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"content": "\u003cfigure id=\"attachment_28572\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bennyseidelman/5103679466/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28572\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/5103679466_287d32457e_z-620x392.jpg\" alt=\"5103679466_287d32457e_z\" width=\"620\" height=\"392\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cem>Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it.\u003c/em>\u003c/h4>\n\u003cp class=\"dropcap-serif\">Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,” the observers watched intently as the students—in middle school, high school, and college, 263 in all—opened their books and turned on their computers.\u003c/p>\n\u003cp>For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University-Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing ear-buds.\u003c/p>\n\u003cp>Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.\u003c/p>\n\u003cp>“We were amazed at how frequently they multitasked, even though they knew someone was watching,” Rosen says. “It really seems that they could not go for 15 minutes without engaging their devices,” adding, “It was kind of scary, actually.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/strong>\u003c/aside>\n\u003cp>Concern about young people’s use of technology is nothing new, of course. But \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212003305\">Rosen’s study\u003c/a>, published in the May issue of\u003cem> \u003ca href=\"http://www.journals.elsevier.com/computers-in-human-behavior/\">Computers in Human Behavior\u003c/a>\u003c/em>, is part of a growing body of research focused on a very particular use of technology: media multitasking \u003cem>while learning\u003c/em>. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting \u003c!--more-->in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts. So detrimental is this practice that some researchers are proposing that a new prerequisite for academic and even professional success—the new \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">marshmallow test\u003c/a> of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.\u003c/p>\n\u003cp>The media multitasking habit starts early. In “\u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Generation M\u003csup>2\u003c/sup>: Media in the Lives of 8- to 18-Year-Olds\u003c/a>,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.\u003c/p>\n\u003cp>“This is a concern we should have distinct from worrying about how much kids are online or how much kids are media multitasking overall. It’s multitasking while learning that has the biggest potential downside,” she says. “I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/strong>\u003c/aside>\n\u003cp>For older students, the media multitasking habit extends into the classroom. While most middle and high school students don’t have the opportunity to text, email, and surf the Internet during class, studies show the practice is nearly universal among students in college and professional school. \u003ca href=\"http://www.unh.edu/news/docs/UNHtextingstudy.pdf\">One large survey found\u003c/a> that 80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.\u003c/p>\n\u003cp>During the first meeting of his courses, Rosen makes a practice of calling on a student who is busy with his phone. “I ask him, ‘What was on the slide I just showed to the class?’ The student always pulls a blank,” Rosen reports. “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.” Other professors have taken a more surreptitious approach, installing electronic spyware or planting human observers to record whether students are taking notes on their laptops or using them for other, unauthorized purposes.\u003c/p>\n\u003cp>Such steps may seem excessive, even paranoid: After all, isn’t technology increasingly becoming an intentional part of classroom activities and homework assignments? Educators are using social media sites like Facebook and Twitter as well as social sites created just for schools, such as Edmodo, to communicate with students, take class polls, assign homework, and have students collaborate on projects. But researchers are concerned about the use of laptops, tablets, cell phones, and other technology for purposes quite apart from schoolwork. Now that these devices have been admitted into classrooms and study spaces, it has proven difficult to police the line between their approved and illicit use by students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">The Pitfalls and Promises of Facebook, Social Media, and Kids\u003c/a>]\u003c/p>\n\u003cp>In \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ893903&ERICExtSearch_SearchType_0=no&accno=EJ893903\">the study involving spyware\u003c/a>, for example, two professors of business administration at the University of Vermont found that “students engage in substantial multitasking behavior with their laptops and have non course-related software applications open and active about 42 percent of the time.” The professors, \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=53\">James Kraushaar\u003c/a> and \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=318\">David Novak\u003c/a>, obtained students’ permission before installing the monitoring software on their computers—so, as in Rosen’s study, the students were engaging in flagrant multitasking even though they knew their actions were being recorded.\u003c/p>\n\u003cp>\u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1805107\">Another study\u003c/a>, carried out at St. John’s University in New York, used human observers stationed at the back of the classroom to record the technological activities of law students. The spies reported that 58 percent of second- and third-year law students who had laptops in class were using them for “non-class purposes” more than half the time. (First-year students were far more likely to use their computers for taking notes, although an observer did note one first-year student texting just 17 minutes into her very first class—the beginning of her law school career.)\u003c/p>\n\u003cp>\u003cstrong>CAN THE BRAIN MULTITASK?\u003c/strong>\u003c/p>\n\u003cp>Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learning, according to Rosen. That’s a problem, because these operations are actually quite mentally complex, and they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.\u003c/p>\n\u003cp>\u003ca href=\"http://www-personal.umich.edu/~smeyer/demeyer/\">David Meyer\u003c/a>, a psychology professor at the University of Michigan who’s studied the effects of divided attention on learning, takes a firm line on the brain’s ability to multitask: “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources. An example would be folding laundry and listening to the weather report on the radio. That’s fine. But listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/p>\n\u003cp>Young people think they can perform two challenging tasks at once, Meyer acknowledges, but “they are deluded,” he declares. It’s difficult for anyone to properly evaluate how well his or her own mental processes are operating, he points out, because most of these processes are unconscious. And, Meyer adds, “there’s nothing magical about the brains of so-called ‘digital natives’ that keeps them from suffering the inefficiencies of multitasking. They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”\u003c/p>\n\u003cfigure id=\"attachment_28576\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28576\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/IMG_8516-300x450.jpg\" alt=\"IMG_8516\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Researchers have documented a cascade of negative outcomes that occurs when students multitask while doing schoolwork. First, the assignment takes longer to complete, because of the time spent on distracting activities and because, upon returning to the assignment, the student has to re-familiarize himself with the material.\u003c/p>\n\u003cp>Second, the mental fatigue caused by repeatedly dropping and picking up a mental thread leads to more mistakes. The cognitive cost of such task-switching is especially high when students alternate between tasks that call for different sets of expressive “rules”—the formal, precise language required for an English essay, for example, and the casual, friendly tone of an email to a friend.\u003c/p>\n\u003cp>Third, students’ subsequent memory of what they’re working on will be impaired if their attention is divided. Although we often assume that our memories fail at the moment we can’t recall a fact or concept, the failure may actually have occurred earlier, at the time we originally saved, or encoded, the memory. The moment of encoding is what matters most for retention, and dozens of laboratory studies have demonstrated that \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/10868332\">when our attention is divided during encoding\u003c/a>, we remember that piece of information less well—or not at all. As the unlucky student spotlighted by Rosen can attest, we can’t remember something that never really entered our consciousness in the first place. And a study last month showed that \u003ca href=\"http://anniemurphypaul.com/2013/04/classroom-laptop-users-distract-others-as-well-as-themselves/\">students who multitask on laptops in class distract not just themselves but also their peers\u003c/a> who see what they’re doing.\u003c/p>\n\u003cp>Fourth, some research has suggested that when we’re distracted, our brains actually process and store information in different, less useful ways. In \u003ca href=\"http://www.poldracklab.org/Publications/pdf/Proc%20Natl%20Acad%20Sci%20USA%202006%20Foerde-1.pdf\">a 2006 study\u003c/a> in the \u003cem>Proceedings of the National Academy of Sciences\u003c/em>, \u003ca href=\"https://www.irc.utexas.edu/poldrack.html\">Russell Poldrack\u003c/a> of the University of Texas-Austin and two colleagues asked participants to engage in a learning activity on a computer while also carrying out a second task, counting musical tones that sounded while they worked. Study subjects who did both tasks at once appeared to learn just as well as subjects who did the first task by itself. But upon further probing, the former group proved much less adept at extending and extrapolating their new knowledge to novel contexts—a key capacity that psychologists call transfer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/strong>\u003c/aside>\n\u003cp>Brain scans taken during Poldrack’s experiment revealed that different regions of the brain were active under the two conditions, indicating that the brain engages in a different form of memory when forced to pay attention to two streams of information at once. The results suggest, the scientists wrote, that “even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.”\u003c/p>\n\u003cp>Finally, researchers are beginning to demonstrate that media multitasking while learning is negatively associated with students’ grades. In Rosen’s study, students who used Facebook during the 15-minute observation period had lower grade-point averages than those who didn’t go on the site. And two recent studies by \u003ca href=\"http://cyber.law.harvard.edu/people/rjunco\">Reynol Junco\u003c/a>, a faculty associate at Harvard’s \u003ca href=\"http://cyber.law.harvard.edu/\">Berkman Center for Internet & Society\u003c/a>, found that texting and using Facebook—in class and while doing\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/\">Doomed or Lucky? Predicting the Future of the Internet Generation\u003c/a>]\u003c/p>\n\u003cp>homework—were negatively correlated with college students’ GPAs. “Engaging in Facebook use or texting while trying to complete schoolwork may tax students’ capacity for cognitive processing and preclude deeper learning,” write Junco and a coauthor. (Of course, it’s also plausible that the texting and Facebooking students are those with less willpower or motivation, and thus likely to have lower GPAs even aside from their use of technology.)\u003c/p>\n\u003ch4>HELPING KIDS PRIORITIZE\u003c/h4>\n\u003cp>Meyer, of the University of Michigan, worries that the problem goes beyond poor grades. “There’s a definite possibility that we are raising a generation that is learning more shallowly than young people in the past,” he says. “The depth of their processing of information is considerably less, because of all the distractions available to them as they learn.”\u003c/p>\n\u003cp>Given that these distractions aren’t going away, academic and even professional achievement may depend on the ability to ignore digital temptations while learning—a feat akin to the famous marshmallow test. In a series of experiments conducted more than 40 years ago, psychologist \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\">Walter Mischel\u003c/a> tempted young children with a marshmallow, telling them they could have two of the treats if they put off eating one right away. Follow-up studies performed years later found that the kids who were better able to delay gratification not only achieved higher grades and test scores but were also more likely to succeed in school and their careers.\u003c/p>\n\u003cp>Two years ago, Rosen and his colleagues conducted an information-age version of the marshmallow test. College students who participated in the study were asked to watch a 30-minute videotaped lecture, during which some were sent eight text messages while others were sent four or zero text messages. Those who were interrupted more often scored worse on a test of the lecture’s content; more interestingly, those who responded to the experimenters’ texts right away scored significantly worse than those participants who waited to reply until the lecture was over.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\"Listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/strong>\u003c/aside>\n\u003cp>This ability to resist the lure of technology can be consciously cultivated, Rosen maintains. \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">He advises students to take “tech breaks”\u003c/a> to satisfy their cravings for electronic communication: After they’ve labored on their schoolwork uninterrupted for 15 minutes, they can allow themselves two minutes to text, check websites, and post to their hearts’ content. Then the devices get turned off for another 15 minutes of academics.\u003c/p>\n\u003cp>Over time, Rosen says, students are able extend their working time to 20, 30, even 45 minutes, as long as they know that an opportunity to get online awaits. “Young people’s technology use is really about quelling anxiety,” he contends. “They don’t want to miss out. They don’t want to be the last person to hear some news, or the ninth person to ‘like’ someone’s post.” Device-checking is a compulsive behavior that must be managed, he says, if young people are to learn and perform at their best.\u003c/p>\n\u003cp>Rideout, director of the Kaiser study on kids and media use, sees an upside for parents in the new focus on multitasking while learning. “The good thing about this phenomenon is that it’s a relatively discrete behavior that parents actually can do something about,” she says. “It would be hard to enforce a total ban on media multitasking, but parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">\u003cstrong>[RELATED:\u003c/strong> How Meditating Helps With Multitasking]\u003c/a>\u003c/p>\n\u003cp>Parents shouldn’t feel like ogres when they do so, she adds. “It’s important to remember that while a lot of kids do media multitask while doing homework, a lot of them don’t. One out of five kids in our study said they ‘never’ engage in other media while doing homework, and another one in five said they do so only ‘a little bit.’ This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/p>\n\u003cp>So here’s the takeaway for parents of Generation M: Stop fretting about how much they’re on Facebook. Don’t harass them about how much they play video games. The digital native boosters are right that this is the social and emotional world in which young people live. Just make sure when they’re doing schoolwork, the cell phones are silent, the video screens are dark, and that every last window is closed but one.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by MindShift in conjunction with \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University and \u003ca href=\"http://www.slate.com\">Slate\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28572\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bennyseidelman/5103679466/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28572\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/5103679466_287d32457e_z-620x392.jpg\" alt=\"5103679466_287d32457e_z\" width=\"620\" height=\"392\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cem>Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it.\u003c/em>\u003c/h4>\n\u003cp class=\"dropcap-serif\">Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,” the observers watched intently as the students—in middle school, high school, and college, 263 in all—opened their books and turned on their computers.\u003c/p>\n\u003cp>For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University-Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing ear-buds.\u003c/p>\n\u003cp>Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.\u003c/p>\n\u003cp>“We were amazed at how frequently they multitasked, even though they knew someone was watching,” Rosen says. “It really seems that they could not go for 15 minutes without engaging their devices,” adding, “It was kind of scary, actually.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/strong>\u003c/aside>\n\u003cp>Concern about young people’s use of technology is nothing new, of course. But \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212003305\">Rosen’s study\u003c/a>, published in the May issue of\u003cem> \u003ca href=\"http://www.journals.elsevier.com/computers-in-human-behavior/\">Computers in Human Behavior\u003c/a>\u003c/em>, is part of a growing body of research focused on a very particular use of technology: media multitasking \u003cem>while learning\u003c/em>. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting \u003c!--more-->in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts. So detrimental is this practice that some researchers are proposing that a new prerequisite for academic and even professional success—the new \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">marshmallow test\u003c/a> of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.\u003c/p>\n\u003cp>The media multitasking habit starts early. In “\u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Generation M\u003csup>2\u003c/sup>: Media in the Lives of 8- to 18-Year-Olds\u003c/a>,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.\u003c/p>\n\u003cp>“This is a concern we should have distinct from worrying about how much kids are online or how much kids are media multitasking overall. It’s multitasking while learning that has the biggest potential downside,” she says. “I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/strong>\u003c/aside>\n\u003cp>For older students, the media multitasking habit extends into the classroom. While most middle and high school students don’t have the opportunity to text, email, and surf the Internet during class, studies show the practice is nearly universal among students in college and professional school. \u003ca href=\"http://www.unh.edu/news/docs/UNHtextingstudy.pdf\">One large survey found\u003c/a> that 80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.\u003c/p>\n\u003cp>During the first meeting of his courses, Rosen makes a practice of calling on a student who is busy with his phone. “I ask him, ‘What was on the slide I just showed to the class?’ The student always pulls a blank,” Rosen reports. “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.” Other professors have taken a more surreptitious approach, installing electronic spyware or planting human observers to record whether students are taking notes on their laptops or using them for other, unauthorized purposes.\u003c/p>\n\u003cp>Such steps may seem excessive, even paranoid: After all, isn’t technology increasingly becoming an intentional part of classroom activities and homework assignments? Educators are using social media sites like Facebook and Twitter as well as social sites created just for schools, such as Edmodo, to communicate with students, take class polls, assign homework, and have students collaborate on projects. But researchers are concerned about the use of laptops, tablets, cell phones, and other technology for purposes quite apart from schoolwork. Now that these devices have been admitted into classrooms and study spaces, it has proven difficult to police the line between their approved and illicit use by students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">The Pitfalls and Promises of Facebook, Social Media, and Kids\u003c/a>]\u003c/p>\n\u003cp>In \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ893903&ERICExtSearch_SearchType_0=no&accno=EJ893903\">the study involving spyware\u003c/a>, for example, two professors of business administration at the University of Vermont found that “students engage in substantial multitasking behavior with their laptops and have non course-related software applications open and active about 42 percent of the time.” The professors, \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=53\">James Kraushaar\u003c/a> and \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=318\">David Novak\u003c/a>, obtained students’ permission before installing the monitoring software on their computers—so, as in Rosen’s study, the students were engaging in flagrant multitasking even though they knew their actions were being recorded.\u003c/p>\n\u003cp>\u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1805107\">Another study\u003c/a>, carried out at St. John’s University in New York, used human observers stationed at the back of the classroom to record the technological activities of law students. The spies reported that 58 percent of second- and third-year law students who had laptops in class were using them for “non-class purposes” more than half the time. (First-year students were far more likely to use their computers for taking notes, although an observer did note one first-year student texting just 17 minutes into her very first class—the beginning of her law school career.)\u003c/p>\n\u003cp>\u003cstrong>CAN THE BRAIN MULTITASK?\u003c/strong>\u003c/p>\n\u003cp>Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learning, according to Rosen. That’s a problem, because these operations are actually quite mentally complex, and they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.\u003c/p>\n\u003cp>\u003ca href=\"http://www-personal.umich.edu/~smeyer/demeyer/\">David Meyer\u003c/a>, a psychology professor at the University of Michigan who’s studied the effects of divided attention on learning, takes a firm line on the brain’s ability to multitask: “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources. An example would be folding laundry and listening to the weather report on the radio. That’s fine. But listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/p>\n\u003cp>Young people think they can perform two challenging tasks at once, Meyer acknowledges, but “they are deluded,” he declares. It’s difficult for anyone to properly evaluate how well his or her own mental processes are operating, he points out, because most of these processes are unconscious. And, Meyer adds, “there’s nothing magical about the brains of so-called ‘digital natives’ that keeps them from suffering the inefficiencies of multitasking. They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”\u003c/p>\n\u003cfigure id=\"attachment_28576\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28576\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/IMG_8516-300x450.jpg\" alt=\"IMG_8516\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Researchers have documented a cascade of negative outcomes that occurs when students multitask while doing schoolwork. First, the assignment takes longer to complete, because of the time spent on distracting activities and because, upon returning to the assignment, the student has to re-familiarize himself with the material.\u003c/p>\n\u003cp>Second, the mental fatigue caused by repeatedly dropping and picking up a mental thread leads to more mistakes. The cognitive cost of such task-switching is especially high when students alternate between tasks that call for different sets of expressive “rules”—the formal, precise language required for an English essay, for example, and the casual, friendly tone of an email to a friend.\u003c/p>\n\u003cp>Third, students’ subsequent memory of what they’re working on will be impaired if their attention is divided. Although we often assume that our memories fail at the moment we can’t recall a fact or concept, the failure may actually have occurred earlier, at the time we originally saved, or encoded, the memory. The moment of encoding is what matters most for retention, and dozens of laboratory studies have demonstrated that \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/10868332\">when our attention is divided during encoding\u003c/a>, we remember that piece of information less well—or not at all. As the unlucky student spotlighted by Rosen can attest, we can’t remember something that never really entered our consciousness in the first place. And a study last month showed that \u003ca href=\"http://anniemurphypaul.com/2013/04/classroom-laptop-users-distract-others-as-well-as-themselves/\">students who multitask on laptops in class distract not just themselves but also their peers\u003c/a> who see what they’re doing.\u003c/p>\n\u003cp>Fourth, some research has suggested that when we’re distracted, our brains actually process and store information in different, less useful ways. In \u003ca href=\"http://www.poldracklab.org/Publications/pdf/Proc%20Natl%20Acad%20Sci%20USA%202006%20Foerde-1.pdf\">a 2006 study\u003c/a> in the \u003cem>Proceedings of the National Academy of Sciences\u003c/em>, \u003ca href=\"https://www.irc.utexas.edu/poldrack.html\">Russell Poldrack\u003c/a> of the University of Texas-Austin and two colleagues asked participants to engage in a learning activity on a computer while also carrying out a second task, counting musical tones that sounded while they worked. Study subjects who did both tasks at once appeared to learn just as well as subjects who did the first task by itself. But upon further probing, the former group proved much less adept at extending and extrapolating their new knowledge to novel contexts—a key capacity that psychologists call transfer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/strong>\u003c/aside>\n\u003cp>Brain scans taken during Poldrack’s experiment revealed that different regions of the brain were active under the two conditions, indicating that the brain engages in a different form of memory when forced to pay attention to two streams of information at once. The results suggest, the scientists wrote, that “even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.”\u003c/p>\n\u003cp>Finally, researchers are beginning to demonstrate that media multitasking while learning is negatively associated with students’ grades. In Rosen’s study, students who used Facebook during the 15-minute observation period had lower grade-point averages than those who didn’t go on the site. And two recent studies by \u003ca href=\"http://cyber.law.harvard.edu/people/rjunco\">Reynol Junco\u003c/a>, a faculty associate at Harvard’s \u003ca href=\"http://cyber.law.harvard.edu/\">Berkman Center for Internet & Society\u003c/a>, found that texting and using Facebook—in class and while doing\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/\">Doomed or Lucky? Predicting the Future of the Internet Generation\u003c/a>]\u003c/p>\n\u003cp>homework—were negatively correlated with college students’ GPAs. “Engaging in Facebook use or texting while trying to complete schoolwork may tax students’ capacity for cognitive processing and preclude deeper learning,” write Junco and a coauthor. (Of course, it’s also plausible that the texting and Facebooking students are those with less willpower or motivation, and thus likely to have lower GPAs even aside from their use of technology.)\u003c/p>\n\u003ch4>HELPING KIDS PRIORITIZE\u003c/h4>\n\u003cp>Meyer, of the University of Michigan, worries that the problem goes beyond poor grades. “There’s a definite possibility that we are raising a generation that is learning more shallowly than young people in the past,” he says. “The depth of their processing of information is considerably less, because of all the distractions available to them as they learn.”\u003c/p>\n\u003cp>Given that these distractions aren’t going away, academic and even professional achievement may depend on the ability to ignore digital temptations while learning—a feat akin to the famous marshmallow test. In a series of experiments conducted more than 40 years ago, psychologist \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\">Walter Mischel\u003c/a> tempted young children with a marshmallow, telling them they could have two of the treats if they put off eating one right away. Follow-up studies performed years later found that the kids who were better able to delay gratification not only achieved higher grades and test scores but were also more likely to succeed in school and their careers.\u003c/p>\n\u003cp>Two years ago, Rosen and his colleagues conducted an information-age version of the marshmallow test. College students who participated in the study were asked to watch a 30-minute videotaped lecture, during which some were sent eight text messages while others were sent four or zero text messages. Those who were interrupted more often scored worse on a test of the lecture’s content; more interestingly, those who responded to the experimenters’ texts right away scored significantly worse than those participants who waited to reply until the lecture was over.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\"Listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/strong>\u003c/aside>\n\u003cp>This ability to resist the lure of technology can be consciously cultivated, Rosen maintains. \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">He advises students to take “tech breaks”\u003c/a> to satisfy their cravings for electronic communication: After they’ve labored on their schoolwork uninterrupted for 15 minutes, they can allow themselves two minutes to text, check websites, and post to their hearts’ content. Then the devices get turned off for another 15 minutes of academics.\u003c/p>\n\u003cp>Over time, Rosen says, students are able extend their working time to 20, 30, even 45 minutes, as long as they know that an opportunity to get online awaits. “Young people’s technology use is really about quelling anxiety,” he contends. “They don’t want to miss out. They don’t want to be the last person to hear some news, or the ninth person to ‘like’ someone’s post.” Device-checking is a compulsive behavior that must be managed, he says, if young people are to learn and perform at their best.\u003c/p>\n\u003cp>Rideout, director of the Kaiser study on kids and media use, sees an upside for parents in the new focus on multitasking while learning. “The good thing about this phenomenon is that it’s a relatively discrete behavior that parents actually can do something about,” she says. “It would be hard to enforce a total ban on media multitasking, but parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">\u003cstrong>[RELATED:\u003c/strong> How Meditating Helps With Multitasking]\u003c/a>\u003c/p>\n\u003cp>Parents shouldn’t feel like ogres when they do so, she adds. “It’s important to remember that while a lot of kids do media multitask while doing homework, a lot of them don’t. One out of five kids in our study said they ‘never’ engage in other media while doing homework, and another one in five said they do so only ‘a little bit.’ This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/p>\n\u003cp>So here’s the takeaway for parents of Generation M: Stop fretting about how much they’re on Facebook. Don’t harass them about how much they play video games. The digital native boosters are right that this is the social and emotional world in which young people live. Just make sure when they’re doing schoolwork, the cell phones are silent, the video screens are dark, and that every last window is closed but one.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by MindShift in conjunction with \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University and \u003ca href=\"http://www.slate.com\">Slate\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Report: Federal Rules Impede Competency-Based Learning ",
"title": "Report: Federal Rules Impede Competency-Based Learning ",
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"content": "\u003cfigure id=\"attachment_28456\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-28456\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/scantron.jpg\" alt=\"scantron\" width=\"620\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-400x208.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-320x167.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Competency-based learning, which allows students to progress at their own pace after they've shown mastery of a subject, rather than by their age, is quickly gaining momentum. Already, a few states like New Hampshire, Maine, and Oregon are moving towards implementing \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a> models throughout the entire state. What's more, 40 states have at least district experimenting with the model. But despite this growth, its proponents say federal policies for accountability and assessment are holding the movement back.\u003c/p>\n\u003cp>\u003ca href=\"http://knowledgeworks.org/\">KnowledgeWorks\u003c/a>, an organization that supports three education-focused initiatives -- \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/new-tech-network\" target=\"_blank\">New Tech Network\u003c/a>, \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/edworks\" target=\"_blank\">EDWorks\u003c/a> and \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/strive\" target=\"_blank\">Strive\u003c/a> -- recently released a report highlighting the pain points between federal policy and a competency-based system. The report, \u003ca href=\"http://www.knowledgeworks.org/sites/default/files/Competency-Education-Series%20-Policy-Brief-One.pdf\">Competency Education Series: Policy Brief One [PDF]\u003c/a>, points out that, although the federal government has supported some aspects of competency-based learning, implementing the new model can be difficult because of federal restrictions.\u003c/p>\n\u003cp>“The greatest conflict stems from disconnect with the work on the ground and federal accountability and assessment systems,” the report states. “Implementers faced with this disconnect have no choice but to juggle two systems: one required by federal law and one developed by the educators, students, parents, and community leaders committed to successful implementation of competency education.”\u003c/p>\n\u003cp>\u003cstrong>CLASHES OVER TIME\u003c/strong>\u003c/p>\n\u003cp>Time is the biggest point of contention between the two systems. The federal government measures school accountability as well as student achievement through time-based modules. Seat time and annual test results are the primary ways that the government keeps schools accountable, \u003c!--more-->categorizes them, and targets them for intervention. And required end-of-year tests focus school instruction timelines in specific ways that do not allow students to move at their own pace, a key element of a competency-based system.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With the competency models, students take summative assessments at various times throughout the year. They demonstrate what they've learned as they're learning -- not just during one or two big testing seasons, as most schools do.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S WORTH TESTING?\u003c/strong>\u003c/p>\n\u003cp>Another big difference between the two systems is \u003cem>what\u003c/em> gets tested. Competency-based learning focuses not just on content, but also on \"soft skills\" like communication, collaboration, and other higher-order thinking skills. In contrast, the federal assessments focus on the subjects of math and English Language Arts aligned with academic achievement standards, but not necessarily with core competencies. In other words, everything is based on a number score, not on whether the student can demonstrate that he can do each individual task determined to be a core competency.\u003c/p>\n\u003cp>Federal accountability standards track student achievement, not growth. Many competency-based models are tracking progression in career and college readiness as well as core competencies, and those can’t be reported to the federal government under the current rubrics.\u003c/p>\n\u003cp>\u003cstrong>COST\u003c/strong>\u003c/p>\n\u003cp>The report also identifies limited resources as a roadblock to improve assessments, which they agree are essential, in order to complement the competency-based system. States already spend a significant amount of money on required federal assessments, so there’s no additional money to invest in assessments that would allow for demonstration of mastery or to evaluate throughout a year and not just at the end.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>The KnowledgeWorks report doesn't give a smoking-gun solution for the various problems it raises. Instead, the group intends to continue investigating how federal policies could encourage competency-based learning by studying the effects of the few programs the government has decided to fund in this area. The organization also plans to pull together best practices from states moving ahead despite the challenges and to figure out how competency-based education could be assessed in a more comparative way.\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_28456\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-28456\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/scantron.jpg\" alt=\"scantron\" width=\"620\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-400x208.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-320x167.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Competency-based learning, which allows students to progress at their own pace after they've shown mastery of a subject, rather than by their age, is quickly gaining momentum. Already, a few states like New Hampshire, Maine, and Oregon are moving towards implementing \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a> models throughout the entire state. What's more, 40 states have at least district experimenting with the model. But despite this growth, its proponents say federal policies for accountability and assessment are holding the movement back.\u003c/p>\n\u003cp>\u003ca href=\"http://knowledgeworks.org/\">KnowledgeWorks\u003c/a>, an organization that supports three education-focused initiatives -- \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/new-tech-network\" target=\"_blank\">New Tech Network\u003c/a>, \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/edworks\" target=\"_blank\">EDWorks\u003c/a> and \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/strive\" target=\"_blank\">Strive\u003c/a> -- recently released a report highlighting the pain points between federal policy and a competency-based system. The report, \u003ca href=\"http://www.knowledgeworks.org/sites/default/files/Competency-Education-Series%20-Policy-Brief-One.pdf\">Competency Education Series: Policy Brief One [PDF]\u003c/a>, points out that, although the federal government has supported some aspects of competency-based learning, implementing the new model can be difficult because of federal restrictions.\u003c/p>\n\u003cp>“The greatest conflict stems from disconnect with the work on the ground and federal accountability and assessment systems,” the report states. “Implementers faced with this disconnect have no choice but to juggle two systems: one required by federal law and one developed by the educators, students, parents, and community leaders committed to successful implementation of competency education.”\u003c/p>\n\u003cp>\u003cstrong>CLASHES OVER TIME\u003c/strong>\u003c/p>\n\u003cp>Time is the biggest point of contention between the two systems. The federal government measures school accountability as well as student achievement through time-based modules. Seat time and annual test results are the primary ways that the government keeps schools accountable, \u003c!--more-->categorizes them, and targets them for intervention. And required end-of-year tests focus school instruction timelines in specific ways that do not allow students to move at their own pace, a key element of a competency-based system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With the competency models, students take summative assessments at various times throughout the year. They demonstrate what they've learned as they're learning -- not just during one or two big testing seasons, as most schools do.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S WORTH TESTING?\u003c/strong>\u003c/p>\n\u003cp>Another big difference between the two systems is \u003cem>what\u003c/em> gets tested. Competency-based learning focuses not just on content, but also on \"soft skills\" like communication, collaboration, and other higher-order thinking skills. In contrast, the federal assessments focus on the subjects of math and English Language Arts aligned with academic achievement standards, but not necessarily with core competencies. In other words, everything is based on a number score, not on whether the student can demonstrate that he can do each individual task determined to be a core competency.\u003c/p>\n\u003cp>Federal accountability standards track student achievement, not growth. Many competency-based models are tracking progression in career and college readiness as well as core competencies, and those can’t be reported to the federal government under the current rubrics.\u003c/p>\n\u003cp>\u003cstrong>COST\u003c/strong>\u003c/p>\n\u003cp>The report also identifies limited resources as a roadblock to improve assessments, which they agree are essential, in order to complement the competency-based system. States already spend a significant amount of money on required federal assessments, so there’s no additional money to invest in assessments that would allow for demonstration of mastery or to evaluate throughout a year and not just at the end.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>The KnowledgeWorks report doesn't give a smoking-gun solution for the various problems it raises. Instead, the group intends to continue investigating how federal policies could encourage competency-based learning by studying the effects of the few programs the government has decided to fund in this area. The organization also plans to pull together best practices from states moving ahead despite the challenges and to figure out how competency-based education could be assessed in a more comparative way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28333\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28333\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/93490795-300x218.jpg\" alt=\"93490795\" width=\"300\" height=\"218\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"Often mistaken, never in doubt.\"\u003c/p>\n\u003cp>That wry phrase describes us all more than we'd like to admit. The psychological study of misconceptions shows that all of us possess many beliefs that are flawed or flat-out wrong—and also that we cling to these fallacies with remarkable tenacity. Although much of this research concerns misguided notions of how the physical world works, the techniques it has produced can be used to correct any sort of deficient understanding.\u003c/p>\n\u003cp>\u003cstrong>The most important thing to realize is that just telling isn't enough\u003c/strong>. Most methods of instruction and training assume that if you provide students with the right information, it will replace any mistaken information they may already possess. But this just isn't so. Especially when our previous beliefs (even though faulty) have proved useful to us, and when they appear to be confirmed by everyday experience, we are reluctant to let them go. \u003ca href=\"http://www.jstor.org/discover/10.2307/27540375?uid=3739576&uid=2129&uid=2&uid=70&uid=4&uid=3739256&sid=21101936584843\">Donna Alvermann\u003c/a>, a language and literacy researcher at the University of Georgia, notes that in study after study, \"students ignored correct textual information when it conflicted with their previously held concepts. On measures of free recall and recognition, the students consistently let their incorrect prior knowledge override incoming correct information.\" It's what our mothers called \"in one ear and out the other.\" Here, three ways to make that new information push out the old.\u003c/p>\n\u003cp>\u003cstrong>Highlight the mistaken notion.\u003c/strong> The simplest way to correct mistaken notions is to point them out as the accurate information is being presented. In a 2010 article in the International Journal of Science and Mathematics Education,\u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ905216&ERICExtSearch_SearchType_0=no&accno=EJ905216\"> researcher Christine Tippett\u003c/a> offers an example from a science book for children: \"Some people believe that a camel stores water in its hump. They think that the hump gets smaller as the camel uses up water. But this idea is not true. The hump stores fat and grows smaller only if the camel has not eaten for a long time. A camel can also live for days \u003c!--more-->without water because water is produced as the fat in its hump is used up.\" Note the three-part structure: the misapprehension is described, declared false, and replaced by an accurate version. Although such \"refutation text\" is very effective in debunking misconceptions, Tippett notes, it's rarely used in informational books for children or in textbooks for older learners.\u003c/p>\n\u003cp>\u003cstrong>Issue an advance alert.\u003c/strong> For more deeply embedded beliefs that resist simple clarification, teachers can ask students to \"activate\" these prior beliefs, then instruct them to attend carefully to ways in which the correct explanation differs from their current conviction. For example, Donna Alvermann and a co-author conducted an experiment in which students in an introductory physics class were asked to draw, and then explain, the path a marble would take if shot from a tabletop. The investigators' instructions contained this advice: \"If you thought that the path the marble would take would be straight down, straight out and then straight down, or straight out and then curved down, your ideas may be different from what the laws of physics would suggest. As you read the following text, be sure to pay attention to those ideas presented that may be different from your own.\" The students who were \"forewarned\" with these instructions, the authors note, \"showed marked improvement in learning information that conflicted with their existing knowledge.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Create a confrontation.\u003c/strong> For the most tenaciously-held beliefs, it may be necessary to stage an intervention. \u003ca href=\"http://ajp.aapt.org/resource/1/ajpias/v70/i12/p1238_s1?isAuthorized=no\">In a 2002 article in the American Journal of Physics\u003c/a>, researchers from the University of Washington note that \"students often finish a standard introductory course or an advanced undergraduate course on relativity with some fundamentally incorrect beliefs.\" It's frequently not enough for instructors to point out the discrepancy between learners' convictions and the way things actually work, they note; learners have to perceive this discrepancy themselves, at which point they'll be motivated to resolve it. The Washington researchers designed tutorials in which students were led to confront the fact that they held two mutually-exclusive ideas, one mistaken and one correct (in this case, about the concept of time in special relativity). The students then were helped to discard naive beliefs and fully embrace scientific ones. The key is creating an uncomfortable sense of cognitive dissonance; only then are we willing to trade our private versions of reality for something that looks more like the real world.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28333\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28333\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/93490795-300x218.jpg\" alt=\"93490795\" width=\"300\" height=\"218\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"Often mistaken, never in doubt.\"\u003c/p>\n\u003cp>That wry phrase describes us all more than we'd like to admit. The psychological study of misconceptions shows that all of us possess many beliefs that are flawed or flat-out wrong—and also that we cling to these fallacies with remarkable tenacity. Although much of this research concerns misguided notions of how the physical world works, the techniques it has produced can be used to correct any sort of deficient understanding.\u003c/p>\n\u003cp>\u003cstrong>The most important thing to realize is that just telling isn't enough\u003c/strong>. Most methods of instruction and training assume that if you provide students with the right information, it will replace any mistaken information they may already possess. But this just isn't so. Especially when our previous beliefs (even though faulty) have proved useful to us, and when they appear to be confirmed by everyday experience, we are reluctant to let them go. \u003ca href=\"http://www.jstor.org/discover/10.2307/27540375?uid=3739576&uid=2129&uid=2&uid=70&uid=4&uid=3739256&sid=21101936584843\">Donna Alvermann\u003c/a>, a language and literacy researcher at the University of Georgia, notes that in study after study, \"students ignored correct textual information when it conflicted with their previously held concepts. On measures of free recall and recognition, the students consistently let their incorrect prior knowledge override incoming correct information.\" It's what our mothers called \"in one ear and out the other.\" Here, three ways to make that new information push out the old.\u003c/p>\n\u003cp>\u003cstrong>Highlight the mistaken notion.\u003c/strong> The simplest way to correct mistaken notions is to point them out as the accurate information is being presented. In a 2010 article in the International Journal of Science and Mathematics Education,\u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ905216&ERICExtSearch_SearchType_0=no&accno=EJ905216\"> researcher Christine Tippett\u003c/a> offers an example from a science book for children: \"Some people believe that a camel stores water in its hump. They think that the hump gets smaller as the camel uses up water. But this idea is not true. The hump stores fat and grows smaller only if the camel has not eaten for a long time. A camel can also live for days \u003c!--more-->without water because water is produced as the fat in its hump is used up.\" Note the three-part structure: the misapprehension is described, declared false, and replaced by an accurate version. Although such \"refutation text\" is very effective in debunking misconceptions, Tippett notes, it's rarely used in informational books for children or in textbooks for older learners.\u003c/p>\n\u003cp>\u003cstrong>Issue an advance alert.\u003c/strong> For more deeply embedded beliefs that resist simple clarification, teachers can ask students to \"activate\" these prior beliefs, then instruct them to attend carefully to ways in which the correct explanation differs from their current conviction. For example, Donna Alvermann and a co-author conducted an experiment in which students in an introductory physics class were asked to draw, and then explain, the path a marble would take if shot from a tabletop. The investigators' instructions contained this advice: \"If you thought that the path the marble would take would be straight down, straight out and then straight down, or straight out and then curved down, your ideas may be different from what the laws of physics would suggest. As you read the following text, be sure to pay attention to those ideas presented that may be different from your own.\" The students who were \"forewarned\" with these instructions, the authors note, \"showed marked improvement in learning information that conflicted with their existing knowledge.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Create a confrontation.\u003c/strong> For the most tenaciously-held beliefs, it may be necessary to stage an intervention. \u003ca href=\"http://ajp.aapt.org/resource/1/ajpias/v70/i12/p1238_s1?isAuthorized=no\">In a 2002 article in the American Journal of Physics\u003c/a>, researchers from the University of Washington note that \"students often finish a standard introductory course or an advanced undergraduate course on relativity with some fundamentally incorrect beliefs.\" It's frequently not enough for instructors to point out the discrepancy between learners' convictions and the way things actually work, they note; learners have to perceive this discrepancy themselves, at which point they'll be motivated to resolve it. The Washington researchers designed tutorials in which students were led to confront the fact that they held two mutually-exclusive ideas, one mistaken and one correct (in this case, about the concept of time in special relativity). The students then were helped to discard naive beliefs and fully embrace scientific ones. The key is creating an uncomfortable sense of cognitive dissonance; only then are we willing to trade our private versions of reality for something that looks more like the real world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_28290\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 462px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28290\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Imagination-stage2.jpg\" alt=\"Imagination-stage2\" width=\"462\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2.jpg 462w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-400x280.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-320x224.jpg 320w\" sizes=\"(max-width: 462px) 100vw, 462px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Jeremy Rusnock/Courtesy Imagination Stage\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/17/177040995/more-than-50-years-of-putting-kids-creativity-to-the-test\">By Elizabeth Blair, NPR\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Let's start with a question from a standardized test: \"How would the world be different if we all had a third eye in the back of our heads?\"\u003c/p>\n\u003cp>It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help measure creativity a bit like an IQ test measures intelligence. And it's not the only creativity test out there.\u003c/p>\n\u003cp>So why bother measuring creativity? James Catterall, a psychologist and director of the Centers for Research on Creativity in Los Angeles, says the simple answer is that if society, business and education demands it, then we need to know when it's happening; otherwise, we're just guessing when it's there.\u003c/p>\n\u003cp>He says, \"Measuring is an important aspect of knowing where our investments pay off.\"\u003c/p>\n\u003cp>\u003cstrong>Troublemaker Or Misunderstood Creative Genius?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the late 1950s, a man named E. Paul Torrance was similarly interested in children's creativity. Torrance was a Georgia farm boy-turned-psychologist, and one of his first jobs was working with boys at a military academy. It was there that he began to see creativity as something that was \u003c!--more-->misunderstood. Bonnie Cramond, director of the \u003ca href=\"http://www.coe.uga.edu/torrance/\">Torrance Center for Creativity and Talent Development\u003c/a> at the University of Georgia, says a lot of the boys Torrance worked with were thought to be troublemakers.\u003c/p>\n\u003cp>\"They were high-energy kids with ideas,\" she says, \"and those don't always fit into a very structured school situation. And so [Torrance] did a lot of research in how, for example, teachers much prefer highly intelligent kids and often don't like highly creative kids because they are harder to control and they're misunderstood.\"\u003c/p>\n\u003cp>Torrance set out to change that, or at least to prove that creativity was as important as intelligence, not just in the arts, but in every field. As part of that mission, he devised a number of ways to test for creativity. Today, the system he created is called the Torrance Test.\u003c/p>\n\u003cp>\u003cstrong>Rewarding The 'More Elaborate Route'\u003c/strong>\u003c/p>\n\u003cp>Janet Stanford is the artistic director of \u003ca href=\"http://www.imaginationstage.org/\">Imagination Stage\u003c/a>, a professional children's theater company and arts center in Bethesda, Md. She says when she first heard about the Torrance Test, she was skeptical. \"Initially I thought, as many people do, 'Well, creativity is not something you can measure. It's this sort of wonderful gift and let's not question it too carefully.' \"\u003c/p>\n\u003cp>But Stanford was curious, so she ordered the test packet anyway, and she also got to see some of the results. In the \"figural\" section of the test, there's a page with a large, black egg shape in the middle. Test-takers are asked to make a picture out of it that \"no one else will think of.\"\u003c/p>\n\u003cp>\"One little boy created a cave out of it,\" Stanford remembers. \"He put a cliff around it, and so there was a ladder going up to this hole as if it was a great cave. And then there was a Martian or some kind of alien spaceship in the air, and this little boy who was hiding from the aliens. I mean, the world that he created was complete.\"\u003c/p>\n\u003cp>Stanford was intrigued enough that she asked her entire staff to take the test. There was some resistance at first, but then a few members like Lauren Williams learned to grade the test. Williams says that for a test about creativity, it has a lot of unexpected details. Take, for example, the test's \"resistance to premature closure\" section, where test-takers are asked to turn lines on the page into a picture somehow. \"They look for people who choose not to take the quickest way and to choose a longer, more elaborate route instead,\" she says. \"And you get points for that.\"\u003c/p>\n\u003cp>\u003cstrong>Shining Light On A Hidden Problem\u003c/strong>\u003c/p>\n\u003cp>The Torrance Test has been translated into several languages and is mostly used for admission to gifted and talented programs. But other creativity tests are also in the works — James Catterall and his team at the Centers for Research on Creativity are still tweaking theirs.\u003c/p>\n\u003cp>Catterall says they made an interesting discovery while they were testing out their survey: Elementary school kids scored better on it than high school kids did. \"I think the expression that many people use is that the schools have a tendency to suck the creativity out of kids over time,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And that's a problem — a problem that will require enormous creativity to solve.\u003c/p>\n\n",
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"description": "Jeremy Rusnock/Courtesy Imagination Stage By Elizabeth Blair, NPR Let's start with a question from a standardized test: "How would the world be different if we all had a third eye in the back of our heads?" It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the late 1950s, a man named E. Paul Torrance was similarly interested in children's creativity. Torrance was a Georgia farm boy-turned-psychologist, and one of his first jobs was working with boys at a military academy. It was there that he began to see creativity as something that was \u003c!--more-->misunderstood. Bonnie Cramond, director of the \u003ca href=\"http://www.coe.uga.edu/torrance/\">Torrance Center for Creativity and Talent Development\u003c/a> at the University of Georgia, says a lot of the boys Torrance worked with were thought to be troublemakers.\u003c/p>\n\u003cp>\"They were high-energy kids with ideas,\" she says, \"and those don't always fit into a very structured school situation. And so [Torrance] did a lot of research in how, for example, teachers much prefer highly intelligent kids and often don't like highly creative kids because they are harder to control and they're misunderstood.\"\u003c/p>\n\u003cp>Torrance set out to change that, or at least to prove that creativity was as important as intelligence, not just in the arts, but in every field. As part of that mission, he devised a number of ways to test for creativity. Today, the system he created is called the Torrance Test.\u003c/p>\n\u003cp>\u003cstrong>Rewarding The 'More Elaborate Route'\u003c/strong>\u003c/p>\n\u003cp>Janet Stanford is the artistic director of \u003ca href=\"http://www.imaginationstage.org/\">Imagination Stage\u003c/a>, a professional children's theater company and arts center in Bethesda, Md. She says when she first heard about the Torrance Test, she was skeptical. \"Initially I thought, as many people do, 'Well, creativity is not something you can measure. It's this sort of wonderful gift and let's not question it too carefully.' \"\u003c/p>\n\u003cp>But Stanford was curious, so she ordered the test packet anyway, and she also got to see some of the results. In the \"figural\" section of the test, there's a page with a large, black egg shape in the middle. Test-takers are asked to make a picture out of it that \"no one else will think of.\"\u003c/p>\n\u003cp>\"One little boy created a cave out of it,\" Stanford remembers. \"He put a cliff around it, and so there was a ladder going up to this hole as if it was a great cave. And then there was a Martian or some kind of alien spaceship in the air, and this little boy who was hiding from the aliens. I mean, the world that he created was complete.\"\u003c/p>\n\u003cp>Stanford was intrigued enough that she asked her entire staff to take the test. There was some resistance at first, but then a few members like Lauren Williams learned to grade the test. Williams says that for a test about creativity, it has a lot of unexpected details. Take, for example, the test's \"resistance to premature closure\" section, where test-takers are asked to turn lines on the page into a picture somehow. \"They look for people who choose not to take the quickest way and to choose a longer, more elaborate route instead,\" she says. \"And you get points for that.\"\u003c/p>\n\u003cp>\u003cstrong>Shining Light On A Hidden Problem\u003c/strong>\u003c/p>\n\u003cp>The Torrance Test has been translated into several languages and is mostly used for admission to gifted and talented programs. But other creativity tests are also in the works — James Catterall and his team at the Centers for Research on Creativity are still tweaking theirs.\u003c/p>\n\u003cp>Catterall says they made an interesting discovery while they were testing out their survey: Elementary school kids scored better on it than high school kids did. \"I think the expression that many people use is that the schools have a tendency to suck the creativity out of kids over time,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And that's a problem — a problem that will require enormous creativity to solve.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In an Era of Global Competition, What Exactly Are We Testing For?",
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"content": "\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Money Smarts: How to Promote Financial Literacy With Students",
"title": "Money Smarts: How to Promote Financial Literacy With Students",
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"content": "\u003cfigure id=\"attachment_28192\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/digitalsextant/29908738/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28192\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg\" alt=\"29908738_2cea4bd9c9\" width=\"500\" height=\"337\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-320x216.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\"> Those of us who just filed our taxes, or paid our bills, or calculated our monthly expenditures know the importance of having a solid base of financial literacy. For students, it's just as important to have this base knowledge to prepare them for the real world, so in observation of \u003ca href=\"http://jumpstart.org/survey.html\">Financial Literacy Month\u003c/a>, here are a few resources to get those fiscal gears turning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BETTER MONEY HABITS\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The new \u003ca href=\"http://www.bettermoneyhabits.com/en/home.html#fbid=107dgGM7RiX\">BetterMoneyHabits.com\u003c/a> is the result of a partnership between Bank of America and the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a>. While the link between behemoth bank and startup nonprofit might seem a strange marriage of company cultures, the combination of the former’s reach and credibility with the latter’s experience developing online video resources makes logical sense.\u003c/p>\n\u003cp>So far, the site features a 13-video selection on topics more likely suitable for high school and college students (and even adults), including creating and managing your own personal budget, understanding interest, understanding mortgages, digging yourself out of debt, and preparing financially for unpredictable tough times.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PRACTICAL MONEY SKILLS FOR LIFE’S ONLINE GAME SERIES\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Visa’s \u003ca href=\"http://www.practicalmoneyskills.com/\">financial literacy program\u003c/a> features what has been a growing number of free online game titles accessible to a wide range of student ages. The simplest include a drag-and-drop game where players select which coins to deposit into a piggy bank to build up the most money, and puzzles that challenge players to assemble pieces on a screen into paper currency.\u003c/p>\n\u003cp>Among the more complex titles, \u003ca href=\"http://www.practicalmoneyskills.com/games/trainingcamp/\">\"Financial Football\"\u003c/a> and \u003ca href=\"http://www.practicalmoneyskills.com/games/worldcup/\">\"Financial Soccer\"\u003c/a> are geared toward \u003c!--more-->sports fans ages 11 and up, where players assume control of their favorite teams or countries in a simulated game where the outcome of each play is decided based on how students answer finance-related questions. Then there's “Countdown to Retirement,” which might remind some of the time when \u003ca href=\"http://www.youtube.com/watch?v=-1t9dg5dzQo\">Cliff gave Theo a financial lecture\u003c/a> about being one of the \"regular people.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>FINANCIAL ENTERTAINMENT\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>This \u003ca href=\"http://financialentertainment.org/\">series of five fiscally driven online games\u003c/a> comes from the \u003ca href=\"http://www.d2dfund.org/\">Doorways to Dreams Fund\u003c/a>, a nonprofit organization with the stated mission of helping low-income Americans use their limited resources more wisely through the development of new products and policies. Players help a vampire nightclub owner invest his profits and save for retirement in \u003ca href=\"http://financialentertainment.org/play/biteclub.html\">\"Bite Club,\"\u003c/a> try to reform the wasteful habits of the rich and famous in \u003ca href=\"http://financialentertainment.org/play/celebritycalamity.html\">\"Celebrity Calamity,\"\u003c/a> and prepare for the inevitable but unpredictable famines, droughts, and other disasters in \u003ca href=\"http://financialentertainment.org/play/farmblitz.html\">\"Farm Blitz.\"\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The series has actually been the subject of \u003ca href=\"http://www.rand.org/content/dam/rand/pubs/working_briefs/2012/RAND_WB115.pdf\">relatively recent academic research\u003c/a> that has found, at the very least, that young adults who were exposed to such games are capable of learning better fiscal habits as a result. The series actually targets young adults, but should be understood by high school-age students as well.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EARN YOUR FUTURE\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those parents or teachers who want a more structured and deeper delve into the subject of fiscal literacy, \u003ca href=\"http://www.pwc.com/us/en/\">PricewaterhouseCoopers\u003c/a> offers a \u003ca href=\"http://www.pwc.com/us/en/about-us/corporate-responsibility/pwc-financial-literacy-curriculum.jhtml\">nine-unit curriculum\u003c/a> free online, with most units offered in separate formats for upper elementary, middle, and high school students.\u003c/p>\n\u003cp>While the bulk of the curriculum's reading lessons, worksheets, and assessments comes in PDF form, there are also 11 streaming videos, with about half of those directed toward students in grades 3-5. Units range from basic subjects like credit and debt, and savings and investment, to more specialized pursuits like home buying and paying for college.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>JUMP$TART.ORG\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those of you looking for more financial literacy help, the Jump$tart Coalition for Personal Financial Literacy's website can offer some direction. Its most helpful feature might be its \u003ca href=\"http://jumpstart.org/jump%24tart-clearinghouse.html\">online clearinghouse\u003c/a>, which allows users to search for fiscally based education resources (print, digital, and audio/visual) by title, keyword, provider, grade level, or even appropriateness for special-needs students. Not all resources in the clearinghouse archives are free, but many are.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also offers web links to \u003ca href=\"http://jumpstart.org/national-standards.html\">national standards on financial literacy\u003c/a> and \u003ca href=\"http://jumpstart.org/survey.html\">survey data\u003c/a> on the financial acumen of American high schoolers and young adults, though both documents date back to the latter portion of the last decade.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28192\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/digitalsextant/29908738/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28192\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg\" alt=\"29908738_2cea4bd9c9\" width=\"500\" height=\"337\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-320x216.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\"> Those of us who just filed our taxes, or paid our bills, or calculated our monthly expenditures know the importance of having a solid base of financial literacy. For students, it's just as important to have this base knowledge to prepare them for the real world, so in observation of \u003ca href=\"http://jumpstart.org/survey.html\">Financial Literacy Month\u003c/a>, here are a few resources to get those fiscal gears turning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BETTER MONEY HABITS\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The new \u003ca href=\"http://www.bettermoneyhabits.com/en/home.html#fbid=107dgGM7RiX\">BetterMoneyHabits.com\u003c/a> is the result of a partnership between Bank of America and the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a>. While the link between behemoth bank and startup nonprofit might seem a strange marriage of company cultures, the combination of the former’s reach and credibility with the latter’s experience developing online video resources makes logical sense.\u003c/p>\n\u003cp>So far, the site features a 13-video selection on topics more likely suitable for high school and college students (and even adults), including creating and managing your own personal budget, understanding interest, understanding mortgages, digging yourself out of debt, and preparing financially for unpredictable tough times.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PRACTICAL MONEY SKILLS FOR LIFE’S ONLINE GAME SERIES\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Visa’s \u003ca href=\"http://www.practicalmoneyskills.com/\">financial literacy program\u003c/a> features what has been a growing number of free online game titles accessible to a wide range of student ages. The simplest include a drag-and-drop game where players select which coins to deposit into a piggy bank to build up the most money, and puzzles that challenge players to assemble pieces on a screen into paper currency.\u003c/p>\n\u003cp>Among the more complex titles, \u003ca href=\"http://www.practicalmoneyskills.com/games/trainingcamp/\">\"Financial Football\"\u003c/a> and \u003ca href=\"http://www.practicalmoneyskills.com/games/worldcup/\">\"Financial Soccer\"\u003c/a> are geared toward \u003c!--more-->sports fans ages 11 and up, where players assume control of their favorite teams or countries in a simulated game where the outcome of each play is decided based on how students answer finance-related questions. Then there's “Countdown to Retirement,” which might remind some of the time when \u003ca href=\"http://www.youtube.com/watch?v=-1t9dg5dzQo\">Cliff gave Theo a financial lecture\u003c/a> about being one of the \"regular people.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>FINANCIAL ENTERTAINMENT\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>This \u003ca href=\"http://financialentertainment.org/\">series of five fiscally driven online games\u003c/a> comes from the \u003ca href=\"http://www.d2dfund.org/\">Doorways to Dreams Fund\u003c/a>, a nonprofit organization with the stated mission of helping low-income Americans use their limited resources more wisely through the development of new products and policies. Players help a vampire nightclub owner invest his profits and save for retirement in \u003ca href=\"http://financialentertainment.org/play/biteclub.html\">\"Bite Club,\"\u003c/a> try to reform the wasteful habits of the rich and famous in \u003ca href=\"http://financialentertainment.org/play/celebritycalamity.html\">\"Celebrity Calamity,\"\u003c/a> and prepare for the inevitable but unpredictable famines, droughts, and other disasters in \u003ca href=\"http://financialentertainment.org/play/farmblitz.html\">\"Farm Blitz.\"\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The series has actually been the subject of \u003ca href=\"http://www.rand.org/content/dam/rand/pubs/working_briefs/2012/RAND_WB115.pdf\">relatively recent academic research\u003c/a> that has found, at the very least, that young adults who were exposed to such games are capable of learning better fiscal habits as a result. The series actually targets young adults, but should be understood by high school-age students as well.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EARN YOUR FUTURE\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those parents or teachers who want a more structured and deeper delve into the subject of fiscal literacy, \u003ca href=\"http://www.pwc.com/us/en/\">PricewaterhouseCoopers\u003c/a> offers a \u003ca href=\"http://www.pwc.com/us/en/about-us/corporate-responsibility/pwc-financial-literacy-curriculum.jhtml\">nine-unit curriculum\u003c/a> free online, with most units offered in separate formats for upper elementary, middle, and high school students.\u003c/p>\n\u003cp>While the bulk of the curriculum's reading lessons, worksheets, and assessments comes in PDF form, there are also 11 streaming videos, with about half of those directed toward students in grades 3-5. Units range from basic subjects like credit and debt, and savings and investment, to more specialized pursuits like home buying and paying for college.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>JUMP$TART.ORG\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those of you looking for more financial literacy help, the Jump$tart Coalition for Personal Financial Literacy's website can offer some direction. Its most helpful feature might be its \u003ca href=\"http://jumpstart.org/jump%24tart-clearinghouse.html\">online clearinghouse\u003c/a>, which allows users to search for fiscally based education resources (print, digital, and audio/visual) by title, keyword, provider, grade level, or even appropriateness for special-needs students. Not all resources in the clearinghouse archives are free, but many are.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also offers web links to \u003ca href=\"http://jumpstart.org/national-standards.html\">national standards on financial literacy\u003c/a> and \u003ca href=\"http://jumpstart.org/survey.html\">survey data\u003c/a> on the financial acumen of American high schoolers and young adults, though both documents date back to the latter portion of the last decade.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It's going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\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>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It's going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"alignleft size-full wp-image-28109\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/112806574.jpg\" alt=\"112806574\" width=\"354\" height=\"483\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574.jpg 354w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-320x437.jpg 320w\" sizes=\"(max-width: 354px) 100vw, 354px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">With the onset of the Common Core State Standards, which teachers are expected to implement next year, and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">growth of blended learning\u003c/a>, the role of digital resources both for instruction and assessment has come under close scrutiny. The quickly shifting landscape is leaving many Internet Technology directors worrying that they won’t be able to meet the demand for fast and reliable Internet service.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cosn.org/\">The Consortium for School Networking\u003c/a>'s (CoSN) recently \u003ca href=\"http://www.cosn.org/Home/ITLeadershipSurvey/tabid/14326/Default.aspx\">surveyed IT leaders\u003c/a> and found their top three priorities are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device\u003c/a> (BYOD) policies, assessment readiness, and broadband access. All of these priorities hinge upon one thing – lots of bandwidth.\u003c/p>\n\u003cp>Recognizing the substantial challenge facing many school districts, CoSN has launched the Designing Education Network (DEN) initiative to compile best practices for how to quickly and carefully build up IT infrastructure.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you’re first grader and you are learning to read and you've got a screen that takes 90 seconds to load, you may not be able to sit still that long.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“One of the reasons we want to identify best practices and vendor neutral resources is because districts don’t have resources to hire consultants for research and development,” said \u003ca href=\"http://www.linkedin.com/pub/denise-atkinson-shorey/7/2b2/581\">Denise Atkinson-Shorey\u003c/a>, project director for DEN. In fact, 80 percent of school districts predict they will have flat or declining IT budgets for the next school year.\u003c!--more-->\u003c/p>\n\u003cp>Most school districts have only a few IT specialists who are often responsible for both the central office systems and local site networks. What's more, CoSN's survey found that a majority of Chief Technology Officers in schools earn about half of the going salary in the private sector. They're faced with a huge task that will affect the learning of hundreds of children, but they're understaffed, under-resourced and could make a lot more money elsewhere.\u003c/p>\n\u003cp>DEN is trying to relieve some of that load by compiling best practices and advice that will be housed on a website. The first tools should be available in June, and DEN hopes to expand its offerings to include a community forum so that IT leaders across the country can learn from each other as they go through the process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-it-takes-to-launch-a-mobile-learning-program-in-schools/\">What it Takes to Launch Mobile Learning Programs in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the biggest concerns for schools is the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/privacy-equity-and-other-byod-concerns/\">quality and security of the network\u003c/a>. Another is accommodating the needs of various devices that students and teachers use to access the network, hoping to make all connections solid. “In the network, we have to think of how to get Internet access to a mobile device and how to do it securely,” Atkinson-Shorey said.\u003c/p>\n\u003cp>One thing they’re considering is more \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/is-the-school-in-the-cloud-the-future-of-learning/\">cloud based computing\u003c/a>, but that can come with challenges too. “If we move resources into the cloud it’s easier for wireless devices to have access, but it may not meet the learning needs of students and staff,” Atkinson-Shorey said. Many schools are trying to move ahead on many technological fronts simultaneously and they don’t realize how much bandwidth they’ll need.\u003c/p>\n\u003cp>BYOD policies have been touted as money savers, but in informal surveys Atkinson-Shorey has found that most students bring more than one device to school at a time. Demands on the network might be far greater than anyone imagined.\u003c/p>\n\u003cp>Another big concern is making sure that everyone, no matter what device they're using, gets the same speedy and reliable connection, which could hinder learning and affect the outcome of a student’s test. “If you’re first grader and you are learning to read and you’ve got a screen that takes 90 seconds to load, you may not be able to sit still that long,” Atkinson-Shorey said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in Class\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the main services DEN will try to provide is a spending resource so districts know just how much they can expect to pay to move online. The tool will compare and contrast different tech models, taking into account the tech requirements for BYOD, laptop carts, or computer labs.\u003c/p>\n\u003cp>“Early adopters went through all this the hard way, but there’s no reason for all of us to have to do that,” Atkinson-Shorey said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The initiative is a boost for IT administrators at a time when social media networks are full of concerns that schools won’t be able to provide adequate broadband access in time for implementation goals of the Common Core. Some states are even seeking to delay implementation until they can get adequate tech support in place. As with all new launches, there will probably be glitches as schools role it out. The question will be whether schools are given a break if the technology doesn't perform.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignleft size-full wp-image-28109\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/112806574.jpg\" alt=\"112806574\" width=\"354\" height=\"483\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574.jpg 354w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-320x437.jpg 320w\" sizes=\"(max-width: 354px) 100vw, 354px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">With the onset of the Common Core State Standards, which teachers are expected to implement next year, and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">growth of blended learning\u003c/a>, the role of digital resources both for instruction and assessment has come under close scrutiny. The quickly shifting landscape is leaving many Internet Technology directors worrying that they won’t be able to meet the demand for fast and reliable Internet service.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cosn.org/\">The Consortium for School Networking\u003c/a>'s (CoSN) recently \u003ca href=\"http://www.cosn.org/Home/ITLeadershipSurvey/tabid/14326/Default.aspx\">surveyed IT leaders\u003c/a> and found their top three priorities are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device\u003c/a> (BYOD) policies, assessment readiness, and broadband access. All of these priorities hinge upon one thing – lots of bandwidth.\u003c/p>\n\u003cp>Recognizing the substantial challenge facing many school districts, CoSN has launched the Designing Education Network (DEN) initiative to compile best practices for how to quickly and carefully build up IT infrastructure.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you’re first grader and you are learning to read and you've got a screen that takes 90 seconds to load, you may not be able to sit still that long.”\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>“One of the reasons we want to identify best practices and vendor neutral resources is because districts don’t have resources to hire consultants for research and development,” said \u003ca href=\"http://www.linkedin.com/pub/denise-atkinson-shorey/7/2b2/581\">Denise Atkinson-Shorey\u003c/a>, project director for DEN. In fact, 80 percent of school districts predict they will have flat or declining IT budgets for the next school year.\u003c!--more-->\u003c/p>\n\u003cp>Most school districts have only a few IT specialists who are often responsible for both the central office systems and local site networks. What's more, CoSN's survey found that a majority of Chief Technology Officers in schools earn about half of the going salary in the private sector. They're faced with a huge task that will affect the learning of hundreds of children, but they're understaffed, under-resourced and could make a lot more money elsewhere.\u003c/p>\n\u003cp>DEN is trying to relieve some of that load by compiling best practices and advice that will be housed on a website. The first tools should be available in June, and DEN hopes to expand its offerings to include a community forum so that IT leaders across the country can learn from each other as they go through the process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-it-takes-to-launch-a-mobile-learning-program-in-schools/\">What it Takes to Launch Mobile Learning Programs in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the biggest concerns for schools is the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/privacy-equity-and-other-byod-concerns/\">quality and security of the network\u003c/a>. Another is accommodating the needs of various devices that students and teachers use to access the network, hoping to make all connections solid. “In the network, we have to think of how to get Internet access to a mobile device and how to do it securely,” Atkinson-Shorey said.\u003c/p>\n\u003cp>One thing they’re considering is more \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/is-the-school-in-the-cloud-the-future-of-learning/\">cloud based computing\u003c/a>, but that can come with challenges too. “If we move resources into the cloud it’s easier for wireless devices to have access, but it may not meet the learning needs of students and staff,” Atkinson-Shorey said. Many schools are trying to move ahead on many technological fronts simultaneously and they don’t realize how much bandwidth they’ll need.\u003c/p>\n\u003cp>BYOD policies have been touted as money savers, but in informal surveys Atkinson-Shorey has found that most students bring more than one device to school at a time. Demands on the network might be far greater than anyone imagined.\u003c/p>\n\u003cp>Another big concern is making sure that everyone, no matter what device they're using, gets the same speedy and reliable connection, which could hinder learning and affect the outcome of a student’s test. “If you’re first grader and you are learning to read and you’ve got a screen that takes 90 seconds to load, you may not be able to sit still that long,” Atkinson-Shorey said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in Class\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the main services DEN will try to provide is a spending resource so districts know just how much they can expect to pay to move online. The tool will compare and contrast different tech models, taking into account the tech requirements for BYOD, laptop carts, or computer labs.\u003c/p>\n\u003cp>“Early adopters went through all this the hard way, but there’s no reason for all of us to have to do that,” Atkinson-Shorey said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The initiative is a boost for IT administrators at a time when social media networks are full of concerns that schools won’t be able to provide adequate broadband access in time for implementation goals of the Common Core. Some states are even seeking to delay implementation until they can get adequate tech support in place. As with all new launches, there will probably be glitches as schools role it out. The question will be whether schools are given a break if the technology doesn't perform.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27961\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27961\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/sun_has_long_been_set-620x370.jpg\" alt=\"sun_has_long_been_set\" width=\"620\" height=\"370\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">By Barbara Ray\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the beginning, people thought she was nuts. Sue Mellon, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup>graders could develop a deeper understanding of poetry by playing around with robotics.\u003c/p>\n\u003cp>“Originally, people looked at me like I was crazy,” Mellon said. Now, two years later, Robotics Poetry is a staple of language arts classes at Springdale and a new grant has students preparing to be peer mentors.\u003c/p>\n\u003cp>Poetry isn’t always easy for students. But with hands-on engagement, they gain new understanding. Take Robert Frost’s “Pasture.” Instead of just reading and discussing the work in a typical classroom setting, \u003ca href=\"http://robotdiaries.posterous.com/tag/video\">students made 21st-century dioramas\u003c/a> with \u003ca href=\"http://www.hummingbirdkit.com\">robotic tool kits\u003c/a> containing sensors, motors, LEDs, and a controller. One student made a blue plastic wrap lake in an old cardboard photocopy-paper box that vibrated, thanks to the motor, and, lit up, thanks to the LED. When the student said the word “water”—students record themselves reading the poems aloud in the audio-editing program \u003ca href=\"http://audacity.sourceforge.net\">Audacity\u003c/a>—the LED turned the plastic wrap a deeper shade of blue. When he got to the bit about the “tottering” calf, the motor made the toy calf vibrate.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A lot of kids aren’t crazy about poetry,” Mellon said. “But we have to help them engage with it. After spending two weeks analyzing the poem and creating visual imagery and symbolism for their dioramas, they really understand the work and get quite passionate.”\u003c!--more-->\u003c/p>\n\u003cp>Stories like Mellon’s can be found all around the Allegheny School District these days as the area, already renowned for its groundbreaking work in STEM, takes on STEAM.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>STEM stands for science, technology, engineering, and math; it’s become a shorthand way for talking about how to prepare American students for a 21st-century, globalized economy. But, as STEM took hold, some begun to wonder if there was a component missing. Enter the STEAM movement, championed by people like John Maeda, president of the prestigious Rhode Island School of Design, and former engineer Georgette Yakman. The idea is fairly simple: STEM needs to include art and design.\u003c/p>\n\u003cp>“STEAM is not a new curriculum,” Yakman said. “It’s a framework for teaching.” On February 14, the idea got the Beltway stamp of approval when the \u003ca href=\"http://stemtosteam.org/events/congressional-steam-caucus/\">Congressional STEAM Caucus\u003c/a> launched.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL FOR INNOVATION\u003c/strong>\u003c/p>\n\u003cp>The move to include art and design in the push to advance science, engineering, and math is not just a “feel-good” move. It’s critical to the future economy and families’ standard of living. \u003ca href=\"https://www.wm.edu/research/ideation/professions/smart-yes.-creative-not-so-much.5890.php\">Researchers are finding\u003c/a> that although children’s IQ scores have been steadily rising, results on the Torrance Tests of Creative Thinking—a key measure of creativity—have been on the decline since 1990, just as the demand for more creative thinkers is rising. In a \u003ca href=\"http://www-03.ibm.com/press/us/en/pressrelease/31670.wss\">2010 IBM survey\u003c/a>, 1,500 CEOs identified creativity as a top leadership competency of the future.\u003c/p>\n\u003cp>That’s why the “A” for arts is so important, and why Pittsburgh’s school districts and afterschool networks are \u003ca href=\"http://remakelearning.org/blog/2013/02/15/pittsburgh-educators-marry-art-with-technology-in-new-steam-learning-projects/\">taking arts and design so seriously\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_27863\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-27863\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/art-bots.jpg\" alt=\"art bots\" width=\"250\" height=\"188\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For some members of the Allegheny Valley School District, that extra A isn’t as radical as it may seem.\u003c/p>\n\u003cp>“We’ve always been STEAM based,” said Ed McKaveney, technology director for the Hampton Township School District. “It just didn’t have a name before.”\u003c/p>\n\u003cp>For others, it has slightly different meanings.\u003c/p>\n\u003cp>“The A is the creative element,” said Jennifer Vecchio, assistant elementary principal at Colfax Upper Elementary. “It’s looking at birds flying and understanding what that has to do with velocity.”\u003c/p>\n\u003cp>Bart Rocco, superintendent of the Elizabeth Forward School District, said the transition from STEM to STEAM isn’t really about adding anything at all.\u003c/p>\n\u003cp>“Personally, I’m not a big acronym guy,” Rocco said. “Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/p>\n\u003cp>Both Vecchio and Rocco are right, according to Linda Hippert, executive director of the Allegheny Intermediate Unit (AIU), a state agency that supports school districts in Allegheny County. Together with Intermediate Unit 1 in neighboring counties, the AIU oversees the \u003ca href=\"http://centerforcreativity.net/\">Center for Creativity\u003c/a>, an initiative that offers STEAM grants to enable teachers and administrators to implement classroom-based programs integrating left-brain and right-brain learning.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/nurturing-the-next-van-gogh-start-with-small-steps/\">Nurturing the Next Van Gogh? Start With Small Steps\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>For Hippert, the story really started one October afternoon six years ago at a professional development event for local superintendents. They’d all read Daniel Pink’s book, “\u003ca href=\"http://www.danpink.com/books/whole-new-mind\">A Whole New Mind\u003c/a>,” and then Pink came in to discuss the importance of creativity. He spoke to them about the importance of “right-brain qualities” like empathy and inventiveness.\u003c/p>\n\u003cp>“The message was loud and clear,” Hippert said. “And that’s when the movement started. Being strong in math and science wasn’t enough. To meet future workforce needs, we had to address the whole-brain needs of our students.”\u003c/p>\n\u003cp>That kind of thinking is absolutely right.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD PROJECTS\u003c/strong>\u003c/p>\n\u003cp>As Enrico Moretti in his book, “\u003ca href=\"http://www.amazon.com/New-Geography-Jobs-Enrico-Moretti/dp/0547750110\">The New Geography of Jobs\u003c/a>,” notes, for the first time in history, “the factor that is scarce is not physical capital, but creativity.” The decline is driving the divergence in economies and in families’ wallets. The majority of a product’s value today, he writes, comes from its original idea, not the manufacturing of it. The latter can be done cheaply almost anywhere else, but the “good” jobs lie in innovation, design, and engineering.\u003c/p>\n\u003cp>As Pittsburgh well knows, the sector responsible for raising the wages of American workers was once manufacturing. Today, as Moretti writes, “the innovation sector determines the salary of many Americans, whether they work in innovation or not.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/should-hands-on-science-experiments-replace-bubble-tests/\">Hands-On Science Exams Reveal Students' Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>This thinking is evident throughout the Allegheny School District.\u003c/p>\n\u003cp>“The question is how do we keep our students competitive,” said Bille Rondinelli, superintendent of the South Fayette School District. “The answer is whole-brain thinking.”\u003c/p>\n\u003cp>One of the keys to success in implementing these ideas lies in collaborations and partnerships.\u003c/p>\n\u003cp>In South Fayette, students work with kitchenware maker All-Clad. Five years ago, when the partnership started, it focused on manufacturing and ran under a STEM grant. Now, students are helping design the pots and pans of the future and considering issues of environmental packaging. This new, more creative work is being done under a STEAM grant.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Allegheny Valley School District is using its STEAM grant to start a Living Class Room for upper elementary students. At the beginning of this school year, students started building an outdoor space where they designed and planted a garden. They’re also working on environmental issues like rain collection, solar cells, and composting. They design and make their own tables to use in the garden and use of iPads to identify birdcalls and keep their digital journals.\u003c/p>\n\u003cp>“STEAM offers a total experience for children,” said Cheryl Griffith, superintendent of Allegheny Valley School District, which is also home to Sue Mellon’s Robotics Poetry.\u003c/p>\n\u003cp>In the West Allegheny School District, high school students can take an electronic and acoustic sound class where they learn the science of sound, but, instead of sitting at their desk reading from a textbook, they’re studying and modifying different instruments.\u003c/p>\n\u003cp>Next year, the West Allegheny School District hopes to start a middle school game center. Chris Assetta, assistant superintendent for curriculum and instruction, has a date on her calendar to go visit the Elizabeth Forward School District, \u003ca href=\"http://remakelearning.org/blog/2013/02/14/serious-fun-and-games-in-pittsburgh/\">which launched one in January 2012\u003c/a>.\u003c/p>\n\u003cp>Heather Hibner is an English teacher who now teaches in the Elizabeth Forward Entertainment Technology Academy (ETA). If you walked by the four long windows of her classroom you’d see “people getting things done,” Hibner said. “If you walk by what I now call a boring classroom, it looks more orderly but really everyone is just zoned out.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should be Messy\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>It’s a lot messier in her classroom, Hibner said, but that’s because the students are engaged. They’re working in teams and at their own pace. They’re doing independent projects, modding games, and coming up with stories.\u003c/p>\n\u003cp>Curriculum for the ETA starts with a history of games going back to ancient Babylon. Then students go on to learn things like 3D design, scripting, storytelling, and computer programming.\u003c/p>\n\u003cp>“Today, you need teachers who can integrate both sides of the brain,” Rocco said.\u003c/p>\n\u003cp>According to Hibner, doing whole-brain teaching isn’t difficult but actually feels more natural. The real key, she said, is getting out of the way. “I’m a facilitator really,” she said. “I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">Remake Learning\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27961\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27961\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/sun_has_long_been_set-620x370.jpg\" alt=\"sun_has_long_been_set\" width=\"620\" height=\"370\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">By Barbara Ray\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the beginning, people thought she was nuts. Sue Mellon, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup>graders could develop a deeper understanding of poetry by playing around with robotics.\u003c/p>\n\u003cp>“Originally, people looked at me like I was crazy,” Mellon said. Now, two years later, Robotics Poetry is a staple of language arts classes at Springdale and a new grant has students preparing to be peer mentors.\u003c/p>\n\u003cp>Poetry isn’t always easy for students. But with hands-on engagement, they gain new understanding. Take Robert Frost’s “Pasture.” Instead of just reading and discussing the work in a typical classroom setting, \u003ca href=\"http://robotdiaries.posterous.com/tag/video\">students made 21st-century dioramas\u003c/a> with \u003ca href=\"http://www.hummingbirdkit.com\">robotic tool kits\u003c/a> containing sensors, motors, LEDs, and a controller. One student made a blue plastic wrap lake in an old cardboard photocopy-paper box that vibrated, thanks to the motor, and, lit up, thanks to the LED. When the student said the word “water”—students record themselves reading the poems aloud in the audio-editing program \u003ca href=\"http://audacity.sourceforge.net\">Audacity\u003c/a>—the LED turned the plastic wrap a deeper shade of blue. When he got to the bit about the “tottering” calf, the motor made the toy calf vibrate.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\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>“A lot of kids aren’t crazy about poetry,” Mellon said. “But we have to help them engage with it. After spending two weeks analyzing the poem and creating visual imagery and symbolism for their dioramas, they really understand the work and get quite passionate.”\u003c!--more-->\u003c/p>\n\u003cp>Stories like Mellon’s can be found all around the Allegheny School District these days as the area, already renowned for its groundbreaking work in STEM, takes on STEAM.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>STEM stands for science, technology, engineering, and math; it’s become a shorthand way for talking about how to prepare American students for a 21st-century, globalized economy. But, as STEM took hold, some begun to wonder if there was a component missing. Enter the STEAM movement, championed by people like John Maeda, president of the prestigious Rhode Island School of Design, and former engineer Georgette Yakman. The idea is fairly simple: STEM needs to include art and design.\u003c/p>\n\u003cp>“STEAM is not a new curriculum,” Yakman said. “It’s a framework for teaching.” On February 14, the idea got the Beltway stamp of approval when the \u003ca href=\"http://stemtosteam.org/events/congressional-steam-caucus/\">Congressional STEAM Caucus\u003c/a> launched.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL FOR INNOVATION\u003c/strong>\u003c/p>\n\u003cp>The move to include art and design in the push to advance science, engineering, and math is not just a “feel-good” move. It’s critical to the future economy and families’ standard of living. \u003ca href=\"https://www.wm.edu/research/ideation/professions/smart-yes.-creative-not-so-much.5890.php\">Researchers are finding\u003c/a> that although children’s IQ scores have been steadily rising, results on the Torrance Tests of Creative Thinking—a key measure of creativity—have been on the decline since 1990, just as the demand for more creative thinkers is rising. In a \u003ca href=\"http://www-03.ibm.com/press/us/en/pressrelease/31670.wss\">2010 IBM survey\u003c/a>, 1,500 CEOs identified creativity as a top leadership competency of the future.\u003c/p>\n\u003cp>That’s why the “A” for arts is so important, and why Pittsburgh’s school districts and afterschool networks are \u003ca href=\"http://remakelearning.org/blog/2013/02/15/pittsburgh-educators-marry-art-with-technology-in-new-steam-learning-projects/\">taking arts and design so seriously\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_27863\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-27863\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/art-bots.jpg\" alt=\"art bots\" width=\"250\" height=\"188\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For some members of the Allegheny Valley School District, that extra A isn’t as radical as it may seem.\u003c/p>\n\u003cp>“We’ve always been STEAM based,” said Ed McKaveney, technology director for the Hampton Township School District. “It just didn’t have a name before.”\u003c/p>\n\u003cp>For others, it has slightly different meanings.\u003c/p>\n\u003cp>“The A is the creative element,” said Jennifer Vecchio, assistant elementary principal at Colfax Upper Elementary. “It’s looking at birds flying and understanding what that has to do with velocity.”\u003c/p>\n\u003cp>Bart Rocco, superintendent of the Elizabeth Forward School District, said the transition from STEM to STEAM isn’t really about adding anything at all.\u003c/p>\n\u003cp>“Personally, I’m not a big acronym guy,” Rocco said. “Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/p>\n\u003cp>Both Vecchio and Rocco are right, according to Linda Hippert, executive director of the Allegheny Intermediate Unit (AIU), a state agency that supports school districts in Allegheny County. Together with Intermediate Unit 1 in neighboring counties, the AIU oversees the \u003ca href=\"http://centerforcreativity.net/\">Center for Creativity\u003c/a>, an initiative that offers STEAM grants to enable teachers and administrators to implement classroom-based programs integrating left-brain and right-brain learning.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/nurturing-the-next-van-gogh-start-with-small-steps/\">Nurturing the Next Van Gogh? Start With Small Steps\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>For Hippert, the story really started one October afternoon six years ago at a professional development event for local superintendents. They’d all read Daniel Pink’s book, “\u003ca href=\"http://www.danpink.com/books/whole-new-mind\">A Whole New Mind\u003c/a>,” and then Pink came in to discuss the importance of creativity. He spoke to them about the importance of “right-brain qualities” like empathy and inventiveness.\u003c/p>\n\u003cp>“The message was loud and clear,” Hippert said. “And that’s when the movement started. Being strong in math and science wasn’t enough. To meet future workforce needs, we had to address the whole-brain needs of our students.”\u003c/p>\n\u003cp>That kind of thinking is absolutely right.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD PROJECTS\u003c/strong>\u003c/p>\n\u003cp>As Enrico Moretti in his book, “\u003ca href=\"http://www.amazon.com/New-Geography-Jobs-Enrico-Moretti/dp/0547750110\">The New Geography of Jobs\u003c/a>,” notes, for the first time in history, “the factor that is scarce is not physical capital, but creativity.” The decline is driving the divergence in economies and in families’ wallets. The majority of a product’s value today, he writes, comes from its original idea, not the manufacturing of it. The latter can be done cheaply almost anywhere else, but the “good” jobs lie in innovation, design, and engineering.\u003c/p>\n\u003cp>As Pittsburgh well knows, the sector responsible for raising the wages of American workers was once manufacturing. Today, as Moretti writes, “the innovation sector determines the salary of many Americans, whether they work in innovation or not.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/should-hands-on-science-experiments-replace-bubble-tests/\">Hands-On Science Exams Reveal Students' Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>This thinking is evident throughout the Allegheny School District.\u003c/p>\n\u003cp>“The question is how do we keep our students competitive,” said Bille Rondinelli, superintendent of the South Fayette School District. “The answer is whole-brain thinking.”\u003c/p>\n\u003cp>One of the keys to success in implementing these ideas lies in collaborations and partnerships.\u003c/p>\n\u003cp>In South Fayette, students work with kitchenware maker All-Clad. Five years ago, when the partnership started, it focused on manufacturing and ran under a STEM grant. Now, students are helping design the pots and pans of the future and considering issues of environmental packaging. This new, more creative work is being done under a STEAM grant.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Allegheny Valley School District is using its STEAM grant to start a Living Class Room for upper elementary students. At the beginning of this school year, students started building an outdoor space where they designed and planted a garden. They’re also working on environmental issues like rain collection, solar cells, and composting. They design and make their own tables to use in the garden and use of iPads to identify birdcalls and keep their digital journals.\u003c/p>\n\u003cp>“STEAM offers a total experience for children,” said Cheryl Griffith, superintendent of Allegheny Valley School District, which is also home to Sue Mellon’s Robotics Poetry.\u003c/p>\n\u003cp>In the West Allegheny School District, high school students can take an electronic and acoustic sound class where they learn the science of sound, but, instead of sitting at their desk reading from a textbook, they’re studying and modifying different instruments.\u003c/p>\n\u003cp>Next year, the West Allegheny School District hopes to start a middle school game center. Chris Assetta, assistant superintendent for curriculum and instruction, has a date on her calendar to go visit the Elizabeth Forward School District, \u003ca href=\"http://remakelearning.org/blog/2013/02/14/serious-fun-and-games-in-pittsburgh/\">which launched one in January 2012\u003c/a>.\u003c/p>\n\u003cp>Heather Hibner is an English teacher who now teaches in the Elizabeth Forward Entertainment Technology Academy (ETA). If you walked by the four long windows of her classroom you’d see “people getting things done,” Hibner said. “If you walk by what I now call a boring classroom, it looks more orderly but really everyone is just zoned out.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should be Messy\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>It’s a lot messier in her classroom, Hibner said, but that’s because the students are engaged. They’re working in teams and at their own pace. They’re doing independent projects, modding games, and coming up with stories.\u003c/p>\n\u003cp>Curriculum for the ETA starts with a history of games going back to ancient Babylon. Then students go on to learn things like 3D design, scripting, storytelling, and computer programming.\u003c/p>\n\u003cp>“Today, you need teachers who can integrate both sides of the brain,” Rocco said.\u003c/p>\n\u003cp>According to Hibner, doing whole-brain teaching isn’t difficult but actually feels more natural. The real key, she said, is getting out of the way. “I’m a facilitator really,” she said. “I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">Remake Learning\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27968\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27968\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Q2L_1-620x413.png\" alt=\"Q2L_1\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.youthradio.org/news/connected-learninglearning-inside-and-outside-classroom\">By Ashley Williams, Youth Radio\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What if your extracurricular activities weren't just extra but a part of your academics too? New thinking on education intends to bring students' interests into the classroom. It's called Connected Learning and promotes the idea that students will excel in school if what they are learning is relevant to their lives, experiences, and passions. This plan is spelled out in a new \u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">report\u003c/a>, by Mimi Ito, the research director of the Digital Media and Learning Hub at the University of California Irvine.\u003c/p>\n\u003cp>While students would still learn core subjects like math and science, \u003ca href=\"http://www.itofisher.com/mito/weblog/2012/03/connected_learning.html\">Connected Learning\u003c/a> provides ways for students to link their classroom lessons to their lives outside the school. Ito says the objective of Connected Learning is to, “meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It’s important to diversify the kinds of entry points for the kinds of pathways that young people have.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Ito uses the \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> to demonstrate how Connected Learning’s can be effective. She says, “the HPA connects young people who are inspired by the civic virtues portrayed in the Harry Potter books, and want to apply them to the real world.” This fan network organizes over social media platforms (Facebook, Livestream, Youtube, Twitter) to spread awareness and solutions to issues like, equality, and human rights, and to support of charitable causes. Literacy has been a central focus of the group. Their annual book drive has brought 85,000 donations since 2009 and contributions have helped build a library for a charter school in NYC.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ito says another prime example of Connected Learning is at Youth Radio. The youth-driven media organization channels young peoples' passions into education and job training. For instance, the poetry group inside Youth Radio, Remix Your Life, helps strengthen students’ writing skills, public speaking and presentation skills while providing an outlet for us to express what we're passionate about.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Here’s where Connected Learning could help close the opportunity gap. Ito says, “it’s important to diversify the kinds of entry points for the kinds of pathways that young people have.” She adds that “having their interests, their identities validated in the context of academic achievement, civic engagement” is essential to keeping students engaged. This could lead to better student \u003c!--more-->performance. But even more than improved grades, the goal for Connected Learning Ito states, is “not about individual achievement, it’s about contributing in the real world.”\u003c/p>\n\u003cp>\u003cstrong>EXCERPT FROM \u003cem>\u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">CONNECTED LEARNING: AN AGENDA FOR RESEARCH AND DESIGN\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY:\u003c/strong>\u003c/p>\n\u003cp>A toy replica of a 1950s pickup truck with a 100-gram cast iron weight in its bed races down a wooden plank and crashes into an upright textbook that rests precariously on the edge of a high stool. The book wobbles and then topples several feet before smacking the floor with a loud slap. As it falls, the book collides with the raised end of a yardstick whose middle rests over a makeshift fulcrum, creating a seesaw-like lever. The impact catapults a small bottle of hand-sanitizer a few inches into the air before falling and bouncing on the floor. “Hmm,” says the 11-year-old student who released the car. The student and her classmates have been challenged to build a Rube Goldberg machine—a complex machine that performs a simple task—that can dispense hand sanitizer from a bottle with a pump-top. One of the student’s teammates suggests, “Let’s try a larger stool.”\u003c/p>\n\u003cp>This is Boss Level, a special two-week period that takes place at the end of each trimester at \u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a>, a 6th- through 12th-grade public school that opened in Manhattan in the fall of 2009. Quest is the first school in the country to organize its entire curriculum to be “game-like.” It is also attempting to incorporate many of the connected learning principles into an urban public school. Boss Levels are the times during the school year when these principles are most fully realized. During Boss Level, regular classes are suspended, classrooms are rearranged into work spaces, teachers fall into the background, and students work in small teams on a single “challenge” that culminates in a showcase and party for the school’s educators, staff, and family members. In addition to Rube Goldberg machines, Quest educators have challenged\u003cbr>\nstudents to write and perform short plays based on fairy tales, to design and orchestrate a series of outdoor games for an end-of-the-year field day, to research and construct a travel website featuring three NYC neighborhoods, to build a sculpture from recycled materials, and so forth. In each case, Boss Levels attempt to weave together connected learning principles with the strictures of school-based practices.\u003c/p>\n\u003cp>\u003cstrong>PEER SUPPORTED\u003c/strong>\u003c/p>\n\u003cp>Students drive activity during Boss Levels more than at any other time during the year. While educators put students onto teams and define the challenges, students take the lead in designing, discovering, and evaluating possible solutions. Students provide each other with ongoing feedback about each other’s ideas and work styles. They engage in delicate, and often difficult, negotiations over what their team should try next, who should do what, and who can tell or ask someone else to do something. While failure is commonplace, and while conflicts sometimes arise, educators resist intervening extensively. In general, students are active and highly engaged, and the classroom is often vibrant and boisterous.\u003c/p>\n\u003cp>\u003cstrong>INTEREST POWERED\u003c/strong>\u003c/p>\n\u003cp>While Quest educators define Boss Level challenges, students have extensive opportunities for connecting Boss Level projects to their own interests, many of which are dissociated from conventional schooling practices. For example, when a Boss Level challenge asked students to write, stage, and perform short plays based on fairy tales, students wove numerous interests and cultural forms from their out-of-school lives into the productions. One scene took place in a medieval coffee shop called “Moonbucks”; plots and characters drew inspiration from popular books, video games, music, and movies; several students with an interest in fashion worked on costumes; a student who was enrolled in an after school program for gymnastics helped choreograph stage fights; students who participated in online fan fiction communities worked on scripts; students who were interested in media production helped with recording and mixing sound effects; all students produced daily podcasts that provided updates about their projects to family members. In doing so, Boss Level blurred conventional divisions between education and peer cultures.\u003c/p>\n\u003cp>\u003cstrong>ACADEMICALLY ORIENTED\u003c/strong>\u003c/p>\n\u003cp>Boss Levels confer academic legitimacy on creative activities that are typically absent or marginalized at conventional schools. By treating Boss Level as the culminating academic experience for every trimester, and by showcasing the students’ work to family members and members of the New York City design community, Quest bestows academic legitimacy on forms of work that are not easily measured by standardized assessments.\u003c/p>\n\u003cp>At the same time, Quest attempts to link Boss Level challenges to more widely recognized academic domains and competencies. For example, the Rube Goldberg machine challenge required students to put into practice knowledge about physics and simple machines that they had been learning about over the course of the trimester. Similarly, Boss Levels encourage students to approach design challenges from the perspective of “systems thinking,” a twenty-first century literacy that educators emphasize in their instruction throughout the year. So, for instance, when tinkering with a Rube Goldberg machine, or when writing a play, or when designing a game for the field day, educators encouraged students to think of each design challenge in terms of its components, rules, goals, feedback mechanisms, and other aspects of a dynamic system. In doing so, they connect hands-on activity with forms of knowledge that are recognized in various academic and professional contexts.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES AND OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>Realizing connected learning principles in a public school setting is not without its challenges. For one, Boss Levels can be seen as taking time away from preparing for state tests. While Quest hopes its students will score highly on tests, its students are evaluated against students who attend schools that place greater emphasis on testing. If the school cannot produce competitive test scores, many families will not apply to the school and the Department of Education could force it to change its leadership or even close its doors. Given these realities, Quest is under constant pressure to scale back on less canonical offerings such as Boss Level, and it has had to diminish the number and duration of Boss Levels as it has matured.\u003c/p>\n\u003cp>Additionally, the school has had to educate some parents about the educational value of experiences like Boss Level. Less-privileged families, in particular, have pushed the school to focus more on canonical pedagogic offerings, in part because their children’s options in the NYC school system largely depend on test scores. Further, families from various backgrounds have expressed unease with some of the student-centered aspects of Boss Level. The frenetic, messy, and often noisy character of Boss Levels can appear to some as chaotic and undisciplined rather than as engaging and invigorating.\u003c/p>\n\u003cp>Quest educators have responded to these challenges by attempting to educate parents about the forms of learning supported by Boss Levels, and over time many parents have come to see, and even celebrate, Boss Levels as important and unique educational opportunities. Educators have also had to make Boss Levels more structured and adult-managed as the school has matured, partly to ease parental concerns.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Despite these challenges, Boss Levels offer an encouraging example of how connected learning principles can be integrated into public schooling. Unlike most canonical schooling practices, Boss Levels organize students’ activity around a shared purpose, and they provide students with numerous opportunities for active and creative problem solving. Students, rather than educators, drive the process. Solutions are not defined beforehand and resources are not bound by the school’s walls. As a result, students have the opportunity to participate in the challenging, messy, collaborative, and open-ended processes that we believe characterize connected learning at its best.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27968\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27968\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Q2L_1-620x413.png\" alt=\"Q2L_1\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.youthradio.org/news/connected-learninglearning-inside-and-outside-classroom\">By Ashley Williams, Youth Radio\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What if your extracurricular activities weren't just extra but a part of your academics too? New thinking on education intends to bring students' interests into the classroom. It's called Connected Learning and promotes the idea that students will excel in school if what they are learning is relevant to their lives, experiences, and passions. This plan is spelled out in a new \u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">report\u003c/a>, by Mimi Ito, the research director of the Digital Media and Learning Hub at the University of California Irvine.\u003c/p>\n\u003cp>While students would still learn core subjects like math and science, \u003ca href=\"http://www.itofisher.com/mito/weblog/2012/03/connected_learning.html\">Connected Learning\u003c/a> provides ways for students to link their classroom lessons to their lives outside the school. Ito says the objective of Connected Learning is to, “meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It’s important to diversify the kinds of entry points for the kinds of pathways that young people have.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Ito uses the \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> to demonstrate how Connected Learning’s can be effective. She says, “the HPA connects young people who are inspired by the civic virtues portrayed in the Harry Potter books, and want to apply them to the real world.” This fan network organizes over social media platforms (Facebook, Livestream, Youtube, Twitter) to spread awareness and solutions to issues like, equality, and human rights, and to support of charitable causes. Literacy has been a central focus of the group. Their annual book drive has brought 85,000 donations since 2009 and contributions have helped build a library for a charter school in NYC.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ito says another prime example of Connected Learning is at Youth Radio. The youth-driven media organization channels young peoples' passions into education and job training. For instance, the poetry group inside Youth Radio, Remix Your Life, helps strengthen students’ writing skills, public speaking and presentation skills while providing an outlet for us to express what we're passionate about.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Here’s where Connected Learning could help close the opportunity gap. Ito says, “it’s important to diversify the kinds of entry points for the kinds of pathways that young people have.” She adds that “having their interests, their identities validated in the context of academic achievement, civic engagement” is essential to keeping students engaged. This could lead to better student \u003c!--more-->performance. But even more than improved grades, the goal for Connected Learning Ito states, is “not about individual achievement, it’s about contributing in the real world.”\u003c/p>\n\u003cp>\u003cstrong>EXCERPT FROM \u003cem>\u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">CONNECTED LEARNING: AN AGENDA FOR RESEARCH AND DESIGN\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY:\u003c/strong>\u003c/p>\n\u003cp>A toy replica of a 1950s pickup truck with a 100-gram cast iron weight in its bed races down a wooden plank and crashes into an upright textbook that rests precariously on the edge of a high stool. The book wobbles and then topples several feet before smacking the floor with a loud slap. As it falls, the book collides with the raised end of a yardstick whose middle rests over a makeshift fulcrum, creating a seesaw-like lever. The impact catapults a small bottle of hand-sanitizer a few inches into the air before falling and bouncing on the floor. “Hmm,” says the 11-year-old student who released the car. The student and her classmates have been challenged to build a Rube Goldberg machine—a complex machine that performs a simple task—that can dispense hand sanitizer from a bottle with a pump-top. One of the student’s teammates suggests, “Let’s try a larger stool.”\u003c/p>\n\u003cp>This is Boss Level, a special two-week period that takes place at the end of each trimester at \u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a>, a 6th- through 12th-grade public school that opened in Manhattan in the fall of 2009. Quest is the first school in the country to organize its entire curriculum to be “game-like.” It is also attempting to incorporate many of the connected learning principles into an urban public school. Boss Levels are the times during the school year when these principles are most fully realized. During Boss Level, regular classes are suspended, classrooms are rearranged into work spaces, teachers fall into the background, and students work in small teams on a single “challenge” that culminates in a showcase and party for the school’s educators, staff, and family members. In addition to Rube Goldberg machines, Quest educators have challenged\u003cbr>\nstudents to write and perform short plays based on fairy tales, to design and orchestrate a series of outdoor games for an end-of-the-year field day, to research and construct a travel website featuring three NYC neighborhoods, to build a sculpture from recycled materials, and so forth. In each case, Boss Levels attempt to weave together connected learning principles with the strictures of school-based practices.\u003c/p>\n\u003cp>\u003cstrong>PEER SUPPORTED\u003c/strong>\u003c/p>\n\u003cp>Students drive activity during Boss Levels more than at any other time during the year. While educators put students onto teams and define the challenges, students take the lead in designing, discovering, and evaluating possible solutions. Students provide each other with ongoing feedback about each other’s ideas and work styles. They engage in delicate, and often difficult, negotiations over what their team should try next, who should do what, and who can tell or ask someone else to do something. While failure is commonplace, and while conflicts sometimes arise, educators resist intervening extensively. In general, students are active and highly engaged, and the classroom is often vibrant and boisterous.\u003c/p>\n\u003cp>\u003cstrong>INTEREST POWERED\u003c/strong>\u003c/p>\n\u003cp>While Quest educators define Boss Level challenges, students have extensive opportunities for connecting Boss Level projects to their own interests, many of which are dissociated from conventional schooling practices. For example, when a Boss Level challenge asked students to write, stage, and perform short plays based on fairy tales, students wove numerous interests and cultural forms from their out-of-school lives into the productions. One scene took place in a medieval coffee shop called “Moonbucks”; plots and characters drew inspiration from popular books, video games, music, and movies; several students with an interest in fashion worked on costumes; a student who was enrolled in an after school program for gymnastics helped choreograph stage fights; students who participated in online fan fiction communities worked on scripts; students who were interested in media production helped with recording and mixing sound effects; all students produced daily podcasts that provided updates about their projects to family members. In doing so, Boss Level blurred conventional divisions between education and peer cultures.\u003c/p>\n\u003cp>\u003cstrong>ACADEMICALLY ORIENTED\u003c/strong>\u003c/p>\n\u003cp>Boss Levels confer academic legitimacy on creative activities that are typically absent or marginalized at conventional schools. By treating Boss Level as the culminating academic experience for every trimester, and by showcasing the students’ work to family members and members of the New York City design community, Quest bestows academic legitimacy on forms of work that are not easily measured by standardized assessments.\u003c/p>\n\u003cp>At the same time, Quest attempts to link Boss Level challenges to more widely recognized academic domains and competencies. For example, the Rube Goldberg machine challenge required students to put into practice knowledge about physics and simple machines that they had been learning about over the course of the trimester. Similarly, Boss Levels encourage students to approach design challenges from the perspective of “systems thinking,” a twenty-first century literacy that educators emphasize in their instruction throughout the year. So, for instance, when tinkering with a Rube Goldberg machine, or when writing a play, or when designing a game for the field day, educators encouraged students to think of each design challenge in terms of its components, rules, goals, feedback mechanisms, and other aspects of a dynamic system. In doing so, they connect hands-on activity with forms of knowledge that are recognized in various academic and professional contexts.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES AND OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>Realizing connected learning principles in a public school setting is not without its challenges. For one, Boss Levels can be seen as taking time away from preparing for state tests. While Quest hopes its students will score highly on tests, its students are evaluated against students who attend schools that place greater emphasis on testing. If the school cannot produce competitive test scores, many families will not apply to the school and the Department of Education could force it to change its leadership or even close its doors. Given these realities, Quest is under constant pressure to scale back on less canonical offerings such as Boss Level, and it has had to diminish the number and duration of Boss Levels as it has matured.\u003c/p>\n\u003cp>Additionally, the school has had to educate some parents about the educational value of experiences like Boss Level. Less-privileged families, in particular, have pushed the school to focus more on canonical pedagogic offerings, in part because their children’s options in the NYC school system largely depend on test scores. Further, families from various backgrounds have expressed unease with some of the student-centered aspects of Boss Level. The frenetic, messy, and often noisy character of Boss Levels can appear to some as chaotic and undisciplined rather than as engaging and invigorating.\u003c/p>\n\u003cp>Quest educators have responded to these challenges by attempting to educate parents about the forms of learning supported by Boss Levels, and over time many parents have come to see, and even celebrate, Boss Levels as important and unique educational opportunities. Educators have also had to make Boss Levels more structured and adult-managed as the school has matured, partly to ease parental concerns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite these challenges, Boss Levels offer an encouraging example of how connected learning principles can be integrated into public schooling. Unlike most canonical schooling practices, Boss Levels organize students’ activity around a shared purpose, and they provide students with numerous opportunities for active and creative problem solving. Students, rather than educators, drive the process. Solutions are not defined beforehand and resources are not bound by the school’s walls. As a result, students have the opportunity to participate in the challenging, messy, collaborative, and open-ended processes that we believe characterize connected learning at its best.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg\" alt=\"7437999566_6f1d4a170c_z-1\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-31655\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Helping students learn how to learn: That's what most educators strive for, and that's the goal of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\">inquiry learning.\u003c/a> That skill transfers to other academic subject areas and even to the workplace where employers have consistently said that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">they want creative, innovative and adaptive thinkers\u003c/a>. Inquiry learning is an integrated approach that includes kinds of learning: content, literacy, information literacy, learning how to learn, and social or collaborative skills. Students think about the choices they make throughout the process and the way they feel as they learn. Those observations are as important as the content they learn or the projects they create.\u003c/p>\n\u003cp>“We want students thinking about their thinking,” said \u003ca href=\"http://www.classroom20.com/profile/lesliemaniotes\">Leslie Maniotes\u003c/a> a teacher effectiveness coach in the Denver Public Schools and one of the authors of \u003cem>\u003ca href=\"http://books.google.com/books/about/Guided_Inquiry.html?id=z4RmUhkg7lAC\">Guided Inquiry: Learning in the 21st Century\u003c/a>\u003c/em>. “We want them reflecting on the process and the content.” Inquiry learning works best on longer, deep dive projects when students have to create something of their own out of what they've found.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When they are able to see where they came from and where they got to it is very powerful for them.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A good example is a long term \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">research project\u003c/a>. There are several common stages in longer projects and researchers have studied how students feel, think and act around the different stages. Students initiate the project, select a topic, explore it further, begin to formulate an approach, collect specific materials relevant to a focus and finally present on their findings.\u003c/p>\n\u003cp>During the process, students will go through different stages of emotions. They might feel \u003c!--more-->uncertainty as they begin, optimism when they select a project, then confusion or frustration when they've gathered a lot of information and don’t know where to go with it. As they begin to sift through the information, they gain a sense of clarity and direction and begin formulating and executing the project. By the end of the process, they'll have a sense of satisfaction or disappointment on the outcome of their presentation.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">\u003cspan style=\"color: #808080\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/span>\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/\">Understanding how students may feel \u003c/a>as they move through the stages of inquiry offers educators the opportunity to intervene at critical moments when frustration threatens to derail them. \u003ca href=\"http://cissl.rutgers.edu/joomla-license/impact-studies?start=6\">Research shows\u003c/a> that letting students spend longer time exploring a topic before choosing helps them choose something worthy of inquiry. “Jumping right into identifying a question leads to low level learning,” said Maniotes. She offers specific and simple tools to help guide the inquiry learning process.\u003c/p>\n\u003cp>\u003cstrong>FIVE TOOLS TO GUIDE INQUIRY LEARNING\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong> An \u003c/span>\u003cstrong>Inquiry Community \u003c/strong>\u003cspan>is the class itself. Each member is exploring a topic related to the same class unit and students can help one another clarify ideas. “All of this is set within the social context of an inquiry community,” said Maniotes. “We value that community and we’re using all these other tools to inform the level of conversation we might have within that community.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>An \u003c/span>\u003cstrong>Inquiry Circle\u003c/strong>\u003cspan> is a small group where students can talk to one another around a specific topic that fits within the umbrella of the broader class unit. Inquiry circles are a place for students to talk out all their wild ideas and work best when instructors leave them alone.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Journal\u003c/strong>\u003cspan> is one of the most powerful tools in the inquiry learning repertoire and should be utilized throughout the process. It’s a place for students to reflect on both the process and the content they discover as they go along. It’s important to emphasize to students that the journals should be used to reflect on how he or she learns best and what feelings come up at different points in the process. It’s meant to give them a moment to stop and think about what they've read and why it’s important. The journal can also be a good bridge between the student and instructor.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Log\u003c/strong>\u003cspan> helps students to keep track of the learning journey and every choice, change in direction or exciting moment along the way. “When they are able to see where they came from and where they got to it is very powerful for them,” said Maniotes.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Chart\u003c/strong>\u003cspan> is a great tool to help students identify a central question. They can chart, brainstorm and map their ideas in many ways. Getting them down on paper can help visualize what areas of research are well fleshed out and would make good focus points and which are tangential. Part of inquiry learning is teaching students how to make good academic decisions on resources and content, as well as recognizing when persistence is needed to dig deeper.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Taken together these five tools, which are deceptively simple, can give students the experience of deeper inquiry, insight into their own learning habits and preferences, as well as the experience of working through emotions that arise during the process. All these experiences help them to encounter the next challenge effectively, even when not being asked to follow a rigid process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Inquiry learning should also be a social and language-based process. “Inquiry tools support English language use,” said Maniotes. “Students are able to use authentic language and they are constantly speaking, reading, writing, and viewing throughout the process.” It also helps to set clear expectations for the project and to routinely use the tools so students recognize their function. When instructors reflect on how the tools are used at various points, modeling meta-cognitive processing about how the tools support the inquiry process, students do more of that too. “If students hear that kind of talk then they know how to do it themselves,” said Maniotes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The tools also give instructors a way to assess student learning along the way. This type of formative assessment gives teachers a chance to intervene and shape the inquiry process or offer encouragement. The journal and log especially tell a teacher a lot about the process each student went through to arrive at a final presentation, offering far more data points for assessment.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg\" alt=\"7437999566_6f1d4a170c_z-1\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-31655\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7437999566_6f1d4a170c_z-1-e1380204683826-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Helping students learn how to learn: That's what most educators strive for, and that's the goal of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\">inquiry learning.\u003c/a> That skill transfers to other academic subject areas and even to the workplace where employers have consistently said that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">they want creative, innovative and adaptive thinkers\u003c/a>. Inquiry learning is an integrated approach that includes kinds of learning: content, literacy, information literacy, learning how to learn, and social or collaborative skills. Students think about the choices they make throughout the process and the way they feel as they learn. Those observations are as important as the content they learn or the projects they create.\u003c/p>\n\u003cp>“We want students thinking about their thinking,” said \u003ca href=\"http://www.classroom20.com/profile/lesliemaniotes\">Leslie Maniotes\u003c/a> a teacher effectiveness coach in the Denver Public Schools and one of the authors of \u003cem>\u003ca href=\"http://books.google.com/books/about/Guided_Inquiry.html?id=z4RmUhkg7lAC\">Guided Inquiry: Learning in the 21st Century\u003c/a>\u003c/em>. “We want them reflecting on the process and the content.” Inquiry learning works best on longer, deep dive projects when students have to create something of their own out of what they've found.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“When they are able to see where they came from and where they got to it is very powerful for them.”\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>A good example is a long term \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">research project\u003c/a>. There are several common stages in longer projects and researchers have studied how students feel, think and act around the different stages. Students initiate the project, select a topic, explore it further, begin to formulate an approach, collect specific materials relevant to a focus and finally present on their findings.\u003c/p>\n\u003cp>During the process, students will go through different stages of emotions. They might feel \u003c!--more-->uncertainty as they begin, optimism when they select a project, then confusion or frustration when they've gathered a lot of information and don’t know where to go with it. As they begin to sift through the information, they gain a sense of clarity and direction and begin formulating and executing the project. By the end of the process, they'll have a sense of satisfaction or disappointment on the outcome of their presentation.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">\u003cspan style=\"color: #808080\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/span>\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/\">Understanding how students may feel \u003c/a>as they move through the stages of inquiry offers educators the opportunity to intervene at critical moments when frustration threatens to derail them. \u003ca href=\"http://cissl.rutgers.edu/joomla-license/impact-studies?start=6\">Research shows\u003c/a> that letting students spend longer time exploring a topic before choosing helps them choose something worthy of inquiry. “Jumping right into identifying a question leads to low level learning,” said Maniotes. She offers specific and simple tools to help guide the inquiry learning process.\u003c/p>\n\u003cp>\u003cstrong>FIVE TOOLS TO GUIDE INQUIRY LEARNING\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong> An \u003c/span>\u003cstrong>Inquiry Community \u003c/strong>\u003cspan>is the class itself. Each member is exploring a topic related to the same class unit and students can help one another clarify ideas. “All of this is set within the social context of an inquiry community,” said Maniotes. “We value that community and we’re using all these other tools to inform the level of conversation we might have within that community.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>An \u003c/span>\u003cstrong>Inquiry Circle\u003c/strong>\u003cspan> is a small group where students can talk to one another around a specific topic that fits within the umbrella of the broader class unit. Inquiry circles are a place for students to talk out all their wild ideas and work best when instructors leave them alone.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Journal\u003c/strong>\u003cspan> is one of the most powerful tools in the inquiry learning repertoire and should be utilized throughout the process. It’s a place for students to reflect on both the process and the content they discover as they go along. It’s important to emphasize to students that the journals should be used to reflect on how he or she learns best and what feelings come up at different points in the process. It’s meant to give them a moment to stop and think about what they've read and why it’s important. The journal can also be a good bridge between the student and instructor.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Log\u003c/strong>\u003cspan> helps students to keep track of the learning journey and every choice, change in direction or exciting moment along the way. “When they are able to see where they came from and where they got to it is very powerful for them,” said Maniotes.\u003c/span>\u003c/li>\n\u003cli>\u003cspan>\u003cstrong>\u003c/strong>The \u003c/span>\u003cstrong>Inquiry Chart\u003c/strong>\u003cspan> is a great tool to help students identify a central question. They can chart, brainstorm and map their ideas in many ways. Getting them down on paper can help visualize what areas of research are well fleshed out and would make good focus points and which are tangential. Part of inquiry learning is teaching students how to make good academic decisions on resources and content, as well as recognizing when persistence is needed to dig deeper.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Taken together these five tools, which are deceptively simple, can give students the experience of deeper inquiry, insight into their own learning habits and preferences, as well as the experience of working through emotions that arise during the process. All these experiences help them to encounter the next challenge effectively, even when not being asked to follow a rigid process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Inquiry learning should also be a social and language-based process. “Inquiry tools support English language use,” said Maniotes. “Students are able to use authentic language and they are constantly speaking, reading, writing, and viewing throughout the process.” It also helps to set clear expectations for the project and to routinely use the tools so students recognize their function. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The tools also give instructors a way to assess student learning along the way. This type of formative assessment gives teachers a chance to intervene and shape the inquiry process or offer encouragement. The journal and log especially tell a teacher a lot about the process each student went through to arrive at a final presentation, offering far more data points for assessment.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Study: Path Through College is Indirect and Stressful for Many Students",
"title": "Study: Path Through College is Indirect and Stressful for Many Students",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png\" alt=\"MyEdu\" title=\"\" width=\"404\" height=\"431\" class=\"size-full wp-image-27788\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png 404w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-400x427.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-320x341.png 320w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Despite a deeply held belief that success in college is crucial for success in life, the traditional path students assume they'll take is more an exception than the rule, according to a new report.\u003c/p>\n\u003cp>Though most students believe the college path -- high school, college with chosen major, internship, job -- will smoothly go from one phase to the next, the reality is quite different for many students. And as a result, stress and anxiety is causing them to make haphazard decisions about their education.\u003c/p>\n\u003cp>Switching majors, falling behind the academic schedule, and feeling disenfranchised by the conventional college system are becoming institutionalized student experiences, states the \u003ca href=\"https://www.myedu.com/assets/myedu/files/myedu_academicJourney_short_form.pdf\">report\u003c/a> [PDF] from \u003ca href=\"https://www.myedu.com/\">MyEdu\u003c/a>, an Austin, Texas-based company that offers online tools to help college students manage their academic lives and career opportunities.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv dir=\"ltr\">The study, which takes into account the randomly selected responses of 1,047 students from MyEdu's 300,000 profiles, shows that more than half of students have switched or considered switching their major during their academic career and that the overwhelming reason for this change was due to changing interests, and a lack of enjoyment in the first major selected. What's more, 37% of respondents classified themselves as \"nontraditional students.\"\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003c/div>\n\u003cp>So how to fix it?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though many believe access to online courses through one of the proliferating \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">MOOCs, \u003c/a>study author Jon Kolko suggested online learning represents the wrong application of the right technology. Instead, he says the same kinds of algorithms that contribute to a self-paced math course, for example, should instead be used to evaluate a student's progress in traditional college courses. For example, he envisions MyEdu and its competitors (such as \u003ca href=\"http://www.koofers.com/\">Koofers\u003c/a>, \u003ca href=\"www.princetonreview.com/\">Princeton Review\u003c/a>, and \u003ca href=\"http://www.heycampus.com/\">HeyCampus\u003c/a>) offering tools that can take a student's performance and feedback from a general education course and suggest or rule out potential majors.\u003c/p>\n\u003cp>“I don't think computers are that good for learning, but they're really good for this administrative side of things,” said Kolko, MyEdu's vice president of design, who is planning on using feedback \u003c!--more-->from the study to hone its tools and inspire new ones. The company currently has profiles of about 300,000 students who are mostly enrolled in large state institutions in Texas and elsewhere in the American Southwest. The company makes its revenue by providing data about those students to career recruiters.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study.”\u003c/strong>\u003c/aside>\n\u003cp>On a larger—if more unrealistic—level, the simplest way to help students be more productive and less anxious in college may be to alter the typical path of their common experiences.\u003c/p>\n\u003cp>For example, in its analysis of 14 in-depth interviews with college students and more than 1,000 surveys completed by a representative sample of MyEdu users, the report found that students were most influenced by nontraditional academic experiences like study-abroad trips, internships, and mentorships. But while those experiences often lead to the identification of a long-term life goal, they generally come toward the end of college, and don't leave time for a change of course in study, at least while an undergraduate student.\u003c/p>\n\u003cp>Kolko accepted the suggestion that encouraging students to enroll in apprenticeships, service initiatives, or gap year programs might help more of them find their goals more quickly and lead to a more efficient path through college. But he said the stigma attached to an indirect path to college would likely keep most from considering them, so instead colleges should look at ways to make the path to a degree more flexible.\u003c/p>\n\u003cp>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study,” Kolko said. “But if we're not going to change the way the game works, we need to give them the information to make that decision more proactively, and we need to make those decisions less binding.”\u003c/p>\n\u003cfigure id=\"attachment_27784\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27784\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-10.09.06-AM-300x290.png\" alt=\"MyEdu\" width=\"300\" height=\"290\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This isn't to say students don't take college seriously—in fact the report finds most believe the college experience will determine what happens during the rest of their lives. But that sense of finality often leads to mistakes like choosing a major based on ease of completion, relying on parents who themselves did not go to college for college advice, and making any sort of big academic choice before it's necessary.\u003c/p>\n\u003cp>Here's a look at the report's four primary findings:\u003c/p>\n\u003cp>\u003cstrong>COLLEGE PREDETERMINATION:\u003c/strong> Students believe the path from college to career is relatively linear and rigid—choose a college, choose a major, get an internship, get a job—and then aren't mentally prepared to work around roadblocks to that path when they arise.\u003c/p>\n\u003cp>\u003cstrong>FORCED TO DECIDE:\u003c/strong> Students often feel they have inadequate time to make informed decisions about their academic future, and thus resort to less substantive reasons to guide that process, such as the plans of their friends and the opinions of their family.\u003c/p>\n\u003cp>\u003cstrong>OUTSIDE LOOKING IN:\u003c/strong> 37 percent of students labeled themselves as “nontraditional” because they could no longer meet the cost, time, or other requirements of conventional colleges and universities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> APPEARANCES VS. REALITY:\u003c/strong> Most students feel empowered to apply to jobs and internships and believe how to effectively show their unique skills; instead they are more skilled at generic cover letter and resume writing than at selling their best talents.\u003c/p>\n\n",
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"description": "Despite a deeply held belief that success in college is crucial for success in life, the traditional path students assume they'll take is more an exception than the rule, according to a new report. Though most students believe the college path -- high school, college with chosen major, internship, job -- will smoothly go from",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png\" alt=\"MyEdu\" title=\"\" width=\"404\" height=\"431\" class=\"size-full wp-image-27788\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png 404w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-400x427.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-320x341.png 320w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Despite a deeply held belief that success in college is crucial for success in life, the traditional path students assume they'll take is more an exception than the rule, according to a new report.\u003c/p>\n\u003cp>Though most students believe the college path -- high school, college with chosen major, internship, job -- will smoothly go from one phase to the next, the reality is quite different for many students. And as a result, stress and anxiety is causing them to make haphazard decisions about their education.\u003c/p>\n\u003cp>Switching majors, falling behind the academic schedule, and feeling disenfranchised by the conventional college system are becoming institutionalized student experiences, states the \u003ca href=\"https://www.myedu.com/assets/myedu/files/myedu_academicJourney_short_form.pdf\">report\u003c/a> [PDF] from \u003ca href=\"https://www.myedu.com/\">MyEdu\u003c/a>, an Austin, Texas-based company that offers online tools to help college students manage their academic lives and career opportunities.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv dir=\"ltr\">The study, which takes into account the randomly selected responses of 1,047 students from MyEdu's 300,000 profiles, shows that more than half of students have switched or considered switching their major during their academic career and that the overwhelming reason for this change was due to changing interests, and a lack of enjoyment in the first major selected. What's more, 37% of respondents classified themselves as \"nontraditional students.\"\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003c/div>\n\u003cp>So how to fix it?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though many believe access to online courses through one of the proliferating \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">MOOCs, \u003c/a>study author Jon Kolko suggested online learning represents the wrong application of the right technology. Instead, he says the same kinds of algorithms that contribute to a self-paced math course, for example, should instead be used to evaluate a student's progress in traditional college courses. For example, he envisions MyEdu and its competitors (such as \u003ca href=\"http://www.koofers.com/\">Koofers\u003c/a>, \u003ca href=\"www.princetonreview.com/\">Princeton Review\u003c/a>, and \u003ca href=\"http://www.heycampus.com/\">HeyCampus\u003c/a>) offering tools that can take a student's performance and feedback from a general education course and suggest or rule out potential majors.\u003c/p>\n\u003cp>“I don't think computers are that good for learning, but they're really good for this administrative side of things,” said Kolko, MyEdu's vice president of design, who is planning on using feedback \u003c!--more-->from the study to hone its tools and inspire new ones. The company currently has profiles of about 300,000 students who are mostly enrolled in large state institutions in Texas and elsewhere in the American Southwest. The company makes its revenue by providing data about those students to career recruiters.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study.”\u003c/strong>\u003c/aside>\n\u003cp>On a larger—if more unrealistic—level, the simplest way to help students be more productive and less anxious in college may be to alter the typical path of their common experiences.\u003c/p>\n\u003cp>For example, in its analysis of 14 in-depth interviews with college students and more than 1,000 surveys completed by a representative sample of MyEdu users, the report found that students were most influenced by nontraditional academic experiences like study-abroad trips, internships, and mentorships. But while those experiences often lead to the identification of a long-term life goal, they generally come toward the end of college, and don't leave time for a change of course in study, at least while an undergraduate student.\u003c/p>\n\u003cp>Kolko accepted the suggestion that encouraging students to enroll in apprenticeships, service initiatives, or gap year programs might help more of them find their goals more quickly and lead to a more efficient path through college. But he said the stigma attached to an indirect path to college would likely keep most from considering them, so instead colleges should look at ways to make the path to a degree more flexible.\u003c/p>\n\u003cp>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study,” Kolko said. “But if we're not going to change the way the game works, we need to give them the information to make that decision more proactively, and we need to make those decisions less binding.”\u003c/p>\n\u003cfigure id=\"attachment_27784\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27784\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-10.09.06-AM-300x290.png\" alt=\"MyEdu\" width=\"300\" height=\"290\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This isn't to say students don't take college seriously—in fact the report finds most believe the college experience will determine what happens during the rest of their lives. But that sense of finality often leads to mistakes like choosing a major based on ease of completion, relying on parents who themselves did not go to college for college advice, and making any sort of big academic choice before it's necessary.\u003c/p>\n\u003cp>Here's a look at the report's four primary findings:\u003c/p>\n\u003cp>\u003cstrong>COLLEGE PREDETERMINATION:\u003c/strong> Students believe the path from college to career is relatively linear and rigid—choose a college, choose a major, get an internship, get a job—and then aren't mentally prepared to work around roadblocks to that path when they arise.\u003c/p>\n\u003cp>\u003cstrong>FORCED TO DECIDE:\u003c/strong> Students often feel they have inadequate time to make informed decisions about their academic future, and thus resort to less substantive reasons to guide that process, such as the plans of their friends and the opinions of their family.\u003c/p>\n\u003cp>\u003cstrong>OUTSIDE LOOKING IN:\u003c/strong> 37 percent of students labeled themselves as “nontraditional” because they could no longer meet the cost, time, or other requirements of conventional colleges and universities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> APPEARANCES VS. REALITY:\u003c/strong> Most students feel empowered to apply to jobs and internships and believe how to effectively show their unique skills; instead they are more skilled at generic cover letter and resume writing than at selling their best talents.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"order": 9
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"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",
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"source": "American Public Media"
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"masters-of-scale": {
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"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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},
"mindshift": {
"id": "mindshift",
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"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>",
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"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",
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"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.",
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"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?",
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"order": 11
},
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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",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"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"
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
"link": "/perspectives",
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"planet-money": {
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"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",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
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},
"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",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
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