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"content": "\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \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/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \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/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "SimCityEDU: Using Games for Formative Assessment ",
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"content": "\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\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>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27699\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27699\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/dv1992005-620x305.jpg\" alt=\"dv1992005\" width=\"620\" height=\"305\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">No device should ever be hailed as the silver bullet in \"saving\" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.\u003c/p>\n\u003cp>Access to the Internet connects kids to all kinds of information -- and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP7149\">SXSWEdu session last week\u003c/a>.\u003c/p>\n\u003cp>\"For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,\" he said. \"And they're using that as the agent to change their social structure.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/strong>\u003c/aside>\n\u003cp>Yet it's those very students who are deprived of the right to use their own devices in schools, according to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">a recent Pew report\u003c/a> showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/p>\n\u003cp>Why is this the case? It all comes down to expectations, Mills said, that could also be related to blatant racism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have some significant issues with race relations, and the core of what it comes down to is that \u003c!--more-->we have to redefine what we expect,\" Mills said. \"Just because a student is Tweeting or using another back-channel, or whatever doesn't mean he's not being productive. And it takes away from trusting that student to do what's right for himself in his community. We need to be more trusting, more open and flexible.\"\u003c/p>\n\u003cp>Schools don't allow students of color to use their mobile devices because they think those students will not use them in what they consider appropriate ways, he said. \"But the very fact that we're saying they're not being productive is to say that our values are more valuable than their values.\"\u003c/p>\n\u003cp>And therein lies the divide.\u003c/p>\n\u003cp>\"Access is a basic right. It's the same as roads or clean water or electricity,\" Mills said. \"Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand to Use Technology in Schools\u003c/a>]\u003c/p>\n\u003cp>The numbers line up: A \u003ca href=\"http://mashable.com/2012/10/15/wireless-reach-students/\">recent study by QualComm\u003c/a> showed that low-income students' test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers.\u003c/p>\n\u003cp>And discipline issues actually diminished in some schools that have \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device programs\u003c/a>. For example, in the Katy Independent School District in Texas, one of the pioneers of the BYOD effort that participated in a \u003ca href=\"http://www.cisco.com/web/strategy/docs/education/ciscoedukaty_sd_cs.pdf\">pilot program with Cisco\u003c/a>, director of technology Lonnie Owens said their results were surprising. “Discipline issues went down and test scores went up, so we viewed it as a success,\" Owens said.\u003c/p>\n\u003cp>Mills believes that the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers. In neighborhoods where caring about school is most certainly not cool, Mills said \"it's becoming more socially acceptable to talk about school stuff outside school \u003cem>because\u003c/em> of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It's not exactly cool yet, but all of a sudden it's becoming okay.\"\u003c/p>\n\u003ch4>\u003cstrong>HOW TO NARROW THE DIVIDE\u003c/strong>\u003c/h4>\n\u003cp>For educators who want to start chipping away at the divide, Mills listed a number of ways.\u003c/p>\n\u003cp>\u003cstrong>1. GIVE STUDENTS ACCESS.\u003c/strong>\u003cbr>\nMany Title 1 schools -- those in low-income communities -- receive funds and grants, but don't always buy what they need. If they have enough funds, Mills said schools should invest in a 1-1 program -- a device for every student.\u003c/p>\n\u003cp>\u003cstrong>2. GIVE STUDENTS PROMPTS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Whether it's the school that provides the device, or whether students are allowed to use their own, it's important to give them guidance on \u003cem>how\u003c/em> to use those devices for learning. \"Students do not generally use their personal technology for learning activities unprompted,\" he said. \"We have to provide them with prompts.\"\u003c/p>\n\u003cp>Educators should also be instrumental in guiding student etiquette with devices. For students who use text-speak and shorthand when handing in assignments, teachers can ask them to proofread and resend until the assignments are up to par. \"We can teach them to use mobile literacy to help themselves,\" he said.\u003c/p>\n\u003cp>\u003cstrong>3. PROVIDE INSTRUCTIONAL OBJECTIVES.\u003c/strong>\u003cbr>\n\"We need to think about what we are teaching,\" Mills said. \"This is not technology -- this is Pedagogy 101.\" Educators must understand the dotted line between an assigned activity and the instructional objective, which should be tied to learning skills.\u003c/p>\n\u003cp>\u003cstrong>4. MAKE YOURSELF AVAILABLE.\u003c/strong>\u003cbr>\nJust giving kids a number where they can reach you has \"exponential impact,\" Mills said. \"Just that small gesture tells kids you're available.\" For those who don't feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.\u003c/p>\n\u003cp>\u003cstrong>5. INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.\u003c/strong>\u003cbr>\nParents, other teachers, and administrators will learn a lot from watching how kids can plug into learning by using their devices. During their visits, talk about the upward trajectory of kids you've noticed who have benefited from the change.\u003c/p>\n\u003cp>\u003cstrong>6. INVENTORY THE DEVICES.\u003c/strong>\u003cbr>\nKeep track of who owns what kind of device (especially after the holidays when kids receive new ones). This way, you can create flexible, shifting groups to make sure there's a good variety of devices in every group. Don't place all the iPhone 5 users in one group -- mix them up to promote equity.\u003c/p>\n\u003cp>\u003cstrong>7. USE DISCRETION.\u003c/strong>\u003cbr>\nBe careful not to publicly call out kids who don't have a device when organizing groups. Use common sense and compassion.\u003c/p>\n\u003cp>\u003cstrong>8. USE EVERYTHING YOU HAVE.\u003c/strong>\u003cbr>\nIf the school has 10 Kindles, find ways to use them in your class. If it has six iPods or 30 computers, don't let them collect dust. Even the oldest computers can be fired up for basic research.\u003c/p>\n\u003cp>\u003cstrong>9. REFRAME PRODUCTIVITY.\u003c/strong>\u003cbr>\nSitting quietly doesn't exemplify productivity, Mills said. If you have flexible processes, you can give students different ways of understanding.\u003c/p>\n\u003cp>\u003cstrong>10. TEACH PROCESS NOT CONTENT.\u003c/strong>\u003cbr>\nAll educators, but especially those who teach low-income students, need to be open to students' ideas of showing what they've learned. If they don't want to write a blog, but want to create a video, be open to it.\u003c/p>\n\u003cp>\u003cstrong>11. VALUE COLLABORATION.\u003c/strong>\u003cbr>\nPromote group work and project based learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>You can find many more resources, ideas, and links on \u003ca href=\"http://bit.ly/BYODResources\">Mills' website here\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27699\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27699\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/dv1992005-620x305.jpg\" alt=\"dv1992005\" width=\"620\" height=\"305\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">No device should ever be hailed as the silver bullet in \"saving\" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.\u003c/p>\n\u003cp>Access to the Internet connects kids to all kinds of information -- and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP7149\">SXSWEdu session last week\u003c/a>.\u003c/p>\n\u003cp>\"For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,\" he said. \"And they're using that as the agent to change their social structure.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/strong>\u003c/aside>\n\u003cp>Yet it's those very students who are deprived of the right to use their own devices in schools, according to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">a recent Pew report\u003c/a> showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/p>\n\u003cp>Why is this the case? It all comes down to expectations, Mills said, that could also be related to blatant racism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have some significant issues with race relations, and the core of what it comes down to is that \u003c!--more-->we have to redefine what we expect,\" Mills said. \"Just because a student is Tweeting or using another back-channel, or whatever doesn't mean he's not being productive. And it takes away from trusting that student to do what's right for himself in his community. We need to be more trusting, more open and flexible.\"\u003c/p>\n\u003cp>Schools don't allow students of color to use their mobile devices because they think those students will not use them in what they consider appropriate ways, he said. \"But the very fact that we're saying they're not being productive is to say that our values are more valuable than their values.\"\u003c/p>\n\u003cp>And therein lies the divide.\u003c/p>\n\u003cp>\"Access is a basic right. It's the same as roads or clean water or electricity,\" Mills said. \"Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand to Use Technology in Schools\u003c/a>]\u003c/p>\n\u003cp>The numbers line up: A \u003ca href=\"http://mashable.com/2012/10/15/wireless-reach-students/\">recent study by QualComm\u003c/a> showed that low-income students' test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers.\u003c/p>\n\u003cp>And discipline issues actually diminished in some schools that have \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device programs\u003c/a>. For example, in the Katy Independent School District in Texas, one of the pioneers of the BYOD effort that participated in a \u003ca href=\"http://www.cisco.com/web/strategy/docs/education/ciscoedukaty_sd_cs.pdf\">pilot program with Cisco\u003c/a>, director of technology Lonnie Owens said their results were surprising. “Discipline issues went down and test scores went up, so we viewed it as a success,\" Owens said.\u003c/p>\n\u003cp>Mills believes that the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers. In neighborhoods where caring about school is most certainly not cool, Mills said \"it's becoming more socially acceptable to talk about school stuff outside school \u003cem>because\u003c/em> of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It's not exactly cool yet, but all of a sudden it's becoming okay.\"\u003c/p>\n\u003ch4>\u003cstrong>HOW TO NARROW THE DIVIDE\u003c/strong>\u003c/h4>\n\u003cp>For educators who want to start chipping away at the divide, Mills listed a number of ways.\u003c/p>\n\u003cp>\u003cstrong>1. GIVE STUDENTS ACCESS.\u003c/strong>\u003cbr>\nMany Title 1 schools -- those in low-income communities -- receive funds and grants, but don't always buy what they need. If they have enough funds, Mills said schools should invest in a 1-1 program -- a device for every student.\u003c/p>\n\u003cp>\u003cstrong>2. GIVE STUDENTS PROMPTS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Whether it's the school that provides the device, or whether students are allowed to use their own, it's important to give them guidance on \u003cem>how\u003c/em> to use those devices for learning. \"Students do not generally use their personal technology for learning activities unprompted,\" he said. \"We have to provide them with prompts.\"\u003c/p>\n\u003cp>Educators should also be instrumental in guiding student etiquette with devices. For students who use text-speak and shorthand when handing in assignments, teachers can ask them to proofread and resend until the assignments are up to par. \"We can teach them to use mobile literacy to help themselves,\" he said.\u003c/p>\n\u003cp>\u003cstrong>3. PROVIDE INSTRUCTIONAL OBJECTIVES.\u003c/strong>\u003cbr>\n\"We need to think about what we are teaching,\" Mills said. \"This is not technology -- this is Pedagogy 101.\" Educators must understand the dotted line between an assigned activity and the instructional objective, which should be tied to learning skills.\u003c/p>\n\u003cp>\u003cstrong>4. MAKE YOURSELF AVAILABLE.\u003c/strong>\u003cbr>\nJust giving kids a number where they can reach you has \"exponential impact,\" Mills said. \"Just that small gesture tells kids you're available.\" For those who don't feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.\u003c/p>\n\u003cp>\u003cstrong>5. INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.\u003c/strong>\u003cbr>\nParents, other teachers, and administrators will learn a lot from watching how kids can plug into learning by using their devices. During their visits, talk about the upward trajectory of kids you've noticed who have benefited from the change.\u003c/p>\n\u003cp>\u003cstrong>6. INVENTORY THE DEVICES.\u003c/strong>\u003cbr>\nKeep track of who owns what kind of device (especially after the holidays when kids receive new ones). This way, you can create flexible, shifting groups to make sure there's a good variety of devices in every group. Don't place all the iPhone 5 users in one group -- mix them up to promote equity.\u003c/p>\n\u003cp>\u003cstrong>7. USE DISCRETION.\u003c/strong>\u003cbr>\nBe careful not to publicly call out kids who don't have a device when organizing groups. Use common sense and compassion.\u003c/p>\n\u003cp>\u003cstrong>8. USE EVERYTHING YOU HAVE.\u003c/strong>\u003cbr>\nIf the school has 10 Kindles, find ways to use them in your class. If it has six iPods or 30 computers, don't let them collect dust. Even the oldest computers can be fired up for basic research.\u003c/p>\n\u003cp>\u003cstrong>9. REFRAME PRODUCTIVITY.\u003c/strong>\u003cbr>\nSitting quietly doesn't exemplify productivity, Mills said. If you have flexible processes, you can give students different ways of understanding.\u003c/p>\n\u003cp>\u003cstrong>10. TEACH PROCESS NOT CONTENT.\u003c/strong>\u003cbr>\nAll educators, but especially those who teach low-income students, need to be open to students' ideas of showing what they've learned. If they don't want to write a blog, but want to create a video, be open to it.\u003c/p>\n\u003cp>\u003cstrong>11. VALUE COLLABORATION.\u003c/strong>\u003cbr>\nPromote group work and project based learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You can find many more resources, ideas, and links on \u003ca href=\"http://bit.ly/BYODResources\">Mills' website here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.henryjenkins.org\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-shot-2013-03-08-at-11.26.36-AM-620x336.png\" alt=\"Screen shot 2013-03-08 at 11.26.36 AM\" title=\"\" width=\"620\" height=\"336\" class=\"size-large wp-image-27616\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In a traditional English class, a teacher might assign Herman Melville’s famous novel \u003cem>Moby Dick\u003c/em> in small chunks. Students might complete their reading (or not), discuss major themes and perhaps write an essay at the end of the unit. But if a student never gets past the first few pages, the rest of that unit is lost.\u003c/p>\n\u003cp>It’s become a common refrain that traditional education isn't serving a generation of students whose lives outside of school are completely disconnected from what happens inside. But there are plenty of teachers working hard to make reading material relevant to students, including a team of researchers from \u003ca href=\"http://www.annenberglab.com/\">University of Southern California Annenberg's Innovation Lab\u003c/a> that includes Henry Jenkins and Erin Reilly. They've created a model of what they call \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">participatory learning\u003c/a> that engages students with materials on a personal level, often by incorporating different types of media into the classroom and offering varying points of entry to a text. Most recently, the team has put together a teacher’s strategy guide, \u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cem>Reading in a Participatory Culture: Remixing Moby-Dick in the English, Classroom\u003c/em>\u003c/a> and an interactive digital book, \u003ca href=\"http://scalar.usc.edu/anvc/flowsofreading/index\">\u003cem>Flows of Reading,\u003c/em>\u003c/a> to provide models of their approach.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“We want to raise a generation of kids who have a mouse in one hand and a book in the other.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Moby Dick\u003c/em> is a notoriously difficult book. “This book defeated me as an Advanced Placement kid,” Henry Jenkins said. He remembers hating the book, gritting his teeth to get through it and writing the worst essay of his high school career. That’s why he was so impressed by the work of the playwright\u003ca href=\"http://ricardopittswiley.com/\"> Ricardo Pitts-Wiley\u003c/a> who was teaching \u003cem>Moby Dick\u003c/em> to incarcerated youth in Rhode Island, many of whom read below grade level.\u003c/p>\n\u003cp>Pitts-Wiley asked his students to reinterpret the novel in the context of their own lives. In their retelling Captain Ahab became a powerful drug dealer trying to avenge the death of his loved ones. \u003c!--more-->His drug crew is forced to decide how far they’ll go for their charismatic leader. Together with his students Pitts-Wiley turned their re-interpretation into a play:\u003cem> \u003ca href=\"http://video.mit.edu/watch/moby-dick-then-and-now-full-play-act-i-2466/\">Moby Dick: Then and Now\u003c/a>\u003c/em>. The students understood the themes when placed into familiar context and related to the character’s struggles when the story was no longer placed in an era and industry unfamiliar to them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[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/span>\u003c/strong>\u003c/p>\n\u003cp>Pitts-Wiley’s work correlates strongly to the research Jenkins has been doing on weaving more varieties of media into the classroom in order to make the learning experience more participatory, creative, multidisciplinary, and therefore meaningful to students. He teamed up with \u003ca href=\"http://lit.mit.edu/people/wkelley.php\">Wyn Kelley\u003c/a> a Melville scholar from MIT, and a team of educational experts to design a curriculum around \u003cem>Moby Dick\u003c/em> that would build in remixing, reinterpretation, and multimedia elements. They tested their new curriculum in six different schools.\u003c/p>\n\u003cp>“We want to raise a generation of kids who have a mouse in one hand and a book in the other,” said Jenkins. To do that the curriculum focuses on Melville as a master mash-up artist of 19th century culture; his book includes Shakespeare plays, the Bible, whaling culture and more. From there, the door is open for classes to discuss how remixed elements are allusions and what happens to a text when an author incorporates the work of others.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We may be romanticizing what people got out of Moby Dick in the traditional classroom. This is just taking ownership over that and allowing students to pursue their passion and interests.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“Culture matters, history matters, the goal is to foster old fashioned close reading,” Jenkins said. A typical assignment might ask students to take one page of \u003cem>Moby Dick\u003c/em>, highlight words they don’t know, define terms, draw pictures and share with one another. The idea is to focus closely in order to incite curiosity about the whole. And to let students creatively express their opinions and thoughts about the book, hopefully with a better understanding of what their own remixing might add to the broader cultural body of work around \u003cem>Moby Dick\u003c/em>.\u003c/p>\n\u003cp>If this sounds a little messy and confusing – it is. That was the feedback teachers gave Jenkins’ team when they piloted these participatory learning strategies in the classroom. Teacher’s felt uncertain whether learning was taking place in this non-linear style. One teacher came to realize that if a student could get a purchase on the text anywhere, they understood how much more there is to learn about the book.\u003c/p>\n\u003cp>“That’s a different kind of learning outcome than we usually get when we convince people they've exhausted a book, that they've gotten it, when they've only touched it superficially,” Jenkins said. He sees the goal as both teaching something about \u003cem>Moby Dick\u003c/em> in the moment as well as fostering a community of readers who know that reading Melville in high school English doesn't mean they've conquered it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">How Do We Define and Measure 'Deeper Learning'?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We may be romanticizing what people got out of \u003cem>Moby Dick\u003c/em> in the traditional classroom,” Jenkins said. “This is just taking ownership over that and allowing students to pursue their passion and interests.” Piloting this curriculum Jenkins’ team found that it worked less effectively when teachers used it more traditionally. “The closer we got to traditional school, the more they shut down,” Jenkins said. “No curriculum is idiot proof. You have to get teachers who understand the participatory mindset.”\u003c/p>\n\u003cp>The other part of the project, \u003cem>Flows of Reading\u003c/em>, helps encourage participation around literature and models an expanded approach to literacy and the reading and writing that make up the discipline. The digital book allows readers to follow hyperlinks, enjoy embedded video content, and add to an online space for related work. It broadens the model beyond \u003cem>Moby Dick\u003c/em> and applies it to reading at all age levels from a wordless picture book to the \u003cem>Hunger Games\u003c/em> and \u003cem>Lord of the Rings\u003c/em>. It offers four pathways or ways to view a text.\u003c/p>\n\u003cfigure id=\"attachment_27603\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cimg class=\"size-medium wp-image-27603\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-08-at-10.47.11-AM-300x437.png\" alt=\"Screen Shot 2013-03-08 at 10.47.11 AM\" width=\"300\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MOTIVES FOR READING\u003c/strong>\u003cbr>\nThis pathway and assorted material address the idea that people read various kinds of textual content for all kinds of reasons. Reading a website may be different from reading a book, but they both require literacy and are appropriate at different points. This pathway explores how seemingly different kinds of reading might be more akin than they seem.\u003c/p>\n\u003cp>\u003cstrong>ADAPTATION AND REMIXING\u003c/strong>\u003cbr>\nWhile the book encourages students to elaborate and create material based on parts of a text that speak to them, this section also discusses appropriate and respectful adaptation and remixing. It brings in the ethics of attribution and fair use.\u003c/p>\n\u003cp>\u003cstrong>NEGOTIATING CULTURAL SPACES\u003c/strong>\u003cbr>\nThis pathway discusses the various identities that each person brings to reading whether it is gender, ethnicity, specific experiences or anything else that shapes the reading process.\u003c/p>\n\u003cp>\u003cstrong>CONTINUITIES AND SPACES\u003c/strong>\u003cbr>\nThese are “the spaces where your imagination can go wild,” said Erin Reilly, who led the effort to create Flows. This pathway explores how to creatively share stories and layer upon the original.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Throughout the research and implementation of this project Jenkins and Reilly knew they’d need to think about assessment. They brought in \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=dthickey\">Dan Hickey\u003c/a> from Indiana University to help develop assessments that are immediate and happen as part of the learning process. The state standards are a minimum, Reilly and Jenkins maintain should be easy to reach if students are engaged. They insist that learning activities should be open and free -- a space for creativity; the reflection on that activity and how it ties back to the text is an area for worthwhile assessment.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.henryjenkins.org\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-shot-2013-03-08-at-11.26.36-AM-620x336.png\" alt=\"Screen shot 2013-03-08 at 11.26.36 AM\" title=\"\" width=\"620\" height=\"336\" class=\"size-large wp-image-27616\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In a traditional English class, a teacher might assign Herman Melville’s famous novel \u003cem>Moby Dick\u003c/em> in small chunks. Students might complete their reading (or not), discuss major themes and perhaps write an essay at the end of the unit. But if a student never gets past the first few pages, the rest of that unit is lost.\u003c/p>\n\u003cp>It’s become a common refrain that traditional education isn't serving a generation of students whose lives outside of school are completely disconnected from what happens inside. But there are plenty of teachers working hard to make reading material relevant to students, including a team of researchers from \u003ca href=\"http://www.annenberglab.com/\">University of Southern California Annenberg's Innovation Lab\u003c/a> that includes Henry Jenkins and Erin Reilly. They've created a model of what they call \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">participatory learning\u003c/a> that engages students with materials on a personal level, often by incorporating different types of media into the classroom and offering varying points of entry to a text. Most recently, the team has put together a teacher’s strategy guide, \u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cem>Reading in a Participatory Culture: Remixing Moby-Dick in the English, Classroom\u003c/em>\u003c/a> and an interactive digital book, \u003ca href=\"http://scalar.usc.edu/anvc/flowsofreading/index\">\u003cem>Flows of Reading,\u003c/em>\u003c/a> to provide models of their approach.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“We want to raise a generation of kids who have a mouse in one hand and a book in the other.”\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>\u003cem>Moby Dick\u003c/em> is a notoriously difficult book. “This book defeated me as an Advanced Placement kid,” Henry Jenkins said. He remembers hating the book, gritting his teeth to get through it and writing the worst essay of his high school career. That’s why he was so impressed by the work of the playwright\u003ca href=\"http://ricardopittswiley.com/\"> Ricardo Pitts-Wiley\u003c/a> who was teaching \u003cem>Moby Dick\u003c/em> to incarcerated youth in Rhode Island, many of whom read below grade level.\u003c/p>\n\u003cp>Pitts-Wiley asked his students to reinterpret the novel in the context of their own lives. In their retelling Captain Ahab became a powerful drug dealer trying to avenge the death of his loved ones. \u003c!--more-->His drug crew is forced to decide how far they’ll go for their charismatic leader. Together with his students Pitts-Wiley turned their re-interpretation into a play:\u003cem> \u003ca href=\"http://video.mit.edu/watch/moby-dick-then-and-now-full-play-act-i-2466/\">Moby Dick: Then and Now\u003c/a>\u003c/em>. The students understood the themes when placed into familiar context and related to the character’s struggles when the story was no longer placed in an era and industry unfamiliar to them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[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/span>\u003c/strong>\u003c/p>\n\u003cp>Pitts-Wiley’s work correlates strongly to the research Jenkins has been doing on weaving more varieties of media into the classroom in order to make the learning experience more participatory, creative, multidisciplinary, and therefore meaningful to students. He teamed up with \u003ca href=\"http://lit.mit.edu/people/wkelley.php\">Wyn Kelley\u003c/a> a Melville scholar from MIT, and a team of educational experts to design a curriculum around \u003cem>Moby Dick\u003c/em> that would build in remixing, reinterpretation, and multimedia elements. They tested their new curriculum in six different schools.\u003c/p>\n\u003cp>“We want to raise a generation of kids who have a mouse in one hand and a book in the other,” said Jenkins. To do that the curriculum focuses on Melville as a master mash-up artist of 19th century culture; his book includes Shakespeare plays, the Bible, whaling culture and more. From there, the door is open for classes to discuss how remixed elements are allusions and what happens to a text when an author incorporates the work of others.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We may be romanticizing what people got out of Moby Dick in the traditional classroom. This is just taking ownership over that and allowing students to pursue their passion and interests.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“Culture matters, history matters, the goal is to foster old fashioned close reading,” Jenkins said. A typical assignment might ask students to take one page of \u003cem>Moby Dick\u003c/em>, highlight words they don’t know, define terms, draw pictures and share with one another. The idea is to focus closely in order to incite curiosity about the whole. And to let students creatively express their opinions and thoughts about the book, hopefully with a better understanding of what their own remixing might add to the broader cultural body of work around \u003cem>Moby Dick\u003c/em>.\u003c/p>\n\u003cp>If this sounds a little messy and confusing – it is. That was the feedback teachers gave Jenkins’ team when they piloted these participatory learning strategies in the classroom. Teacher’s felt uncertain whether learning was taking place in this non-linear style. One teacher came to realize that if a student could get a purchase on the text anywhere, they understood how much more there is to learn about the book.\u003c/p>\n\u003cp>“That’s a different kind of learning outcome than we usually get when we convince people they've exhausted a book, that they've gotten it, when they've only touched it superficially,” Jenkins said. He sees the goal as both teaching something about \u003cem>Moby Dick\u003c/em> in the moment as well as fostering a community of readers who know that reading Melville in high school English doesn't mean they've conquered it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">How Do We Define and Measure 'Deeper Learning'?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We may be romanticizing what people got out of \u003cem>Moby Dick\u003c/em> in the traditional classroom,” Jenkins said. “This is just taking ownership over that and allowing students to pursue their passion and interests.” Piloting this curriculum Jenkins’ team found that it worked less effectively when teachers used it more traditionally. “The closer we got to traditional school, the more they shut down,” Jenkins said. “No curriculum is idiot proof. You have to get teachers who understand the participatory mindset.”\u003c/p>\n\u003cp>The other part of the project, \u003cem>Flows of Reading\u003c/em>, helps encourage participation around literature and models an expanded approach to literacy and the reading and writing that make up the discipline. The digital book allows readers to follow hyperlinks, enjoy embedded video content, and add to an online space for related work. It broadens the model beyond \u003cem>Moby Dick\u003c/em> and applies it to reading at all age levels from a wordless picture book to the \u003cem>Hunger Games\u003c/em> and \u003cem>Lord of the Rings\u003c/em>. It offers four pathways or ways to view a text.\u003c/p>\n\u003cfigure id=\"attachment_27603\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cimg class=\"size-medium wp-image-27603\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-08-at-10.47.11-AM-300x437.png\" alt=\"Screen Shot 2013-03-08 at 10.47.11 AM\" width=\"300\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MOTIVES FOR READING\u003c/strong>\u003cbr>\nThis pathway and assorted material address the idea that people read various kinds of textual content for all kinds of reasons. Reading a website may be different from reading a book, but they both require literacy and are appropriate at different points. This pathway explores how seemingly different kinds of reading might be more akin than they seem.\u003c/p>\n\u003cp>\u003cstrong>ADAPTATION AND REMIXING\u003c/strong>\u003cbr>\nWhile the book encourages students to elaborate and create material based on parts of a text that speak to them, this section also discusses appropriate and respectful adaptation and remixing. It brings in the ethics of attribution and fair use.\u003c/p>\n\u003cp>\u003cstrong>NEGOTIATING CULTURAL SPACES\u003c/strong>\u003cbr>\nThis pathway discusses the various identities that each person brings to reading whether it is gender, ethnicity, specific experiences or anything else that shapes the reading process.\u003c/p>\n\u003cp>\u003cstrong>CONTINUITIES AND SPACES\u003c/strong>\u003cbr>\nThese are “the spaces where your imagination can go wild,” said Erin Reilly, who led the effort to create Flows. This pathway explores how to creatively share stories and layer upon the original.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Throughout the research and implementation of this project Jenkins and Reilly knew they’d need to think about assessment. They brought in \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=dthickey\">Dan Hickey\u003c/a> from Indiana University to help develop assessments that are immediate and happen as part of the learning process. The state standards are a minimum, Reilly and Jenkins maintain should be easy to reach if students are engaged. They insist that learning activities should be open and free -- a space for creativity; the reflection on that activity and how it ties back to the text is an area for worthwhile assessment.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Nurturing the Next Van Gogh? Start With Small Steps",
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"content": "\u003cfigure id=\"attachment_27446\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/edgygrrrl/2432101927/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27446\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/2432101927_82ece60ed2_z-620x401.jpg\" alt=\"2432101927_82ece60ed2_z\" width=\"620\" height=\"401\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: edgygrrrl\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\"> fostering creativity in learning\u003c/a> is not just a nice notion, but an imperative, then educators must find a way to integrate it into a system that has not made this intangible, un-testable attribute a priority. More and more, teachers are becoming alerted to the idea that nurturing creative minds is necessary to raise a generation of innovators.\u003c/p>\n\u003cp>Knowing that it's important is one thing, but integrating creativity into curriculum is harder than it sounds.\u003c/p>\n\u003cp>“In order for something to be creative, it has to be task appropriate,” said \u003ca href=\"http://psychology.csusb.edu/facultystaff/james_kaufman.htm\">Dr. James Kaufman\u003c/a>, director of the Learning Research Institute at California State University San Bernardino. Along with \u003ca href=\"https://education.uoregon.edu/users/beghetto\">Dr. Ronald Beghetto\u003c/a>, associate professor of Education Studies at University of Oregon, Kaufman has been studying how to make creativity more approachable for educators.\u003c/p>\n\u003cp>The first step is to help both students and educators understand \u003cem>productive\u003c/em> creativity. A wildly creative solution might not solve the problem. Conversely, it’s easy to come up with answers that aren't unique. Creativity is the ability to produce work that is unique and unexpected as well as appropriate, useful, and adaptive.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">What seems like a tangent could actually help other students think about the problem in a different way.\u003c/aside>\n\u003cp>The collective understanding puts creativity into two categories -- legendary status, like Van Gogh -- and everyday creativity, like cooking, scrapbooking, or drawing. Kaufman and Beghetto have dubbed these kinds of creativity “Big C” and “little C.\" The problem with this dichotomy, however, is that it privileges the legendary Big C above all else, making it seem that only few have the potential to be creative.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead Kaufman and Beghetto \u003ca href=\"http://pages.uoregon.edu/beghetto/KaufmanBeghetto2009.pdf\">favor what they call the 4 Cs\u003c/a>. They'd like to include “mini C” \u003c!--more-->moments, when one has a flash of inspiration or insight that is personally meaningful, but might not matter to anyone else, and “pro C” moments, when someone is an expert in their domain, but the full potential impact over time can't have been determined yet. With this more complete spectrum of creativity it’s easier to imagine becoming more creative. And, according to the researchers, to move from a “mini C” idea to a “little C,” all that’s needed is some feedback. And to move from “little C” to “pro C” a person just needs practice. Much harder is to move from “pro C” to “big C” because only time will tell what becomes legend. Still with us? Keep reading.\u003c/p>\n\u003cp>With creativity comes uncertainty, which many teachers would prefer to keep out of their classrooms. And, while everyone says they want creative thinkers, creativity isn't rewarded at the “mini-C” and “little-C” levels. Often the kids who operate at those levels are the ones considered to be distracting the class or straying off track. Because society favors the pro and big-C levels, it’s harder to nurture those lower levels.\u003c/p>\n\u003cp>But it's important to recognize that students can't get to be a legendary creative genius without having their creativity nurtured along the way -- recognizing the \"little C's.\" But that takes a shift in thinking for not just educators, but society at large -- that there's value in creativity beyond becoming the next Van Gogh.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/\">Five Ways to Bring Innovation Into the Classroom\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The result in classrooms is an either/or scenario in which \"creativity\" equals curricular chaos while \"learning\" equals mind-numbing conformity. An experienced teacher knows learning can exist alongside creativity and that uncertainty can lead to an opportunity. Beghetto sees the same fear of uncertainty with prospective educators who haven’t even had their own classroom yet. “When an uncertain moment appears, they don’t see that as an opportunity for creativity to manifest, they see it as an indicator of their own incompetence,” he said. Instead, they prefer to get expected responses to their questions – unexpected answers derail the class.\u003c/p>\n\u003cp>When kids leave high school, they become experts in what Beghetto calls the “asking known-answer-question syndrome.” They've learned it’s not really about how they understand it; it’s about how the teacher understands it and how she wants to hear it. That, then, becomes the definition of the \"educated mind.\"\u003c/p>\n\u003cp>Kaufman and Beghetto suggest teachers should meet unexpectedness with curiosity. Rather than shutting down a potentially creative solution to a problem, explore and evaluate it. What seems like a tangent could actually help other students think about the problem in a different way.\u003cbr>\nThey also note that part of incorporating creativity is helping students to read the situation. There’s a time and a place for a creative solution and kids need to learn when it’s appropriate to take the intellectual risk. They should also learn that there’s a cost to creativity; it takes effort, time, and resources and depending on the problem the most creative solution may not make sense.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>This discussion may seem removed from the rubrics and standards that dictate teachers’ lives, but Kaufman and Beghetto argue that fostering creative thinking is not mutually exclusive to meeting standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We do need academic domain knowledge in order to be creative,” Beghetto said. “The standards can serve as guideposts, but these should not be the end that we are driving towards.” They argue that constraint is always present in creativity and that something like memorization can provide the tools for improvisation within a discipline.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27446\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/edgygrrrl/2432101927/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27446\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/2432101927_82ece60ed2_z-620x401.jpg\" alt=\"2432101927_82ece60ed2_z\" width=\"620\" height=\"401\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: edgygrrrl\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\"> fostering creativity in learning\u003c/a> is not just a nice notion, but an imperative, then educators must find a way to integrate it into a system that has not made this intangible, un-testable attribute a priority. More and more, teachers are becoming alerted to the idea that nurturing creative minds is necessary to raise a generation of innovators.\u003c/p>\n\u003cp>Knowing that it's important is one thing, but integrating creativity into curriculum is harder than it sounds.\u003c/p>\n\u003cp>“In order for something to be creative, it has to be task appropriate,” said \u003ca href=\"http://psychology.csusb.edu/facultystaff/james_kaufman.htm\">Dr. James Kaufman\u003c/a>, director of the Learning Research Institute at California State University San Bernardino. Along with \u003ca href=\"https://education.uoregon.edu/users/beghetto\">Dr. Ronald Beghetto\u003c/a>, associate professor of Education Studies at University of Oregon, Kaufman has been studying how to make creativity more approachable for educators.\u003c/p>\n\u003cp>The first step is to help both students and educators understand \u003cem>productive\u003c/em> creativity. A wildly creative solution might not solve the problem. Conversely, it’s easy to come up with answers that aren't unique. Creativity is the ability to produce work that is unique and unexpected as well as appropriate, useful, and adaptive.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">What seems like a tangent could actually help other students think about the problem in a different way.\u003c/aside>\n\u003cp>The collective understanding puts creativity into two categories -- legendary status, like Van Gogh -- and everyday creativity, like cooking, scrapbooking, or drawing. Kaufman and Beghetto have dubbed these kinds of creativity “Big C” and “little C.\" The problem with this dichotomy, however, is that it privileges the legendary Big C above all else, making it seem that only few have the potential to be creative.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead Kaufman and Beghetto \u003ca href=\"http://pages.uoregon.edu/beghetto/KaufmanBeghetto2009.pdf\">favor what they call the 4 Cs\u003c/a>. They'd like to include “mini C” \u003c!--more-->moments, when one has a flash of inspiration or insight that is personally meaningful, but might not matter to anyone else, and “pro C” moments, when someone is an expert in their domain, but the full potential impact over time can't have been determined yet. With this more complete spectrum of creativity it’s easier to imagine becoming more creative. And, according to the researchers, to move from a “mini C” idea to a “little C,” all that’s needed is some feedback. And to move from “little C” to “pro C” a person just needs practice. Much harder is to move from “pro C” to “big C” because only time will tell what becomes legend. Still with us? Keep reading.\u003c/p>\n\u003cp>With creativity comes uncertainty, which many teachers would prefer to keep out of their classrooms. And, while everyone says they want creative thinkers, creativity isn't rewarded at the “mini-C” and “little-C” levels. Often the kids who operate at those levels are the ones considered to be distracting the class or straying off track. Because society favors the pro and big-C levels, it’s harder to nurture those lower levels.\u003c/p>\n\u003cp>But it's important to recognize that students can't get to be a legendary creative genius without having their creativity nurtured along the way -- recognizing the \"little C's.\" But that takes a shift in thinking for not just educators, but society at large -- that there's value in creativity beyond becoming the next Van Gogh.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/\">Five Ways to Bring Innovation Into the Classroom\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The result in classrooms is an either/or scenario in which \"creativity\" equals curricular chaos while \"learning\" equals mind-numbing conformity. An experienced teacher knows learning can exist alongside creativity and that uncertainty can lead to an opportunity. Beghetto sees the same fear of uncertainty with prospective educators who haven’t even had their own classroom yet. “When an uncertain moment appears, they don’t see that as an opportunity for creativity to manifest, they see it as an indicator of their own incompetence,” he said. Instead, they prefer to get expected responses to their questions – unexpected answers derail the class.\u003c/p>\n\u003cp>When kids leave high school, they become experts in what Beghetto calls the “asking known-answer-question syndrome.” They've learned it’s not really about how they understand it; it’s about how the teacher understands it and how she wants to hear it. That, then, becomes the definition of the \"educated mind.\"\u003c/p>\n\u003cp>Kaufman and Beghetto suggest teachers should meet unexpectedness with curiosity. Rather than shutting down a potentially creative solution to a problem, explore and evaluate it. What seems like a tangent could actually help other students think about the problem in a different way.\u003cbr>\nThey also note that part of incorporating creativity is helping students to read the situation. There’s a time and a place for a creative solution and kids need to learn when it’s appropriate to take the intellectual risk. They should also learn that there’s a cost to creativity; it takes effort, time, and resources and depending on the problem the most creative solution may not make sense.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>This discussion may seem removed from the rubrics and standards that dictate teachers’ lives, but Kaufman and Beghetto argue that fostering creative thinking is not mutually exclusive to meeting standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We do need academic domain knowledge in order to be creative,” Beghetto said. “The standards can serve as guideposts, but these should not be the end that we are driving towards.” They argue that constraint is always present in creativity and that something like memorization can provide the tools for improvisation within a discipline.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Educators Can Help Close the Achievement Gap With Simple Tactics",
"title": "How Educators Can Help Close the Achievement Gap With Simple Tactics",
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"content": "\u003cfigure id=\"attachment_27316\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27316\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/76754181-620x357.jpg\" alt=\"76754181\" width=\"620\" height=\"357\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003cem>A \u003ca href=\"http://news.stanford.edu/news/2013/february/latino-achievement-gap-021413.html\">new study from Stanford\u003c/a> shows that a simple teaching tactic may help close the achievement gap between Latino American students and their white peers. \u003ca href=\"https://ed.stanford.edu/faculty/glc\">Geoffrey Cohen\u003c/a>, a professor of education and psychology at Stanford, and David Sherman of the University of California-Santa Barbara, and their fellow researchers explored the negative effects of \"\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">stereotype threat\u003c/a>,\" and came up with a finding, published by the \u003ca href=\"http://www.apa.org/pubs/journals/psp/index.aspx\">Journal of Personality and Social Psychology\u003c/a>. The \u003ca href=\"http://news.stanford.edu/news/2013/february/latino-achievement-gap-021413.html\">article below\u003c/a> by Marguerite Rigoglioso explains in detail.\u003c/em>\u003c/p>\n\u003cp>The matter comes down to overcoming the negative effects of \"stereotype threat,\" a phenomenon that researchers have identified and documented over the last two decades. What they have found – in numerous studies – is that the stress and uncertain sense of belonging that can stem from being a member of a negatively stereotyped group undermines academic performance of minority students as compared with white students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Small gestures of affirmation can have lasting consequences, especially when they are woven into the student's daily experience.\"\u003c/strong>\u003c/aside>\n\u003cp>Cohen and his colleagues have been looking for remedies to stereotype threat. In the first study described in the article, the researchers devised well-timed \"values-affirmation\" classroom assignments given to both Latino and white students as a part of the regular classroom curriculum. In one exercise, middle schoolers were given a list of values, such as \"being good at art,\" \"being religious\" and \"having a sense of humor.\" They were asked to pick the ones that were important to them and write a few sentences describing why. In a second exercise, they reflected in a more open-ended manner on things in their life that were important to them, and in a third they were guided to write a brief essay describing how the things they most consistently valued would be important to them in the coming spring.\u003c/p>\n\u003cp>Students completed several structured reflection exercises in their class throughout the year. \u003c!--more-->The tasks were given at critical moments: the beginning of the school year; before tests; and near the holiday season, a period of stress for many people.\u003c/p>\n\u003cp>The control group was guided to write about values that were important to other people, but not themselves, or about other neutral topics.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The results were dramatic: Latino students who completed the affirmation exercises had higher grades than those in the control group. Moreover, the effects of the affirmation intervention persisted for three years. The task had no significant effect on white students.\u003c/p>\n\u003cp>A second study looked at whether affirmation interventions could lessen the persistent threat to Latino Americans' identity caused by the overt or subtle presence of racial and ethnic stereotypes and prejudices. Researchers administered values affirmation tasks and also assessed students' perceptions of daily adversity, identity threat and feelings of academic fit. They did this several times over the school year as reflected in diary entries, and again measured students' grades.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/p>\n\u003cp>Surveys completed by children in the classroom indicated that Latino students who had participated in the affirmation exercises were less likely to see daily stress and adversity as threatening to their identity and sense of belonging in school. Once again, their grades were higher than those who did not participate in the affirmation assignments.\u003c/p>\n\u003cp>\"Self-affirmation exercises provide adolescents from minority groups with a psychological time out,\" said Cohen. In an environment many minorities find hostile, such tasks provide reassurance about who they are and what's really important at a critical time in their lives.\u003c/p>\n\u003cp>As to why the interventions affected minorities but not white students, Cohen said, \"Latino Americans are under a more consistent and chronic sense of psychological threat in the educational setting than their white counterparts on average. They constantly face negative stereotypes about their ability to succeed, so they are the ones to benefit the most from affirmations that help them to maintain a positive self-image.\"\u003c/p>\n\u003cp>\u003cstrong>MULTIPLE BENEFITS \u003c/strong>\u003c/p>\n\u003cp>Such affirmations not only help students feel more confident, they allow them to reframe adversity and challenges as temporary phenomena rather than looming signs that they somehow don't belong – or, worse, that they are fulfilling negative stereotypes about their inferiority.\u003c/p>\n\u003cp>The studies also underscore that underperformance is frequently not a function of individual inadequacy, but rather systemic failure. \"A threatening environment can make smart kids less likely to show what they know, whereas a positive environment might pull out qualities that make the seemingly average student shine,\" said Cohen.\u003c/p>\n\u003cp>Cohen's study represents the latest advance in decades-long work on minority student achievement pioneered by a group of researchers across the country, most notably Stanford Graduate School of Education \u003ca href=\"https://ed.stanford.edu/faculty/steele\">Dean Claude Steele\u003c/a>. His book, \u003ca href=\"http://books.wwnorton.com/books/Whistling-Vivaldi/\">\u003cem>Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us\u003c/em>\u003c/a>, chronicles the discovery and explanation of stereotype threat. Working in this arena for the past decade, Cohen, often in collaboration with Steele, Stanford psychology professor Greg Walton and others, has used insights from previous research to explore measures that might reduce its effects.\u003c/p>\n\u003cp>Cohen cautioned that such interventions are not a magic bullet. \"Psychological threat might not contribute to a group's performance in some schools,\" he said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">Can Stereotyping Girls Harm Boys Too?\u003c/a>]\u003c/p>\n\u003cp>And he noted that such interventions echo what great teachers already do: continually affirm children. \"Small gestures of affirmation can have lasting consequences, especially when they are woven into the student's daily experience,\" he said. Teacher training, he indicated, should ensure that teachers make them a part of their toolkit.\u003c/p>\n\u003cp>\"At the school level you need committed teachers, and a solid curriculum,\" Cohen said. \"When these factors are in place, when opportunities for growth are there, psychological interventions can help students change their lives.\"\u003c/p>\n\u003cp>The study's other co-authors were from UC-Santa Barbara, Columbia University, the University of Colorado and the University of Chicago. The National Science Foundation, the Spencer Foundation and the University of California funded the research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marguerite Rigoglioso writes frequently for the \u003ca href=\"http://news.stanford.edu/\">Stanford Graduate School of Education, \u003c/a>\u003c/em>where this article originally appeared.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"description": "A new study from Stanford shows that a simple teaching tactic may help close the achievement gap between Latino American students and their white peers. Geoffrey Cohen, a professor of education and psychology at Stanford, and David Sherman of the University of California-Santa Barbara, and their fellow researchers explored the negative effects of "stereotype threat,"",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27316\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27316\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/76754181-620x357.jpg\" alt=\"76754181\" width=\"620\" height=\"357\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003cem>A \u003ca href=\"http://news.stanford.edu/news/2013/february/latino-achievement-gap-021413.html\">new study from Stanford\u003c/a> shows that a simple teaching tactic may help close the achievement gap between Latino American students and their white peers. \u003ca href=\"https://ed.stanford.edu/faculty/glc\">Geoffrey Cohen\u003c/a>, a professor of education and psychology at Stanford, and David Sherman of the University of California-Santa Barbara, and their fellow researchers explored the negative effects of \"\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">stereotype threat\u003c/a>,\" and came up with a finding, published by the \u003ca href=\"http://www.apa.org/pubs/journals/psp/index.aspx\">Journal of Personality and Social Psychology\u003c/a>. The \u003ca href=\"http://news.stanford.edu/news/2013/february/latino-achievement-gap-021413.html\">article below\u003c/a> by Marguerite Rigoglioso explains in detail.\u003c/em>\u003c/p>\n\u003cp>The matter comes down to overcoming the negative effects of \"stereotype threat,\" a phenomenon that researchers have identified and documented over the last two decades. What they have found – in numerous studies – is that the stress and uncertain sense of belonging that can stem from being a member of a negatively stereotyped group undermines academic performance of minority students as compared with white students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Small gestures of affirmation can have lasting consequences, especially when they are woven into the student's daily experience.\"\u003c/strong>\u003c/aside>\n\u003cp>Cohen and his colleagues have been looking for remedies to stereotype threat. In the first study described in the article, the researchers devised well-timed \"values-affirmation\" classroom assignments given to both Latino and white students as a part of the regular classroom curriculum. In one exercise, middle schoolers were given a list of values, such as \"being good at art,\" \"being religious\" and \"having a sense of humor.\" They were asked to pick the ones that were important to them and write a few sentences describing why. In a second exercise, they reflected in a more open-ended manner on things in their life that were important to them, and in a third they were guided to write a brief essay describing how the things they most consistently valued would be important to them in the coming spring.\u003c/p>\n\u003cp>Students completed several structured reflection exercises in their class throughout the year. \u003c!--more-->The tasks were given at critical moments: the beginning of the school year; before tests; and near the holiday season, a period of stress for many people.\u003c/p>\n\u003cp>The control group was guided to write about values that were important to other people, but not themselves, or about other neutral topics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The results were dramatic: Latino students who completed the affirmation exercises had higher grades than those in the control group. Moreover, the effects of the affirmation intervention persisted for three years. The task had no significant effect on white students.\u003c/p>\n\u003cp>A second study looked at whether affirmation interventions could lessen the persistent threat to Latino Americans' identity caused by the overt or subtle presence of racial and ethnic stereotypes and prejudices. Researchers administered values affirmation tasks and also assessed students' perceptions of daily adversity, identity threat and feelings of academic fit. They did this several times over the school year as reflected in diary entries, and again measured students' grades.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/p>\n\u003cp>Surveys completed by children in the classroom indicated that Latino students who had participated in the affirmation exercises were less likely to see daily stress and adversity as threatening to their identity and sense of belonging in school. Once again, their grades were higher than those who did not participate in the affirmation assignments.\u003c/p>\n\u003cp>\"Self-affirmation exercises provide adolescents from minority groups with a psychological time out,\" said Cohen. In an environment many minorities find hostile, such tasks provide reassurance about who they are and what's really important at a critical time in their lives.\u003c/p>\n\u003cp>As to why the interventions affected minorities but not white students, Cohen said, \"Latino Americans are under a more consistent and chronic sense of psychological threat in the educational setting than their white counterparts on average. They constantly face negative stereotypes about their ability to succeed, so they are the ones to benefit the most from affirmations that help them to maintain a positive self-image.\"\u003c/p>\n\u003cp>\u003cstrong>MULTIPLE BENEFITS \u003c/strong>\u003c/p>\n\u003cp>Such affirmations not only help students feel more confident, they allow them to reframe adversity and challenges as temporary phenomena rather than looming signs that they somehow don't belong – or, worse, that they are fulfilling negative stereotypes about their inferiority.\u003c/p>\n\u003cp>The studies also underscore that underperformance is frequently not a function of individual inadequacy, but rather systemic failure. \"A threatening environment can make smart kids less likely to show what they know, whereas a positive environment might pull out qualities that make the seemingly average student shine,\" said Cohen.\u003c/p>\n\u003cp>Cohen's study represents the latest advance in decades-long work on minority student achievement pioneered by a group of researchers across the country, most notably Stanford Graduate School of Education \u003ca href=\"https://ed.stanford.edu/faculty/steele\">Dean Claude Steele\u003c/a>. His book, \u003ca href=\"http://books.wwnorton.com/books/Whistling-Vivaldi/\">\u003cem>Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us\u003c/em>\u003c/a>, chronicles the discovery and explanation of stereotype threat. Working in this arena for the past decade, Cohen, often in collaboration with Steele, Stanford psychology professor Greg Walton and others, has used insights from previous research to explore measures that might reduce its effects.\u003c/p>\n\u003cp>Cohen cautioned that such interventions are not a magic bullet. \"Psychological threat might not contribute to a group's performance in some schools,\" he said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">Can Stereotyping Girls Harm Boys Too?\u003c/a>]\u003c/p>\n\u003cp>And he noted that such interventions echo what great teachers already do: continually affirm children. \"Small gestures of affirmation can have lasting consequences, especially when they are woven into the student's daily experience,\" he said. Teacher training, he indicated, should ensure that teachers make them a part of their toolkit.\u003c/p>\n\u003cp>\"At the school level you need committed teachers, and a solid curriculum,\" Cohen said. \"When these factors are in place, when opportunities for growth are there, psychological interventions can help students change their lives.\"\u003c/p>\n\u003cp>The study's other co-authors were from UC-Santa Barbara, Columbia University, the University of Colorado and the University of Chicago. The National Science Foundation, the Spencer Foundation and the University of California funded the research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marguerite Rigoglioso writes frequently for the \u003ca href=\"http://news.stanford.edu/\">Stanford Graduate School of Education, \u003c/a>\u003c/em>where this article originally appeared.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Repetitive Exercises Actually Feed the Creative Process?",
"title": "Can Repetitive Exercises Actually Feed the Creative Process?",
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"content": "\u003cp>\u003cstrong>By Holly Korbey\u003c/strong>\u003c/p>\n\u003cp>In Sherri Scott’s first grade class, the daily \"main lesson\" pages students work on -- essentially their handmade textbooks made up of words, numbers, and artwork -- are copied straight from the old-fashioned blackboard, not created. And that’s the point.\u003c/p>\n\u003cp>“It’s what we do in Waldorf schools,” Scott says. “In the lower grades, those initial main lesson pages are copied as closely as possible, to allow practice and more practice with shading, perspective, accuracy, spatial awareness. All that practice copying turns into a keen eye and skilled hand when given free rein in the upper grades.”\u003c/p>\n\u003cp>For many dedicated to re-making our schools as hubs of dynamic innovation and creativity, getting good at math or science or literacy might be better found in techniques like\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\"> inquiry-based learning,\u003c/a> less emphasis on\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/more-teachers-refuse-to-give-standardized-tests/\"> standardized testing\u003c/a>, and avoiding the soul-numbing\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?_r=0\"> \"drill and kill\" exercises\u003c/a> and worksheets used to instill basic skills.\u003c/p>\n\u003cp>But what if the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">right drill -\u003c/a>- without the kill -- actually \u003cem>encourages\u003c/em> creativity?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Teach Like a Champion\u003c/em> author Doug Lemov proposes this very idea in his new book, \u003ca href=\"http://www.amazon.com/Practice-Perfect-Getting-Better-ebook/dp/B007ZQ34V4\">\u003cem>Practice Perfect: 42 Rules for Getting Better at Getting Better\u003c/em>\u003c/a>. His Rule Number 4, “Unlock Creativity... With Repetition,” falls in line with virtuoso musicians, elite athletes, and \u003ca href=\"http://newswatch.nationalgeographic.com/2012/08/14/malcolm-gladwells-10000-hour-rule-visualized-practice-makes-perfect/\">Malcolm Gladwell's \"10,000 hours rule\"\u003c/a> -- that creativity actually comes after lots and lots of rote learning (also called practice)\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Creativity is play within a system of rules, and you can only play with the rules once you understand the systems.\"\u003c/strong>\u003c/aside>\n\u003cp>has built a solid foundation of skills. Focused practice, Lemov has found in his research training teachers, actually automates a process in one’s body, which then becomes fertile ground for creative breakthroughs and individual variations.\u003c/p>\n\u003cp>To explain why his teachers have had so much creative success with repetitive practice, Lemov told the story of a particularly good literature teacher who would get stumped when students \u003c!--more-->would respond to text questions with answers that were very far afield. “She would ask kids, ‘What do you think about \u003cem>x\u003c/em>,’ and they would say the darndest things,” Lemov recalls. “And the teacher would just freeze. She just didn’t know how to respond to the unexpected answers.” Lemov suggested she meet with another teacher once a week for 10 minutes and do nothing but respond to unexpected questions - in other words, practice receiving really wrong answers, so she could work on her response.\u003c/p>\n\u003cp>The results, according to Lemov, were outstanding. “After three or four weeks, she was a totally different teacher. She was more confident. Her mind wasn’t focused on, ‘What am I going to say?’ She had reallocated her thinking from lower-order task to higher-order task, and it made her more creative teaching in the moment when she needed it most.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-27299\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/111821658X.jpg\" alt=\"9781118216583_cover.indd\" width=\"187\" height=\"281\">But not everybody agrees with this premise. From a scientific standpoint, says John Kounios, Professor of Psychology at Drexel University and co-author of upcoming book \u003cem>Insight: Aha Moments, Creativity, and the Brain\u003c/em>, the connection between creativity and automaticity is complicated. “Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/p>\n\u003cp>Some educators believe that a side-by-side combination of rote work and \"aha\" moments works better for students. While there’s no doubt that repeated practice is the key to mastering any craft, “much of the way we've structured education is about the repetition without actually getting to create at the task itself,\" says arts and literacy educator Kurt Wootton, co-author of \u003ca href=\"http://www.hepg.org/hep/book/164/AReasonToRead\">\u003cem>A Reason to Read.\u003c/em>\u003c/a> \"In my view, the repetition must not come before allowing students to participate in the creative tasks, but rather repeated practice walks side-by-side with the creative process.”\u003c/p>\n\u003cp>Wootton gave an example of his childhood piano lessons that were comprised of endless scales. “I never knew why I was practicing those scales or what they were for,\" he said. \"I was never given the chance to create anything musical in the ten years I played piano. It was always the repetition and practice without the chance to create. This would be the same as memorizing the rules of basketball and shooting endless free throws without ever learning to play the game.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">How Much Practice is Too Much?\u003c/a>]\u003c/p>\n\u003cp>In Wootton’s experience, bringing in the creative process shows students “the whole game” and gives them a reason to go back and get better at specific skills that require rote practice. “Creativity is about immediate play. Students learn by doing and feeling the immediacy of the creative experience,” he said.\u003c/p>\n\u003cp>“In schools we do ‘drill and kill’ our students. We ask them to go through endless acts of practice and memorization (multiplication tables, memorizing the periodic table of elements, spelling quizzes, grammar lessons, scales, free throws, batting practice) often without the payoff of actually doing the real work the skills were meant for,” he said.\u003c/p>\n\u003cp>And don’t forget, says cognitive scientist Daniel Willingham, author of \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">\u003cem>Why Don’t Students Like School?\u003c/em>\u003c/a>, that the \u003cem>kill \u003c/em>in \"drill and kill\" refers to motivation, which is key to learning whatever skill is being taught. “I think terrible instruction would kill motivation for any topic, and that's regardless of the content,\" Willingham said. \"Can you imagine a hands-on workshop -- which should be an engaging method -- on a topic you find intrinsically interesting that was really boring? Sure, it's easy. Topic and method are no guarantee that students will be engaged, and therefore there's some risk that their motivation will drop.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/strong>\u003c/aside>\n\u003cp>But, Willingham is quick to point out, “the risk for boredom and lack of engagement is higher for practicing things that students feel they already know. It's probably more demanding of the teacher to make it fresh and to keep students wanting to engage.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cstrong>APPLYING THEORY \u003c/strong>\u003c/h4>\n\u003cp>With her first graders, Sherri Scott works hard at finding the delicate balance between engaging them in creative play and performing rote tasks they’ll need later. As she described the myriad ways she has students learn “100,” through writing and counting, organizing and artwork, Scott affirmed her belief that rote practice pays off in creativity further down the road. “If you want to know what 100 ‘is,’ having those math facts internalized allows you to deal with 100 in so many, many ways. Rather than just knowing 10 x 10 is 100, or 4 x 25 is 100, you'd be able to pull 100 apart and put it back together without analyzing it.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003c/a>]\u003c/p>\n\u003cp>Lemov would certainly agree: “Creativity is play within a system of rules, and you can only play with the rules once you understand the systems. You have to see the theme first to understand the variations.”\u003c/p>\n\u003cp>\u003cem>Practice Perfect\u003c/em> is a paean to the “humble power” of the kind of practice that makes you better, and more creative. In the book, Lemov quotes legendary UCLA basketball coach (and king of practice) John Wooden, who said, “Drilling creates a foundation on which individual initiative and imagination can flourish.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Perhaps Wooden is precisely what the British government had in mind when they recently designed a poetry contest that asks students to learn the \u003ca href=\"http://www.npr.org/2013/01/19/169731110/u-k-asks-students-to-learn-poetry-by-heart-not-by-rote\">poetry “by heart,” not by rote.\u003c/a> English poet Jean Sprackland explained the difference beautifully: \"Well, I suppose there's a great difference between learning by heart and the old-fashioned, rather dusty phrase 'learning by rote.' So there's a thought that if you learn by heart it means you take the poem right into yourself, it becomes part of you. And it remains with you, probably for the rest of your life. I think a lot of us can remember bits of poetry that we learned when we were very young. So it's something that lives with you forever.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Holly Korbey\u003c/strong>\u003c/p>\n\u003cp>In Sherri Scott’s first grade class, the daily \"main lesson\" pages students work on -- essentially their handmade textbooks made up of words, numbers, and artwork -- are copied straight from the old-fashioned blackboard, not created. And that’s the point.\u003c/p>\n\u003cp>“It’s what we do in Waldorf schools,” Scott says. “In the lower grades, those initial main lesson pages are copied as closely as possible, to allow practice and more practice with shading, perspective, accuracy, spatial awareness. All that practice copying turns into a keen eye and skilled hand when given free rein in the upper grades.”\u003c/p>\n\u003cp>For many dedicated to re-making our schools as hubs of dynamic innovation and creativity, getting good at math or science or literacy might be better found in techniques like\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\"> inquiry-based learning,\u003c/a> less emphasis on\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/more-teachers-refuse-to-give-standardized-tests/\"> standardized testing\u003c/a>, and avoiding the soul-numbing\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?_r=0\"> \"drill and kill\" exercises\u003c/a> and worksheets used to instill basic skills.\u003c/p>\n\u003cp>But what if the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">right drill -\u003c/a>- without the kill -- actually \u003cem>encourages\u003c/em> creativity?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Teach Like a Champion\u003c/em> author Doug Lemov proposes this very idea in his new book, \u003ca href=\"http://www.amazon.com/Practice-Perfect-Getting-Better-ebook/dp/B007ZQ34V4\">\u003cem>Practice Perfect: 42 Rules for Getting Better at Getting Better\u003c/em>\u003c/a>. His Rule Number 4, “Unlock Creativity... With Repetition,” falls in line with virtuoso musicians, elite athletes, and \u003ca href=\"http://newswatch.nationalgeographic.com/2012/08/14/malcolm-gladwells-10000-hour-rule-visualized-practice-makes-perfect/\">Malcolm Gladwell's \"10,000 hours rule\"\u003c/a> -- that creativity actually comes after lots and lots of rote learning (also called practice)\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Creativity is play within a system of rules, and you can only play with the rules once you understand the systems.\"\u003c/strong>\u003c/aside>\n\u003cp>has built a solid foundation of skills. Focused practice, Lemov has found in his research training teachers, actually automates a process in one’s body, which then becomes fertile ground for creative breakthroughs and individual variations.\u003c/p>\n\u003cp>To explain why his teachers have had so much creative success with repetitive practice, Lemov told the story of a particularly good literature teacher who would get stumped when students \u003c!--more-->would respond to text questions with answers that were very far afield. “She would ask kids, ‘What do you think about \u003cem>x\u003c/em>,’ and they would say the darndest things,” Lemov recalls. “And the teacher would just freeze. She just didn’t know how to respond to the unexpected answers.” Lemov suggested she meet with another teacher once a week for 10 minutes and do nothing but respond to unexpected questions - in other words, practice receiving really wrong answers, so she could work on her response.\u003c/p>\n\u003cp>The results, according to Lemov, were outstanding. “After three or four weeks, she was a totally different teacher. She was more confident. Her mind wasn’t focused on, ‘What am I going to say?’ She had reallocated her thinking from lower-order task to higher-order task, and it made her more creative teaching in the moment when she needed it most.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-27299\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/111821658X.jpg\" alt=\"9781118216583_cover.indd\" width=\"187\" height=\"281\">But not everybody agrees with this premise. From a scientific standpoint, says John Kounios, Professor of Psychology at Drexel University and co-author of upcoming book \u003cem>Insight: Aha Moments, Creativity, and the Brain\u003c/em>, the connection between creativity and automaticity is complicated. “Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/p>\n\u003cp>Some educators believe that a side-by-side combination of rote work and \"aha\" moments works better for students. While there’s no doubt that repeated practice is the key to mastering any craft, “much of the way we've structured education is about the repetition without actually getting to create at the task itself,\" says arts and literacy educator Kurt Wootton, co-author of \u003ca href=\"http://www.hepg.org/hep/book/164/AReasonToRead\">\u003cem>A Reason to Read.\u003c/em>\u003c/a> \"In my view, the repetition must not come before allowing students to participate in the creative tasks, but rather repeated practice walks side-by-side with the creative process.”\u003c/p>\n\u003cp>Wootton gave an example of his childhood piano lessons that were comprised of endless scales. “I never knew why I was practicing those scales or what they were for,\" he said. \"I was never given the chance to create anything musical in the ten years I played piano. It was always the repetition and practice without the chance to create. This would be the same as memorizing the rules of basketball and shooting endless free throws without ever learning to play the game.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-much-practice-is-too-much/\">How Much Practice is Too Much?\u003c/a>]\u003c/p>\n\u003cp>In Wootton’s experience, bringing in the creative process shows students “the whole game” and gives them a reason to go back and get better at specific skills that require rote practice. “Creativity is about immediate play. Students learn by doing and feeling the immediacy of the creative experience,” he said.\u003c/p>\n\u003cp>“In schools we do ‘drill and kill’ our students. We ask them to go through endless acts of practice and memorization (multiplication tables, memorizing the periodic table of elements, spelling quizzes, grammar lessons, scales, free throws, batting practice) often without the payoff of actually doing the real work the skills were meant for,” he said.\u003c/p>\n\u003cp>And don’t forget, says cognitive scientist Daniel Willingham, author of \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">\u003cem>Why Don’t Students Like School?\u003c/em>\u003c/a>, that the \u003cem>kill \u003c/em>in \"drill and kill\" refers to motivation, which is key to learning whatever skill is being taught. “I think terrible instruction would kill motivation for any topic, and that's regardless of the content,\" Willingham said. \"Can you imagine a hands-on workshop -- which should be an engaging method -- on a topic you find intrinsically interesting that was really boring? Sure, it's easy. Topic and method are no guarantee that students will be engaged, and therefore there's some risk that their motivation will drop.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Yes, it is true that many 'Aha moment' breakthroughs come to people who have mastered an area. However, the opposite is often the case: once a person has mastered something, their thinking about it often becomes locked in and it's difficult for them to break out of this mental straightjacket.”\u003c/strong>\u003c/aside>\n\u003cp>But, Willingham is quick to point out, “the risk for boredom and lack of engagement is higher for practicing things that students feel they already know. It's probably more demanding of the teacher to make it fresh and to keep students wanting to engage.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cstrong>APPLYING THEORY \u003c/strong>\u003c/h4>\n\u003cp>With her first graders, Sherri Scott works hard at finding the delicate balance between engaging them in creative play and performing rote tasks they’ll need later. As she described the myriad ways she has students learn “100,” through writing and counting, organizing and artwork, Scott affirmed her belief that rote practice pays off in creativity further down the road. “If you want to know what 100 ‘is,’ having those math facts internalized allows you to deal with 100 in so many, many ways. Rather than just knowing 10 x 10 is 100, or 4 x 25 is 100, you'd be able to pull 100 apart and put it back together without analyzing it.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003c/a>]\u003c/p>\n\u003cp>Lemov would certainly agree: “Creativity is play within a system of rules, and you can only play with the rules once you understand the systems. You have to see the theme first to understand the variations.”\u003c/p>\n\u003cp>\u003cem>Practice Perfect\u003c/em> is a paean to the “humble power” of the kind of practice that makes you better, and more creative. In the book, Lemov quotes legendary UCLA basketball coach (and king of practice) John Wooden, who said, “Drilling creates a foundation on which individual initiative and imagination can flourish.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Perhaps Wooden is precisely what the British government had in mind when they recently designed a poetry contest that asks students to learn the \u003ca href=\"http://www.npr.org/2013/01/19/169731110/u-k-asks-students-to-learn-poetry-by-heart-not-by-rote\">poetry “by heart,” not by rote.\u003c/a> English poet Jean Sprackland explained the difference beautifully: \"Well, I suppose there's a great difference between learning by heart and the old-fashioned, rather dusty phrase 'learning by rote.' So there's a thought that if you learn by heart it means you take the poem right into yourself, it becomes part of you. And it remains with you, probably for the rest of your life. I think a lot of us can remember bits of poetry that we learned when we were very young. So it's something that lives with you forever.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27159\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27159\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/photo1-620x365.jpg\" alt=\"photo\" width=\"620\" height=\"365\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"TB\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Free, unstructured playtime gives kids a chance to discover their interests and tap into their creativity. It’s a crucial element for building resilience in children, an attribute they’ll need in order to become happy, productive adults. That’s Kenneth Ginsburg’s thesis and the core of his book \u003ca href=\"http://www.fosteringresilience.com/books.php\">Building Resilience in Children and Teens\u003c/a>.\u003c/p>\n\u003cp>Ginsburg, a pediatrician at the Children’s Hospital of Philadelphia who also works with homeless children, has spent a lot of time trying to help young people build tools they’ll need to succeed -- even when trauma has marred early lives.\u003c/p>\n\u003cp>But the word \"success\" can be loaded, often carrying different connotations. To Ginsburg, a successful child is one who finds something he loves to do, is generous, empathetic and compassionate, committed to repairing the world, shows grit and the ability to collaborate, creativity and can take constructive criticism. These are what will serve young people as they move into the world on their own.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “Play is integral to being able to build resilience.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“So many of the things that we care about are completely learned through the creative process,” Ginsberg said at an event hosted by the \u003ca href=\"http://www.baykidsmuseum.org/\">Bay Area Discovery Museum\u003c/a>. When kids are allowed free time to play, they learn how to work in groups, negotiate, share, self-advocate, and make decisions.\u003c/p>\n\u003cp>Ginsburg cautions parents that putting too much pressure on children's academics might have negative effects in the long term. The way he frames parents' ultimate goals: Raise healthy, wise \u003c!--more-->35-year-olds. Parenting with long-term vision helps keep the little things in perspective.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“All the best ideas haven’t been thought of yet. If you have people who are only thinking about fitting in the box, then you aren't going to get ideas outside the box,” Ginsburg said. Parents and educators shouldn't be trying to shape children into cogs for an economy that hasn't figured out what kind of machine it will be in 20 years.\u003c/p>\n\u003cp>Instead, one of the most important skills a parent can foster in children is resilience, which he says can be fostered through creativity. Ginsburg relies on the “\u003ca href=\"http://www.fosteringresilience.com/7cs.php\">Seven C’s of Resilience\u003c/a>” as a road map for helping students to find their inner grit.\u003c/p>\n\u003ch4>7 C’s of Resilience\u003c/h4>\n\u003col>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>COMPETENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Young people need to be recognized when they're doing something right and to be given opportunities to develop specific skills.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>CONFIDENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Confidence comes from building real skills that parents and educators can teach and nurture. Confidence can be easily undermined, but also bolstered by tasks that push learners without making the goal feel unachievable.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONNECTION:\u003c/strong>\u003cspan> Being part of a community helps kids know they aren't alone if they struggle and that they can develop creative solutions to problems.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CHARACTER\u003c/strong>\u003cspan>. Kids need an understanding of right and what wrong and the capacity to follow a moral compass. That will allow them see that they cannot be put down.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTRIBUTION:\u003c/strong>\u003cspan> The experience of offering their own service makes it easier for young people to ask for help when they need it. Once kids understand how good it can feel to give to others, it becomes easier to ask for that same support when it’s needed. And being willing to ask for help is a big part of being resilient.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>COPING\u003c/strong>\u003cspan>: Kids need to learn mechanisms to manage their stress by learning methods to both engage and disengage at times. Some strategies for doing this include breaking down seemingly insurmountable problems into smaller, achievable pieces, avoiding things that trigger extreme anxiety, and just letting some things go. After all, resilience is about conserving energy to fit the long game and kids need to know realistically what they can affect and what should be let go.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTROL:\u003c/strong>\u003cspan> In order to truly be resilient a child need to believe that she has control over her world. Feeling secure helps engender control, which is why kids test limits.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Creativity plays an integral part of developing these seven skill sets. “Play is exactly about learning to control your environment, to figure things out,” he said. “Play is integral to being able to build resilience.” When kids play, they make mistakes and learn how to recover. It’s also a unique time for parents to observe their children and offer gentle guidance about skill development or how to share.\u003c/p>\n\u003cp>Keeping children on rigid, academically driven schedules denies them the space for some of the real self-learning that will see them through unexpected challenges, the ones that aren't on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So many of the things that we care about are completely learned through the creative process,” Ginsberg said at an event hosted by the \u003ca href=\"http://www.baykidsmuseum.org/\">Bay Area Discovery Museum\u003c/a>. When kids are allowed free time to play, they learn how to work in groups, negotiate, share, self-advocate, and make decisions.\u003c/p>\n\u003cp>Ginsburg cautions parents that putting too much pressure on children's academics might have negative effects in the long term. The way he frames parents' ultimate goals: Raise healthy, wise \u003c!--more-->35-year-olds. Parenting with long-term vision helps keep the little things in perspective.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“All the best ideas haven’t been thought of yet. If you have people who are only thinking about fitting in the box, then you aren't going to get ideas outside the box,” Ginsburg said. Parents and educators shouldn't be trying to shape children into cogs for an economy that hasn't figured out what kind of machine it will be in 20 years.\u003c/p>\n\u003cp>Instead, one of the most important skills a parent can foster in children is resilience, which he says can be fostered through creativity. Ginsburg relies on the “\u003ca href=\"http://www.fosteringresilience.com/7cs.php\">Seven C’s of Resilience\u003c/a>” as a road map for helping students to find their inner grit.\u003c/p>\n\u003ch4>7 C’s of Resilience\u003c/h4>\n\u003col>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>COMPETENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Young people need to be recognized when they're doing something right and to be given opportunities to develop specific skills.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>CONFIDENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Confidence comes from building real skills that parents and educators can teach and nurture. Confidence can be easily undermined, but also bolstered by tasks that push learners without making the goal feel unachievable.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONNECTION:\u003c/strong>\u003cspan> Being part of a community helps kids know they aren't alone if they struggle and that they can develop creative solutions to problems.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CHARACTER\u003c/strong>\u003cspan>. Kids need an understanding of right and what wrong and the capacity to follow a moral compass. That will allow them see that they cannot be put down.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTRIBUTION:\u003c/strong>\u003cspan> The experience of offering their own service makes it easier for young people to ask for help when they need it. Once kids understand how good it can feel to give to others, it becomes easier to ask for that same support when it’s needed. And being willing to ask for help is a big part of being resilient.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>COPING\u003c/strong>\u003cspan>: Kids need to learn mechanisms to manage their stress by learning methods to both engage and disengage at times. Some strategies for doing this include breaking down seemingly insurmountable problems into smaller, achievable pieces, avoiding things that trigger extreme anxiety, and just letting some things go. After all, resilience is about conserving energy to fit the long game and kids need to know realistically what they can affect and what should be let go.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTROL:\u003c/strong>\u003cspan> In order to truly be resilient a child need to believe that she has control over her world. Feeling secure helps engender control, which is why kids test limits.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Creativity plays an integral part of developing these seven skill sets. “Play is exactly about learning to control your environment, to figure things out,” he said. “Play is integral to being able to build resilience.” When kids play, they make mistakes and learn how to recover. It’s also a unique time for parents to observe their children and offer gentle guidance about skill development or how to share.\u003c/p>\n\u003cp>Keeping children on rigid, academically driven schedules denies them the space for some of the real self-learning that will see them through unexpected challenges, the ones that aren't on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_27079\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/teaching-with-tech-2/\" rel=\"attachment wp-att-27079\">\u003cimg class=\"size-large wp-image-27079\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Teaching-with-Tech-620x420.gif\" alt=\"Teaching-with-Tech\" width=\"620\" height=\"420\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">With a new generation of teachers coming into the work force, there's a discrepancy between what principals expect of teachers-in-training and what they're actually learning in school.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">Project Tomorrow report\u003c/a> surveying principals concluded that they want to hire new teachers with creative ideas about how technology can be leveraged to create authentic and differentiated learning experiences. But student-teachers report that their tech training focuses only on simple management tools. At the same time, the report concludes that those who have the biggest influence on new teachers -- veteran educators -- don't always embrace new ways of using technology to engage students.\u003c/p>\n\u003cp>Only half of current working teachers believe they can use technology to motivate students to learn, compared to 75 percent of incoming teachers. Only 17 percent of current teachers believe technology can help students deeply explore their own ideas, compared to 59 percent of incoming teachers. And 26 percent of current teachers believe students can use technology to apply knowledge to problem-solving, compared to 64 percent of aspiring teachers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27105\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.36.21-AM-620x479.png\" alt=\"Screen Shot 2013-02-13 at 10.36.21 AM\" width=\"620\" height=\"479\">\u003c/p>\n\u003cp>Teachers-in-training say coursework focuses on technologies that help a teacher stay organized, rather than ways to engage students. In their methods courses, where teachers learn the mechanics of running a classroom, 71 percent report that they're taught to use simple word processing, spreadsheets and database tools, 64 percent report learning how to create multimedia \u003c!--more-->presentations and 55 percent say they've learned how to use interactive whiteboards.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Incoming teachers use tech fluidly in their own lives, but they're learning to teach within a system that lags behind the times.\u003c/strong>\u003c/aside>\n\u003cp>“Principals want new teachers to know how to use technology to create authentic learning experiences for students (75 percent) and how to leverage technology to differentiate instruction (68 percent) before they apply for a position at their school,” the \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">report said\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Additionally, principals hope new hires will use social media to connect and communicate with students and parents, as well as their ability to integrate mobile devices, social media, and other digital instruction into their daily teaching. Principals also recognize that a move towards self-directed learning means that new teachers will have to have strong classroom management skills. Almost half of principals surveyed said incoming teachers should have the ability to manage a classroom where students are using their own mobile devices and 25 percent would like teachers to know how to teach an online class.\u003c/p>\n\u003cp>\u003cstrong>EXPECTATION VS. REALITY\u003c/strong>\u003c/p>\n\u003cp>But there's a disparity between what principals expect from new hires and what teachers-in-training are learning. A full 72 percent of pre-service teachers report they think they're being well-prepared to use technology in the classroom. That may be because this is a generation of teachers who grew up using technology -- 61 percent use smartphones, preferring them for daily tasks. They are also much more \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">likely to use social media\u003c/a>, online discussion boards and other Internet tools to enhance and direct their professional development.\u003c/p>\n\u003cp>\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>These incoming teachers appear to be caught between generations. They use technology fluidly in their own lives and to enhance their education, but they're learning to teach within a system that lags behind the times. Sixty-eight percent of teachers-in-training report they rely most heavily on field placements to learn about how to integrate technology into the classroom. They also watch their professors and take advice from peers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27103\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.32.53-AM-620x251.png\" alt=\"Screen Shot 2013-02-13 at 10.32.53 AM\" width=\"620\" height=\"251\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>There was a similar disconnect on metrics about how technology can improve the way educators teach. Teachers-in-training thought technology could help them be more organized, create more interactive lessons, make learning student-centered and would encourage students to be more self-directed, while experienced teachers were much less enthusiastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The report attributes the optimism to two main factors. One, teachers-in-training grew up with technology and aren't afraid to figure out how to make it work in class. They’re also more comfortable looking for resources online and using social media to collaborate with peers. Secondly, as they were growing up they witnessed attempts at technology integration from their own teachers and they have a sense of what works and what doesn't.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27079\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/teaching-with-tech-2/\" rel=\"attachment wp-att-27079\">\u003cimg class=\"size-large wp-image-27079\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Teaching-with-Tech-620x420.gif\" alt=\"Teaching-with-Tech\" width=\"620\" height=\"420\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">With a new generation of teachers coming into the work force, there's a discrepancy between what principals expect of teachers-in-training and what they're actually learning in school.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">Project Tomorrow report\u003c/a> surveying principals concluded that they want to hire new teachers with creative ideas about how technology can be leveraged to create authentic and differentiated learning experiences. But student-teachers report that their tech training focuses only on simple management tools. At the same time, the report concludes that those who have the biggest influence on new teachers -- veteran educators -- don't always embrace new ways of using technology to engage students.\u003c/p>\n\u003cp>Only half of current working teachers believe they can use technology to motivate students to learn, compared to 75 percent of incoming teachers. Only 17 percent of current teachers believe technology can help students deeply explore their own ideas, compared to 59 percent of incoming teachers. And 26 percent of current teachers believe students can use technology to apply knowledge to problem-solving, compared to 64 percent of aspiring teachers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27105\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.36.21-AM-620x479.png\" alt=\"Screen Shot 2013-02-13 at 10.36.21 AM\" width=\"620\" height=\"479\">\u003c/p>\n\u003cp>Teachers-in-training say coursework focuses on technologies that help a teacher stay organized, rather than ways to engage students. In their methods courses, where teachers learn the mechanics of running a classroom, 71 percent report that they're taught to use simple word processing, spreadsheets and database tools, 64 percent report learning how to create multimedia \u003c!--more-->presentations and 55 percent say they've learned how to use interactive whiteboards.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Incoming teachers use tech fluidly in their own lives, but they're learning to teach within a system that lags behind the times.\u003c/strong>\u003c/aside>\n\u003cp>“Principals want new teachers to know how to use technology to create authentic learning experiences for students (75 percent) and how to leverage technology to differentiate instruction (68 percent) before they apply for a position at their school,” the \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">report said\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Additionally, principals hope new hires will use social media to connect and communicate with students and parents, as well as their ability to integrate mobile devices, social media, and other digital instruction into their daily teaching. Principals also recognize that a move towards self-directed learning means that new teachers will have to have strong classroom management skills. Almost half of principals surveyed said incoming teachers should have the ability to manage a classroom where students are using their own mobile devices and 25 percent would like teachers to know how to teach an online class.\u003c/p>\n\u003cp>\u003cstrong>EXPECTATION VS. REALITY\u003c/strong>\u003c/p>\n\u003cp>But there's a disparity between what principals expect from new hires and what teachers-in-training are learning. A full 72 percent of pre-service teachers report they think they're being well-prepared to use technology in the classroom. That may be because this is a generation of teachers who grew up using technology -- 61 percent use smartphones, preferring them for daily tasks. They are also much more \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">likely to use social media\u003c/a>, online discussion boards and other Internet tools to enhance and direct their professional development.\u003c/p>\n\u003cp>\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>These incoming teachers appear to be caught between generations. They use technology fluidly in their own lives and to enhance their education, but they're learning to teach within a system that lags behind the times. Sixty-eight percent of teachers-in-training report they rely most heavily on field placements to learn about how to integrate technology into the classroom. They also watch their professors and take advice from peers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27103\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.32.53-AM-620x251.png\" alt=\"Screen Shot 2013-02-13 at 10.32.53 AM\" width=\"620\" height=\"251\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>There was a similar disconnect on metrics about how technology can improve the way educators teach. Teachers-in-training thought technology could help them be more organized, create more interactive lessons, make learning student-centered and would encourage students to be more self-directed, while experienced teachers were much less enthusiastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The report attributes the optimism to two main factors. One, teachers-in-training grew up with technology and aren't afraid to figure out how to make it work in class. They’re also more comfortable looking for resources online and using social media to collaborate with peers. Secondly, as they were growing up they witnessed attempts at technology integration from their own teachers and they have a sense of what works and what doesn't.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27048\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27048\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/student-Internet-use-620x387.gif\" alt=\"student-Internet-use\" width=\"620\" height=\"387\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As learning increasingly moves toward the digital landscape, the role of data is also coming under more scrutiny. Every time a student browses the Internet or uses an app for learning, trace data is created, and thus the potential to use it for the benefit of that student.\u003c/p>\n\u003cp>A slew of companies and products offer the promise of collecting data to help educators, but there are still major concerns about how that data will be used, including issues around student privacy and teacher evaluations.\u003c/p>\n\u003cp>\u003ca href=\"http://blog.reyjunco.com/\">Reynol Junco\u003c/a>, faculty associate at Harvard’s Berkman Center for Internet and Society, is studying the role of data in education, and says the potential for using learning analytics for students' benefit is far from being realized. Using data as formative assessment -- providing feedback to students in incremental steps rather than with big tests like mid-terms or finals -- can be helpful to both students and teachers, he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child.”\u003c/strong>\u003c/aside>\n\u003cp>\"I think of learning analytics as the ultimate formative assessment. We're always talking in education about how formative assessments are very important. It's important to assess frequently and to make adjustments,\" he said recently on \u003ca href=\"http://m.npr.org/story/170490218\">NPR's Tell Me More\u003c/a>. \"We've got data well before a student will flunk a first exam or a quiz and so we can make some predictions about the things that \u003c!--more-->they're doing and how we might intervene before we get to that point.\u003c/p>\n\u003cp>Junco sees potential for trace data to further individualize learning, or at the very least help educators understand how their students use the Internet.“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child,” Junco said. “Some of my research has already shown that we can use things like how much time students spend on Facebook and what they do on Facebook to predict academic outcomes,” Junco said. In \u003ca href=\"http://reyjunco.com/wordpress/pdf/JuncoMultitaskingCHB2012.pdf\">that study [PDF]\u003c/a> he learned that students who use Facebook in class to socialize have lower GPAs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">What Does Your School Know About You?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>But Junco also understands the dark side of data. When it comes to small kids using mobile apps to play games, Junco believes data collection for the purposes of companies tracking children's locations and activities goes too far.\u003c/p>\n\u003cp>\"Such tracking builds profiles of children (their likes, dislikes, browsing habits, etc.) for insidious forms of marketing,\" he \u003ca href=\"http://blog.reyjunco.com/mobile-apps-and-youth-privacy\">wrote \u003c/a>in response to the December report, \u003cem>\u003ca href=\"http://www.ftc.gov/os/2012/12/121210mobilekidsappreport.pdf\" target=\"_blank\">Mobile Apps for Kids\u003c/a>\u003c/em>, by the Federal Trade Commission about the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/coppa.htm\" target=\"_blank\">COPPA\u003c/a>) requirements.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That report found that 59 percent of the 400 apps reviewed some infromation from the user's mobile device back to the developer or to a third party. And only 20 percent of apps disclosed information about how they collect data.\u003c/p>\n\n",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/cristic/359572657/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2.jpg\" alt=\"359572657_89c53cca6e_z 2\" title=\"\" width=\"474\" height=\"321\" class=\"size-full wp-image-27032\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2.jpg 474w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2-400x271.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2-320x217.jpg 320w\" sizes=\"(max-width: 474px) 100vw, 474px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">As any parent or teacher knows, tests can create crippling anxiety in students–and anxious kids can perform below their true abilities. But new research in cognitive science and psychology is giving us a clearer understanding of the link between stress and performance, and allowing experts to develop specific strategies for helping kids manage their fears. These potential solutions are reasonably simple, inexpensive and, as recent studies show, effective. Some work for a broad range of students, while others target specific groups. Yet they’re unfamiliar to many teachers and parents, who remain unaware that test anxiety can be so easily relieved. Here, three such approaches:\u003c/p>\n\u003cp>\u003cstrong>1. UNLOAD ON PAPER.\u003c/strong>\u003c/p>\n\u003cp>When students feel nervous, their capacity to think clearly and solve problems accurately is reduced, says Sian Beilock, a cognitive scientist at the University of Chicago. Students taking an exam must draw on their working memory, the mental holding space where we manipulate facts and ideas. “When students are anxious, their worries use up some of their working memory, leaving fewer cognitive resources to devote to the test,” Beilock explains. One \u003ca href=\"http://www.sciencedaily.com/releases/2011/01/110113141605.htm\">method recently tested\u003c/a> successfully by Beilock and a colleague, Gerardo Ramirez, had students spend ten minutes writing about their thoughts and feelings immediately before taking a test. The practice, called “expressive writing,” is used by psychologists to reduce negative thoughts in people with depression. They tried the intervention on college students placed in a testing situation in Beilock’s\u003c!--more--> lab, and in an actual Chicago school, where ninth-grade students engaged in the writing exercise before their first high school final. In both cases, students’ test scores “significantly improved,” according to an article they published last year in the journal \u003ca href=\"http://www.sciencedaily.com/releases/2011/01/110113141605.htm\">Science\u003c/a>.\u003c/p>\n\u003cp>While one might imagine writing about a looming exam would only heighten students’ anxiety, Beilock says the opposite was the case. “Writing about their worries had the effect of ‘offloading’ them onto the page, so that the students had more cognitive horsepower available to apply to solving problems on the test,” she explains. For both groups, Beilock and Ramirez reported in Science, “one short writing intervention that brings testing pressures to the forefront enhances the likelihood of excelling, rather than failing, under pressure.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. AFFIRM YOUR VALUES.\u003c/strong>\u003c/p>\n\u003cp>Apprehension over tests can be especially common among minority and female students. That’s because the prospect of evaluation poses for them what psychologists call “stereotype threat”—the possibility that a poor performance will confirm negative assumptions about the group to which they belong (among the specious, anxiety-inducing tropes: girls can’t excel in math and science; blacks and Latinos aren’t college material). This additional layer of anxiety can lead such students to perform below the level they are capable of. “Girls, and black and Latino students, are often dealing with a double dose of test anxiety,” says Stanford University psychologist Gregory Walton. “The nervousness everyone feels when they’re being evaluated, plus the worry—conscious or not—that a poor performance will prove that the negative assumption about their group is correct.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>Related:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype?\u003c/a>]\u003c/p>\n\u003cp>Walton’s colleague at Stanford, psychology professor Geoffrey Cohen, devised an intervention aimed at reducing stereotype threat. Like the exercise designed by Beilock and Ramirez, it asks students to write briefly, but in this case participants are instructed to choose something they value and write about why it matters to them. “Music is important to me because it gives me a way to express myself when I’m mad, happy, or sad,” one participant wrote. In one study, this “values affirmation” exercise was shown to shrink the performance gap between white and black students by 40 percent. In another, it erased the gap in test scores between women and men enrolled in a challenging college physics course, raising the women’s average grade from a C to a B (higher than the average male student’s grade).\u003c/p>\n\u003cp>\u003cstrong>3. ENGAGE IN RELAXATION EXERCISE. \u003c/strong>\u003c/p>\n\u003cp>Younger kids aren’t immune from test anxiety. As early as first and second grade, researchers see evidence of anxiety about testing. Their worries tend to manifest in non-verbal signs that adults may miss, says psychologist Heidi Larson: stomachaches, difficulty sleeping, and a persistent urge to leave the classroom to go to the bathroom. “I had one mother tell me that her son had no problem with tests,” recalls Larson, a professor of counseling and student development at Eastern Illinois University. “Then a week later she came back and said that her son had burst into tears the night before the big end-of-year exam, saying that he was afraid he wouldn’t be promoted to the next grade.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>Related\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-to-deal-with-kids-math-anxiety/\">How to Deal With Kids' Math Anxiety\u003c/a>]\u003c/p>\n\u003cp>Larson designed an intervention especially for younger students, involving breathing and relaxation exercises, and examined its effectiveness on a group of third-graders. “We had students lie on mats on the floor of their classrooms. They closed their eyes and we asked them to focus on their breathing, then on tensing and relaxing groups of muscles in their legs, arms, stomachs and so on,” Larson recounts. “Some of the kids became so relaxed they fell asleep!” A control group of students at another school received no such training. The study, which was published in the \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ885222&ERICExtSearch_SearchType_0=no&accno=EJ885222\">Journal of School Counseling\u003c/a> in 2010, reported that the relaxation intervention had “a significant effect in reducing test anxiety.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read Annie Murphy Paul's full feature article on test anxiety \u003ca href=\"http://www.time.com/time/magazine/article/0,9171,2135124,00.html\">in the current issue of Time\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/cristic/359572657/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2.jpg\" alt=\"359572657_89c53cca6e_z 2\" title=\"\" width=\"474\" height=\"321\" class=\"size-full wp-image-27032\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2.jpg 474w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2-400x271.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/359572657_89c53cca6e_z-2-320x217.jpg 320w\" sizes=\"(max-width: 474px) 100vw, 474px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">As any parent or teacher knows, tests can create crippling anxiety in students–and anxious kids can perform below their true abilities. But new research in cognitive science and psychology is giving us a clearer understanding of the link between stress and performance, and allowing experts to develop specific strategies for helping kids manage their fears. These potential solutions are reasonably simple, inexpensive and, as recent studies show, effective. Some work for a broad range of students, while others target specific groups. Yet they’re unfamiliar to many teachers and parents, who remain unaware that test anxiety can be so easily relieved. Here, three such approaches:\u003c/p>\n\u003cp>\u003cstrong>1. UNLOAD ON PAPER.\u003c/strong>\u003c/p>\n\u003cp>When students feel nervous, their capacity to think clearly and solve problems accurately is reduced, says Sian Beilock, a cognitive scientist at the University of Chicago. Students taking an exam must draw on their working memory, the mental holding space where we manipulate facts and ideas. “When students are anxious, their worries use up some of their working memory, leaving fewer cognitive resources to devote to the test,” Beilock explains. One \u003ca href=\"http://www.sciencedaily.com/releases/2011/01/110113141605.htm\">method recently tested\u003c/a> successfully by Beilock and a colleague, Gerardo Ramirez, had students spend ten minutes writing about their thoughts and feelings immediately before taking a test. The practice, called “expressive writing,” is used by psychologists to reduce negative thoughts in people with depression. They tried the intervention on college students placed in a testing situation in Beilock’s\u003c!--more--> lab, and in an actual Chicago school, where ninth-grade students engaged in the writing exercise before their first high school final. In both cases, students’ test scores “significantly improved,” according to an article they published last year in the journal \u003ca href=\"http://www.sciencedaily.com/releases/2011/01/110113141605.htm\">Science\u003c/a>.\u003c/p>\n\u003cp>While one might imagine writing about a looming exam would only heighten students’ anxiety, Beilock says the opposite was the case. “Writing about their worries had the effect of ‘offloading’ them onto the page, so that the students had more cognitive horsepower available to apply to solving problems on the test,” she explains. For both groups, Beilock and Ramirez reported in Science, “one short writing intervention that brings testing pressures to the forefront enhances the likelihood of excelling, rather than failing, under pressure.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. AFFIRM YOUR VALUES.\u003c/strong>\u003c/p>\n\u003cp>Apprehension over tests can be especially common among minority and female students. That’s because the prospect of evaluation poses for them what psychologists call “stereotype threat”—the possibility that a poor performance will confirm negative assumptions about the group to which they belong (among the specious, anxiety-inducing tropes: girls can’t excel in math and science; blacks and Latinos aren’t college material). This additional layer of anxiety can lead such students to perform below the level they are capable of. “Girls, and black and Latino students, are often dealing with a double dose of test anxiety,” says Stanford University psychologist Gregory Walton. “The nervousness everyone feels when they’re being evaluated, plus the worry—conscious or not—that a poor performance will prove that the negative assumption about their group is correct.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>Related:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype?\u003c/a>]\u003c/p>\n\u003cp>Walton’s colleague at Stanford, psychology professor Geoffrey Cohen, devised an intervention aimed at reducing stereotype threat. Like the exercise designed by Beilock and Ramirez, it asks students to write briefly, but in this case participants are instructed to choose something they value and write about why it matters to them. “Music is important to me because it gives me a way to express myself when I’m mad, happy, or sad,” one participant wrote. In one study, this “values affirmation” exercise was shown to shrink the performance gap between white and black students by 40 percent. In another, it erased the gap in test scores between women and men enrolled in a challenging college physics course, raising the women’s average grade from a C to a B (higher than the average male student’s grade).\u003c/p>\n\u003cp>\u003cstrong>3. ENGAGE IN RELAXATION EXERCISE. \u003c/strong>\u003c/p>\n\u003cp>Younger kids aren’t immune from test anxiety. As early as first and second grade, researchers see evidence of anxiety about testing. Their worries tend to manifest in non-verbal signs that adults may miss, says psychologist Heidi Larson: stomachaches, difficulty sleeping, and a persistent urge to leave the classroom to go to the bathroom. “I had one mother tell me that her son had no problem with tests,” recalls Larson, a professor of counseling and student development at Eastern Illinois University. “Then a week later she came back and said that her son had burst into tears the night before the big end-of-year exam, saying that he was afraid he wouldn’t be promoted to the next grade.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>Related\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-to-deal-with-kids-math-anxiety/\">How to Deal With Kids' Math Anxiety\u003c/a>]\u003c/p>\n\u003cp>Larson designed an intervention especially for younger students, involving breathing and relaxation exercises, and examined its effectiveness on a group of third-graders. “We had students lie on mats on the floor of their classrooms. They closed their eyes and we asked them to focus on their breathing, then on tensing and relaxing groups of muscles in their legs, arms, stomachs and so on,” Larson recounts. “Some of the kids became so relaxed they fell asleep!” A control group of students at another school received no such training. The study, which was published in the \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ885222&ERICExtSearch_SearchType_0=no&accno=EJ885222\">Journal of School Counseling\u003c/a> in 2010, reported that the relaxation intervention had “a significant effect in reducing test anxiety.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read Annie Murphy Paul's full feature article on test anxiety \u003ca href=\"http://www.time.com/time/magazine/article/0,9171,2135124,00.html\">in the current issue of Time\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech",
"title": "Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_26965\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/cal/\" rel=\"attachment wp-att-26965\">\u003cimg class=\"size-large wp-image-26965\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/CAL-620x393.gif\" alt=\"CAL\" width=\"620\" height=\"393\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Justin Sullivan/Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the\u003ca href=\"http://www.nmc.org/about\"> New Media Consortium\u003c/a> and\u003ca href=\"http://www.educause.edu/eli\"> EDUCAUSE Learning Initiative\u003c/a> (ELI) tries to sift through the fads and find the few that will have a real impact on education in the next few years.\u003c/p>\n\u003cp>What's worth noting? Sometimes what seemed impossible only a few years ago has already become a new trend. The \u003ca href=\"http://www.nmc.org/publications/2013-horizon-report-higher-ed\">2013 NMC Horizon’s Report on Higher Education,\u003c/a> which brings together international experts in education and technology, attempts to take the pulse of emerging technologies in higher education and predict where the field will move in the near, middle and far term.\u003c/p>\n\u003cp>The report points to MOOCs,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\"> Massive Open Online Courses,\u003c/a> as the big change agent in the higher ed landscape, but it also reaches a little further, bringing 3D printing and wearable technology into the mix.\u003c/p>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>The panel considered some key factors influencing whether technologies take hold, identifying a move towards “open” content and the ability to share, manipulate, and mold. Even more critical for institutions of higher education is the rise of MOOCs. As more elite institutions align themselves \u003c!--more-->with one MOOC organization or another, university leaders are considering the idea of “micro-credit” as an alternative to the traditional credits given at brick and mortar universities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\"> For the Future Student, Higher Education Will Be Redefined\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Equally important to information access are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">skills that employers expect recent graduates to bring with them\u003c/a> -- like communication and critical thinking. These skills are often augmented by real-world or informal learning experiences that move beyond the college lecture hall. Acknowledging that the trend of personalization and taking it a step further, the report also notes the increasing importance of\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/understanding-learning-analytics-and-student-data/\"> learning analytics\u003c/a>. Colleges will need to follow a student’s digital footprint to better tailor their educational experience. And all of this means a different role for university instructors. Students have much better access to knowledge through technology which necessitates that professors become mentors, collaborators, facilitators and ultimately not the center of the learning experience.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>By and large the biggest barriers to implementing technology in higher education are the institutions and people who run them. Employers increasingly recognize that digital media literacy is an important skill set in the coming decades, but university faculty are neither equipped to teach those skills nor especially proficient themselves in many cases.\u003c/p>\n\u003cp>Lack of digital fluency is affecting scholarly collaboration, as well. Social media, blogging, link backs and other tech-based publication methods are not well understood or recognized by older, traditional faculty and administration. It’s far easier to continue with the status quo and too often professors trying new things are seen as teaching outside their role. This stodgy mentality stifles innovation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level.”\u003c/strong>\u003c/aside>\n\u003cp>The panel also found that while there is a hunger for more personalized learning, the demand is not well supported by the technology. The mechanics of earning analytics are still in the nascent stages. Collecting, collating, and understanding the sheer volume of data is overwhelming to most at traditional universities. Many college instructors are not using technology in their research or in their teaching. It would take a larger cultural shift before many technologies could be considered widespread.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Lastly, the competition that MOOCs are bringing to the long-held university system is challenging the value of higher education. Many argue the competition is exactly what slow-moving universities need to change, but others wonder if the instruction offered by MOOCs reaches the same caliber. “As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level,” the report notes.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PREDICTIONS (WITHIN THE YEAR)\u003c/strong>\u003c/p>\n\u003cp>Both MOOCs and tablets will be widely adopted in university settings within the year. The popularity of MOOCs like Coursera, Udacity and edX are undeniable with enrollment in some classes exceeding 100,000 students. Unparalleled access excites many people, but raises questions. “One of the most appealing promises of MOOCs is that they offer the possibility for continued, advanced learning at zero cost, allowing students, life-long learners, and professionals to acquire new skills and improve their knowledge and employability,” notes the report.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers.”\u003c/strong>\u003c/aside>\n\u003cp>As for tech hardware, tablets fit well with the university lifestyle. They’re light, portable, and allow students to interact with the lesson and their networks at the same time. Competition in the tablet space has increased, driving down the price and pushing the limits of capability. The report predicts tablet manufacturers will continue to offer more robust options for less money.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM (TWO TO THREE YEARS)\u003c/strong>\u003c/p>\n\u003cp>A big prediction here is the rise of games and gamification to encourage students to participate with material in deeper ways. Educational gaming might seem like old news to some, but most often \u003ca href=\"http://ww2.kqed.org/mindshift/?s=gaming&x=0&y=0\">gaming comes up in a K-12 context\u003c/a>. Now the same benefits are being applied to older students and more complicated subjects. Most of the excitement centers on gamification – integrating mechanics of games into non-game situations to inspire creativity and productivity. The strategy works well for many businesses and is gradually making its way onto college campuses.\u003c/p>\n\u003cp>Similarly, the report predicts that learning analytics will find a foothold in higher education in the next few years. “Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers,” the report said. Universities are already using big data to improve advising and help offer advice and strategies to struggling learners to improve retention. The data can also help universities to better allocate resources, fill holes and accurately understand how well they are serving students.\u003c/p>\n\u003cp>\u003cstrong>LONG TERM (FOUR TO FIVE YEARS)\u003c/strong>\u003c/p>\n\u003cp>The rise of the\u003ca href=\"http://ww2.kqed.org/mindshift/?s=Maker+Faire&x=0&y=0\"> Maker movement\u003c/a> has helped launch 3D printing back into the NMC Horizons predictions where it first appeared in 2004. The emphasis on design learning and DIY culture make 3D printers appealing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Wearable technology will take off on college campuses as thin film technology makes it possible for screens to mold around body curves. And these devices aren’t just cool. “Wearable devices are also proving to be effective tools for research because they use sensors to track data, such as vital signs, in real-time. Although wearable technology is not yet pervasive in higher education, the current highly functional clothing and accessories in the consumer space show great promise,” the report says.\u003c/p>\n\n",
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"description": "Justin Sullivan/Getty Images As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the New Media Consortium and EDUCAUSE Learning Initiative (ELI) tries to sift through the fads and find the few that will have a real impact",
"title": "Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech | KQED",
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"headline": "Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26965\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/cal/\" rel=\"attachment wp-att-26965\">\u003cimg class=\"size-large wp-image-26965\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/CAL-620x393.gif\" alt=\"CAL\" width=\"620\" height=\"393\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Justin Sullivan/Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the\u003ca href=\"http://www.nmc.org/about\"> New Media Consortium\u003c/a> and\u003ca href=\"http://www.educause.edu/eli\"> EDUCAUSE Learning Initiative\u003c/a> (ELI) tries to sift through the fads and find the few that will have a real impact on education in the next few years.\u003c/p>\n\u003cp>What's worth noting? Sometimes what seemed impossible only a few years ago has already become a new trend. The \u003ca href=\"http://www.nmc.org/publications/2013-horizon-report-higher-ed\">2013 NMC Horizon’s Report on Higher Education,\u003c/a> which brings together international experts in education and technology, attempts to take the pulse of emerging technologies in higher education and predict where the field will move in the near, middle and far term.\u003c/p>\n\u003cp>The report points to MOOCs,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\"> Massive Open Online Courses,\u003c/a> as the big change agent in the higher ed landscape, but it also reaches a little further, bringing 3D printing and wearable technology into the mix.\u003c/p>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>The panel considered some key factors influencing whether technologies take hold, identifying a move towards “open” content and the ability to share, manipulate, and mold. Even more critical for institutions of higher education is the rise of MOOCs. As more elite institutions align themselves \u003c!--more-->with one MOOC organization or another, university leaders are considering the idea of “micro-credit” as an alternative to the traditional credits given at brick and mortar universities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\"> For the Future Student, Higher Education Will Be Redefined\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Equally important to information access are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">skills that employers expect recent graduates to bring with them\u003c/a> -- like communication and critical thinking. These skills are often augmented by real-world or informal learning experiences that move beyond the college lecture hall. Acknowledging that the trend of personalization and taking it a step further, the report also notes the increasing importance of\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/understanding-learning-analytics-and-student-data/\"> learning analytics\u003c/a>. Colleges will need to follow a student’s digital footprint to better tailor their educational experience. And all of this means a different role for university instructors. Students have much better access to knowledge through technology which necessitates that professors become mentors, collaborators, facilitators and ultimately not the center of the learning experience.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>By and large the biggest barriers to implementing technology in higher education are the institutions and people who run them. Employers increasingly recognize that digital media literacy is an important skill set in the coming decades, but university faculty are neither equipped to teach those skills nor especially proficient themselves in many cases.\u003c/p>\n\u003cp>Lack of digital fluency is affecting scholarly collaboration, as well. Social media, blogging, link backs and other tech-based publication methods are not well understood or recognized by older, traditional faculty and administration. It’s far easier to continue with the status quo and too often professors trying new things are seen as teaching outside their role. This stodgy mentality stifles innovation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level.”\u003c/strong>\u003c/aside>\n\u003cp>The panel also found that while there is a hunger for more personalized learning, the demand is not well supported by the technology. The mechanics of earning analytics are still in the nascent stages. Collecting, collating, and understanding the sheer volume of data is overwhelming to most at traditional universities. Many college instructors are not using technology in their research or in their teaching. It would take a larger cultural shift before many technologies could be considered widespread.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Lastly, the competition that MOOCs are bringing to the long-held university system is challenging the value of higher education. Many argue the competition is exactly what slow-moving universities need to change, but others wonder if the instruction offered by MOOCs reaches the same caliber. “As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level,” the report notes.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PREDICTIONS (WITHIN THE YEAR)\u003c/strong>\u003c/p>\n\u003cp>Both MOOCs and tablets will be widely adopted in university settings within the year. The popularity of MOOCs like Coursera, Udacity and edX are undeniable with enrollment in some classes exceeding 100,000 students. Unparalleled access excites many people, but raises questions. “One of the most appealing promises of MOOCs is that they offer the possibility for continued, advanced learning at zero cost, allowing students, life-long learners, and professionals to acquire new skills and improve their knowledge and employability,” notes the report.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers.”\u003c/strong>\u003c/aside>\n\u003cp>As for tech hardware, tablets fit well with the university lifestyle. They’re light, portable, and allow students to interact with the lesson and their networks at the same time. Competition in the tablet space has increased, driving down the price and pushing the limits of capability. The report predicts tablet manufacturers will continue to offer more robust options for less money.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM (TWO TO THREE YEARS)\u003c/strong>\u003c/p>\n\u003cp>A big prediction here is the rise of games and gamification to encourage students to participate with material in deeper ways. Educational gaming might seem like old news to some, but most often \u003ca href=\"http://ww2.kqed.org/mindshift/?s=gaming&x=0&y=0\">gaming comes up in a K-12 context\u003c/a>. Now the same benefits are being applied to older students and more complicated subjects. Most of the excitement centers on gamification – integrating mechanics of games into non-game situations to inspire creativity and productivity. The strategy works well for many businesses and is gradually making its way onto college campuses.\u003c/p>\n\u003cp>Similarly, the report predicts that learning analytics will find a foothold in higher education in the next few years. “Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers,” the report said. Universities are already using big data to improve advising and help offer advice and strategies to struggling learners to improve retention. The data can also help universities to better allocate resources, fill holes and accurately understand how well they are serving students.\u003c/p>\n\u003cp>\u003cstrong>LONG TERM (FOUR TO FIVE YEARS)\u003c/strong>\u003c/p>\n\u003cp>The rise of the\u003ca href=\"http://ww2.kqed.org/mindshift/?s=Maker+Faire&x=0&y=0\"> Maker movement\u003c/a> has helped launch 3D printing back into the NMC Horizons predictions where it first appeared in 2004. The emphasis on design learning and DIY culture make 3D printers appealing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wearable technology will take off on college campuses as thin film technology makes it possible for screens to mold around body curves. And these devices aren’t just cool. “Wearable devices are also proving to be effective tools for research because they use sensors to track data, such as vital signs, in real-time. Although wearable technology is not yet pervasive in higher education, the current highly functional clothing and accessories in the consumer space show great promise,” the report says.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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. ",
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"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.",
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"mindshift": {
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"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
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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": {
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"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.",
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"possible": {
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"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",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"source": "npr"
},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
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