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"content": "\u003cfigure id=\"attachment_28556\" class=\"wp-caption center\" style=\"max-width: 516px\">\u003cimg class=\"size-full wp-image-28556\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/empathy-simulator.jpg\" alt=\"empathy-simulator\" width=\"516\" height=\"273\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator.jpg 516w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-320x169.jpg 320w\" sizes=\"(max-width: 516px) 100vw, 516px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Disruptive students can be a big challenge for teachers in charge of a room full of 30 students. There isn’t always time to get to the bottom of student behavior and in a large class those students can derail learning for everyone. But what if there was a way to help kids stop acting out and show more empathy for classmates and teachers?\u003c/p>\n\u003cp>A group of Harvard education researchers have developed a virtual simulation for “walking in another person’s shoes” to help students relate to one another better. It's part of a project called \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page477369\">Social Aspects of Immersive Learning\u003c/a> (SAIL) funded by the \u003ca href=\"http://www.nsf.gov/\">National Science Foundation\u003c/a>. “The ability to accurately read people is really important to make compromises,” said Elisabeth Hahn, a doctoral candidate at the Harvard School of Education in a recent \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>The technical term is “social perspective taking” and it means understanding another person by taking in their thoughts, feelings and motivations. Accurately reading another person requires both motivation and ability, qualities that Hahn and other researchers are discovering can be taught.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The benefits of reading others are \u003ca href=\"http://www.psych.ufl.edu/~chambers/Finalms10-187(Chambers).pdf\">well documented\u003c/a>, Hahn said. Taking in social perspective helps people become less ego-centric, decreases use of stereotypes, increases perspectives of similarity, and diminishes social aggression. These effects could make a big impact on many classrooms where the success of the lesson can hinge on how well a teacher is able to interact with the students. “It becomes much easier to empathize and leads to benefits in relationships and ultimately educational outcomes for kids,” Hahn said.\u003c/p>\n\u003cp>In an effort to create an experience that will help build these types of positive relationships through \u003c!--more-->nuanced social perspective, Hahn’s team used a video game simulation to give participants the experience of “walking in another’s shoes.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">Empathy: the Key to Social and Emotional Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The scenario involves a confrontation between a park ranger and a golf course owner who share land, but disagree over how to use it. The simulation allows a participant to play the role of the golf course owner, walking around in his world, talking to his colleagues and getting a sense for his perspective and opinions about the world. The player then has the same experience walking in the shoes of the park ranger. Finally, the player is asked to negotiate from the perspective of the golf course owner with the park ranger over various differences of opinion related to how the land should be treated. Each of the points of negotiation had a money value attached, giving the player a stake in the outcome of the negotiations.\u003c/p>\n\u003cp>“There was a pretty large positive effect from walking in the shoes of the ranger and we seemed to get down to what caused this to happen,” said Geoff Marietta, another doctoral candidate on the research team. Participants were \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page480530\">more likely to compromise in the negotiations\u003c/a> resulting in positive relationship building between the golf course owner and the park ranger. “What caused the effect on the relationship was really enhanced social perspective taking and people perceiving greater behavioral similarity,” Marietta said.\u003c/p>\n\u003cp>The researchers also experimented with giving participants written information about the park ranger’s perspective, but that didn’t improve willingness to compromise or negotiate. When they gave participants a detailed transcript, however, they were able to achieve negotiation results and positive relationship building similar to those of participants who walked in the virtual shoes of the park ranger.\u003c/p>\n\u003cp>“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party,” said Marietta. So far researchers have tested the game on adults and a few middle school students, but they are looking for more test subjects.\u003c/p>\n\u003cp>The researchers used a virtual world created in \u003ca href=\"http://unity3d.com/\">Unity\u003c/a>, a web-based application that could be easily used in schools. They’d like to build out a virtual school so that students could interact with peers and teachers in different ways, helping them gain skills in social perspective taking that would allow them to build positive relationships within a school context, hopefully leading to greater academic and social success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The research team sees the technique as widely applicable since communication and negotiation can so easily break down in any context. Teacher training, language development and management training could all benefit from the ability to understand the perspective of another. Researchers also hypothesize the technique could work well with bullies.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28556\" class=\"wp-caption center\" style=\"max-width: 516px\">\u003cimg class=\"size-full wp-image-28556\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/empathy-simulator.jpg\" alt=\"empathy-simulator\" width=\"516\" height=\"273\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator.jpg 516w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/empathy-simulator-320x169.jpg 320w\" sizes=\"(max-width: 516px) 100vw, 516px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Disruptive students can be a big challenge for teachers in charge of a room full of 30 students. There isn’t always time to get to the bottom of student behavior and in a large class those students can derail learning for everyone. But what if there was a way to help kids stop acting out and show more empathy for classmates and teachers?\u003c/p>\n\u003cp>A group of Harvard education researchers have developed a virtual simulation for “walking in another person’s shoes” to help students relate to one another better. It's part of a project called \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page477369\">Social Aspects of Immersive Learning\u003c/a> (SAIL) funded by the \u003ca href=\"http://www.nsf.gov/\">National Science Foundation\u003c/a>. “The ability to accurately read people is really important to make compromises,” said Elisabeth Hahn, a doctoral candidate at the Harvard School of Education in a recent \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>The technical term is “social perspective taking” and it means understanding another person by taking in their thoughts, feelings and motivations. Accurately reading another person requires both motivation and ability, qualities that Hahn and other researchers are discovering can be taught.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The benefits of reading others are \u003ca href=\"http://www.psych.ufl.edu/~chambers/Finalms10-187(Chambers).pdf\">well documented\u003c/a>, Hahn said. Taking in social perspective helps people become less ego-centric, decreases use of stereotypes, increases perspectives of similarity, and diminishes social aggression. These effects could make a big impact on many classrooms where the success of the lesson can hinge on how well a teacher is able to interact with the students. “It becomes much easier to empathize and leads to benefits in relationships and ultimately educational outcomes for kids,” Hahn said.\u003c/p>\n\u003cp>In an effort to create an experience that will help build these types of positive relationships through \u003c!--more-->nuanced social perspective, Hahn’s team used a video game simulation to give participants the experience of “walking in another’s shoes.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/\">Empathy: the Key to Social and Emotional Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The scenario involves a confrontation between a park ranger and a golf course owner who share land, but disagree over how to use it. The simulation allows a participant to play the role of the golf course owner, walking around in his world, talking to his colleagues and getting a sense for his perspective and opinions about the world. The player then has the same experience walking in the shoes of the park ranger. Finally, the player is asked to negotiate from the perspective of the golf course owner with the park ranger over various differences of opinion related to how the land should be treated. Each of the points of negotiation had a money value attached, giving the player a stake in the outcome of the negotiations.\u003c/p>\n\u003cp>“There was a pretty large positive effect from walking in the shoes of the ranger and we seemed to get down to what caused this to happen,” said Geoff Marietta, another doctoral candidate on the research team. Participants were \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=sail&pageid=icb.page480530\">more likely to compromise in the negotiations\u003c/a> resulting in positive relationship building between the golf course owner and the park ranger. “What caused the effect on the relationship was really enhanced social perspective taking and people perceiving greater behavioral similarity,” Marietta said.\u003c/p>\n\u003cp>The researchers also experimented with giving participants written information about the park ranger’s perspective, but that didn’t improve willingness to compromise or negotiate. When they gave participants a detailed transcript, however, they were able to achieve negotiation results and positive relationship building similar to those of participants who walked in the virtual shoes of the park ranger.\u003c/p>\n\u003cp>“This has great potential to use virtual environments to improve interpersonal relationships that are not possible in the real world, to actually walk in the shoes of another party,” said Marietta. So far researchers have tested the game on adults and a few middle school students, but they are looking for more test subjects.\u003c/p>\n\u003cp>The researchers used a virtual world created in \u003ca href=\"http://unity3d.com/\">Unity\u003c/a>, a web-based application that could be easily used in schools. They’d like to build out a virtual school so that students could interact with peers and teachers in different ways, helping them gain skills in social perspective taking that would allow them to build positive relationships within a school context, hopefully leading to greater academic and social success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The research team sees the technique as widely applicable since communication and negotiation can so easily break down in any context. Teacher training, language development and management training could all benefit from the ability to understand the perspective of another. Researchers also hypothesize the technique could work well with bullies.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Sesame Street Meets the App Age: How to Nurture Creative Learning ",
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"content": "\u003cfigure id=\"attachment_28620\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-28620\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/Sesame_TocaBoca.jpg\" alt=\"Sesame_TocaBoca\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/Sesame_TocaBoca.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Sesame_TocaBoca-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Sesame_TocaBoca-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Björn Jeffery\u003cstrong> \u003c/strong>and Michael H. Levine\u003c/h5>\n\u003cp>All over the world—from East Asia to South Africa to the Caribbean Basin—ministers of government, captains of industry, and scholars are discussing the best ways to foment innovation. Many experts still regard the United States as a leader in promoting creative uses of capital, technology, and people, with unrivaled access to new ideas and cultures—all \u003ca href=\"http://www.forbes.com/sites/ciocentral/2013/01/02/is-the-u-s-really-losing-its-innovative-edge/\">prerequisites for innovation\u003c/a>. Others point out that open societies value—and foster—creativity.\u003c/p>\n\u003cp>But can we measure creativity? And if so, what is the best way to promote it right from the start? A new working paper published by the Global Organization for Economic Cooperation and Development OECD for the Centre for Real-World Learning at the University of Winchester in England defines creativity as focused on five core dispositions. Anne Murphy Paul’s \u003ca href=\"http://anniemurphypaul.com/2013/02/how-can-we-measure-creativity-and-should-we-even-try/\">Brilliant Blog\u003c/a> (one of our favorites) reports that their research finds that a creative mind is \u003cstrong>Inquisitive\u003c/strong>: wondering and questioning; \u003cstrong>Persistent: \u003c/strong>sticking with difficulty, daring to be different; \u003cstrong>Imaginative\u003c/strong>: playing with possibilities, making connections, \u003cstrong>Collaborative\u003c/strong>: sharing, giving and receiving feedback; cooperating and \u003cstrong>Disciplined\u003c/strong>: developing techniques, reflecting critically.\u003c/p>\n\u003cp>As experts in media creation for families and young children, we wondered whether there are specific ways to navigate through the sometimes overwhelming deluge of content available to young children in the apps marketplace; we were looking specifically for apps that speak to these five “seeds of creativity.” Stated simply: we think so! The remarkable ongoing appeal of educational media properties like \u003cem>Sesame Street\u003c/em>—which has endured over 40 years of market tumult and change and now reaches some 125 million children in 150 countries, and more recently the global phenomenon of apps and games in the market proves that playful, creative products consumed not just by kids alone, but with the adults around them, can be both fun and engaging.\u003c!--more-->\u003c/p>\n\u003cp>As the recent report \u003ca href=\"http://gradelevelreading.net/resources/technology-for-successful-parenting\">\u003cem>Pioneering Literacy in the Digital Wild West\u003c/em>\u003c/a> makes clear, the apps market for young children is robust, but the content is disappointing. Educational apps are usually\u003cstrong> ‘‘\u003c/strong>skill and drill,” and many of those that pass for storytelling or complex literacy experiences leave much to be desired. Here are some of the design choices that Toca Boca has made in order to be both a commercial market success and to pioneer “creative expression” in the Wild West. Not coincidentally, these same lessons also pertain to the remarkable run that Sesame has had for over four decades.\u003c/p>\n\u003cp>\u003cstrong>Focus on Playful and Imaginative Learning\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kids crave playful, imagination-based, inquisitive learning, but they hate most “educational games,” which to their palates taste like a “spinach sundae.” Kids are honest critics—sometimes brutally honest! They won’t give a boring product a second chance. The only way of knowing if it is fun enough is to test with kids directly. Companies that create valuable educational games take their constituency seriously. Sesame Workshop—now entering its 44\u003csup>th\u003c/sup> “experimental” season in the United States—still provides “formative testing” on every major new line of work with children themselves. Toca Boca cancelled projects simply because kids didn't like them. When game and app developers start with a goal that adults like (i.e., \"Let's make kids eat healthy food\") and try to make that fun, sometimes it works, but often it doesn't. As Jim Henson and others found long ago: start with the fun and make it stick. The creative process is the best way to unleash educational power.\u003c/p>\n\u003cp>\u003cstrong>Failure is an Option: Persistence Matters and Risks are Good\u003c/strong>\u003c/p>\n\u003cp>Seen any coloring books with princesses? What about memory games with farm animals? While imitation has been called the most sincere form of flattery, we find that the work of so many developers is too often predictable and boring. To avoid clichés, take some risks! Just because no one has done it before doesn’t mean that it won’t work. Sesame Workshop has pioneered work in areas ranging from social issues (loss and divorce, economic uncertainty, resilience in military families) to cultural memes like Cookie Monster’s efforts to cut back on his addiction to sweets. Recently the Workshop’s value as a cultural icon was reinforced when its YouTube channel, which includes both vintage “old school” videos as well as newer content, reached 1 billion views—the first non-profit to reach that peak. Toca Boca's content is new, but based on classic play patterns in a touch-screen environment. The theme can be familiar, but the concept and the interaction of the toy or app should evoke something special, perhaps including inter-generational appeal. If you test it and you get the right reactions from kids and the adults in their lives, then you are onto something.\u003c/p>\n\u003cp>\u003cstrong>Target a Global, Interactive Community\u003c/strong>\u003c/p>\n\u003cp>The App Store is a difficult market to penetrate —as of March 2013, there were nearly \u003ca href=\"http://apphero.com/blog/2013/03/800000-apps-in-the-app-store/\">800k apps\u003c/a> in the iTunes store alone that's a lot of competition. The way Toca Boca has attempted to distinguish itself is by designing apps without unnecessary text and voice. Kids should be able to have fun with the apps without sitting through long instructions. What's more, localization is built in to the experience—kids all over the world are experiencing the exact same product. At Sesame, a different approach works: the Muppets are localized to meet the cultural and educational needs defined by the people who know children best. Today’s apps can be sold in more than 150 countries worldwide—why not make the most of that? Let’s build a community of kids who are presenting their own creations as the next generation of content creators.\u003c/p>\n\u003cp>\u003cstrong>Design for All\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Let's design toys not for boys \u003cem>or \u003c/em>girls, but for all kids. Let families decide for themselves what they want to have fun with. Both Sesame Workshop and Toca Boca aim to meet the needs of all children at different developmental levels.\u003c/p>\n\u003cp>\u003cstrong>Go Your Own Way\u003c/strong>\u003c/p>\n\u003cp>To quote Fleetwood Mac, designers should go their own way! Although it's part of a \u003ca href=\"http://www.bonnier.com/\">book publisher \u003c/a>with access to existing stories, Toca Boca avoided all third-party characters and created original products. Sure—a world famous brand will help with some recognition, but is the brand made to be interactive? Only sometimes. While \u003cem>Sesame Street\u003c/em> maintains its brand equity with great dexterity, and has unique intergenerational appeal, Toca Boca is a case study that shows that you don't need a big, well-recognized brand to succeed today. Need another example? Think about a familiar series of apps about some birds that are upset.\u003c/p>\n\u003cp>Building creative apps demands something old and something new. Our organizations have distinct approaches, but there's a strong common thread: to create digital canvases and tools that allow kids to produce their own stories and to promote generational currency so that young children can also learn from adults and peers.\u003c/p>\n\u003cp>There's so much more to do, and tens of millions of kids—especially in those nations that are looking for “an innovation edge” now face a paucity of fun and creative play experiences. So fellow developers, drop the princesses, the phonemes and the memory games and give something new a go!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Michael Levine, Ph.D. is founding executive director of the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center, \u003c/a>an independent research and innovation lab focusing on education, children, and media. Bjorn Jeffery is CEO and founder of \u003ca href=\"http://www.tocaboca.com\">Toca Boca\u003c/a>, a digital game studio that currently has nine out of the top 25 Education apps for iPhone in the U.S. and eight on iPad.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28620\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-28620\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/Sesame_TocaBoca.jpg\" alt=\"Sesame_TocaBoca\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/Sesame_TocaBoca.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Sesame_TocaBoca-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Sesame_TocaBoca-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Björn Jeffery\u003cstrong> \u003c/strong>and Michael H. Levine\u003c/h5>\n\u003cp>All over the world—from East Asia to South Africa to the Caribbean Basin—ministers of government, captains of industry, and scholars are discussing the best ways to foment innovation. Many experts still regard the United States as a leader in promoting creative uses of capital, technology, and people, with unrivaled access to new ideas and cultures—all \u003ca href=\"http://www.forbes.com/sites/ciocentral/2013/01/02/is-the-u-s-really-losing-its-innovative-edge/\">prerequisites for innovation\u003c/a>. Others point out that open societies value—and foster—creativity.\u003c/p>\n\u003cp>But can we measure creativity? And if so, what is the best way to promote it right from the start? A new working paper published by the Global Organization for Economic Cooperation and Development OECD for the Centre for Real-World Learning at the University of Winchester in England defines creativity as focused on five core dispositions. Anne Murphy Paul’s \u003ca href=\"http://anniemurphypaul.com/2013/02/how-can-we-measure-creativity-and-should-we-even-try/\">Brilliant Blog\u003c/a> (one of our favorites) reports that their research finds that a creative mind is \u003cstrong>Inquisitive\u003c/strong>: wondering and questioning; \u003cstrong>Persistent: \u003c/strong>sticking with difficulty, daring to be different; \u003cstrong>Imaginative\u003c/strong>: playing with possibilities, making connections, \u003cstrong>Collaborative\u003c/strong>: sharing, giving and receiving feedback; cooperating and \u003cstrong>Disciplined\u003c/strong>: developing techniques, reflecting critically.\u003c/p>\n\u003cp>As experts in media creation for families and young children, we wondered whether there are specific ways to navigate through the sometimes overwhelming deluge of content available to young children in the apps marketplace; we were looking specifically for apps that speak to these five “seeds of creativity.” Stated simply: we think so! The remarkable ongoing appeal of educational media properties like \u003cem>Sesame Street\u003c/em>—which has endured over 40 years of market tumult and change and now reaches some 125 million children in 150 countries, and more recently the global phenomenon of apps and games in the market proves that playful, creative products consumed not just by kids alone, but with the adults around them, can be both fun and engaging.\u003c!--more-->\u003c/p>\n\u003cp>As the recent report \u003ca href=\"http://gradelevelreading.net/resources/technology-for-successful-parenting\">\u003cem>Pioneering Literacy in the Digital Wild West\u003c/em>\u003c/a> makes clear, the apps market for young children is robust, but the content is disappointing. Educational apps are usually\u003cstrong> ‘‘\u003c/strong>skill and drill,” and many of those that pass for storytelling or complex literacy experiences leave much to be desired. Here are some of the design choices that Toca Boca has made in order to be both a commercial market success and to pioneer “creative expression” in the Wild West. Not coincidentally, these same lessons also pertain to the remarkable run that Sesame has had for over four decades.\u003c/p>\n\u003cp>\u003cstrong>Focus on Playful and Imaginative Learning\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kids crave playful, imagination-based, inquisitive learning, but they hate most “educational games,” which to their palates taste like a “spinach sundae.” Kids are honest critics—sometimes brutally honest! They won’t give a boring product a second chance. The only way of knowing if it is fun enough is to test with kids directly. Companies that create valuable educational games take their constituency seriously. Sesame Workshop—now entering its 44\u003csup>th\u003c/sup> “experimental” season in the United States—still provides “formative testing” on every major new line of work with children themselves. Toca Boca cancelled projects simply because kids didn't like them. When game and app developers start with a goal that adults like (i.e., \"Let's make kids eat healthy food\") and try to make that fun, sometimes it works, but often it doesn't. As Jim Henson and others found long ago: start with the fun and make it stick. The creative process is the best way to unleash educational power.\u003c/p>\n\u003cp>\u003cstrong>Failure is an Option: Persistence Matters and Risks are Good\u003c/strong>\u003c/p>\n\u003cp>Seen any coloring books with princesses? What about memory games with farm animals? While imitation has been called the most sincere form of flattery, we find that the work of so many developers is too often predictable and boring. To avoid clichés, take some risks! Just because no one has done it before doesn’t mean that it won’t work. Sesame Workshop has pioneered work in areas ranging from social issues (loss and divorce, economic uncertainty, resilience in military families) to cultural memes like Cookie Monster’s efforts to cut back on his addiction to sweets. Recently the Workshop’s value as a cultural icon was reinforced when its YouTube channel, which includes both vintage “old school” videos as well as newer content, reached 1 billion views—the first non-profit to reach that peak. Toca Boca's content is new, but based on classic play patterns in a touch-screen environment. The theme can be familiar, but the concept and the interaction of the toy or app should evoke something special, perhaps including inter-generational appeal. If you test it and you get the right reactions from kids and the adults in their lives, then you are onto something.\u003c/p>\n\u003cp>\u003cstrong>Target a Global, Interactive Community\u003c/strong>\u003c/p>\n\u003cp>The App Store is a difficult market to penetrate —as of March 2013, there were nearly \u003ca href=\"http://apphero.com/blog/2013/03/800000-apps-in-the-app-store/\">800k apps\u003c/a> in the iTunes store alone that's a lot of competition. The way Toca Boca has attempted to distinguish itself is by designing apps without unnecessary text and voice. Kids should be able to have fun with the apps without sitting through long instructions. What's more, localization is built in to the experience—kids all over the world are experiencing the exact same product. At Sesame, a different approach works: the Muppets are localized to meet the cultural and educational needs defined by the people who know children best. Today’s apps can be sold in more than 150 countries worldwide—why not make the most of that? Let’s build a community of kids who are presenting their own creations as the next generation of content creators.\u003c/p>\n\u003cp>\u003cstrong>Design for All\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Let's design toys not for boys \u003cem>or \u003c/em>girls, but for all kids. Let families decide for themselves what they want to have fun with. Both Sesame Workshop and Toca Boca aim to meet the needs of all children at different developmental levels.\u003c/p>\n\u003cp>\u003cstrong>Go Your Own Way\u003c/strong>\u003c/p>\n\u003cp>To quote Fleetwood Mac, designers should go their own way! Although it's part of a \u003ca href=\"http://www.bonnier.com/\">book publisher \u003c/a>with access to existing stories, Toca Boca avoided all third-party characters and created original products. Sure—a world famous brand will help with some recognition, but is the brand made to be interactive? Only sometimes. While \u003cem>Sesame Street\u003c/em> maintains its brand equity with great dexterity, and has unique intergenerational appeal, Toca Boca is a case study that shows that you don't need a big, well-recognized brand to succeed today. Need another example? Think about a familiar series of apps about some birds that are upset.\u003c/p>\n\u003cp>Building creative apps demands something old and something new. Our organizations have distinct approaches, but there's a strong common thread: to create digital canvases and tools that allow kids to produce their own stories and to promote generational currency so that young children can also learn from adults and peers.\u003c/p>\n\u003cp>There's so much more to do, and tens of millions of kids—especially in those nations that are looking for “an innovation edge” now face a paucity of fun and creative play experiences. So fellow developers, drop the princesses, the phonemes and the memory games and give something new a go!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Michael Levine, Ph.D. is founding executive director of the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center, \u003c/a>an independent research and innovation lab focusing on education, children, and media. Bjorn Jeffery is CEO and founder of \u003ca href=\"http://www.tocaboca.com\">Toca Boca\u003c/a>, a digital game studio that currently has nine out of the top 25 Education apps for iPhone in the U.S. and eight on iPad.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Parents May Devote More Teaching Time to Girls Than to Boys",
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"content": "\u003cfigure id=\"attachment_28600\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28600\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/1337437691-620x398.jpg\" alt=\"1337437691\" width=\"620\" height=\"398\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.npr.org/people/137765146/shankar-vedantam\">By Shankar Vedantam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">For some years now, teachers and parents have noted something about boys and girls. Starting in elementary school, young girls often score better on reading and math tests than young boys do.\u003c/p>\n\u003cp>The differences are uneven on different tests and do not describe the experience of every child, but empirical studies do document a difference.\u003c/p>\n\u003cp>Now, two economists are proposing a partial explanation for the disparity that might give some parents heartburn.\u003c/p>\n\u003cp>Michael Baker at the University of Toronto and Kevin Milligan at the University of British Columbia recently \u003ca href=\"http://faculty.arts.ubc.ca/kmilligan/research/papers/baker-milligan-boygirl.pdf\">analyzed\u003c/a> survey data of parents in three countries — the United States, Canada and Britain. They were especially interested to see how parents say they spend time with their children — and they turned up an intriguing gender difference in what they called \"teaching activities.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Survey data suggests that young girls are more likely to be taken to libraries than are boys, are more likely to own books than are boys, and are more likely to be read to for longer periods of time than boys.\u003c/strong>\u003c/aside>\n\u003cp>\"So, this would be, 'How often do you read with your child?' or 'Do you teach them the alphabet or numbers?' \" Baker says. \"Systematically parents spent more time doing these activities with girls.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The finding surprised them because, at least in popular lore, parents supposedly spend more time with boys than girls. And Baker says that perception does tend to hold true for older children — fathers tend to spend more time with boys once they are older than age 4 or 5. When children are \u003c!--more-->smaller, Baker says, parents spend about the same total time with boys as they do with girls.\u003c/p>\n\u003cp>But the striking difference comes in the sorts of activities the parents said they engage the kids in. The survey data suggests that young girls are more likely to be taken to libraries than are boys, are more likely to own books than are boys, and are more likely to be read to for longer periods of time than boys.\u003c/p>\n\u003cp>The economists focused their analysis, recently published by the National Bureau of Economic Research, on first-born children in order to get at the disparity in parental investment. It would have muddied the waters to compare parents caring for an only child with parents caring for their second or third child, Baker says. But they did find that the disparity also shows up clearly among fraternal twins. Here again, the parents surveyed seemed to devote more time to girls when it came to cognitive activities.\u003c/p>\n\u003cp>Since parents say they spend the same amount of time overall with boys and girls, Baker's analysis suggests that if parents are spending more time with girls on cognitive activities, they must be spending more time with boys on other kinds of activities. While it's possible to speculate that those activities involve more active play, Baker says the surveys could not provide a definite answer.\u003c/p>\n\u003cp>The big question, of course, is why these disparities in parental investment come about at all. After all, as Baker notes, many parents are familiar with research showing that elementary school boys trail girls in test of vocabulary and math. And they've also likely heard about studies suggesting that early interventions might have a big impact on the lives of children.\u003c/p>\n\u003cp>Milligan says the short answer is that no one knows why parents spend more time with girls on cognitive activities. One theory holds that girls might have a greater inclination toward such activities. (Theories suggesting innate differences between boys and girls and between men and women are \u003ca href=\"http://www.edge.org/3rd_culture/debate05/debate05_index.html\">hotly debated\u003c/a>.) Another theory is that parents may be following cultural scripts and unconscious biases that suggest they should read with their daughters, and have active play with sons.\u003c/p>\n\u003cp>It is also possible, Baker says, that the costs of investing in cognitive activities is different when it comes to boys and girls. As an economist, he isn't referring to cost in the sense of cash; he means cost in the sense of effort.\u003c/p>\n\u003cp>\"It is just more costly to provide a unit of reading to a boy than to a girl because the boy doesn't sit still, you know, doesn't pay attention,\" he says, \"these sorts of things.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Baker says that as the parent of a boy and girl, he noticed that his own daughter appeared to have a greater inclination toward cognitive activities than his son. Rather than theorize about what the difference might be about, he says, he and his wife systematically directed their boy toward more cognitive activities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28600\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28600\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/1337437691-620x398.jpg\" alt=\"1337437691\" width=\"620\" height=\"398\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.npr.org/people/137765146/shankar-vedantam\">By Shankar Vedantam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">For some years now, teachers and parents have noted something about boys and girls. Starting in elementary school, young girls often score better on reading and math tests than young boys do.\u003c/p>\n\u003cp>The differences are uneven on different tests and do not describe the experience of every child, but empirical studies do document a difference.\u003c/p>\n\u003cp>Now, two economists are proposing a partial explanation for the disparity that might give some parents heartburn.\u003c/p>\n\u003cp>Michael Baker at the University of Toronto and Kevin Milligan at the University of British Columbia recently \u003ca href=\"http://faculty.arts.ubc.ca/kmilligan/research/papers/baker-milligan-boygirl.pdf\">analyzed\u003c/a> survey data of parents in three countries — the United States, Canada and Britain. They were especially interested to see how parents say they spend time with their children — and they turned up an intriguing gender difference in what they called \"teaching activities.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Survey data suggests that young girls are more likely to be taken to libraries than are boys, are more likely to own books than are boys, and are more likely to be read to for longer periods of time than boys.\u003c/strong>\u003c/aside>\n\u003cp>\"So, this would be, 'How often do you read with your child?' or 'Do you teach them the alphabet or numbers?' \" Baker says. \"Systematically parents spent more time doing these activities with girls.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The finding surprised them because, at least in popular lore, parents supposedly spend more time with boys than girls. And Baker says that perception does tend to hold true for older children — fathers tend to spend more time with boys once they are older than age 4 or 5. When children are \u003c!--more-->smaller, Baker says, parents spend about the same total time with boys as they do with girls.\u003c/p>\n\u003cp>But the striking difference comes in the sorts of activities the parents said they engage the kids in. The survey data suggests that young girls are more likely to be taken to libraries than are boys, are more likely to own books than are boys, and are more likely to be read to for longer periods of time than boys.\u003c/p>\n\u003cp>The economists focused their analysis, recently published by the National Bureau of Economic Research, on first-born children in order to get at the disparity in parental investment. It would have muddied the waters to compare parents caring for an only child with parents caring for their second or third child, Baker says. But they did find that the disparity also shows up clearly among fraternal twins. Here again, the parents surveyed seemed to devote more time to girls when it came to cognitive activities.\u003c/p>\n\u003cp>Since parents say they spend the same amount of time overall with boys and girls, Baker's analysis suggests that if parents are spending more time with girls on cognitive activities, they must be spending more time with boys on other kinds of activities. While it's possible to speculate that those activities involve more active play, Baker says the surveys could not provide a definite answer.\u003c/p>\n\u003cp>The big question, of course, is why these disparities in parental investment come about at all. After all, as Baker notes, many parents are familiar with research showing that elementary school boys trail girls in test of vocabulary and math. And they've also likely heard about studies suggesting that early interventions might have a big impact on the lives of children.\u003c/p>\n\u003cp>Milligan says the short answer is that no one knows why parents spend more time with girls on cognitive activities. One theory holds that girls might have a greater inclination toward such activities. (Theories suggesting innate differences between boys and girls and between men and women are \u003ca href=\"http://www.edge.org/3rd_culture/debate05/debate05_index.html\">hotly debated\u003c/a>.) Another theory is that parents may be following cultural scripts and unconscious biases that suggest they should read with their daughters, and have active play with sons.\u003c/p>\n\u003cp>It is also possible, Baker says, that the costs of investing in cognitive activities is different when it comes to boys and girls. As an economist, he isn't referring to cost in the sense of cash; he means cost in the sense of effort.\u003c/p>\n\u003cp>\"It is just more costly to provide a unit of reading to a boy than to a girl because the boy doesn't sit still, you know, doesn't pay attention,\" he says, \"these sorts of things.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Baker says that as the parent of a boy and girl, he noticed that his own daughter appeared to have a greater inclination toward cognitive activities than his son. Rather than theorize about what the difference might be about, he says, he and his wife systematically directed their boy toward more cognitive activities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Does Multitasking Change the Way Kids Learn?",
"title": "How Does Multitasking Change the Way Kids Learn?",
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"content": "\u003cfigure id=\"attachment_28572\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bennyseidelman/5103679466/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28572\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/5103679466_287d32457e_z-620x392.jpg\" alt=\"5103679466_287d32457e_z\" width=\"620\" height=\"392\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cem>Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it.\u003c/em>\u003c/h4>\n\u003cp class=\"dropcap-serif\">Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,” the observers watched intently as the students—in middle school, high school, and college, 263 in all—opened their books and turned on their computers.\u003c/p>\n\u003cp>For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University-Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing ear-buds.\u003c/p>\n\u003cp>Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.\u003c/p>\n\u003cp>“We were amazed at how frequently they multitasked, even though they knew someone was watching,” Rosen says. “It really seems that they could not go for 15 minutes without engaging their devices,” adding, “It was kind of scary, actually.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/strong>\u003c/aside>\n\u003cp>Concern about young people’s use of technology is nothing new, of course. But \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212003305\">Rosen’s study\u003c/a>, published in the May issue of\u003cem> \u003ca href=\"http://www.journals.elsevier.com/computers-in-human-behavior/\">Computers in Human Behavior\u003c/a>\u003c/em>, is part of a growing body of research focused on a very particular use of technology: media multitasking \u003cem>while learning\u003c/em>. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting \u003c!--more-->in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts. So detrimental is this practice that some researchers are proposing that a new prerequisite for academic and even professional success—the new \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">marshmallow test\u003c/a> of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.\u003c/p>\n\u003cp>The media multitasking habit starts early. In “\u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Generation M\u003csup>2\u003c/sup>: Media in the Lives of 8- to 18-Year-Olds\u003c/a>,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.\u003c/p>\n\u003cp>“This is a concern we should have distinct from worrying about how much kids are online or how much kids are media multitasking overall. It’s multitasking while learning that has the biggest potential downside,” she says. “I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/strong>\u003c/aside>\n\u003cp>For older students, the media multitasking habit extends into the classroom. While most middle and high school students don’t have the opportunity to text, email, and surf the Internet during class, studies show the practice is nearly universal among students in college and professional school. \u003ca href=\"http://www.unh.edu/news/docs/UNHtextingstudy.pdf\">One large survey found\u003c/a> that 80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.\u003c/p>\n\u003cp>During the first meeting of his courses, Rosen makes a practice of calling on a student who is busy with his phone. “I ask him, ‘What was on the slide I just showed to the class?’ The student always pulls a blank,” Rosen reports. “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.” Other professors have taken a more surreptitious approach, installing electronic spyware or planting human observers to record whether students are taking notes on their laptops or using them for other, unauthorized purposes.\u003c/p>\n\u003cp>Such steps may seem excessive, even paranoid: After all, isn’t technology increasingly becoming an intentional part of classroom activities and homework assignments? Educators are using social media sites like Facebook and Twitter as well as social sites created just for schools, such as Edmodo, to communicate with students, take class polls, assign homework, and have students collaborate on projects. But researchers are concerned about the use of laptops, tablets, cell phones, and other technology for purposes quite apart from schoolwork. Now that these devices have been admitted into classrooms and study spaces, it has proven difficult to police the line between their approved and illicit use by students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">The Pitfalls and Promises of Facebook, Social Media, and Kids\u003c/a>]\u003c/p>\n\u003cp>In \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ893903&ERICExtSearch_SearchType_0=no&accno=EJ893903\">the study involving spyware\u003c/a>, for example, two professors of business administration at the University of Vermont found that “students engage in substantial multitasking behavior with their laptops and have non course-related software applications open and active about 42 percent of the time.” The professors, \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=53\">James Kraushaar\u003c/a> and \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=318\">David Novak\u003c/a>, obtained students’ permission before installing the monitoring software on their computers—so, as in Rosen’s study, the students were engaging in flagrant multitasking even though they knew their actions were being recorded.\u003c/p>\n\u003cp>\u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1805107\">Another study\u003c/a>, carried out at St. John’s University in New York, used human observers stationed at the back of the classroom to record the technological activities of law students. The spies reported that 58 percent of second- and third-year law students who had laptops in class were using them for “non-class purposes” more than half the time. (First-year students were far more likely to use their computers for taking notes, although an observer did note one first-year student texting just 17 minutes into her very first class—the beginning of her law school career.)\u003c/p>\n\u003cp>\u003cstrong>CAN THE BRAIN MULTITASK?\u003c/strong>\u003c/p>\n\u003cp>Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learning, according to Rosen. That’s a problem, because these operations are actually quite mentally complex, and they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.\u003c/p>\n\u003cp>\u003ca href=\"http://www-personal.umich.edu/~smeyer/demeyer/\">David Meyer\u003c/a>, a psychology professor at the University of Michigan who’s studied the effects of divided attention on learning, takes a firm line on the brain’s ability to multitask: “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources. An example would be folding laundry and listening to the weather report on the radio. That’s fine. But listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/p>\n\u003cp>Young people think they can perform two challenging tasks at once, Meyer acknowledges, but “they are deluded,” he declares. It’s difficult for anyone to properly evaluate how well his or her own mental processes are operating, he points out, because most of these processes are unconscious. And, Meyer adds, “there’s nothing magical about the brains of so-called ‘digital natives’ that keeps them from suffering the inefficiencies of multitasking. They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”\u003c/p>\n\u003cfigure id=\"attachment_28576\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28576\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/IMG_8516-300x450.jpg\" alt=\"IMG_8516\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Researchers have documented a cascade of negative outcomes that occurs when students multitask while doing schoolwork. First, the assignment takes longer to complete, because of the time spent on distracting activities and because, upon returning to the assignment, the student has to re-familiarize himself with the material.\u003c/p>\n\u003cp>Second, the mental fatigue caused by repeatedly dropping and picking up a mental thread leads to more mistakes. The cognitive cost of such task-switching is especially high when students alternate between tasks that call for different sets of expressive “rules”—the formal, precise language required for an English essay, for example, and the casual, friendly tone of an email to a friend.\u003c/p>\n\u003cp>Third, students’ subsequent memory of what they’re working on will be impaired if their attention is divided. Although we often assume that our memories fail at the moment we can’t recall a fact or concept, the failure may actually have occurred earlier, at the time we originally saved, or encoded, the memory. The moment of encoding is what matters most for retention, and dozens of laboratory studies have demonstrated that \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/10868332\">when our attention is divided during encoding\u003c/a>, we remember that piece of information less well—or not at all. As the unlucky student spotlighted by Rosen can attest, we can’t remember something that never really entered our consciousness in the first place. And a study last month showed that \u003ca href=\"http://anniemurphypaul.com/2013/04/classroom-laptop-users-distract-others-as-well-as-themselves/\">students who multitask on laptops in class distract not just themselves but also their peers\u003c/a> who see what they’re doing.\u003c/p>\n\u003cp>Fourth, some research has suggested that when we’re distracted, our brains actually process and store information in different, less useful ways. In \u003ca href=\"http://www.poldracklab.org/Publications/pdf/Proc%20Natl%20Acad%20Sci%20USA%202006%20Foerde-1.pdf\">a 2006 study\u003c/a> in the \u003cem>Proceedings of the National Academy of Sciences\u003c/em>, \u003ca href=\"https://www.irc.utexas.edu/poldrack.html\">Russell Poldrack\u003c/a> of the University of Texas-Austin and two colleagues asked participants to engage in a learning activity on a computer while also carrying out a second task, counting musical tones that sounded while they worked. Study subjects who did both tasks at once appeared to learn just as well as subjects who did the first task by itself. But upon further probing, the former group proved much less adept at extending and extrapolating their new knowledge to novel contexts—a key capacity that psychologists call transfer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/strong>\u003c/aside>\n\u003cp>Brain scans taken during Poldrack’s experiment revealed that different regions of the brain were active under the two conditions, indicating that the brain engages in a different form of memory when forced to pay attention to two streams of information at once. The results suggest, the scientists wrote, that “even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.”\u003c/p>\n\u003cp>Finally, researchers are beginning to demonstrate that media multitasking while learning is negatively associated with students’ grades. In Rosen’s study, students who used Facebook during the 15-minute observation period had lower grade-point averages than those who didn’t go on the site. And two recent studies by \u003ca href=\"http://cyber.law.harvard.edu/people/rjunco\">Reynol Junco\u003c/a>, a faculty associate at Harvard’s \u003ca href=\"http://cyber.law.harvard.edu/\">Berkman Center for Internet & Society\u003c/a>, found that texting and using Facebook—in class and while doing\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/\">Doomed or Lucky? Predicting the Future of the Internet Generation\u003c/a>]\u003c/p>\n\u003cp>homework—were negatively correlated with college students’ GPAs. “Engaging in Facebook use or texting while trying to complete schoolwork may tax students’ capacity for cognitive processing and preclude deeper learning,” write Junco and a coauthor. (Of course, it’s also plausible that the texting and Facebooking students are those with less willpower or motivation, and thus likely to have lower GPAs even aside from their use of technology.)\u003c/p>\n\u003ch4>HELPING KIDS PRIORITIZE\u003c/h4>\n\u003cp>Meyer, of the University of Michigan, worries that the problem goes beyond poor grades. “There’s a definite possibility that we are raising a generation that is learning more shallowly than young people in the past,” he says. “The depth of their processing of information is considerably less, because of all the distractions available to them as they learn.”\u003c/p>\n\u003cp>Given that these distractions aren’t going away, academic and even professional achievement may depend on the ability to ignore digital temptations while learning—a feat akin to the famous marshmallow test. In a series of experiments conducted more than 40 years ago, psychologist \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\">Walter Mischel\u003c/a> tempted young children with a marshmallow, telling them they could have two of the treats if they put off eating one right away. Follow-up studies performed years later found that the kids who were better able to delay gratification not only achieved higher grades and test scores but were also more likely to succeed in school and their careers.\u003c/p>\n\u003cp>Two years ago, Rosen and his colleagues conducted an information-age version of the marshmallow test. College students who participated in the study were asked to watch a 30-minute videotaped lecture, during which some were sent eight text messages while others were sent four or zero text messages. Those who were interrupted more often scored worse on a test of the lecture’s content; more interestingly, those who responded to the experimenters’ texts right away scored significantly worse than those participants who waited to reply until the lecture was over.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\"Listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/strong>\u003c/aside>\n\u003cp>This ability to resist the lure of technology can be consciously cultivated, Rosen maintains. \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">He advises students to take “tech breaks”\u003c/a> to satisfy their cravings for electronic communication: After they’ve labored on their schoolwork uninterrupted for 15 minutes, they can allow themselves two minutes to text, check websites, and post to their hearts’ content. Then the devices get turned off for another 15 minutes of academics.\u003c/p>\n\u003cp>Over time, Rosen says, students are able extend their working time to 20, 30, even 45 minutes, as long as they know that an opportunity to get online awaits. “Young people’s technology use is really about quelling anxiety,” he contends. “They don’t want to miss out. They don’t want to be the last person to hear some news, or the ninth person to ‘like’ someone’s post.” Device-checking is a compulsive behavior that must be managed, he says, if young people are to learn and perform at their best.\u003c/p>\n\u003cp>Rideout, director of the Kaiser study on kids and media use, sees an upside for parents in the new focus on multitasking while learning. “The good thing about this phenomenon is that it’s a relatively discrete behavior that parents actually can do something about,” she says. “It would be hard to enforce a total ban on media multitasking, but parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">\u003cstrong>[RELATED:\u003c/strong> How Meditating Helps With Multitasking]\u003c/a>\u003c/p>\n\u003cp>Parents shouldn’t feel like ogres when they do so, she adds. “It’s important to remember that while a lot of kids do media multitask while doing homework, a lot of them don’t. One out of five kids in our study said they ‘never’ engage in other media while doing homework, and another one in five said they do so only ‘a little bit.’ This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/p>\n\u003cp>So here’s the takeaway for parents of Generation M: Stop fretting about how much they’re on Facebook. Don’t harass them about how much they play video games. The digital native boosters are right that this is the social and emotional world in which young people live. Just make sure when they’re doing schoolwork, the cell phones are silent, the video screens are dark, and that every last window is closed but one.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by MindShift in conjunction with \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University and \u003ca href=\"http://www.slate.com\">Slate\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28572\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bennyseidelman/5103679466/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28572\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/5103679466_287d32457e_z-620x392.jpg\" alt=\"5103679466_287d32457e_z\" width=\"620\" height=\"392\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cem>Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it.\u003c/em>\u003c/h4>\n\u003cp class=\"dropcap-serif\">Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,” the observers watched intently as the students—in middle school, high school, and college, 263 in all—opened their books and turned on their computers.\u003c/p>\n\u003cp>For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University-Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing ear-buds.\u003c/p>\n\u003cp>Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.\u003c/p>\n\u003cp>“We were amazed at how frequently they multitasked, even though they knew someone was watching,” Rosen says. “It really seems that they could not go for 15 minutes without engaging their devices,” adding, “It was kind of scary, actually.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/strong>\u003c/aside>\n\u003cp>Concern about young people’s use of technology is nothing new, of course. But \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212003305\">Rosen’s study\u003c/a>, published in the May issue of\u003cem> \u003ca href=\"http://www.journals.elsevier.com/computers-in-human-behavior/\">Computers in Human Behavior\u003c/a>\u003c/em>, is part of a growing body of research focused on a very particular use of technology: media multitasking \u003cem>while learning\u003c/em>. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting \u003c!--more-->in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts. So detrimental is this practice that some researchers are proposing that a new prerequisite for academic and even professional success—the new \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">marshmallow test\u003c/a> of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.\u003c/p>\n\u003cp>The media multitasking habit starts early. In “\u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Generation M\u003csup>2\u003c/sup>: Media in the Lives of 8- to 18-Year-Olds\u003c/a>,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.\u003c/p>\n\u003cp>“This is a concern we should have distinct from worrying about how much kids are online or how much kids are media multitasking overall. It’s multitasking while learning that has the biggest potential downside,” she says. “I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/strong>\u003c/aside>\n\u003cp>For older students, the media multitasking habit extends into the classroom. While most middle and high school students don’t have the opportunity to text, email, and surf the Internet during class, studies show the practice is nearly universal among students in college and professional school. \u003ca href=\"http://www.unh.edu/news/docs/UNHtextingstudy.pdf\">One large survey found\u003c/a> that 80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.\u003c/p>\n\u003cp>During the first meeting of his courses, Rosen makes a practice of calling on a student who is busy with his phone. “I ask him, ‘What was on the slide I just showed to the class?’ The student always pulls a blank,” Rosen reports. “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.” Other professors have taken a more surreptitious approach, installing electronic spyware or planting human observers to record whether students are taking notes on their laptops or using them for other, unauthorized purposes.\u003c/p>\n\u003cp>Such steps may seem excessive, even paranoid: After all, isn’t technology increasingly becoming an intentional part of classroom activities and homework assignments? Educators are using social media sites like Facebook and Twitter as well as social sites created just for schools, such as Edmodo, to communicate with students, take class polls, assign homework, and have students collaborate on projects. But researchers are concerned about the use of laptops, tablets, cell phones, and other technology for purposes quite apart from schoolwork. Now that these devices have been admitted into classrooms and study spaces, it has proven difficult to police the line between their approved and illicit use by students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">The Pitfalls and Promises of Facebook, Social Media, and Kids\u003c/a>]\u003c/p>\n\u003cp>In \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ893903&ERICExtSearch_SearchType_0=no&accno=EJ893903\">the study involving spyware\u003c/a>, for example, two professors of business administration at the University of Vermont found that “students engage in substantial multitasking behavior with their laptops and have non course-related software applications open and active about 42 percent of the time.” The professors, \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=53\">James Kraushaar\u003c/a> and \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=318\">David Novak\u003c/a>, obtained students’ permission before installing the monitoring software on their computers—so, as in Rosen’s study, the students were engaging in flagrant multitasking even though they knew their actions were being recorded.\u003c/p>\n\u003cp>\u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1805107\">Another study\u003c/a>, carried out at St. John’s University in New York, used human observers stationed at the back of the classroom to record the technological activities of law students. The spies reported that 58 percent of second- and third-year law students who had laptops in class were using them for “non-class purposes” more than half the time. (First-year students were far more likely to use their computers for taking notes, although an observer did note one first-year student texting just 17 minutes into her very first class—the beginning of her law school career.)\u003c/p>\n\u003cp>\u003cstrong>CAN THE BRAIN MULTITASK?\u003c/strong>\u003c/p>\n\u003cp>Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learning, according to Rosen. That’s a problem, because these operations are actually quite mentally complex, and they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.\u003c/p>\n\u003cp>\u003ca href=\"http://www-personal.umich.edu/~smeyer/demeyer/\">David Meyer\u003c/a>, a psychology professor at the University of Michigan who’s studied the effects of divided attention on learning, takes a firm line on the brain’s ability to multitask: “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources. An example would be folding laundry and listening to the weather report on the radio. That’s fine. But listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/p>\n\u003cp>Young people think they can perform two challenging tasks at once, Meyer acknowledges, but “they are deluded,” he declares. It’s difficult for anyone to properly evaluate how well his or her own mental processes are operating, he points out, because most of these processes are unconscious. And, Meyer adds, “there’s nothing magical about the brains of so-called ‘digital natives’ that keeps them from suffering the inefficiencies of multitasking. They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”\u003c/p>\n\u003cfigure id=\"attachment_28576\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28576\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/IMG_8516-300x450.jpg\" alt=\"IMG_8516\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Researchers have documented a cascade of negative outcomes that occurs when students multitask while doing schoolwork. First, the assignment takes longer to complete, because of the time spent on distracting activities and because, upon returning to the assignment, the student has to re-familiarize himself with the material.\u003c/p>\n\u003cp>Second, the mental fatigue caused by repeatedly dropping and picking up a mental thread leads to more mistakes. The cognitive cost of such task-switching is especially high when students alternate between tasks that call for different sets of expressive “rules”—the formal, precise language required for an English essay, for example, and the casual, friendly tone of an email to a friend.\u003c/p>\n\u003cp>Third, students’ subsequent memory of what they’re working on will be impaired if their attention is divided. Although we often assume that our memories fail at the moment we can’t recall a fact or concept, the failure may actually have occurred earlier, at the time we originally saved, or encoded, the memory. The moment of encoding is what matters most for retention, and dozens of laboratory studies have demonstrated that \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/10868332\">when our attention is divided during encoding\u003c/a>, we remember that piece of information less well—or not at all. As the unlucky student spotlighted by Rosen can attest, we can’t remember something that never really entered our consciousness in the first place. And a study last month showed that \u003ca href=\"http://anniemurphypaul.com/2013/04/classroom-laptop-users-distract-others-as-well-as-themselves/\">students who multitask on laptops in class distract not just themselves but also their peers\u003c/a> who see what they’re doing.\u003c/p>\n\u003cp>Fourth, some research has suggested that when we’re distracted, our brains actually process and store information in different, less useful ways. In \u003ca href=\"http://www.poldracklab.org/Publications/pdf/Proc%20Natl%20Acad%20Sci%20USA%202006%20Foerde-1.pdf\">a 2006 study\u003c/a> in the \u003cem>Proceedings of the National Academy of Sciences\u003c/em>, \u003ca href=\"https://www.irc.utexas.edu/poldrack.html\">Russell Poldrack\u003c/a> of the University of Texas-Austin and two colleagues asked participants to engage in a learning activity on a computer while also carrying out a second task, counting musical tones that sounded while they worked. Study subjects who did both tasks at once appeared to learn just as well as subjects who did the first task by itself. But upon further probing, the former group proved much less adept at extending and extrapolating their new knowledge to novel contexts—a key capacity that psychologists call transfer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/strong>\u003c/aside>\n\u003cp>Brain scans taken during Poldrack’s experiment revealed that different regions of the brain were active under the two conditions, indicating that the brain engages in a different form of memory when forced to pay attention to two streams of information at once. The results suggest, the scientists wrote, that “even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.”\u003c/p>\n\u003cp>Finally, researchers are beginning to demonstrate that media multitasking while learning is negatively associated with students’ grades. In Rosen’s study, students who used Facebook during the 15-minute observation period had lower grade-point averages than those who didn’t go on the site. And two recent studies by \u003ca href=\"http://cyber.law.harvard.edu/people/rjunco\">Reynol Junco\u003c/a>, a faculty associate at Harvard’s \u003ca href=\"http://cyber.law.harvard.edu/\">Berkman Center for Internet & Society\u003c/a>, found that texting and using Facebook—in class and while doing\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/\">Doomed or Lucky? Predicting the Future of the Internet Generation\u003c/a>]\u003c/p>\n\u003cp>homework—were negatively correlated with college students’ GPAs. “Engaging in Facebook use or texting while trying to complete schoolwork may tax students’ capacity for cognitive processing and preclude deeper learning,” write Junco and a coauthor. (Of course, it’s also plausible that the texting and Facebooking students are those with less willpower or motivation, and thus likely to have lower GPAs even aside from their use of technology.)\u003c/p>\n\u003ch4>HELPING KIDS PRIORITIZE\u003c/h4>\n\u003cp>Meyer, of the University of Michigan, worries that the problem goes beyond poor grades. “There’s a definite possibility that we are raising a generation that is learning more shallowly than young people in the past,” he says. “The depth of their processing of information is considerably less, because of all the distractions available to them as they learn.”\u003c/p>\n\u003cp>Given that these distractions aren’t going away, academic and even professional achievement may depend on the ability to ignore digital temptations while learning—a feat akin to the famous marshmallow test. In a series of experiments conducted more than 40 years ago, psychologist \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\">Walter Mischel\u003c/a> tempted young children with a marshmallow, telling them they could have two of the treats if they put off eating one right away. Follow-up studies performed years later found that the kids who were better able to delay gratification not only achieved higher grades and test scores but were also more likely to succeed in school and their careers.\u003c/p>\n\u003cp>Two years ago, Rosen and his colleagues conducted an information-age version of the marshmallow test. College students who participated in the study were asked to watch a 30-minute videotaped lecture, during which some were sent eight text messages while others were sent four or zero text messages. Those who were interrupted more often scored worse on a test of the lecture’s content; more interestingly, those who responded to the experimenters’ texts right away scored significantly worse than those participants who waited to reply until the lecture was over.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\"Listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/strong>\u003c/aside>\n\u003cp>This ability to resist the lure of technology can be consciously cultivated, Rosen maintains. \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">He advises students to take “tech breaks”\u003c/a> to satisfy their cravings for electronic communication: After they’ve labored on their schoolwork uninterrupted for 15 minutes, they can allow themselves two minutes to text, check websites, and post to their hearts’ content. Then the devices get turned off for another 15 minutes of academics.\u003c/p>\n\u003cp>Over time, Rosen says, students are able extend their working time to 20, 30, even 45 minutes, as long as they know that an opportunity to get online awaits. “Young people’s technology use is really about quelling anxiety,” he contends. “They don’t want to miss out. They don’t want to be the last person to hear some news, or the ninth person to ‘like’ someone’s post.” Device-checking is a compulsive behavior that must be managed, he says, if young people are to learn and perform at their best.\u003c/p>\n\u003cp>Rideout, director of the Kaiser study on kids and media use, sees an upside for parents in the new focus on multitasking while learning. “The good thing about this phenomenon is that it’s a relatively discrete behavior that parents actually can do something about,” she says. “It would be hard to enforce a total ban on media multitasking, but parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">\u003cstrong>[RELATED:\u003c/strong> How Meditating Helps With Multitasking]\u003c/a>\u003c/p>\n\u003cp>Parents shouldn’t feel like ogres when they do so, she adds. “It’s important to remember that while a lot of kids do media multitask while doing homework, a lot of them don’t. One out of five kids in our study said they ‘never’ engage in other media while doing homework, and another one in five said they do so only ‘a little bit.’ This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/p>\n\u003cp>So here’s the takeaway for parents of Generation M: Stop fretting about how much they’re on Facebook. Don’t harass them about how much they play video games. The digital native boosters are right that this is the social and emotional world in which young people live. Just make sure when they’re doing schoolwork, the cell phones are silent, the video screens are dark, and that every last window is closed but one.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by MindShift in conjunction with \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University and \u003ca href=\"http://www.slate.com\">Slate\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Report: Federal Rules Impede Competency-Based Learning ",
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"content": "\u003cfigure id=\"attachment_28456\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-28456\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/scantron.jpg\" alt=\"scantron\" width=\"620\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-400x208.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-320x167.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Competency-based learning, which allows students to progress at their own pace after they've shown mastery of a subject, rather than by their age, is quickly gaining momentum. Already, a few states like New Hampshire, Maine, and Oregon are moving towards implementing \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a> models throughout the entire state. What's more, 40 states have at least district experimenting with the model. But despite this growth, its proponents say federal policies for accountability and assessment are holding the movement back.\u003c/p>\n\u003cp>\u003ca href=\"http://knowledgeworks.org/\">KnowledgeWorks\u003c/a>, an organization that supports three education-focused initiatives -- \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/new-tech-network\" target=\"_blank\">New Tech Network\u003c/a>, \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/edworks\" target=\"_blank\">EDWorks\u003c/a> and \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/strive\" target=\"_blank\">Strive\u003c/a> -- recently released a report highlighting the pain points between federal policy and a competency-based system. The report, \u003ca href=\"http://www.knowledgeworks.org/sites/default/files/Competency-Education-Series%20-Policy-Brief-One.pdf\">Competency Education Series: Policy Brief One [PDF]\u003c/a>, points out that, although the federal government has supported some aspects of competency-based learning, implementing the new model can be difficult because of federal restrictions.\u003c/p>\n\u003cp>“The greatest conflict stems from disconnect with the work on the ground and federal accountability and assessment systems,” the report states. “Implementers faced with this disconnect have no choice but to juggle two systems: one required by federal law and one developed by the educators, students, parents, and community leaders committed to successful implementation of competency education.”\u003c/p>\n\u003cp>\u003cstrong>CLASHES OVER TIME\u003c/strong>\u003c/p>\n\u003cp>Time is the biggest point of contention between the two systems. The federal government measures school accountability as well as student achievement through time-based modules. Seat time and annual test results are the primary ways that the government keeps schools accountable, \u003c!--more-->categorizes them, and targets them for intervention. And required end-of-year tests focus school instruction timelines in specific ways that do not allow students to move at their own pace, a key element of a competency-based system.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With the competency models, students take summative assessments at various times throughout the year. They demonstrate what they've learned as they're learning -- not just during one or two big testing seasons, as most schools do.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S WORTH TESTING?\u003c/strong>\u003c/p>\n\u003cp>Another big difference between the two systems is \u003cem>what\u003c/em> gets tested. Competency-based learning focuses not just on content, but also on \"soft skills\" like communication, collaboration, and other higher-order thinking skills. In contrast, the federal assessments focus on the subjects of math and English Language Arts aligned with academic achievement standards, but not necessarily with core competencies. In other words, everything is based on a number score, not on whether the student can demonstrate that he can do each individual task determined to be a core competency.\u003c/p>\n\u003cp>Federal accountability standards track student achievement, not growth. Many competency-based models are tracking progression in career and college readiness as well as core competencies, and those can’t be reported to the federal government under the current rubrics.\u003c/p>\n\u003cp>\u003cstrong>COST\u003c/strong>\u003c/p>\n\u003cp>The report also identifies limited resources as a roadblock to improve assessments, which they agree are essential, in order to complement the competency-based system. States already spend a significant amount of money on required federal assessments, so there’s no additional money to invest in assessments that would allow for demonstration of mastery or to evaluate throughout a year and not just at the end.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>The KnowledgeWorks report doesn't give a smoking-gun solution for the various problems it raises. Instead, the group intends to continue investigating how federal policies could encourage competency-based learning by studying the effects of the few programs the government has decided to fund in this area. The organization also plans to pull together best practices from states moving ahead despite the challenges and to figure out how competency-based education could be assessed in a more comparative way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28456\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-28456\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/scantron.jpg\" alt=\"scantron\" width=\"620\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-400x208.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-320x167.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Competency-based learning, which allows students to progress at their own pace after they've shown mastery of a subject, rather than by their age, is quickly gaining momentum. Already, a few states like New Hampshire, Maine, and Oregon are moving towards implementing \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a> models throughout the entire state. What's more, 40 states have at least district experimenting with the model. But despite this growth, its proponents say federal policies for accountability and assessment are holding the movement back.\u003c/p>\n\u003cp>\u003ca href=\"http://knowledgeworks.org/\">KnowledgeWorks\u003c/a>, an organization that supports three education-focused initiatives -- \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/new-tech-network\" target=\"_blank\">New Tech Network\u003c/a>, \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/edworks\" target=\"_blank\">EDWorks\u003c/a> and \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/strive\" target=\"_blank\">Strive\u003c/a> -- recently released a report highlighting the pain points between federal policy and a competency-based system. The report, \u003ca href=\"http://www.knowledgeworks.org/sites/default/files/Competency-Education-Series%20-Policy-Brief-One.pdf\">Competency Education Series: Policy Brief One [PDF]\u003c/a>, points out that, although the federal government has supported some aspects of competency-based learning, implementing the new model can be difficult because of federal restrictions.\u003c/p>\n\u003cp>“The greatest conflict stems from disconnect with the work on the ground and federal accountability and assessment systems,” the report states. “Implementers faced with this disconnect have no choice but to juggle two systems: one required by federal law and one developed by the educators, students, parents, and community leaders committed to successful implementation of competency education.”\u003c/p>\n\u003cp>\u003cstrong>CLASHES OVER TIME\u003c/strong>\u003c/p>\n\u003cp>Time is the biggest point of contention between the two systems. The federal government measures school accountability as well as student achievement through time-based modules. Seat time and annual test results are the primary ways that the government keeps schools accountable, \u003c!--more-->categorizes them, and targets them for intervention. And required end-of-year tests focus school instruction timelines in specific ways that do not allow students to move at their own pace, a key element of a competency-based system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With the competency models, students take summative assessments at various times throughout the year. They demonstrate what they've learned as they're learning -- not just during one or two big testing seasons, as most schools do.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S WORTH TESTING?\u003c/strong>\u003c/p>\n\u003cp>Another big difference between the two systems is \u003cem>what\u003c/em> gets tested. Competency-based learning focuses not just on content, but also on \"soft skills\" like communication, collaboration, and other higher-order thinking skills. In contrast, the federal assessments focus on the subjects of math and English Language Arts aligned with academic achievement standards, but not necessarily with core competencies. In other words, everything is based on a number score, not on whether the student can demonstrate that he can do each individual task determined to be a core competency.\u003c/p>\n\u003cp>Federal accountability standards track student achievement, not growth. Many competency-based models are tracking progression in career and college readiness as well as core competencies, and those can’t be reported to the federal government under the current rubrics.\u003c/p>\n\u003cp>\u003cstrong>COST\u003c/strong>\u003c/p>\n\u003cp>The report also identifies limited resources as a roadblock to improve assessments, which they agree are essential, in order to complement the competency-based system. States already spend a significant amount of money on required federal assessments, so there’s no additional money to invest in assessments that would allow for demonstration of mastery or to evaluate throughout a year and not just at the end.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>The KnowledgeWorks report doesn't give a smoking-gun solution for the various problems it raises. Instead, the group intends to continue investigating how federal policies could encourage competency-based learning by studying the effects of the few programs the government has decided to fund in this area. The organization also plans to pull together best practices from states moving ahead despite the challenges and to figure out how competency-based education could be assessed in a more comparative way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28439\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/raneko/3726937042/sizes/z/in/photostream/http://www.flickr.com/photos/raneko/3726937042/sizes/z/in/photostream/Flickr:%20Raneko\">\u003cimg class=\"size-large wp-image-28439\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/3726937042_b27ff5e588_z-620x465.jpg\" alt=\"3726937042_b27ff5e588_z\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Kids operate in a blizzard of communication -- texts, social media, music, photography, games, and videos. They're eager to share any and all new media they discover. In fact, their default action is to share and distribute as they're living the moment.\u003c/p>\n\u003cp>For the most part, adults take on a more contained, traditional approach to communication, and are more accustomed to face-to-face interaction or talking on the phone than kids.\u003c/p>\n\u003cp>Schools, meanwhile, serve as the point of intersection for kids and adults, who are often trapped in the cross hairs of different modes and patterns of communication. Frustration invariably surfaces as kids and adults struggle to figure out how to co-exist in schools where technology is being introduced and integrated, especially through the very devices they use for social interaction.\u003c/p>\n\u003cp>Kids think of mobile devices holistically, in that the device encompasses everything – email, video, photos, games, music, social media – all existing as one system. Their online world is one world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For teachers, mobile devices in schools are used specifically as tools to enhance learning. In the \u003c!--more-->adult mindset, there's a time and a place for looking at photos or videos, playing a learning game in the context of a specific discipline, or making or listening to music as part of a project. But for kids who are growing up in a world without walls, this adult mode of compartmentalization seems confining. And therein lies the tension.\u003c/p>\n\u003cp>Ironically, parents are often frustrated that their child does not share enough with them about what happens at school. When parents ask, \"How was school today?\" kids' response is often an unsatisfying \"fine or okay.\" But check their Facebook or Instagram, and you'll likely find play-by-plays of their day's events.\u003c/p>\n\u003cp>\u003cstrong>AN OPPORTUNITY AT SCHOOL\u003c/strong>\u003c/p>\n\u003cp>There are often two separate worlds between adults and kids and technology and schools have the perfect opportunity to bridge these two worlds with thoughtfully designed learning experiences that account for the holistic, sharing mindset that students bring with technology.\u003c/p>\n\u003cp>How can schools bring students into the communication process? By providing day-to-day examples in class of how to use mobile devices for communicating with each other and with adults.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/how-should-schools-and-parents-be-involved-in-kids-online-lives/\">How Should Schools and Parents Be Involved in Parents' Online Lives?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">How We Can Connect School Life and Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/a-design-challenge-to-students-solve-a-real-world-problem/\">Design Challenge to Students: Solve a Real-World Problem!\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>For example, educators can have students generate projects around topics of interest. For example, in a recent fifth-grade conservation action project, students debated and discussed the correct wording of a problem statement in order to look at ways their school can better conserve resources by examining behavior, resources, and systems. Having the students creating the problem statement invites ownership over the project -- plus they examined specifically the act of communication through words.\u003c/p>\n\u003cp>Students can work on problems in design teams and create their own online communities so they can work on projects at home, at school, or wherever they are, with whatever device they have available to them.\u003c/p>\n\u003cp>Educators can seize on opportunities to talk about digital citizenship. In online spaces at school, students will engage in ways that are appropriate, but they will also bring their out-of-school online dialogues and patterns into the space. This is natural and expected, but educators can take the time to create norms for acceptable communication. Including students in the creation of these norms will go a long way in getting buy-in from students.\u003c/p>\n\u003cp>And finally, teachers can make time and room for sharing. Along the way, through the fifth-grade project, students share their progress, receive feedback, then go back and conduct further research to deepen their understanding of the issue under investigation. Students are learning about search literacy and building their research skills, exploring different types of online sources to figure out which will yield the most data to further understanding of the issue.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Through this process, students hopefully learn that their devices can connect them to more than just their friends' ephemeral doings, but to meaningful work and communication.\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For teachers, mobile devices in schools are used specifically as tools to enhance learning. In the \u003c!--more-->adult mindset, there's a time and a place for looking at photos or videos, playing a learning game in the context of a specific discipline, or making or listening to music as part of a project. But for kids who are growing up in a world without walls, this adult mode of compartmentalization seems confining. And therein lies the tension.\u003c/p>\n\u003cp>Ironically, parents are often frustrated that their child does not share enough with them about what happens at school. When parents ask, \"How was school today?\" kids' response is often an unsatisfying \"fine or okay.\" But check their Facebook or Instagram, and you'll likely find play-by-plays of their day's events.\u003c/p>\n\u003cp>\u003cstrong>AN OPPORTUNITY AT SCHOOL\u003c/strong>\u003c/p>\n\u003cp>There are often two separate worlds between adults and kids and technology and schools have the perfect opportunity to bridge these two worlds with thoughtfully designed learning experiences that account for the holistic, sharing mindset that students bring with technology.\u003c/p>\n\u003cp>How can schools bring students into the communication process? By providing day-to-day examples in class of how to use mobile devices for communicating with each other and with adults.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/how-should-schools-and-parents-be-involved-in-kids-online-lives/\">How Should Schools and Parents Be Involved in Parents' Online Lives?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">How We Can Connect School Life and Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/a-design-challenge-to-students-solve-a-real-world-problem/\">Design Challenge to Students: Solve a Real-World Problem!\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>For example, educators can have students generate projects around topics of interest. For example, in a recent fifth-grade conservation action project, students debated and discussed the correct wording of a problem statement in order to look at ways their school can better conserve resources by examining behavior, resources, and systems. Having the students creating the problem statement invites ownership over the project -- plus they examined specifically the act of communication through words.\u003c/p>\n\u003cp>Students can work on problems in design teams and create their own online communities so they can work on projects at home, at school, or wherever they are, with whatever device they have available to them.\u003c/p>\n\u003cp>Educators can seize on opportunities to talk about digital citizenship. In online spaces at school, students will engage in ways that are appropriate, but they will also bring their out-of-school online dialogues and patterns into the space. This is natural and expected, but educators can take the time to create norms for acceptable communication. Including students in the creation of these norms will go a long way in getting buy-in from students.\u003c/p>\n\u003cp>And finally, teachers can make time and room for sharing. Along the way, through the fifth-grade project, students share their progress, receive feedback, then go back and conduct further research to deepen their understanding of the issue under investigation. Students are learning about search literacy and building their research skills, exploring different types of online sources to figure out which will yield the most data to further understanding of the issue.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Through this process, students hopefully learn that their devices can connect them to more than just their friends' ephemeral doings, but to meaningful work and communication.\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is It Possible to Measure Creativity?",
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"content": "\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_28290\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 462px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28290\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Imagination-stage2.jpg\" alt=\"Imagination-stage2\" width=\"462\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2.jpg 462w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-400x280.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-320x224.jpg 320w\" sizes=\"(max-width: 462px) 100vw, 462px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Jeremy Rusnock/Courtesy Imagination Stage\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/17/177040995/more-than-50-years-of-putting-kids-creativity-to-the-test\">By Elizabeth Blair, NPR\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Let's start with a question from a standardized test: \"How would the world be different if we all had a third eye in the back of our heads?\"\u003c/p>\n\u003cp>It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help measure creativity a bit like an IQ test measures intelligence. And it's not the only creativity test out there.\u003c/p>\n\u003cp>So why bother measuring creativity? James Catterall, a psychologist and director of the Centers for Research on Creativity in Los Angeles, says the simple answer is that if society, business and education demands it, then we need to know when it's happening; otherwise, we're just guessing when it's there.\u003c/p>\n\u003cp>He says, \"Measuring is an important aspect of knowing where our investments pay off.\"\u003c/p>\n\u003cp>\u003cstrong>Troublemaker Or Misunderstood Creative Genius?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the late 1950s, a man named E. Paul Torrance was similarly interested in children's creativity. Torrance was a Georgia farm boy-turned-psychologist, and one of his first jobs was working with boys at a military academy. It was there that he began to see creativity as something that was \u003c!--more-->misunderstood. Bonnie Cramond, director of the \u003ca href=\"http://www.coe.uga.edu/torrance/\">Torrance Center for Creativity and Talent Development\u003c/a> at the University of Georgia, says a lot of the boys Torrance worked with were thought to be troublemakers.\u003c/p>\n\u003cp>\"They were high-energy kids with ideas,\" she says, \"and those don't always fit into a very structured school situation. And so [Torrance] did a lot of research in how, for example, teachers much prefer highly intelligent kids and often don't like highly creative kids because they are harder to control and they're misunderstood.\"\u003c/p>\n\u003cp>Torrance set out to change that, or at least to prove that creativity was as important as intelligence, not just in the arts, but in every field. As part of that mission, he devised a number of ways to test for creativity. Today, the system he created is called the Torrance Test.\u003c/p>\n\u003cp>\u003cstrong>Rewarding The 'More Elaborate Route'\u003c/strong>\u003c/p>\n\u003cp>Janet Stanford is the artistic director of \u003ca href=\"http://www.imaginationstage.org/\">Imagination Stage\u003c/a>, a professional children's theater company and arts center in Bethesda, Md. She says when she first heard about the Torrance Test, she was skeptical. \"Initially I thought, as many people do, 'Well, creativity is not something you can measure. It's this sort of wonderful gift and let's not question it too carefully.' \"\u003c/p>\n\u003cp>But Stanford was curious, so she ordered the test packet anyway, and she also got to see some of the results. In the \"figural\" section of the test, there's a page with a large, black egg shape in the middle. Test-takers are asked to make a picture out of it that \"no one else will think of.\"\u003c/p>\n\u003cp>\"One little boy created a cave out of it,\" Stanford remembers. \"He put a cliff around it, and so there was a ladder going up to this hole as if it was a great cave. And then there was a Martian or some kind of alien spaceship in the air, and this little boy who was hiding from the aliens. I mean, the world that he created was complete.\"\u003c/p>\n\u003cp>Stanford was intrigued enough that she asked her entire staff to take the test. There was some resistance at first, but then a few members like Lauren Williams learned to grade the test. Williams says that for a test about creativity, it has a lot of unexpected details. Take, for example, the test's \"resistance to premature closure\" section, where test-takers are asked to turn lines on the page into a picture somehow. \"They look for people who choose not to take the quickest way and to choose a longer, more elaborate route instead,\" she says. \"And you get points for that.\"\u003c/p>\n\u003cp>\u003cstrong>Shining Light On A Hidden Problem\u003c/strong>\u003c/p>\n\u003cp>The Torrance Test has been translated into several languages and is mostly used for admission to gifted and talented programs. But other creativity tests are also in the works — James Catterall and his team at the Centers for Research on Creativity are still tweaking theirs.\u003c/p>\n\u003cp>Catterall says they made an interesting discovery while they were testing out their survey: Elementary school kids scored better on it than high school kids did. \"I think the expression that many people use is that the schools have a tendency to suck the creativity out of kids over time,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And that's a problem — a problem that will require enormous creativity to solve.\u003c/p>\n\n",
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"description": "Jeremy Rusnock/Courtesy Imagination Stage By Elizabeth Blair, NPR Let's start with a question from a standardized test: "How would the world be different if we all had a third eye in the back of our heads?" It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_28290\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 462px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28290\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Imagination-stage2.jpg\" alt=\"Imagination-stage2\" width=\"462\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2.jpg 462w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-400x280.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Imagination-stage2-320x224.jpg 320w\" sizes=\"(max-width: 462px) 100vw, 462px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Jeremy Rusnock/Courtesy Imagination Stage\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.npr.org/2013/04/17/177040995/more-than-50-years-of-putting-kids-creativity-to-the-test\">By Elizabeth Blair, NPR\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Let's start with a question from a standardized test: \"How would the world be different if we all had a third eye in the back of our heads?\"\u003c/p>\n\u003cp>It's not a typical standardized question, but as part of the Next Generation Creativity Survey, it's used to help measure creativity a bit like an IQ test measures intelligence. And it's not the only creativity test out there.\u003c/p>\n\u003cp>So why bother measuring creativity? James Catterall, a psychologist and director of the Centers for Research on Creativity in Los Angeles, says the simple answer is that if society, business and education demands it, then we need to know when it's happening; otherwise, we're just guessing when it's there.\u003c/p>\n\u003cp>He says, \"Measuring is an important aspect of knowing where our investments pay off.\"\u003c/p>\n\u003cp>\u003cstrong>Troublemaker Or Misunderstood Creative Genius?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the late 1950s, a man named E. Paul Torrance was similarly interested in children's creativity. Torrance was a Georgia farm boy-turned-psychologist, and one of his first jobs was working with boys at a military academy. It was there that he began to see creativity as something that was \u003c!--more-->misunderstood. Bonnie Cramond, director of the \u003ca href=\"http://www.coe.uga.edu/torrance/\">Torrance Center for Creativity and Talent Development\u003c/a> at the University of Georgia, says a lot of the boys Torrance worked with were thought to be troublemakers.\u003c/p>\n\u003cp>\"They were high-energy kids with ideas,\" she says, \"and those don't always fit into a very structured school situation. And so [Torrance] did a lot of research in how, for example, teachers much prefer highly intelligent kids and often don't like highly creative kids because they are harder to control and they're misunderstood.\"\u003c/p>\n\u003cp>Torrance set out to change that, or at least to prove that creativity was as important as intelligence, not just in the arts, but in every field. As part of that mission, he devised a number of ways to test for creativity. Today, the system he created is called the Torrance Test.\u003c/p>\n\u003cp>\u003cstrong>Rewarding The 'More Elaborate Route'\u003c/strong>\u003c/p>\n\u003cp>Janet Stanford is the artistic director of \u003ca href=\"http://www.imaginationstage.org/\">Imagination Stage\u003c/a>, a professional children's theater company and arts center in Bethesda, Md. She says when she first heard about the Torrance Test, she was skeptical. \"Initially I thought, as many people do, 'Well, creativity is not something you can measure. It's this sort of wonderful gift and let's not question it too carefully.' \"\u003c/p>\n\u003cp>But Stanford was curious, so she ordered the test packet anyway, and she also got to see some of the results. In the \"figural\" section of the test, there's a page with a large, black egg shape in the middle. Test-takers are asked to make a picture out of it that \"no one else will think of.\"\u003c/p>\n\u003cp>\"One little boy created a cave out of it,\" Stanford remembers. \"He put a cliff around it, and so there was a ladder going up to this hole as if it was a great cave. And then there was a Martian or some kind of alien spaceship in the air, and this little boy who was hiding from the aliens. I mean, the world that he created was complete.\"\u003c/p>\n\u003cp>Stanford was intrigued enough that she asked her entire staff to take the test. There was some resistance at first, but then a few members like Lauren Williams learned to grade the test. Williams says that for a test about creativity, it has a lot of unexpected details. Take, for example, the test's \"resistance to premature closure\" section, where test-takers are asked to turn lines on the page into a picture somehow. \"They look for people who choose not to take the quickest way and to choose a longer, more elaborate route instead,\" she says. \"And you get points for that.\"\u003c/p>\n\u003cp>\u003cstrong>Shining Light On A Hidden Problem\u003c/strong>\u003c/p>\n\u003cp>The Torrance Test has been translated into several languages and is mostly used for admission to gifted and talented programs. But other creativity tests are also in the works — James Catterall and his team at the Centers for Research on Creativity are still tweaking theirs.\u003c/p>\n\u003cp>Catterall says they made an interesting discovery while they were testing out their survey: Elementary school kids scored better on it than high school kids did. \"I think the expression that many people use is that the schools have a tendency to suck the creativity out of kids over time,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And that's a problem — a problem that will require enormous creativity to solve.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In an Era of Global Competition, What Exactly Are We Testing For?",
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"content": "\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_28268\" class=\"module image center mceTemp\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-large wp-image-28268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/test-taking-620x348.jpg\" alt=\"test-taking\" width=\"620\" height=\"348\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Renato Ganoza/Flickr\u003c/p>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce \"successful\" students. Knowing that American students are competing against a global pool of the best and brightest has led education leaders to focus more on how they score on international tests compared to students from other countries.\u003c/p>\n\u003cp>But high test scores don't provide a complete picture of students' success, according to \u003ca href=\"http://zhaolearning.com/\">Yong Zhao\u003c/a>, world-renown author, scholar, and professor of education at University of Oregon.\u003c/p>\n\u003cp>“Countries that score highly, have students with lower confidence,” Zhao said in his keynote address to educators gathered online for the \u003ca href=\"http://admin20.org/page/summit\">2013 Leadership Summit\u003c/a>.\u003c/p>\n\u003cp>That seems counter-intuitive, and Zhao isn’t claiming a causal connection -- he questions whether focusing on test scores might inadvertently lower confidence. Zhao has analyzed data from the \u003ca href=\"http://nces.ed.gov/Timss/\">Trends in International Mathematics and Science Study\u003c/a> (TIMSS) and discovered a negative correlation between high math scores and confidence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Countries that score highly, have students with lower confidence.”\u003c/strong>\u003c/aside>\n\u003cp>Similarly, in his analysis of the \u003ca href=\"http://www.oecd.org/pisa/\">Program for International Student Assessment\u003c/a> (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He found the same results when he looked at students’ belief in their entrepreneurial capacity, their ability to start businesses or be self-starters. “Everybody is trying to perfect this system and make \u003c!--more-->a good bet about the knowledge and skills that our children might need,” he said. “All of this says that the measures we use to measure education outcomes, to view them as the best education systems in terms of test scores, do not result in the same kinds of things we might value otherwise -- entrepreneurial capabilities, confidence, enjoyment.”\u003c/p>\n\u003cp>\u003cstrong>TESTING FOR THE WRONG QUALITIES\u003c/strong>\u003c/p>\n\u003cp>Zhao's findings have led him to question the value of the tests altogether. If the stated goal is to get kids ready for careers, and careers demand confidence, creativity, and an entrepreneurial attitude, then why focus on test scores that seem to produce the opposite effect?\u003c/p>\n\u003cp>“A lot of times teachers have been asked to improve our schools, to make our schools more effective, but the question I’m raising is, effective at what?” Zhao said. “Some reading programs could improve your students' reading scores, but cause your students to hate education.” He’s concerned that national initiatives like the Common Core State Standards could have unintended consequences.\u003c/p>\n\u003cp>In Zhao’s view, most education systems start out by defining the outcomes. They make a bet about which skills will be important and promise that if students master those skills, they will succeed. Zhao sees this as a flawed approach because it forces everyone into a homogenous group, a bit like making sausage out of all different kinds of meat. Defining outcomes allows systems to measure results, but it stamps out individuality.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The new education needs to start with the child. Not with the prescribed content.”\u003c/strong>\u003c/aside>\n\u003cp>Countries that score well on international exams, like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">Korea\u003c/a>, have clearly defined outcomes, narrow curricula, and dictatorial systems with clear ranking and sorting systems. Students know exactly how they stack up in that system.\u003c/p>\n\u003cp>“Everybody is reminded everyday that they have to master the skills,” Zhao said. “But in the process you have people who are either kicked out of the system or put down into a different school and they will lose confidence.” By valuing what’s prescribed and assessed, the system creates a uniform group with little confidence in the individual’s unique contributions.\u003c/p>\n\u003cp>Zhao pointed to the tremendous amount of local control in the U.S. educational system as both its savior and a contributing factor to its lower test scores. It allows for different types of schools and for students to demonstrate that they can be good at different things. There are arts schools, engineering schools and schools focused on bi-lingual education. That kind of choice allows students the chance to find what they are good at. The U.S. system also gives learners many second chances to keep learning and find their strengths.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/some-ask-whats-the-value-of-common-core-state-standards/\">Some Ask: What's the Value of Common Core State Standards?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The new education needs to start with the child. Not with the prescribed content,” Zhao said. “We start with individual differences; we start with their cultural strengths.” Beginning with the individual and building upwards from there allows each person to become uniquely great at something. And when students are passionate about anything, they can then be creative and entrepreneurial. For Zhao, the new model has to be about creating a new middle class based on creativity.\u003c/p>\n\u003cp>To do that, he suggests giving students more autonomy over their learning and emphasizing the importance of making authentic products that solve problems. He also emphasizes a global learning community that can collaborate to fill the gaps that each country, school or teacher experiences.\u003c/p>\n\u003cp>\u003cstrong>ZHAO'S INITIATIVES\u003c/strong>\u003c/p>\n\u003cp>Zhao is actively trying to create the learning experiences he has written and lectured about. He’s started an online education community called \u003ca href=\"https://www.obaworld.net/welcome/\">ObaWorld\u003c/a>, which costs $1 per student per year and is a closed, private site. It’s a cloud-based learning platform, like \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, and includes similar features like the ability to make and evaluate portfolios. But Zhao is most excited that he’s recruiting students and teachers from all over the world to participate. So a teacher can create a tool or course and put it on ObaWorld to help an educator on the other side of the country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His other big push is to create more entrepreneurial school leaders through the \u003ca href=\"https://education.uoregon.edu/educational-leadership-ma-ms-med/admissions\">Global Education Leadership Master’s program\u003c/a>, which is based online and accredited through University of Oregon. Students will have to create a product that will improve education and will be encouraged to think about schools as entrepreneurial global enterprises.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Creative Classes: An Artful Approach To Improving Performance",
"title": "Creative Classes: An Artful Approach To Improving Performance",
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"content": "\u003cdiv id=\"attachment_28244\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 447px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28244\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Jones-creative-class.jpg\" alt=\"Jones-creative-class\" width=\"447\" height=\"301\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class.jpg 447w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class-400x269.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class-320x215.jpg 320w\" sizes=\"(max-width: 447px) 100vw, 447px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Lizzie Chen /NPR\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/2013/04/16/176671432/creative-classes-an-artful-approach-to-improving-performance\">Elizabeth Blair\u003c/a>, NPR\u003c/h5>\n\u003cp class=\"dropcap-serif\">Over the years, there have been a lot of claims about the benefits of the arts on the mind: Listening to Mozart makes you smarter; playing an instrument makes you better at math. One program — funded in part by the federal government — is putting these theories to the test. The \u003ca href=\"http://turnaroundarts.pcah.gov/\">Turnaround Arts Initiative\u003c/a>, spearheaded by the President's Committee on the Arts and the Humanities, is using an intensive arts curriculum to try and improve eight low-performing schools.\u003c/p>\n\u003cp>They're located in Denver; New Orleans; Des Moines, Iowa; and on a reservation in Montana, among other places, and they all serve students from poor families. Some were considered to be the lowest-performing schools in their states.\u003c/p>\n\u003cp>\"They were schools where kids seemed defeated and resigned,\" says the committee's executive director, Rachel Goslins. \"There wasn't a lot of motion or purpose or energy in the halls. They were schools that had failed for a long time.\"\u003c/p>\n\u003cp>Third-grader Jionni Anderson remembers what it was like. She's a student at Savoy Elementary School in Washington, D.C., one of the schools selected for the program.\u003c/p>\n\u003cp>\"In first and second grade we had white walls,\" Anderson says. \"And it didn't look right in our school. So that's when our art teacher, Miss Hayes, and the art club, they painted different colors on the walls.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Bold colors — greens, oranges and reds. Initially, the school had an art teacher but it didn't have money for supplies or an art club. That all changed when Savoy became part of the Turnaround Arts Initiative.\u003c!--more-->\u003c/p>\n\u003cp>Over the course of two academic years, each of the eight schools gets on average between $70,000 and $80,000, either in monetary or in-kind support.\u003c/p>\n\u003cp>\u003cstrong>Where Successful Students Get Noticed\u003c/strong>\u003c/p>\n\u003cp>Walk the halls of Savoy and you might wish you'd gone to school here yourself. In one class, kids are learning to play music on new keyboards donated by Yamaha. A few doors down, there's a movement class, taught by a professional dancer. Across the hall, second-graders are playing hand bells.\u003c/p>\n\u003cp>Savoy Elementary isn't trying to turn these students into great artists; ultimately, they're trying to get them to improve their math and reading. But before that can happen, according to Principal Patrick Pope, they need to feel good about coming to school.\u003c/p>\n\u003cp>\"So there is that internal, individual motivation that has to do with 'Where do I find success and is school a successful place for me? And I still may not be the best reader in my class, but I can certainly produce a song or be in a musical piece or learn a dance that everyone in my whole grade does equally well.' \"\u003c/p>\n\u003cp>And now, when students experience success at Savoy, a lot of people notice, including Kerry Washington, star of ABC's Scandal. She and other big-name artists, like Forest Whitaker and Yo-Yo Ma, have each adopted one of the eight schools participating in the initiative. The artists visit the students in person, mentor them, teach master classes and give encouragement. On a recent Skype conversation with Savoy students, Washington cheered on a class that had its assessment test scores go up.\u003c/p>\n\u003cp>And test scores at Savoy have gone up — some of them, at least. But the good news, according to Pope, is that they haven't fallen, as they've done in past years.\u003c/p>\n\u003cp>\u003cstrong>Art's Indirect Relationship With Performance\u003c/strong>\u003c/p>\n\u003cp>Most of the schools in the Turnaround Arts Initiative are also experiencing better attendance and fewer visits to the principal's office. But if test scores do improve at these schools, should the credit go to the arts? Child psychologist Ellen Winner says no.\u003c/p>\n\u003cp>\"We could not find any studies that convinced us that there was a causal link between teaching the arts and performance on test scores,\" Winner says. \"And we thought that this made a lot of sense because the kinds of thinking skills and habits of mind that students learn when they study the arts are a far cry from what's tested on multiple-choice, standardized tests.\"\u003c/p>\n\u003cp>Winner is the chair of psychology at Boston College and co-author of the book \u003ca href=\"http://www.npr.org/books/titles/176925033/studio-thinking-the-real-benefits-of-arts-education\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>. Despite her skepticism, she says the Turnaround Arts Initiative still has a chance to succeed.\u003c/p>\n\u003cp>\"The most plausible hypothesis in my mind,\" she says, \"would be that the arts lead to engagement and attendance and interesting teachers and engaged teachers. And it's that which would lead to test scores, not directly going from arts to test scores.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These eight schools are getting intense intervention: more staff, supplies, professional development, and partnerships with local museums, dance companies and theaters. Goslins admits this pilot might be hard to replicate at hundreds of schools, but at the same time, she says, a strategy this aggressive might be what it takes to bring a school up from the bottom.\u003c/p>\n\n",
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"description": "Lizzie Chen /NPR By Elizabeth Blair, NPR Over the years, there have been a lot of claims about the benefits of the arts on the mind: Listening to Mozart makes you smarter; playing an instrument makes you better at math. One program — funded in part by the federal government — is putting these theories",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_28244\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 447px\">\n\u003cp>\u003cimg class=\"size-full wp-image-28244\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Jones-creative-class.jpg\" alt=\"Jones-creative-class\" width=\"447\" height=\"301\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class.jpg 447w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class-400x269.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/Jones-creative-class-320x215.jpg 320w\" sizes=\"(max-width: 447px) 100vw, 447px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Lizzie Chen /NPR\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/2013/04/16/176671432/creative-classes-an-artful-approach-to-improving-performance\">Elizabeth Blair\u003c/a>, NPR\u003c/h5>\n\u003cp class=\"dropcap-serif\">Over the years, there have been a lot of claims about the benefits of the arts on the mind: Listening to Mozart makes you smarter; playing an instrument makes you better at math. One program — funded in part by the federal government — is putting these theories to the test. The \u003ca href=\"http://turnaroundarts.pcah.gov/\">Turnaround Arts Initiative\u003c/a>, spearheaded by the President's Committee on the Arts and the Humanities, is using an intensive arts curriculum to try and improve eight low-performing schools.\u003c/p>\n\u003cp>They're located in Denver; New Orleans; Des Moines, Iowa; and on a reservation in Montana, among other places, and they all serve students from poor families. Some were considered to be the lowest-performing schools in their states.\u003c/p>\n\u003cp>\"They were schools where kids seemed defeated and resigned,\" says the committee's executive director, Rachel Goslins. \"There wasn't a lot of motion or purpose or energy in the halls. They were schools that had failed for a long time.\"\u003c/p>\n\u003cp>Third-grader Jionni Anderson remembers what it was like. She's a student at Savoy Elementary School in Washington, D.C., one of the schools selected for the program.\u003c/p>\n\u003cp>\"In first and second grade we had white walls,\" Anderson says. \"And it didn't look right in our school. So that's when our art teacher, Miss Hayes, and the art club, they painted different colors on the walls.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bold colors — greens, oranges and reds. Initially, the school had an art teacher but it didn't have money for supplies or an art club. That all changed when Savoy became part of the Turnaround Arts Initiative.\u003c!--more-->\u003c/p>\n\u003cp>Over the course of two academic years, each of the eight schools gets on average between $70,000 and $80,000, either in monetary or in-kind support.\u003c/p>\n\u003cp>\u003cstrong>Where Successful Students Get Noticed\u003c/strong>\u003c/p>\n\u003cp>Walk the halls of Savoy and you might wish you'd gone to school here yourself. In one class, kids are learning to play music on new keyboards donated by Yamaha. A few doors down, there's a movement class, taught by a professional dancer. Across the hall, second-graders are playing hand bells.\u003c/p>\n\u003cp>Savoy Elementary isn't trying to turn these students into great artists; ultimately, they're trying to get them to improve their math and reading. But before that can happen, according to Principal Patrick Pope, they need to feel good about coming to school.\u003c/p>\n\u003cp>\"So there is that internal, individual motivation that has to do with 'Where do I find success and is school a successful place for me? And I still may not be the best reader in my class, but I can certainly produce a song or be in a musical piece or learn a dance that everyone in my whole grade does equally well.' \"\u003c/p>\n\u003cp>And now, when students experience success at Savoy, a lot of people notice, including Kerry Washington, star of ABC's Scandal. She and other big-name artists, like Forest Whitaker and Yo-Yo Ma, have each adopted one of the eight schools participating in the initiative. The artists visit the students in person, mentor them, teach master classes and give encouragement. On a recent Skype conversation with Savoy students, Washington cheered on a class that had its assessment test scores go up.\u003c/p>\n\u003cp>And test scores at Savoy have gone up — some of them, at least. But the good news, according to Pope, is that they haven't fallen, as they've done in past years.\u003c/p>\n\u003cp>\u003cstrong>Art's Indirect Relationship With Performance\u003c/strong>\u003c/p>\n\u003cp>Most of the schools in the Turnaround Arts Initiative are also experiencing better attendance and fewer visits to the principal's office. But if test scores do improve at these schools, should the credit go to the arts? Child psychologist Ellen Winner says no.\u003c/p>\n\u003cp>\"We could not find any studies that convinced us that there was a causal link between teaching the arts and performance on test scores,\" Winner says. \"And we thought that this made a lot of sense because the kinds of thinking skills and habits of mind that students learn when they study the arts are a far cry from what's tested on multiple-choice, standardized tests.\"\u003c/p>\n\u003cp>Winner is the chair of psychology at Boston College and co-author of the book \u003ca href=\"http://www.npr.org/books/titles/176925033/studio-thinking-the-real-benefits-of-arts-education\">Studio Thinking: The Real Benefits of Visual Arts Education\u003c/a>. Despite her skepticism, she says the Turnaround Arts Initiative still has a chance to succeed.\u003c/p>\n\u003cp>\"The most plausible hypothesis in my mind,\" she says, \"would be that the arts lead to engagement and attendance and interesting teachers and engaged teachers. And it's that which would lead to test scores, not directly going from arts to test scores.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These eight schools are getting intense intervention: more staff, supplies, professional development, and partnerships with local museums, dance companies and theaters. Goslins admits this pilot might be hard to replicate at hundreds of schools, but at the same time, she says, a strategy this aggressive might be what it takes to bring a school up from the bottom.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "To Break the Mold, Is Competency Learning the Key?",
"title": "To Break the Mold, Is Competency Learning the Key?",
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"content": "\u003cfigure id=\"attachment_28096\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/mike52ad/4676418746/in/photosof-mike52ad/\">\u003cimg class=\"size-large wp-image-28096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/batch-and-queue-620x405.jpg\" alt=\"batch-and-queue\" width=\"620\" height=\"405\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ask an educator about what it's like teaching a room full of students, and you'll likely hear a similar refrain: No two kids learn the same way or grasp concepts at the exact same time.As a result, educators often say they resort to “teaching to the middle.”\u003c/p>\n\u003cp>More schools are starting to question whether traditional age-based classrooms are the best way to go, and to change the dynamic of teaching to the middle, they're experimenting with \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html\">competency-based learning,\u003c/a> a system that moves kids along at different paces once they've shown they can grasp a key concept of a unit.\u003c/p>\n\u003cp>Kim Carter, executive director of \u003ca href=\"http://qedfoundation.org/\">QED Foundation,\u003c/a> is a big supporter of competency-based learning.\u003c/p>\n\u003cp>“The choice is, do we want an education system that’s obsolete or do we want a system that is valued and creates value,” Carter said. The foundation offers training, coaching and consulting that focuses on student agency, as well as communities of collaboration both inside and outside school. Eventually, she says, that pace should be negotiated, with the student gradually taking over more responsibility for her learning.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Competency-based education is gaining momentum across the country. Already \u003ca href=\"http://www.education.nh.gov/innovations/hs_redesign/index.htm\">New Hampshire\u003c/a> and Maine schools have transitioned to the model. Schools in Oregon, Iowa, Minnesota, and many other states are following suit. The Common Core State Standards are also pointing in the direction \u003c!--more-->of requiring competency rather than just a passing grade. Though Carter says the language of the Common Core favors performance-based assessments -- students will have to show what they can do -- she thinks it’s unfortunate that a test will measure the learning, because at best, a test approximates meaningful assessment, but does not demonstrate real-world application of knowledge.\u003c/p>\n\u003cp>“The standardized tests that allow us to compare across states tell us nothing about the individual,” Carter said. “They were not designed to tell us anything about the individual; they are designed to measure the effectiveness of programs. That’s a very different thing.”\u003c/p>\n\u003cp>If learning becomes more personalized, tests should too. “The whole idea of competency is the ability to apply, document, and defend your learning,” Carter said. She proposes that schools use a common rubric to assess \"uncommon learning.\" In other words, she proposes teachers need to be strict in their expectations and required criteria, but more flexible in terms of how a student gets there. Students don’t all have to read the same book or create the same project, but they do have to demonstrate that they understand and can use the core competencies.\u003c/p>\n\u003cp>If a student gets 50 percent in a class in a traditional school, she fails and has to repeat the course or grade level until she scores higher, even if the score means that she understood half the material. Forcing her to repeat everything is inefficient and puts the student at a disadvantage for the rest of her academic career. In competency-based classrooms, students relearn and demonstrate competencies in only the areas that challenge them before moving forward.\u003c/p>\n\u003cp>“‘Batch and queue’” is horribly inefficient and destroys kids' concept of self,” Carter said. “It’s like \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">manufacturing, where you put everything through the same system and compare it to standards at the end. If it doesn’t match, put it through again.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES TO IMPLEMENTATION\u003c/strong>\u003c/p>\n\u003cp>Shifting to a truly competency-based system means big changes for schools and would produce a ripple effect. “If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems,” said Carter.\u003c/p>\n\u003cp>Teacher training tailored to a competency-based education system is still one of the biggest hurdles. Many training courses have been the same for decades and don’t reflect some of the changing trends in education, Carter said. Successfully implementing a competency-based system is no easy feat -- it means valuing what a child can demonstrate he knows, rather than assuming a correctly answered test question signifies he can apply that knowledge.\u003c/p>\n\u003cp>“Competency-based education is a huge shift, not just in terms of actual practices, or what we do in the classroom, or how we document what happens in the classroom, but a change in what we believe,” Carter said. And teachers need to act their way into believing, they can’t just be told to do it. She points to nursing or other higher education programs that ensure graduates have the basic skills and competencies before they can progress as good models to follow.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The other big barrier is teacher evaluations. Right now teachers are assessed by how well students do on a test. But understanding how well a student really knows the material should take more than that, just as teacher assessments should be based on more data points, Carter said. Teachers and students are trapped in the same system, one that is at odds with competency-based models.\u003c/p>\n\u003cp>“Our whole evaluation system is pretty young in the sense that we have only a few rudimentary means of assessing what students know,” Carter said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, teachers need to be trained and supported in the same way as students. And for both groups the standards have to mean something. Carter fears that if the education system continues as it has been, it will not only be obsolete, it will provide diplomas that have little validity.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28096\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/mike52ad/4676418746/in/photosof-mike52ad/\">\u003cimg class=\"size-large wp-image-28096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/batch-and-queue-620x405.jpg\" alt=\"batch-and-queue\" width=\"620\" height=\"405\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ask an educator about what it's like teaching a room full of students, and you'll likely hear a similar refrain: No two kids learn the same way or grasp concepts at the exact same time.As a result, educators often say they resort to “teaching to the middle.”\u003c/p>\n\u003cp>More schools are starting to question whether traditional age-based classrooms are the best way to go, and to change the dynamic of teaching to the middle, they're experimenting with \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html\">competency-based learning,\u003c/a> a system that moves kids along at different paces once they've shown they can grasp a key concept of a unit.\u003c/p>\n\u003cp>Kim Carter, executive director of \u003ca href=\"http://qedfoundation.org/\">QED Foundation,\u003c/a> is a big supporter of competency-based learning.\u003c/p>\n\u003cp>“The choice is, do we want an education system that’s obsolete or do we want a system that is valued and creates value,” Carter said. The foundation offers training, coaching and consulting that focuses on student agency, as well as communities of collaboration both inside and outside school. Eventually, she says, that pace should be negotiated, with the student gradually taking over more responsibility for her learning.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems.”\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>Competency-based education is gaining momentum across the country. Already \u003ca href=\"http://www.education.nh.gov/innovations/hs_redesign/index.htm\">New Hampshire\u003c/a> and Maine schools have transitioned to the model. Schools in Oregon, Iowa, Minnesota, and many other states are following suit. The Common Core State Standards are also pointing in the direction \u003c!--more-->of requiring competency rather than just a passing grade. Though Carter says the language of the Common Core favors performance-based assessments -- students will have to show what they can do -- she thinks it’s unfortunate that a test will measure the learning, because at best, a test approximates meaningful assessment, but does not demonstrate real-world application of knowledge.\u003c/p>\n\u003cp>“The standardized tests that allow us to compare across states tell us nothing about the individual,” Carter said. “They were not designed to tell us anything about the individual; they are designed to measure the effectiveness of programs. That’s a very different thing.”\u003c/p>\n\u003cp>If learning becomes more personalized, tests should too. “The whole idea of competency is the ability to apply, document, and defend your learning,” Carter said. She proposes that schools use a common rubric to assess \"uncommon learning.\" In other words, she proposes teachers need to be strict in their expectations and required criteria, but more flexible in terms of how a student gets there. Students don’t all have to read the same book or create the same project, but they do have to demonstrate that they understand and can use the core competencies.\u003c/p>\n\u003cp>If a student gets 50 percent in a class in a traditional school, she fails and has to repeat the course or grade level until she scores higher, even if the score means that she understood half the material. Forcing her to repeat everything is inefficient and puts the student at a disadvantage for the rest of her academic career. In competency-based classrooms, students relearn and demonstrate competencies in only the areas that challenge them before moving forward.\u003c/p>\n\u003cp>“‘Batch and queue’” is horribly inefficient and destroys kids' concept of self,” Carter said. “It’s like \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">manufacturing, where you put everything through the same system and compare it to standards at the end. If it doesn’t match, put it through again.”\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES TO IMPLEMENTATION\u003c/strong>\u003c/p>\n\u003cp>Shifting to a truly competency-based system means big changes for schools and would produce a ripple effect. “If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems,” said Carter.\u003c/p>\n\u003cp>Teacher training tailored to a competency-based education system is still one of the biggest hurdles. Many training courses have been the same for decades and don’t reflect some of the changing trends in education, Carter said. Successfully implementing a competency-based system is no easy feat -- it means valuing what a child can demonstrate he knows, rather than assuming a correctly answered test question signifies he can apply that knowledge.\u003c/p>\n\u003cp>“Competency-based education is a huge shift, not just in terms of actual practices, or what we do in the classroom, or how we document what happens in the classroom, but a change in what we believe,” Carter said. And teachers need to act their way into believing, they can’t just be told to do it. She points to nursing or other higher education programs that ensure graduates have the basic skills and competencies before they can progress as good models to follow.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The other big barrier is teacher evaluations. Right now teachers are assessed by how well students do on a test. But understanding how well a student really knows the material should take more than that, just as teacher assessments should be based on more data points, Carter said. Teachers and students are trapped in the same system, one that is at odds with competency-based models.\u003c/p>\n\u003cp>“Our whole evaluation system is pretty young in the sense that we have only a few rudimentary means of assessing what students know,” Carter said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, teachers need to be trained and supported in the same way as students. And for both groups the standards have to mean something. Carter fears that if the education system continues as it has been, it will not only be obsolete, it will provide diplomas that have little validity.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. Structure is needed, but some flexibility as well.\u003c/p>\n\u003cp>“The role of the educator is to channel and guide what is fundamentally an improvisational process,” Sawyer said. “Students learn what they need to learn but in a way that allows them to be creative.”\u003c/p>\n\u003cp>To arrive at an improvisational classroom, educators can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/does-our-current-education-system-support-innovation/\">move away from an instructional model \u003c/a>for the classroom. The traditional model clings to the notion that children need to learn particular facts and it’s the teacher’s job to impart that information to students. Facts and information build incrementally and turn into more complex ideas, and learning is measured by testing knowledge of facts.\u003c/p>\n\u003cp>But many argue that this model results in superficial knowledge and low retention, weak transfer to new situations, inability to integrate facts and apply to other situations, Sawyer said.\u003c/p>\n\u003cp>Sawyer proposes that schooling should be constructionist, focusing on a deeper, conceptual understanding of topics with the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">ability to build new knowledge in new situations\u003c/a>. To do this, students need to take facts, skills, and concepts and apply them to real-word problems. Learning should start with a driving question. This way, students can explore the topic through inquiry and discussion, working in teams, just as they would in the workplace or other life situations. Students create a tangible product that addresses the issue at hand, and along the way an instructor guides the process.\u003c/p>\n\u003cp>Sawyer is not naïve about the challenges to this model. It’s hard to develop a good design question. “The really good problems are not too hard, not too easy and they result in the acquisition of required content,” Sawyer said. But even after coming up with a perfect problem, it’s difficult to get students to actively engage and to collaborate effectively. It’s hard to assess learning this way and to effectively critique in a way that doesn’t stunt ideas, but helps guide the process.\u003c/p>\n\u003cp>It may seem daunting to change the current system into something that resembles the constructionist model Sawyer and others champion. But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It's going to be every one of us that contributes ideas along the way,” Sawyer said. And in doing so, teachers everywhere can create the institutional change that stands between them and implementing the ideas that to many are obvious and instinctual.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28146\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28146\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/155282685-620x440.jpg\" alt=\"155282685\" width=\"620\" height=\"440\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education reformers have been \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">calling for a different type of education\u003c/a>, one that nurtures creative and innovative thinkers. But for many, that future is hard to see and even harder to influence.\u003c/p>\n\u003cp>Science fiction writers and blockbuster movies have been predicting a world run by robots for decades, and for most of us, the fantasy has stayed in the realm of fiction. But artificial intelligence has \u003ca href=\"http://www.gizmag.com/activision-real-time-character-rendering/26862/\">made rapid progress\u003c/a> and robots are becoming more a part of everyday life than many people realize. Those who study robots and their impact on life foresee a day not too far off when many jobs now held by people will be automated.\u003c/p>\n\u003cp>“If you can detect a pattern, you can automate it,” said \u003ca href=\"http://www.thefivethings.org/charles-fadel/#\">Charles Fadel\u003c/a>, founder of the Center for Curriculum Redesign and a visiting practitioner at Harvard’s Graduate School of Education, who spoke at the recent \u003ca href=\"http://www.learningandthebrain.com/Event-130/Educating-for-Creative-Minds/Program\">Learning and the Brain Conference\u003c/a>. Fadel sees signs that robots are already becoming a part of everyday life. Google has a self-driving car. Japan recently put on \u003ca href=\"http://www.youtube.com/watch?v=DTXO7KGHtjI\">a concert\u003c/a>, attended by thousands of people, featuring a hologram popstar with a synthesized voice. \u003ca href=\"http://online.wsj.com/article/SB10001424127887323468604578249752619254898.html\">Virtual models\u003c/a> are gradually being put to work displaying the newest styles, and \u003ca href=\"http://www.nytimes.com/2011/02/17/science/17jeopardy-watson.html?pagewanted=all&_r=0\">Watson the supercomputer whooped-on the best Jeopardy players\u003c/a>. Signs of robotic intelligence are everywhere and educators need to be preparing students to enter a dramatically different world, Fadel said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The role of the educator is to channel and guide what is fundamentally an improvisational process.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As artificial intelligence improves and slowly takes over aspects of daily life, the only way for people to continue to be useful is to “up-skill” -- and that takes creativity. “Incremental creativity is just improving on something, but radical creativity is thinking something up,” Fadel said. He believes that, in time, computers will be capable of incremental creativity, slowly improving a process and building on its success. What they will never be able to do is generate a radically new idea.\u003c/p>\n\u003cp>“We’re being pushed upwards in abstraction, in some senses,” Fadel said. Recognizing how sophisticated computers already are, and how much better the algorithms are getting will be important as the education system evolves. Implicit in Fadel’s stark view of how artificial \u003c!--more-->intelligence fits into human kind’s future is a question about the value of education. Why teach content when everything is searchable? Why teach specific skills when computers will one day be able to do that work, he asks.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Education has to focus on learning \u003cem>how\u003c/em> to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.\u003c/p>\n\u003cp>In the future, computers and humans will be working together to create the next big invention and when that happens, people can distinguish themselves by controlling the process and the strategy. Humans will define the goals and will think creatively about solutions.\u003c/p>\n\u003cp>But to get to that place, the education system needs to nurture creative young people. That isn’t happening right now, he says.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>Most political leaders and education experts agree that the education system needs to adapt to the technological realities of the age and work to produce more creative thinkers. “The whole culture is coming out with support for more and greater creativity in students,” said\u003ca href=\"http://education.wustl.edu/people/sawyer_r-keith\"> R. Keith Sawyer\u003c/a>, professor of education and psychology studying creativity and learning at Washington University in St. Louis, at the same conference.\u003c/p>\n\u003cp>Sawyer says fostering creativity starts by recognizing that it’s a collaborative process, not one big idea from a genius. Rather, it’s more like improvisational theater. “Each person contributes a small idea or contribution and the next person picks it up and takes it somewhere,” Sawyer said. “It’s unpredictable and unplanned but something wonderful emerges.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“In the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Recognizing that much of the creative work generated comes out of collaborative group work, teachers can think about their classrooms as places for improvisational flow, where teachers and students are building knowledge together. 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But Sawyer said it's happening in schools across the country, and educators are passing along these ideas to each other.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\">Fostering Creativity Is Not An Option\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“Every teacher is a creative professional,” Sawyer said. “And in the ideal world, every teacher is contributing these small ideas, engaging in mutual tinkering. But we have to share with others, we can’t keep it in the classroom.” The creative act of teaching needs to be a collaborative one, like a startup team working on the next innovative product. If each teacher continues to tinker and offer ideas to the larger group, a creative breakthrough will emerge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_28055\" class=\"wp-caption left\" style=\"max-width: 270px\">\u003cimg class=\"size-full wp-image-28055\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/chowchecker2.jpg\" alt=\"chowchecker#2\" width=\"270\" height=\"336\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Responding to worries that school is not preparing students for the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-your-major-working-toward-the-uninvented-job/\">jobs of the future, \u003c/a>there's been a concerted effort lately to emphasize the importance of learning STEM subjects.\u003c/p>\n\u003cp>President Obama made a pitch for STEM in his \u003ca href=\"http://www.politico.com/story/2013/02/state-of-the-union-2013-president-barack-obamas-speech-transcript-text-87550.html\">State of the Union address\u003c/a> this year saying, “we’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering and math -- the skills today’s employers are looking for to fill the jobs that are there right now and will be there in the future.”\u003cbr>\nCongressman Mike Honda from California recently \u003ca href=\"http://honda.house.gov/index.php?option=com_content&view=article&id=1308:rep-honda-stem-coach&catid=19:press-releases&Itemid=555\">introduced two pieces of legislation\u003c/a> to Congress focusing on STEM: One would create an office of STEM education to help coordinate between schools, while simultaneously creating a research arm to fund development of education technology; the other bill would offer in-house STEM coaches to schools, helping them integrate concepts into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“This is very different from other school projects because it’s a real world thing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Some schools are already integrating STEM throughout their curriculum. A team of eighth graders at \u003ca href=\"http://www.hampsteadacademy.org/podium/default.aspx?t=120657&rc=1\">Hampstead Academy,\u003c/a> one of 10 winners of the \u003ca href=\"http://www.appchallenge.tsaweb.org/\">Verizon Innovative App Challenge,\u003c/a> for example designed Chow Checker, an app to help people identify\u003c!--more--> ingredients they are allergic to in food. The app allows users to either scan the bar code on a food item or use the search bar to find an item. Any ingredients the user has an allergy to shows up in red. The app also has a news feed and a personal profile, giving it the feel of a social networking site, a feature that also sets it apart from other food allergy apps. The news feed gives people who suffer from food allergies a way to share their personal experiences with one another, said student Sarah Miller-Bartley.\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/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We wanted customers to relate to the app and have fun when they use it,” said Rachel Fonseca, another student. “It’s supposed to be a customer friendly experience.”\u003c/p>\n\u003cp>As part of their school work, the team conducted research on existing products in their market, and determined that, although there are a few similar apps, many had poor user reviews and crashed a lot. Their conclusion: They were confident they could design something better.\u003c/p>\n\u003cp>Now the students will have the chance to put their design into practice, working with \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>’s App Inventor Training Corps to write the code and develop their product. The MIT specialists will visit Hampstead for a day and a half of consultation, then the students will be on their own, left to do the heavy lifting of making the app a reality.\u003c/p>\n\u003cp>“The students are owning this start to finish,” said Christina DiMicelli, the technology integration specialist at Hampstead Academy.\u003c/p>\n\u003cp>“We all have our nervousness,” said Nathan Stallings, a student designer. “We fear that it won’t come out the way we pictured it.”\u003c/p>\n\u003cp>But they're also excited that they'll have a real product at the end of this project. “This is very different from other school projects because it’s a real world thing,” said Jack Lawlor. “The app is going to be out in the world helping people.”\u003c/p>\n\u003cp>Hampstead Academy is a small private school focusing on “whole child” education, and many of the school projects are cross-curricular and include technology. But this project felt more personal to the students. “The app challenge felt a little different because we all really love technology and we were really in our element,” Fonseca said.\u003c/p>\n\u003cp>One of the most challenging parts of this project was working together, students said -- a true reflection of what happens in the real world. Students Ashvi Patel and Ethan Calandra said that coming up with a cohesive idea that satisfied every team member was hard, especially when they had to let some ideas go.\u003c/p>\n\u003cp>Most of the students enjoyed designing the app itself and thinking about how the end user would approach it. A few students even think they might like to continue to study app development. “Now that I’ve seen the final product I am more interested in pursuing it,” said Alex Mielens who had studied some code before, but found it boring when it wasn’t attached to a specific goal.\u003c/p>\n\u003cp>The Hampstead team developed the project as part of social studies class, organized by teacher, Chris Sousa, who finds it perfectly natural to incorporate STEM into his class. “When you can start applying STEM to social problems that fits right into social studies,” Sousa said.\u003c/p>\n\u003cp>Chow Checker will be available for download on Google Play this summer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We wanted customers to relate to the app and have fun when they use it,” said Rachel Fonseca, another student. “It’s supposed to be a customer friendly experience.”\u003c/p>\n\u003cp>As part of their school work, the team conducted research on existing products in their market, and determined that, although there are a few similar apps, many had poor user reviews and crashed a lot. Their conclusion: They were confident they could design something better.\u003c/p>\n\u003cp>Now the students will have the chance to put their design into practice, working with \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>’s App Inventor Training Corps to write the code and develop their product. The MIT specialists will visit Hampstead for a day and a half of consultation, then the students will be on their own, left to do the heavy lifting of making the app a reality.\u003c/p>\n\u003cp>“The students are owning this start to finish,” said Christina DiMicelli, the technology integration specialist at Hampstead Academy.\u003c/p>\n\u003cp>“We all have our nervousness,” said Nathan Stallings, a student designer. “We fear that it won’t come out the way we pictured it.”\u003c/p>\n\u003cp>But they're also excited that they'll have a real product at the end of this project. “This is very different from other school projects because it’s a real world thing,” said Jack Lawlor. “The app is going to be out in the world helping people.”\u003c/p>\n\u003cp>Hampstead Academy is a small private school focusing on “whole child” education, and many of the school projects are cross-curricular and include technology. But this project felt more personal to the students. “The app challenge felt a little different because we all really love technology and we were really in our element,” Fonseca said.\u003c/p>\n\u003cp>One of the most challenging parts of this project was working together, students said -- a true reflection of what happens in the real world. Students Ashvi Patel and Ethan Calandra said that coming up with a cohesive idea that satisfied every team member was hard, especially when they had to let some ideas go.\u003c/p>\n\u003cp>Most of the students enjoyed designing the app itself and thinking about how the end user would approach it. A few students even think they might like to continue to study app development. “Now that I’ve seen the final product I am more interested in pursuing it,” said Alex Mielens who had studied some code before, but found it boring when it wasn’t attached to a specific goal.\u003c/p>\n\u003cp>The Hampstead team developed the project as part of social studies class, organized by teacher, Chris Sousa, who finds it perfectly natural to incorporate STEM into his class. “When you can start applying STEM to social problems that fits right into social studies,” Sousa said.\u003c/p>\n\u003cp>Chow Checker will be available for download on Google Play this summer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"id": "commonwealth-club",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
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"masters-of-scale": {
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"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
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"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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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"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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