" said Evans.\u003c/p>\n\u003cp>I remember, when I was a teacher, having to force myself to step out of the negativity that permeated my school's hallways. At the copy machine, during passing periods and even at Friday happy hours, teachers would vent about students getting in fights or administrators making their lives difficult. I love the idea of teachers\u003cem> \u003c/em>being encouraged to think positively about school as decision-makers — instead of listing 100 reasons why the school system will fail.\u003c/p>\n\u003cp>It's also appealing to be able to contribute ideas anonymously, without the fear of being on the wrong side of an issue politically. However, anonymity might not encourage the kind of thoughtful responses that made Poway's experiment a success.\u003c/p>\n\u003cp>It might seem far-fetched that this can actually work — that a district employee will have a brilliant idea for changing the system and that it will garner unanimous support from the ranks of teachers, administrators and community members. It's easier to imagine an online free-for-all — a new platform to vent and passionately disagree with each other.\u003c/p>\n\u003cp>But whatever the ultimate outcome, at least offering a somewhat democratized, regular feedback loop that teachers can easily access on their own time (after all the grading is done), seems like a win.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Robyn Gee is a reporter for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://turnstylenews.com/\">Turnstyle News\u003c/a>, a tech and digital culture site from Youth Radio.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 Turnstyle. To see more, visit \u003ca href=\"http://turnstylenews.com/\">http://turnstylenews.com/\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Crowdsourcing+Ideas+For+A+Better+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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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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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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