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"content": "\u003cp>\u003cimg class=\"alignright size-full wp-image-30641\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/76648929-e13765041936091.jpg\" alt=\"76648929-e1376504193609\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Leslie Harris O’Hanlon\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When elementary school teacher Erin Klein sat in one of her students’ desks last year, she noticed a few things about her classroom space.\u003c/p>\n\u003cp>For one, the room itself was long and narrow, and the space was awkward. Large, clunky student desks crowded the classroom. And the desks themselves got in the way of students being able to comfortably work together. Even though Klein had the desks in groups of four, her second-grade students were far from each other because the compartments in the desks for student supplies were large, forcing the kids to communicate and work together over a vast span of desk space.\u003c/p>\n\u003cp>“The desks didn’t allow for much collaboration or comfort,” said Klein, who teaches at an independent elementary school in Bloomfield Hills, Michigan.\u003c/p>\n\u003cp>What she wanted was a classroom where students could move around freely, sit comfortably, and work together. The more she thought about it, the more she knew she wanted her classroom to have a similar feel as the children’s section in Barnes & Noble or a creative play space in a museum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“So I decided that the desks were in our way,” she said. “I said, why not get rid of the desks.”\u003c/p>\n\u003cp>That thought led her to start the process of redesigning her room last school year to make it a more inviting space for her students. She continues to work on this project throughout the summer in preparation for the start of the new school year.\u003c/p>\n\u003cp>Research supports the link between classroom space and student learning, Klein said, including work done by\u003ca href=\"http://www.thecenter4learning.com/\"> Susan Kovalik at The Center for Effective Learning\u003c/a>. Just as stores, spas, restaurants, and other businesses spend so much money and time researching ways to make their environments appealing for customers to linger in those spaces, Klein believes teachers should be thoughtful about designing their classroom space.\u003c/p>\n\u003cp>But there's one important factor to consider: Get input from your customers -- the students.\u003c/p>\n\u003cp>“So often we know what we want, but not necessarily what the kids would like. So student voice is really important,” she said. “As a teacher, you are one person. The students are 20 to 30 people using the space. They are the ones the classroom is for.”\u003c/p>\n\u003cp>What her students wanted, she said, was a space they could leave out their games, puzzles and projects if they were in the middle of working on them, but had to move to another activity. They didn’t want to have to put everything away, if they were going to come back to their projects later. Also, they wanted different chairs to sit in while reading.\u003c/p>\n\u003cp>“They love comfy places to sit. That was their biggest thing,” Klein said. “This past year, I put in a rocking chair and an ottoman that rocked as well.”\u003c/p>\n\u003cp>\u003cstrong>REDESIGNING THE SPACE\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_30624\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-30624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/IMG_1492-e1376503263335.jpg\" alt=\"Erin Klein created a comfortable reading nook for her students. \" width=\"300\" height=\"291\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/IMG_1492-e1376503263335.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/IMG_1492-e1376503263335-32x32.jpg 32w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Erin Klein created a comfortable reading nook for her students.\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003cp>Klein started her classroom redesign project last school year by pushing all of her desks against the sides of the room, creating an open space for her students, which lent itself well for students being productive.\u003c/p>\n\u003cp>“When writing, we grabbed clip boards and spread out on the floor or lay next to each other,” she said. “The students could walk around the room. They could go to the computer, or grab an iPad. The children were getting up and moving freely to get the work done.”\u003c/p>\n\u003cp>For this upcoming school year, Klein will ditch the desks. But this doesn’t mean her students won’t have surfaces on which to work. Instead of desks, she bought a breakfast nook, similar to what they offer in restaurants. The nook tucks into a corner of her classroom and provides a place where students can work together, she said. Klein also bought two round tables to go on the outside perimeters of her classroom. In addition, she brought in a small, square table that fits two people, and is good for partner work.\u003c/p>\n\u003cp>Klein is also revamping her classroom library. It’s common for elementary school teachers to keep their classroom library books in tubs, similar to plastic shoe boxes, Klein said.\u003c/p>\n\u003cp>“There’s nothing visually appealing about going to a tub and digging out books,” she said.\u003c/p>\n\u003cp>So she bought a media cabinet for DVDs that will allow her to showcase many of her books with the front covers fully showing. She plans to rotate books through her library as well, focusing on different authors, genres and series. In addition, she has stuffed animals, lamps, stools and rugs in the reading space to make it a cozy nook and feel like a living room.\u003c/p>\n\u003cp>“The space lends itself well to having conversations about books,” she said.\u003c/p>\n\u003cp>She also tries to keep most of the items on her wall eye level with her students, and she changes what’s on her walls to reflect the content the kids are studying.\u003c/p>\n\u003cp>“If the same stuff stays up all year it loses its meaning,” she said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>MORE ON CLASSROOM DESIGN\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/\">\u003cspan style=\"color: #666699\">For Back to School, Reimagine Classroom Design\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/how-would-you-design-the-modern-classroom/\">\u003cspan style=\"color: #666699\">How Would You Design the Modern Classroom?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/classroom-redesign-challenge-think-like-a-designer/\">\u003cspan style=\"color: #666699\">Classroom Redesign Challenge: Think Like a Designer!\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>She brought in items from home to liven up her classroom, including picture frames, live plants and wooden bookshelves that her parents no longer needed. In addition, Klein talks a lot about the colors in her class. They should be neutral and soothing rather than busy and bright with patterns or polka dots everywhere.\u003c/p>\n\u003cp>“When you go to a salon or a spa there are green plants, a water feature and the colors are all neutral,” she said. “It’s a soothing environment. For children the content of what you are teaching needs to be stimulating, not necessarily the environment.”\u003c/p>\n\u003cp>\u003cstrong>GREAT RESULTS\u003c/strong>\u003c/p>\n\u003cp>Last year, her students liked the changes she made to the classroom.\u003c/p>\n\u003cp>“I noticed that the kids’ behavior improved, and I asked them, why do you think that is?” Klein said. “They said, ‘well you know when your mom brings you to a nice restaurant and you can’t run around? It’s the same in here. When we come in here, it’s not like McDonald's. It’s like a nice restaurant.’”\u003c/p>\n\u003cp>Her students even got into the habit of removing the rocks from their shoes that they picked up from recess when coming into the classroom.\u003c/p>\n\u003cp>Redesigning spaces was already in Klein's DNA: she was just a few credits shy of earning her bachelor’s degree in interior design before deciding to switch to education after her daughter was born. So she started all over again, earning a degree in education and then going on to earn a Master’s degree in education as well.\u003c/p>\n\u003cp>Redesigning spaces doesn’t have to be a complicated venture, though. Teachers can start by simply de-cluttering their room and bringing in real plants. Nor does it have to be expensive. Klein finds low-cost decorations in Hobby Lobby, an arts and crafts chain store. She also wrote a grant and received money from her school to purchase round tables and a breakfast nook. And she frequents garage sales looking for good finds she can spruce up and use in her classroom.\u003c/p>\n\u003cp>“It’s easy to pick up a few lamps from a garage sale and get a can of spray paint to make them look nice,” she said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Second-grade teacher Erin Klein wanted a classroom where students could move around freely, sit comfortably, and work together. So she got rid of her desks.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-full wp-image-30641\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/76648929-e13765041936091.jpg\" alt=\"76648929-e1376504193609\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/76648929-e13765041936091-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By Leslie Harris O’Hanlon\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When elementary school teacher Erin Klein sat in one of her students’ desks last year, she noticed a few things about her classroom space.\u003c/p>\n\u003cp>For one, the room itself was long and narrow, and the space was awkward. Large, clunky student desks crowded the classroom. And the desks themselves got in the way of students being able to comfortably work together. Even though Klein had the desks in groups of four, her second-grade students were far from each other because the compartments in the desks for student supplies were large, forcing the kids to communicate and work together over a vast span of desk space.\u003c/p>\n\u003cp>“The desks didn’t allow for much collaboration or comfort,” said Klein, who teaches at an independent elementary school in Bloomfield Hills, Michigan.\u003c/p>\n\u003cp>What she wanted was a classroom where students could move around freely, sit comfortably, and work together. The more she thought about it, the more she knew she wanted her classroom to have a similar feel as the children’s section in Barnes & Noble or a creative play space in a museum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So I decided that the desks were in our way,” she said. “I said, why not get rid of the desks.”\u003c/p>\n\u003cp>That thought led her to start the process of redesigning her room last school year to make it a more inviting space for her students. She continues to work on this project throughout the summer in preparation for the start of the new school year.\u003c/p>\n\u003cp>Research supports the link between classroom space and student learning, Klein said, including work done by\u003ca href=\"http://www.thecenter4learning.com/\"> Susan Kovalik at The Center for Effective Learning\u003c/a>. Just as stores, spas, restaurants, and other businesses spend so much money and time researching ways to make their environments appealing for customers to linger in those spaces, Klein believes teachers should be thoughtful about designing their classroom space.\u003c/p>\n\u003cp>But there's one important factor to consider: Get input from your customers -- the students.\u003c/p>\n\u003cp>“So often we know what we want, but not necessarily what the kids would like. So student voice is really important,” she said. “As a teacher, you are one person. The students are 20 to 30 people using the space. They are the ones the classroom is for.”\u003c/p>\n\u003cp>What her students wanted, she said, was a space they could leave out their games, puzzles and projects if they were in the middle of working on them, but had to move to another activity. They didn’t want to have to put everything away, if they were going to come back to their projects later. Also, they wanted different chairs to sit in while reading.\u003c/p>\n\u003cp>“They love comfy places to sit. That was their biggest thing,” Klein said. “This past year, I put in a rocking chair and an ottoman that rocked as well.”\u003c/p>\n\u003cp>\u003cstrong>REDESIGNING THE SPACE\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_30624\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-30624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/IMG_1492-e1376503263335.jpg\" alt=\"Erin Klein created a comfortable reading nook for her students. \" width=\"300\" height=\"291\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/IMG_1492-e1376503263335.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/IMG_1492-e1376503263335-32x32.jpg 32w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Erin Klein created a comfortable reading nook for her students.\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003cp>Klein started her classroom redesign project last school year by pushing all of her desks against the sides of the room, creating an open space for her students, which lent itself well for students being productive.\u003c/p>\n\u003cp>“When writing, we grabbed clip boards and spread out on the floor or lay next to each other,” she said. “The students could walk around the room. They could go to the computer, or grab an iPad. The children were getting up and moving freely to get the work done.”\u003c/p>\n\u003cp>For this upcoming school year, Klein will ditch the desks. But this doesn’t mean her students won’t have surfaces on which to work. Instead of desks, she bought a breakfast nook, similar to what they offer in restaurants. The nook tucks into a corner of her classroom and provides a place where students can work together, she said. Klein also bought two round tables to go on the outside perimeters of her classroom. In addition, she brought in a small, square table that fits two people, and is good for partner work.\u003c/p>\n\u003cp>Klein is also revamping her classroom library. It’s common for elementary school teachers to keep their classroom library books in tubs, similar to plastic shoe boxes, Klein said.\u003c/p>\n\u003cp>“There’s nothing visually appealing about going to a tub and digging out books,” she said.\u003c/p>\n\u003cp>So she bought a media cabinet for DVDs that will allow her to showcase many of her books with the front covers fully showing. She plans to rotate books through her library as well, focusing on different authors, genres and series. In addition, she has stuffed animals, lamps, stools and rugs in the reading space to make it a cozy nook and feel like a living room.\u003c/p>\n\u003cp>“The space lends itself well to having conversations about books,” she said.\u003c/p>\n\u003cp>She also tries to keep most of the items on her wall eye level with her students, and she changes what’s on her walls to reflect the content the kids are studying.\u003c/p>\n\u003cp>“If the same stuff stays up all year it loses its meaning,” she said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>MORE ON CLASSROOM DESIGN\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/\">\u003cspan style=\"color: #666699\">For Back to School, Reimagine Classroom Design\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/how-would-you-design-the-modern-classroom/\">\u003cspan style=\"color: #666699\">How Would You Design the Modern Classroom?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/classroom-redesign-challenge-think-like-a-designer/\">\u003cspan style=\"color: #666699\">Classroom Redesign Challenge: Think Like a Designer!\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>She brought in items from home to liven up her classroom, including picture frames, live plants and wooden bookshelves that her parents no longer needed. In addition, Klein talks a lot about the colors in her class. They should be neutral and soothing rather than busy and bright with patterns or polka dots everywhere.\u003c/p>\n\u003cp>“When you go to a salon or a spa there are green plants, a water feature and the colors are all neutral,” she said. “It’s a soothing environment. For children the content of what you are teaching needs to be stimulating, not necessarily the environment.”\u003c/p>\n\u003cp>\u003cstrong>GREAT RESULTS\u003c/strong>\u003c/p>\n\u003cp>Last year, her students liked the changes she made to the classroom.\u003c/p>\n\u003cp>“I noticed that the kids’ behavior improved, and I asked them, why do you think that is?” Klein said. “They said, ‘well you know when your mom brings you to a nice restaurant and you can’t run around? It’s the same in here. When we come in here, it’s not like McDonald's. It’s like a nice restaurant.’”\u003c/p>\n\u003cp>Her students even got into the habit of removing the rocks from their shoes that they picked up from recess when coming into the classroom.\u003c/p>\n\u003cp>Redesigning spaces was already in Klein's DNA: she was just a few credits shy of earning her bachelor’s degree in interior design before deciding to switch to education after her daughter was born. So she started all over again, earning a degree in education and then going on to earn a Master’s degree in education as well.\u003c/p>\n\u003cp>Redesigning spaces doesn’t have to be a complicated venture, though. Teachers can start by simply de-cluttering their room and bringing in real plants. Nor does it have to be expensive. Klein finds low-cost decorations in Hobby Lobby, an arts and crafts chain store. She also wrote a grant and received money from her school to purchase round tables and a breakfast nook. And she frequents garage sales looking for good finds she can spruce up and use in her classroom.\u003c/p>\n\u003cp>“It’s easy to pick up a few lamps from a garage sale and get a can of spray paint to make them look nice,” she said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Tech Companies Angle for Big Bucks in Education",
"title": "Tech Companies Angle for Big Bucks in Education",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_30550\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/148234689.jpg\" alt=\"148234689\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Enthusiasm to change education from an old-school, paper-based model that most adults are familiar with from their time in school, to a dynamic, personalized experience for kids is fueling innovative ideas and attracting a lot of money.\u003c/p>\n\u003cp>Both in policy and in practice, education leaders are calling for student access to useful tools and skills. At the same time, entrepreneurs and investors see a market ripe for penetration, in the same way that technology upended models for offering news, music, and retail purchasing.\u003c/p>\n\u003cp>“Education feels like the last frontier of the internet,” said Trace Urdan, a research analyst for Wells Fargo focusing on education markets. “Investors are excited for what they see as the inevitable transformation of education through technology and the use of the internet as a distributive tool in that process.”\u003c/p>\n\u003cp>The challenges to becoming a profitable and sustainable education business are formidable. Education is highly political and funding ebbs and flows in cycles that can be unpredictable. It’s a bureaucratic, slow-moving system, especially when public funding is involved. Purchasing power is dispersed across various levels of the system, from individual classrooms all the way up to the federal office. These are all challenges to any one business breaking into what has become a market dominated by three big textbook publishers with large, on-the-ground sales forces: Pearson, McGraw-Hill and Houghton Mifflin Harcourt.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along.”\u003c/aside>\n\u003cp>“Technology alone can’t solve the politics,” Urdan said. “There’s this sense among tech investors that the politics and all this other process stuff will fall away the way that it has in some other consumer markets.” Urdan thinks that’s a naïve view, but he admits that the education market has changed since the dot-com boom and bust and that perhaps the time is ripe for innovative technology to lasting in-roads with schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What’s different now? Teachers are more comfortable with tech use than they were in the 1990s. Schools have also begun to catch up with the hardware, and are regularly making big-district wide purchases, as with Los Angeles Unified’ s announcement that it’s giving away 31,000 iPads to students at 47 district schools.\u003c/p>\n\u003cp>Integration of Common Core and the standardization of content goals also make it more possible for individual products to fit the majority of state markets. And perhaps most importantly, students are accustomed to using tech in all aspects of their lives and expect it from school.\u003c/p>\n\u003cp>David Hoverman, who's focused on the education market at the Parthenon Group, also suggests that the tough economy over the last few years might have actually helped smaller companies get a foothold in classrooms. During the recession, many schools all but eliminated buying new materials from big publishers, he said. Instead, teachers went out looking for tools to serve their needs. They found start-up ed-tech products that have become staples in their classroom. And now, hooking teachers before trying to sell to schools or districts has become a common business strategy.\u003c/p>\n\u003cp>\u003cstrong>LESSONS FOR START-UPS\u003c/strong>\u003c/p>\n\u003cp>Many ed-tech start-ups are learning from successful commercial business strategies that preceded them. A common one is to seed the product for free with users and when a certain level of absorption has been achieved, try to sell an enhanced version to management. Another, similar model that many ed-tech companies like ClassDojo, Meograph and Tynker have embraced is the freemium model, where the basic product is free, but more advanced features come with a fee. A third is to simultaneously sell a product to schools while offering an advanced product to parents that unlocks supplemental material.\u003c/p>\n\u003cp>“The sense that I have in speaking to investors is that at some level the potential that they see is so large -- in that you have this paper-based, old-fashioned way of doing things that could really benefit from reinvention -- and they think that’s such a big opportunity that they are willing to give some of these companies a little bit of slack as they work out how they are going to attack the market,” Urdan said.\u003c/p>\n\u003cp>No one knows which product or model will ultimately strike it big. And in the meantime, investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along,” Urdan said.\u003c/p>\n\u003cp>Investors are looking for real solutions to complicated problems -- and there are many in education -- because that’s where big money can be made. Venture capitalists seeding the money for ed-tech companies often expect a return on investment that's 10 to 20 times what they invested, in order to compensate for the risk. At the same time, most expect that some ventures won’t pan out.\u003c/p>\n\u003cp>“The problem that we often have in the education field is that investors see the problem, they see the solution and they figure it’s all going to happen really quickly and then they get frustrated when it doesn’t,” Urdan said. If that happens, he predicts the big publishers will swoop in and buy up innovative companies, further consolidating their hold on the market.\u003c/p>\n\u003cp>“The textbook publishers are absolutely paying very close attention to every little start-up that’s funded and every application that’s out there that’s going into the classroom, whether it’s directly related to content or is as far afield as bus scheduling,” Urdan said. “This is not that large a market and they are paying very close attention because obviously their future is at stake.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Traditionally the two best ways to make the kind of money that investors want to see is to either take a company public or be bought by a bigger company. Many entrepreneurs say they're in the business because they want to be part of changing education for the better, but despite their best intentions to remain independent companies, becoming part of a company with a larger platform and longer reach might prove irresistible.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30550\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/148234689.jpg\" alt=\"148234689\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Enthusiasm to change education from an old-school, paper-based model that most adults are familiar with from their time in school, to a dynamic, personalized experience for kids is fueling innovative ideas and attracting a lot of money.\u003c/p>\n\u003cp>Both in policy and in practice, education leaders are calling for student access to useful tools and skills. At the same time, entrepreneurs and investors see a market ripe for penetration, in the same way that technology upended models for offering news, music, and retail purchasing.\u003c/p>\n\u003cp>“Education feels like the last frontier of the internet,” said Trace Urdan, a research analyst for Wells Fargo focusing on education markets. “Investors are excited for what they see as the inevitable transformation of education through technology and the use of the internet as a distributive tool in that process.”\u003c/p>\n\u003cp>The challenges to becoming a profitable and sustainable education business are formidable. Education is highly political and funding ebbs and flows in cycles that can be unpredictable. It’s a bureaucratic, slow-moving system, especially when public funding is involved. Purchasing power is dispersed across various levels of the system, from individual classrooms all the way up to the federal office. These are all challenges to any one business breaking into what has become a market dominated by three big textbook publishers with large, on-the-ground sales forces: Pearson, McGraw-Hill and Houghton Mifflin Harcourt.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along.”\u003c/aside>\n\u003cp>“Technology alone can’t solve the politics,” Urdan said. “There’s this sense among tech investors that the politics and all this other process stuff will fall away the way that it has in some other consumer markets.” Urdan thinks that’s a naïve view, but he admits that the education market has changed since the dot-com boom and bust and that perhaps the time is ripe for innovative technology to lasting in-roads with schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What’s different now? Teachers are more comfortable with tech use than they were in the 1990s. Schools have also begun to catch up with the hardware, and are regularly making big-district wide purchases, as with Los Angeles Unified’ s announcement that it’s giving away 31,000 iPads to students at 47 district schools.\u003c/p>\n\u003cp>Integration of Common Core and the standardization of content goals also make it more possible for individual products to fit the majority of state markets. And perhaps most importantly, students are accustomed to using tech in all aspects of their lives and expect it from school.\u003c/p>\n\u003cp>David Hoverman, who's focused on the education market at the Parthenon Group, also suggests that the tough economy over the last few years might have actually helped smaller companies get a foothold in classrooms. During the recession, many schools all but eliminated buying new materials from big publishers, he said. Instead, teachers went out looking for tools to serve their needs. They found start-up ed-tech products that have become staples in their classroom. And now, hooking teachers before trying to sell to schools or districts has become a common business strategy.\u003c/p>\n\u003cp>\u003cstrong>LESSONS FOR START-UPS\u003c/strong>\u003c/p>\n\u003cp>Many ed-tech start-ups are learning from successful commercial business strategies that preceded them. A common one is to seed the product for free with users and when a certain level of absorption has been achieved, try to sell an enhanced version to management. Another, similar model that many ed-tech companies like ClassDojo, Meograph and Tynker have embraced is the freemium model, where the basic product is free, but more advanced features come with a fee. A third is to simultaneously sell a product to schools while offering an advanced product to parents that unlocks supplemental material.\u003c/p>\n\u003cp>“The sense that I have in speaking to investors is that at some level the potential that they see is so large -- in that you have this paper-based, old-fashioned way of doing things that could really benefit from reinvention -- and they think that’s such a big opportunity that they are willing to give some of these companies a little bit of slack as they work out how they are going to attack the market,” Urdan said.\u003c/p>\n\u003cp>No one knows which product or model will ultimately strike it big. And in the meantime, investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along,” Urdan said.\u003c/p>\n\u003cp>Investors are looking for real solutions to complicated problems -- and there are many in education -- because that’s where big money can be made. Venture capitalists seeding the money for ed-tech companies often expect a return on investment that's 10 to 20 times what they invested, in order to compensate for the risk. At the same time, most expect that some ventures won’t pan out.\u003c/p>\n\u003cp>“The problem that we often have in the education field is that investors see the problem, they see the solution and they figure it’s all going to happen really quickly and then they get frustrated when it doesn’t,” Urdan said. If that happens, he predicts the big publishers will swoop in and buy up innovative companies, further consolidating their hold on the market.\u003c/p>\n\u003cp>“The textbook publishers are absolutely paying very close attention to every little start-up that’s funded and every application that’s out there that’s going into the classroom, whether it’s directly related to content or is as far afield as bus scheduling,” Urdan said. “This is not that large a market and they are paying very close attention because obviously their future is at stake.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Traditionally the two best ways to make the kind of money that investors want to see is to either take a company public or be bought by a bigger company. Many entrepreneurs say they're in the business because they want to be part of changing education for the better, but despite their best intentions to remain independent companies, becoming part of a company with a larger platform and longer reach might prove irresistible.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/Ml17ynz8FG4\u003c/p>\n\u003cp>For those of us who love to see spaces transformed, this series of videos and articles called\u003ca href=\"http://www.edutopia.org/blog/8-tips-redesign-your-classroom-david-bill\"> Remake Your Classroom \u003c/a>hits the spot.\u003c/p>\n\u003cp>The crew at \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a> teamed up with \u003ca href=\"http://thethirdteacherplus.com/\">Third Teacher + \u003c/a>to re-imagine a middle-school classroom with 36 kids. They set aside $1,000 and one weekend to do the job, and with the help of the students, the community, designers, and other helpers, they aimed at matching the physical classroom environment with lofty teaching and learning goals.\u003c/p>\n\u003cp>The end result -- complete with surprise unveiling -- shows how imagination and design savvy can make a profound transformation in the learning lives of students and teachers.\u003c/p>\n\u003cp>Here's the final video, but be sure to watch the \u003ca href=\"http://www.youtube.com/watch?v=4y2IaAC5vj4\">first\u003c/a> and \u003ca href=\"http://www.youtube.com/watch?v=lxHVX7gbk6s\">second\u003c/a> part in the series too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Ml17ynz8FG4'\n title='//www.youtube.com/embed/Ml17ynz8FG4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>For those of us who love to see spaces transformed, this series of videos and articles called\u003ca href=\"http://www.edutopia.org/blog/8-tips-redesign-your-classroom-david-bill\"> Remake Your Classroom \u003c/a>hits the spot.\u003c/p>\n\u003cp>The crew at \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a> teamed up with \u003ca href=\"http://thethirdteacherplus.com/\">Third Teacher + \u003c/a>to re-imagine a middle-school classroom with 36 kids. They set aside $1,000 and one weekend to do the job, and with the help of the students, the community, designers, and other helpers, they aimed at matching the physical classroom environment with lofty teaching and learning goals.\u003c/p>\n\u003cp>The end result -- complete with surprise unveiling -- shows how imagination and design savvy can make a profound transformation in the learning lives of students and teachers.\u003c/p>\n\u003cp>Here's the final video, but be sure to watch the \u003ca href=\"http://www.youtube.com/watch?v=4y2IaAC5vj4\">first\u003c/a> and \u003ca href=\"http://www.youtube.com/watch?v=lxHVX7gbk6s\">second\u003c/a> part in the series too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_30415\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30415\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/116514605.jpg\" alt=\"116514605\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Is it good to tell a first-grader, ‘You might be a dropout?’”\u003c/p>\n\u003cp>The obvious answer would seem to be: Uh, no. But when Thomas C. West posed this question recently to \u003ca href=\"http://www.edweek.org/ew/articles/2013/07/29/37firstgrade.h32.html\">\u003cem>Education Week\u003c/em> reporter Sarah D. Sparks\u003c/a>, he had a genuine dilemma in mind. West, who is an evaluation specialist at Montgomery County Public Schools in Maryland, has devised a tracking formula that can predict, with startling accuracy, which students will drop out of high school—as early as their second semester of first grade.\u003c/p>\n\u003cp>The predictive factors themselves—behavior problems, frequent absences from school, reading skills that are below grade level—are not so surprising. What is significant about West’s formula is the larger trend it represents, and the practical and ethical issues raised by that trend. Thanks to widespread automation and digitization, we now have access to more information, gathered at ever-earlier stages, about individuals’ performance at school and at work. While once it took many months or even years to compile a track record that could support predictions about the future, today we can glean hints of how people are doing much sooner. Clever tools can even allow us to measure and monitor our own progress. Newly awash in data, the question becomes: What do we do with this information?\u003c/p>\n\u003cp>There is a danger, of course, that people who struggle early on will be written off too soon, before they’ve had a chance to prove themselves. But ignoring these super-early warning signs also carries risks. That’s because small initial differences have a way of snowballing into bigger ones over time. Here’s how one common scenario plays out:\u003c/p>\n\u003cp>Some third-grade students are reading a little less well than the rest of their classmates. The grade is important here, because third grade is the year that students move from learning to read—decoding words using their knowledge of the alphabet—to “reading to learn.” The books children are expected to master are no longer simple primers but fact-filled texts on the solar system, Native Americans, the Civil War. Kids who haven’t made the leap to fast, fluent reading begin at this moment to fall further behind.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Clever tools can even allow us to measure and monitor our own progress. Newly awash in data, the question becomes: What do we do with this information?\u003c/aside>\n\u003cp>Difficulties in third grade lead to the “fourth-grade slump,” as the reading-to-learn model comes to dominate instruction. While their more skilled classmates are amassing knowledge and learning new words from context, the less-adept readers begin to avoid reading out of frustration. A vicious cycle sets in: school assignments increasingly require background knowledge and familiarity with “book words” (literary, abstract, and technical terms)—competencies that are themselves acquired through reading. Meanwhile, classes in science, social studies, history and even math come to rely more and more on textual analysis, so that the struggling readers begin to lag in these subjects as well. What began as a small gap has widened into a chasm.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In operation here is what researchers call the “Matthew effect,” after the Bible verse found in the Gospel of Matthew: “For whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath.” In other words, the academically- (and professionally-) rich get even richer, and the poor get poorer, as minor differences in ability grow into major ones. But the Matthew effect has an important upside: well-timed interventions can reverse its direction, turning a vicious cycle into a virtuous one.\u003c/p>\n\u003cp>The availability of very early indicators of performance puts a whole new spin on the Matthew effect: teachers and employers can use these indicators to address trouble spots before the student or employee ever has a chance to fall seriously behind. This principle applies not only to intervening at early points, but also at subsequent “pivot points,” to borrow the phrase of Donald J. Hernandez, a professor of sociology at CUNY-Hunter College who has studied predictors of academic success and failure.\u003c/p>\n\u003cp>For students, these crucial junctures include the transition from elementary school to middle school and the one from middle school to high school, as well as the period covering senior year of high school and freshman year of college (and don’t forget the summer in between, which I wrote about \u003ca href=\"http://ideas.time.com/2013/05/24/the-summer-before-college-is-critical-to-success/\">here\u003c/a>). For workers, key pivot points are the first months of starting a new job, and of assuming new responsibilities following a promotion or reorganization.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>No, we shouldn’t tell first-graders—or older students, or employees—that they might be failures one day. But we also shouldn’t wait to help them avoid that fate.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30415\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30415\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/116514605.jpg\" alt=\"116514605\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/116514605-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Is it good to tell a first-grader, ‘You might be a dropout?’”\u003c/p>\n\u003cp>The obvious answer would seem to be: Uh, no. But when Thomas C. West posed this question recently to \u003ca href=\"http://www.edweek.org/ew/articles/2013/07/29/37firstgrade.h32.html\">\u003cem>Education Week\u003c/em> reporter Sarah D. Sparks\u003c/a>, he had a genuine dilemma in mind. West, who is an evaluation specialist at Montgomery County Public Schools in Maryland, has devised a tracking formula that can predict, with startling accuracy, which students will drop out of high school—as early as their second semester of first grade.\u003c/p>\n\u003cp>The predictive factors themselves—behavior problems, frequent absences from school, reading skills that are below grade level—are not so surprising. What is significant about West’s formula is the larger trend it represents, and the practical and ethical issues raised by that trend. Thanks to widespread automation and digitization, we now have access to more information, gathered at ever-earlier stages, about individuals’ performance at school and at work. While once it took many months or even years to compile a track record that could support predictions about the future, today we can glean hints of how people are doing much sooner. Clever tools can even allow us to measure and monitor our own progress. Newly awash in data, the question becomes: What do we do with this information?\u003c/p>\n\u003cp>There is a danger, of course, that people who struggle early on will be written off too soon, before they’ve had a chance to prove themselves. But ignoring these super-early warning signs also carries risks. That’s because small initial differences have a way of snowballing into bigger ones over time. Here’s how one common scenario plays out:\u003c/p>\n\u003cp>Some third-grade students are reading a little less well than the rest of their classmates. The grade is important here, because third grade is the year that students move from learning to read—decoding words using their knowledge of the alphabet—to “reading to learn.” The books children are expected to master are no longer simple primers but fact-filled texts on the solar system, Native Americans, the Civil War. Kids who haven’t made the leap to fast, fluent reading begin at this moment to fall further behind.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Clever tools can even allow us to measure and monitor our own progress. Newly awash in data, the question becomes: What do we do with this information?\u003c/aside>\n\u003cp>Difficulties in third grade lead to the “fourth-grade slump,” as the reading-to-learn model comes to dominate instruction. While their more skilled classmates are amassing knowledge and learning new words from context, the less-adept readers begin to avoid reading out of frustration. A vicious cycle sets in: school assignments increasingly require background knowledge and familiarity with “book words” (literary, abstract, and technical terms)—competencies that are themselves acquired through reading. Meanwhile, classes in science, social studies, history and even math come to rely more and more on textual analysis, so that the struggling readers begin to lag in these subjects as well. What began as a small gap has widened into a chasm.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In operation here is what researchers call the “Matthew effect,” after the Bible verse found in the Gospel of Matthew: “For whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath.” In other words, the academically- (and professionally-) rich get even richer, and the poor get poorer, as minor differences in ability grow into major ones. But the Matthew effect has an important upside: well-timed interventions can reverse its direction, turning a vicious cycle into a virtuous one.\u003c/p>\n\u003cp>The availability of very early indicators of performance puts a whole new spin on the Matthew effect: teachers and employers can use these indicators to address trouble spots before the student or employee ever has a chance to fall seriously behind. This principle applies not only to intervening at early points, but also at subsequent “pivot points,” to borrow the phrase of Donald J. Hernandez, a professor of sociology at CUNY-Hunter College who has studied predictors of academic success and failure.\u003c/p>\n\u003cp>For students, these crucial junctures include the transition from elementary school to middle school and the one from middle school to high school, as well as the period covering senior year of high school and freshman year of college (and don’t forget the summer in between, which I wrote about \u003ca href=\"http://ideas.time.com/2013/05/24/the-summer-before-college-is-critical-to-success/\">here\u003c/a>). For workers, key pivot points are the first months of starting a new job, and of assuming new responsibilities following a promotion or reorganization.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>No, we shouldn’t tell first-graders—or older students, or employees—that they might be failures one day. But we also shouldn’t wait to help them avoid that fate.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_30142\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003cimg class=\"size-full wp-image-30142\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/brilliant.jpg\" alt=\"brilliant\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\n\u003cp class=\"wp-media-credit\">Eric Cabanis/AFP/Getty Images\u003c/p>\n\u003ch4 class=\"wp-caption-text\">\u003cstrong>By Nishat Kurwa, NPR\u003c/strong>\u003c/h4>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">About 18 months ago, novice entrepreneur Sue Khim flew to San Francisco from her home in Illinois to take part in an uncommonly public version of a Silicon Valley rite of passage — the pitch. With thousands of other young techies in the audience, she was scheduled to be onstage at the Launch Festival, a showcase for \"stealth\" startups that have managed to keep their products out of the \u003ca href=\"http://techcrunch.com/startups/\">voracious tech press\u003c/a>, or have as-yet-unreleased products to announce.\u003c/p>\n\u003cp>Launch is more competition than festival. Over two days, tech entrepreneurs pitch to a panel of hotshot technologists who issue on-the-spot critique of products' market viability and revenue models, and, potentially offer funding.\u003c/p>\n\u003cp>Khim's presentation knocked it out of the park, bagging $75,000 for Alltuition, a \"TurboTax for student loans.\" But within six months, the founders had turned their attention to a new endeavor, entirely fueled by their success at the Launch Festival.\u003c/p>\n\u003cp>Khim has gone from talking about a potential market of 21 million students to about 20 times that number. And she's targeting children across the world as young as 11 who are the best among their peer groups at science and math.\u003c/p>\n\u003cp>It's called \u003ca href=\"https://brilliant.org/\">Brilliant.org\u003c/a> — an online hub for the world's most promising young minds to come together, connect, and see how they measure up against one another. Launch judge and former Facebook executive Chamath Palihapitiya helped spark the idea.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There's a ton of people outside the U.S. that are trying to get into U.S. schools that have no path to figure that out,\" Palihapitiya told Brilliant founder Khim after her Alltuition presentation. There also seemed to be plenty of offerings for adults and remediation programs for struggling high school students in online education. But not a place to challenge A and B students.\u003c/p>\n\u003cp>\u003cstrong>'Tantalizingly Tricky And Hard'\u003c/strong>\u003c/p>\n\u003cp>So Brilliant is designed for talented 11- to 18-year-olds who would probably be \"Googling for hard math problems,\" Khim said. Brilliant administers a diagnostic exam to new users, and then begins delivering \"tantalizingly tricky and hard\" questions written by math and physics teachers, she said.\u003c/p>\n\u003cp>Because Brilliant's team assumes their users already have a strong foundation in \u003ca href=\"http://stateimpact.npr.org/florida/2013/06/13/summer-camps-teach-stem-skills-to-kids-in-foster-homes/\">STEM topics\u003c/a> \u003cem>(\u003c/em>\u003cem>science, technology, engineering and mathematics\u003c/em>\u003cem>), \u003c/em>the site focuses on measurement, Khim said. She said it considers questions like, \"How can we structure practice in such a way that they will understand (a concept) by the end of the practice? And then how do we measure throughout whether they're on track to understand it or not?\"\u003c/p>\n\u003cp>In many ways, Brilliant mirrors real-world practice settings that high-aptitude kids have flocked to for years: the \u003ca href=\"http://in.reuters.com/article/2012/09/10/india-cramschools-kota-idINDEE8890GW20120910\">cram schools\u003c/a> where children in India and China prepare for competitive national exams, or \u003ca href=\"http://www.mathcircles.org/content/introduction-to-math-circles\">Math Circles\u003c/a> in the U.S. The idea also emerged from Khim's own background attending under-resourced schools on Chicago's South Side.\u003c/p>\n\u003cp>\"My family did not have a lot of money. I grew up in a housing project, and we were on food stamps,\" she told me. In third grade, she said, she realized she was smarter than her teachers. Khim figures she wasn't being stretched intellectually until her family moved and she entered a school with a gifted-and-talented program, allowing her to learn from, and compete with, other smart kids.\u003c/p>\n\u003cp>\u003cstrong>Global Competition\u003c/strong>\u003c/p>\n\u003cp>On Brilliant, students can participate in this sort of academic socializing on a global scale. The site also brings transparency to global competition. Students can share their answers, and how they devised them, with the Brilliant community — and their social networks. The data can be sifted by geography and age range. In a March \u003ca href=\"http://www.youtube.com/watch?v=yFcs-wI0ISI\">demo\u003c/a>, six months after launching the site, Khim pulled up a picture of a Filipino student who she says is doing college-level math at age 12, and a 16-year-old in Brazil who she says \"probably doesn't know that he's in the 50th percentile globally ... and that he actually has a lot of work to do.\" To date, 90 percent of Brilliant's users are outside the U.S.\u003c/p>\n\u003cp>Yong Zhao, associate dean for global education at the University of Oregon, said \"globalization has changed a lot of people's perspectives. Everybody wants to out-educate everyone else. Since we lack good definition of what that means, we think you have to out-score others in some predefined context.\"\u003c/p>\n\u003cp>Zhao said he worries about how American parents might react to international comparisons. But given this rising anxiety, he said, Brilliant's comparison engine, which allows users to assess their stats against those of peers everywhere, could help to popularize the site.\u003c/p>\n\u003cp>Brilliant is predicated on the failure of schools to properly stimulate talented students, but one aspect of its revenue model also could be seen as a response to the \u003ca href=\"http://www.sfchronicle.com/technology/dotcommentary/article/STEM-skills-at-center-of-thinkers-flight-4597494.php\">STEM skills gap\u003c/a>, allowing recruiters to tap into a global pool of talent, for a price. A year after Alltuition won funding, Khim was back at the Launch Festival, this time presenting Brilliant. It didn't take the panel long to make a leap beyond college recruitment. Launch Founder Jason Calcanis asked judge David Cohen, of the TechStars accelerator, to comment on the site's potential to broker individual sponsorship, like that a Ph.D. student might enjoy.\u003c/p>\n\u003cp>\"Imagine the idea of sort of investing in people,\" said Cohen, teasing out the idea of \u003ca href=\"http://turnstylenews.com/2012/07/19/crowdfunding-101-ten-things-you-must-do/\">crowdfunding\u003c/a> an entire employment trajectory, starting with junior high. \"Are the biggest companies interested in doing that? Are there investors interested in doing that?\" He mused about having privileged access to the \"smartest, most interesting people in the world.\"\u003c/p>\n\u003cp>There are other education sites and initiatives that allow students to publish their results online. The juggernaut online learning site \u003ca href=\"https://www.khanacademy.org/badges/just-getting-started\">Khan Academy\u003c/a> has a system of rewarding badges for a range of accomplishments, from simply watching videos consecutively, to correctly answering problems, and it has a built-in infrastructure for teachers and coaches to view progress. But neither has Brilliant's focus on top students, key to its appeal for recruiters.\u003c/p>\n\u003cp>Khim says she's already hearing that students are listing Brilliant on their college applications. Recruiters say there are many services that purport to increase the flow of talented students, but at some schools, like UC Berkeley, they say they're already too busy to consider adding new tools.\u003c/p>\n\u003cp>Brilliant is facing a crowded marketplace amid recruitment-augmenting services. But Khim says colleges, scholarship programs, and corporations have already signaled interest in the access to top-tier talent that her site provides.\u003c/p>\n\u003cp>Brilliant's user base is still modest: 120,000, but doubling every eight weeks or so.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>These are the people that tomorrow will be creating the next big tech company, the next great medical breakthrough ... that will be sending man to Mars,\" Khim said to a crowd assembled at \u003ca href=\"http://www.youtube.com/watch?v=EnQCYZ8Oz8Q\">a recent TEDx conference\u003c/a> in her hometown of Chicago. Her pitch has evolved, even since March. Now it references a grand theory of massively impacting the economy, and being motivated by the idea of harnessing human capital to notch up an entire country's GDP. Khim herself is on leave from the University of Chicago to devote more time to building the site.\u003c/p>\n\u003cp>Meanwhile, the 12-year-old user from the Philippines whom she mentioned back in March won a math competition on Brilliant, beating a 17-year-old who got a perfect score at the International Mathematical Olympiad. Khim says he's now being privately coached by a math professor who's taken him on as a mentee.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Nishat Kurwa 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=Giving+Brightest+Kids+The+%27Cram+School%27+Experience%2C+Online&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_30142\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003cimg class=\"size-full wp-image-30142\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/brilliant.jpg\" alt=\"brilliant\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/brilliant-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\n\u003cp class=\"wp-media-credit\">Eric Cabanis/AFP/Getty Images\u003c/p>\n\u003ch4 class=\"wp-caption-text\">\u003cstrong>By Nishat Kurwa, NPR\u003c/strong>\u003c/h4>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">About 18 months ago, novice entrepreneur Sue Khim flew to San Francisco from her home in Illinois to take part in an uncommonly public version of a Silicon Valley rite of passage — the pitch. With thousands of other young techies in the audience, she was scheduled to be onstage at the Launch Festival, a showcase for \"stealth\" startups that have managed to keep their products out of the \u003ca href=\"http://techcrunch.com/startups/\">voracious tech press\u003c/a>, or have as-yet-unreleased products to announce.\u003c/p>\n\u003cp>Launch is more competition than festival. Over two days, tech entrepreneurs pitch to a panel of hotshot technologists who issue on-the-spot critique of products' market viability and revenue models, and, potentially offer funding.\u003c/p>\n\u003cp>Khim's presentation knocked it out of the park, bagging $75,000 for Alltuition, a \"TurboTax for student loans.\" But within six months, the founders had turned their attention to a new endeavor, entirely fueled by their success at the Launch Festival.\u003c/p>\n\u003cp>Khim has gone from talking about a potential market of 21 million students to about 20 times that number. And she's targeting children across the world as young as 11 who are the best among their peer groups at science and math.\u003c/p>\n\u003cp>It's called \u003ca href=\"https://brilliant.org/\">Brilliant.org\u003c/a> — an online hub for the world's most promising young minds to come together, connect, and see how they measure up against one another. Launch judge and former Facebook executive Chamath Palihapitiya helped spark the idea.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There's a ton of people outside the U.S. that are trying to get into U.S. schools that have no path to figure that out,\" Palihapitiya told Brilliant founder Khim after her Alltuition presentation. There also seemed to be plenty of offerings for adults and remediation programs for struggling high school students in online education. But not a place to challenge A and B students.\u003c/p>\n\u003cp>\u003cstrong>'Tantalizingly Tricky And Hard'\u003c/strong>\u003c/p>\n\u003cp>So Brilliant is designed for talented 11- to 18-year-olds who would probably be \"Googling for hard math problems,\" Khim said. Brilliant administers a diagnostic exam to new users, and then begins delivering \"tantalizingly tricky and hard\" questions written by math and physics teachers, she said.\u003c/p>\n\u003cp>Because Brilliant's team assumes their users already have a strong foundation in \u003ca href=\"http://stateimpact.npr.org/florida/2013/06/13/summer-camps-teach-stem-skills-to-kids-in-foster-homes/\">STEM topics\u003c/a> \u003cem>(\u003c/em>\u003cem>science, technology, engineering and mathematics\u003c/em>\u003cem>), \u003c/em>the site focuses on measurement, Khim said. She said it considers questions like, \"How can we structure practice in such a way that they will understand (a concept) by the end of the practice? And then how do we measure throughout whether they're on track to understand it or not?\"\u003c/p>\n\u003cp>In many ways, Brilliant mirrors real-world practice settings that high-aptitude kids have flocked to for years: the \u003ca href=\"http://in.reuters.com/article/2012/09/10/india-cramschools-kota-idINDEE8890GW20120910\">cram schools\u003c/a> where children in India and China prepare for competitive national exams, or \u003ca href=\"http://www.mathcircles.org/content/introduction-to-math-circles\">Math Circles\u003c/a> in the U.S. The idea also emerged from Khim's own background attending under-resourced schools on Chicago's South Side.\u003c/p>\n\u003cp>\"My family did not have a lot of money. I grew up in a housing project, and we were on food stamps,\" she told me. In third grade, she said, she realized she was smarter than her teachers. Khim figures she wasn't being stretched intellectually until her family moved and she entered a school with a gifted-and-talented program, allowing her to learn from, and compete with, other smart kids.\u003c/p>\n\u003cp>\u003cstrong>Global Competition\u003c/strong>\u003c/p>\n\u003cp>On Brilliant, students can participate in this sort of academic socializing on a global scale. The site also brings transparency to global competition. Students can share their answers, and how they devised them, with the Brilliant community — and their social networks. The data can be sifted by geography and age range. In a March \u003ca href=\"http://www.youtube.com/watch?v=yFcs-wI0ISI\">demo\u003c/a>, six months after launching the site, Khim pulled up a picture of a Filipino student who she says is doing college-level math at age 12, and a 16-year-old in Brazil who she says \"probably doesn't know that he's in the 50th percentile globally ... and that he actually has a lot of work to do.\" To date, 90 percent of Brilliant's users are outside the U.S.\u003c/p>\n\u003cp>Yong Zhao, associate dean for global education at the University of Oregon, said \"globalization has changed a lot of people's perspectives. Everybody wants to out-educate everyone else. Since we lack good definition of what that means, we think you have to out-score others in some predefined context.\"\u003c/p>\n\u003cp>Zhao said he worries about how American parents might react to international comparisons. But given this rising anxiety, he said, Brilliant's comparison engine, which allows users to assess their stats against those of peers everywhere, could help to popularize the site.\u003c/p>\n\u003cp>Brilliant is predicated on the failure of schools to properly stimulate talented students, but one aspect of its revenue model also could be seen as a response to the \u003ca href=\"http://www.sfchronicle.com/technology/dotcommentary/article/STEM-skills-at-center-of-thinkers-flight-4597494.php\">STEM skills gap\u003c/a>, allowing recruiters to tap into a global pool of talent, for a price. A year after Alltuition won funding, Khim was back at the Launch Festival, this time presenting Brilliant. It didn't take the panel long to make a leap beyond college recruitment. Launch Founder Jason Calcanis asked judge David Cohen, of the TechStars accelerator, to comment on the site's potential to broker individual sponsorship, like that a Ph.D. student might enjoy.\u003c/p>\n\u003cp>\"Imagine the idea of sort of investing in people,\" said Cohen, teasing out the idea of \u003ca href=\"http://turnstylenews.com/2012/07/19/crowdfunding-101-ten-things-you-must-do/\">crowdfunding\u003c/a> an entire employment trajectory, starting with junior high. \"Are the biggest companies interested in doing that? Are there investors interested in doing that?\" He mused about having privileged access to the \"smartest, most interesting people in the world.\"\u003c/p>\n\u003cp>There are other education sites and initiatives that allow students to publish their results online. The juggernaut online learning site \u003ca href=\"https://www.khanacademy.org/badges/just-getting-started\">Khan Academy\u003c/a> has a system of rewarding badges for a range of accomplishments, from simply watching videos consecutively, to correctly answering problems, and it has a built-in infrastructure for teachers and coaches to view progress. But neither has Brilliant's focus on top students, key to its appeal for recruiters.\u003c/p>\n\u003cp>Khim says she's already hearing that students are listing Brilliant on their college applications. Recruiters say there are many services that purport to increase the flow of talented students, but at some schools, like UC Berkeley, they say they're already too busy to consider adding new tools.\u003c/p>\n\u003cp>Brilliant is facing a crowded marketplace amid recruitment-augmenting services. But Khim says colleges, scholarship programs, and corporations have already signaled interest in the access to top-tier talent that her site provides.\u003c/p>\n\u003cp>Brilliant's user base is still modest: 120,000, but doubling every eight weeks or so.\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>These are the people that tomorrow will be creating the next big tech company, the next great medical breakthrough ... that will be sending man to Mars,\" Khim said to a crowd assembled at \u003ca href=\"http://www.youtube.com/watch?v=EnQCYZ8Oz8Q\">a recent TEDx conference\u003c/a> in her hometown of Chicago. Her pitch has evolved, even since March. Now it references a grand theory of massively impacting the economy, and being motivated by the idea of harnessing human capital to notch up an entire country's GDP. Khim herself is on leave from the University of Chicago to devote more time to building the site.\u003c/p>\n\u003cp>Meanwhile, the 12-year-old user from the Philippines whom she mentioned back in March won a math competition on Brilliant, beating a 17-year-old who got a perfect score at the International Mathematical Olympiad. Khim says he's now being privately coached by a math professor who's taken him on as a mentee.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Nishat Kurwa 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=Giving+Brightest+Kids+The+%27Cram+School%27+Experience%2C+Online&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_29804\" class=\"module image mceTemp\">\n\u003cp>\u003cimg class=\"size-full wp-image-29804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/making.jpg\" alt=\"making\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/making.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Exploratorium\u003c/p>\n\u003cp class=\"dropcap-serif\">What do we do in a world where learning is no longer directly tied to an institution, and is being placed into the hands of the learner?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\">Will Richardson \u003c/a>posed this perennial question to educators recently at the \u003ca href=\"https://www.iste.org/\">ISTE\u003c/a> conference. His question highlights a key tension: those with control over education policy are making decisions on the old model of schooling -- knowledge held by teachers who deliver information to students -- while young learners are clamoring for something different.\u003c/p>\n\u003c/div>\n\u003cp>“There’s not much I need you for when it comes to my child learning something,” Richardson said to teachers. If most test questions could be answered with a quick Google search, are they worth teaching?\u003c/p>\n\u003cp>“Modern learning is more about discovery,” Richardson said. “It’s not so much waiting as doing.” Learners should be empowered to continue learning and to use their interests and passion to fuel projects that they care about. Richardson had some ideas about how teachers can begin to move away from content delivery and towards a model that is supportive of individual learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“We don’t need school to be better, we need schools to be really, really different.”\u003c/strong>\u003c/aside>\n\u003cp>“We don’t need school to be better, we need schools to be really, really different,” he said.\u003c/p>\n\u003cp>Richardson’s three ideas for changing the way society thinks about learning that have nothing to do with student achievement on test scores.\u003c/p>\n\u003cp>\u003cstrong>1. “Knowmadic” schooling:\u003c/strong> Learning should be self-directed and based on the individual’s interests and passions, not curriculum or standards. This way, students will leave school with deep mastery of one subject instead of a little bit of information about a lot of things. Students could work in different contexts, produce new ideas, and transcend geographical limitations. Their interest in the subject would feed their motivation and by working with other students across the world, they'll be able to enhance networking skills. With this conception of “knowmadic” schooling, knowledge would be fluid and continuous, with kids revising initial understandings as they gain more information.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In modern learning it’s all about producing and iterating, figuring out what’s working and not working, revising, trying again,” said Richardson. In a “knowmadic” learning environment kids could constantly relearning and will be less afraid of failure.\u003c/p>\n\u003cp>\u003cstrong>2. Design Thinking:\u003c/strong> This idea isn’t new, but Richardson says it’s one of the most productive ways to think about learning in the future. In design thinking students solve real problems, think for themselves, discover knowledge and continually revise and change their models and prototypes, just like they might if working on a project at work. With design thinking, students can learn how to interpret information they've learned, and continue to iterate and experiment different solutions and ideas. In the process, students gain the confidence that everyone can be part of designing a better future.\u003c/p>\n\u003cp>\u003cstrong>3. The Maker Movement:\u003c/strong> While not confined to school, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\">Maker Movement\u003c/a> offers a fun avenue for kids to make real products. “It’s easier now to have an idea and make it come to fruition,” Richardson said. New technology like 3D printers and laser cutters are more available and enable students to produce what they’ve imagined. “How cool is it that a kid can make stuff, solve problems and gain a reputation as an innovator as an eight, nine or ten-year-old solving real problems,” Richardson said.\u003c/p>\n\u003cp>These ideas all put students in the driver seat, allowing them to learn the self-confidence, research skills, inter-personal facility and hands-on aptitude that will serve them beyond school walls. The individual bits of knowledge that they’ll need to complete these projects and to gain perspective on how an idea fits in with others already designed can be acquired when the time is right. And teachers are key role players throughout the process, as guides that point out holes in the thinking and prod continued innovation.\u003c/p>\n\u003cp>If many of Richardson's ideas don’t look like they’d be possible in today’s classrooms, that’s the point. For Richardson, today’s classrooms are outdated, full of kids waiting to be told what to do, asking what will be on a test. While the ideas are big, Richardson maintains there are ways to approach this type of learning slowly.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You can do it in small ways; just pick your spots,” he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_29804\" class=\"module image mceTemp\">\n\u003cp>\u003cimg class=\"size-full wp-image-29804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/making.jpg\" alt=\"making\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/making.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Exploratorium\u003c/p>\n\u003cp class=\"dropcap-serif\">What do we do in a world where learning is no longer directly tied to an institution, and is being placed into the hands of the learner?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\">Will Richardson \u003c/a>posed this perennial question to educators recently at the \u003ca href=\"https://www.iste.org/\">ISTE\u003c/a> conference. His question highlights a key tension: those with control over education policy are making decisions on the old model of schooling -- knowledge held by teachers who deliver information to students -- while young learners are clamoring for something different.\u003c/p>\n\u003c/div>\n\u003cp>“There’s not much I need you for when it comes to my child learning something,” Richardson said to teachers. If most test questions could be answered with a quick Google search, are they worth teaching?\u003c/p>\n\u003cp>“Modern learning is more about discovery,” Richardson said. “It’s not so much waiting as doing.” Learners should be empowered to continue learning and to use their interests and passion to fuel projects that they care about. Richardson had some ideas about how teachers can begin to move away from content delivery and towards a model that is supportive of individual learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“We don’t need school to be better, we need schools to be really, really different.”\u003c/strong>\u003c/aside>\n\u003cp>“We don’t need school to be better, we need schools to be really, really different,” he said.\u003c/p>\n\u003cp>Richardson’s three ideas for changing the way society thinks about learning that have nothing to do with student achievement on test scores.\u003c/p>\n\u003cp>\u003cstrong>1. “Knowmadic” schooling:\u003c/strong> Learning should be self-directed and based on the individual’s interests and passions, not curriculum or standards. This way, students will leave school with deep mastery of one subject instead of a little bit of information about a lot of things. Students could work in different contexts, produce new ideas, and transcend geographical limitations. Their interest in the subject would feed their motivation and by working with other students across the world, they'll be able to enhance networking skills. With this conception of “knowmadic” schooling, knowledge would be fluid and continuous, with kids revising initial understandings as they gain more information.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In modern learning it’s all about producing and iterating, figuring out what’s working and not working, revising, trying again,” said Richardson. In a “knowmadic” learning environment kids could constantly relearning and will be less afraid of failure.\u003c/p>\n\u003cp>\u003cstrong>2. Design Thinking:\u003c/strong> This idea isn’t new, but Richardson says it’s one of the most productive ways to think about learning in the future. In design thinking students solve real problems, think for themselves, discover knowledge and continually revise and change their models and prototypes, just like they might if working on a project at work. With design thinking, students can learn how to interpret information they've learned, and continue to iterate and experiment different solutions and ideas. In the process, students gain the confidence that everyone can be part of designing a better future.\u003c/p>\n\u003cp>\u003cstrong>3. The Maker Movement:\u003c/strong> While not confined to school, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\">Maker Movement\u003c/a> offers a fun avenue for kids to make real products. “It’s easier now to have an idea and make it come to fruition,” Richardson said. New technology like 3D printers and laser cutters are more available and enable students to produce what they’ve imagined. “How cool is it that a kid can make stuff, solve problems and gain a reputation as an innovator as an eight, nine or ten-year-old solving real problems,” Richardson said.\u003c/p>\n\u003cp>These ideas all put students in the driver seat, allowing them to learn the self-confidence, research skills, inter-personal facility and hands-on aptitude that will serve them beyond school walls. The individual bits of knowledge that they’ll need to complete these projects and to gain perspective on how an idea fits in with others already designed can be acquired when the time is right. And teachers are key role players throughout the process, as guides that point out holes in the thinking and prod continued innovation.\u003c/p>\n\u003cp>If many of Richardson's ideas don’t look like they’d be possible in today’s classrooms, that’s the point. For Richardson, today’s classrooms are outdated, full of kids waiting to be told what to do, asking what will be on a test. While the ideas are big, Richardson maintains there are ways to approach this type of learning slowly.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You can do it in small ways; just pick your spots,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>[youtube http://www.youtube.com/watch?v=UZEZTyxSl3g&w=560&h=315]\u003c/p>\n\u003cp>Schools aren't good at innovation, said \u003ca href=\"http://learningpond.wordpress.com/grant-lichtman/\">Grant Lichtman\u003c/a> in a \u003ca href=\"http://www.youtube.com/watch?v=UZEZTyxSl3g\">TEDx talk\u003c/a> given to teachers in Denver. They are big, bureaucratic, risk averse and affected by politics more than smart education policy. Still, Lichtman spent 89 days driving around the country visiting schools and interviewing teachers, students and administrators about their struggles and solutions to common problems. He saw a lot to give him hope and many schools that have hardly changed at all, partly because change is uncomfortable and messy. But, change is necessary and schools need to embrace the idea of \"teaching into the unknown,\" since the rapid pace of change makes it impossible to foresee exactly what the future will look like for current students.\u003c/p>\n\u003cp>Instead, schools need to teach students to be self-evolving, so they can adapt to change as it comes. That means that schools need to become self-evolving institutions themselves, embracing change and preparing kids for their future, not looking back at the past. His challenge to all educators: stop talking about it; start doing it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv id=\"attachment_29592\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003ca href=\"http://www.flickr.com/photos/53130103@N05/8113147031/in/photolist-dmVZXn-dmVZLi-dmW3JJ-8x4JdV-8xdWmy-8xaV9X-8xdWxE-bRpP4e-bCgVwj-9t4gcH-8MKTAv-8MNXfJ-8MNX7s-8MNXpC-8MKTsF-8MKTxH-8MNXFE-8MNXcL-8MKTH8-8MKTmK-8MNXjJ-8MNXvf-8MKTDt-8MKTaM-9erv8U-8Koz3k-8Kou2M-8Koyva-8KovgZ-8KrCow-8Kovvv-8Kow1M-8HyAan-8HBKgs-8xCWpG-8xu1XH-ayrPoH-ayrNW4-dmW3Qu-8xu2LH-8xx4G9-ayrNwX-8xu2J6-8xdWvJ-8xiU9k-8xaVfv-8xdWru-8xdWqj-ayuujW-8xu2Ri-ayrN8T\">\u003cimg class=\"size-full wp-image-29592\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/science-in-class.jpg\" alt=\"science-in-class\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/science-in-class-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">pennstatenews/Flickr\u003c/p>\n\u003cp class=\"dropcap-serif\">In many schools, field trips are becoming a rare luxury. But what if there was a way to bring the excitement that students show for those real-world experiences into the classroom?\u003c/p>\n\u003c/div>\n\u003cp>An Australian organization called \u003ca href=\"http://www.scientistsinschools.edu.au/index.htm\">Scientists in Schools\u003c/a> has flipped the field trip model, pairing volunteer scientists and mathematicians with classrooms around the country. Australian schools, like many schools around the world, don’t teach a lot of science at the primary school level. Teachers, who are responsible for covering all subjects, lack confidence when teaching science. Similarly, while there is a focus on numbers in primary grades, some of the broader elegance of math is lost. Australia performs well on international achievement tests, but its students report feeling disengaged and don’t often choose to specialize in math and science as they get older.\u003c/p>\n\u003cp>To combat this trend, the Australian government funded Scientists in Schools to help form partnerships between practicing scientists and both primary and secondary classrooms. They hoped that by bringing a practicing scientist into the classroom students, would be able to connect their learning to its real-world application, inspiring them to pursue careers in science and math. They also hoped it would increase scientific literacy nationally and engage active scientists with the community.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Scientists are paired with a classroom and visit several times throughout a term. They do hands on activities and demonstrations, go on field trips, host science clubs, mentor and coordinate with teachers to make sure they are contributing to the curriculum. By bringing real science into the classroom they hope to inspire both teachers and students. If a school is remote, some partnerships are conducted long-distance through video conferencing. Scientists for Schools provides funds for the scientist to visit in person at least once a year to help facilitate the relationship.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Scientist in Schools has \u003ca href=\"http://www.scientistsinschools.edu.au/evaluation.htm\">conducted several studies\u003c/a> of the program to gauge its effectiveness, relying on in-person interviews, online surveys of teachers, students and volunteer scientists, as well as program documentation.\u003c/p>\n\u003cp>“From our student’s point of view, they do have an increased knowledge and understanding of real world and of contemporary science,” said Marian Heard, National Programs Manager with \u003ca href=\"http://www.csiro.au/\">Commonwealth Scientific and Industrial Research Organisation\u003c/a>, Australia’s national science agency in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “Very importantly they have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.” They also report higher awareness of careers in math and science and increased ability to ask questions.\u003c/p>\n\u003cp>Teachers also like the partnership. They liked working with scientists and felt they gained knowledge of real-world science. They felt having a scientist in their classroom benefited the students and made them feel less alone.\u003c/p>\n\u003cp>Perhaps most important was the finding that there was a statistically significant increase in teachers’ confidence in teaching science. “They expressed an increased confidence to teach science,” Heard said. “The main reason that teachers gave is that the scientists explain things and help them to understand while providing reassurance. The teachers watch the scientists model in the classroom how to interact with students on scientific concepts and feel more confident to do that on their own.”\u003c/p>\n\u003cp>Even the volunteer scientists reported a good experience. While it was sometimes hard for them to find time to commit to the project and it could feel intimidating to get started, most volunteers enjoyed the experience and felt they got something useful out of it.\u003c/p>\n\u003cp>“They were able to be face-to-face discovering what people thought about the work that they did and then able to clear up misperceptions,” Heard said. They also reported feeling newly passionate about their area of expertise as they shared it with students. And, as has become a universal joke in some circles, scientists found it useful to practice communicating about their research and other science concepts clearly. They reported a new found respect for teachers after participating in the project.\u003c/p>\n\u003cp>While the program has been successful and useful to those involved, it isn't easy to keep a partnership like this going. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Scientist in Schools has \u003ca href=\"http://www.scientistsinschools.edu.au/evaluation.htm\">conducted several studies\u003c/a> of the program to gauge its effectiveness, relying on in-person interviews, online surveys of teachers, students and volunteer scientists, as well as program documentation.\u003c/p>\n\u003cp>“From our student’s point of view, they do have an increased knowledge and understanding of real world and of contemporary science,” said Marian Heard, National Programs Manager with \u003ca href=\"http://www.csiro.au/\">Commonwealth Scientific and Industrial Research Organisation\u003c/a>, Australia’s national science agency in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “Very importantly they have a lot of fun and excitement, which of course is a big motivator for students to choose science, technology, engineering and math careers.” They also report higher awareness of careers in math and science and increased ability to ask questions.\u003c/p>\n\u003cp>Teachers also like the partnership. They liked working with scientists and felt they gained knowledge of real-world science. They felt having a scientist in their classroom benefited the students and made them feel less alone.\u003c/p>\n\u003cp>Perhaps most important was the finding that there was a statistically significant increase in teachers’ confidence in teaching science. “They expressed an increased confidence to teach science,” Heard said. “The main reason that teachers gave is that the scientists explain things and help them to understand while providing reassurance. The teachers watch the scientists model in the classroom how to interact with students on scientific concepts and feel more confident to do that on their own.”\u003c/p>\n\u003cp>Even the volunteer scientists reported a good experience. While it was sometimes hard for them to find time to commit to the project and it could feel intimidating to get started, most volunteers enjoyed the experience and felt they got something useful out of it.\u003c/p>\n\u003cp>“They were able to be face-to-face discovering what people thought about the work that they did and then able to clear up misperceptions,” Heard said. They also reported feeling newly passionate about their area of expertise as they shared it with students. And, as has become a universal joke in some circles, scientists found it useful to practice communicating about their research and other science concepts clearly. They reported a new found respect for teachers after participating in the project.\u003c/p>\n\u003cp>While the program has been successful and useful to those involved, it isn't easy to keep a partnership like this going. The Scientists in Schools organization has to do a lot of communicating with volunteers and school sites to make sure things run smoothly. Their average partnership lasts around two years, a commitment they find important for continuity. They also emphasize that it must be a flexible, dynamic relationship since school environments change.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We need to be relevant to what’s happening in the world of teaching so we aren't a burden and unappealing,” said Claudette Bateup, deputy director of Scientists in Schools. That means staying up to date on the curricula teachers are responsible for and helping them to think of ways to productively use the skills of volunteer scientists and mathematicians.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_29690\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 640px\">\u003c/div>\n\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 640px\">\u003c/div>\n\u003cfigure class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/spiritinme/4252178847/sizes/z/in/photolist-7tKwCp-73zJcP-75ThVK-dSsJJ8-dSyjAh-6gMrU3-dJJ9bP-dZeE65-CJhSi-CJhRA-CJhRU-7reA4u-jzfzi-jzfCy-jzft4-jzfm6-jzfqo-jzfa4-jzfUQ-jzfMD-jzfvF-jzfcw-jzfjY-jzfRd-jzfJZ-jzf8j-jzfED-jzfeK-jzfhL-6wQvqA-6wQvxL-2jYtu5-5Tq6xA-9qKAvX-9qKACV-bz1fTn-7reAhL-7reAEd-7raFH2-omBV8-4ZTgeJ-4ZTggS-bkM9GJ-omziV-2jYtdw-dCmnrL-aoyRZe-aaDf8Q-eGYUaf-eingUu-dczqPL/\">\u003cimg class=\"size-full wp-image-29690\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/4252178847_0c74cfd289_z.jpg\" alt=\"4252178847_0c74cfd289_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/4252178847_0c74cfd289_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4252178847_0c74cfd289_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4252178847_0c74cfd289_z-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\">Sophomore Andrew Forbes of Nashville, Tennessee, used cursive everyday in elementary school, from third grade through eighth grade. He was required to write out all his papers, worksheets, and notes in the flowing line of slanted script. He finds cursive so much faster and easier than printing, he still uses it daily in high school.\u003c/p>\n\u003cp>But he gets the feeling he's alone. “Everybody uses print. Out of all my friends, there is maybe one person who, I think, uses cursive. When they [my friends] saw that I use cursive, they were very surprised.”\u003c/p>\n\u003cp>Forbes might be one of the last holdouts. The decline in teaching cursive handwriting, the rise of the keyboard, and the introduction of the Common Core State Standards that do not require children to know cursive has the\u003cem> New York Times\u003c/em> asking, \u003ca href=\"http://www.nytimes.com/roomfordebate/2013/04/30/should-schools-require-children-to-learn-cursive\">“Is Cursive Dead?”\u003c/a> Passionate advocates claim that cursive is a \u003ca href=\"http://www.nytimes.com/roomfordebate/2013/04/30/should-schools-require-children-to-learn-cursive/cursive-handwriting-is-a-cultural-tradition-worth-preserving\">cultural tradition\u003c/a> with cognitive and academic benefits that must be preserved, while some teachers and handwriting experts say the decline of cursive is natural, and it should be allowed to morph into a print/cursive hybrid, or bow out altogether.\u003c/p>\n\u003cp>Handwriting expert and founder of the World Handwriting Contest \u003ca href=\"http://www.nytimes.com/roomfordebate/2013/04/30/should-schools-require-children-to-learn-cursive/handwriting-matters-cursive-doesnt\">Kate Gladstone opined\u003c/a> in the \u003cem>Times\u003c/em> that handwriting is important, but it doesn’t matter whether the handwriting is cursive. “In 2012, handwriting teachers were surveyed at a conference hosted by Zaner-Bloser, a publisher of cursive textbooks,” she writes. “Only 37 percent wrote in cursive; another 8 percent printed. The majority, 55 percent, wrote a hybrid: some elements resembling print-writing, others resembling cursive. When most handwriting teachers shun cursive, why mandate it?”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It just takes so much time to teach it and there are far more important things for kids to learn now.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Research suggests a strong connection between \u003ca href=\"http://online.wsj.com/article/SB10001424052748704631504575531932754922518.html\">handwriting and brain development\u003c/a> -- not only in the development of fine motor skills, but also in how children learn. In one study conducted by psychologist and cognitive scientist Karin Harman James at Indiana University, children who printed letters instead of just seeing and saying them showed “adult” brain activity; in another, led by \u003ca href=\"http://www.washington.edu/news/2009/09/16/the-pen-may-be-mightier-than-the-keyboard/\">educational psychologist Virginia Berninger\u003c/a> at the University of Washington, second, fourth and sixth grade students wrote better sentences, wrote more and faster when using a pen and paper as opposed to a keyboard.\u003c/p>\n\u003cp>But is there a benefit, a definitive connection between the connected loops of cursive and improved function of the brain? James’s \u003ca href=\"http://newsinfo.iu.edu/news/page/normal/20977.html\">preliminary research\u003c/a> on the benefits of using cursive exclusively shows promising findings: in one study, college students remembered information better when they copied a paragraph in cursive compared to both printing and typing. James emphasized, however, that the study of cursive is just beginning, and noted that “scientists have not determined the benefits of teaching or not teaching cursive.”\u003c/p>\n\u003ch4>OUTDATED PRACTICE?\u003c/h4>\n\u003cp>Kids are lacking in so many skills, says retired fourth-grade teacher Barbara Kuykendall, who taught cursive handwriting for twenty years in Evansville, Indiana, she’s glad the Common Core Standards no longer require students to learn cursive. “I used to teach cursive and am glad it's out of the curriculum now. It's a time issue. It just takes so much time to teach it and there are far more important things for kids to learn now.” She said it would be easy to teach kids to sign their name in cursive, then leave it at that. “If none of them know cursive, it wouldn’t be as big a deal to them as it is to us.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I think there is value in learning a skill that that takes patience, perseverance, and diligence to master.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>And for children with developmental issues, not having the pressure of learning cursive can be a relief. Chicago mom and graphic designer Christina Kakavas’ five-year-old son Markos has \u003ca href=\"http://en.wikipedia.org/wiki/Developmental_dyspraxia\">dyspraxia\u003c/a>, and works with a therapist on his fine motor skills. Markos has trouble shaping letters by hand. Kakavas discovered some iPad apps that let him trace letters with his finger or by using the trackpad on the laptop instead of holding a pencil, incorporating the best of both the digital and the handwriting worlds. “Initially, I didn't want Markos playing games or sitting on the computer or iPad. Then I realized using the mouse or trackpad [to shape letters] would allow him to improve his fine motor skills and hand-eye coordination.”\u003c/p>\n\u003cp>Of course, there is more to cursive handwriting than the time it takes to teach it, or the cognitive benefits of using it. Cursive’s roots are deeply embedded in cultural significance: the \u003ca href=\"http://www.newyorker.com/online/blogs/books/2012/07/in-defense-of-cursive.html\">Declaration of Independence \u003c/a>was written in cursive; there is the overwhelming recognition of finding a letter written in a loved one’s unique handwriting. And beyond the logistical problem of future generations not being able to read cursive, is there a reason to learn cursive for no reason at all, besides doing it for its own sake?\u003c/p>\n\u003cp>Marjorie Martin teaches cursive in her second-grade class at Crossroads Academy in Lyme, New Hampshire, even though she often wonders if it’s worth it. But she continues, because she believes there’s value in the process. “There aren't too many things like this for the general population of kids anymore,” she said. “No woodworking class, the endless sawing and sanding to make a coatrack, no knitting, the frustration of needing to pull out 5 rows when you see that you dropped a stitch. I think there is value in learning a skill that that takes patience, perseverance, and diligence to master. Then, there's also the end product to consider. We are creating a generation that won't know how to build a simple doghouse or replace a button. But shouldn't they be able to create a reasonably attractive handwritten note?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Perhaps upcoming generations, equipped with ever-present handheld technology, think differently. Andrew Forbes says that, although he uses cursive for all his schoolwork (except for the final drafts of papers that must be typed), he would never think of handwriting a note to a friend. “If I’m just trying to let somebody know something, I’ll just text them, honestly. If I want to ask somebody, ‘Hey are you going to that thing?’ I’m not going to write a letter and send it to them. My phone lets me have connection a lot faster.”\u003c/p>\n\n",
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"excerpt": "The decline in teaching cursive handwriting, the rise of the keyboard, and the introduction of the Common Core State Standards that do not require children to know cursive all question its relevance. Passionate advocates claim that cursive is a cultural tradition with cognitive and academic benefits that must be preserved, while some teachers and handwriting experts say the decline of cursive is natural, and it should be allowed to morph into a print/cursive hybrid, or bow out altogether.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_29690\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 640px\">\u003c/div>\n\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 640px\">\u003c/div>\n\u003cfigure class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/spiritinme/4252178847/sizes/z/in/photolist-7tKwCp-73zJcP-75ThVK-dSsJJ8-dSyjAh-6gMrU3-dJJ9bP-dZeE65-CJhSi-CJhRA-CJhRU-7reA4u-jzfzi-jzfCy-jzft4-jzfm6-jzfqo-jzfa4-jzfUQ-jzfMD-jzfvF-jzfcw-jzfjY-jzfRd-jzfJZ-jzf8j-jzfED-jzfeK-jzfhL-6wQvqA-6wQvxL-2jYtu5-5Tq6xA-9qKAvX-9qKACV-bz1fTn-7reAhL-7reAEd-7raFH2-omBV8-4ZTgeJ-4ZTggS-bkM9GJ-omziV-2jYtdw-dCmnrL-aoyRZe-aaDf8Q-eGYUaf-eingUu-dczqPL/\">\u003cimg class=\"size-full wp-image-29690\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/4252178847_0c74cfd289_z.jpg\" alt=\"4252178847_0c74cfd289_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/4252178847_0c74cfd289_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4252178847_0c74cfd289_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4252178847_0c74cfd289_z-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\">Sophomore Andrew Forbes of Nashville, Tennessee, used cursive everyday in elementary school, from third grade through eighth grade. He was required to write out all his papers, worksheets, and notes in the flowing line of slanted script. He finds cursive so much faster and easier than printing, he still uses it daily in high school.\u003c/p>\n\u003cp>But he gets the feeling he's alone. “Everybody uses print. Out of all my friends, there is maybe one person who, I think, uses cursive. When they [my friends] saw that I use cursive, they were very surprised.”\u003c/p>\n\u003cp>Forbes might be one of the last holdouts. The decline in teaching cursive handwriting, the rise of the keyboard, and the introduction of the Common Core State Standards that do not require children to know cursive has the\u003cem> New York Times\u003c/em> asking, \u003ca href=\"http://www.nytimes.com/roomfordebate/2013/04/30/should-schools-require-children-to-learn-cursive\">“Is Cursive Dead?”\u003c/a> Passionate advocates claim that cursive is a \u003ca href=\"http://www.nytimes.com/roomfordebate/2013/04/30/should-schools-require-children-to-learn-cursive/cursive-handwriting-is-a-cultural-tradition-worth-preserving\">cultural tradition\u003c/a> with cognitive and academic benefits that must be preserved, while some teachers and handwriting experts say the decline of cursive is natural, and it should be allowed to morph into a print/cursive hybrid, or bow out altogether.\u003c/p>\n\u003cp>Handwriting expert and founder of the World Handwriting Contest \u003ca href=\"http://www.nytimes.com/roomfordebate/2013/04/30/should-schools-require-children-to-learn-cursive/handwriting-matters-cursive-doesnt\">Kate Gladstone opined\u003c/a> in the \u003cem>Times\u003c/em> that handwriting is important, but it doesn’t matter whether the handwriting is cursive. “In 2012, handwriting teachers were surveyed at a conference hosted by Zaner-Bloser, a publisher of cursive textbooks,” she writes. “Only 37 percent wrote in cursive; another 8 percent printed. The majority, 55 percent, wrote a hybrid: some elements resembling print-writing, others resembling cursive. When most handwriting teachers shun cursive, why mandate it?”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It just takes so much time to teach it and there are far more important things for kids to learn now.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Research suggests a strong connection between \u003ca href=\"http://online.wsj.com/article/SB10001424052748704631504575531932754922518.html\">handwriting and brain development\u003c/a> -- not only in the development of fine motor skills, but also in how children learn. In one study conducted by psychologist and cognitive scientist Karin Harman James at Indiana University, children who printed letters instead of just seeing and saying them showed “adult” brain activity; in another, led by \u003ca href=\"http://www.washington.edu/news/2009/09/16/the-pen-may-be-mightier-than-the-keyboard/\">educational psychologist Virginia Berninger\u003c/a> at the University of Washington, second, fourth and sixth grade students wrote better sentences, wrote more and faster when using a pen and paper as opposed to a keyboard.\u003c/p>\n\u003cp>But is there a benefit, a definitive connection between the connected loops of cursive and improved function of the brain? James’s \u003ca href=\"http://newsinfo.iu.edu/news/page/normal/20977.html\">preliminary research\u003c/a> on the benefits of using cursive exclusively shows promising findings: in one study, college students remembered information better when they copied a paragraph in cursive compared to both printing and typing. James emphasized, however, that the study of cursive is just beginning, and noted that “scientists have not determined the benefits of teaching or not teaching cursive.”\u003c/p>\n\u003ch4>OUTDATED PRACTICE?\u003c/h4>\n\u003cp>Kids are lacking in so many skills, says retired fourth-grade teacher Barbara Kuykendall, who taught cursive handwriting for twenty years in Evansville, Indiana, she’s glad the Common Core Standards no longer require students to learn cursive. “I used to teach cursive and am glad it's out of the curriculum now. It's a time issue. It just takes so much time to teach it and there are far more important things for kids to learn now.” She said it would be easy to teach kids to sign their name in cursive, then leave it at that. “If none of them know cursive, it wouldn’t be as big a deal to them as it is to us.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I think there is value in learning a skill that that takes patience, perseverance, and diligence to master.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>And for children with developmental issues, not having the pressure of learning cursive can be a relief. Chicago mom and graphic designer Christina Kakavas’ five-year-old son Markos has \u003ca href=\"http://en.wikipedia.org/wiki/Developmental_dyspraxia\">dyspraxia\u003c/a>, and works with a therapist on his fine motor skills. Markos has trouble shaping letters by hand. Kakavas discovered some iPad apps that let him trace letters with his finger or by using the trackpad on the laptop instead of holding a pencil, incorporating the best of both the digital and the handwriting worlds. “Initially, I didn't want Markos playing games or sitting on the computer or iPad. Then I realized using the mouse or trackpad [to shape letters] would allow him to improve his fine motor skills and hand-eye coordination.”\u003c/p>\n\u003cp>Of course, there is more to cursive handwriting than the time it takes to teach it, or the cognitive benefits of using it. Cursive’s roots are deeply embedded in cultural significance: the \u003ca href=\"http://www.newyorker.com/online/blogs/books/2012/07/in-defense-of-cursive.html\">Declaration of Independence \u003c/a>was written in cursive; there is the overwhelming recognition of finding a letter written in a loved one’s unique handwriting. And beyond the logistical problem of future generations not being able to read cursive, is there a reason to learn cursive for no reason at all, besides doing it for its own sake?\u003c/p>\n\u003cp>Marjorie Martin teaches cursive in her second-grade class at Crossroads Academy in Lyme, New Hampshire, even though she often wonders if it’s worth it. But she continues, because she believes there’s value in the process. “There aren't too many things like this for the general population of kids anymore,” she said. “No woodworking class, the endless sawing and sanding to make a coatrack, no knitting, the frustration of needing to pull out 5 rows when you see that you dropped a stitch. I think there is value in learning a skill that that takes patience, perseverance, and diligence to master. Then, there's also the end product to consider. We are creating a generation that won't know how to build a simple doghouse or replace a button. But shouldn't they be able to create a reasonably attractive handwritten note?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Perhaps upcoming generations, equipped with ever-present handheld technology, think differently. Andrew Forbes says that, although he uses cursive for all his schoolwork (except for the final drafts of papers that must be typed), he would never think of handwriting a note to a friend. “If I’m just trying to let somebody know something, I’ll just text them, honestly. If I want to ask somebody, ‘Hey are you going to that thing?’ I’m not going to write a letter and send it to them. My phone lets me have connection a lot faster.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Fear and Money: How to Face the Big Ed Tech Obstacles",
"title": "Fear and Money: How to Face the Big Ed Tech Obstacles",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29356\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29356\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/168357022.jpg\" alt=\"168357022\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Deciding how a school or district should invest its limited resources is tough, and made even more difficult by the multitude of ed tech products that have exploded onto the market. \u003ca href=\"http://www.digitalpromise.org/about-us/\">Digital Promise\u003c/a>, an organization created by Congress to spur innovation in education, has teamed up with the design firm\u003ca href=\"http://www.ideo.com/about/\"> IDEO\u003c/a> to tackle the difficult question of procurement when it comes to technology. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching.\u003c/p>\n\u003cp>To get a handle on the challenges school districts face when it comes to purchasing new products, the two organizations brought together a group of district leaders, ed-tech entrepreneurs, education experts and non-profit leaders to identify challenges and brainstorm solutions. The report, \u003ca href=\"http://www.digitalpromise.org/ideo-digital-promise-release-evolving-ed-tech-procurement-in-school-districts/\">\u003cem>Evolving Ed-Tech Procurement in School Districts,\u003c/em>\u003c/a> is by no means the end of the process, but it begins to frame the challenges and possible avenues for further study and reflection.\u003c/p>\n\u003cp>\u003cstrong>SIX BIG FEARS\u003c/strong>\u003c/p>\n\u003cp>District leaders identified the six things that most worry them as they think about the many technology options available to them.\u003c/p>\n\u003cul>\n\u003cli>Public scrutiny and the fear that causes risk aversion\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulties creating school culture that facilitates the uptake of new ed-tech solutions\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Cumbersome, time-consuming and overwhelming procurement regulations\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulty navigating product options when so few reliable proof points exist\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Shifting and complex resources streams that make sustaining a choice a challenge\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Trust among peers is high, but trust by outsiders is low.\u003c/li>\n\u003c/ul>\n\u003cp>After identifying the pain points that put gray hairs on the heads of school administrators, the group tried to look outside the education industry for examples of how those challenges could be met in new ways. For example, to try and build a more receptive school culture, educators might look at the “\u003ca href=\"http://www.starbucks.com/coffeehouse/learn-more/my-starbucks-idea\">My Starbucks Idea\u003c/a>” model, where customers are encouraged to share product and service ideas and comment on others. The most popular or best suggestions are considered and developed by Starbucks staff. Another example for dealing with difficult procurement regulations could be creating a program similar to \u003ca href=\"http://turbotax.com/lp/ty12/ppc/tmp5_5p.jsp?zna=0&znp=1&srqs=null&cid=ppc_gg_b_stan_dk_us-nstax_hv-brand-turbotax-main&srid=sr3_41089502_go&skw=turbotax&adid=ByYourSide&kw=turbotax&ven=gg&\">TurboTax\u003c/a> that walks users through a step-by-step guide for the complicated process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Identifying what stops district administrators from jumping on new innovations and helping to see beyond limited industry tools, helped free up discussion of how to reduce some of those barriers, making purchasing technology a more efficient, informed and empathetic process. Together the group came up with five concepts that needed work and possible next steps for districts to take as they feel their way towards solutions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>SIMPLIFYING PROCUREMENT:\u003c/strong> This concept answers the question, how can we develop a more human-centered technology purchasing office? Simplifying the process and making it more transparent will help key stakeholders like teachers, vendors and administrators feel that they can get involved. Some ideas include a district-specific map of the procurement process or building up case studies and stories about how a particular product was successful. This might also mean that purchasing staff spend time in classrooms to build empathy for what teachers do and get real-time experience with how a new purchase might be used. The procurement office could become almost like a customer service office for teachers to get the support they need.\u003c/p>\n\u003cp>\u003cstrong>ED-TECH INCUBATOR:\u003c/strong> How can a district strengthen ties between its needs and the start-ups developing technology? One way to get the exact product a teacher wants is to participate in product development, creating stronger relationships between the end users and the developers. This idea could make products more relevant by giving entrepreneurs the access they need and benefit schools through discounts or privileged access.\u003c/p>\n\u003cfigure id=\"attachment_29364\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29364\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/digitalpromise-300x393.png\" alt=\"digitalpromise\" width=\"300\" height=\"393\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>OPEN PROCUREMENT:\u003c/strong> How can a district help those in charge of procurement understand the real value of the products in terms of price, quality and need? This idea might seem counter-intuitive to those concerned about public scrutiny, but by opening up the process and making purchasing as transparent as possible, everyone benefits. With extensive, disaggregated information about the vendor, quality of the product, alignment with common core, price, and other factors, purchasers can make more informed decisions. It also brings more competitiveness to the market when demand becomes smarter.\u003c/p>\n\u003cp>\u003cstrong>CREATIVE FINANCING:\u003c/strong> How can a district think about non-traditional resources available to them to help defray the costs of education technology? This concept relies on pulling together a diverse group of district stakeholders, end users and local experts to identifying underlying needs and brainstorm creative financing solutions based on models offered by other industries. The report suggests a 7 step process to do this: Set a vision, build a team, build the case, brainstorm solutions, meet the board, build based on input, and finally, apply the process elsewhere.\u003c/p>\n\u003cp>\u003cstrong>BETTER PLANNING, BETTER PROCESS:\u003c/strong> It’s a good idea to connect teachers -- the end-users for most products -- to those purchasing new technology. A bottom-up strategy will help ensure money isn’t wasted on products no one wants. Procurement officers will need to take the initiative on this, asking teachers and schools what kinds of pilots they may have planned for an upcoming school year or if they need specific equipment. They could also set up systems that open communication between stakeholders building awareness and empathy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The ideas generated in this report are by no means complete. Digital Promise and IDEO intend to continue working with schools in the \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\">League of Innovate Schools \u003c/a>to experiment with ways to connect better to entrepreneurs and vendors, connect within districts and connect across districts, leveraging the League’s size for transparency and buying power.\u003c/p>\n\n",
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"excerpt": "Deciding how a school or district should invest its limited resources is a tough job, made even more difficult by the multitude of educational technology products that have exploded onto the market. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching. Here are some factors to consider.",
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"title": "Fear and Money: How to Face the Big Ed Tech Obstacles | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29356\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29356\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/168357022.jpg\" alt=\"168357022\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Deciding how a school or district should invest its limited resources is tough, and made even more difficult by the multitude of ed tech products that have exploded onto the market. \u003ca href=\"http://www.digitalpromise.org/about-us/\">Digital Promise\u003c/a>, an organization created by Congress to spur innovation in education, has teamed up with the design firm\u003ca href=\"http://www.ideo.com/about/\"> IDEO\u003c/a> to tackle the difficult question of procurement when it comes to technology. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching.\u003c/p>\n\u003cp>To get a handle on the challenges school districts face when it comes to purchasing new products, the two organizations brought together a group of district leaders, ed-tech entrepreneurs, education experts and non-profit leaders to identify challenges and brainstorm solutions. The report, \u003ca href=\"http://www.digitalpromise.org/ideo-digital-promise-release-evolving-ed-tech-procurement-in-school-districts/\">\u003cem>Evolving Ed-Tech Procurement in School Districts,\u003c/em>\u003c/a> is by no means the end of the process, but it begins to frame the challenges and possible avenues for further study and reflection.\u003c/p>\n\u003cp>\u003cstrong>SIX BIG FEARS\u003c/strong>\u003c/p>\n\u003cp>District leaders identified the six things that most worry them as they think about the many technology options available to them.\u003c/p>\n\u003cul>\n\u003cli>Public scrutiny and the fear that causes risk aversion\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulties creating school culture that facilitates the uptake of new ed-tech solutions\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Cumbersome, time-consuming and overwhelming procurement regulations\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulty navigating product options when so few reliable proof points exist\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Shifting and complex resources streams that make sustaining a choice a challenge\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Trust among peers is high, but trust by outsiders is low.\u003c/li>\n\u003c/ul>\n\u003cp>After identifying the pain points that put gray hairs on the heads of school administrators, the group tried to look outside the education industry for examples of how those challenges could be met in new ways. For example, to try and build a more receptive school culture, educators might look at the “\u003ca href=\"http://www.starbucks.com/coffeehouse/learn-more/my-starbucks-idea\">My Starbucks Idea\u003c/a>” model, where customers are encouraged to share product and service ideas and comment on others. The most popular or best suggestions are considered and developed by Starbucks staff. Another example for dealing with difficult procurement regulations could be creating a program similar to \u003ca href=\"http://turbotax.com/lp/ty12/ppc/tmp5_5p.jsp?zna=0&znp=1&srqs=null&cid=ppc_gg_b_stan_dk_us-nstax_hv-brand-turbotax-main&srid=sr3_41089502_go&skw=turbotax&adid=ByYourSide&kw=turbotax&ven=gg&\">TurboTax\u003c/a> that walks users through a step-by-step guide for the complicated process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Identifying what stops district administrators from jumping on new innovations and helping to see beyond limited industry tools, helped free up discussion of how to reduce some of those barriers, making purchasing technology a more efficient, informed and empathetic process. Together the group came up with five concepts that needed work and possible next steps for districts to take as they feel their way towards solutions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>SIMPLIFYING PROCUREMENT:\u003c/strong> This concept answers the question, how can we develop a more human-centered technology purchasing office? Simplifying the process and making it more transparent will help key stakeholders like teachers, vendors and administrators feel that they can get involved. Some ideas include a district-specific map of the procurement process or building up case studies and stories about how a particular product was successful. This might also mean that purchasing staff spend time in classrooms to build empathy for what teachers do and get real-time experience with how a new purchase might be used. The procurement office could become almost like a customer service office for teachers to get the support they need.\u003c/p>\n\u003cp>\u003cstrong>ED-TECH INCUBATOR:\u003c/strong> How can a district strengthen ties between its needs and the start-ups developing technology? One way to get the exact product a teacher wants is to participate in product development, creating stronger relationships between the end users and the developers. This idea could make products more relevant by giving entrepreneurs the access they need and benefit schools through discounts or privileged access.\u003c/p>\n\u003cfigure id=\"attachment_29364\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29364\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/digitalpromise-300x393.png\" alt=\"digitalpromise\" width=\"300\" height=\"393\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>OPEN PROCUREMENT:\u003c/strong> How can a district help those in charge of procurement understand the real value of the products in terms of price, quality and need? This idea might seem counter-intuitive to those concerned about public scrutiny, but by opening up the process and making purchasing as transparent as possible, everyone benefits. With extensive, disaggregated information about the vendor, quality of the product, alignment with common core, price, and other factors, purchasers can make more informed decisions. It also brings more competitiveness to the market when demand becomes smarter.\u003c/p>\n\u003cp>\u003cstrong>CREATIVE FINANCING:\u003c/strong> How can a district think about non-traditional resources available to them to help defray the costs of education technology? This concept relies on pulling together a diverse group of district stakeholders, end users and local experts to identifying underlying needs and brainstorm creative financing solutions based on models offered by other industries. The report suggests a 7 step process to do this: Set a vision, build a team, build the case, brainstorm solutions, meet the board, build based on input, and finally, apply the process elsewhere.\u003c/p>\n\u003cp>\u003cstrong>BETTER PLANNING, BETTER PROCESS:\u003c/strong> It’s a good idea to connect teachers -- the end-users for most products -- to those purchasing new technology. A bottom-up strategy will help ensure money isn’t wasted on products no one wants. Procurement officers will need to take the initiative on this, asking teachers and schools what kinds of pilots they may have planned for an upcoming school year or if they need specific equipment. They could also set up systems that open communication between stakeholders building awareness and empathy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The ideas generated in this report are by no means complete. Digital Promise and IDEO intend to continue working with schools in the \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\">League of Innovate Schools \u003c/a>to experiment with ways to connect better to entrepreneurs and vendors, connect within districts and connect across districts, leveraging the League’s size for transparency and buying power.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Hold Onto a Kid's Natural Genius",
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"content": "\u003cfigure id=\"attachment_29321\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29321\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/photo1.jpg\" alt=\"photo1\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Progressive educators have long been pushing to develop curriculum and teaching methods that will \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">help students build skills \u003c/a>that will be useful outside the perimeter of school. President Obama, legislators and dozens of business leaders have noted that the American education system isn’t teaching young people to think critically or \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">solve problems creatively\u003c/a> – skills that will be needed for the jobs of the future.\u003c/p>\n\u003cp>“The gap exists because we are not talking about this skill set with specificity,” said \u003ca href=\"http://www.angelamaiers.com/about\">Angela Maiers\u003c/a>, a former teacher and author of \u003ca href=\"http://www.angelamaiers.com/2008/10/classroom-hab-2.html\">Classroom Habitudes\u003c/a>. “We talk about it in generalities, but that doesn't get us anywhere if we don’t know what that would look like in the classroom.” She explained her method of fostering curiosity, adaptability, courage, and self-awareness among other traits in a recent \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>webinar.\u003c/p>\n\u003cp>“Every five-year old that I know has that skill set,” Maiers said. “It’s not about this new agenda that we have to have or adopt or add on. It’s the recognition that you are already in the presence of genius.” Schools should cherish and cultivate the natural passion and curiosity in young children throughout their school careers, Maiers said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong> “Very quickly in school we ask students to shut down what makes them special in order to conform. But standing out is critical in this world.”\u003c/strong>\u003c/aside>\n\u003cp>While there are dozens of skills that could be useful to learners, Maiers recommends that teachers focus on specific ones that are most appropriate for the particular learning goals of that class and district. Then all the activities and discussion can focus on cultivating those traits. For Maiers, those important skills are: imagination, curiosity, self-awareness, perseverance, courage, adaptability, and passion. Maiers has developed a three-step process to help kids understand and embody these important, but hard to measure skills.\u003c/p>\n\u003cp>\u003cstrong>NAME IT\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In order to cultivate learning traits, students have to understand what those traits are. A great way to help them along that path is to demonstrate good habits as teacher and role model. “You are the learner that you wish them to be,” said Maiers. “Your habits and mindset are demonstrated in everything you do.”\u003c/p>\n\u003cp>She also recommends having two to three discussions each week for several weeks about what the traits mean, how they look in real world contexts and the kind of behaviors that define them. After fleshing out these hard-to-pin-down concepts, students should be able to defend them because they understand them better. Maiers stresses that while her three-step process can be done linearly, it also cycles as students take on new challenges and re-imagine how the skills play out in different contexts.\u003c/p>\n\u003cp>\u003cstrong>CLAIM IT\u003c/strong>\u003c/p>\n\u003cp>Once everyone has a working vocabulary for the characteristics of learning they're trying to build, it’s easier for students to identify the learning traits in others. Maiers suggested that students draft a learning \"dream team,\" with each member representing one of the qualities that she is working towards. Then when students run into challenges, they can emulate the qualities of their dream team members.\u003c/p>\n\u003cp>Maiers put Einstein on her dream team for curiosity, Edison for innovation and Seth Godin for fearlessness. After assembling a dream team and being forced to think about why each of those people symbolize a specific learning trait, students can be asked to identify their own unique genius and label it. Then they can explore that skill by discussing why they need it and in what ways they demonstrate it.\u003c/p>\n\u003cp>“Very quickly in school we ask students to shut down what makes them special in order to conform,” Maiers said. “But standing out is critical in this world.” Society often teaches people to feel that naming their good qualities is arrogant, but students have to understand their own strengths, said Maiers.\u003c/p>\n\u003cp>\u003cstrong>SUSTAIN IT\u003c/strong>\u003c/p>\n\u003cp>After the naming and claiming stages, teachers need to create lessons to help strengthen each trait. For example, Maiers wanted to create a lesson around one of the traits she thinks is important in learners – courage. She defined courage for the class as “acting in the presence of fear” and included the idea of acting despite challenges, risk and fear of failure. The following discussion revealed that even the five-year-olds she was teaching had a deep, ingrained understanding that failure is bad.\u003c/p>\n\u003cp>Maiers stood in front of the class and explained all the ways that she had failed that day. She went on to discuss what she’d learned from those failures and how she tried to improve on them the next day. The discussion of courage and acting fearlessly in front of challenging tasks helped \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">redefine failure and risk\u003c/a>. The activity helped those students to re-frame the idea of failure from a purely negative one to something with the potential for positive growth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s easy to name qualities that will help students in the future, but much harder to help them identify those traits within themselves.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29321\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29321\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/photo1.jpg\" alt=\"photo1\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/photo1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Progressive educators have long been pushing to develop curriculum and teaching methods that will \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">help students build skills \u003c/a>that will be useful outside the perimeter of school. President Obama, legislators and dozens of business leaders have noted that the American education system isn’t teaching young people to think critically or \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">solve problems creatively\u003c/a> – skills that will be needed for the jobs of the future.\u003c/p>\n\u003cp>“The gap exists because we are not talking about this skill set with specificity,” said \u003ca href=\"http://www.angelamaiers.com/about\">Angela Maiers\u003c/a>, a former teacher and author of \u003ca href=\"http://www.angelamaiers.com/2008/10/classroom-hab-2.html\">Classroom Habitudes\u003c/a>. “We talk about it in generalities, but that doesn't get us anywhere if we don’t know what that would look like in the classroom.” She explained her method of fostering curiosity, adaptability, courage, and self-awareness among other traits in a recent \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>webinar.\u003c/p>\n\u003cp>“Every five-year old that I know has that skill set,” Maiers said. “It’s not about this new agenda that we have to have or adopt or add on. It’s the recognition that you are already in the presence of genius.” Schools should cherish and cultivate the natural passion and curiosity in young children throughout their school careers, Maiers said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong> “Very quickly in school we ask students to shut down what makes them special in order to conform. But standing out is critical in this world.”\u003c/strong>\u003c/aside>\n\u003cp>While there are dozens of skills that could be useful to learners, Maiers recommends that teachers focus on specific ones that are most appropriate for the particular learning goals of that class and district. Then all the activities and discussion can focus on cultivating those traits. For Maiers, those important skills are: imagination, curiosity, self-awareness, perseverance, courage, adaptability, and passion. Maiers has developed a three-step process to help kids understand and embody these important, but hard to measure skills.\u003c/p>\n\u003cp>\u003cstrong>NAME IT\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In order to cultivate learning traits, students have to understand what those traits are. A great way to help them along that path is to demonstrate good habits as teacher and role model. “You are the learner that you wish them to be,” said Maiers. “Your habits and mindset are demonstrated in everything you do.”\u003c/p>\n\u003cp>She also recommends having two to three discussions each week for several weeks about what the traits mean, how they look in real world contexts and the kind of behaviors that define them. After fleshing out these hard-to-pin-down concepts, students should be able to defend them because they understand them better. Maiers stresses that while her three-step process can be done linearly, it also cycles as students take on new challenges and re-imagine how the skills play out in different contexts.\u003c/p>\n\u003cp>\u003cstrong>CLAIM IT\u003c/strong>\u003c/p>\n\u003cp>Once everyone has a working vocabulary for the characteristics of learning they're trying to build, it’s easier for students to identify the learning traits in others. Maiers suggested that students draft a learning \"dream team,\" with each member representing one of the qualities that she is working towards. Then when students run into challenges, they can emulate the qualities of their dream team members.\u003c/p>\n\u003cp>Maiers put Einstein on her dream team for curiosity, Edison for innovation and Seth Godin for fearlessness. After assembling a dream team and being forced to think about why each of those people symbolize a specific learning trait, students can be asked to identify their own unique genius and label it. Then they can explore that skill by discussing why they need it and in what ways they demonstrate it.\u003c/p>\n\u003cp>“Very quickly in school we ask students to shut down what makes them special in order to conform,” Maiers said. “But standing out is critical in this world.” Society often teaches people to feel that naming their good qualities is arrogant, but students have to understand their own strengths, said Maiers.\u003c/p>\n\u003cp>\u003cstrong>SUSTAIN IT\u003c/strong>\u003c/p>\n\u003cp>After the naming and claiming stages, teachers need to create lessons to help strengthen each trait. For example, Maiers wanted to create a lesson around one of the traits she thinks is important in learners – courage. She defined courage for the class as “acting in the presence of fear” and included the idea of acting despite challenges, risk and fear of failure. The following discussion revealed that even the five-year-olds she was teaching had a deep, ingrained understanding that failure is bad.\u003c/p>\n\u003cp>Maiers stood in front of the class and explained all the ways that she had failed that day. She went on to discuss what she’d learned from those failures and how she tried to improve on them the next day. The discussion of courage and acting fearlessly in front of challenging tasks helped \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">redefine failure and risk\u003c/a>. The activity helped those students to re-frame the idea of failure from a purely negative one to something with the potential for positive growth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s easy to name qualities that will help students in the future, but much harder to help them identify those traits within themselves.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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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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"radiolab": {
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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}
