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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200066596-001.jpg\" alt=\"200066596-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">In “Thirteen Ways of Looking At A Blackbird,” poet Wallace Stevens takes something familiar—an ordinary black bird—and by looking at it from many different perspectives, makes us think about it in new ways.\u003c/p>\n\u003cp>With apologies to Stevens, we're going to take the same premise, but change the subject by considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.\u003c/p>\n\u003cp>As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and\u003cbr>\nuseful perspectives on how we guide and educate young people. And so: Eight Ways Of Looking At Intelligence.\u003c/p>\n\u003cp>\u003cstrong>1. SITUATIONS CAN MAKE US SMARTER.\u003c/strong> The science of learning has demonstrated that we are powerfully shaped by the situations that we find ourselves in: situations that can either evoke or suppress our intelligence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Situations can be internal or external. They can be brief and transitory, or persistent and long-lasting. They can be as varied as the conditions under which a student studies, the conditions that prevail in the classroom or school a student attends, the conditions exerted by a student’s peer group. The physical conditions that students experience by way of how much stress they’re under and how much sleep and exercise they get, and the mental conditions students create for themselves by the levels of expertise and attention and motivation they’re able to achieve.\u003c/p>\n\u003cp>Situational intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">A feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals and concrete actions we’ll take.\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>On one level this is obvious, but on another it is quite radical. Radical, because, since its earliest beginnings, the study of intelligence has emphasized its inherent and fixed qualities. Intelligence has been conceptualized as an innate characteristic of the individual, invariant across time and place, determined mostly by genes (or before that, what was called “heredity”).\u003c/p>\n\u003cp>This was the view of \u003ca href=\"http://galton.org/\">Francis Galton\u003c/a>, the Victorian gentleman who is the father of psychometric testing. He used the notion of inherent, fixed intelligence to show that it ran in the blood of England's most eminent families. This was the view of \u003ca href=\"http://en.wikipedia.org/wiki/Lewis_Terman\">Lewis Terman\u003c/a>, the creator of the modern intelligence test. He used the notion of inherent, fixed intelligence to identify and cultivate children who were \"gifted.\" And this was the view of Charles Murray and Richard Herrnstein, authors of the notorious 1994 book \u003ca href=\"http://en.wikipedia.org/wiki/The_Bell_Curve\">The Bell Curve\u003c/a>. They used the notion of inherent, fixed intelligence to argue that America's class structure was the inevitable product of the IQ levels of various racial and social groups.\u003c/p>\n\u003cp>So to assert that intelligence is in large part a product of the situations we find ourselves in is a departure, not only from the way science has traditionally thought about ability, but from the way many of us think about ability today.\u003c/p>\n\u003cp>Think about how you could recast your own role (as a teacher, an administrator, a parent) as a situation-maker: a creator of circumstances that evoke intelligence in others.\u003c/p>\n\u003cp>\u003cstrong>2. BELIEFS CAN MAKE US SMARTER.\u003c/strong> Stanford psychologist Carol Dweck distinguishes two types of mindsets: the fixed mindset, or the belief that ability is fixed and unchanging, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\">growth mindset\u003c/a>, or the belief that abilities can be developed through learning and practice.\u003c/p>\n\u003cp>These beliefs matter because they influence how think about our own abilities, how we perceive the world around us, and how we act when faced with a challenge or with adversity. The psychologist David Yeager, also of Stanford, notes that our mindset effectively creates the “psychological world” in which we live. Students’ beliefs, whether they’re oriented around limits or around growth, constitute one of these internal situations that either suppresses or evokes\u003cbr>\nintelligence.\u003c/p>\n\u003cp>\u003cstrong>3. EXPERTISE CAN MAKE US SMARTER. \u003c/strong>One very robust line of research within the science of learning is concerned with the psychology of expertise: what goes on in the mind of an expert. What researchers have found is that experts don’t just know more, they know differently, in ways that allow them to think and act especially intelligently within their domain of expertise.\u003c/p>\n\u003cp>An expert’s knowledge is deep, not shallow or superficial; it is well-organized, around a core of central principles; it is automatic, meaning that it has been streamlined into mental programs that run with very little conscious effort; it is flexible and transferable to new situations; it is self-aware, meaning that an expert can think well about his or her own thinking. Expertise takes a long time to develop, of course, but the adolescent and young adult years are not too soon to begin encouraging students to go deep in a subject area that interests them.\u003c/p>\n\u003cp>\u003cstrong>4. ATTENTION CAN MAKE US SMARTER.\u003c/strong> You’ve probably heard about the “marshmallow test,” a famous experiment conducted by psychologist Walter Mischel in the late 1960s. Mischel found that children who could resist eating a marshmallow in return for the promise of two marshmallows later on did better in school and in their careers.\u003c/p>\n\u003cp>Well, there’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">a new marshmallow test \u003c/a>that is faced every day, almost every minute by our students: it’s the ability to resist the urge to check one’s email, to respond to a text, to see what’s happening on Facebook or Twitter. I know we’ve all heard that \"digital natives\" grew up multitasking and\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?]\u003c/a>\u003c/p>\n\u003cp>therefore excel at it, but the fact is that there are information-processing bottlenecks in the brain—everybody’s brain—that prevent us from paying attention to two things at the same time. The state of focused attention is a very important internal situation that students must cultivate in order to fully express their intelligence.\u003c/p>\n\u003cp>\u003cstrong>5. EMOTIONS CAN MAKE US SMARTER. \u003c/strong>We sometimes give short shrift to emotions when we’re talking about academic success, but the science of learning is demonstrating that our \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-do-emotions-have-to-do-with-learning/\">emotional state represents a crucial internal situation\u003c/a> that influences how intelligently we think and act.\u003c/p>\n\u003cp>When we’re in a positive mood, for example, we tend to think more expansively and creatively. When we feel anxious—for instance, when we’re about to take a dreaded math test—that anxiety uses up some of the working memory capacity we need to solve problems, leaving us, literally, with less intelligence to apply to the exam.\u003c/p>\n\u003cp>One line of investigation within the science of learning has to do with the feeling of hope. Research in this area has found that a feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals, and—this is the interesting part—specific, concrete actions we’ll take when and if (usually when) our original plans don’t work out as expected.\u003c/p>\n\u003cp>\u003cstrong>6. TECHNOLOGY CAN MAKE US SMARTER. \u003c/strong> There’s a fascinating line of research in philosophy and cognitive science investigating what’s called the extended mind. This is the idea that the mind doesn’t stop at the skull—that it reaches out and loops in our bodies, our tools, even other people, to use in our thinking processes.\u003c/p>\n\u003cp>Brain-scanning studies have found that when we use a tool, say a rake we’re using to reach an object that’s out of our grasp, our brains actually designate neurons to represent the end of the rake—as if it were the tips of our own fingers. The human mind has evolved to make our tools—including our technological devices—into extensions of itself.\u003c/p>\n\u003cp>The problem is that our devices so often make us dumber instead of smarter. I’ve already alluded to the way in which technology can divide our attention, producing learning that is spottier, shallower, and less flexible than learning that occurs under conditions of full concentration. Technology can also make us dumber when we allow key skills to atrophy from disuse, or fail to develop those skills in the first place.\u003c/p>\n\u003cp>To give you a common example: The ready availability of technology may persuade students that they don’t need to learn facts anymore, because \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">they can always “just Google it.” \u003c/a>In fact, research from cognitive science shows that the so-called \"21st century skills\" that we’re always hearing about—critical thinking, problem-solving, collaboration, creativity—can’t emerge in a content-free vacuum. They must develop in the context of a rich base of fact knowledge: knowledge that’s stored on the original hard drive, one’s own brain.\u003c/p>\n\u003cp>In order for tech to make our students smarter and not dumber, we need to help them understand when to take full advantage of their devices, and when to put them away.\u003c/p>\n\u003cp>\u003cstrong>7. \u003c/strong> \u003cstrong>OUR BODIES CAN MAKE US SMARTER. \u003c/strong>A line of inquiry related to the “extended mind” research I mentioned earlier is the work now being done on what’s called “embodied cognition.”\u003c/p>\n\u003cp>Ever since the cognitive science revolution of the 1970s, the dominant metaphor for the brain has been the computer: a machine that processes abstract symbols. The science of learning is demonstrating that the computer metaphor is seriously flawed when it comes to describing the\u003cbr>\nhuman brain. It might be more accurate, in fact, to compare the brain to the heart. All the things that make the heart work better—good nutrition, adequate sleep, regular exercise, moderate stress—make the brain work better too.\u003c/p>\n\u003cp style=\"text-align: left\">I’ll take up the issue of sleep as an example, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">since sleep is something so many of today’s students are lacking\u003c/a>. They—and we—often don’t recognize that sleep is actually a key part of the learning process. It’s during sleep that the brain consolidates the memories it formed during waking hours—meaning that it sorts through those memories, weakening the ones that are trivial, strengthening the ones that are important, and connecting up these new memories to the memory structures that already exist in the brain.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">Why Sleeping May Be More Important Than Studying]\u003c/a>\u003c/p>\n\u003cp>If we don’t get enough sleep after learning, or if that sleep is of low quality, the learning process is truncated, and we remember that information less well and less flexibly. That’s just one example of how physical state of our bodies is a key conditions under which our brain operates and under which our intelligence is evoked or suppressed.\u003c/p>\n\u003cp>\u003cstrong>8. RELATIONSHIPS CAN MAKE US SMARTER. \u003c/strong>I mentioned earlier that the human mind is very adept at looping in our bodies, our tools, and even other people to use as instruments of our own thinking.\u003c/p>\n\u003cp>You’ve experienced this if you have a spouse or significant other: it’s likely that one of you is “in charge” of remembering when the car needs to go in for inspection, while the other is “in charge” of remembering relatives’ birthdays. This is called transactive memory, and it’s just one of the ways that relationships with others can make us smarter than we would be on our own.\u003c/p>\n\u003cp>There’s one particular kind of relationship I will wrap up with, and that is the relationship that students have to their academic institution and to their fellow students. The science of learning has demonstrated that a feeling of belonging is critical to the full expression of students’ ability and intelligence.\u003c/p>\n\u003cp>The notion of promoting a sense of belonging goes against some of what we’ve traditionally done in academia. We’ve all heard that old line, “Look to the right, look to the left; only one of you will be passing this course”—and while professors may not say those words anymore, there are plenty of courses that are intended to 'weed' students out, and plenty of situations in high school and college in which students feel very much left on their own, to sink or to swim.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I’ll end by reminding you of something I mentioned earlier in this article, about seeing your role as one of “situation creator,” and by asking you: What situations can you create, or help your students create for themselves, that will give them a sense that they are not numbers in a database, but members of a community?\u003c/p>\n\n",
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"excerpt": "The science of learning can offer some surprising and useful perspectives on how we guide and educate young people. Things like our perception of \"smart,\" relationships between students and educators, sleep, and use of technology can have profound effects on intelligence.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200066596-001.jpg\" alt=\"200066596-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">In “Thirteen Ways of Looking At A Blackbird,” poet Wallace Stevens takes something familiar—an ordinary black bird—and by looking at it from many different perspectives, makes us think about it in new ways.\u003c/p>\n\u003cp>With apologies to Stevens, we're going to take the same premise, but change the subject by considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.\u003c/p>\n\u003cp>As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and\u003cbr>\nuseful perspectives on how we guide and educate young people. And so: Eight Ways Of Looking At Intelligence.\u003c/p>\n\u003cp>\u003cstrong>1. SITUATIONS CAN MAKE US SMARTER.\u003c/strong> The science of learning has demonstrated that we are powerfully shaped by the situations that we find ourselves in: situations that can either evoke or suppress our intelligence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Situations can be internal or external. They can be brief and transitory, or persistent and long-lasting. They can be as varied as the conditions under which a student studies, the conditions that prevail in the classroom or school a student attends, the conditions exerted by a student’s peer group. The physical conditions that students experience by way of how much stress they’re under and how much sleep and exercise they get, and the mental conditions students create for themselves by the levels of expertise and attention and motivation they’re able to achieve.\u003c/p>\n\u003cp>Situational intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">A feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals and concrete actions we’ll take.\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>On one level this is obvious, but on another it is quite radical. Radical, because, since its earliest beginnings, the study of intelligence has emphasized its inherent and fixed qualities. Intelligence has been conceptualized as an innate characteristic of the individual, invariant across time and place, determined mostly by genes (or before that, what was called “heredity”).\u003c/p>\n\u003cp>This was the view of \u003ca href=\"http://galton.org/\">Francis Galton\u003c/a>, the Victorian gentleman who is the father of psychometric testing. He used the notion of inherent, fixed intelligence to show that it ran in the blood of England's most eminent families. This was the view of \u003ca href=\"http://en.wikipedia.org/wiki/Lewis_Terman\">Lewis Terman\u003c/a>, the creator of the modern intelligence test. He used the notion of inherent, fixed intelligence to identify and cultivate children who were \"gifted.\" And this was the view of Charles Murray and Richard Herrnstein, authors of the notorious 1994 book \u003ca href=\"http://en.wikipedia.org/wiki/The_Bell_Curve\">The Bell Curve\u003c/a>. They used the notion of inherent, fixed intelligence to argue that America's class structure was the inevitable product of the IQ levels of various racial and social groups.\u003c/p>\n\u003cp>So to assert that intelligence is in large part a product of the situations we find ourselves in is a departure, not only from the way science has traditionally thought about ability, but from the way many of us think about ability today.\u003c/p>\n\u003cp>Think about how you could recast your own role (as a teacher, an administrator, a parent) as a situation-maker: a creator of circumstances that evoke intelligence in others.\u003c/p>\n\u003cp>\u003cstrong>2. BELIEFS CAN MAKE US SMARTER.\u003c/strong> Stanford psychologist Carol Dweck distinguishes two types of mindsets: the fixed mindset, or the belief that ability is fixed and unchanging, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\">growth mindset\u003c/a>, or the belief that abilities can be developed through learning and practice.\u003c/p>\n\u003cp>These beliefs matter because they influence how think about our own abilities, how we perceive the world around us, and how we act when faced with a challenge or with adversity. The psychologist David Yeager, also of Stanford, notes that our mindset effectively creates the “psychological world” in which we live. Students’ beliefs, whether they’re oriented around limits or around growth, constitute one of these internal situations that either suppresses or evokes\u003cbr>\nintelligence.\u003c/p>\n\u003cp>\u003cstrong>3. EXPERTISE CAN MAKE US SMARTER. \u003c/strong>One very robust line of research within the science of learning is concerned with the psychology of expertise: what goes on in the mind of an expert. What researchers have found is that experts don’t just know more, they know differently, in ways that allow them to think and act especially intelligently within their domain of expertise.\u003c/p>\n\u003cp>An expert’s knowledge is deep, not shallow or superficial; it is well-organized, around a core of central principles; it is automatic, meaning that it has been streamlined into mental programs that run with very little conscious effort; it is flexible and transferable to new situations; it is self-aware, meaning that an expert can think well about his or her own thinking. Expertise takes a long time to develop, of course, but the adolescent and young adult years are not too soon to begin encouraging students to go deep in a subject area that interests them.\u003c/p>\n\u003cp>\u003cstrong>4. ATTENTION CAN MAKE US SMARTER.\u003c/strong> You’ve probably heard about the “marshmallow test,” a famous experiment conducted by psychologist Walter Mischel in the late 1960s. Mischel found that children who could resist eating a marshmallow in return for the promise of two marshmallows later on did better in school and in their careers.\u003c/p>\n\u003cp>Well, there’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">a new marshmallow test \u003c/a>that is faced every day, almost every minute by our students: it’s the ability to resist the urge to check one’s email, to respond to a text, to see what’s happening on Facebook or Twitter. I know we’ve all heard that \"digital natives\" grew up multitasking and\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?]\u003c/a>\u003c/p>\n\u003cp>therefore excel at it, but the fact is that there are information-processing bottlenecks in the brain—everybody’s brain—that prevent us from paying attention to two things at the same time. The state of focused attention is a very important internal situation that students must cultivate in order to fully express their intelligence.\u003c/p>\n\u003cp>\u003cstrong>5. EMOTIONS CAN MAKE US SMARTER. \u003c/strong>We sometimes give short shrift to emotions when we’re talking about academic success, but the science of learning is demonstrating that our \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-do-emotions-have-to-do-with-learning/\">emotional state represents a crucial internal situation\u003c/a> that influences how intelligently we think and act.\u003c/p>\n\u003cp>When we’re in a positive mood, for example, we tend to think more expansively and creatively. When we feel anxious—for instance, when we’re about to take a dreaded math test—that anxiety uses up some of the working memory capacity we need to solve problems, leaving us, literally, with less intelligence to apply to the exam.\u003c/p>\n\u003cp>One line of investigation within the science of learning has to do with the feeling of hope. Research in this area has found that a feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals, and—this is the interesting part—specific, concrete actions we’ll take when and if (usually when) our original plans don’t work out as expected.\u003c/p>\n\u003cp>\u003cstrong>6. TECHNOLOGY CAN MAKE US SMARTER. \u003c/strong> There’s a fascinating line of research in philosophy and cognitive science investigating what’s called the extended mind. This is the idea that the mind doesn’t stop at the skull—that it reaches out and loops in our bodies, our tools, even other people, to use in our thinking processes.\u003c/p>\n\u003cp>Brain-scanning studies have found that when we use a tool, say a rake we’re using to reach an object that’s out of our grasp, our brains actually designate neurons to represent the end of the rake—as if it were the tips of our own fingers. The human mind has evolved to make our tools—including our technological devices—into extensions of itself.\u003c/p>\n\u003cp>The problem is that our devices so often make us dumber instead of smarter. I’ve already alluded to the way in which technology can divide our attention, producing learning that is spottier, shallower, and less flexible than learning that occurs under conditions of full concentration. Technology can also make us dumber when we allow key skills to atrophy from disuse, or fail to develop those skills in the first place.\u003c/p>\n\u003cp>To give you a common example: The ready availability of technology may persuade students that they don’t need to learn facts anymore, because \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">they can always “just Google it.” \u003c/a>In fact, research from cognitive science shows that the so-called \"21st century skills\" that we’re always hearing about—critical thinking, problem-solving, collaboration, creativity—can’t emerge in a content-free vacuum. They must develop in the context of a rich base of fact knowledge: knowledge that’s stored on the original hard drive, one’s own brain.\u003c/p>\n\u003cp>In order for tech to make our students smarter and not dumber, we need to help them understand when to take full advantage of their devices, and when to put them away.\u003c/p>\n\u003cp>\u003cstrong>7. \u003c/strong> \u003cstrong>OUR BODIES CAN MAKE US SMARTER. \u003c/strong>A line of inquiry related to the “extended mind” research I mentioned earlier is the work now being done on what’s called “embodied cognition.”\u003c/p>\n\u003cp>Ever since the cognitive science revolution of the 1970s, the dominant metaphor for the brain has been the computer: a machine that processes abstract symbols. The science of learning is demonstrating that the computer metaphor is seriously flawed when it comes to describing the\u003cbr>\nhuman brain. It might be more accurate, in fact, to compare the brain to the heart. All the things that make the heart work better—good nutrition, adequate sleep, regular exercise, moderate stress—make the brain work better too.\u003c/p>\n\u003cp style=\"text-align: left\">I’ll take up the issue of sleep as an example, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">since sleep is something so many of today’s students are lacking\u003c/a>. They—and we—often don’t recognize that sleep is actually a key part of the learning process. It’s during sleep that the brain consolidates the memories it formed during waking hours—meaning that it sorts through those memories, weakening the ones that are trivial, strengthening the ones that are important, and connecting up these new memories to the memory structures that already exist in the brain.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">Why Sleeping May Be More Important Than Studying]\u003c/a>\u003c/p>\n\u003cp>If we don’t get enough sleep after learning, or if that sleep is of low quality, the learning process is truncated, and we remember that information less well and less flexibly. That’s just one example of how physical state of our bodies is a key conditions under which our brain operates and under which our intelligence is evoked or suppressed.\u003c/p>\n\u003cp>\u003cstrong>8. RELATIONSHIPS CAN MAKE US SMARTER. \u003c/strong>I mentioned earlier that the human mind is very adept at looping in our bodies, our tools, and even other people to use as instruments of our own thinking.\u003c/p>\n\u003cp>You’ve experienced this if you have a spouse or significant other: it’s likely that one of you is “in charge” of remembering when the car needs to go in for inspection, while the other is “in charge” of remembering relatives’ birthdays. This is called transactive memory, and it’s just one of the ways that relationships with others can make us smarter than we would be on our own.\u003c/p>\n\u003cp>There’s one particular kind of relationship I will wrap up with, and that is the relationship that students have to their academic institution and to their fellow students. The science of learning has demonstrated that a feeling of belonging is critical to the full expression of students’ ability and intelligence.\u003c/p>\n\u003cp>The notion of promoting a sense of belonging goes against some of what we’ve traditionally done in academia. We’ve all heard that old line, “Look to the right, look to the left; only one of you will be passing this course”—and while professors may not say those words anymore, there are plenty of courses that are intended to 'weed' students out, and plenty of situations in high school and college in which students feel very much left on their own, to sink or to swim.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I’ll end by reminding you of something I mentioned earlier in this article, about seeing your role as one of “situation creator,” and by asking you: What situations can you create, or help your students create for themselves, that will give them a sense that they are not numbers in a database, but members of a community?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_29052\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/ngader/273300326/sizes/z/in/photolist-q9JEA-baMWSe-4Dm4gX-bHdq2Z-6cRrtd-dRuEDs-8dNkNv-Mh3Mo-62coxR-cbWCxS-auSRti-c2sxbU-dNCeA6-tBCDz-5Wjh5o-9wX4Bb-7b8zkX-8Sd4an-4XA1rv-5piTYU-2fTgsC-L6EMn-4wTyBG-8oUH34-6syfZV-6k17Jp-6Uccv-8seGDU-5m53e7-88o7kW-7ViG3m-2Zg9cL-4MtVf6-bQGRxe-EqUH7-6Szrk-d3pbGL-byLnhU-553aYh-bQGRBc-7muck-8eJUN3-ozMVF-6t8TaC-92FyDz-3xLRqf-djD1G-6TxRnY-7ajhf-8CBVH2-6Py7Nt/\">\u003cimg class=\"size-full wp-image-29052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg\" alt=\"273300326_3fa60fd290_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_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\">When a minaret dating from the twelfth century was toppled in the fighting between rebels and government forces in Aleppo, Syria, earlier this spring, we recognized that more than a building had been lost. The destruction of irreplaceable artifacts—like the massive Buddha statues dynamited in the Bamiyan Valley in Afghanistan in 2001 and the ancient texts burned and looted in Iraq in 2003—leaves us less equipped to understand ourselves and where we came from, less able to enlarge ourselves with the awe and pleasure that these creations once evoked.\u003c/p>\n\u003cp>Which is why we should care about the survival of a human treasure threatened right here at home: the deep reader. “Deep reading”—as opposed to the often superficial reading we do on the web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.\u003c/p>\n\u003cp>Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not?—allowing her to remain fully immersed in the narrative.\u003c/p>\n\u003cp>That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.\u003c/p>\n\u003cp>None of this is likely to happen when we’re scrolling through TMZ.com. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. Last month, for example, Britain’s National Literacy Trust released the results of \u003ca href=\"http://www.google.com/hostednews/afp/article/ALeqM5injmhyFI6YENzKRCpwSkUuf0nzvg?docId=CNG.fd836340d8acae4c0050ebcf6abb1592.81\">a study of 34,910 young people \u003c/a>aged eight to sixteen. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much, and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words.\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid: The Story and Science of the Reading Brain\u003c/a>. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes—and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.\u003c/p>\n\u003cp>The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality\u003c/a>]\u003c/p>\n\u003cp>This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe that carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to \"meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they've never been, a place only deep reading can take them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There’s another reason to work to save deep reading: the preservation of a cultural treasure. Like information on floppy disks and cassette tapes that may soon be lost because the equipment to play it no longer exists, properly-educated people are the only \"equipment,\" the only beings, who can unlock the wealth of insight and wisdom that lie in our culture's novels and poems. When the library of Alexandria was lost to fire, the scarce resource was books themselves. Today, with billions of books in print and stored online, the endangered breed is not books but readers. Unless we train the younger generation to engage in deep reading, we will find ourselves with our culture’s riches locked away in a vault: books everywhere and no one truly able to read them.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words.\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid: The Story and Science of the Reading Brain\u003c/a>. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes—and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.\u003c/p>\n\u003cp>The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality\u003c/a>]\u003c/p>\n\u003cp>This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe that carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to \"meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they've never been, a place only deep reading can take them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There’s another reason to work to save deep reading: the preservation of a cultural treasure. Like information on floppy disks and cassette tapes that may soon be lost because the equipment to play it no longer exists, properly-educated people are the only \"equipment,\" the only beings, who can unlock the wealth of insight and wisdom that lie in our culture's novels and poems. When the library of Alexandria was lost to fire, the scarce resource was books themselves. Today, with billions of books in print and stored online, the endangered breed is not books but readers. Unless we train the younger generation to engage in deep reading, we will find ourselves with our culture’s riches locked away in a vault: books everywhere and no one truly able to read them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_29006\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29006\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/148474537.jpg\" alt=\"148474537\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/148474537.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/148474537-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/148474537-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When asked why he became a scientist, Nobel Laureate Isidor Rabi\u003ca href=\"http://www.nytimes.com/1988/01/19/opinion/l-izzy-did-you-ask-a-good-question-today-712388.html\"> attributed his success \u003c/a>to his mother. Every day, she would ask him the same question about his school day: “Did you ask a good question today?”\u003c/p>\n\u003cp>“Asking good questions – made me become a scientist!” Rabi said.\u003c/p>\n\u003cp>Questions are critical, and how to manage and navigate a good question requires practice. “Coming up with the right question involves vigorously thinking through the problem, investigating it from various angles, turning closed questions into open-ended ones and prioritizing which are the most important questions to get at the heart of the matter,”\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\"> say authors Dan Rothstein and Luz Santana\u003c/a> in their book, \u003cem>\u003ca href=\"http://rightquestion.org/make-just-one-change/\">Make Just One Change: Teach Students to Ask Their Own Questions.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>The hardest part about using design thinking in class is getting the question right and staying in the question. Educators regularly notice how challenging it is for students to stay in the question. Student conversation can veer off track and the students can lose focus. It takes discipline for students to learn how to dig deep with focus on a design question.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For teachers, in designing learning experiences for students that are embedded with technology, the wording and focus of the question are paramount. The question needs to be deeper than simply \"Should or shouldn't we use the iPad with this project.\" The question needs to be open ended, elastic and invite multiple interpretations. Learning outcomes based on the question need to be defined and articulated, and experiences to achieve those outcomes need to be created with student engagement in mind. Engagement alone is not enough. But engagement matched with outcomes around a carefully worded question propels student learning.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">For Students, Why the Question is More Important Than The Answer\u003c/a>]\u003c/p>\n\u003cp>“I’ve seen students with iPads and the novelty is there and the engagement is there, but it’s not clear that novelty and engagement will lead to increased academic achievement,” writes Stanford Education professor Larry Cuban In \u003ca href=\"http://www.latimes.com/news/local/la-me-0428-lopez-ipads-20130428,0,197667.column\">The LA Times.\u003c/a>\u003c/p>\n\u003cp>Blogger Mark Gleeson \u003ca href=\"http://mgleeson.edublogs.org/2013/04/28/ipurpose-before-ipad/)\">puzzles\u003c/a> over the conundrum in \"iPurpose before iPad,\" urging schools to avoid viewing apps as “one trick ponies” and with an “action/activity emphasis.” Instead, he calls on schools to ask if iPads fuel learning with “depth and skill development.”\u003c/p>\n\u003ch4>DESIGNING CURRICULUM\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>One big challenge can be how to frame curriculum design using the technology so that it moves beyond novelty and engagement into deep learning. This takes time, patience, and observation.\u003c/p>\n\u003cp>Bjorn Jefferey, Co-Founder of Toca Boca, writes \u003ca href=\"http://www.joanganzcooneycenter.org/2013/04/25/ipads-a-tool-not-alchemy-for-education/\">in a blog pos\u003c/a>t for the Joan Ganz Cooney Center: \"Play with them, talk to them, observe them. What do they need to develop? Start there. Then—once you know that—you can start thinking about ways to do this. Perhaps all your kids really need is to develop a certain skill a little more, or perhaps to dive deeper into an interest that they have.\"\u003c/p>\n\u003cp>Beyond observation, teachers can invite students into the conversation around the design of the learning experience. In that conversation, students will gravitate toward modes of engagement and often, but not always, this engagement will include and involve technology. It can be amazing and illuminating, once this door is opened, to see and hear the myriad ways that students understand learning and engagement. What's more, this conversation can serve as the bridge for the teacher less versed in tech tools, but well versed in learning outcomes and design questions.\u003c/p>\n\u003cp>For example, in one class recently, as students were creating recipes for a good life, one student suggested the teacher use the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/interactive-whiteboard-meets-the-ipad/\">app Show Me could be useful \u003c/a>as a way to explain the recipe and to share with other classmates. The student had used the app in a different class and shared the knowledge in his humanities class. The teacher listened to the student and was open to using the app.\u003c/p>\n\u003cp>These “small” moments pop up every day in a classroom where technology is present. The key for teachers is to be open to the moment and opportunity when students see where it can be used and add value. Partnership with students and collaborative inquiry are critical to schools seeking to further understand the role technology plays in deepening learning.\u003c/p>\n\u003cp>And, as Isidor Rabi noted, lifelong learning begins with a good question.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For teachers, in designing learning experiences for students that are embedded with technology, the wording and focus of the question are paramount. The question needs to be deeper than simply \"Should or shouldn't we use the iPad with this project.\" The question needs to be open ended, elastic and invite multiple interpretations. Learning outcomes based on the question need to be defined and articulated, and experiences to achieve those outcomes need to be created with student engagement in mind. Engagement alone is not enough. But engagement matched with outcomes around a carefully worded question propels student learning.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">For Students, Why the Question is More Important Than The Answer\u003c/a>]\u003c/p>\n\u003cp>“I’ve seen students with iPads and the novelty is there and the engagement is there, but it’s not clear that novelty and engagement will lead to increased academic achievement,” writes Stanford Education professor Larry Cuban In \u003ca href=\"http://www.latimes.com/news/local/la-me-0428-lopez-ipads-20130428,0,197667.column\">The LA Times.\u003c/a>\u003c/p>\n\u003cp>Blogger Mark Gleeson \u003ca href=\"http://mgleeson.edublogs.org/2013/04/28/ipurpose-before-ipad/)\">puzzles\u003c/a> over the conundrum in \"iPurpose before iPad,\" urging schools to avoid viewing apps as “one trick ponies” and with an “action/activity emphasis.” Instead, he calls on schools to ask if iPads fuel learning with “depth and skill development.”\u003c/p>\n\u003ch4>DESIGNING CURRICULUM\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>One big challenge can be how to frame curriculum design using the technology so that it moves beyond novelty and engagement into deep learning. This takes time, patience, and observation.\u003c/p>\n\u003cp>Bjorn Jefferey, Co-Founder of Toca Boca, writes \u003ca href=\"http://www.joanganzcooneycenter.org/2013/04/25/ipads-a-tool-not-alchemy-for-education/\">in a blog pos\u003c/a>t for the Joan Ganz Cooney Center: \"Play with them, talk to them, observe them. What do they need to develop? Start there. Then—once you know that—you can start thinking about ways to do this. Perhaps all your kids really need is to develop a certain skill a little more, or perhaps to dive deeper into an interest that they have.\"\u003c/p>\n\u003cp>Beyond observation, teachers can invite students into the conversation around the design of the learning experience. In that conversation, students will gravitate toward modes of engagement and often, but not always, this engagement will include and involve technology. It can be amazing and illuminating, once this door is opened, to see and hear the myriad ways that students understand learning and engagement. What's more, this conversation can serve as the bridge for the teacher less versed in tech tools, but well versed in learning outcomes and design questions.\u003c/p>\n\u003cp>For example, in one class recently, as students were creating recipes for a good life, one student suggested the teacher use the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/interactive-whiteboard-meets-the-ipad/\">app Show Me could be useful \u003c/a>as a way to explain the recipe and to share with other classmates. The student had used the app in a different class and shared the knowledge in his humanities class. The teacher listened to the student and was open to using the app.\u003c/p>\n\u003cp>These “small” moments pop up every day in a classroom where technology is present. The key for teachers is to be open to the moment and opportunity when students see where it can be used and add value. Partnership with students and collaborative inquiry are critical to schools seeking to further understand the role technology plays in deepening learning.\u003c/p>\n\u003cp>And, as Isidor Rabi noted, lifelong learning begins with a good question.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28944\" class=\"wp-caption center\" style=\"max-width: 633px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28944\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/ipadkid.jpg\" alt=\"ipadkid\" width=\"633\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid.jpg 633w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-320x182.jpg 320w\" sizes=\"(max-width: 633px) 100vw, 633px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“We’re about to give your fourteen-year-old a computer,” Michael Allen recently told a group of parents attending a new student orientation, “and here’s why it could scare you.” Then Allen, the principal of no-textbook New Tech High School, said he understood their biggest fears -- the new sites and technologies that crop up all the time, kids \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">multitasking\u003c/a> while doing schoolwork, the reality of parents’ lack of control over what their kids see and how they behave online.\u003c/p>\n\u003cp>But for Allen and many like him who are integrating technology in schools, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/#more-23569\">guiding the behaviors\u003c/a> that accompany a new way of learning is just as important as the content they’ll be covering in school -- if not more so. In order to be successful, Allen maintains that students need to learn trust, respect and responsibility for technology. He knows that many of the situations that come up in a school where computers are the only conduit of information must be addressed earlier rather than later, and parents and teachers need to be leading the way.\u003c/p>\n\u003cp>Parents sometimes say that today’s students are so far ahead in the technological realm, that the older generations can turn to them for help, writes \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/teaching-kids-to-be-digital-citizens-not-just-digital-natives/2012/03/04/gIQALdFiqR_blog.html\">education journalist John Merrow\u003c/a>, author of \u003cem>The Influence of Teachers\u003c/em>. He worries that this kind of thinking will resign adult responsibility. “But being a ‘digital native’ is not the same as being a ‘digital citizen.’ Young people have always needed ethical guidance and the security of rules and boundaries.”\u003c/p>\n\u003cp>Allen also believes adults should set the boundaries for where and when not to use tech. He cites a recent example of taking biology students on a field trip to a nearby river. After some discussion, he and the teachers decided to leave all the technology at school, including cell phones. \"The kids were fine with it,\" he said. \"We have to be able to have a conversation with the kids where we say, you'll be losing [part of the experience] if you take it with you.\"\u003c/p>\n\u003cp>But how do parents and teachers work together to set the boundaries? Educator and school leader Matt Levinson, author of \u003cem>\u003ca href=\"http://fromfeartofacebook.com/\">From Fear to Facebook\u003c/a>\u003c/em>, says that parents and schools equipped with technology are, in effect, challenged with overseeing two worlds: the real and the virtual. “The Internet is vast, and as one parent said to me, ‘You can't take down the Internet.’\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">While the basic tenets of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">digital citizenship\u003c/a> attempt to protect kids from cyberbullying, misconduct, and harassment, Allen is also interested in teaching the positive behaviors that will make successful students and workers for the future: teaching students how to find and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">analyze reliable sources for research\u003c/a>, how to verify whether information is biased and/or credible, and how to be a responsible user.\u003c/p>\n\u003cp dir=\"ltr\">Teaching students how to \u003ca href=\"http://www.edutopia.org/blog/digital-teens-code-switching-matt-levinson\">code-switch\u003c/a> between tech inside and outside of school -- like deciding whether to send that all-school Tweet -- is one of the most critical and valuable behaviors for tech-savvy students to learn, Levinson said.\u003c/p>\n\u003cp dir=\"ltr\">“Outside of the school, the default is to share everything, whether it's a video or a song, even if the content is questionable,” he said. “Inside of school, there is a time a place to engage and share and kids have a hard time figuring out the ‘code,’ which can vary inside each classroom and across different grade levels. So, kids are confused and have a hard time shifting to new codes of behavior, especially when technology is so ubiquitous after school hours.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>NEED TO EXPERIMENT\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Both educators acknowledge that, as with any behavior involving teenagers, mistakes will be made with online behavior -- and that’s a vital part of the learning process. Levinson insists that parents should “lean into” the challenges brought by technology at home and school with patience, and says that keeping the conversation going between school and home will provide students with consistency as to what kind of behavior is expected.\u003c/p>\n\u003cp dir=\"ltr\">Michael Allen has seen a couple of kids \"crash and burn\" trying to manage their use of tech at home and school -- one incident involved a girl who had sent 8,000 texts in one month's time. When it came to his attention, Allen recounts what he said to the student: \"If you take all these texts - 8,000 - that's 30 seconds per text, 2.5 hours \u003cem>per day\u003c/em> with a phone in front of your eyes. Think of what you are missing in the world, not to mention what it could mean for your learning experience.\" Allen said that when he broke it down to her in terms of what she was missing, the student had a realization, and has since been texting less.\u003c/p>\n\u003cp dir=\"ltr\">Allen said that most parents come to understand that a computer is a neutral object -- it all depends on how students use it. A personal computer and smartphone are not to be taken lightly, and he said, \"Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.\"\u003c/p>\n\u003cp>Yet the better parents are able to understand technology’s role in kids’ lives, the easier it will be to find ways to use tech for learning without being fearful of it. “We need to keep our eyes on the prize,” Levinson says, “we are using technology in schools because we believe it can enhance teaching and learning and add depth and complexity to the design of learning experiences for students.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28944\" class=\"wp-caption center\" style=\"max-width: 633px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28944\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/ipadkid.jpg\" alt=\"ipadkid\" width=\"633\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid.jpg 633w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/ipadkid-320x182.jpg 320w\" sizes=\"(max-width: 633px) 100vw, 633px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“We’re about to give your fourteen-year-old a computer,” Michael Allen recently told a group of parents attending a new student orientation, “and here’s why it could scare you.” Then Allen, the principal of no-textbook New Tech High School, said he understood their biggest fears -- the new sites and technologies that crop up all the time, kids \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">multitasking\u003c/a> while doing schoolwork, the reality of parents’ lack of control over what their kids see and how they behave online.\u003c/p>\n\u003cp>But for Allen and many like him who are integrating technology in schools, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-will-you-click-on-next-focusing-our-attention-online/#more-23569\">guiding the behaviors\u003c/a> that accompany a new way of learning is just as important as the content they’ll be covering in school -- if not more so. In order to be successful, Allen maintains that students need to learn trust, respect and responsibility for technology. He knows that many of the situations that come up in a school where computers are the only conduit of information must be addressed earlier rather than later, and parents and teachers need to be leading the way.\u003c/p>\n\u003cp>Parents sometimes say that today’s students are so far ahead in the technological realm, that the older generations can turn to them for help, writes \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/teaching-kids-to-be-digital-citizens-not-just-digital-natives/2012/03/04/gIQALdFiqR_blog.html\">education journalist John Merrow\u003c/a>, author of \u003cem>The Influence of Teachers\u003c/em>. He worries that this kind of thinking will resign adult responsibility. “But being a ‘digital native’ is not the same as being a ‘digital citizen.’ Young people have always needed ethical guidance and the security of rules and boundaries.”\u003c/p>\n\u003cp>Allen also believes adults should set the boundaries for where and when not to use tech. He cites a recent example of taking biology students on a field trip to a nearby river. After some discussion, he and the teachers decided to leave all the technology at school, including cell phones. \"The kids were fine with it,\" he said. \"We have to be able to have a conversation with the kids where we say, you'll be losing [part of the experience] if you take it with you.\"\u003c/p>\n\u003cp>But how do parents and teachers work together to set the boundaries? Educator and school leader Matt Levinson, author of \u003cem>\u003ca href=\"http://fromfeartofacebook.com/\">From Fear to Facebook\u003c/a>\u003c/em>, says that parents and schools equipped with technology are, in effect, challenged with overseeing two worlds: the real and the virtual. “The Internet is vast, and as one parent said to me, ‘You can't take down the Internet.’\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">While the basic tenets of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">digital citizenship\u003c/a> attempt to protect kids from cyberbullying, misconduct, and harassment, Allen is also interested in teaching the positive behaviors that will make successful students and workers for the future: teaching students how to find and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">analyze reliable sources for research\u003c/a>, how to verify whether information is biased and/or credible, and how to be a responsible user.\u003c/p>\n\u003cp dir=\"ltr\">Teaching students how to \u003ca href=\"http://www.edutopia.org/blog/digital-teens-code-switching-matt-levinson\">code-switch\u003c/a> between tech inside and outside of school -- like deciding whether to send that all-school Tweet -- is one of the most critical and valuable behaviors for tech-savvy students to learn, Levinson said.\u003c/p>\n\u003cp dir=\"ltr\">“Outside of the school, the default is to share everything, whether it's a video or a song, even if the content is questionable,” he said. “Inside of school, there is a time a place to engage and share and kids have a hard time figuring out the ‘code,’ which can vary inside each classroom and across different grade levels. So, kids are confused and have a hard time shifting to new codes of behavior, especially when technology is so ubiquitous after school hours.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>NEED TO EXPERIMENT\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Both educators acknowledge that, as with any behavior involving teenagers, mistakes will be made with online behavior -- and that’s a vital part of the learning process. Levinson insists that parents should “lean into” the challenges brought by technology at home and school with patience, and says that keeping the conversation going between school and home will provide students with consistency as to what kind of behavior is expected.\u003c/p>\n\u003cp dir=\"ltr\">Michael Allen has seen a couple of kids \"crash and burn\" trying to manage their use of tech at home and school -- one incident involved a girl who had sent 8,000 texts in one month's time. When it came to his attention, Allen recounts what he said to the student: \"If you take all these texts - 8,000 - that's 30 seconds per text, 2.5 hours \u003cem>per day\u003c/em> with a phone in front of your eyes. Think of what you are missing in the world, not to mention what it could mean for your learning experience.\" Allen said that when he broke it down to her in terms of what she was missing, the student had a realization, and has since been texting less.\u003c/p>\n\u003cp dir=\"ltr\">Allen said that most parents come to understand that a computer is a neutral object -- it all depends on how students use it. A personal computer and smartphone are not to be taken lightly, and he said, \"Mistakes have to happen, but patterns of mistakes are no longer mistakes, but habits.\"\u003c/p>\n\u003cp>Yet the better parents are able to understand technology’s role in kids’ lives, the easier it will be to find ways to use tech for learning without being fearful of it. “We need to keep our eyes on the prize,” Levinson says, “we are using technology in schools because we believe it can enhance teaching and learning and add depth and complexity to the design of learning experiences for students.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Teens Feel About Privacy and Social Media",
"title": "What Teens Feel About Privacy and Social Media",
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"content": "\u003cfigure id=\"attachment_28883\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg\" alt=\"christopherfrierbrown-300x3001\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003c/em>A new \u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx?utm_source=Mailing+List&utm_campaign=4ec852c5ce-Teens_SocialMedia_Privacy_05_21_2013&utm_medium=email&utm_term=0_79a7fe984b-4ec852c5ce-398527965\">Pew Research study\u003c/a> of 802 teenagers ages 12-17 and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. And, while the number of social media sites and ways to share has grown, most teens aren’t concerned with third parties having access to their personal information.\u003c/p>\n\u003cp dir=\"ltr\">Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Today’s teens are sharing more personal information on social media sites: \u003cstrong>91% share a photo\u003c/strong> of themselves with their profile (up from 79% in 2006), \u003cstrong>92% use their real name\u003c/strong> on their most-used profile, and \u003cstrong>20% include their cell phone number.\u003c/strong> And while older teens are more likely to share information like photos of themselves, school names and relationship status than younger teens, boys and girls “generally share personal information... at the same rates.” However, cell phone numbers are a key exception - boys are much more likely to share their cell phone numbers (26%) than girls (14%).\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Twitter use has grown significantly among teens\u003c/strong>, rising in popularity from 16% in 2011 to 24% in 2012. African-American teens are more likely to use Twitter than white teens, 39% to 23%, respectively, and Twitter users are much more likely than Facebook users to make their posts public.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>“The typical \u003cstrong>teen Facebook user has 300 friends\u003c/strong>, while the typical teen Twitter user has 79 followers.” Girls and older teens (ages 14-17) have larger networks on social media, and also have a larger variety of friends, drawing from different groups. Younger teens (ages 12-13) are less likely to friend people they don’t know, kids who attend different schools, or teachers and coaches. \u003cstrong>Girls are more likely than boys (37% to 23%) to be Facebook friends with teachers\u003c/strong> and coaches, and African-American teens are “twice as likely as whites” to be Facebook friends with celebrities, professional athletes and musicians (48% to 25%).\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">One of the most fascinating findings from the study’s focus groups was teens’ “waning enthusiasm for Facebook.” Reasons for the shift include increased adult presence on Facebook, friends’ need \u003c!--more-->to share too much information or “inane details,” and negative reactions to “drama” that frequently occurs on the site between friends. Yet most online teens still use the site, as they believe they need to be there for socializing and not missing out: “While Facebook is still deeply integrated in teens’ everyday lives, it is sometimes seen as a utility and an obligation rather than an exciting new platform that teens can claim as their own.”\u003c/p>\n\u003cp dir=\"ltr\">The study “wanted to understand the broader context of teens’ online lives beyond Facebook and Twitter,” and found that, overall, teens report more positive social media experiences than negative ones: 52% of teens say they had an experience online “that made them feel good about themselves,” and 33% report having an online experience that made them feel closer to another person. But some teens are also having negative experiences. One in six have been contacted online by a stranger in a “way that made them feel scared or uncomfortable,” and online girls are more than twice as likely as boys to report unwanted contact from strangers (24% vs. 10%).\u003c/p>\n\u003cfigure id=\"attachment_28880\" class=\"wp-caption left\" style=\"max-width: 389px\">\u003ca href=\"http://www.pewinternet.org/Infographics/2013/Teens-Social-Media-And-Privacy.aspx\">\u003cimg class=\"size-large wp-image-28880\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/large-620x1629.png\" alt=\"large\" width=\"389\" height=\"1024\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>Privacy Settings, Sharing and Third Parties\u003c/h4>\n\u003cp dir=\"ltr\">According to the report, 60 percent of teen Facebook users keep their profiles private, with girls being “substantially more likely” than boys to restrict profile access. More than half of all teens, \u003cstrong>56%, say it’s “not difficult at all”\u003c/strong> to manage privacy settings on their Facebook accounts, and a majority allow their parents and friends to see the same information in their Facebook feeds -- \u003cstrong>only 5% of teens take steps to limit what parents can see.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">“Pruning and revising online profile content is an important part of teens’ online identity management.” Focus groups revealed a need from teens to curate posts and photos in order to manage their online reputation. A strong majority of teens (74%) report having deleted friends from their list, and majorities also report deleting or editing comments or photos they’ve posted in the past (59%), or untagging themselves from photos (45%). But pruning profiles and content also happens to gain or maintain social status: “likes” serve as a “strong proxy for social status,” and teens were shown to remove photos that don’t get a certain number of “likes.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Just 9% of teens report being “very concerned” about third-party access to their personal information,\u003c/strong> while 60% report they are “not too concerned.” Their parents, however, feel just the opposite: when asked how they felt about how much advertisers can glean from their child’s online behavior, 81% of parents reported being “very” or “somewhat” concerned. Nearly one in three teens report they’ve received advertising that was “clearly inappropriate” for their age.\u003c/p>\n\u003cp dir=\"ltr\">Teens who are more likely to engage in pruning and managing their profiles are also more likely to be concerned about third party access. For teens who reported they were “very” or “somewhat” concerned about third party information access, 61% reported having edited or deleted comments from others, and 52% have untagged themselves in photos.\u003c/p>\n\u003cp dir=\"ltr\">Larger networks of Facebook friends for teens are associated with more personal information sharing, larger network variety, and more overall social network use. For teens with over 600 friends,\u003cstrong> 65% say they visit social networking sites several times a day\u003c/strong>, compared to 27% with 150 friends or fewer. The larger the friend network, the more teens manage their profile: teens with large numbers of friends are more likely to delete or block friends, untag photos of themselves, and edit or delete comments.\u003c/p>\n\u003cp dir=\"ltr\">Small numbers of teens report negative behaviors on Facebook and Twitter. Only 4% say they posted something that got them or a family member in trouble, or in trouble at school. Fifty-seven percent of teens say they have decided \u003cem>not\u003c/em> to post something online because they were concerned about their reputations.\u003c/p>\n\u003cp dir=\"ltr\">The report also notes that, as the number of social media sites grows, teens seem interested in diversifying the ways they share online. While there are significantly fewer teens on Instagram and Snapchat than Facebook and Twitter, in focus groups they were mentioned repeatedly, leading researchers to believe that teens may use different sites for different kinds of groups of friends as well as different types of online interactions.\u003c/p>\n\u003cp dir=\"ltr\">Read the full report \u003ca href=\"http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf\">here\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "A new Pew Research study of teenagers and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. \r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28883\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg\" alt=\"christopherfrierbrown-300x3001\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003c/em>A new \u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx?utm_source=Mailing+List&utm_campaign=4ec852c5ce-Teens_SocialMedia_Privacy_05_21_2013&utm_medium=email&utm_term=0_79a7fe984b-4ec852c5ce-398527965\">Pew Research study\u003c/a> of 802 teenagers ages 12-17 and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. And, while the number of social media sites and ways to share has grown, most teens aren’t concerned with third parties having access to their personal information.\u003c/p>\n\u003cp dir=\"ltr\">Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Today’s teens are sharing more personal information on social media sites: \u003cstrong>91% share a photo\u003c/strong> of themselves with their profile (up from 79% in 2006), \u003cstrong>92% use their real name\u003c/strong> on their most-used profile, and \u003cstrong>20% include their cell phone number.\u003c/strong> And while older teens are more likely to share information like photos of themselves, school names and relationship status than younger teens, boys and girls “generally share personal information... at the same rates.” However, cell phone numbers are a key exception - boys are much more likely to share their cell phone numbers (26%) than girls (14%).\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Twitter use has grown significantly among teens\u003c/strong>, rising in popularity from 16% in 2011 to 24% in 2012. African-American teens are more likely to use Twitter than white teens, 39% to 23%, respectively, and Twitter users are much more likely than Facebook users to make their posts public.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>“The typical \u003cstrong>teen Facebook user has 300 friends\u003c/strong>, while the typical teen Twitter user has 79 followers.” Girls and older teens (ages 14-17) have larger networks on social media, and also have a larger variety of friends, drawing from different groups. Younger teens (ages 12-13) are less likely to friend people they don’t know, kids who attend different schools, or teachers and coaches. \u003cstrong>Girls are more likely than boys (37% to 23%) to be Facebook friends with teachers\u003c/strong> and coaches, and African-American teens are “twice as likely as whites” to be Facebook friends with celebrities, professional athletes and musicians (48% to 25%).\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">One of the most fascinating findings from the study’s focus groups was teens’ “waning enthusiasm for Facebook.” Reasons for the shift include increased adult presence on Facebook, friends’ need \u003c!--more-->to share too much information or “inane details,” and negative reactions to “drama” that frequently occurs on the site between friends. Yet most online teens still use the site, as they believe they need to be there for socializing and not missing out: “While Facebook is still deeply integrated in teens’ everyday lives, it is sometimes seen as a utility and an obligation rather than an exciting new platform that teens can claim as their own.”\u003c/p>\n\u003cp dir=\"ltr\">The study “wanted to understand the broader context of teens’ online lives beyond Facebook and Twitter,” and found that, overall, teens report more positive social media experiences than negative ones: 52% of teens say they had an experience online “that made them feel good about themselves,” and 33% report having an online experience that made them feel closer to another person. But some teens are also having negative experiences. One in six have been contacted online by a stranger in a “way that made them feel scared or uncomfortable,” and online girls are more than twice as likely as boys to report unwanted contact from strangers (24% vs. 10%).\u003c/p>\n\u003cfigure id=\"attachment_28880\" class=\"wp-caption left\" style=\"max-width: 389px\">\u003ca href=\"http://www.pewinternet.org/Infographics/2013/Teens-Social-Media-And-Privacy.aspx\">\u003cimg class=\"size-large wp-image-28880\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/large-620x1629.png\" alt=\"large\" width=\"389\" height=\"1024\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>Privacy Settings, Sharing and Third Parties\u003c/h4>\n\u003cp dir=\"ltr\">According to the report, 60 percent of teen Facebook users keep their profiles private, with girls being “substantially more likely” than boys to restrict profile access. More than half of all teens, \u003cstrong>56%, say it’s “not difficult at all”\u003c/strong> to manage privacy settings on their Facebook accounts, and a majority allow their parents and friends to see the same information in their Facebook feeds -- \u003cstrong>only 5% of teens take steps to limit what parents can see.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">“Pruning and revising online profile content is an important part of teens’ online identity management.” Focus groups revealed a need from teens to curate posts and photos in order to manage their online reputation. A strong majority of teens (74%) report having deleted friends from their list, and majorities also report deleting or editing comments or photos they’ve posted in the past (59%), or untagging themselves from photos (45%). But pruning profiles and content also happens to gain or maintain social status: “likes” serve as a “strong proxy for social status,” and teens were shown to remove photos that don’t get a certain number of “likes.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Just 9% of teens report being “very concerned” about third-party access to their personal information,\u003c/strong> while 60% report they are “not too concerned.” Their parents, however, feel just the opposite: when asked how they felt about how much advertisers can glean from their child’s online behavior, 81% of parents reported being “very” or “somewhat” concerned. Nearly one in three teens report they’ve received advertising that was “clearly inappropriate” for their age.\u003c/p>\n\u003cp dir=\"ltr\">Teens who are more likely to engage in pruning and managing their profiles are also more likely to be concerned about third party access. For teens who reported they were “very” or “somewhat” concerned about third party information access, 61% reported having edited or deleted comments from others, and 52% have untagged themselves in photos.\u003c/p>\n\u003cp dir=\"ltr\">Larger networks of Facebook friends for teens are associated with more personal information sharing, larger network variety, and more overall social network use. For teens with over 600 friends,\u003cstrong> 65% say they visit social networking sites several times a day\u003c/strong>, compared to 27% with 150 friends or fewer. The larger the friend network, the more teens manage their profile: teens with large numbers of friends are more likely to delete or block friends, untag photos of themselves, and edit or delete comments.\u003c/p>\n\u003cp dir=\"ltr\">Small numbers of teens report negative behaviors on Facebook and Twitter. Only 4% say they posted something that got them or a family member in trouble, or in trouble at school. Fifty-seven percent of teens say they have decided \u003cem>not\u003c/em> to post something online because they were concerned about their reputations.\u003c/p>\n\u003cp dir=\"ltr\">The report also notes that, as the number of social media sites grows, teens seem interested in diversifying the ways they share online. While there are significantly fewer teens on Instagram and Snapchat than Facebook and Twitter, in focus groups they were mentioned repeatedly, leading researchers to believe that teens may use different sites for different kinds of groups of friends as well as different types of online interactions.\u003c/p>\n\u003cp dir=\"ltr\">Read the full report \u003ca href=\"http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Can a Toy Spark Interest in Engineering for Girls?",
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"content": "\u003cfigure id=\"attachment_28685\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28685\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/DebbieSterlingPic-620x447.jpg\" alt=\"DebbieSterlingPic\" width=\"620\" height=\"447\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's a common refrain that there aren’t enough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">women in jobs that require math and science skills\u003c/a> like engineering and computer science. Though more programs are cropping up geared towards girls involved in science through \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/what-schools-can-learn-from-summer-camps/\">camps\u003c/a>, \u003ca href=\"http://www.washingtonpost.com/local/education/prince-georges-county-high-school-girls-in-national-rocket-competition/2013/05/05/4dadbcea-ab5f-11e2-a198-99893f10d6dd_story.html\">rocketry clubs\u003c/a> or with more focused \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">courses on STEM subjects\u003c/a>, the \u003ca href=\"http://www.aauw.org/resource/why-so-few-women-in-science-technology-engineering-and-mathematics/\">gender imbalance\u003c/a> is still striking.\u003c/p>\n\u003cp>The discrepancy became all-too apparent to Debbie Sterling, a budding inventor who was one of the only girls in her engineering courses at Stanford. So she came up with an idea to encourage more girls in is why she’s spent the last several years developing \u003ca href=\"http://www.goldieblox.com/\">GoldieBlox\u003c/a>, a toy focused on developing spatial skills in girls.\u003c/p>\n\u003cp>“I just think there need to be more options, more role models, more career paths for girls to see and that’s what I’m trying to do with GoldieBlox,” Sterling said.\u003c/p>\n\u003cp>Sterling discovered her interest in engineering almost by accident -- a math teacher suggested she take a course when she got to college -- and she wonders if girls would choose science careers if they were exposed to basic engineering and physics concepts earlier in life.\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/07370000802177177#.UYmXBbXvt8E\">Research shows\u003c/a> that building toys like Legos or Erector Sets are good for building spatial skills, but those typically fall under the stereotype of toys for boys. After visiting the toy store and experiencing what she called “the pink explosion isle for girls” Sterling decided she needed to build an engineering toy that would appeal to girls.\u003c/p>\n\u003cp>GoldieBlox and the Spinning Machine is a construction kit with pieces that clip into a board to make a simple belt drive. The set comes with a story that tells of a girl engineer named Goldie who \u003c!--more-->wants to build a spinning machine so all her friends can spin together. She takes apart a jewelry box to learn about the spinning mechanism and then builds her own.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“My 'ah ha' moment was that instead of a construction toy only, which is spatial skills and object play, I would combine spatial skills with verbal, so I would have the construction toy plus the book,” Sterling said. “By introducing the story of Goldie and these characters, and building for a reason, it gave girls the context they were craving and the narrative behind the play that was meaningful to them.”\u003c/p>\n\u003cp>She came up with the idea of her hybrid story-building toy by observing that girls prefer narrative-based play. She hoped she could draw girls in with a story and after directing them to follow along with Goldie as she builds, they’d get comfortable tinkering with the construction kit. Once they're comfortable with the parts and how they work, the hope is that they begin to design their own machines.\u003c/p>\n\u003cp>“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is,” said Carol Dweck, a professor of psychology at Stanford University. She said the connection between the toy and engineering needs to be clear and that the hands on-skills girls learn at young ages need to be continual reinforcement for the effects to last.\u003c/p>\n\u003cp>Goldie can be a role model to younger girls, while the inventor herself can model what a successful female engineer looks like to older girls. “She’s not the kid genius,” Sterling said describing Goldie. “She’s well liked; she’s fun; she’s quirky; she’s a little messy. I guess that is a bit like me.”\u003c/p>\n\u003cp>Sterling said in its early days the toy has been very popular with engineering parents. “It touched my heart that it was a mechanical toy that was targeted towards young girls,” said Martin Miller, an engineer who pre-ordered GoldieBlox for his six-year-old daughter Kaitlin when the toy appeared on \u003ca href=\"http://www.kickstarter.com/projects/16029337/goldieblox-the-engineering-toy-for-girls\">Kickstarter\u003c/a>. “That’s unusual and I felt that was perfect for my little daughter.” Kaitlin has two older brothers and Miller considers a tomboy, so he thought she’d like a building toy. She has also already begun to play with the characters off the board, imagining scenes for Goldie and her friends.\u003c/p>\n\u003cp>Sterling hoped her toy would inspire creative play and was also aware of \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Person%20vs%20process%20praise%20and%20criticism%20-%20Implications%20for%20contingent%20self%20worth%20and%20coping_0.pdf\">research like Carol Dweck’s\u003c/a> that shows kids need to learn to struggle with difficult concepts so they know how to tackle setbacks in the future.\u003c/p>\n\u003cp>“From a very young age I would start stressing the fun and interestingness of difficult tasks,” Dweck said. “When something is easy I’d say, ‘oh that’s boring, that’s a waste of time.’”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">How to Foster Grit, Tenacity and Perseverance: An Educator's Guide\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>In the first draft of the story, Sterling had Goldie build a machine that didn’t work. But when Sterling tested the story line, girls and their parents got so frustrated that the machine didn’t work that they refused to turn the page and continue. So Sterling softened the failure.\u003c/p>\n\u003cp>“I have a moment where Goldie is perplexed,” she said. “So I don’t set anyone up for failure, but I show that she’s confused and she doesn’t know the answers and she goes through a series of funny moments where she tries a bunch of things until she finally works it out.”\u003c/p>\n\u003cp>That strategy is in line with Dweck’s research on how to keep kids striving for challenging tasks. “If you have little failures along the way and have them understand that’s part of learning, part of building and that you can actually derive useful information about what to do next -- that’s really useful,” Dweck said.\u003c/p>\n\u003cp>Some \u003ca href=\"http://www.goldieblox.com/pages/track-goldie\">specialty toy stores\u003c/a> are already stocking GoldieBlox after the Kickstarter campaign Sterling launched to fund manufacturing went viral and more than doubled its goal. “From the very beginning I knew I wanted this girl character sitting on the shelf next to Bob the Builder and Thomas the Train,” Sterling said.\u003c/p>\n\u003cp>The game costs $29.99 and the three additional story lines and accompanying kits that Sterling is working on will likely have similar price tags.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Sterling wants the toy to be inclusive, unlike her experiences in engineering classes at Stanford, where most of her professors were men and she often felt her ideas were discounted. “I want everybody to get to have fun with engineering and I think that by doing it in this very accessible way that no one has to feel like they don’t belong,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28685\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28685\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/DebbieSterlingPic-620x447.jpg\" alt=\"DebbieSterlingPic\" width=\"620\" height=\"447\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's a common refrain that there aren’t enough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">women in jobs that require math and science skills\u003c/a> like engineering and computer science. Though more programs are cropping up geared towards girls involved in science through \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/what-schools-can-learn-from-summer-camps/\">camps\u003c/a>, \u003ca href=\"http://www.washingtonpost.com/local/education/prince-georges-county-high-school-girls-in-national-rocket-competition/2013/05/05/4dadbcea-ab5f-11e2-a198-99893f10d6dd_story.html\">rocketry clubs\u003c/a> or with more focused \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/combining-robotics-with-poetry-art-and-engineering-can-co-exist/\">courses on STEM subjects\u003c/a>, the \u003ca href=\"http://www.aauw.org/resource/why-so-few-women-in-science-technology-engineering-and-mathematics/\">gender imbalance\u003c/a> is still striking.\u003c/p>\n\u003cp>The discrepancy became all-too apparent to Debbie Sterling, a budding inventor who was one of the only girls in her engineering courses at Stanford. So she came up with an idea to encourage more girls in is why she’s spent the last several years developing \u003ca href=\"http://www.goldieblox.com/\">GoldieBlox\u003c/a>, a toy focused on developing spatial skills in girls.\u003c/p>\n\u003cp>“I just think there need to be more options, more role models, more career paths for girls to see and that’s what I’m trying to do with GoldieBlox,” Sterling said.\u003c/p>\n\u003cp>Sterling discovered her interest in engineering almost by accident -- a math teacher suggested she take a course when she got to college -- and she wonders if girls would choose science careers if they were exposed to basic engineering and physics concepts earlier in life.\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is.”\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>\u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/07370000802177177#.UYmXBbXvt8E\">Research shows\u003c/a> that building toys like Legos or Erector Sets are good for building spatial skills, but those typically fall under the stereotype of toys for boys. After visiting the toy store and experiencing what she called “the pink explosion isle for girls” Sterling decided she needed to build an engineering toy that would appeal to girls.\u003c/p>\n\u003cp>GoldieBlox and the Spinning Machine is a construction kit with pieces that clip into a board to make a simple belt drive. The set comes with a story that tells of a girl engineer named Goldie who \u003c!--more-->wants to build a spinning machine so all her friends can spin together. She takes apart a jewelry box to learn about the spinning mechanism and then builds her own.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“My 'ah ha' moment was that instead of a construction toy only, which is spatial skills and object play, I would combine spatial skills with verbal, so I would have the construction toy plus the book,” Sterling said. “By introducing the story of Goldie and these characters, and building for a reason, it gave girls the context they were craving and the narrative behind the play that was meaningful to them.”\u003c/p>\n\u003cp>She came up with the idea of her hybrid story-building toy by observing that girls prefer narrative-based play. She hoped she could draw girls in with a story and after directing them to follow along with Goldie as she builds, they’d get comfortable tinkering with the construction kit. Once they're comfortable with the parts and how they work, the hope is that they begin to design their own machines.\u003c/p>\n\u003cp>“Some modeling of a cool, young girl engineer could be useful if the girl playing can see a path from where she is to where the cool, functioning engineer is,” said Carol Dweck, a professor of psychology at Stanford University. She said the connection between the toy and engineering needs to be clear and that the hands on-skills girls learn at young ages need to be continual reinforcement for the effects to last.\u003c/p>\n\u003cp>Goldie can be a role model to younger girls, while the inventor herself can model what a successful female engineer looks like to older girls. “She’s not the kid genius,” Sterling said describing Goldie. “She’s well liked; she’s fun; she’s quirky; she’s a little messy. I guess that is a bit like me.”\u003c/p>\n\u003cp>Sterling said in its early days the toy has been very popular with engineering parents. “It touched my heart that it was a mechanical toy that was targeted towards young girls,” said Martin Miller, an engineer who pre-ordered GoldieBlox for his six-year-old daughter Kaitlin when the toy appeared on \u003ca href=\"http://www.kickstarter.com/projects/16029337/goldieblox-the-engineering-toy-for-girls\">Kickstarter\u003c/a>. “That’s unusual and I felt that was perfect for my little daughter.” Kaitlin has two older brothers and Miller considers a tomboy, so he thought she’d like a building toy. She has also already begun to play with the characters off the board, imagining scenes for Goldie and her friends.\u003c/p>\n\u003cp>Sterling hoped her toy would inspire creative play and was also aware of \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Person%20vs%20process%20praise%20and%20criticism%20-%20Implications%20for%20contingent%20self%20worth%20and%20coping_0.pdf\">research like Carol Dweck’s\u003c/a> that shows kids need to learn to struggle with difficult concepts so they know how to tackle setbacks in the future.\u003c/p>\n\u003cp>“From a very young age I would start stressing the fun and interestingness of difficult tasks,” Dweck said. “When something is easy I’d say, ‘oh that’s boring, that’s a waste of time.’”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">How to Foster Grit, Tenacity and Perseverance: An Educator's Guide\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>In the first draft of the story, Sterling had Goldie build a machine that didn’t work. But when Sterling tested the story line, girls and their parents got so frustrated that the machine didn’t work that they refused to turn the page and continue. So Sterling softened the failure.\u003c/p>\n\u003cp>“I have a moment where Goldie is perplexed,” she said. “So I don’t set anyone up for failure, but I show that she’s confused and she doesn’t know the answers and she goes through a series of funny moments where she tries a bunch of things until she finally works it out.”\u003c/p>\n\u003cp>That strategy is in line with Dweck’s research on how to keep kids striving for challenging tasks. “If you have little failures along the way and have them understand that’s part of learning, part of building and that you can actually derive useful information about what to do next -- that’s really useful,” Dweck said.\u003c/p>\n\u003cp>Some \u003ca href=\"http://www.goldieblox.com/pages/track-goldie\">specialty toy stores\u003c/a> are already stocking GoldieBlox after the Kickstarter campaign Sterling launched to fund manufacturing went viral and more than doubled its goal. “From the very beginning I knew I wanted this girl character sitting on the shelf next to Bob the Builder and Thomas the Train,” Sterling said.\u003c/p>\n\u003cp>The game costs $29.99 and the three additional story lines and accompanying kits that Sterling is working on will likely have similar price tags.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sterling wants the toy to be inclusive, unlike her experiences in engineering classes at Stanford, where most of her professors were men and she often felt her ideas were discounted. “I want everybody to get to have fun with engineering and I think that by doing it in this very accessible way that no one has to feel like they don’t belong,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "With Tech Tools, How Should Teachers Tackle Multitasking In Class?",
"title": "With Tech Tools, How Should Teachers Tackle Multitasking In Class?",
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"content": "\u003cfigure id=\"attachment_28775\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28775\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/11_1.21_Ipad_Algebra_0238-620x412.jpg\" alt=\"11_1.21_Ipad_Algebra_0238\" width=\"620\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Important research compiled on the effects of students multitasking while learning shows that they are losing depth of learning, getting mentally fatigued, and are weakening their ability to transfer what they have learned to other subjects and situations.\u003c/p>\n\u003cp>Educators as well as students have noticed how schoolwork suffers when attention is split between homework and a buzzing smartphone. Many students, like Alex Sifuentes, who admit to multitasking while studying, know the consequences well. “When I was grounded for a couple of months and didn't have my phone, I got done extra early with homework,” Sifuentes wrote in response to Annie Murphy Paul's article, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a>\"\u003c/p>\n\u003cp>Parents also see a big difference in their kids' studying habits. Jenifer Gossman reported that her 17-year-old daughter asked her brother to hide her phone so she could study for several important exams. After hours of studying, Gossman’s daughter reappeared, amazed at how productive she’d been without her phone by her side.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Devices that once were just an entertainment tool are also becoming our educational and work tools.\"\u003c/strong>\u003c/aside>\n\u003cp>But for many, the solution isn't simply to do away with the gadgets -- mostly because they're the same tools that actually help do the work, and it can be confusing for young adults to distinguish the difference between work and everything else.\u003c/p>\n\u003cp>“We have a new problem forthcoming and that is our devices that once were just an entertainment tool are also becoming our educational and work tools,\" wrote commenter Des. \"And with this all combined into one, it's hard to put one away without the other being easy to access. With these things being integrated, we also start to lose sight of what is actually work and what is entertainment.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While some teachers want to remove all digital distractions from the classroom, others say Generation M’s biggest challenges -- like giving schoolwork undivided attention -- require learning \u003c!--more-->a new set of behaviors that need to be taught and modeled. Besides, tasks like online research, communicating with teachers and other students, and sharing ideas and divvying up work online are mandatory parts of doing school work. So the question for educators is: what to do about it?\u003c/p>\n\u003cp>\u003cstrong>WHEN DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>At the totally wired, textbook-free New Tech Institute in Evansville, Indiana, high school students are online for all their assignments, working on Dell laptops in 90-minute subject blocks. Principal Michael Allen admits that keeping students simultaneously connected and focused for that length of time has been a big challenge. “It is very hard to manage teenagers with technology for 90 minutes of academic purpose,” he said.\u003c/p>\n\u003cp>But Allen emphasizes that, when dealing with new and emerging technologies, there will undoubtedly be new and emerging behaviors that will need guidance -- a responsibility he believes falls somewhat on schools. Much like Howard Rheingold’s call to name \u003ca href=\"http://rheingold.com/netsmart/\">attention\u003c/a> as a vital digital skill in his book \u003cem>NetSmart\u003c/em>, Allen thinks it’s important not only to teach kids how to use technology, it’s important to show them how to be aware of what they’re doing while using it, too.\u003c/p>\n\u003cp>Allen recently challenged some of his educators to sit with students and teach them how to watch a video math tutorial, piece by piece: “How do you structure watching a tutorial? How many times do you hit pause? How many times do you watch something before you get all the way through it? How do you put yourself in an environment where you can remain focused?” He hopes that teacher guidance can help shape the new behaviors required of students in the digital age, and that includes avoiding being distracted by texts and Facebook feeds.\u003c/p>\n\u003cp dir=\"ltr\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life,” Allen said about teens and tech distractions. “The article is timely and correct in so many ways: multitasking is one of the things that needs to be tackled about tech.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life. Multitasking is one of the things that needs to be tackled about tech.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Thirty-year veteran educator Elizabeth Smith, who teaches AP English at Hume-Fogg High School in Nashville, says that over the last decade, teens’ work has changed. “The things that I notice the most are the reduced transfer of knowledge discussed by Poldrack in the article, and the more shallow learning that Meyer mentions,” she said. Smith had a no-tech rule in her class until a few years ago, when school policy moved from prohibiting phones to allowing them in passing periods and in class, with teacher approval. “Of course, this is a constant problem, since they now have them legally at school -- their use filters into the classroom.”\u003c/p>\n\u003cp>In order to maintain student focus, especially during open-book tests, during which many students have the book stored on their iPhone, Smith takes extra precautions. “This is a much bigger issue than ever this year. I have to go around and disable wi-fi (which most of them use) on reading devices,” she said.\u003c/p>\n\u003cp>But as for the effects of multitasking on her students, as Smith sees it, the problem might be more complex than just teen brains being re-wired by technology interruptions. She also believes that many students aren’t being challenged and engaged enough to stimulate their brains in class. The result is kids who are looking for a welcome, exciting distraction. “I have recently discussed this with my colleagues, and we believe that this is a result of rote learning with much less focus on critical thinking,\" she said. \"Maybe it is a combination. Perhaps if we were given more leeway at all levels (which I have in my AP class) to teach important concepts in-depth, students would find the learning we are doing more intriguing and would be less likely to head to Facebook for a distraction.”\u003c/p>\n\u003cp>How will students stay focused? Where will teachers draw the line? For Elizabeth Smith, it’s a no-brainer; even though she can’t enforce it at home, she still has a strict no-tech policy during class. “I prefer talking to my students when they are actually in the room,” she said. “I want my students to boldly take risks. They cannot do this if their ideas come anonymously across an electronic device.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But even then, students sometimes get distracted. “Students sometimes Tweet things I say in class,” she said, “which, so far, has only been in good humor.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28775\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28775\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/11_1.21_Ipad_Algebra_0238-620x412.jpg\" alt=\"11_1.21_Ipad_Algebra_0238\" width=\"620\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Important research compiled on the effects of students multitasking while learning shows that they are losing depth of learning, getting mentally fatigued, and are weakening their ability to transfer what they have learned to other subjects and situations.\u003c/p>\n\u003cp>Educators as well as students have noticed how schoolwork suffers when attention is split between homework and a buzzing smartphone. Many students, like Alex Sifuentes, who admit to multitasking while studying, know the consequences well. “When I was grounded for a couple of months and didn't have my phone, I got done extra early with homework,” Sifuentes wrote in response to Annie Murphy Paul's article, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a>\"\u003c/p>\n\u003cp>Parents also see a big difference in their kids' studying habits. Jenifer Gossman reported that her 17-year-old daughter asked her brother to hide her phone so she could study for several important exams. After hours of studying, Gossman’s daughter reappeared, amazed at how productive she’d been without her phone by her side.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Devices that once were just an entertainment tool are also becoming our educational and work tools.\"\u003c/strong>\u003c/aside>\n\u003cp>But for many, the solution isn't simply to do away with the gadgets -- mostly because they're the same tools that actually help do the work, and it can be confusing for young adults to distinguish the difference between work and everything else.\u003c/p>\n\u003cp>“We have a new problem forthcoming and that is our devices that once were just an entertainment tool are also becoming our educational and work tools,\" wrote commenter Des. \"And with this all combined into one, it's hard to put one away without the other being easy to access. With these things being integrated, we also start to lose sight of what is actually work and what is entertainment.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While some teachers want to remove all digital distractions from the classroom, others say Generation M’s biggest challenges -- like giving schoolwork undivided attention -- require learning \u003c!--more-->a new set of behaviors that need to be taught and modeled. Besides, tasks like online research, communicating with teachers and other students, and sharing ideas and divvying up work online are mandatory parts of doing school work. So the question for educators is: what to do about it?\u003c/p>\n\u003cp>\u003cstrong>WHEN DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>At the totally wired, textbook-free New Tech Institute in Evansville, Indiana, high school students are online for all their assignments, working on Dell laptops in 90-minute subject blocks. Principal Michael Allen admits that keeping students simultaneously connected and focused for that length of time has been a big challenge. “It is very hard to manage teenagers with technology for 90 minutes of academic purpose,” he said.\u003c/p>\n\u003cp>But Allen emphasizes that, when dealing with new and emerging technologies, there will undoubtedly be new and emerging behaviors that will need guidance -- a responsibility he believes falls somewhat on schools. Much like Howard Rheingold’s call to name \u003ca href=\"http://rheingold.com/netsmart/\">attention\u003c/a> as a vital digital skill in his book \u003cem>NetSmart\u003c/em>, Allen thinks it’s important not only to teach kids how to use technology, it’s important to show them how to be aware of what they’re doing while using it, too.\u003c/p>\n\u003cp>Allen recently challenged some of his educators to sit with students and teach them how to watch a video math tutorial, piece by piece: “How do you structure watching a tutorial? How many times do you hit pause? How many times do you watch something before you get all the way through it? How do you put yourself in an environment where you can remain focused?” He hopes that teacher guidance can help shape the new behaviors required of students in the digital age, and that includes avoiding being distracted by texts and Facebook feeds.\u003c/p>\n\u003cp dir=\"ltr\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life,” Allen said about teens and tech distractions. “The article is timely and correct in so many ways: multitasking is one of the things that needs to be tackled about tech.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Look, it’s not going away. It exists, it’s permeated every other aspect of their life. Multitasking is one of the things that needs to be tackled about tech.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Thirty-year veteran educator Elizabeth Smith, who teaches AP English at Hume-Fogg High School in Nashville, says that over the last decade, teens’ work has changed. “The things that I notice the most are the reduced transfer of knowledge discussed by Poldrack in the article, and the more shallow learning that Meyer mentions,” she said. Smith had a no-tech rule in her class until a few years ago, when school policy moved from prohibiting phones to allowing them in passing periods and in class, with teacher approval. “Of course, this is a constant problem, since they now have them legally at school -- their use filters into the classroom.”\u003c/p>\n\u003cp>In order to maintain student focus, especially during open-book tests, during which many students have the book stored on their iPhone, Smith takes extra precautions. “This is a much bigger issue than ever this year. I have to go around and disable wi-fi (which most of them use) on reading devices,” she said.\u003c/p>\n\u003cp>But as for the effects of multitasking on her students, as Smith sees it, the problem might be more complex than just teen brains being re-wired by technology interruptions. She also believes that many students aren’t being challenged and engaged enough to stimulate their brains in class. The result is kids who are looking for a welcome, exciting distraction. “I have recently discussed this with my colleagues, and we believe that this is a result of rote learning with much less focus on critical thinking,\" she said. \"Maybe it is a combination. Perhaps if we were given more leeway at all levels (which I have in my AP class) to teach important concepts in-depth, students would find the learning we are doing more intriguing and would be less likely to head to Facebook for a distraction.”\u003c/p>\n\u003cp>How will students stay focused? Where will teachers draw the line? For Elizabeth Smith, it’s a no-brainer; even though she can’t enforce it at home, she still has a strict no-tech policy during class. “I prefer talking to my students when they are actually in the room,” she said. “I want my students to boldly take risks. They cannot do this if their ideas come anonymously across an electronic device.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "New Report Challenges Beliefs About the Value of AP Classes",
"title": "New Report Challenges Beliefs About the Value of AP Classes",
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"content": "\u003cfigure id=\"attachment_28731\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28731\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/80699889-620x413.jpg\" alt=\"80699889\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Leslie Harris O'Hanlon\u003cstrong> \u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Enrollment in advanced placement courses has skyrocketed in recent years, and there are many reasons for this spike. Students often believe taking AP courses will give them an edge in getting into college, help them do better once there, and save them money by not having to take those classes again. And many believe AP programs enrich students’ lives because they're taking part in a rigorous program of learning.\u003c/p>\n\u003cp>But a recent study found that research doesn't unequivocally support those beliefs.\u003c/p>\n\u003cp>“The research is mixed,” said Denise Pope, co-founder of Challenge Success, a non-profit organization at the Stanford University Graduate School of Education. “There isn't any clear research for any of those claims.”\u003c/p>\n\u003cp style=\"text-align: left\">Pope is author of the white paper “\u003ca href=\"http://www.challengesuccess.org/Portals/0/Docs/ChallengeSuccess-AdvancedPlacement-WP.pdf\">The Advanced Placement Program: Living Up to Its Promise\u003c/a>?” for which she reviewed more than 20 studies about AP programs and examined the research Challenge Success has conducted on the subject.\u003c/p>\n\u003cp>The College Board launched its AP program in 1955 as a way to make college-level courses available to high school students. While AP programs have their strengths, they also have their drawbacks, Pope said. For example, while some studies show that students who take AP courses perform better in their college courses, the performance of such students may not be solely based on the fact that they took an AP course. Students who take AP courses often are a self-selecting \u003c!--more-->group, and it may be that their personal characteristics allow for better college performance, regardless of having AP program experience or passing AP exams. What's more, students who are enrolled in AP programs often attend better resourced schools in higher income communities, and these students generally perform better in college.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It is true that students who take AP courses are more likely to succeed in college. But when you look deeper into the research, it's really hard to establish causation,” Pope said.\u003c/p>\n\u003cp>Though it's a widely held belief that AP courses enrich a student's education because the courses are rigorous, course quality varies, Pope said, depending on how it’s taught. Furthermore, AP courses don’t always teach critical thinking skills or allow students to explore topics more deeply. Instead, they often turn into a race to cover a wide expanse of information, some say.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://www.challengesuccess.org/Portals/0/Docs/ChallengeSuccess-AdvancedPlacement-WP.pdf\">Is It Time to Reconsider AP Classes?\u003c/a>]\u003c/p>\n\u003cp>“AP courses sometimes focus on memorization of large amounts of content and are less focused on deep understanding of that content,” Pope said. “Teachers with less experience will sometimes resort to more lecturing and count that as coverage and not build in important project based learning or labs.”\u003c/p>\n\u003cp>In fact some private and public schools have done away with their AP programs in favor of their own homegrown honors classes that allow students to dive into a topic more deeply. Such schools include Berkeley Carroll School in Brooklyn, New York, The Urban School in San Francisco, Scarsdale High in upstate New York and Riverdale Country Day School in New York City.\u003c/p>\n\u003cp>“I think it’s sort of an impoverished view of expecting kids to learn a bunch of stuff and parrot it back to you, and that’s the end of it,” said Dominic Rudolph, head of school at Riverdale Country in a \u003ca href=\"http://fora.tv/2012/07/01/NBC_News_Education_Nation_Can_Character_Be_Taught\">talk at the Aspen Ideas Festival last year\u003c/a>. “These kids have to be better critical thinkers. They have to be better communicators.”\u003c/p>\n\u003cp>Another problem Pope noted about AP courses is that they can put a lot of stress on students who struggle to keep up.\u003c/p>\n\u003cp>“Some high-achieving kids are taking several AP classes at once, more than the typical load a college student takes, in order to play the game and to get into a highly selective college,” she said. “That is causing some high stress and a very large homework load for these kids. It can also lead to less sleep and more anxiety.”\u003c/p>\n\u003cp>If those students don’t do well in the AP course, they could wind up with a poor grade on their transcript. To avoid all this, students may need to have access to tutoring if they struggle, Pope said, so parents and students' need to know what they're taking on when they enroll in an AP course.\u003c/p>\n\u003cp>“You have to have a safety net in place when kids struggle in the class rather than them getting a D or an F on their transcript,” Pope said. “There needs to be a lot of education on what it means to take one of these classes before you sign up.”\u003c/p>\n\u003cp>Some schools have an AP information night where teachers explain how much homework is involved, how much work students will do in class, and other requirements, and parents and students are required to attend these sessions. If students want to move out of an AP class, they should be able to do so with ease.\u003c/p>\n\u003cp>“It's hard to do, but schools should try to schedule a non-AP section of a class at the same time as the AP class,” Pope said. “So, if you are in an AP U.S. history class, and the reading load is crushing you, rather than being stuck with that class for the semester, you can move into the non AP section that is scheduled at the same time.”\u003c/p>\n\u003cp>\u003cstrong>CHANGES AFOOT\u003c/strong>\u003c/p>\n\u003cp>The College Board is revamping some of its AP courses, which Pope supports. Some of the changes, according to the College Board website, include greater emphasis on discipline-specific critical thinking, inquiry, reasoning, and communication skills and rigorous, research-based curricula, modeled on introductory college courses that strike a balance between breadth of content coverage and depth of understanding. Pope said the courses also need to be more consistent and teachers should receive professional development on how to best teach AP classes.\u003c/p>\n\u003cp>Schools should make their AP programs open to everyone, not just to students with the highest grades, Pope said, as long as AP programs are part of a broad reform effort to improve education in the early grades as well.\u003c/p>\n\u003cp>“It’s about making sure early on that kids can read at a certain level before going on to a college level course,” Pope said. “They need to know how to take notes, answer questions and have basic study skills in place. We need to teach those skills to kids starting in the early years.”\u003c/p>\n\u003cp>Despite its problems, AP courses offer a good opportunity for many students to have access to a challenging curriculum, Pope said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I've received a lot of feedback since I published this paper from people saying, 'If I didn't have three AP classes in my rural high school, I would have been bored to death in high school,” she said. “Even with all of its flaws, it's still better than what some high schools might otherwise offer.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28731\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28731\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/80699889-620x413.jpg\" alt=\"80699889\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Leslie Harris O'Hanlon\u003cstrong> \u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Enrollment in advanced placement courses has skyrocketed in recent years, and there are many reasons for this spike. Students often believe taking AP courses will give them an edge in getting into college, help them do better once there, and save them money by not having to take those classes again. And many believe AP programs enrich students’ lives because they're taking part in a rigorous program of learning.\u003c/p>\n\u003cp>But a recent study found that research doesn't unequivocally support those beliefs.\u003c/p>\n\u003cp>“The research is mixed,” said Denise Pope, co-founder of Challenge Success, a non-profit organization at the Stanford University Graduate School of Education. “There isn't any clear research for any of those claims.”\u003c/p>\n\u003cp style=\"text-align: left\">Pope is author of the white paper “\u003ca href=\"http://www.challengesuccess.org/Portals/0/Docs/ChallengeSuccess-AdvancedPlacement-WP.pdf\">The Advanced Placement Program: Living Up to Its Promise\u003c/a>?” for which she reviewed more than 20 studies about AP programs and examined the research Challenge Success has conducted on the subject.\u003c/p>\n\u003cp>The College Board launched its AP program in 1955 as a way to make college-level courses available to high school students. While AP programs have their strengths, they also have their drawbacks, Pope said. For example, while some studies show that students who take AP courses perform better in their college courses, the performance of such students may not be solely based on the fact that they took an AP course. Students who take AP courses often are a self-selecting \u003c!--more-->group, and it may be that their personal characteristics allow for better college performance, regardless of having AP program experience or passing AP exams. What's more, students who are enrolled in AP programs often attend better resourced schools in higher income communities, and these students generally perform better in college.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It is true that students who take AP courses are more likely to succeed in college. But when you look deeper into the research, it's really hard to establish causation,” Pope said.\u003c/p>\n\u003cp>Though it's a widely held belief that AP courses enrich a student's education because the courses are rigorous, course quality varies, Pope said, depending on how it’s taught. Furthermore, AP courses don’t always teach critical thinking skills or allow students to explore topics more deeply. Instead, they often turn into a race to cover a wide expanse of information, some say.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://www.challengesuccess.org/Portals/0/Docs/ChallengeSuccess-AdvancedPlacement-WP.pdf\">Is It Time to Reconsider AP Classes?\u003c/a>]\u003c/p>\n\u003cp>“AP courses sometimes focus on memorization of large amounts of content and are less focused on deep understanding of that content,” Pope said. “Teachers with less experience will sometimes resort to more lecturing and count that as coverage and not build in important project based learning or labs.”\u003c/p>\n\u003cp>In fact some private and public schools have done away with their AP programs in favor of their own homegrown honors classes that allow students to dive into a topic more deeply. Such schools include Berkeley Carroll School in Brooklyn, New York, The Urban School in San Francisco, Scarsdale High in upstate New York and Riverdale Country Day School in New York City.\u003c/p>\n\u003cp>“I think it’s sort of an impoverished view of expecting kids to learn a bunch of stuff and parrot it back to you, and that’s the end of it,” said Dominic Rudolph, head of school at Riverdale Country in a \u003ca href=\"http://fora.tv/2012/07/01/NBC_News_Education_Nation_Can_Character_Be_Taught\">talk at the Aspen Ideas Festival last year\u003c/a>. “These kids have to be better critical thinkers. They have to be better communicators.”\u003c/p>\n\u003cp>Another problem Pope noted about AP courses is that they can put a lot of stress on students who struggle to keep up.\u003c/p>\n\u003cp>“Some high-achieving kids are taking several AP classes at once, more than the typical load a college student takes, in order to play the game and to get into a highly selective college,” she said. “That is causing some high stress and a very large homework load for these kids. It can also lead to less sleep and more anxiety.”\u003c/p>\n\u003cp>If those students don’t do well in the AP course, they could wind up with a poor grade on their transcript. To avoid all this, students may need to have access to tutoring if they struggle, Pope said, so parents and students' need to know what they're taking on when they enroll in an AP course.\u003c/p>\n\u003cp>“You have to have a safety net in place when kids struggle in the class rather than them getting a D or an F on their transcript,” Pope said. “There needs to be a lot of education on what it means to take one of these classes before you sign up.”\u003c/p>\n\u003cp>Some schools have an AP information night where teachers explain how much homework is involved, how much work students will do in class, and other requirements, and parents and students are required to attend these sessions. If students want to move out of an AP class, they should be able to do so with ease.\u003c/p>\n\u003cp>“It's hard to do, but schools should try to schedule a non-AP section of a class at the same time as the AP class,” Pope said. “So, if you are in an AP U.S. history class, and the reading load is crushing you, rather than being stuck with that class for the semester, you can move into the non AP section that is scheduled at the same time.”\u003c/p>\n\u003cp>\u003cstrong>CHANGES AFOOT\u003c/strong>\u003c/p>\n\u003cp>The College Board is revamping some of its AP courses, which Pope supports. Some of the changes, according to the College Board website, include greater emphasis on discipline-specific critical thinking, inquiry, reasoning, and communication skills and rigorous, research-based curricula, modeled on introductory college courses that strike a balance between breadth of content coverage and depth of understanding. Pope said the courses also need to be more consistent and teachers should receive professional development on how to best teach AP classes.\u003c/p>\n\u003cp>Schools should make their AP programs open to everyone, not just to students with the highest grades, Pope said, as long as AP programs are part of a broad reform effort to improve education in the early grades as well.\u003c/p>\n\u003cp>“It’s about making sure early on that kids can read at a certain level before going on to a college level course,” Pope said. “They need to know how to take notes, answer questions and have basic study skills in place. We need to teach those skills to kids starting in the early years.”\u003c/p>\n\u003cp>Despite its problems, AP courses offer a good opportunity for many students to have access to a challenging curriculum, Pope said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I've received a lot of feedback since I published this paper from people saying, 'If I didn't have three AP classes in my rural high school, I would have been bored to death in high school,” she said. “Even with all of its flaws, it's still better than what some high schools might otherwise offer.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Do You Teach Empathy? Harvard Pilots Game Simulation",
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"content": "\u003cfigure id=\"attachment_28556\" class=\"wp-caption center\" style=\"max-width: 516px\">\u003cimg class=\"size-full wp-image-28556\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/empathy-simulator.jpg\" alt=\"empathy-simulator\" width=\"516\" height=\"273\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator.jpg 516w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-320x169.jpg 320w\" sizes=\"(max-width: 516px) 100vw, 516px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Disruptive students can be a big challenge for teachers in charge of a room full of 30 students. There isn’t always time to get to the bottom of student behavior and in a large class those students can derail learning for everyone. But what if there was a way to help kids stop acting out and show more empathy for classmates and teachers?\u003c/p>\n\u003cp>A group of Harvard education researchers have developed a virtual simulation for “walking in another person’s shoes” to help students relate to one another better. It's part of a project called \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page477369\">Social Aspects of Immersive Learning\u003c/a> (SAIL) funded by the \u003ca href=\"http://www.nsf.gov/\">National Science Foundation\u003c/a>. “The ability to accurately read people is really important to make compromises,” said Elisabeth Hahn, a doctoral candidate at the Harvard School of Education in a recent \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>The technical term is “social perspective taking” and it means understanding another person by taking in their thoughts, feelings and motivations. Accurately reading another person requires both motivation and ability, qualities that Hahn and other researchers are discovering can be taught.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The benefits of reading others are \u003ca href=\"http://www.psych.ufl.edu/~chambers/Finalms10-187(Chambers).pdf\">well documented\u003c/a>, Hahn said. Taking in social perspective helps people become less ego-centric, decreases use of stereotypes, increases perspectives of similarity, and diminishes social aggression. These effects could make a big impact on many classrooms where the success of the lesson can hinge on how well a teacher is able to interact with the students. “It becomes much easier to empathize and leads to benefits in relationships and ultimately educational outcomes for kids,” Hahn said.\u003c/p>\n\u003cp>In an effort to create an experience that will help build these types of positive relationships through \u003c!--more-->nuanced social perspective, Hahn’s team used a video game simulation to give participants the experience of “walking in another’s shoes.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">Empathy: the Key to Social and Emotional Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The scenario involves a confrontation between a park ranger and a golf course owner who share land, but disagree over how to use it. The simulation allows a participant to play the role of the golf course owner, walking around in his world, talking to his colleagues and getting a sense for his perspective and opinions about the world. The player then has the same experience walking in the shoes of the park ranger. Finally, the player is asked to negotiate from the perspective of the golf course owner with the park ranger over various differences of opinion related to how the land should be treated. Each of the points of negotiation had a money value attached, giving the player a stake in the outcome of the negotiations.\u003c/p>\n\u003cp>“There was a pretty large positive effect from walking in the shoes of the ranger and we seemed to get down to what caused this to happen,” said Geoff Marietta, another doctoral candidate on the research team. Participants were \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page480530\">more likely to compromise in the negotiations\u003c/a> resulting in positive relationship building between the golf course owner and the park ranger. “What caused the effect on the relationship was really enhanced social perspective taking and people perceiving greater behavioral similarity,” Marietta said.\u003c/p>\n\u003cp>The researchers also experimented with giving participants written information about the park ranger’s perspective, but that didn’t improve willingness to compromise or negotiate. When they gave participants a detailed transcript, however, they were able to achieve negotiation results and positive relationship building similar to those of participants who walked in the virtual shoes of the park ranger.\u003c/p>\n\u003cp>“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party,” said Marietta. So far researchers have tested the game on adults and a few middle school students, but they are looking for more test subjects.\u003c/p>\n\u003cp>The researchers used a virtual world created in \u003ca href=\"http://unity3d.com/\">Unity\u003c/a>, a web-based application that could be easily used in schools. They’d like to build out a virtual school so that students could interact with peers and teachers in different ways, helping them gain skills in social perspective taking that would allow them to build positive relationships within a school context, hopefully leading to greater academic and social success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The research team sees the technique as widely applicable since communication and negotiation can so easily break down in any context. Teacher training, language development and management training could all benefit from the ability to understand the perspective of another. Researchers also hypothesize the technique could work well with bullies.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28556\" class=\"wp-caption center\" style=\"max-width: 516px\">\u003cimg class=\"size-full wp-image-28556\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/empathy-simulator.jpg\" alt=\"empathy-simulator\" width=\"516\" height=\"273\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator.jpg 516w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-320x169.jpg 320w\" sizes=\"(max-width: 516px) 100vw, 516px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Disruptive students can be a big challenge for teachers in charge of a room full of 30 students. There isn’t always time to get to the bottom of student behavior and in a large class those students can derail learning for everyone. But what if there was a way to help kids stop acting out and show more empathy for classmates and teachers?\u003c/p>\n\u003cp>A group of Harvard education researchers have developed a virtual simulation for “walking in another person’s shoes” to help students relate to one another better. It's part of a project called \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page477369\">Social Aspects of Immersive Learning\u003c/a> (SAIL) funded by the \u003ca href=\"http://www.nsf.gov/\">National Science Foundation\u003c/a>. “The ability to accurately read people is really important to make compromises,” said Elisabeth Hahn, a doctoral candidate at the Harvard School of Education in a recent \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>The technical term is “social perspective taking” and it means understanding another person by taking in their thoughts, feelings and motivations. Accurately reading another person requires both motivation and ability, qualities that Hahn and other researchers are discovering can be taught.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Parents May Devote More Teaching Time to Girls Than to Boys",
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"content": "\u003cfigure id=\"attachment_28600\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28600\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/1337437691-620x398.jpg\" alt=\"1337437691\" width=\"620\" height=\"398\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.npr.org/people/137765146/shankar-vedantam\">By Shankar Vedantam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">For some years now, teachers and parents have noted something about boys and girls. Starting in elementary school, young girls often score better on reading and math tests than young boys do.\u003c/p>\n\u003cp>The differences are uneven on different tests and do not describe the experience of every child, but empirical studies do document a difference.\u003c/p>\n\u003cp>Now, two economists are proposing a partial explanation for the disparity that might give some parents heartburn.\u003c/p>\n\u003cp>Michael Baker at the University of Toronto and Kevin Milligan at the University of British Columbia recently \u003ca href=\"http://faculty.arts.ubc.ca/kmilligan/research/papers/baker-milligan-boygirl.pdf\">analyzed\u003c/a> survey data of parents in three countries — the United States, Canada and Britain. They were especially interested to see how parents say they spend time with their children — and they turned up an intriguing gender difference in what they called \"teaching activities.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Survey data suggests that young girls are more likely to be taken to libraries than are boys, are more likely to own books than are boys, and are more likely to be read to for longer periods of time than boys.\u003c/strong>\u003c/aside>\n\u003cp>\"So, this would be, 'How often do you read with your child?' or 'Do you teach them the alphabet or numbers?' \" Baker says. \"Systematically parents spent more time doing these activities with girls.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The finding surprised them because, at least in popular lore, parents supposedly spend more time with boys than girls. And Baker says that perception does tend to hold true for older children — fathers tend to spend more time with boys once they are older than age 4 or 5. When children are \u003c!--more-->smaller, Baker says, parents spend about the same total time with boys as they do with girls.\u003c/p>\n\u003cp>But the striking difference comes in the sorts of activities the parents said they engage the kids in. The survey data suggests that young girls are more likely to be taken to libraries than are boys, are more likely to own books than are boys, and are more likely to be read to for longer periods of time than boys.\u003c/p>\n\u003cp>The economists focused their analysis, recently published by the National Bureau of Economic Research, on first-born children in order to get at the disparity in parental investment. It would have muddied the waters to compare parents caring for an only child with parents caring for their second or third child, Baker says. But they did find that the disparity also shows up clearly among fraternal twins. Here again, the parents surveyed seemed to devote more time to girls when it came to cognitive activities.\u003c/p>\n\u003cp>Since parents say they spend the same amount of time overall with boys and girls, Baker's analysis suggests that if parents are spending more time with girls on cognitive activities, they must be spending more time with boys on other kinds of activities. While it's possible to speculate that those activities involve more active play, Baker says the surveys could not provide a definite answer.\u003c/p>\n\u003cp>The big question, of course, is why these disparities in parental investment come about at all. After all, as Baker notes, many parents are familiar with research showing that elementary school boys trail girls in test of vocabulary and math. And they've also likely heard about studies suggesting that early interventions might have a big impact on the lives of children.\u003c/p>\n\u003cp>Milligan says the short answer is that no one knows why parents spend more time with girls on cognitive activities. One theory holds that girls might have a greater inclination toward such activities. (Theories suggesting innate differences between boys and girls and between men and women are \u003ca href=\"http://www.edge.org/3rd_culture/debate05/debate05_index.html\">hotly debated\u003c/a>.) Another theory is that parents may be following cultural scripts and unconscious biases that suggest they should read with their daughters, and have active play with sons.\u003c/p>\n\u003cp>It is also possible, Baker says, that the costs of investing in cognitive activities is different when it comes to boys and girls. As an economist, he isn't referring to cost in the sense of cash; he means cost in the sense of effort.\u003c/p>\n\u003cp>\"It is just more costly to provide a unit of reading to a boy than to a girl because the boy doesn't sit still, you know, doesn't pay attention,\" he says, \"these sorts of things.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Baker says that as the parent of a boy and girl, he noticed that his own daughter appeared to have a greater inclination toward cognitive activities than his son. Rather than theorize about what the difference might be about, he says, he and his wife systematically directed their boy toward more cognitive activities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The finding surprised them because, at least in popular lore, parents supposedly spend more time with boys than girls. And Baker says that perception does tend to hold true for older children — fathers tend to spend more time with boys once they are older than age 4 or 5. When children are \u003c!--more-->smaller, Baker says, parents spend about the same total time with boys as they do with girls.\u003c/p>\n\u003cp>But the striking difference comes in the sorts of activities the parents said they engage the kids in. The survey data suggests that young girls are more likely to be taken to libraries than are boys, are more likely to own books than are boys, and are more likely to be read to for longer periods of time than boys.\u003c/p>\n\u003cp>The economists focused their analysis, recently published by the National Bureau of Economic Research, on first-born children in order to get at the disparity in parental investment. It would have muddied the waters to compare parents caring for an only child with parents caring for their second or third child, Baker says. But they did find that the disparity also shows up clearly among fraternal twins. Here again, the parents surveyed seemed to devote more time to girls when it came to cognitive activities.\u003c/p>\n\u003cp>Since parents say they spend the same amount of time overall with boys and girls, Baker's analysis suggests that if parents are spending more time with girls on cognitive activities, they must be spending more time with boys on other kinds of activities. While it's possible to speculate that those activities involve more active play, Baker says the surveys could not provide a definite answer.\u003c/p>\n\u003cp>The big question, of course, is why these disparities in parental investment come about at all. After all, as Baker notes, many parents are familiar with research showing that elementary school boys trail girls in test of vocabulary and math. And they've also likely heard about studies suggesting that early interventions might have a big impact on the lives of children.\u003c/p>\n\u003cp>Milligan says the short answer is that no one knows why parents spend more time with girls on cognitive activities. One theory holds that girls might have a greater inclination toward such activities. (Theories suggesting innate differences between boys and girls and between men and women are \u003ca href=\"http://www.edge.org/3rd_culture/debate05/debate05_index.html\">hotly debated\u003c/a>.) Another theory is that parents may be following cultural scripts and unconscious biases that suggest they should read with their daughters, and have active play with sons.\u003c/p>\n\u003cp>It is also possible, Baker says, that the costs of investing in cognitive activities is different when it comes to boys and girls. As an economist, he isn't referring to cost in the sense of cash; he means cost in the sense of effort.\u003c/p>\n\u003cp>\"It is just more costly to provide a unit of reading to a boy than to a girl because the boy doesn't sit still, you know, doesn't pay attention,\" he says, \"these sorts of things.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Baker says that as the parent of a boy and girl, he noticed that his own daughter appeared to have a greater inclination toward cognitive activities than his son. Rather than theorize about what the difference might be about, he says, he and his wife systematically directed their boy toward more cognitive activities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
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