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"content": "\u003cfigure id=\"attachment_27256\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8845-300x412.jpg\" alt=\"IMG_8845\" width=\"300\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many educators, helping students direct their own learning is a priority. Educator and author \u003ca href=\"http://novemberlearning.com/about/team/alan-november/\">Alan November,\u003c/a> who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral to education.\u003c/p>\n\u003cp>November joined Steve Hargadon in \u003ca href=\"http://www.stevehargadon.com/2013/02/today-alan-november-on-who-owns-learning.html\">a discussion\u003c/a> of his new book \u003ca href=\"http://www.solution-tree.com/products/who-owns-the-learning.html\">\u003cem>Who Owns the Learning: Preparing Students for Success in the Digital Age\u003c/em>\u003c/a>, stressing the importance of global collaboration and the role of technology in making it all possible. Here are a few highlights from their discussion.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURE CAN HOLD STUDENTS BACK\u003c/strong>\u003c/p>\n\u003cp>School often means rules and regulations that can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">seem unrelated to the broader goals of education\u003c/a>. Students are told to sit down, be still, show up at specific times, and demonstrate knowledge in ways that have nothing to do with the real world. As a case in point, November talked about when he started his teaching career at a reform school for boys where the administration took rules seriously. He discovered that one of his students had been breaking into his classroom to practice coding at night. The student showed a rare passion for a subject that wasn’t even being taught at that time, stayed focused on the task and was self-directed – qualities normally valued by educators. At a time when few people knew even how to use a computer, this boy was teaching himself to code. But none of it mattered to an administration more concerned that he’d broken the rules.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon feeding them little tiny problems one at a time.\"\u003c/strong>\u003c/aside>\n\u003cp>November pointed out the similarities between learning to code and the movement toward instant feedback with some of the newest ed tech tools: engineers can test a string of code to see if it works, retrace steps to figure out where it went wrong if it doesn’t. In the same way, many \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning methods\u003c/a> provide the same kind of instant feedback into the classroom, allowing both the \u003c!--more-->learner and the instructor to understand where to shift direction to gain understanding. November says that instant feedback trend should be embraced as a powerful learning tool.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The lesson from this, he said, is to “teach students how to solve any problem, a general problem solving approach. And teach them to do it in community.” That’s what’s really going to serve them as they go through life. The benefit of technology is that is has opened the door on the scope of global problems that students can involve themselves with, making their problem solving skills immediately relevant and encouraging self-direction.\u003c/p>\n\u003cp>\u003cstrong>HAVE STUDENTS LOST THE ABILITY TO DEFINE THE QUESTION?\u003c/strong>\u003c/p>\n\u003cp>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon-feeding them little tiny problems one at a time, which ended up with students not being able to take the initiative to define their own,” November said. He illustrated this point by describing a class where he asked students to identify a community problem and then work to come up with a solution. He told them he’d be there to offer tools and to support them through the process. A student raised her hand and told him that it was his job as the teacher to come up with the problems and their job as students to give answers.\u003c/p>\n\u003cp>Students and teachers alike have been brought up in an educational system that mimics an antiquated job market. The teacher is the boss, managing the work of his student workers who have to produce goods that meet approval, he said. But many people fear that system \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">no longer serves students \u003c/a>headed toward a less certain future, one that could necessitate that a student be able to define and create her own job.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Teach students how to solve \u003cem>any\u003c/em> problem; and teach them to do it in community.”\u003c/strong>\u003c/aside>\n\u003cp>“What concerns me is that school is way out of balance,” November said. “We are under an assumption in school that all these kids are going to apply to a job and have a boss that manages their work.” He thinks schools are drastically underestimating children’s capabilities to invent and own their work and by extension the contributions they can make to the world.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-27267\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/book-who-owns-the-learning.jpg\" alt=\"book-who-owns-the-learning\" width=\"190\" height=\"272\">TECHNOLOGY RECREATES THE ONE-ROOM SCHOOLHOUSE\u003c/strong>\u003c/p>\n\u003cp>As antiquated as it might seem in a world of iPads, mobile devices and 3D printers, November thinks schools should try to embody some of what worked about the one-room schoolhouse. Teachers taught all students regardless of age or level -- by definition there had to be differentiation in learning.\u003c/p>\n\u003cp>“The reality of a one-room classroom is that the older kids are teaching the younger kids,” November said. “And it turns out that to teach, students really have to learn the material well. And the students also take more ownership of the school.” One way to replicate that ownership now is to give students classroom jobs, allowing them to contribute something powerful to the classroom dynamic. “From that beginning I think we can have deeper conversations about children taking more control of defining their roles,” November said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>He thinks technology has the power to bring the one-room schoolhouse back. Students can help one another, connect and collaborate globally. They can contribute meaningful work that can matter to real-world situations. “The real revolution is information and global communication, not technology,” November said. Technology is merely the means to access the information and share it in community.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>November gave an example of a middle school teacher who had his students contribute to a wiki that supplemented the textbook. They wrote and diagrammed material that would be passed on to students following them. One of the teacher’s former students contacted him while in high school asking to revise the part of the wiki he’d worked on three years previously. He said he’d learned more now and felt a sense of responsibility for what he’d produced. Getting students to care on that level and to be responsible for one another is exactly the kind of shared exploration in community that education should encourage, he said.\u003c/p>\n\n",
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"description": "For many educators, helping students direct their own learning is a priority. Educator and author Alan November, who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27256\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8845-300x412.jpg\" alt=\"IMG_8845\" width=\"300\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many educators, helping students direct their own learning is a priority. Educator and author \u003ca href=\"http://novemberlearning.com/about/team/alan-november/\">Alan November,\u003c/a> who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral to education.\u003c/p>\n\u003cp>November joined Steve Hargadon in \u003ca href=\"http://www.stevehargadon.com/2013/02/today-alan-november-on-who-owns-learning.html\">a discussion\u003c/a> of his new book \u003ca href=\"http://www.solution-tree.com/products/who-owns-the-learning.html\">\u003cem>Who Owns the Learning: Preparing Students for Success in the Digital Age\u003c/em>\u003c/a>, stressing the importance of global collaboration and the role of technology in making it all possible. Here are a few highlights from their discussion.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURE CAN HOLD STUDENTS BACK\u003c/strong>\u003c/p>\n\u003cp>School often means rules and regulations that can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">seem unrelated to the broader goals of education\u003c/a>. Students are told to sit down, be still, show up at specific times, and demonstrate knowledge in ways that have nothing to do with the real world. As a case in point, November talked about when he started his teaching career at a reform school for boys where the administration took rules seriously. He discovered that one of his students had been breaking into his classroom to practice coding at night. The student showed a rare passion for a subject that wasn’t even being taught at that time, stayed focused on the task and was self-directed – qualities normally valued by educators. At a time when few people knew even how to use a computer, this boy was teaching himself to code. But none of it mattered to an administration more concerned that he’d broken the rules.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon feeding them little tiny problems one at a time.\"\u003c/strong>\u003c/aside>\n\u003cp>November pointed out the similarities between learning to code and the movement toward instant feedback with some of the newest ed tech tools: engineers can test a string of code to see if it works, retrace steps to figure out where it went wrong if it doesn’t. In the same way, many \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning methods\u003c/a> provide the same kind of instant feedback into the classroom, allowing both the \u003c!--more-->learner and the instructor to understand where to shift direction to gain understanding. November says that instant feedback trend should be embraced as a powerful learning tool.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The lesson from this, he said, is to “teach students how to solve any problem, a general problem solving approach. And teach them to do it in community.” That’s what’s really going to serve them as they go through life. The benefit of technology is that is has opened the door on the scope of global problems that students can involve themselves with, making their problem solving skills immediately relevant and encouraging self-direction.\u003c/p>\n\u003cp>\u003cstrong>HAVE STUDENTS LOST THE ABILITY TO DEFINE THE QUESTION?\u003c/strong>\u003c/p>\n\u003cp>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon-feeding them little tiny problems one at a time, which ended up with students not being able to take the initiative to define their own,” November said. He illustrated this point by describing a class where he asked students to identify a community problem and then work to come up with a solution. He told them he’d be there to offer tools and to support them through the process. A student raised her hand and told him that it was his job as the teacher to come up with the problems and their job as students to give answers.\u003c/p>\n\u003cp>Students and teachers alike have been brought up in an educational system that mimics an antiquated job market. The teacher is the boss, managing the work of his student workers who have to produce goods that meet approval, he said. But many people fear that system \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">no longer serves students \u003c/a>headed toward a less certain future, one that could necessitate that a student be able to define and create her own job.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Teach students how to solve \u003cem>any\u003c/em> problem; and teach them to do it in community.”\u003c/strong>\u003c/aside>\n\u003cp>“What concerns me is that school is way out of balance,” November said. “We are under an assumption in school that all these kids are going to apply to a job and have a boss that manages their work.” He thinks schools are drastically underestimating children’s capabilities to invent and own their work and by extension the contributions they can make to the world.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-27267\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/book-who-owns-the-learning.jpg\" alt=\"book-who-owns-the-learning\" width=\"190\" height=\"272\">TECHNOLOGY RECREATES THE ONE-ROOM SCHOOLHOUSE\u003c/strong>\u003c/p>\n\u003cp>As antiquated as it might seem in a world of iPads, mobile devices and 3D printers, November thinks schools should try to embody some of what worked about the one-room schoolhouse. Teachers taught all students regardless of age or level -- by definition there had to be differentiation in learning.\u003c/p>\n\u003cp>“The reality of a one-room classroom is that the older kids are teaching the younger kids,” November said. “And it turns out that to teach, students really have to learn the material well. And the students also take more ownership of the school.” One way to replicate that ownership now is to give students classroom jobs, allowing them to contribute something powerful to the classroom dynamic. “From that beginning I think we can have deeper conversations about children taking more control of defining their roles,” November said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>He thinks technology has the power to bring the one-room schoolhouse back. Students can help one another, connect and collaborate globally. They can contribute meaningful work that can matter to real-world situations. “The real revolution is information and global communication, not technology,” November said. Technology is merely the means to access the information and share it in community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>November gave an example of a middle school teacher who had his students contribute to a wiki that supplemented the textbook. They wrote and diagrammed material that would be passed on to students following them. One of the teacher’s former students contacted him while in high school asking to revise the part of the wiki he’d worked on three years previously. He said he’d learned more now and felt a sense of responsibility for what he’d produced. Getting students to care on that level and to be responsible for one another is exactly the kind of shared exploration in community that education should encourage, he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Foster Grit, Tenacity and Perseverance: An Educator's Guide",
"title": "How to Foster Grit, Tenacity and Perseverance: An Educator's Guide",
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"content": "\u003cfigure id=\"attachment_27225\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27225\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/157300219-620x358.jpg\" alt=\"157300219\" width=\"620\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How can we best prepare children and adolescents to thrive in the 21st century? This question is at the heart of what every educator attempts to do on a daily basis. Apart from imparting content of knowledge and facts, however, it's becoming clear that the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">noncognitive competencies\u003c/a>\" known as grit, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">perseverance\u003c/a>, and tenacity are just as important,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\"> if not more so\u003c/a>, in preparing kids to be self-sufficient and successful.\u003c/p>\n\u003cp>To that end, the Department of Education's Office of Technology has released a report called \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">Promoting Grit, Tenacity, and Perseverance\u003c/a> \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">—Critical Factors for Success in the 21st Century\u003c/a>, drafted by research firm \u003ca href=\"http://www.sri.com\">SRI International,\u003c/a> which addresses how educators can integrate these ideas into their teaching practice: Are these competencies malleable and teachable? How significant a role do they play in students' success? What are the best learning environments to encourage and foster these attributes?\u003c/p>\n\u003cp>\"The test score accountability movement and conventional educational approaches tend to focus on intellectual aspects of success, such as content knowledge. However, this is not sufficient,\" the report states. \"If students are to achieve their full potential, they must have opportunities to engage and develop a much richer set of skills.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf\">entire report [PDF]\u003c/a> is well worth the read. Here are a few noteworthy highlights excerpted from different parts of the report.\u003c/p>\n\u003cdiv>\n\u003ch4>What Are Grit, Tenacity, and Perseverance?\u003c/h4>\n\u003cp>Grit, tenacity, and perseverance are multifaceted concepts encompassing goals, challenges, and ways of managing these. We integrate the big ideas from several related definitions in the literature to a broad, multifaceted definition of grit for the purpose of this report: “Perseverance to accomplish long-term or higher-order goals in the face of challenges and setbacks, engaging the student’s psychological resources, such as their academic mindsets, effortful control, and strategies and tactics.”\u003c/p>\n\u003c/div>\n\u003cdiv>Sociocultural context plays an important role. It can be a significant determinant of what students value and want to accomplish, the types of challenges they face, and the resources they can access. It is well documented that students from high-poverty backgrounds are particularly likely to face great stress and limited social support for academic achievement— factors which can undermine perseverance toward a wide range of goals. Researchers and educators also highlight concerns about the challenges faced by students from other segments of the socioeconomic \u003c!--more-->spectrum. For example, researchers and educators are exposing how grit can be detrimental when it is driven by a fear-based focus on testing and college entry. This can undermine conceptual learning, creativity, long-term retention, mental health, and ability to deal with “real-world” challenges.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Students can develop psychological resources that promote grit, tenacity, and perseverance. Our research pointed to three facets—all of which have been shown to be malleable and teachable in certain contexts:\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cstrong>Academic mindsets.\u003c/strong> These constitute how students frame themselves as learners, their learning environment, and their relationships to the learning environment. They include beliefs, attitudes, dispositions, values, and ways of perceiving oneself. Compelling evidence suggests that mindsets can have a powerful impact on academic performance in general, and in particular on how students behave and perform in the face of challenge. A core mindset that supports perseverance is called the “growth mindset”—knowing “My ability and competence grow with my effort.”\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Effortful control.\u003c/strong> Students are constantly faced with tasks that are important for long-term goals but that in the short-term do not feel desirable or intrinsically motivating. Successful students marshal willpower and regulate their attention during such tasks and in the face of distractions. While this can seem austere or “no fun,” research shows that students stronger in these skills are happier and better able to handle stress.\u003c/li>\n\u003cli>\u003cstrong>Strategies and tactics.\u003c/strong> Students are also more likely to persevere when they can draw on specific strategies and tactics to deal with challenges and setbacks. They need actionable skills for taking responsibility and initiative, and for being productive under conditions of uncertainty—for example, defining tasks, planning, monitoring, changing course of action, and dealing with specific obstacles.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Measuring Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cp>There are many different types of measurement methods, each with important tradeoffs.\u003c/p>\n\u003cp>Self-report methods typically ask participants to respond to a set of questions about their perceptions, attitudes, goals, emotions, beliefs, and so on. Advantages are that they are easy to administer and can yield scores that are easy to interpret. Disadvantages are that people are not always valid assessors of their own skills, and self-reports can be intrusive for evaluating participants’ in-the-moment perceptions during tasks.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003cimg class=\"alignright size-medium wp-image-27220\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.15.46-AM-300x270.png\" alt=\"Screen Shot 2013-02-20 at 11.15.46 AM\" width=\"300\" height=\"270\">Informant reports are made by teachers, parents, or other observers. Advantages are that they can sidestep inherent biases of self-report and provide valuable data about learning processes. The main disadvantage is that these measures can often be highly resource- intensive—especially if they require training observers, time to complete extensive observations, and coding videos or field notes.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>School records can provide important indicators of perseverance over time (e.g., attendance, grades, test scores, discipline problems) across large and diverse student samples. Advantages are the capacity to identify students who are struggling to persevere and new possibilities for rich longitudinal research. Disadvantages are that these records themselves do not provide rich information about individuals’ experiences and nuances within learning environments that may have contributed to the outcomes reported in records.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Behavioral task performance measures within digital learning environments can capture indicators of persistence or giving up. Advantages are that new methods can be seamlessly1 Some people equate “dispositions” with traits that people are born with and/or cannot change. In this brief, and particularly in the context of measurement, we use the term to mean enduring tendencies, independent of any claims about their origin or malleability. The extent to which dispositions are changeable, malleable, or teachable will be highly dependent on what the disposition is and the nature of the opportunities that individuals encounter.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>Programs and Models for Learning Environments to Promote Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cp>We reviewed approximately 50 programs and models for promoting grit, tenacity, and perseverance, and developed five conceptual clusters based on targeted age level, learning environment, and which facets of the hypothesized model are addressed or leveraged. While there is still a need for more empirical evidence that these factors can be taught as transferable competencies across situations, there are a wide range of promising programs and approaches. The five conceptual clusters are as follows (discussed in detail in Chapter 4).\u003c/p>\n\u003cp>\u003cstrong>School readiness programs that address executive functions.\u003c/strong> These programs at the preschool and early elementary school levels help young children develop the effortful control that is necessary for the transition into formal schooling. Approaches include training with games, aerobic exercise and sports, martial arts and mindfulness practices, and classroom curricula and teacher professional development. Many programs have substantial empirical evidence of their success, and a major finding is that children best develop attention regulation and self-control when they can practice skills in a supportive environment that addresses cognitive, social, and physical development together.\u003c/p>\n\u003cp>\u003cstrong>Interventions that address mindsets, learning strategies, and resilience.\u003c/strong> There is growing research demonstrating that brief interventions (e.g., 2 to 10 hours) can significantly impact students’ mindsets and learning strategies, and, in turn, academic performance. Empirically based mindset interventions include activities that explicitly teach students to have a “growth mindset” (i.e., that intelligence grows with effort), help students frame difficulty not as personal failings but as important “bumps in the road” on the way to success, provide students opportunities to affirm their personal values to maintain clarity about why they are investing their efforts, help relate course materials to students’ lives, or incorporate multiple approaches to address different needs. Empirically based learning strategies interventions include those that help students clarify their goals and anticipate in advance how to deal with likely obstacles, develop general study skills, build a resource-rich social network, or develop content-specific metacognitive skills to monitor \u003cimg class=\"alignright size-full wp-image-27221\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png\" alt=\"\" width=\"601\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png 601w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-400x237.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-320x190.png 320w\" sizes=\"(max-width: 601px) 100vw, 601px\">progress. Some programs build these types of skills as protective positive assets that support resilience in the face of adversity.\u003c/p>\n\u003cp>\u003cstrong>Alternative school models and school-level reform approaches.\u003c/strong> We reviewed three types of approaches. The “character education” models include explicit articulation of learning goals for targeted competencies, clear and regular assessment and feedback of student progress, intensive teacher professional development, and discourse about these competencies throughout the school culture. In the “project-based learning and design thinking” models, students develop competencies through engagement in long-term, challenging, and/or real-world problems that require planning, monitoring, feedback, and iteration. Mindsets are addressed inherently in processes of feedback and iteration, and projects are often aligned with students’ interests and passions. The third type of approach is that of organizations providing support for schoolwide improvement, such as teacher professional development, networks of school communities, and strategies to improve school organizational structure. There is strong anecdotal evidence of these models’ success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Informal learning programs.\u003c/strong> We reviewed informal learning programs that provide different kinds of support for persistence. Several provide structured social support networks for students who are the first in their families to go to college. Such programs provide academic support, community involvement, and guidance in the processes of college exploration, application, and initial college adjustment. Other types of programs focus on activities to spark and support interest and persistence in STEM professions. Many programs are beginning to teach explicitly about grit, drawing on models similar to those discussed in the character education models above. In most cases, there is strong anecdotal evidence of their success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Digital learning environments, online resources, and tools for teachers.\u003c/strong> We reviewed educational technologies aligned with each aspect of the hypothesized model: digital learning environments that provide optimal challenge through adaptivity; digital tools to help educators promote a rigorous and supportive classroom climate; resources, information, materials, tools, or human capital to accomplish difficult goals; motivating learning environments that trigger interest; teaching about academic mindsets; promoting learning strategies; and promoting the development of effortful control. Data is available showing impacts of many of these technologies.\u003c/p>\n\u003ch4>\u003cstrong>Learning Environments That Promote Grit \u003c/strong>\u003c/h4>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>When students have big and important goals, educators can promote perseverance by providing support. Just as there is an array of types of goals, there is also a wide variety of challenges, setbacks, obstacles, and adversities that students may encounter in pursuit of their goals. We first examine this variety of challenges, and then take a close look at two dimensions of learning environments that can be important for supporting perseverance.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There are a variety of different types of challenges and setbacks, many with extremely different implications for the resources necessary to persevere. Examples follow:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cul>\n\u003cli>\u003cstrong>Conceptual complexity or lack of tactical knowledge.\u003c/strong> When the goals are around learning content, many students are challenged by the conceptual complexity. Students may also be challenged by lack of tactical knowledge about how to handle new or large goals that require planning and monitoring, for example, a long-term inquiry-based science project or taking the steps necessary throughout high school to get into college.\u003c/li>\n\u003cli>\u003cstrong>More dominant distractions, lack of intrinsic motivation, boredom.\u003c/strong> No matter how worthy a long-term goal may be, students will encounter particular subtasks or periods of time when other activities, such as surfing the Internet or hanging out with friends, may seem much more attractive in the short-term. Inevitably, students face choices about how they will spend their time and focus their attention.\u003c/li>\n\u003cli>\u003cstrong>Lack of resources.\u003c/strong> Time, materials, and human resources can be essential for accomplishing many goals. Lack of resources can be a critical obstacle to a wide range of goals.\u003c/li>\n\u003cli>\u003cstrong>Adverse circumstances.\u003c/strong> Students of all socioeconomic backgrounds may face adverse circumstances, such as illness, bullying, neighborhood violence, family difficulties, social alienation or racism, moving to a new school, and so on. It can be challenging to maintain focus and direction toward long-term goals in the face of such obstacles.While these categories are not meant to be exhaustive, they begin to point to the types of resources that students will need as they face big goals. Here we discuss two dimensions— cultural and tangible resources.Supportive and rigorous learning environment culture. The National Research Council 2003 report, Engaging Schools: Fostering High School Students’ Motivation to Learn, includes an extensive review of the research literature on how to set up learning environments to support motivation for the nation’s most vulnerable students. According to this report, cultures are supportive when they have the following characteristics: (1) they promote beliefs about competence, (2) they promote relevant values and goals, and (3) they promote social connectedness and belonging.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Students will persist more\u003c/strong> when they perceive that they are treated fairly and with respect, and adults show they care about them.\u003c/p>\n\u003cp>\u003cstrong>Students will persist more \u003c/strong>when teachers, administrators, and others in the school environment have high expectations for students’ success and hold students to high standards. These can be conveyed explicitly or implicitly. When remedial support is necessary, it is provided in ways that do not feel punitive or interfere with opportunities to engage in other interest-driven activities.\u003c/p>\n\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Evaluation of student performance should be carefully designed\u003c/strong> not to undermine perceptions of competence and future expectations. It should be based on clearly defined criteria, provide specific and useful feedback, and be varied to give students opportunities to demonstrate competence in different ways.\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Extrinsic rewards and punishments that undermine intrinsic motivation should be avoided. \u003c/strong>Authoritarian discipline policies that limit students’ options and opportunities for self-expression undermine intrinsic motivation and persistence.\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>The Dark Side of Grit\u003c/h4>\n\u003cdiv>\n\u003cdiv>Persevering in the face of challenges or setbacks to accomplish goals that are extrinsically motivated, unimportant to the student, or in some way inappropriate for the student can potentially induce stress, anxiety, and distraction, and have detrimental impacts on students’ long-term retention, conceptual learning, and psychological well-being.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>As grit becomes a more popular notion in education, there is a risk that poorly informed educators or parents could misuse the idea and introduce what psychologists call the “fundamental attribution error”—the tendency to overvalue personality-based explanations for observed behaviors and undervalue situational explanations. In other words, there is a risk that individuals could overattribute students’ poor performance to a lack of “grittiness” without considering that critical supports are lacking in the environment.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>Perseverance that is the result of a “token economy” that places a strong emphasis on punishments and rewards may undermine long-term grit; in particular, while these fundamentally manipulative supports can seem to “work” in the short-run, when students go to a different environment without these supports, they may not have developed the appropriate psychological resources to continue to thrive.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>In our interview with psychologist Carol Dweck of Stanford University, she discussed an emerging trend that many undergraduate students have developed the expectation that their decisions about their studies and professional direction must come from an inherent “passion”—rather than through the effort and work of fully engaging in what they are doing. While a rare few may be driven by specific passions, for many students, this expectation is false and can undermine their persistence when they begin to encounter challenges in a chosen direction.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27225\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27225\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/157300219-620x358.jpg\" alt=\"157300219\" width=\"620\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How can we best prepare children and adolescents to thrive in the 21st century? This question is at the heart of what every educator attempts to do on a daily basis. Apart from imparting content of knowledge and facts, however, it's becoming clear that the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">noncognitive competencies\u003c/a>\" known as grit, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">perseverance\u003c/a>, and tenacity are just as important,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\"> if not more so\u003c/a>, in preparing kids to be self-sufficient and successful.\u003c/p>\n\u003cp>To that end, the Department of Education's Office of Technology has released a report called \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">Promoting Grit, Tenacity, and Perseverance\u003c/a> \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">—Critical Factors for Success in the 21st Century\u003c/a>, drafted by research firm \u003ca href=\"http://www.sri.com\">SRI International,\u003c/a> which addresses how educators can integrate these ideas into their teaching practice: Are these competencies malleable and teachable? How significant a role do they play in students' success? What are the best learning environments to encourage and foster these attributes?\u003c/p>\n\u003cp>\"The test score accountability movement and conventional educational approaches tend to focus on intellectual aspects of success, such as content knowledge. However, this is not sufficient,\" the report states. \"If students are to achieve their full potential, they must have opportunities to engage and develop a much richer set of skills.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf\">entire report [PDF]\u003c/a> is well worth the read. Here are a few noteworthy highlights excerpted from different parts of the report.\u003c/p>\n\u003cdiv>\n\u003ch4>What Are Grit, Tenacity, and Perseverance?\u003c/h4>\n\u003cp>Grit, tenacity, and perseverance are multifaceted concepts encompassing goals, challenges, and ways of managing these. We integrate the big ideas from several related definitions in the literature to a broad, multifaceted definition of grit for the purpose of this report: “Perseverance to accomplish long-term or higher-order goals in the face of challenges and setbacks, engaging the student’s psychological resources, such as their academic mindsets, effortful control, and strategies and tactics.”\u003c/p>\n\u003c/div>\n\u003cdiv>Sociocultural context plays an important role. It can be a significant determinant of what students value and want to accomplish, the types of challenges they face, and the resources they can access. It is well documented that students from high-poverty backgrounds are particularly likely to face great stress and limited social support for academic achievement— factors which can undermine perseverance toward a wide range of goals. Researchers and educators also highlight concerns about the challenges faced by students from other segments of the socioeconomic \u003c!--more-->spectrum. For example, researchers and educators are exposing how grit can be detrimental when it is driven by a fear-based focus on testing and college entry. This can undermine conceptual learning, creativity, long-term retention, mental health, and ability to deal with “real-world” challenges.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Students can develop psychological resources that promote grit, tenacity, and perseverance. Our research pointed to three facets—all of which have been shown to be malleable and teachable in certain contexts:\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cstrong>Academic mindsets.\u003c/strong> These constitute how students frame themselves as learners, their learning environment, and their relationships to the learning environment. They include beliefs, attitudes, dispositions, values, and ways of perceiving oneself. Compelling evidence suggests that mindsets can have a powerful impact on academic performance in general, and in particular on how students behave and perform in the face of challenge. A core mindset that supports perseverance is called the “growth mindset”—knowing “My ability and competence grow with my effort.”\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Effortful control.\u003c/strong> Students are constantly faced with tasks that are important for long-term goals but that in the short-term do not feel desirable or intrinsically motivating. Successful students marshal willpower and regulate their attention during such tasks and in the face of distractions. While this can seem austere or “no fun,” research shows that students stronger in these skills are happier and better able to handle stress.\u003c/li>\n\u003cli>\u003cstrong>Strategies and tactics.\u003c/strong> Students are also more likely to persevere when they can draw on specific strategies and tactics to deal with challenges and setbacks. They need actionable skills for taking responsibility and initiative, and for being productive under conditions of uncertainty—for example, defining tasks, planning, monitoring, changing course of action, and dealing with specific obstacles.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Measuring Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cp>There are many different types of measurement methods, each with important tradeoffs.\u003c/p>\n\u003cp>Self-report methods typically ask participants to respond to a set of questions about their perceptions, attitudes, goals, emotions, beliefs, and so on. Advantages are that they are easy to administer and can yield scores that are easy to interpret. Disadvantages are that people are not always valid assessors of their own skills, and self-reports can be intrusive for evaluating participants’ in-the-moment perceptions during tasks.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003cimg class=\"alignright size-medium wp-image-27220\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.15.46-AM-300x270.png\" alt=\"Screen Shot 2013-02-20 at 11.15.46 AM\" width=\"300\" height=\"270\">Informant reports are made by teachers, parents, or other observers. Advantages are that they can sidestep inherent biases of self-report and provide valuable data about learning processes. The main disadvantage is that these measures can often be highly resource- intensive—especially if they require training observers, time to complete extensive observations, and coding videos or field notes.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>School records can provide important indicators of perseverance over time (e.g., attendance, grades, test scores, discipline problems) across large and diverse student samples. Advantages are the capacity to identify students who are struggling to persevere and new possibilities for rich longitudinal research. Disadvantages are that these records themselves do not provide rich information about individuals’ experiences and nuances within learning environments that may have contributed to the outcomes reported in records.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Behavioral task performance measures within digital learning environments can capture indicators of persistence or giving up. Advantages are that new methods can be seamlessly1 Some people equate “dispositions” with traits that people are born with and/or cannot change. In this brief, and particularly in the context of measurement, we use the term to mean enduring tendencies, independent of any claims about their origin or malleability. The extent to which dispositions are changeable, malleable, or teachable will be highly dependent on what the disposition is and the nature of the opportunities that individuals encounter.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>Programs and Models for Learning Environments to Promote Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cp>We reviewed approximately 50 programs and models for promoting grit, tenacity, and perseverance, and developed five conceptual clusters based on targeted age level, learning environment, and which facets of the hypothesized model are addressed or leveraged. While there is still a need for more empirical evidence that these factors can be taught as transferable competencies across situations, there are a wide range of promising programs and approaches. The five conceptual clusters are as follows (discussed in detail in Chapter 4).\u003c/p>\n\u003cp>\u003cstrong>School readiness programs that address executive functions.\u003c/strong> These programs at the preschool and early elementary school levels help young children develop the effortful control that is necessary for the transition into formal schooling. Approaches include training with games, aerobic exercise and sports, martial arts and mindfulness practices, and classroom curricula and teacher professional development. Many programs have substantial empirical evidence of their success, and a major finding is that children best develop attention regulation and self-control when they can practice skills in a supportive environment that addresses cognitive, social, and physical development together.\u003c/p>\n\u003cp>\u003cstrong>Interventions that address mindsets, learning strategies, and resilience.\u003c/strong> There is growing research demonstrating that brief interventions (e.g., 2 to 10 hours) can significantly impact students’ mindsets and learning strategies, and, in turn, academic performance. Empirically based mindset interventions include activities that explicitly teach students to have a “growth mindset” (i.e., that intelligence grows with effort), help students frame difficulty not as personal failings but as important “bumps in the road” on the way to success, provide students opportunities to affirm their personal values to maintain clarity about why they are investing their efforts, help relate course materials to students’ lives, or incorporate multiple approaches to address different needs. Empirically based learning strategies interventions include those that help students clarify their goals and anticipate in advance how to deal with likely obstacles, develop general study skills, build a resource-rich social network, or develop content-specific metacognitive skills to monitor \u003cimg class=\"alignright size-full wp-image-27221\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png\" alt=\"\" width=\"601\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png 601w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-400x237.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-320x190.png 320w\" sizes=\"(max-width: 601px) 100vw, 601px\">progress. Some programs build these types of skills as protective positive assets that support resilience in the face of adversity.\u003c/p>\n\u003cp>\u003cstrong>Alternative school models and school-level reform approaches.\u003c/strong> We reviewed three types of approaches. The “character education” models include explicit articulation of learning goals for targeted competencies, clear and regular assessment and feedback of student progress, intensive teacher professional development, and discourse about these competencies throughout the school culture. In the “project-based learning and design thinking” models, students develop competencies through engagement in long-term, challenging, and/or real-world problems that require planning, monitoring, feedback, and iteration. Mindsets are addressed inherently in processes of feedback and iteration, and projects are often aligned with students’ interests and passions. The third type of approach is that of organizations providing support for schoolwide improvement, such as teacher professional development, networks of school communities, and strategies to improve school organizational structure. There is strong anecdotal evidence of these models’ success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Informal learning programs.\u003c/strong> We reviewed informal learning programs that provide different kinds of support for persistence. Several provide structured social support networks for students who are the first in their families to go to college. Such programs provide academic support, community involvement, and guidance in the processes of college exploration, application, and initial college adjustment. Other types of programs focus on activities to spark and support interest and persistence in STEM professions. Many programs are beginning to teach explicitly about grit, drawing on models similar to those discussed in the character education models above. In most cases, there is strong anecdotal evidence of their success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Digital learning environments, online resources, and tools for teachers.\u003c/strong> We reviewed educational technologies aligned with each aspect of the hypothesized model: digital learning environments that provide optimal challenge through adaptivity; digital tools to help educators promote a rigorous and supportive classroom climate; resources, information, materials, tools, or human capital to accomplish difficult goals; motivating learning environments that trigger interest; teaching about academic mindsets; promoting learning strategies; and promoting the development of effortful control. Data is available showing impacts of many of these technologies.\u003c/p>\n\u003ch4>\u003cstrong>Learning Environments That Promote Grit \u003c/strong>\u003c/h4>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>When students have big and important goals, educators can promote perseverance by providing support. Just as there is an array of types of goals, there is also a wide variety of challenges, setbacks, obstacles, and adversities that students may encounter in pursuit of their goals. We first examine this variety of challenges, and then take a close look at two dimensions of learning environments that can be important for supporting perseverance.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are a variety of different types of challenges and setbacks, many with extremely different implications for the resources necessary to persevere. Examples follow:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cul>\n\u003cli>\u003cstrong>Conceptual complexity or lack of tactical knowledge.\u003c/strong> When the goals are around learning content, many students are challenged by the conceptual complexity. Students may also be challenged by lack of tactical knowledge about how to handle new or large goals that require planning and monitoring, for example, a long-term inquiry-based science project or taking the steps necessary throughout high school to get into college.\u003c/li>\n\u003cli>\u003cstrong>More dominant distractions, lack of intrinsic motivation, boredom.\u003c/strong> No matter how worthy a long-term goal may be, students will encounter particular subtasks or periods of time when other activities, such as surfing the Internet or hanging out with friends, may seem much more attractive in the short-term. Inevitably, students face choices about how they will spend their time and focus their attention.\u003c/li>\n\u003cli>\u003cstrong>Lack of resources.\u003c/strong> Time, materials, and human resources can be essential for accomplishing many goals. Lack of resources can be a critical obstacle to a wide range of goals.\u003c/li>\n\u003cli>\u003cstrong>Adverse circumstances.\u003c/strong> Students of all socioeconomic backgrounds may face adverse circumstances, such as illness, bullying, neighborhood violence, family difficulties, social alienation or racism, moving to a new school, and so on. It can be challenging to maintain focus and direction toward long-term goals in the face of such obstacles.While these categories are not meant to be exhaustive, they begin to point to the types of resources that students will need as they face big goals. Here we discuss two dimensions— cultural and tangible resources.Supportive and rigorous learning environment culture. The National Research Council 2003 report, Engaging Schools: Fostering High School Students’ Motivation to Learn, includes an extensive review of the research literature on how to set up learning environments to support motivation for the nation’s most vulnerable students. According to this report, cultures are supportive when they have the following characteristics: (1) they promote beliefs about competence, (2) they promote relevant values and goals, and (3) they promote social connectedness and belonging.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Students will persist more\u003c/strong> when they perceive that they are treated fairly and with respect, and adults show they care about them.\u003c/p>\n\u003cp>\u003cstrong>Students will persist more \u003c/strong>when teachers, administrators, and others in the school environment have high expectations for students’ success and hold students to high standards. These can be conveyed explicitly or implicitly. When remedial support is necessary, it is provided in ways that do not feel punitive or interfere with opportunities to engage in other interest-driven activities.\u003c/p>\n\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Evaluation of student performance should be carefully designed\u003c/strong> not to undermine perceptions of competence and future expectations. It should be based on clearly defined criteria, provide specific and useful feedback, and be varied to give students opportunities to demonstrate competence in different ways.\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Extrinsic rewards and punishments that undermine intrinsic motivation should be avoided. \u003c/strong>Authoritarian discipline policies that limit students’ options and opportunities for self-expression undermine intrinsic motivation and persistence.\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>The Dark Side of Grit\u003c/h4>\n\u003cdiv>\n\u003cdiv>Persevering in the face of challenges or setbacks to accomplish goals that are extrinsically motivated, unimportant to the student, or in some way inappropriate for the student can potentially induce stress, anxiety, and distraction, and have detrimental impacts on students’ long-term retention, conceptual learning, and psychological well-being.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>As grit becomes a more popular notion in education, there is a risk that poorly informed educators or parents could misuse the idea and introduce what psychologists call the “fundamental attribution error”—the tendency to overvalue personality-based explanations for observed behaviors and undervalue situational explanations. In other words, there is a risk that individuals could overattribute students’ poor performance to a lack of “grittiness” without considering that critical supports are lacking in the environment.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>Perseverance that is the result of a “token economy” that places a strong emphasis on punishments and rewards may undermine long-term grit; in particular, while these fundamentally manipulative supports can seem to “work” in the short-run, when students go to a different environment without these supports, they may not have developed the appropriate psychological resources to continue to thrive.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>In our interview with psychologist Carol Dweck of Stanford University, she discussed an emerging trend that many undergraduate students have developed the expectation that their decisions about their studies and professional direction must come from an inherent “passion”—rather than through the effort and work of fully engaging in what they are doing. While a rare few may be driven by specific passions, for many students, this expectation is false and can undermine their persistence when they begin to encounter challenges in a chosen direction.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27198\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27198\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/cellphone1-620x344.jpg\" alt=\"cellphone\" width=\"620\" height=\"344\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile education,\u003c/a> and a persisting patience for smaller screens and lower connection speeds in nations where there is little alternative -- the landscape in developing countries may be at a tipping point.\u003c/p>\n\u003cp>Nickhil Jakatdar, who founded the mobile video company \u003ca href=\"http://www.vuclip.com/\">Vuclip\u003c/a> five years ago, said the stakes for mobile phone users in developing countries are high.\u003c/p>\n\u003cp>\"It's almost like they're evolving in a different way,\" Jakatdar, a native of India, said of people who use lower-end mobile phones in the developing world. \"When they see a small screen, they don't \u003cem>just\u003c/em> see a small screen. They see a great opportunity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years. But I definitely see mobile being a greater supplement to education taking off.\u003c/strong>”\u003c/aside>\n\u003cp>Vuclip already has about 45 million unique monthly users who log onto the company's platform to watch mobile videos that automatically adjust their resolution and other features based on the level of each user's network and device, especially for those with low-end devices.\u003c/p>\n\u003cp>“By no means is that experience (on low-end devices) what you would get on an iPhone,” Jakatdar said. “But it's way better than what one can imagine when one thinks, 'Oh, it's a small screen on a lower level network.'”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">The potential is huge for education-related content, he said. Though Jakatdar isn't pushing for mobile learning to replace formal schooling where the latter is available, he said for users who can't \u003c!--more-->afford a face-to-face secondary or post-secondary education, or who want supplemental help in learning that videos can provide, the service could be beneficial.\u003c/p>\n\u003cp>Another factor that's shifting the landscape is availability and cost of data. While data in developing countries has traditionally been more expensive for users to purchase than in developed nations, its price appears to be falling more rapidly during the past 12 months, Jakatdar said. Further, he said selling data in a packet model format similar to how it's sold to smartphone users in the United States and other developed nations is gaining steam. That in turn may encourage users to have less concerns about the amount of data they consume, and thus seek more video content.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">What Exactly Can You Learn On a Mobile Phone?\u003c/a>]\u003c/p>\n\u003cp>A\u003ca href=\"http://www.itu.int/ITU-D/ict/publications/idi/material/2012/MIS2012-ExecSum-E.pdf\"> report\u003c/a> from the \u003ca href=\"http://www.itu.int/en/Pages/default.aspx\">International Telecommunication Union\u003c/a> released last October found the cost of data to drop about 30 percent worldwide between 2008 and 2011, though it actually dropped more substantially in developed nations than in developing ones.\u003c/p>\n\u003cp>With Vuclip following the two-tiered model that has become a standard for many startups—offering free services to most users while charging users who wish to purchase premium content and features—the hope appears to be that delivering educational content to developing countries will drive up the company's user numbers, while assisting an educational shift Jakatdar says is coming.\u003c/p>\n\u003cp>“I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years,” Jakatdar said. “That seems like a little bit of a stretch practically. But I definitely see mobile being a greater supplement to education taking off.”\u003c/p>\n\u003cp>Vuclip's data on its users shows that even low-end mobile devices are far from being commonplace worldwide; Jakatdar said about 70 percent of the company's visitors are male, and in some regions—particularly the Middle East—skew toward the middle and upper classes. But in India, a nation that accounts for more than a quarter of the company's monthly traffic, users run the gamut of socioeconomic classes, and in the U.S., users are more likely to be from low-income communities, he added.\u003c/p>\n\u003cp>Jakatdar says he still sees other shifts that need to happen before that vision is realized. For one, he says educational video publishers will need to shorten more of their clips into the two- to three-minute range that is more accessible for viewers.\u003c/p>\n\u003cp>“That seems to be the sweet spot of what a consumer can consume at any one stretch,” Jakatdar said. “The two-to-three-minute clip I expect will remain popular for quite some time.”\u003c/p>\n\u003cp>\u003cstrong>MOBILE EDUCATION TRENDS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As Vuclip announced earlier this month the launch of their new \u003ca href=\"http://edu.vuclip.com/cu?sn=2735&bu=2617652178\">educational video portal\u003c/a>, which will feature a growing collection of free online content from the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> and other authors, it also produced \u003ca href=\"http://www.marketwire.com/press-release/54-americans-very-interested-education-via-their-mobile-phones-career-development-is-1755150.htm\">survey data\u003c/a> that Jakatdar says shows a widespread belief in video as an opportunity for education.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>]\u003c/p>\n\u003cp>In the survey of 80,000 Vuclip users, more respondents indicated they would prefer to use their mobile phones as their primary source for obtaining an education than indicated a preference for a traditional brick-and-mortar school. While Jakatdar concedes those results may partly be a function of who is using Vuclip's technology, he said it also points to the expense of formal education in the developing world compared to the dropping costs of data consumption.\u003c/p>\n\u003cp>Other results from the company's survey:\u003c/p>\n\u003cul>\n\u003cli>35% of American respondents say that learning on their mobile phones would be their top choice for learning, compared to 30% who indicate that school would be their ideal channel for education.\u003c/li>\n\u003cli>54% of Americans said they would be “very interested” in receiving education via their mobile phones and an additional 21% said they would be “somewhat interested.” For males under 17, the percentage of those “very interested” grows to 62%.\u003c/li>\n\u003cli>41% of Americans said career development is the number one learning goal.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27198\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27198\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/cellphone1-620x344.jpg\" alt=\"cellphone\" width=\"620\" height=\"344\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile education,\u003c/a> and a persisting patience for smaller screens and lower connection speeds in nations where there is little alternative -- the landscape in developing countries may be at a tipping point.\u003c/p>\n\u003cp>Nickhil Jakatdar, who founded the mobile video company \u003ca href=\"http://www.vuclip.com/\">Vuclip\u003c/a> five years ago, said the stakes for mobile phone users in developing countries are high.\u003c/p>\n\u003cp>\"It's almost like they're evolving in a different way,\" Jakatdar, a native of India, said of people who use lower-end mobile phones in the developing world. \"When they see a small screen, they don't \u003cem>just\u003c/em> see a small screen. They see a great opportunity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years. But I definitely see mobile being a greater supplement to education taking off.\u003c/strong>”\u003c/aside>\n\u003cp>Vuclip already has about 45 million unique monthly users who log onto the company's platform to watch mobile videos that automatically adjust their resolution and other features based on the level of each user's network and device, especially for those with low-end devices.\u003c/p>\n\u003cp>“By no means is that experience (on low-end devices) what you would get on an iPhone,” Jakatdar said. “But it's way better than what one can imagine when one thinks, 'Oh, it's a small screen on a lower level network.'”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">The potential is huge for education-related content, he said. Though Jakatdar isn't pushing for mobile learning to replace formal schooling where the latter is available, he said for users who can't \u003c!--more-->afford a face-to-face secondary or post-secondary education, or who want supplemental help in learning that videos can provide, the service could be beneficial.\u003c/p>\n\u003cp>Another factor that's shifting the landscape is availability and cost of data. While data in developing countries has traditionally been more expensive for users to purchase than in developed nations, its price appears to be falling more rapidly during the past 12 months, Jakatdar said. Further, he said selling data in a packet model format similar to how it's sold to smartphone users in the United States and other developed nations is gaining steam. That in turn may encourage users to have less concerns about the amount of data they consume, and thus seek more video content.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">What Exactly Can You Learn On a Mobile Phone?\u003c/a>]\u003c/p>\n\u003cp>A\u003ca href=\"http://www.itu.int/ITU-D/ict/publications/idi/material/2012/MIS2012-ExecSum-E.pdf\"> report\u003c/a> from the \u003ca href=\"http://www.itu.int/en/Pages/default.aspx\">International Telecommunication Union\u003c/a> released last October found the cost of data to drop about 30 percent worldwide between 2008 and 2011, though it actually dropped more substantially in developed nations than in developing ones.\u003c/p>\n\u003cp>With Vuclip following the two-tiered model that has become a standard for many startups—offering free services to most users while charging users who wish to purchase premium content and features—the hope appears to be that delivering educational content to developing countries will drive up the company's user numbers, while assisting an educational shift Jakatdar says is coming.\u003c/p>\n\u003cp>“I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years,” Jakatdar said. “That seems like a little bit of a stretch practically. But I definitely see mobile being a greater supplement to education taking off.”\u003c/p>\n\u003cp>Vuclip's data on its users shows that even low-end mobile devices are far from being commonplace worldwide; Jakatdar said about 70 percent of the company's visitors are male, and in some regions—particularly the Middle East—skew toward the middle and upper classes. But in India, a nation that accounts for more than a quarter of the company's monthly traffic, users run the gamut of socioeconomic classes, and in the U.S., users are more likely to be from low-income communities, he added.\u003c/p>\n\u003cp>Jakatdar says he still sees other shifts that need to happen before that vision is realized. For one, he says educational video publishers will need to shorten more of their clips into the two- to three-minute range that is more accessible for viewers.\u003c/p>\n\u003cp>“That seems to be the sweet spot of what a consumer can consume at any one stretch,” Jakatdar said. “The two-to-three-minute clip I expect will remain popular for quite some time.”\u003c/p>\n\u003cp>\u003cstrong>MOBILE EDUCATION TRENDS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As Vuclip announced earlier this month the launch of their new \u003ca href=\"http://edu.vuclip.com/cu?sn=2735&bu=2617652178\">educational video portal\u003c/a>, which will feature a growing collection of free online content from the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> and other authors, it also produced \u003ca href=\"http://www.marketwire.com/press-release/54-americans-very-interested-education-via-their-mobile-phones-career-development-is-1755150.htm\">survey data\u003c/a> that Jakatdar says shows a widespread belief in video as an opportunity for education.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>]\u003c/p>\n\u003cp>In the survey of 80,000 Vuclip users, more respondents indicated they would prefer to use their mobile phones as their primary source for obtaining an education than indicated a preference for a traditional brick-and-mortar school. 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"disqusTitle": "How Free Play Can Define Kids' Success",
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"content": "\u003cfigure id=\"attachment_27159\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27159\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/photo1-620x365.jpg\" alt=\"photo\" width=\"620\" height=\"365\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"TB\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Free, unstructured playtime gives kids a chance to discover their interests and tap into their creativity. It’s a crucial element for building resilience in children, an attribute they’ll need in order to become happy, productive adults. That’s Kenneth Ginsburg’s thesis and the core of his book \u003ca href=\"http://www.fosteringresilience.com/books.php\">Building Resilience in Children and Teens\u003c/a>.\u003c/p>\n\u003cp>Ginsburg, a pediatrician at the Children’s Hospital of Philadelphia who also works with homeless children, has spent a lot of time trying to help young people build tools they’ll need to succeed -- even when trauma has marred early lives.\u003c/p>\n\u003cp>But the word \"success\" can be loaded, often carrying different connotations. To Ginsburg, a successful child is one who finds something he loves to do, is generous, empathetic and compassionate, committed to repairing the world, shows grit and the ability to collaborate, creativity and can take constructive criticism. These are what will serve young people as they move into the world on their own.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “Play is integral to being able to build resilience.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“So many of the things that we care about are completely learned through the creative process,” Ginsberg said at an event hosted by the \u003ca href=\"http://www.baykidsmuseum.org/\">Bay Area Discovery Museum\u003c/a>. When kids are allowed free time to play, they learn how to work in groups, negotiate, share, self-advocate, and make decisions.\u003c/p>\n\u003cp>Ginsburg cautions parents that putting too much pressure on children's academics might have negative effects in the long term. The way he frames parents' ultimate goals: Raise healthy, wise \u003c!--more-->35-year-olds. Parenting with long-term vision helps keep the little things in perspective.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“All the best ideas haven’t been thought of yet. If you have people who are only thinking about fitting in the box, then you aren't going to get ideas outside the box,” Ginsburg said. Parents and educators shouldn't be trying to shape children into cogs for an economy that hasn't figured out what kind of machine it will be in 20 years.\u003c/p>\n\u003cp>Instead, one of the most important skills a parent can foster in children is resilience, which he says can be fostered through creativity. Ginsburg relies on the “\u003ca href=\"http://www.fosteringresilience.com/7cs.php\">Seven C’s of Resilience\u003c/a>” as a road map for helping students to find their inner grit.\u003c/p>\n\u003ch4>7 C’s of Resilience\u003c/h4>\n\u003col>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>COMPETENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Young people need to be recognized when they're doing something right and to be given opportunities to develop specific skills.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>CONFIDENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Confidence comes from building real skills that parents and educators can teach and nurture. Confidence can be easily undermined, but also bolstered by tasks that push learners without making the goal feel unachievable.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONNECTION:\u003c/strong>\u003cspan> Being part of a community helps kids know they aren't alone if they struggle and that they can develop creative solutions to problems.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CHARACTER\u003c/strong>\u003cspan>. Kids need an understanding of right and what wrong and the capacity to follow a moral compass. That will allow them see that they cannot be put down.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTRIBUTION:\u003c/strong>\u003cspan> The experience of offering their own service makes it easier for young people to ask for help when they need it. Once kids understand how good it can feel to give to others, it becomes easier to ask for that same support when it’s needed. And being willing to ask for help is a big part of being resilient.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>COPING\u003c/strong>\u003cspan>: Kids need to learn mechanisms to manage their stress by learning methods to both engage and disengage at times. Some strategies for doing this include breaking down seemingly insurmountable problems into smaller, achievable pieces, avoiding things that trigger extreme anxiety, and just letting some things go. After all, resilience is about conserving energy to fit the long game and kids need to know realistically what they can affect and what should be let go.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTROL:\u003c/strong>\u003cspan> In order to truly be resilient a child need to believe that she has control over her world. Feeling secure helps engender control, which is why kids test limits.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Creativity plays an integral part of developing these seven skill sets. “Play is exactly about learning to control your environment, to figure things out,” he said. “Play is integral to being able to build resilience.” When kids play, they make mistakes and learn how to recover. It’s also a unique time for parents to observe their children and offer gentle guidance about skill development or how to share.\u003c/p>\n\u003cp>Keeping children on rigid, academically driven schedules denies them the space for some of the real self-learning that will see them through unexpected challenges, the ones that aren't on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So many of the things that we care about are completely learned through the creative process,” Ginsberg said at an event hosted by the \u003ca href=\"http://www.baykidsmuseum.org/\">Bay Area Discovery Museum\u003c/a>. When kids are allowed free time to play, they learn how to work in groups, negotiate, share, self-advocate, and make decisions.\u003c/p>\n\u003cp>Ginsburg cautions parents that putting too much pressure on children's academics might have negative effects in the long term. The way he frames parents' ultimate goals: Raise healthy, wise \u003c!--more-->35-year-olds. Parenting with long-term vision helps keep the little things in perspective.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“All the best ideas haven’t been thought of yet. If you have people who are only thinking about fitting in the box, then you aren't going to get ideas outside the box,” Ginsburg said. Parents and educators shouldn't be trying to shape children into cogs for an economy that hasn't figured out what kind of machine it will be in 20 years.\u003c/p>\n\u003cp>Instead, one of the most important skills a parent can foster in children is resilience, which he says can be fostered through creativity. Ginsburg relies on the “\u003ca href=\"http://www.fosteringresilience.com/7cs.php\">Seven C’s of Resilience\u003c/a>” as a road map for helping students to find their inner grit.\u003c/p>\n\u003ch4>7 C’s of Resilience\u003c/h4>\n\u003col>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>COMPETENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Young people need to be recognized when they're doing something right and to be given opportunities to develop specific skills.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan>\u003cstrong>CONFIDENCE\u003c/strong>: \u003c/span>\u003c/strong>\u003cspan>Confidence comes from building real skills that parents and educators can teach and nurture. Confidence can be easily undermined, but also bolstered by tasks that push learners without making the goal feel unachievable.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONNECTION:\u003c/strong>\u003cspan> Being part of a community helps kids know they aren't alone if they struggle and that they can develop creative solutions to problems.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CHARACTER\u003c/strong>\u003cspan>. Kids need an understanding of right and what wrong and the capacity to follow a moral compass. That will allow them see that they cannot be put down.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTRIBUTION:\u003c/strong>\u003cspan> The experience of offering their own service makes it easier for young people to ask for help when they need it. Once kids understand how good it can feel to give to others, it becomes easier to ask for that same support when it’s needed. And being willing to ask for help is a big part of being resilient.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>COPING\u003c/strong>\u003cspan>: Kids need to learn mechanisms to manage their stress by learning methods to both engage and disengage at times. Some strategies for doing this include breaking down seemingly insurmountable problems into smaller, achievable pieces, avoiding things that trigger extreme anxiety, and just letting some things go. After all, resilience is about conserving energy to fit the long game and kids need to know realistically what they can affect and what should be let go.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>CONTROL:\u003c/strong>\u003cspan> In order to truly be resilient a child need to believe that she has control over her world. Feeling secure helps engender control, which is why kids test limits.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>Creativity plays an integral part of developing these seven skill sets. “Play is exactly about learning to control your environment, to figure things out,” he said. “Play is integral to being able to build resilience.” When kids play, they make mistakes and learn how to recover. It’s also a unique time for parents to observe their children and offer gentle guidance about skill development or how to share.\u003c/p>\n\u003cp>Keeping children on rigid, academically driven schedules denies them the space for some of the real self-learning that will see them through unexpected challenges, the ones that aren't on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27063\" class=\"wp-caption aligncenter\" style=\"max-width: 473px\">\u003ca href=\"http://www.flickr.com/photos/winstonavich/56691220/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/56691220_d33b6451de_z.jpg\" alt=\"Rosa Parks\" title=\"\" width=\"473\" height=\"325\" class=\"size-full wp-image-27063\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/56691220_d33b6451de_z.jpg 473w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/56691220_d33b6451de_z-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/56691220_d33b6451de_z-320x220.jpg 320w\" sizes=\"(max-width: 473px) 100vw, 473px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rosa Parks\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Celebrate Black History Month by highlighting the African American artists, educators, icons, and influential leaders that have impacted our nation's history and culture with these \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> resources.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.duke/duke/\">MUSIC: THE LEGENDARY DUKE ELLINGTON\u003c/a>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Introduce your young students to the toe-tapping genres of ragtime and jazz through the story of iconic musician, Duke Ellington. This video segment from Weston Woods presents the story of Duke by Andrea Davis Pinkney, illustrated by Brian Pinkney, about Duke Ellington, one of the founding fathers of jazz. When Duke Ellington was young, his parents wanted him to learn to play the piano. Although he began lessons, he was soon lured away by his love of baseball. Later, as a teenager he heard the new musical style called \"ragtime\" and he was inspired once again to learn to play piano. Soon, he created his own style of music using “hops” and “slides” on the piano. He became a popular entertainer with a flair that attracted many fans. \u003cstrong>Grades 1-4\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.parks/rosa-parks/\" target=\"_blank\">\u003cstrong>HISTORY: ROSA PARKS' CHALLENGE\u003c/strong>\u003c/a>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Enhance classroom discussion around the Civil Rights Movement with this interview of Rosa Parks and ask your students to examine her role in the struggle for racial equality. This interview with civil rights activist Rosa Parks describes her role in the Montgomery Bus Boycott. On December 1, 1955, Parks refused to give up her seat to a white man on a bus in Montgomery, Alabama. Her refusal sparked a massive bus boycott that lasted 381 days, ending on December 21, 1956, after \u003c!--more-->the United States Supreme Court ruled that racial segregation on city buses was unconstitutional. \u003cstrong>Grades 3-12\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/pa11.vhssocst.us.indust.business.lawpury/picturing-america-jacob-lawrence-and-martin-puryear/\">\u003cstrong>ART: JACOB LAWRENCE AND MARTIN PURYEAR\u003c/strong>\u003c/a>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Invite your students to uncover the driving themes behind the paintings in Jacob Lawrence's “Migration Series” and the elements influencing Martin Puryear's sculpture work. In this video from \u003cem>Picturing America on Screen\u003c/em>, students learn about American artists Jacob Lawrence and Martin Puryear. Inspired by the musical storytelling of West Africa’s riots, Jacob Lawrence employed in \u003cem>The Migration of the Negro Panel no. 57\u003c/em> a painted and written narrative to invoke how African-American families “came up” from the South to settle in cities such as New York, Chicago, Detroit, Cleveland, and Pittsburgh. Suspended above the floor and anchored by almost undetectable wires, Martin Puryear’s 36-foot \u003cem>Ladder for Booker T. Washington\u003c/em> seems to float in space as it rises and abruptly narrows at the top. The artistic metaphor of a ladder not easily climbed dovetails with the contradictions in the legacy of slave-turned-educator Booker T. Washington. \u003cstrong>Grades 6-12\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/\">\u003cstrong>LESSONS IN LEADERSHIP: CIVIL RIGHTS LEADER DOROTHY HEIGHT \u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Meet the woman that President Obama hailed as the \"Godmother of the Civil Rights Movement.\" Ask your students to consider her impact on the rights of African Americans and women. This Newshour video clip with accompanying lesson plan highlights civil rights activist Dorothy Height long career during which she received the Presidential Medal of Freedom and the Congressional Gold Metal. She befriended Dr. Martin Luther King Jr. and was present at many great moments in history. \u003cstrong>Grades 6-13+\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.lucylaney/lucy-laney/\">TEACHING THE NEXT GENERATION: LUCY LANEY\u003c/a>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucy Laney, an influential Jim Crow-era educator, believed it was essential to cultivate the minds of her students in order to develop intellectual leaders for the future. Invite your students to consider her philosophy of education. This video segment from \u003ca href=\"http://www.pbs.org/wnet/jimcrow/\" target=\"_blank\">\u003cem>The Rise and Fall of Jim Crow\u003c/em>\u003c/a> addresses the life and impact of Lucy Laney, the founder of the Haines Normal and Industrial School in Augusta, Georgia. \u003cstrong>Grades 9-12\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Find more lesson plans and video clips from \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/search/?q=%22the+rise+and+fall+of+jim+crow%22\" target=\"_blank\">The Rise and Fall of Jim Crow\u003c/a>\u003c/strong>\u003cstrong> \u003c/strong>in PBS LearningMedia.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/pa11.vhssocst.us.indust.business.lawpury/picturing-america-jacob-lawrence-and-martin-puryear/\">\u003cstrong>ART: JACOB LAWRENCE AND MARTIN PURYEAR\u003c/strong>\u003c/a>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Invite your students to uncover the driving themes behind the paintings in Jacob Lawrence's “Migration Series” and the elements influencing Martin Puryear's sculpture work. In this video from \u003cem>Picturing America on Screen\u003c/em>, students learn about American artists Jacob Lawrence and Martin Puryear. Inspired by the musical storytelling of West Africa’s riots, Jacob Lawrence employed in \u003cem>The Migration of the Negro Panel no. 57\u003c/em> a painted and written narrative to invoke how African-American families “came up” from the South to settle in cities such as New York, Chicago, Detroit, Cleveland, and Pittsburgh. Suspended above the floor and anchored by almost undetectable wires, Martin Puryear’s 36-foot \u003cem>Ladder for Booker T. Washington\u003c/em> seems to float in space as it rises and abruptly narrows at the top. The artistic metaphor of a ladder not easily climbed dovetails with the contradictions in the legacy of slave-turned-educator Booker T. Washington. \u003cstrong>Grades 6-12\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/\">\u003cstrong>LESSONS IN LEADERSHIP: CIVIL RIGHTS LEADER DOROTHY HEIGHT \u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Meet the woman that President Obama hailed as the \"Godmother of the Civil Rights Movement.\" Ask your students to consider her impact on the rights of African Americans and women. This Newshour video clip with accompanying lesson plan highlights civil rights activist Dorothy Height long career during which she received the Presidential Medal of Freedom and the Congressional Gold Metal. She befriended Dr. Martin Luther King Jr. and was present at many great moments in history. \u003cstrong>Grades 6-13+\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.lucylaney/lucy-laney/\">TEACHING THE NEXT GENERATION: LUCY LANEY\u003c/a>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucy Laney, an influential Jim Crow-era educator, believed it was essential to cultivate the minds of her students in order to develop intellectual leaders for the future. Invite your students to consider her philosophy of education. This video segment from \u003ca href=\"http://www.pbs.org/wnet/jimcrow/\" target=\"_blank\">\u003cem>The Rise and Fall of Jim Crow\u003c/em>\u003c/a> addresses the life and impact of Lucy Laney, the founder of the Haines Normal and Industrial School in Augusta, Georgia. \u003cstrong>Grades 9-12\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Find more lesson plans and video clips from \u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/search/?q=%22the+rise+and+fall+of+jim+crow%22\" target=\"_blank\">The Rise and Fall of Jim Crow\u003c/a>\u003c/strong>\u003cstrong> \u003c/strong>in PBS LearningMedia.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26936\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/5074150006/sizes/m/in/set-72157627432819304/\">\u003cimg class=\"size-large wp-image-26936\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/kids-in-class-620x413.jpg\" alt=\"kids in class\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flirck:WoodleyWonderworks\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Every educator wants to create an environment that will foster students' love of learning. Because the criteria are intangible, it's difficult to define or pinpoint exactly what they are. But one group is giving it a try.\u003c/p>\n\u003cp>Researchers at the Organization for Economic Cooperation and Development (OECD) launched the\u003ca href=\"http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm\"> Innovative Learning Environments\u003c/a> project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments. They sifted through and categorized the research on learning science, documented case studies, and compiled policy recommendations they hope will transform the current system.\u003c/p>\n\u003cp>Their book, \u003ca href=\"http://www.oecd.org/edu/ceri/thenatureoflearningusingresearchtoinspirepractice.htm\">\u003cem>The Nature of Learning: Using Research to Inspire Practice\u003c/em>\u003c/a> and the accompanying \u003ca href=\"http://redesigningeducation.org/NoL_files/NatureOfLearning_PractitionerGuide_US.pdf\">practitioner’s guide,\u003c/a> lay out the key principles for designing learning environments that will help students build skills useful in a world where jobs are increasingly information and knowledge-based. The principles are not job-specific – no one knows what the future economy will demand. Instead, the main goal is to develop self-directed learners, students with “adaptive expertise.”\u003c/p>\n\u003cp>“Adaptive expertise tries to push beyond the idea of mastery,” said Jennifer Groff, an educational engineer and co-founder of the \u003ca href=\"http://curriculumredesign.org/\">Center for Curriculum Redesign\u003c/a>. “You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\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/span>\u003c/p>\n\u003cp>Groff doesn’t dispute that mastery is important and that students need to learn age-appropriate content, but she also argues it’s equally important to develop students’ ability to go beyond that, to question and apply learning in new situations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To that end, these are their identified principles for innovative learning.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Learners have to be at the center of what happens in the classroom\u003c/em>\u003c/strong>\u003cspan> with activities focused on their cognition and growth. They have to actively engage in learning in order to become self-regulated learners who are able to control their emotions and motivations during the study process, set goals, and monitor their own learning process.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning is a social practice and can’t happen alone\u003c/em>\u003c/strong>\u003cspan>. “By our nature we are social beings and we learn by interacting,” Groff said. “We learn by pushing and pulling on concepts with \u003c!--more-->one another.” Structured, collaborative group work can be good for all learners; it pushes people in different ways.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Emotions are an integral part of learning\u003c/em>\u003c/strong>\u003cspan>. Students understand ideas better when there’s interplay between emotions, motivation and cognition, so positive beliefs about oneself are a core part of reaching a more profound understanding. The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">power of emotions\u003c/a> and motivation in the classroom are well documented, but often overlooked because they are “soft.” Still most teachers know that if a student is upset about something that happened at home or in school, he won’t learn well. Similarly, keeping students motivated should be the starting point of learning. If students understand why it matters, learning becomes more important to them.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learners are different\u003c/em>\u003c/strong>\u003cspan> and innovative learning environments reflect the various experiences and prior knowledge that each student brings to class. “You really want practices and processes that help teachers engage each student where they are,” said Groff. This principle is understood by every frustrated educator teaching to a “middle” that doesn’t exist.\u003c/span>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Students need to be stretched, but not too much.\u003c/strong>\u003c/em>\u003cspan> “It’s really critical to find that student’s sweet spot,” Groff Said. Educators should try to prevent both coasting and overloading. Students need to experience both academic success and the challenge of discovery. In a diverse classroom group work can help achieve this as students at different levels help one another.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Assessment should be for learning, not of learning\u003c/em>\u003c/strong>\u003cspan>. Assessments are important, but only to gauge how to structure the next lesson for maximum effectiveness. It should be meaningful, substantial, and shape the learning environment itself. “Good teachers do this informally most of the time,” Groff said. “But when it’s done well and more formally it’s a whole structure and methodology where you collect feedback on the learning pathway and it drives the next step that you take.”\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning needs to be connected across disciplines\u003c/em>\u003c/strong>\u003cspan> and reach out into the real world. Learning can’t be meaningful if students don’t understand why the knowledge will be useful to them, how it can be applied in life. Understanding the connections between subjects and ideas is essential for the ability to transfer skills and adapt. “We can’t just have things remain in silos that never interact,” Groff said.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>IMPLEMENTING THE PRINCIPLES\u003c/strong>\u003c/p>\n\u003cp>Many of the seven principles Groff outlines are second nature to good teachers, but they can feel hard to achieve within education systems that are slow-moving, bureaucratic and resistant to change. Still Groff says there are ways for teachers who want to create an innovative learning environment to begin down the path, even without the full support of their colleagues and administration. Groff also hopes shifting to the Common Core could offer openings for building in these practices. “It’s designed in a way that condones a lot of the principles that we’ve been talking about,” she said.\u003c/p>\n\u003cp>Everyone knows the common barriers educators face: the school culture, the students and themselves. Groff says with some reflection and problem solving, teachers can often begin to work around these barriers. An educator might think she’s open to innovation without realizing that there are preconceived notions about how one should teach that are deeply ingrained.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/strong>\u003c/aside>\n\u003cp>What's more, if the school culture does not encourage experimentation, educators can mitigate negative reaction by framing the ideas in a way that will be accepted, or by bringing in outside resources to try and convince naysayers. Even finding one colleague in or outside of the school to bounce ideas with can make the process much smoother.\u003c/p>\n\u003cp>Educators can also test ideas with students before implementing them. Students have been indoctrinated into the same educational mindset about what makes a “useful” education as everyone else, and some might be resistant to new teaching methodologies. Without their enthusiasm it can be hard to persevere through other obstacles.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY\u003c/strong>\u003c/p>\n\u003cp>The darling of the Innovative Learning Environment case studies is the \u003ca href=\"http://www.oecd.org/edu/ceri/DEU.THU.003.%20Finalwihcover.pdf\">Jenaplan School \u003c/a>in Germany. It’s one of the few schools embodying all the principles fluidly. The school has about 450 students that range three to 20 years old. Students aren’t broken up into grade levels, instead they learn in mixed-age groups as well as in groups of roughly the same age. Learning is directed by students, often project-based, evaluated primarily through writing and projects, self-assessments and peer-assessment. The schedule is periodic, focusing on a topic like geography or history for three to four weeks and crossing into multiple disciplines. The teacher is seen as an active mentor and coordinator and the school has active parental involvement.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The Jenaplan School has won awards for its model and in the eyes of the Innovative Learning Environment researchers is doing an excellent job at preparing students to be adaptive and nimble thinkers in a knowledge-based world.\u003c/p>\n\n",
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"description": "Flirck:WoodleyWonderworks Every educator wants to create an environment that will foster students' love of learning. Because the criteria are intangible, it's difficult to define or pinpoint exactly what they are. But one group is giving it a try. Researchers at the Organization for Economic Cooperation and Development (OECD) launched the Innovative Learning Environments project to",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26936\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/5074150006/sizes/m/in/set-72157627432819304/\">\u003cimg class=\"size-large wp-image-26936\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/kids-in-class-620x413.jpg\" alt=\"kids in class\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flirck:WoodleyWonderworks\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Every educator wants to create an environment that will foster students' love of learning. Because the criteria are intangible, it's difficult to define or pinpoint exactly what they are. But one group is giving it a try.\u003c/p>\n\u003cp>Researchers at the Organization for Economic Cooperation and Development (OECD) launched the\u003ca href=\"http://www.oecd.org/edu/ceri/innovativelearningenvironments.htm\"> Innovative Learning Environments\u003c/a> project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments. They sifted through and categorized the research on learning science, documented case studies, and compiled policy recommendations they hope will transform the current system.\u003c/p>\n\u003cp>Their book, \u003ca href=\"http://www.oecd.org/edu/ceri/thenatureoflearningusingresearchtoinspirepractice.htm\">\u003cem>The Nature of Learning: Using Research to Inspire Practice\u003c/em>\u003c/a> and the accompanying \u003ca href=\"http://redesigningeducation.org/NoL_files/NatureOfLearning_PractitionerGuide_US.pdf\">practitioner’s guide,\u003c/a> lay out the key principles for designing learning environments that will help students build skills useful in a world where jobs are increasingly information and knowledge-based. The principles are not job-specific – no one knows what the future economy will demand. Instead, the main goal is to develop self-directed learners, students with “adaptive expertise.”\u003c/p>\n\u003cp>“Adaptive expertise tries to push beyond the idea of mastery,” said Jennifer Groff, an educational engineer and co-founder of the \u003ca href=\"http://curriculumredesign.org/\">Center for Curriculum Redesign\u003c/a>. “You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\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/span>\u003c/p>\n\u003cp>Groff doesn’t dispute that mastery is important and that students need to learn age-appropriate content, but she also argues it’s equally important to develop students’ ability to go beyond that, to question and apply learning in new situations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To that end, these are their identified principles for innovative learning.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Learners have to be at the center of what happens in the classroom\u003c/em>\u003c/strong>\u003cspan> with activities focused on their cognition and growth. They have to actively engage in learning in order to become self-regulated learners who are able to control their emotions and motivations during the study process, set goals, and monitor their own learning process.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning is a social practice and can’t happen alone\u003c/em>\u003c/strong>\u003cspan>. “By our nature we are social beings and we learn by interacting,” Groff said. “We learn by pushing and pulling on concepts with \u003c!--more-->one another.” Structured, collaborative group work can be good for all learners; it pushes people in different ways.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003cstrong>\u003cem>Emotions are an integral part of learning\u003c/em>\u003c/strong>\u003cspan>. Students understand ideas better when there’s interplay between emotions, motivation and cognition, so positive beliefs about oneself are a core part of reaching a more profound understanding. The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">power of emotions\u003c/a> and motivation in the classroom are well documented, but often overlooked because they are “soft.” Still most teachers know that if a student is upset about something that happened at home or in school, he won’t learn well. Similarly, keeping students motivated should be the starting point of learning. If students understand why it matters, learning becomes more important to them.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learners are different\u003c/em>\u003c/strong>\u003cspan> and innovative learning environments reflect the various experiences and prior knowledge that each student brings to class. “You really want practices and processes that help teachers engage each student where they are,” said Groff. This principle is understood by every frustrated educator teaching to a “middle” that doesn’t exist.\u003c/span>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Students need to be stretched, but not too much.\u003c/strong>\u003c/em>\u003cspan> “It’s really critical to find that student’s sweet spot,” Groff Said. Educators should try to prevent both coasting and overloading. Students need to experience both academic success and the challenge of discovery. In a diverse classroom group work can help achieve this as students at different levels help one another.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Assessment should be for learning, not of learning\u003c/em>\u003c/strong>\u003cspan>. Assessments are important, but only to gauge how to structure the next lesson for maximum effectiveness. It should be meaningful, substantial, and shape the learning environment itself. “Good teachers do this informally most of the time,” Groff said. “But when it’s done well and more formally it’s a whole structure and methodology where you collect feedback on the learning pathway and it drives the next step that you take.”\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Learning needs to be connected across disciplines\u003c/em>\u003c/strong>\u003cspan> and reach out into the real world. Learning can’t be meaningful if students don’t understand why the knowledge will be useful to them, how it can be applied in life. Understanding the connections between subjects and ideas is essential for the ability to transfer skills and adapt. “We can’t just have things remain in silos that never interact,” Groff said.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>IMPLEMENTING THE PRINCIPLES\u003c/strong>\u003c/p>\n\u003cp>Many of the seven principles Groff outlines are second nature to good teachers, but they can feel hard to achieve within education systems that are slow-moving, bureaucratic and resistant to change. Still Groff says there are ways for teachers who want to create an innovative learning environment to begin down the path, even without the full support of their colleagues and administration. Groff also hopes shifting to the Common Core could offer openings for building in these practices. “It’s designed in a way that condones a lot of the principles that we’ve been talking about,” she said.\u003c/p>\n\u003cp>Everyone knows the common barriers educators face: the school culture, the students and themselves. Groff says with some reflection and problem solving, teachers can often begin to work around these barriers. An educator might think she’s open to innovation without realizing that there are preconceived notions about how one should teach that are deeply ingrained.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“You may be proficient, but without adaptive expertise you can get stuck very quickly as the world shifts.”\u003c/strong>\u003c/aside>\n\u003cp>What's more, if the school culture does not encourage experimentation, educators can mitigate negative reaction by framing the ideas in a way that will be accepted, or by bringing in outside resources to try and convince naysayers. Even finding one colleague in or outside of the school to bounce ideas with can make the process much smoother.\u003c/p>\n\u003cp>Educators can also test ideas with students before implementing them. Students have been indoctrinated into the same educational mindset about what makes a “useful” education as everyone else, and some might be resistant to new teaching methodologies. Without their enthusiasm it can be hard to persevere through other obstacles.\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY\u003c/strong>\u003c/p>\n\u003cp>The darling of the Innovative Learning Environment case studies is the \u003ca href=\"http://www.oecd.org/edu/ceri/DEU.THU.003.%20Finalwihcover.pdf\">Jenaplan School \u003c/a>in Germany. It’s one of the few schools embodying all the principles fluidly. The school has about 450 students that range three to 20 years old. Students aren’t broken up into grade levels, instead they learn in mixed-age groups as well as in groups of roughly the same age. Learning is directed by students, often project-based, evaluated primarily through writing and projects, self-assessments and peer-assessment. The schedule is periodic, focusing on a topic like geography or history for three to four weeks and crossing into multiple disciplines. The teacher is seen as an active mentor and coordinator and the school has active parental involvement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Jenaplan School has won awards for its model and in the eyes of the Innovative Learning Environment researchers is doing an excellent job at preparing students to be adaptive and nimble thinkers in a knowledge-based world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Empathy: the Key to Social and Emotional Learning",
"title": "Empathy: the Key to Social and Emotional Learning",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/compassionate-kids/\" rel=\"attachment wp-att-26836\">\u003cimg class=\"alignright size-full wp-image-26836\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/compassionate-kids.jpg\" alt=\"compassionate kids\" width=\"620\" height=\"412\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids-320x213.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are aware that social problems like poverty, unsafe neighborhoods, violence, and family trauma can affect how students learn when they come to school. Though teaching subjects like math and literacy are the biggest part of their job, in many cases they're also called on to attend to their students' emotional health as well, incorporating\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\"> social and emotional skills.\u003c/a>\u003c/p>\n\u003cp>“Science is starting to show that there is a very strong integration between social and emotional skills and learning,” said Vicki Zakrzewski, education director of the\u003ca href=\"http://greatergood.berkeley.edu/topic/empathy\"> Greater Good Science Center at U.C. Berkeley\u003c/a>, which studies the psychology, sociology and neuroscience of well-being during a recent \u003ca href=\"http://blogs.kqed.org/americangraduate/2013/01/18/kqed-forum-teaching-social-and-emotional-learning/\">Forum radio show\u003c/a>. “Some scientists believe that cognitive achievement is 50 percent of the equation and social and emotional skills are the other 50 percent.”\u003c/p>\n\u003cp>Some school districts are taking that idea seriously and integrating the research into teaching practices. \u003ca href=\"http://www.ousd.k12.ca.us/site/default.aspx?PageID=1\">Oakland Unified School District,\u003c/a> for example, is piloting a program called \u003ca href=\"http://www.rootsofempathy.org/\">Roots of Empathy\u003c/a> in 20 schools across the district. The program teaches students how to be empathetic by bringing a baby and the baby's parent into K-12 classrooms. The students are asked to think about the baby's experience as it explores the classroom, while a trained facilitator helps them name the baby's feelings and emotions. Focusing on the baby and its vulnerability allows students to practice empathy, making it easier to identify their own emotions in the future. As they become more self-aware they're better able to develop respectful and caring relationships.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Some scientists believe that cognitive achievement is 50 percent of the equation and social and emotional skills are the other 50 percent of the equation.”\u003c/strong>\u003c/aside>\n\u003cp>“It’s a launching pad for the children to apply the understanding of emotion and perspective taking that they've learned through this little baby to themselves and then the bridge to understanding how their classmates feel,” said Mary Gordon, who founded the program. Gordon says that when \u003c!--more-->children learn to be empathetic they naturally behave less aggressively. Researchers at the University of British Columbia \u003ca href=\"http://www.rootsofempathy.org/documents/content/infopackages/roe_research09_en.pdf\">have documented\u003c/a> her claim that when students develop emotional literacy they can begin to talk about their feelings, frustrations and anger without acting out. She’s implemented her program in schools across the U.S. and Canada, in rural, suburban and urban settings and says it works everywhere.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We have to be able to understand our own experiences emotionally to have a better relationship with others in the world and also to engage deeply in dialogue, to take other people’s perspective and examine our own,” said \u003ca href=\"http://www.ousd.k12.ca.us/domain/10\">Tony Smith\u003c/a>, superintendent of Oakland Unified School District. He’s aware that his city is plagued by race and class divisions as well as high levels of violence, which have left many students traumatized and angry.\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/\">How Parents and Schools Can Help Build Kids' Emotional Strength\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>“Many of our young people don’t have the capacity to struggle productively with other people around their ideas and not shut down if they're feeling uncomfortable,” Smith said. He believes that by building emotional skills, his students will be able to focus more on learning and become more socially successful. “There’s a lot of work to do around building the emotional capacity to be a deep thinker,” Smith said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Giving students a safe caring classroom won’t necessarily mitigate all the trauma they've experienced, but it will help them develop a secure attachment with the teacher, and they need that strong attachment with an adult to feel safe exploring the world,” Zakrzewski said. That freedom to explore is at the center of what many consider to be deeper and self-directed learning.\u003c/p>\n\n",
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"description": "Educators are aware that social problems like poverty, unsafe neighborhoods, violence, and family trauma can affect how students learn when they come to school. Though teaching subjects like math and literacy are the biggest part of their job, in many cases they're also called on to attend to their students' emotional health as well, incorporating",
"title": "Empathy: the Key to Social and Emotional Learning | KQED",
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"headline": "Empathy: the Key to Social and Emotional Learning",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/empathy-the-key-to-social-and-emotional-learning/compassionate-kids/\" rel=\"attachment wp-att-26836\">\u003cimg class=\"alignright size-full wp-image-26836\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/compassionate-kids.jpg\" alt=\"compassionate kids\" width=\"620\" height=\"412\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/compassionate-kids-320x213.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are aware that social problems like poverty, unsafe neighborhoods, violence, and family trauma can affect how students learn when they come to school. Though teaching subjects like math and literacy are the biggest part of their job, in many cases they're also called on to attend to their students' emotional health as well, incorporating\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\"> social and emotional skills.\u003c/a>\u003c/p>\n\u003cp>“Science is starting to show that there is a very strong integration between social and emotional skills and learning,” said Vicki Zakrzewski, education director of the\u003ca href=\"http://greatergood.berkeley.edu/topic/empathy\"> Greater Good Science Center at U.C. Berkeley\u003c/a>, which studies the psychology, sociology and neuroscience of well-being during a recent \u003ca href=\"http://blogs.kqed.org/americangraduate/2013/01/18/kqed-forum-teaching-social-and-emotional-learning/\">Forum radio show\u003c/a>. “Some scientists believe that cognitive achievement is 50 percent of the equation and social and emotional skills are the other 50 percent.”\u003c/p>\n\u003cp>Some school districts are taking that idea seriously and integrating the research into teaching practices. \u003ca href=\"http://www.ousd.k12.ca.us/site/default.aspx?PageID=1\">Oakland Unified School District,\u003c/a> for example, is piloting a program called \u003ca href=\"http://www.rootsofempathy.org/\">Roots of Empathy\u003c/a> in 20 schools across the district. The program teaches students how to be empathetic by bringing a baby and the baby's parent into K-12 classrooms. The students are asked to think about the baby's experience as it explores the classroom, while a trained facilitator helps them name the baby's feelings and emotions. Focusing on the baby and its vulnerability allows students to practice empathy, making it easier to identify their own emotions in the future. As they become more self-aware they're better able to develop respectful and caring relationships.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Some scientists believe that cognitive achievement is 50 percent of the equation and social and emotional skills are the other 50 percent of the equation.”\u003c/strong>\u003c/aside>\n\u003cp>“It’s a launching pad for the children to apply the understanding of emotion and perspective taking that they've learned through this little baby to themselves and then the bridge to understanding how their classmates feel,” said Mary Gordon, who founded the program. Gordon says that when \u003c!--more-->children learn to be empathetic they naturally behave less aggressively. Researchers at the University of British Columbia \u003ca href=\"http://www.rootsofempathy.org/documents/content/infopackages/roe_research09_en.pdf\">have documented\u003c/a> her claim that when students develop emotional literacy they can begin to talk about their feelings, frustrations and anger without acting out. She’s implemented her program in schools across the U.S. and Canada, in rural, suburban and urban settings and says it works everywhere.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We have to be able to understand our own experiences emotionally to have a better relationship with others in the world and also to engage deeply in dialogue, to take other people’s perspective and examine our own,” said \u003ca href=\"http://www.ousd.k12.ca.us/domain/10\">Tony Smith\u003c/a>, superintendent of Oakland Unified School District. He’s aware that his city is plagued by race and class divisions as well as high levels of violence, which have left many students traumatized and angry.\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-parents-and-schools-can-help-build-kids-emotional-strength/\">How Parents and Schools Can Help Build Kids' Emotional Strength\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>“Many of our young people don’t have the capacity to struggle productively with other people around their ideas and not shut down if they're feeling uncomfortable,” Smith said. He believes that by building emotional skills, his students will be able to focus more on learning and become more socially successful. “There’s a lot of work to do around building the emotional capacity to be a deep thinker,” Smith said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Giving students a safe caring classroom won’t necessarily mitigate all the trauma they've experienced, but it will help them develop a secure attachment with the teacher, and they need that strong attachment with an adult to feel safe exploring the world,” Zakrzewski said. That freedom to explore is at the center of what many consider to be deeper and self-directed learning.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/javi_velazquez/5898034569/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5898034569_00c2c65a22_z1-620x365.jpg\" alt=\"5898034569_00c2c65a22_z\" title=\"\" width=\"620\" height=\"365\" class=\"size-large wp-image-26764\">\u003c/a>\u003c/p>\n\u003ch5>By Holly Korbey\u003c/h5>\n\u003cp class=\"dropcap-serif\">Higher education options are changing for all students -- not only for gutsy\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/\"> school reformers\u003c/a> and tech enthusiasts dropping out with hopes\u003ca href=\"http://www.nytimes.com/2012/12/02/fashion/saying-no-to-college.html?pagewanted=all&_r=0\"> to become the next Steve Jobs or Mark Zuckerberg\u003c/a>. As \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a> proliferate and college costs keep rising, more young reformers and “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/the-rise-of-educator-entrepreneurs-bringing-classroom-experience-to-ed-tech/\">edupreneurs\u003c/a>” are looking for a way around a four-year degree, some opting for \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">a gap year to work on personal passions \u003c/a>they hope will take off, and some looking for meaningful work experience in the world’s classroom.\u003c/p>\n\u003cp>They're not alone. In fact, they might even be the majority. According to a panel of higher education experts, \u003ca href=\"http://blogs.edweek.org/edweek/college_bound/2012/11/the_call_for_reform_in.html?qs=higher+education\">only 27% of today's college students\u003c/a> have a \"traditional\" four-year college experience away from home. The rest work toward a degree in pieces while living their lives - holding down jobs, having families, and taking care of other responsibilities.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I really don’t like the way school works. I believe that, as it stands now, I could learn more outside college than in\u003c/strong>.\"\u003c/aside>\n\u003cp>But while economists and entrepreneurs \u003ca href=\"http://online.wsj.com/article/SB10001424052970203960804577239253121093694.html\">debate who's right for college\u003c/a>, and we question the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">value of a college degree\u003c/a>, young school reformers who are trying to figure out what's on everybody's mind: Can dropping out or putting off college advance their budding careers in reforming the system, or will the lack of a college degree put them at a disadvantage?\u003c/p>\n\u003cp>Nineteen-year-old Zak Malamed, a freshman at University of Maryland College Park majoring in government and politics, is looking for ways out of the four-year degree track to spend more time on his growing school-reform organization,\u003ca href=\"http://www.stuvoice.org/\"> Student Voice\u003c/a>. He’s been considering a break, like the \u003c!--more-->\u003ca href=\"http://www.uncollege.org/blog/2012/12/28/khan-wants-it-we-have-it-uncolleges-gap-year-program/\">Gap Year Program offered by UnCollege\u003c/a>, an organized year off that includes international travel, internship, and instruction in “building your personal brand.” The hands-on learning available in the Gap Year, Malamed says, would be helpful to him in building his organization. And he believes the program plays to his strengths.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In high school, I really felt like I learned more outside of the classroom. I was more of an experiential learner. I loved student government most because I learned how to work with people,” he said.\u003c/p>\n\u003cp>While guidance counselors report that the gap-year trend is on the rise, the logistics for Malamed are mostly financial - UnCollege’s program costs $12,000 for the year, and Malamed made it clear that for a gap year program to work for him, he would have to be paid, not pay. And while Malamed’s not exactly sure a degree will help him with his goals, it couldn’t hurt.\u003c/p>\n\u003cp>“I really don’t like the way school works. I believe that, as it stands now, I could learn more outside college than in. But, I have to take the opportunities given to me. If I can’t support myself financially with work that I’m passionate about, then I’ll stay and get my degree.” In the interim, Malamed has promised his parents that he will finish, even if he takes a gap year (or two) to grow Student Voice.\u003c/p>\n\u003cp>\u003cstrong>NO CHOICE FOR SOME\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>For 20-year-old Mpaza Kapembwa, a Gates scholar and sophomore at Williams College, there's only one way to become a formidable school reformer: get a college degree. College was one of the top reasons Kapembwa’s mother moved him and his sister from Zambia to the U.S. six years ago.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>If you hear people tell us we don’t need to go to college, they have college degrees and I bet their children will also have college degrees. I don’t get their logic\u003c/strong>.” \u003c/aside>\n\u003cp>The first years of American life were a struggle, and for a period of time they were essentially homeless, while Kapembwa continued to earn the highest grades and found his passion in American education reform. He believes that for many living at or near the poverty line, a four-year degree is still the best and most reliable way to move into the middle class.\u003c/p>\n\u003cp>If a major education think tank or policy group wanted to tap his talent early, would he leave college -- even for a year? No way.\u003c/p>\n\u003cp>“A college degree gives you legitimacy in a way,\" he said. \"If you hear people tell us we don’t need to go to college, they have college degrees and I bet their children will also have college degrees. I don’t get their logic.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">For the Future Student, Higher Education Will Be Redefined]\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Kapembwa feels that, for him, dropping out -- even for a good job -- poses a serious risk. “Very few people who are movers and shakers don’t have college degrees. If you are a low income student, living in or just above poverty, forgoing college to pursue something might be disastrous because you have no safety net in case you fail.”\u003c/p>\n\u003cp>He also believes that, in order to be an effective school reformer, teaching inside a classroom is a must -- and that requires a four-year degree (at least). “I don’t take people who want to talk about education seriously if they have never been in a classroom, or don’t plan to.”\u003c/p>\n\u003cp>\u003cstrong>PROVIDING ALTERNATIVES\u003c/strong>\u003c/p>\n\u003cp>While ambitious college students search for alternatives to four-year degrees, school reform efforts have fostered a group of startups attempting to help younger students navigate a changing landscape of growing choices. \u003ca href=\"http://thefutureproject.org/\">The Future Project\u003c/a>, founded by two Yale grads, is one such startup: Chief Dream Director Sallomé Hralima, a Weslyan grad and former educator, is in charge of hiring and training young people just like Malamed or Mpaza for Dream Director positions inside of high schools. She describes the salaried Dream Director job as “part human catalyst and part social entrepreneur,” and says the job requires the ability to help kids recognize, organize, and implement their passions.\u003c/p>\n\u003cp>Hralima, a former “straight-A student” who didn’t feel challenged in school, feels that for many kids, college should be Plan B. “So many people have been indoctrinated into the belief that college is access to the life that they dream of. And for so many people it has resulted in lifelong debt. We live in a time where arguably our most influential people either didn’t go to college at all, or they dropped out. The kids are looking to these icons and saying, uh-huh, they have the life I want and they didn’t go to college.” Hralima herself is $45,000 in education debt.\u003c/p>\n\u003cp>Would The Future Project hire young Zak Malamed or Mpaza Kapembwa to be Dream Directors, even though they don’t currently have college degrees? Hralima hesitates, then says, yes, probably. “On the application, under educational qualifications, it says, ‘undergraduate degree preferred, but not required.’”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">Should Work Experience Come Before College?\u003c/a>]\u003c/em>\u003c/p>\n\u003cp>For these ambitious student school reformers, conforming to what they consider an ailing system and getting a degree continues to be the most promising choice. Zak Malamed’s upcoming Student Voice Live! conference will be sponsored and hosted by Dell Computers, making the gap year option look more promising. Mpaza Kapembwa is currently on a Williams-led trip to Uganda, designing technology and curriculum for an HIV-awareness initiative.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Whether a well-paying job and career opportunity is available for school reformers without college degrees, even as “college” morphs and changes, is still questionable. For now, each appears to be forging their own path.\u003c/p>\n\n",
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"description": "By Holly Korbey Higher education options are changing for all students -- not only for gutsy school reformers and tech enthusiasts dropping out with hopes to become the next Steve Jobs or Mark Zuckerberg. As MOOCs proliferate and college costs keep rising, more young reformers and “edupreneurs” are looking for a way around a four-year",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/javi_velazquez/5898034569/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5898034569_00c2c65a22_z1-620x365.jpg\" alt=\"5898034569_00c2c65a22_z\" title=\"\" width=\"620\" height=\"365\" class=\"size-large wp-image-26764\">\u003c/a>\u003c/p>\n\u003ch5>By Holly Korbey\u003c/h5>\n\u003cp class=\"dropcap-serif\">Higher education options are changing for all students -- not only for gutsy\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/\"> school reformers\u003c/a> and tech enthusiasts dropping out with hopes\u003ca href=\"http://www.nytimes.com/2012/12/02/fashion/saying-no-to-college.html?pagewanted=all&_r=0\"> to become the next Steve Jobs or Mark Zuckerberg\u003c/a>. As \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a> proliferate and college costs keep rising, more young reformers and “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/the-rise-of-educator-entrepreneurs-bringing-classroom-experience-to-ed-tech/\">edupreneurs\u003c/a>” are looking for a way around a four-year degree, some opting for \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">a gap year to work on personal passions \u003c/a>they hope will take off, and some looking for meaningful work experience in the world’s classroom.\u003c/p>\n\u003cp>They're not alone. In fact, they might even be the majority. According to a panel of higher education experts, \u003ca href=\"http://blogs.edweek.org/edweek/college_bound/2012/11/the_call_for_reform_in.html?qs=higher+education\">only 27% of today's college students\u003c/a> have a \"traditional\" four-year college experience away from home. The rest work toward a degree in pieces while living their lives - holding down jobs, having families, and taking care of other responsibilities.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I really don’t like the way school works. I believe that, as it stands now, I could learn more outside college than in\u003c/strong>.\"\u003c/aside>\n\u003cp>But while economists and entrepreneurs \u003ca href=\"http://online.wsj.com/article/SB10001424052970203960804577239253121093694.html\">debate who's right for college\u003c/a>, and we question the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">value of a college degree\u003c/a>, young school reformers who are trying to figure out what's on everybody's mind: Can dropping out or putting off college advance their budding careers in reforming the system, or will the lack of a college degree put them at a disadvantage?\u003c/p>\n\u003cp>Nineteen-year-old Zak Malamed, a freshman at University of Maryland College Park majoring in government and politics, is looking for ways out of the four-year degree track to spend more time on his growing school-reform organization,\u003ca href=\"http://www.stuvoice.org/\"> Student Voice\u003c/a>. He’s been considering a break, like the \u003c!--more-->\u003ca href=\"http://www.uncollege.org/blog/2012/12/28/khan-wants-it-we-have-it-uncolleges-gap-year-program/\">Gap Year Program offered by UnCollege\u003c/a>, an organized year off that includes international travel, internship, and instruction in “building your personal brand.” The hands-on learning available in the Gap Year, Malamed says, would be helpful to him in building his organization. And he believes the program plays to his strengths.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In high school, I really felt like I learned more outside of the classroom. I was more of an experiential learner. I loved student government most because I learned how to work with people,” he said.\u003c/p>\n\u003cp>While guidance counselors report that the gap-year trend is on the rise, the logistics for Malamed are mostly financial - UnCollege’s program costs $12,000 for the year, and Malamed made it clear that for a gap year program to work for him, he would have to be paid, not pay. And while Malamed’s not exactly sure a degree will help him with his goals, it couldn’t hurt.\u003c/p>\n\u003cp>“I really don’t like the way school works. I believe that, as it stands now, I could learn more outside college than in. But, I have to take the opportunities given to me. If I can’t support myself financially with work that I’m passionate about, then I’ll stay and get my degree.” In the interim, Malamed has promised his parents that he will finish, even if he takes a gap year (or two) to grow Student Voice.\u003c/p>\n\u003cp>\u003cstrong>NO CHOICE FOR SOME\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>For 20-year-old Mpaza Kapembwa, a Gates scholar and sophomore at Williams College, there's only one way to become a formidable school reformer: get a college degree. College was one of the top reasons Kapembwa’s mother moved him and his sister from Zambia to the U.S. six years ago.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>If you hear people tell us we don’t need to go to college, they have college degrees and I bet their children will also have college degrees. I don’t get their logic\u003c/strong>.” \u003c/aside>\n\u003cp>The first years of American life were a struggle, and for a period of time they were essentially homeless, while Kapembwa continued to earn the highest grades and found his passion in American education reform. He believes that for many living at or near the poverty line, a four-year degree is still the best and most reliable way to move into the middle class.\u003c/p>\n\u003cp>If a major education think tank or policy group wanted to tap his talent early, would he leave college -- even for a year? No way.\u003c/p>\n\u003cp>“A college degree gives you legitimacy in a way,\" he said. \"If you hear people tell us we don’t need to go to college, they have college degrees and I bet their children will also have college degrees. I don’t get their logic.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">For the Future Student, Higher Education Will Be Redefined]\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Kapembwa feels that, for him, dropping out -- even for a good job -- poses a serious risk. “Very few people who are movers and shakers don’t have college degrees. If you are a low income student, living in or just above poverty, forgoing college to pursue something might be disastrous because you have no safety net in case you fail.”\u003c/p>\n\u003cp>He also believes that, in order to be an effective school reformer, teaching inside a classroom is a must -- and that requires a four-year degree (at least). “I don’t take people who want to talk about education seriously if they have never been in a classroom, or don’t plan to.”\u003c/p>\n\u003cp>\u003cstrong>PROVIDING ALTERNATIVES\u003c/strong>\u003c/p>\n\u003cp>While ambitious college students search for alternatives to four-year degrees, school reform efforts have fostered a group of startups attempting to help younger students navigate a changing landscape of growing choices. \u003ca href=\"http://thefutureproject.org/\">The Future Project\u003c/a>, founded by two Yale grads, is one such startup: Chief Dream Director Sallomé Hralima, a Weslyan grad and former educator, is in charge of hiring and training young people just like Malamed or Mpaza for Dream Director positions inside of high schools. She describes the salaried Dream Director job as “part human catalyst and part social entrepreneur,” and says the job requires the ability to help kids recognize, organize, and implement their passions.\u003c/p>\n\u003cp>Hralima, a former “straight-A student” who didn’t feel challenged in school, feels that for many kids, college should be Plan B. “So many people have been indoctrinated into the belief that college is access to the life that they dream of. And for so many people it has resulted in lifelong debt. We live in a time where arguably our most influential people either didn’t go to college at all, or they dropped out. The kids are looking to these icons and saying, uh-huh, they have the life I want and they didn’t go to college.” Hralima herself is $45,000 in education debt.\u003c/p>\n\u003cp>Would The Future Project hire young Zak Malamed or Mpaza Kapembwa to be Dream Directors, even though they don’t currently have college degrees? Hralima hesitates, then says, yes, probably. “On the application, under educational qualifications, it says, ‘undergraduate degree preferred, but not required.’”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">Should Work Experience Come Before College?\u003c/a>]\u003c/em>\u003c/p>\n\u003cp>For these ambitious student school reformers, conforming to what they consider an ailing system and getting a degree continues to be the most promising choice. Zak Malamed’s upcoming Student Voice Live! conference will be sponsored and hosted by Dell Computers, making the gap year option look more promising. Mpaza Kapembwa is currently on a Williams-led trip to Uganda, designing technology and curriculum for an HIV-awareness initiative.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Whether a well-paying job and career opportunity is available for school reformers without college degrees, even as “college” morphs and changes, is still questionable. For now, each appears to be forging their own path.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_26703\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/screen-shot-2013-01-23-at-11-33-33-am/\" rel=\"attachment wp-att-26703\">\u003cimg class=\"size-large wp-image-26703\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-23-at-11.33.33-AM-620x322.png\" alt=\"Screen Shot 2013-01-23 at 11.33.33 AM\" width=\"620\" height=\"322\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">New York City is experimenting with new tools and tactics with its \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\">Innovation Zone\u003c/a>, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators. The iZone, as it's commonly called, started in the 2010-11 school year with 81 schools, and since then, they’ve more than doubled that number and hope to reach 400 participating schools by 2014.\u003c/p>\n\u003cp>Schools across the system are trying out different learning approaches, including blended learning, online courses and project-based teaching. As with the most lofty aspirations of educators, the iZone's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/framework/default.htm\">goals\u003c/a> are to personalize learning, provide real-world experience, change the ways staff and students view their roles and take advantage of the vast number of tools available to students and teachers.\u003c/p>\n\u003cp>The iZone serves as a hub for innovation taking place at school sites. Staff support schools with funding for equipment, connecting teachers to resources and one another, as well as serving as the repository for the growing body of knowledge about progressive approaches. Though the project is still young, this program has made a dent in differentiating learning, according to Deputy Chancellor for Talent, Labor and Innovation, David Weiner.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“It can be really hard for the leader to shield teachers from traditional measures so that they can feel free to innovate.”\u003c/p>\n\u003c/aside>\n\u003cp>For example, in participating high schools, the 35-40 percent of students who are taking an online English Language Arts class are passing the state’s Regents test at the same rate as students in traditional classrooms. \u003c!--more-->\u003c/p>\n\u003cp>Another example is\u003ca href=\"http://www.globaltechprep.com/\"> the Global Technology Preparatory,\u003c/a> which has been part of the iZone from the beginning. Founded in 2009, the middle school is universal title one, meaning that most kids get free or reduced lunch. About 40 percent of their students are special-ed and many are behind grade level. In this school, every child has a laptop and students have access to many outside resources to help supplement their school day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003c/strong>\u003cspan style=\"color: #000000\">RELATED READING:\u003c/span>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\">New York City Schools’ Blended Learning Experiment\u003c/a>]\u003c/p>\n\u003cp>All this tech equipment and professional development takes money, of course, and most of the funding has come from \u003ca href=\"http://www.globaltechprep.com/partners\">networking and fundraising\u003c/a> by the school’s principal Chrystina Russell, who has courted high-tech companies for funds and computers, has partnered with community-based organizations, and supported her teachers through the sometimes rough process of experimenting with new teaching techniques.\u003c/p>\n\u003cp>“Our students have a ton of potential and also a lot of need,” Russell said. “So in my mind it’s the only way to go.” Global Tech Prep’s school day runs until 6:30 p.m. because of a partnership with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Citizen Schools, \u003c/a>an after school enrichment program in which eighth-grade students learn about networking and visit workplaces through a partnership with the \u003ca href=\"http://www.nycup.org/\">Council of Urban Professionals\u003c/a>; and all students take college trips to help build a college-going culture with support from \u003ca href=\"http://www.collegefes.org/\">College For Every Student\u003c/a>.\u003c/p>\n\u003cp>Still, in the classroom teachers face the same challenges of bringing under-prepared kids up to grade level.\u003c/p>\n\u003cp>Jhonary Bridgemohan, who teaches sixth-grade Language Arts at Global Tech Prep, has been experimenting with various software programs and web tools. She uses Achieve3000, partly because she finds it helps create a culture of reading to assign an article everyday, and it gets kids accustomed to non-fiction, a big part of the common core standards.\u003c/p>\n\u003cfigure id=\"attachment_26345\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/izone/\" rel=\"attachment wp-att-26345\">\u003cimg class=\"size-large wp-image-26345\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/izone-620x230.gif\" alt=\"izone\" width=\"620\" height=\"230\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>“You do have these moments when they’re checked out, but then you have these articles that spur that ‘Wow, I want to know more’ moments,” Bridgemohan said. She thinks Achieve3000 is benefiting her students, though it is far from perfect.\u003c/p>\n\u003cp>Bridgemohan also uses simpler tools that she finds very effective – like Google docs. Most of the students write in Google docs, so she can easily keep track of assignments and give real-time feedback on their writing.\u003c/p>\n\u003cp>“Once they write something out it’s really hard to get them to go back and edit, but if they can see their work as a work-in-progress they see it more as a process,” Bridgemohan said. “And I’m part of that process with them.” The online tool also gives students a chance to innovate in their own right, something their teacher loves to watch. “Seeing them interact and be creative with the tools they have access to is really cool,” she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cspan style=\"color: #000000\">RELATED: \u003c/span>\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work for Teaching Language Arts?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Like many teachers experimenting with blended learning methods, Bridgemohan doesn’t have it all figured out yet. She’s still refining her approach, trying new software, and ditching the things that don’t work. She’s found some success with \u003ca href=\"http://www.studyisland.com\">Study Island\u003c/a> for skill review because she can give them a lesson that they go back and review as they do the work. She finds it especially useful for grammar skills like comma usage and for sentence structure and organization tips.\u003c/p>\n\u003cp>Global Tech Prep also has new grading software called \u003ca href=\"http://www.jupitergrades.com/\">Jupiter Grades\u003c/a>, which has been branching into online testing. Bridgemohan has experimented with the software to give online tests, hoping to save herself some grading time. Still, her advice to any teacher dabbling in classroom technology is to take it slow.\u003c/p>\n\u003cp>“I think it’s important to not do it all together,” she said. “There are a lot of options and it can get overwhelming.” Various platforms have their own logins and passwords, which can be a headache. It’s a lot to get used to and Bridgemohan still uses traditional classroom techniques, like journal writing, reading out loud, and in-class discussion. She tries to use the technology when it saves time or helps a student focus, but doesn’t stress over incorporating it into everything.\u003c/p>\n\u003cp>\u003cstrong>SUPPORT FROM THE TOP\u003c/strong>\u003c/p>\n\u003cp>Russell is supportive of teachers like Bridgemohan who are trying new things, even within a cutthroat evaluation system that judges the school and its educators by limited metrics. “It can be really hard for the leader to shield the teacher from those traditional measures so that they can feel free to innovate,” Russell said. The spirit of innovation is not system-wide and thus teachers and principals still fear for their jobs if they can’t show improvement on tests.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Luckily, Russell and Bridgemohan have the support and guidance of other educators in New York. Many teachers across the country feel alone as they try to take advantage of new tools to improve their teaching, and their learning never gets shared with local peers. Perhaps one of the iZone’s biggest strengths is providing that type of community to its most forward-thinking educators.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26703\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/screen-shot-2013-01-23-at-11-33-33-am/\" rel=\"attachment wp-att-26703\">\u003cimg class=\"size-large wp-image-26703\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-23-at-11.33.33-AM-620x322.png\" alt=\"Screen Shot 2013-01-23 at 11.33.33 AM\" width=\"620\" height=\"322\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">New York City is experimenting with new tools and tactics with its \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\">Innovation Zone\u003c/a>, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators. The iZone, as it's commonly called, started in the 2010-11 school year with 81 schools, and since then, they’ve more than doubled that number and hope to reach 400 participating schools by 2014.\u003c/p>\n\u003cp>Schools across the system are trying out different learning approaches, including blended learning, online courses and project-based teaching. As with the most lofty aspirations of educators, the iZone's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/framework/default.htm\">goals\u003c/a> are to personalize learning, provide real-world experience, change the ways staff and students view their roles and take advantage of the vast number of tools available to students and teachers.\u003c/p>\n\u003cp>The iZone serves as a hub for innovation taking place at school sites. Staff support schools with funding for equipment, connecting teachers to resources and one another, as well as serving as the repository for the growing body of knowledge about progressive approaches. Though the project is still young, this program has made a dent in differentiating learning, according to Deputy Chancellor for Talent, Labor and Innovation, David Weiner.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“It can be really hard for the leader to shield teachers from traditional measures so that they can feel free to innovate.”\u003c/p>\n\u003c/aside>\n\u003cp>For example, in participating high schools, the 35-40 percent of students who are taking an online English Language Arts class are passing the state’s Regents test at the same rate as students in traditional classrooms. \u003c!--more-->\u003c/p>\n\u003cp>Another example is\u003ca href=\"http://www.globaltechprep.com/\"> the Global Technology Preparatory,\u003c/a> which has been part of the iZone from the beginning. Founded in 2009, the middle school is universal title one, meaning that most kids get free or reduced lunch. About 40 percent of their students are special-ed and many are behind grade level. In this school, every child has a laptop and students have access to many outside resources to help supplement their school day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003c/strong>\u003cspan style=\"color: #000000\">RELATED READING:\u003c/span>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\">New York City Schools’ Blended Learning Experiment\u003c/a>]\u003c/p>\n\u003cp>All this tech equipment and professional development takes money, of course, and most of the funding has come from \u003ca href=\"http://www.globaltechprep.com/partners\">networking and fundraising\u003c/a> by the school’s principal Chrystina Russell, who has courted high-tech companies for funds and computers, has partnered with community-based organizations, and supported her teachers through the sometimes rough process of experimenting with new teaching techniques.\u003c/p>\n\u003cp>“Our students have a ton of potential and also a lot of need,” Russell said. “So in my mind it’s the only way to go.” Global Tech Prep’s school day runs until 6:30 p.m. because of a partnership with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Citizen Schools, \u003c/a>an after school enrichment program in which eighth-grade students learn about networking and visit workplaces through a partnership with the \u003ca href=\"http://www.nycup.org/\">Council of Urban Professionals\u003c/a>; and all students take college trips to help build a college-going culture with support from \u003ca href=\"http://www.collegefes.org/\">College For Every Student\u003c/a>.\u003c/p>\n\u003cp>Still, in the classroom teachers face the same challenges of bringing under-prepared kids up to grade level.\u003c/p>\n\u003cp>Jhonary Bridgemohan, who teaches sixth-grade Language Arts at Global Tech Prep, has been experimenting with various software programs and web tools. She uses Achieve3000, partly because she finds it helps create a culture of reading to assign an article everyday, and it gets kids accustomed to non-fiction, a big part of the common core standards.\u003c/p>\n\u003cfigure id=\"attachment_26345\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/izone/\" rel=\"attachment wp-att-26345\">\u003cimg class=\"size-large wp-image-26345\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/izone-620x230.gif\" alt=\"izone\" width=\"620\" height=\"230\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>“You do have these moments when they’re checked out, but then you have these articles that spur that ‘Wow, I want to know more’ moments,” Bridgemohan said. She thinks Achieve3000 is benefiting her students, though it is far from perfect.\u003c/p>\n\u003cp>Bridgemohan also uses simpler tools that she finds very effective – like Google docs. Most of the students write in Google docs, so she can easily keep track of assignments and give real-time feedback on their writing.\u003c/p>\n\u003cp>“Once they write something out it’s really hard to get them to go back and edit, but if they can see their work as a work-in-progress they see it more as a process,” Bridgemohan said. “And I’m part of that process with them.” The online tool also gives students a chance to innovate in their own right, something their teacher loves to watch. “Seeing them interact and be creative with the tools they have access to is really cool,” she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cspan style=\"color: #000000\">RELATED: \u003c/span>\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work for Teaching Language Arts?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Like many teachers experimenting with blended learning methods, Bridgemohan doesn’t have it all figured out yet. She’s still refining her approach, trying new software, and ditching the things that don’t work. She’s found some success with \u003ca href=\"http://www.studyisland.com\">Study Island\u003c/a> for skill review because she can give them a lesson that they go back and review as they do the work. She finds it especially useful for grammar skills like comma usage and for sentence structure and organization tips.\u003c/p>\n\u003cp>Global Tech Prep also has new grading software called \u003ca href=\"http://www.jupitergrades.com/\">Jupiter Grades\u003c/a>, which has been branching into online testing. Bridgemohan has experimented with the software to give online tests, hoping to save herself some grading time. Still, her advice to any teacher dabbling in classroom technology is to take it slow.\u003c/p>\n\u003cp>“I think it’s important to not do it all together,” she said. “There are a lot of options and it can get overwhelming.” Various platforms have their own logins and passwords, which can be a headache. It’s a lot to get used to and Bridgemohan still uses traditional classroom techniques, like journal writing, reading out loud, and in-class discussion. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Luckily, Russell and Bridgemohan have the support and guidance of other educators in New York. Many teachers across the country feel alone as they try to take advantage of new tools to improve their teaching, and their learning never gets shared with local peers. Perhaps one of the iZone’s biggest strengths is providing that type of community to its most forward-thinking educators.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>By \u003ca href=\"http://nwpr.drupal.publicbroadcasting.net/node/3035\" rel=\"author\">Ann Dornfeld\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">An entire school of teachers in Seattle is refusing to give students a standardized test that's required by the district. The teachers say the test is useless and wastes valuable instructional time.\u003c/p>\n\u003cp>Meanwhile, individual teacher protests of standardized tests are popping up nationwide, and the Seattle case may make bigger waves.\u003c/p>\n\u003cp>Students in Seattle Public Schools take a test called the Measures of Academic Progress, or MAP, up to three times a year, from kindergarten through at least ninth grade. The school district requires the test to measure how well students are doing in reading and math — in addition to annual standardized tests required by the state.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"No one likes what's going on, but no one has really found a mechanism to stand up and say, 'This is wrong,'\"\u003c/p>\n\u003c/aside>\n\u003cp>The MAP test is used as part of the teacher-evaluation process, and it's supposed to help teachers gauge students' progress.\u003c/p>\n\u003cp>\"We've lost a whole lot of class time. I don't know what the test was about, and I just see no use for it at all,\" says Kit McCormick, who teaches English at Garfield High School.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>McCormick says teachers are never allowed to see the test, so she has no idea how to interpret her students' scores.\u003c/p>\n\u003cp>\"So I'm not going to do it. But I'd be happy to have my students evaluated in a way that would be meaningful for both them and me,\" she says.\u003c/p>\n\u003cp>Instead of this kind of high-stakes testing, teachers at Garfield propose that student learning be judged by portfolios of their work.\u003c/p>\n\u003cp>The school's academic dean, Kris McBride, was supposed to administer the test this week. \u003c!--more-->Instead, she's standing behind the teachers. McBride says a major problem with the test is that it doesn't seem to align with district or state curricula.\u003c/p>\n\u003cp>\"In fact, our Algebra 1 students go in and sit in front of a computer and take this math test. It's filled with geometry; it's filled with probability and statistics and other things that aren't a part of the curriculum at all,\" she says.\u003c/p>\n\u003cp>\u003cstrong>ADMINISTRATIVE EXPECTATIONS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Seattle Public Schools Superintendent Jose Banda says the teachers are expected to fulfill their responsibilities.\u003c/p>\n\u003cp>He says the MAP test's frequency is useful in making sure students are learning what they should be but has invited teachers to take part in a formal district review of its effectiveness. That still doesn't let them off the hook from administering the test, though.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">Movement Against Standardized Tests Grow as Parents Opt Out\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>\"In the meantime, they have duties they're supposed to complete, making sure that this assessment is given,\" he says.\u003c/p>\n\u003cp>Banda says instead of boycotting the MAP test, teachers should work with the district to find solutions to their concerns.\u003c/p>\n\u003cp>\u003cstrong>A 'RIPPLE EFFECT'?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In recent years, individual teachers around the country have refused to give standardized tests, says New York University education professor Diane Ravitch. A critic of the nationwide trend of high-stakes standardized testing, Ravitch says this move by entire school of teachers is unusually gutsy.\u003c/p>\n\u003cp>\"No one likes what's going on, but no one has really found a mechanism to stand up and say, 'This is wrong,'\" she says. \"So I think this is incredibly encouraging, too, and I am sure that they will be applauded by teachers around the country. They may even have a ripple effect on other schools.\"\u003c/p>\n\u003cp>That's already happening in Seattle. Now, a group of elementary teachers at another school there says it will boycott the MAP test, too.\u003c/p>\n\u003cp>\u003cstrong>UNMOTIVATED STUDENTS \u003c/strong>\u003c/p>\n\u003cp>Not surprisingly, students also support the test boycott.\u003c/p>\n\u003cp>\"I don't like any standardized tests, but I feel like some may be necessary,\" says 16-year-old Alicia Butler, a junior at Garfield.\u003c/p>\n\u003cp>She says she's OK with taking the state tests to graduate, or the SATs to get into college. But she says students don't take the MAP test seriously, and that could hurt good teachers.\u003c/p>\n\u003cp>\"Since people are aware that we don't need it to graduate, they'll just start clicking on things,\" she says. \"A lot of these teachers here are good, so they'll get lower evaluations, and it's not fair.\"\u003c/p>\n\u003cp>The school district hasn't said what it will do to any teacher who fails to give students the MAP test. The superintendent has given them until Feb. 22 to comply.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Via \u003ca href=\"http://www.npr.org/2013/01/17/169620124/seattle-high-schools-teachers-toss-districts-test\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>By \u003ca href=\"http://nwpr.drupal.publicbroadcasting.net/node/3035\" rel=\"author\">Ann Dornfeld\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">An entire school of teachers in Seattle is refusing to give students a standardized test that's required by the district. The teachers say the test is useless and wastes valuable instructional time.\u003c/p>\n\u003cp>Meanwhile, individual teacher protests of standardized tests are popping up nationwide, and the Seattle case may make bigger waves.\u003c/p>\n\u003cp>Students in Seattle Public Schools take a test called the Measures of Academic Progress, or MAP, up to three times a year, from kindergarten through at least ninth grade. The school district requires the test to measure how well students are doing in reading and math — in addition to annual standardized tests required by the state.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"No one likes what's going on, but no one has really found a mechanism to stand up and say, 'This is wrong,'\"\u003c/p>\n\u003c/aside>\n\u003cp>The MAP test is used as part of the teacher-evaluation process, and it's supposed to help teachers gauge students' progress.\u003c/p>\n\u003cp>\"We've lost a whole lot of class time. I don't know what the test was about, and I just see no use for it at all,\" says Kit McCormick, who teaches English at Garfield High School.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>McCormick says teachers are never allowed to see the test, so she has no idea how to interpret her students' scores.\u003c/p>\n\u003cp>\"So I'm not going to do it. But I'd be happy to have my students evaluated in a way that would be meaningful for both them and me,\" she says.\u003c/p>\n\u003cp>Instead of this kind of high-stakes testing, teachers at Garfield propose that student learning be judged by portfolios of their work.\u003c/p>\n\u003cp>The school's academic dean, Kris McBride, was supposed to administer the test this week. \u003c!--more-->Instead, she's standing behind the teachers. McBride says a major problem with the test is that it doesn't seem to align with district or state curricula.\u003c/p>\n\u003cp>\"In fact, our Algebra 1 students go in and sit in front of a computer and take this math test. It's filled with geometry; it's filled with probability and statistics and other things that aren't a part of the curriculum at all,\" she says.\u003c/p>\n\u003cp>\u003cstrong>ADMINISTRATIVE EXPECTATIONS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Seattle Public Schools Superintendent Jose Banda says the teachers are expected to fulfill their responsibilities.\u003c/p>\n\u003cp>He says the MAP test's frequency is useful in making sure students are learning what they should be but has invited teachers to take part in a formal district review of its effectiveness. That still doesn't let them off the hook from administering the test, though.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">Movement Against Standardized Tests Grow as Parents Opt Out\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>\"In the meantime, they have duties they're supposed to complete, making sure that this assessment is given,\" he says.\u003c/p>\n\u003cp>Banda says instead of boycotting the MAP test, teachers should work with the district to find solutions to their concerns.\u003c/p>\n\u003cp>\u003cstrong>A 'RIPPLE EFFECT'?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In recent years, individual teachers around the country have refused to give standardized tests, says New York University education professor Diane Ravitch. A critic of the nationwide trend of high-stakes standardized testing, Ravitch says this move by entire school of teachers is unusually gutsy.\u003c/p>\n\u003cp>\"No one likes what's going on, but no one has really found a mechanism to stand up and say, 'This is wrong,'\" she says. \"So I think this is incredibly encouraging, too, and I am sure that they will be applauded by teachers around the country. They may even have a ripple effect on other schools.\"\u003c/p>\n\u003cp>That's already happening in Seattle. Now, a group of elementary teachers at another school there says it will boycott the MAP test, too.\u003c/p>\n\u003cp>\u003cstrong>UNMOTIVATED STUDENTS \u003c/strong>\u003c/p>\n\u003cp>Not surprisingly, students also support the test boycott.\u003c/p>\n\u003cp>\"I don't like any standardized tests, but I feel like some may be necessary,\" says 16-year-old Alicia Butler, a junior at Garfield.\u003c/p>\n\u003cp>She says she's OK with taking the state tests to graduate, or the SATs to get into college. But she says students don't take the MAP test seriously, and that could hurt good teachers.\u003c/p>\n\u003cp>\"Since people are aware that we don't need it to graduate, they'll just start clicking on things,\" she says. \"A lot of these teachers here are good, so they'll get lower evaluations, and it's not fair.\"\u003c/p>\n\u003cp>The school district hasn't said what it will do to any teacher who fails to give students the MAP test. The superintendent has given them until Feb. 22 to comply.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Via \u003ca href=\"http://www.npr.org/2013/01/17/169620124/seattle-high-schools-teachers-toss-districts-test\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Dan Pink: How Teachers Can Sell Love of Learning to Students",
"title": "Dan Pink: How Teachers Can Sell Love of Learning to Students",
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"content": "\u003cfigure id=\"attachment_32789\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32789\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/love-learning.jpg\" alt=\"love learning\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">In his new book \u003cem>\u003ca href=\"http://www.danpink.com/books/to-sell-is-human\">To Sell is Human\u003c/a>\u003c/em>, author Daniel Pink reports that education is one of the fastest growing job categories in the country. And with this growth comes the opportunity to change the way educators envision their roles and their classrooms. Guided by findings in educational research and neuroscience, the emphasis on cognitive skills like computation and memorization is evolving to include less tangible, non-cognitive skills, like collaboration and improvisation.\u003c/p>\n\u003cp>Jobs in education, Pink said in a recent interview, are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder. At the center of all this persuasion is selling: educators are sellers of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We have a lot of learned behavior of compliance, and hunger for external rewards and no real engagement.\"\u003c/p>\n\u003c/aside>\n\u003cp>Whether a teacher is presenting to her board or pitching a crowd of 12-year-olds on why Shakespeare was a genius, it’s all the art of persuasion. Though his new book has only been out a couple of weeks, Pink said he's already received many messages from teachers who agree that, “Yes, I sell. I sell students on poetry, on calculus, on biology.”\u003c/p>\n\u003cp>In fact, the business world has a lot to learn from educators: what motivates people, how to inspire people to perform well. But educators can also take a lesson from the commercial world: namely, teaching the complicated skill of \u003cem>finding\u003c/em> problems. In a recent study, Pink said school superintendents rated problem\u003cem>-\u003c/em>\u003cem>solving\u003c/em> as the top capability they wanted to instill. Corporate executives, however, rated problem-solving as seventh on their list of attributes in employees, but rated problem identification as the single most important skill. That is, the ability to suss out issues and challenges that aren't necessarily obvious. And this is where students could benefit from educators -- learning the process of identifying a problem.\u003c/p>\n\u003cp>“The premium has moved from problem solving to problem finding as a skill,” Pink said. “Right now, especially in the commercial world, if I know exactly what my problem is, I can find the solution to my own problem. I don't need someone to help me. Where I need help is when I don't \u003c!--more-->know what my problem is or when I'm wrong about what my problem is. Problem solving is an analytical, deductive kind of skill. The phrase ‘problem finding’ comes out of research on artists. It’s more of a conceptual kind of skill.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So how do educators help kids become problem-finders when they don’t know what the problem is or where the next one might be coming from? “A lot of people hate this word but I think we have to take it seriously, which is relevance,” Pink said. “There’s something to be said for connecting particular lessons to something in the real world.”\u003c/p>\n\u003cp>For instance, application of math principles, which has real relevance in the real world. “Even with my own kids, to some extent I see math has become an abstract code designed to get a right answer rather than seeing that math explains why this building is standing up, or why the traffic is going slow right now, or why the 49ers are kicking a field goal rather than going for first down.\"\u003c/p>\n\u003cp>\u003cstrong>DANGERS OF STANDARDIZATION\u003c/strong>\u003c/p>\n\u003cp>One of the big topics Pink tackles in his current book is the idea of moving from transactions to transcendence -- to making something personal. That's the best way to \"sell\" students on what they're learning, Pink maintains. This has been a recurring theme in education: connecting what's taught in classrooms to students' personal lives. But, as evidenced by current school dynamics, that's not the way the tide is moving.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/bookcoverjpeg-e1354078407704/\" rel=\"attachment wp-att-26622\">\u003cimg class=\"alignright size-full wp-image-26622\" title=\"bookcoverjpeg-e1354078407704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/bookcoverjpeg-e1354078407704.jpg\" alt=\"\" width=\"275\" height=\"416\">\u003c/a>\"Most of our education is heavily, heavily, heavily standardized,\" Pink said. \"So, 11-year-olds are all together in one room. No 10-year-olds, and certainly no 13-year-olds. And [assuming that] all of those 11-year-olds are the same, we're going to put them all together in a 35-kid classroom. Every educator knows that doesn't work well. Every educator knows about differentiated instruction. The idea that you treat everybody the same way is foolish, and yet the headwinds in education are very much toward routines, right answer, standardization.\"\u003c/p>\n\u003cp>Why is it moving this way? One of the reasons, Pink said, is the “appalling” absence of leadership on this issue. “One of the things that I see as an outsider is that so much of education policy seems designed for the convenience of adults rather than the education of children,\" he said. \"Start time is a perfect example. Why do we do that? It’s more convenient for the teachers. Why do we have standardized testing? Because it’s unbelievably cheap. If you want to give real evaluations to kids, they have to be personalized, tailored to the kids, at the unit of one. Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.\"\u003c/p>\n\u003cp>With big changes coming in the form of Common Core State Standards, some fear the idea of standardized “one-size-fits-all” will become even more deeply embedded in education policy. While mastering a core set of literacies makes sense if it can turn students into effective citizens by becoming numerate and literate, Pink said the manner in which Common Core is implemented will determine its value. If Common Core is the only curriculum presented to students, then it runs into\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">How to Connect School World to the Real World\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the danger of becoming \"all about cramming facts.\" Knowing for a test that the 5th Amendment is about self-incrimination does not necessarily result in good citizenship.\u003c/p>\n\u003cp>The same principle applies to the big trend in games and learning, which sometimes results simply in rewards for rote knowledge and memorization. Games \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">have the potential \u003c/a>to make math more relevant or engaging, Pink said, but if they lead to standardized thinking about getting to the one right answer, that can be problematic. It’s the carrot and stick thinking vestigial of a bygone era. If the only aim of a game is for points and badges, the game has little benefit for the player. For a game to be compelling and a good source of learning, it should be capable of providing rapid, robust, regular, and meaningful feedback. Social gaming, such as Minecraft, is one instantiation of this kind of salient feedback, Pink said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.\"\u003c/p>\n\u003c/aside>\n\u003cp>The standardized model of education is in dire need of an upgrade, producing students with skills that won’t serve them well outside the boundaries of school. Students who are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/beyond-grades-and-trophies-teaching-kids-the-definition-of-success/\">driven by external rewards (grades, trophies)\u003c/a>, will be fare worse than those who are self-directed, motivated by freedom, challenge, and purpose, Pink wrote in his earlier book \u003cem>Drive.\u003c/em>\u003c/p>\n\u003cp>“Here’s the thing,” he said. “We have a lot of learned behavior of compliance, and hunger for external rewards and no real engagement. We have this belief that people perform better if we hit them with this endless arsenal of carrots and sticks: If-then motivators. To get to that engagement, people have to unlearn these deeply rooted habits. I defy you to find a two year old who is not engaged. That’s how we are out of the box.”\u003c/p>\n\u003cp>\u003cstrong>WHAT DRIVES US\u003c/strong>\u003c/p>\n\u003cp>As a student, Pink said he did what everyone else did -- he wrote a paper for a class, wrote it neatly, on time, and for a grade. But when he started writing for the school newspaper, things shifted in his mind. He realized it would reach his peers, and suddenly he was motivated to improve his writing. The same goes for any student, he said. “Those clues are right in front of us,” says Pink.\u003c/p>\n\u003cp>That's what \u003ca href=\"http://www.bigpicture.org/board-of-directors/dan-pink/.\">Big Pictures Schools\u003c/a>, a network of schools across the country, on which Pink serves as board member, are attempting to do. New students at these schools are asked questions about their interests. They could be interested in martial arts, ballet, baseball. Then teachers take the information, and build a curriculum around those particular interests.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Teachers Can Prepare Students for a Connected World\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way of personalizing learning, among many others, are DIY report cards. Even a fifth-grader has the wherewithal to say, “This is what I want to learn; this is what I want to accomplish; this is what I want to get better at.” Then he can look for ways to get feedback on his performance, so he can see that he’s making progress and see that he’s getting better at something.\u003c/p>\n\u003cp>“An educator in upstate New York did these DIY report cards, and they changed the way he taught,” Pink said. “When students assessed themselves, they held themselves to a higher standard. This changed the way he looked at the kids.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32789\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32789\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/love-learning.jpg\" alt=\"love learning\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/love-learning-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">In his new book \u003cem>\u003ca href=\"http://www.danpink.com/books/to-sell-is-human\">To Sell is Human\u003c/a>\u003c/em>, author Daniel Pink reports that education is one of the fastest growing job categories in the country. And with this growth comes the opportunity to change the way educators envision their roles and their classrooms. Guided by findings in educational research and neuroscience, the emphasis on cognitive skills like computation and memorization is evolving to include less tangible, non-cognitive skills, like collaboration and improvisation.\u003c/p>\n\u003cp>Jobs in education, Pink said in a recent interview, are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder. At the center of all this persuasion is selling: educators are sellers of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We have a lot of learned behavior of compliance, and hunger for external rewards and no real engagement.\"\u003c/p>\n\u003c/aside>\n\u003cp>Whether a teacher is presenting to her board or pitching a crowd of 12-year-olds on why Shakespeare was a genius, it’s all the art of persuasion. Though his new book has only been out a couple of weeks, Pink said he's already received many messages from teachers who agree that, “Yes, I sell. I sell students on poetry, on calculus, on biology.”\u003c/p>\n\u003cp>In fact, the business world has a lot to learn from educators: what motivates people, how to inspire people to perform well. But educators can also take a lesson from the commercial world: namely, teaching the complicated skill of \u003cem>finding\u003c/em> problems. In a recent study, Pink said school superintendents rated problem\u003cem>-\u003c/em>\u003cem>solving\u003c/em> as the top capability they wanted to instill. Corporate executives, however, rated problem-solving as seventh on their list of attributes in employees, but rated problem identification as the single most important skill. That is, the ability to suss out issues and challenges that aren't necessarily obvious. And this is where students could benefit from educators -- learning the process of identifying a problem.\u003c/p>\n\u003cp>“The premium has moved from problem solving to problem finding as a skill,” Pink said. “Right now, especially in the commercial world, if I know exactly what my problem is, I can find the solution to my own problem. I don't need someone to help me. Where I need help is when I don't \u003c!--more-->know what my problem is or when I'm wrong about what my problem is. Problem solving is an analytical, deductive kind of skill. The phrase ‘problem finding’ comes out of research on artists. It’s more of a conceptual kind of skill.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So how do educators help kids become problem-finders when they don’t know what the problem is or where the next one might be coming from? “A lot of people hate this word but I think we have to take it seriously, which is relevance,” Pink said. “There’s something to be said for connecting particular lessons to something in the real world.”\u003c/p>\n\u003cp>For instance, application of math principles, which has real relevance in the real world. “Even with my own kids, to some extent I see math has become an abstract code designed to get a right answer rather than seeing that math explains why this building is standing up, or why the traffic is going slow right now, or why the 49ers are kicking a field goal rather than going for first down.\"\u003c/p>\n\u003cp>\u003cstrong>DANGERS OF STANDARDIZATION\u003c/strong>\u003c/p>\n\u003cp>One of the big topics Pink tackles in his current book is the idea of moving from transactions to transcendence -- to making something personal. That's the best way to \"sell\" students on what they're learning, Pink maintains. This has been a recurring theme in education: connecting what's taught in classrooms to students' personal lives. But, as evidenced by current school dynamics, that's not the way the tide is moving.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/bookcoverjpeg-e1354078407704/\" rel=\"attachment wp-att-26622\">\u003cimg class=\"alignright size-full wp-image-26622\" title=\"bookcoverjpeg-e1354078407704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/bookcoverjpeg-e1354078407704.jpg\" alt=\"\" width=\"275\" height=\"416\">\u003c/a>\"Most of our education is heavily, heavily, heavily standardized,\" Pink said. \"So, 11-year-olds are all together in one room. No 10-year-olds, and certainly no 13-year-olds. And [assuming that] all of those 11-year-olds are the same, we're going to put them all together in a 35-kid classroom. Every educator knows that doesn't work well. Every educator knows about differentiated instruction. The idea that you treat everybody the same way is foolish, and yet the headwinds in education are very much toward routines, right answer, standardization.\"\u003c/p>\n\u003cp>Why is it moving this way? One of the reasons, Pink said, is the “appalling” absence of leadership on this issue. “One of the things that I see as an outsider is that so much of education policy seems designed for the convenience of adults rather than the education of children,\" he said. \"Start time is a perfect example. Why do we do that? It’s more convenient for the teachers. Why do we have standardized testing? Because it’s unbelievably cheap. If you want to give real evaluations to kids, they have to be personalized, tailored to the kids, at the unit of one. Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.\"\u003c/p>\n\u003cp>With big changes coming in the form of Common Core State Standards, some fear the idea of standardized “one-size-fits-all” will become even more deeply embedded in education policy. While mastering a core set of literacies makes sense if it can turn students into effective citizens by becoming numerate and literate, Pink said the manner in which Common Core is implemented will determine its value. If Common Core is the only curriculum presented to students, then it runs into\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">How to Connect School World to the Real World\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the danger of becoming \"all about cramming facts.\" Knowing for a test that the 5th Amendment is about self-incrimination does not necessarily result in good citizenship.\u003c/p>\n\u003cp>The same principle applies to the big trend in games and learning, which sometimes results simply in rewards for rote knowledge and memorization. Games \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">have the potential \u003c/a>to make math more relevant or engaging, Pink said, but if they lead to standardized thinking about getting to the one right answer, that can be problematic. It’s the carrot and stick thinking vestigial of a bygone era. If the only aim of a game is for points and badges, the game has little benefit for the player. For a game to be compelling and a good source of learning, it should be capable of providing rapid, robust, regular, and meaningful feedback. Social gaming, such as Minecraft, is one instantiation of this kind of salient feedback, Pink said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.\"\u003c/p>\n\u003c/aside>\n\u003cp>The standardized model of education is in dire need of an upgrade, producing students with skills that won’t serve them well outside the boundaries of school. Students who are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/beyond-grades-and-trophies-teaching-kids-the-definition-of-success/\">driven by external rewards (grades, trophies)\u003c/a>, will be fare worse than those who are self-directed, motivated by freedom, challenge, and purpose, Pink wrote in his earlier book \u003cem>Drive.\u003c/em>\u003c/p>\n\u003cp>“Here’s the thing,” he said. “We have a lot of learned behavior of compliance, and hunger for external rewards and no real engagement. We have this belief that people perform better if we hit them with this endless arsenal of carrots and sticks: If-then motivators. To get to that engagement, people have to unlearn these deeply rooted habits. I defy you to find a two year old who is not engaged. That’s how we are out of the box.”\u003c/p>\n\u003cp>\u003cstrong>WHAT DRIVES US\u003c/strong>\u003c/p>\n\u003cp>As a student, Pink said he did what everyone else did -- he wrote a paper for a class, wrote it neatly, on time, and for a grade. But when he started writing for the school newspaper, things shifted in his mind. He realized it would reach his peers, and suddenly he was motivated to improve his writing. The same goes for any student, he said. “Those clues are right in front of us,” says Pink.\u003c/p>\n\u003cp>That's what \u003ca href=\"http://www.bigpicture.org/board-of-directors/dan-pink/.\">Big Pictures Schools\u003c/a>, a network of schools across the country, on which Pink serves as board member, are attempting to do. New students at these schools are asked questions about their interests. They could be interested in martial arts, ballet, baseball. Then teachers take the information, and build a curriculum around those particular interests.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Teachers Can Prepare Students for a Connected World\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way of personalizing learning, among many others, are DIY report cards. Even a fifth-grader has the wherewithal to say, “This is what I want to learn; this is what I want to accomplish; this is what I want to get better at.” Then he can look for ways to get feedback on his performance, so he can see that he’s making progress and see that he’s getting better at something.\u003c/p>\n\u003cp>“An educator in upstate New York did these DIY report cards, and they changed the way he taught,” Pink said. “When students assessed themselves, they held themselves to a higher standard. This changed the way he looked at the kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_26550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/enstitute-fellows-2/\" rel=\"attachment wp-att-26550\">\u003cimg class=\"size-large wp-image-26550\" title=\"Enstitute-Fellows 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Enstitute-Fellows-2-620x308.jpg\" alt=\"\" width=\"620\" height=\"308\">\u003c/a>Enstitute\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Going to college used to be the prescribed path to success, but today, students are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/\">considering different options\u003c/a>. The cost of a college education is soaring and many students are graduating with tens of thousands of dollars in debt. One response to the high cost of secondary education are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> offered by companies like \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> or \u003ca href=\"https://www.edx.org/\">edX \u003c/a>that offer free online courses taught by well-known professors, but the jury is still out on how \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">employers will view qualifications \u003c/a>from MOOCs.\u003c/p>\n\u003cp>Students are now considering whether \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">work experience should come\u003c/a> even before college education. What if applicants already had a solid footing in the industries they hope to enter? That’s the mission of \u003ca href=\"http://enstituteu.com/about/\">Enstitute\u003c/a>, a New York City-based non-profit that's promoting the idea of learning by doing.\u003c/p>\n\u003cp>Co-founder Kane Sarhan developed Enstitute based on his personal experiences in college and in apprenticeships. He was a high achiever in university, but never felt very connected to what he studied until he started getting real-world experience through internships. Suddenly, the marketing terms used in class became relevant and there was a reason to understand them. His apprenticeships helped him get real-world job experience that he parlayed into a first job with more responsibility and higher pay than some of his peers who had graduated from top universities.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We sat down with about a dozen HR departments before we started the program and they said the traditional indicators that they use for recruiting are starting to fail.”\u003c/p>\n\u003c/aside>\n\u003cp>His friends started coming to him asking for advice and he tried to help them out by connecting them to entrepreneurs in his circle. The hunger for those connections, for real skills and practical experience, was so strong that Sarhan decided to institutionalize the apprenticeship experience.\u003c/p>\n\u003cp>“We sat down with about a dozen HR departments before we started the program and they said the traditional indicators that they use for recruiting are starting to fail,” Sarhan said. Hiring \u003c!--more-->managers saw promise in Enstitute because new employees would come to them with practical skills – they wouldn’t have to spend valuable time retraining even the smartest entry-level applicant.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>HOW DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>Enstitute, which raised funds to support their students from private investors, Microsoft Bing, and the Kauffman Foundation, welcomed its \u003ca href=\"http://enstituteu.com/4-columns/\">first class of 11 fellows\u003c/a> in September of 2012. They've each been placed in a tech start-up where they'll work and learn for two years. They rotate between different divisions of the company, learning each aspect of the business before being given one area of focus. Enstitute does weekly check-ins with fellows to follow their learning progress and monthly check-ins with the host-companies to make sure the experience remains substantive.\u003c/p>\n\u003cp>Fellows also have six to eight hours of coursework per week, a mixture of online and offline work. Enstitute partners with \u003ca href=\"http://www.skillshare.com/\">SkillShare\u003c/a>, \u003ca href=\"http://teamtreehouse.com/\">Treehouse\u003c/a>, \u003ca href=\"http://generalassemb.ly/\">GeneralAssembly\u003c/a>, as well as private corporations like the Economist and MOOCs, which provide the courses meant to solidify the foundations of what they're doing on the job. The courses also focus on things like critical thinking and problem solving, written communication, verbal communication and presentation, as well as elective subjects in liberal arts, competency in basic business technology, and front- and back-end development.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cem>RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">For the Future Student, Higher Education Will Be Redefined\u003c/a>\u003c/em>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>In its pilot year, fellows get paid $200 per week and are given free room and board at a loft Enstitute rents in New York. The first year's fellows have not had to pay for the education, but in the future, Sarhan predicts there will be a nominal fee of $1,500 per year to cover the cost of online courses. He also expects the weekly stipend paid by companies to increase. The first eleven fellows are an exceptionally driven bunch, he said, and most already have experience with tech start-ups.\u003c/p>\n\u003cp>\u003cstrong>WILL THEY GET JOBS?\u003c/strong>\u003c/p>\n\u003cp>Sarhan is intently focused on trying to make sure Enstitute fellows emerge from the program as competitive candidates for good jobs at companies of all sizes. He’s confident that the on-the-job skills they're learning from their internships already put them a step above peers emerging from elite institutions with little experience.\u003c/p>\n\u003cp>But he’s also making connections with as many companies as he can, selling the Enstitute model. He’s creating a recruiting pipeline with employers on the other end who know exactly the kind of experience they're cultivating. Additionally, the “credential” that fellows receive from Enstitute is what amounts to a real-world portfolio of their work. They can demonstrate the projects they\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>\u003cem>RELATED\u003c/em>:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">Should Work Experience Come Before College Education?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>worked on during their apprenticeships, recommendations from their \u003ca href=\"http://enstituteu.com/entrepenuers/\">entrepreneur-mentors\u003c/a>, peers and Enstitute staff, as well as the results of their online coursework. Taken together, Sarhan hopes it will paint a compelling picture of competence.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE FOR ENSTITUTE\u003c/strong>\u003c/p>\n\u003cp>The company is currently accepting applications for their next set of fellows and have added digital media/advertising and non-profit/social good apprenticeships to the industry list they offer.\u003c/p>\n\u003cp>“At scale we see Enstitute working with any small to medium sized company in this country to place an apprentice, so anyone can learn on the job,” Sarhan said. That means flower shops or restaurants or auto body shops could all teach their trade through an apprenticeship. The founders want to take the program global, connecting international fellows to companies in their own communities. Sarhan said he's committed to keeping the program affordable and getting apprentices paid through the company. He doesn’t think anyone should have to go into debt to find their career path.\u003c/p>\n\u003cp>Stanford professor Sebastian Thrun, who launched \u003ca href=\"http://www.udacity.com\">Udacity\u003c/a>, free online higher-ed classes, sees this kind of new model emerging for what comes after high school.\u003c/p>\n\u003cp>Rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.“I’d love to see a time when job choices we make reinforce education,” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">Thrun said\u003c/a>. “We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/enstitute-fellows-2/\" rel=\"attachment wp-att-26550\">\u003cimg class=\"size-large wp-image-26550\" title=\"Enstitute-Fellows 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Enstitute-Fellows-2-620x308.jpg\" alt=\"\" width=\"620\" height=\"308\">\u003c/a>Enstitute\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Going to college used to be the prescribed path to success, but today, students are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/\">considering different options\u003c/a>. The cost of a college education is soaring and many students are graduating with tens of thousands of dollars in debt. One response to the high cost of secondary education are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> offered by companies like \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> or \u003ca href=\"https://www.edx.org/\">edX \u003c/a>that offer free online courses taught by well-known professors, but the jury is still out on how \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">employers will view qualifications \u003c/a>from MOOCs.\u003c/p>\n\u003cp>Students are now considering whether \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">work experience should come\u003c/a> even before college education. What if applicants already had a solid footing in the industries they hope to enter? That’s the mission of \u003ca href=\"http://enstituteu.com/about/\">Enstitute\u003c/a>, a New York City-based non-profit that's promoting the idea of learning by doing.\u003c/p>\n\u003cp>Co-founder Kane Sarhan developed Enstitute based on his personal experiences in college and in apprenticeships. He was a high achiever in university, but never felt very connected to what he studied until he started getting real-world experience through internships. Suddenly, the marketing terms used in class became relevant and there was a reason to understand them. His apprenticeships helped him get real-world job experience that he parlayed into a first job with more responsibility and higher pay than some of his peers who had graduated from top universities.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“We sat down with about a dozen HR departments before we started the program and they said the traditional indicators that they use for recruiting are starting to fail.”\u003c/p>\n\u003c/aside>\n\u003cp>His friends started coming to him asking for advice and he tried to help them out by connecting them to entrepreneurs in his circle. The hunger for those connections, for real skills and practical experience, was so strong that Sarhan decided to institutionalize the apprenticeship experience.\u003c/p>\n\u003cp>“We sat down with about a dozen HR departments before we started the program and they said the traditional indicators that they use for recruiting are starting to fail,” Sarhan said. Hiring \u003c!--more-->managers saw promise in Enstitute because new employees would come to them with practical skills – they wouldn’t have to spend valuable time retraining even the smartest entry-level applicant.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>HOW DOES IT WORK?\u003c/strong>\u003c/p>\n\u003cp>Enstitute, which raised funds to support their students from private investors, Microsoft Bing, and the Kauffman Foundation, welcomed its \u003ca href=\"http://enstituteu.com/4-columns/\">first class of 11 fellows\u003c/a> in September of 2012. They've each been placed in a tech start-up where they'll work and learn for two years. They rotate between different divisions of the company, learning each aspect of the business before being given one area of focus. Enstitute does weekly check-ins with fellows to follow their learning progress and monthly check-ins with the host-companies to make sure the experience remains substantive.\u003c/p>\n\u003cp>Fellows also have six to eight hours of coursework per week, a mixture of online and offline work. Enstitute partners with \u003ca href=\"http://www.skillshare.com/\">SkillShare\u003c/a>, \u003ca href=\"http://teamtreehouse.com/\">Treehouse\u003c/a>, \u003ca href=\"http://generalassemb.ly/\">GeneralAssembly\u003c/a>, as well as private corporations like the Economist and MOOCs, which provide the courses meant to solidify the foundations of what they're doing on the job. The courses also focus on things like critical thinking and problem solving, written communication, verbal communication and presentation, as well as elective subjects in liberal arts, competency in basic business technology, and front- and back-end development.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cem>RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">For the Future Student, Higher Education Will Be Redefined\u003c/a>\u003c/em>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>In its pilot year, fellows get paid $200 per week and are given free room and board at a loft Enstitute rents in New York. The first year's fellows have not had to pay for the education, but in the future, Sarhan predicts there will be a nominal fee of $1,500 per year to cover the cost of online courses. He also expects the weekly stipend paid by companies to increase. The first eleven fellows are an exceptionally driven bunch, he said, and most already have experience with tech start-ups.\u003c/p>\n\u003cp>\u003cstrong>WILL THEY GET JOBS?\u003c/strong>\u003c/p>\n\u003cp>Sarhan is intently focused on trying to make sure Enstitute fellows emerge from the program as competitive candidates for good jobs at companies of all sizes. He’s confident that the on-the-job skills they're learning from their internships already put them a step above peers emerging from elite institutions with little experience.\u003c/p>\n\u003cp>But he’s also making connections with as many companies as he can, selling the Enstitute model. He’s creating a recruiting pipeline with employers on the other end who know exactly the kind of experience they're cultivating. Additionally, the “credential” that fellows receive from Enstitute is what amounts to a real-world portfolio of their work. They can demonstrate the projects they\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>\u003cem>RELATED\u003c/em>:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/\">Should Work Experience Come Before College Education?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>worked on during their apprenticeships, recommendations from their \u003ca href=\"http://enstituteu.com/entrepenuers/\">entrepreneur-mentors\u003c/a>, peers and Enstitute staff, as well as the results of their online coursework. Taken together, Sarhan hopes it will paint a compelling picture of competence.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE FOR ENSTITUTE\u003c/strong>\u003c/p>\n\u003cp>The company is currently accepting applications for their next set of fellows and have added digital media/advertising and non-profit/social good apprenticeships to the industry list they offer.\u003c/p>\n\u003cp>“At scale we see Enstitute working with any small to medium sized company in this country to place an apprentice, so anyone can learn on the job,” Sarhan said. That means flower shops or restaurants or auto body shops could all teach their trade through an apprenticeship. The founders want to take the program global, connecting international fellows to companies in their own communities. Sarhan said he's committed to keeping the program affordable and getting apprentices paid through the company. He doesn’t think anyone should have to go into debt to find their career path.\u003c/p>\n\u003cp>Stanford professor Sebastian Thrun, who launched \u003ca href=\"http://www.udacity.com\">Udacity\u003c/a>, free online higher-ed classes, sees this kind of new model emerging for what comes after high school.\u003c/p>\n\u003cp>Rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.“I’d love to see a time when job choices we make reinforce education,” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\">Thrun said\u003c/a>. “We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "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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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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