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"content": "\u003cdiv id=\"attachment_26475\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/attachment/119629056/\" rel=\"attachment wp-att-26475\">\u003cimg class=\"size-large wp-image-26475\" title=\"119629056\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/119629056-620x411.jpg\" alt=\"\" width=\"620\" height=\"411\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Nikhil Goyal\u003c/h5>\n\u003cp class=\"dropcap-serif\">British rapper-poet Suli Amoako recently launched a video,\u003ca href=\"http://www.youtube.com/watch?v=y_ZmM7zPLyI\" target=\"_blank\"> “Why I Hate School, But Love Education,”\u003c/a> that has been making rounds all over the Internet. He calls for young people to “understand your motives and reassess your aims” and provides outliers in history that have done very well for themselves and society without formal schooling.\u003c/p>\n\u003cp>The final line of the video is: “There’s more than one way to be an educated man.” Amoako’s on the mark.\u003c/p>\n\u003cp>In the book \u003ca href=\"http://www.amazon.com/Millionaire-Mind-Thomas-J-Stanley/dp/0740718584\">\u003cem>The Millionaire Mind\u003c/em>\u003c/a>, Dr. Thomas J. Stanley conducted an extensive survey of more than 1,000 millionaires in the United States. He approximated that the average collegiate GPA for a self-made millionaire is 2.76. New York Times columnist David Brooks jokes, “You know all those morons who sat in the back of the classrooms goofing off? In a few years you’re going to have a new name for them: Boss.” What’s more, people with the highest life satisfaction are more likely to drop out of school, according to research from psychologist Edward Diener.\u003c/p>\n\u003cp>Before you accuse me of calling for millions of students to drop out of school, let me make a few things clear: First, if you have viable alternative, dropping out may be the best option for you. But as always, one-size-does-not-fit-all. Second, we have many lessons to learn from successful people who have done poorly, dropped out, never went, or just hated school. A common thread strings them together — a serious commitment to lifelong learning and a desire to screw with the status quo. Here, five secrets of the great “uneducated.”\u003c/p>\n\u003ch4>\u003cstrong>1. NEVER STOP PLAYING.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.amazon.com/Steve-Jobs-Walter-Isaacson/dp/1451648537\" target=\"_blank\">If not for Steve Jobs’ adopted father, Paul\u003c/a>, who instilled a love of learning and tinkering within him, we may not have Apple today. He taught Jobs “how to build things, how to take things apart, [and] put things back together.” He exposed him to electronics and mechanics, planting the seeds of design and inquiry within the young innovator that would be later exemplified in Apple products like the iPhone and Macbook.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While Jobs abhorred going to school and almost got his curiosity “beaten” out of him, he never stopped playing be it during his tenure at Apple or his stint at Pixar. Extraordinary innovators never stop playing. “Work hard, play hard,” as the Wiz Khalifa tune goes. For his entire life, Jobs, unlike most human beings, was able to “retain a sizable portion of…[his] childhood spirit despite the pressures and demands of adulthood” — a characteristic called \u003ca href=\"http://www.nytimes.com/2006/12/10/magazine/10section3a.t-3.html\" target=\"_blank\">psychological neoteny\u003c/a>. Jobs neve\u003c!--more-->r lost that childhood-like sense of wonder and burst of imagination. In his new book, \u003ca href=\"http://powerseductionandwar.com/\" target=\"_blank\">\u003cem>Mastery\u003c/em>\u003c/a>, Robert Greene argues that as we mature into adulthood, “we no longer look at things as they are, noticing their details, or wonder why they exist. Our minds gradually lighten up.” Childhood has become an endangered species.\u003c/p>\n\u003cp>As M.I.T. Media Lab director \u003ca href=\"http://joi.ito.com/weblog/2009/12/15/neoteny.html\">Joichi Ito puts it\u003c/a>, let’s “allow neoteny to guide us beyond the rigid frameworks and dogma created by adults.”\u003c/p>\n\u003ch4>\u003cstrong>2. FIND AN APPRENTICESHIP.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Master teacher at the Acton School of Business Jeff Sandefer has this radical thought, ”Let’s close the public schools and shutter America’s universities… Instead, let children teach themselves and find an apprenticeship at an early age.” Mostly associated with the pre-industrial age, apprenticeships were actually a hot ticket into the working class of America. Today, \u003ca href=\"http://www.npr.org/2012/07/26/157033600/bypassing-college-dreams-a-different-road-to-work\" target=\"_blank\">only 0.3% of the American workforce are apprentices\u003c/a>, according to a report from American University economist Robert Lerman.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>To name a few notable figures, John Frieda, Ozzy Osborne, and Benjamin Franklin all opted out of a higher learning institution for an apprenticeship. Take Franklin. At age 12, \u003ca href=\"http://www.amazon.com/Benjamin-Franklin-American-Walter-Isaacson/dp/074325807X\" target=\"_blank\">his first apprenticeship was under his brother\u003c/a> in a printing shop. There, he exhausted sums of books, even skipping meals in order to fuel his literary obsession. Franklin’s apprenticeship would \u003ca href=\"http://www.amazon.com/Mastery-Robert-Greene/dp/0670024961\" target=\"_blank\">end on a sour note\u003c/a>, however. He ran away after his brother would not publish his writings. He would later find work in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/attachment/139739543/\" rel=\"attachment wp-att-26478\">\u003cimg class=\"alignright size-medium wp-image-26478\" title=\"139739543\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/139739543-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Philadelphia and London, clashing with sporadic unemployment along with whetting his publishing and writing skills. Later, Franklin and a business partner would start their own printing shop in Philadelphia. All of these experiences combined would assist him as he climbed up the ranks of American colonial society, eventually becoming one of the Founding Fathers of this country.\u003c/p>\n\u003cp>Learning by doing is the best way to learn anything. Organizations like Enstitute, a two year apprenticeship-based educational experience designed to turn incubators, companies, and start-ups into classrooms for 18-24 year-olds, are trying to make this method of learning cool again. In \u003cem>Mastery\u003c/em>, Greene writes, “Masters in history: a youthful passion or predilection, a chance encounter that allows them to discover how to apply it, an apprenticeship in which they come alive with energy and focus. This intense connection and desire allows them to withstand the pain of the process — the self-doubts, the tedious hours of practice and study, the inevitable setbacks, the endless barbs from the envious.”\u003c/p>\n\u003ch4>\u003cstrong>3. \"DON'T LET THE NOISE OF OTHER'S OPINIONS DROWN OUT YOUR INNER VOICE.\"\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>The quote above was stated by Steve Jobs during his infamous Stanford commencement speech in 2005. Throughout history, we’ve accumulated a drove of case studies of teachers and schools writing off students because they weren’t able to or didn’t want to fit into the mold of formal education. Some students’ spirits have been so disheartened that they felt they weren’t good at anything and they had no place in this world. Winston Churchill was one who perfectly fit this description. Hindered by a speech impediment, he was a terrible and rebellious student, generally garnering some of the lowest grades in his classes. Churchill’s teachers, \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/books.google.com/books?isbn=0393062309\" target=\"_blank\">in their reports\u003c/a>, labeled him as “lazy, arrogant, willful, naughty, and unpunctual.”\u003c/p>\n\u003cp>But he never gave into their taunts. He kept hustling. He enrolled into the military. He then ran for office and had to deal with a few devastating blows –\u003ca href=\"http://www.notablebiographies.com/Ch-Co/Churchill-Winston.html#b\" target=\"_blank\"> losing countless elections\u003c/a>, more than any statesmen in British history. He defied the naysayers time after time and would eventually be lauded as the “savior of his country.” As Churchill put it bluntly, “You have enemies? Good. That means you’ve stood up for something, sometime in your life.” So much for school.\u003c/p>\n\u003ch4>\u003cstrong>4. NEVER STOP FAILING.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>When we discuss the stories of very successful people, we often neglect to mention the person’s journey to get to that point. We leave out their failures and the days when they wanted to quit and move on. We shouldn’t. We should put this segment of their lives under a microscope and study it genuinely.\u003c/p>\n\u003cp>Thomas Edison is perhaps one of America’s most marvelous failures. He just couldn’t stop failing. \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/Called%20an%20%22addled-brain%22:%20http://news.google.com/newspapers?nid=1300&dat=19470927&id=6QhFAAAAIBAJ&sjid=vL0DAAAAIBAJ&pg=2585,8591190%20Called%20an%20%22addled-brain%22:%20http://news.google.com/newspapers?nid=1300&dat=19470927&id=6QhFAAAAIBAJ&sjid=vL0DAAAAIBAJ&pg=2585,8591190\" target=\"_blank\">Called an “addled-brain”\u003c/a> by a schoolmaster, Edison had only three months of formal schooling. \u003ca href=\"http://www.timetoast.com/timelines/7891\" target=\"_blank\">At age 12\u003c/a>, he became a candy butcher on a train from Port Huron to Detroit , selling items like newspapers, fruit, snacks, and candy to passengers. Interestingly enough, a boy who was insanely curious about science and reading, created a makeshift laboratory in the empty baggage car of the train, where he would conduct chemical experiments, and started a printing press where he ran\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children For What's Next?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>copies of the “Grand Trunk Herald.” How oblivious were these conductors and passengers? Edison’s laboratory activities were abruptly terminated after a experiment in the lab started a fire. Now with a sudden hearing loss, he jumped from job to job, because he kept getting fired. Edison’s overall grit and devotion to learning was unwavering. He did not see separate experiments into successes and failures, only learning experiences. Edison had an intrinsic hunger and drive to solve problems he witnessed in the world.\u003c/p>\n\u003cp>It was the Wizard of Menlo Park who famously said, “I have not failed 700 times. I’ve succeeded in proving 700 ways how not to build a lightbulb.” One event in Edison’s life represents this well. \u003ca href=\"http://books.google.com/books/about/Edison.html?id=qN83AAAAMAAJ\" target=\"_blank\">In December 1914\u003c/a>, when Edison was 67 years-old, a fire wiped out his factory, a place where he had spent a decade of his life and a lot of money in hope of developing a nickel-alkaline storage battery. On the spot, as the flames continued to roar, he confirmed that he would rebuild the laboratories. Almost as an afterthought, \u003ca href=\"http://speeches.byu.edu/?act=viewitem&id=869\" target=\"_blank\">he added\u003c/a>, “Oh, by the way. Anybody know where we can get some money?” And a mere three weeks after the fire, Edison shipped the first phonograph. Drawing from luminaries like Edison, the future belongs to the ones who\u003ca href=\"http://www.washingtonpost.com/blogs/innovations/post/the-new-fail-fail-fast-fail-early-and-fail-often/2012/05/30/gJQAKA891U_blog.html\" target=\"_blank\"> “fail fast, fail early, and fail often.”\u003c/a>\u003c/p>\n\u003ch4>\u003cstrong>5. NEVER ASK FOR PERMISSION TO DO SOMETHING REMARKABLE.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>For most of our childhoods, adults and our parents dictated what we did most of the day. If we wanted to try something out of the norm, we needed their approval and permission. Party due to the “do this, do that” nature of schooling, we become acclimated to an domain where we don’t like to do new things, but rather stick in our shell of expertise. Too many people never leave that mindset. In addition, \u003ca href=\"http://www.guardian.co.uk/lifeandstyle/2012/feb/01/top-five-regrets-of-the-dying\" target=\"_blank\">the No. 3 regret of the dying\u003c/a> is “I wish I’d the courage to express my feelings.” We have to stop waiting on the world to change.\u003c/p>\n\u003cp>Take Richard Brason. He was miles away from a stellar student. Since he had dyslexia, he could not comprehend any of his schoolwork, flunked IQ tests, and deemed lazy and stupid by his teachers. \u003ca href=\"http://www.guardian.co.uk/lifeandstyle/2010/apr/03/richard-branson-interview\" target=\"_blank\">Outside of school,\u003c/a> Branson’s brush with entrepreneurship began when he decided to grow Christmas trees at a local farm and breed budgerigars. Both businesses ultimately failed. But it taught him immensely about the importance of constantly making mistakes and recovering from them.\u003c/p>\n\u003cp>In terms of school, after nearly failing out of Scaitcliffe School, Branson transferred to the Stowe School, a boarding school in Buckinghamshire, England. There, he sought safe haven in the library.\u003ca href=\"http://money.cnn.com/magazines/business2/business2_archive/2006/08/01/8382250/\" target=\"_blank\"> At age 16\u003c/a>, Branson launched a youth-culture periodical called \u003cem>Student Magazine\u003c/em>, sporting columns and interviews from novelists James Baldwin and Alice Walker and existentialist Jean-Paul Sartre.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">How We Can Connect School Life to Real Life\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>After the first issue was published, \u003ca href=\"http://www.stowe.co.uk/news-and-events/news-archive/151/sir-richard-branson-returns-to-stowe\" target=\"_blank\">the headmaster at Stowe School\u003c/a>, who thought highly of the high school dropout, declared, “Congratulations Branson. I predict you will either go to prison or become a millionaire.” Indeed, Branson would go on to accomplish both feats. Soon enough, Branson persuaded his parents to pursue his startup full-time and dropped out of high school. In order to keep Student Magazine alive, Branson decided to run ads that offered records at discount prices. Stunned by the high volume of orders, he set up shop and founded Virgin Records. The rest is history.\u003c/p>\n\u003cp>Today, the Virgin billionaire and thrill-seeker is flying high, literally and is the chairman of the Virgin Group of more than 400 companies around the globe. Branson would not be who he is today if he decided to play it safe and put up with the grueling and useless days of schooling. He took a risk and it certainly paid off.\u003c/p>\n\u003cp>The moral of the story is: Go change the world yourself. We are waiting. The future is here and is ripe for disruption. Go against the grain and take full advantage of the moment. There has never been a better time to be an innovator and dreamer in America.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal is a senior at Syosset High School in Woodbury, New York, and the author of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School.\u003c/a> This post originally appeared on \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/?utm_campaign=forbestwittersf&utm_source=twitter&utm_medium=social\">Forbes\u003c/a>.\u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n",
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"description": "Getty By Nikhil Goyal British rapper-poet Suli Amoako recently launched a video, “Why I Hate School, But Love Education,” that has been making rounds all over the Internet. He calls for young people to “understand your motives and reassess your aims” and provides outliers in history that have done very well for themselves and society",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26475\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/attachment/119629056/\" rel=\"attachment wp-att-26475\">\u003cimg class=\"size-large wp-image-26475\" title=\"119629056\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/119629056-620x411.jpg\" alt=\"\" width=\"620\" height=\"411\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Nikhil Goyal\u003c/h5>\n\u003cp class=\"dropcap-serif\">British rapper-poet Suli Amoako recently launched a video,\u003ca href=\"http://www.youtube.com/watch?v=y_ZmM7zPLyI\" target=\"_blank\"> “Why I Hate School, But Love Education,”\u003c/a> that has been making rounds all over the Internet. He calls for young people to “understand your motives and reassess your aims” and provides outliers in history that have done very well for themselves and society without formal schooling.\u003c/p>\n\u003cp>The final line of the video is: “There’s more than one way to be an educated man.” Amoako’s on the mark.\u003c/p>\n\u003cp>In the book \u003ca href=\"http://www.amazon.com/Millionaire-Mind-Thomas-J-Stanley/dp/0740718584\">\u003cem>The Millionaire Mind\u003c/em>\u003c/a>, Dr. Thomas J. Stanley conducted an extensive survey of more than 1,000 millionaires in the United States. He approximated that the average collegiate GPA for a self-made millionaire is 2.76. New York Times columnist David Brooks jokes, “You know all those morons who sat in the back of the classrooms goofing off? In a few years you’re going to have a new name for them: Boss.” What’s more, people with the highest life satisfaction are more likely to drop out of school, according to research from psychologist Edward Diener.\u003c/p>\n\u003cp>Before you accuse me of calling for millions of students to drop out of school, let me make a few things clear: First, if you have viable alternative, dropping out may be the best option for you. But as always, one-size-does-not-fit-all. Second, we have many lessons to learn from successful people who have done poorly, dropped out, never went, or just hated school. A common thread strings them together — a serious commitment to lifelong learning and a desire to screw with the status quo. Here, five secrets of the great “uneducated.”\u003c/p>\n\u003ch4>\u003cstrong>1. NEVER STOP PLAYING.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.amazon.com/Steve-Jobs-Walter-Isaacson/dp/1451648537\" target=\"_blank\">If not for Steve Jobs’ adopted father, Paul\u003c/a>, who instilled a love of learning and tinkering within him, we may not have Apple today. He taught Jobs “how to build things, how to take things apart, [and] put things back together.” He exposed him to electronics and mechanics, planting the seeds of design and inquiry within the young innovator that would be later exemplified in Apple products like the iPhone and Macbook.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Jobs abhorred going to school and almost got his curiosity “beaten” out of him, he never stopped playing be it during his tenure at Apple or his stint at Pixar. Extraordinary innovators never stop playing. “Work hard, play hard,” as the Wiz Khalifa tune goes. For his entire life, Jobs, unlike most human beings, was able to “retain a sizable portion of…[his] childhood spirit despite the pressures and demands of adulthood” — a characteristic called \u003ca href=\"http://www.nytimes.com/2006/12/10/magazine/10section3a.t-3.html\" target=\"_blank\">psychological neoteny\u003c/a>. Jobs neve\u003c!--more-->r lost that childhood-like sense of wonder and burst of imagination. In his new book, \u003ca href=\"http://powerseductionandwar.com/\" target=\"_blank\">\u003cem>Mastery\u003c/em>\u003c/a>, Robert Greene argues that as we mature into adulthood, “we no longer look at things as they are, noticing their details, or wonder why they exist. Our minds gradually lighten up.” Childhood has become an endangered species.\u003c/p>\n\u003cp>As M.I.T. Media Lab director \u003ca href=\"http://joi.ito.com/weblog/2009/12/15/neoteny.html\">Joichi Ito puts it\u003c/a>, let’s “allow neoteny to guide us beyond the rigid frameworks and dogma created by adults.”\u003c/p>\n\u003ch4>\u003cstrong>2. FIND AN APPRENTICESHIP.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Master teacher at the Acton School of Business Jeff Sandefer has this radical thought, ”Let’s close the public schools and shutter America’s universities… Instead, let children teach themselves and find an apprenticeship at an early age.” Mostly associated with the pre-industrial age, apprenticeships were actually a hot ticket into the working class of America. Today, \u003ca href=\"http://www.npr.org/2012/07/26/157033600/bypassing-college-dreams-a-different-road-to-work\" target=\"_blank\">only 0.3% of the American workforce are apprentices\u003c/a>, according to a report from American University economist Robert Lerman.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>To name a few notable figures, John Frieda, Ozzy Osborne, and Benjamin Franklin all opted out of a higher learning institution for an apprenticeship. Take Franklin. At age 12, \u003ca href=\"http://www.amazon.com/Benjamin-Franklin-American-Walter-Isaacson/dp/074325807X\" target=\"_blank\">his first apprenticeship was under his brother\u003c/a> in a printing shop. There, he exhausted sums of books, even skipping meals in order to fuel his literary obsession. Franklin’s apprenticeship would \u003ca href=\"http://www.amazon.com/Mastery-Robert-Greene/dp/0670024961\" target=\"_blank\">end on a sour note\u003c/a>, however. He ran away after his brother would not publish his writings. He would later find work in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/five-secrets-to-succeeding-without-a-college-degree/attachment/139739543/\" rel=\"attachment wp-att-26478\">\u003cimg class=\"alignright size-medium wp-image-26478\" title=\"139739543\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/139739543-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Philadelphia and London, clashing with sporadic unemployment along with whetting his publishing and writing skills. Later, Franklin and a business partner would start their own printing shop in Philadelphia. All of these experiences combined would assist him as he climbed up the ranks of American colonial society, eventually becoming one of the Founding Fathers of this country.\u003c/p>\n\u003cp>Learning by doing is the best way to learn anything. Organizations like Enstitute, a two year apprenticeship-based educational experience designed to turn incubators, companies, and start-ups into classrooms for 18-24 year-olds, are trying to make this method of learning cool again. In \u003cem>Mastery\u003c/em>, Greene writes, “Masters in history: a youthful passion or predilection, a chance encounter that allows them to discover how to apply it, an apprenticeship in which they come alive with energy and focus. This intense connection and desire allows them to withstand the pain of the process — the self-doubts, the tedious hours of practice and study, the inevitable setbacks, the endless barbs from the envious.”\u003c/p>\n\u003ch4>\u003cstrong>3. \"DON'T LET THE NOISE OF OTHER'S OPINIONS DROWN OUT YOUR INNER VOICE.\"\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>The quote above was stated by Steve Jobs during his infamous Stanford commencement speech in 2005. Throughout history, we’ve accumulated a drove of case studies of teachers and schools writing off students because they weren’t able to or didn’t want to fit into the mold of formal education. Some students’ spirits have been so disheartened that they felt they weren’t good at anything and they had no place in this world. Winston Churchill was one who perfectly fit this description. Hindered by a speech impediment, he was a terrible and rebellious student, generally garnering some of the lowest grades in his classes. Churchill’s teachers, \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/books.google.com/books?isbn=0393062309\" target=\"_blank\">in their reports\u003c/a>, labeled him as “lazy, arrogant, willful, naughty, and unpunctual.”\u003c/p>\n\u003cp>But he never gave into their taunts. He kept hustling. He enrolled into the military. He then ran for office and had to deal with a few devastating blows –\u003ca href=\"http://www.notablebiographies.com/Ch-Co/Churchill-Winston.html#b\" target=\"_blank\"> losing countless elections\u003c/a>, more than any statesmen in British history. He defied the naysayers time after time and would eventually be lauded as the “savior of his country.” As Churchill put it bluntly, “You have enemies? Good. That means you’ve stood up for something, sometime in your life.” So much for school.\u003c/p>\n\u003ch4>\u003cstrong>4. NEVER STOP FAILING.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>When we discuss the stories of very successful people, we often neglect to mention the person’s journey to get to that point. We leave out their failures and the days when they wanted to quit and move on. We shouldn’t. We should put this segment of their lives under a microscope and study it genuinely.\u003c/p>\n\u003cp>Thomas Edison is perhaps one of America’s most marvelous failures. He just couldn’t stop failing. \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/Called%20an%20%22addled-brain%22:%20http://news.google.com/newspapers?nid=1300&dat=19470927&id=6QhFAAAAIBAJ&sjid=vL0DAAAAIBAJ&pg=2585,8591190%20Called%20an%20%22addled-brain%22:%20http://news.google.com/newspapers?nid=1300&dat=19470927&id=6QhFAAAAIBAJ&sjid=vL0DAAAAIBAJ&pg=2585,8591190\" target=\"_blank\">Called an “addled-brain”\u003c/a> by a schoolmaster, Edison had only three months of formal schooling. \u003ca href=\"http://www.timetoast.com/timelines/7891\" target=\"_blank\">At age 12\u003c/a>, he became a candy butcher on a train from Port Huron to Detroit , selling items like newspapers, fruit, snacks, and candy to passengers. Interestingly enough, a boy who was insanely curious about science and reading, created a makeshift laboratory in the empty baggage car of the train, where he would conduct chemical experiments, and started a printing press where he ran\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children For What's Next?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>copies of the “Grand Trunk Herald.” How oblivious were these conductors and passengers? Edison’s laboratory activities were abruptly terminated after a experiment in the lab started a fire. Now with a sudden hearing loss, he jumped from job to job, because he kept getting fired. Edison’s overall grit and devotion to learning was unwavering. He did not see separate experiments into successes and failures, only learning experiences. Edison had an intrinsic hunger and drive to solve problems he witnessed in the world.\u003c/p>\n\u003cp>It was the Wizard of Menlo Park who famously said, “I have not failed 700 times. I’ve succeeded in proving 700 ways how not to build a lightbulb.” One event in Edison’s life represents this well. \u003ca href=\"http://books.google.com/books/about/Edison.html?id=qN83AAAAMAAJ\" target=\"_blank\">In December 1914\u003c/a>, when Edison was 67 years-old, a fire wiped out his factory, a place where he had spent a decade of his life and a lot of money in hope of developing a nickel-alkaline storage battery. On the spot, as the flames continued to roar, he confirmed that he would rebuild the laboratories. Almost as an afterthought, \u003ca href=\"http://speeches.byu.edu/?act=viewitem&id=869\" target=\"_blank\">he added\u003c/a>, “Oh, by the way. Anybody know where we can get some money?” And a mere three weeks after the fire, Edison shipped the first phonograph. Drawing from luminaries like Edison, the future belongs to the ones who\u003ca href=\"http://www.washingtonpost.com/blogs/innovations/post/the-new-fail-fail-fast-fail-early-and-fail-often/2012/05/30/gJQAKA891U_blog.html\" target=\"_blank\"> “fail fast, fail early, and fail often.”\u003c/a>\u003c/p>\n\u003ch4>\u003cstrong>5. NEVER ASK FOR PERMISSION TO DO SOMETHING REMARKABLE.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>For most of our childhoods, adults and our parents dictated what we did most of the day. If we wanted to try something out of the norm, we needed their approval and permission. Party due to the “do this, do that” nature of schooling, we become acclimated to an domain where we don’t like to do new things, but rather stick in our shell of expertise. Too many people never leave that mindset. In addition, \u003ca href=\"http://www.guardian.co.uk/lifeandstyle/2012/feb/01/top-five-regrets-of-the-dying\" target=\"_blank\">the No. 3 regret of the dying\u003c/a> is “I wish I’d the courage to express my feelings.” We have to stop waiting on the world to change.\u003c/p>\n\u003cp>Take Richard Brason. He was miles away from a stellar student. Since he had dyslexia, he could not comprehend any of his schoolwork, flunked IQ tests, and deemed lazy and stupid by his teachers. \u003ca href=\"http://www.guardian.co.uk/lifeandstyle/2010/apr/03/richard-branson-interview\" target=\"_blank\">Outside of school,\u003c/a> Branson’s brush with entrepreneurship began when he decided to grow Christmas trees at a local farm and breed budgerigars. Both businesses ultimately failed. But it taught him immensely about the importance of constantly making mistakes and recovering from them.\u003c/p>\n\u003cp>In terms of school, after nearly failing out of Scaitcliffe School, Branson transferred to the Stowe School, a boarding school in Buckinghamshire, England. There, he sought safe haven in the library.\u003ca href=\"http://money.cnn.com/magazines/business2/business2_archive/2006/08/01/8382250/\" target=\"_blank\"> At age 16\u003c/a>, Branson launched a youth-culture periodical called \u003cem>Student Magazine\u003c/em>, sporting columns and interviews from novelists James Baldwin and Alice Walker and existentialist Jean-Paul Sartre.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">How We Can Connect School Life to Real Life\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>After the first issue was published, \u003ca href=\"http://www.stowe.co.uk/news-and-events/news-archive/151/sir-richard-branson-returns-to-stowe\" target=\"_blank\">the headmaster at Stowe School\u003c/a>, who thought highly of the high school dropout, declared, “Congratulations Branson. I predict you will either go to prison or become a millionaire.” Indeed, Branson would go on to accomplish both feats. Soon enough, Branson persuaded his parents to pursue his startup full-time and dropped out of high school. In order to keep Student Magazine alive, Branson decided to run ads that offered records at discount prices. Stunned by the high volume of orders, he set up shop and founded Virgin Records. The rest is history.\u003c/p>\n\u003cp>Today, the Virgin billionaire and thrill-seeker is flying high, literally and is the chairman of the Virgin Group of more than 400 companies around the globe. Branson would not be who he is today if he decided to play it safe and put up with the grueling and useless days of schooling. He took a risk and it certainly paid off.\u003c/p>\n\u003cp>The moral of the story is: Go change the world yourself. We are waiting. The future is here and is ripe for disruption. Go against the grain and take full advantage of the moment. There has never been a better time to be an innovator and dreamer in America.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal is a senior at Syosset High School in Woodbury, New York, and the author of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School.\u003c/a> This post originally appeared on \u003ca href=\"http://www.forbes.com/sites/carolinehoward/2013/01/11/in-defense-of-skipping-college-and-enrolling-in-the-real-world/?utm_campaign=forbestwittersf&utm_source=twitter&utm_medium=social\">Forbes\u003c/a>.\u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/ywIhJ2goiGE\u003c/p>\n\u003cp>Esteemed education advocate \u003ca href=\"http://www.sirkenrobinson.com\">Sir Ken Robinson\u003c/a> explains in this short but compelling video why creativity is crucial for learning, and why it will require a transformation in the way schools work.\u003c/p>\n\u003cp>In his words, \"Creativity is not an option, it's an absolute necessity.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"description": "http://youtu.be/ywIhJ2goiGE Esteemed education advocate Sir Ken Robinson explains in this short but compelling video why creativity is crucial for learning, and why it will require a transformation in the way schools work. In his words, "Creativity is not an option, it's an absolute necessity."",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ywIhJ2goiGE'\n title='//www.youtube.com/embed/ywIhJ2goiGE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Esteemed education advocate \u003ca href=\"http://www.sirkenrobinson.com\">Sir Ken Robinson\u003c/a> explains in this short but compelling video why creativity is crucial for learning, and why it will require a transformation in the way schools work.\u003c/p>\n\u003cp>In his words, \"Creativity is not an option, it's an absolute necessity.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_26383\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/attachment/76754131/\" rel=\"attachment wp-att-26383\">\u003cimg class=\"size-large wp-image-26383\" title=\"76754131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/76754131-620x352.jpg\" alt=\"\" width=\"620\" height=\"352\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Getting enough sleep is an under-valued but crucial part of learning. Contrary to students' belief that staying up all night to cram for an exam will lead to higher scores, truth is, the need for a good night's rest is even more important than finishing homework or studying for a test.\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencedaily.com/releases/2012/08/120821094350.htm\">A recent study\u003c/a> in the journal \u003ca href=\"http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291467-8624\">\u003cem>Child Development\u003c/em>\u003c/a> showed that sacrificing sleep in order to study will actually backfire. The study followed 535 Los Angeles high school students for 14 days, tracking how long they slept, as well as how well they understood material being taught in class and how they performed on a test, quiz, or homework.\u003c/p>\n\u003cp>\"Although the researchers expected that extra hours of studying that ate into sleep time might create problems in terms of students' understanding of what they were taught in class, they were surprised to find that diminishing sleep in order to study was actually associated with doing more poorly on a test, quiz, or homework,\" \u003ca href=\"http://www.sciencedaily.com/releases/2012/08/120821094350.htm\">Science Daily wrote\u003c/a>.\u003c/p>\n\u003cp>\"Reduced sleep ... accounts for the increase in academic problems that occurs after days of increased studying,\" said UCLA scientist Andrew Fuligni. \"Although these nights of extra studying may seem necessary, they can come at a cost.\"\u003c/p>\n\u003cp>In another study \u003ca href=\"http://www.york.ac.uk/news-and-events/news/2012/research/sweet-dreams-can-spell-out-improved-language-skill/\">by a research team at the University of York,\u003c/a> researchers found that sleep even helps boost language acquisition skills in young children. \"Children's ability to recall and recognize new words improved approximately 12 hours after training, but only if sleep occurs,\" said Dr. Lisa Henderson, a lead researcher on the study. \"The key effects were maintained one week later, suggesting that these new words are retained in long-term memory.\" The study, published in \u003c!--more-->\u003cem>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2012.01172.x/full\">Developmental Science\u003c/a>\u003c/em>, shows that when they sleep enough, children show the same learning patterns as adults.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Yet even with the well-documented evidence that sleep is necessary to learning, students continue to face increasing demands on their time. Kids often participate in extracurricular activities as well as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">hours of homework each night\u003c/a>.\u003c/p>\n\u003ch4>\u003cstrong>What’s really happening during sleep?\u003c/strong>\u003c/h4>\n\u003cp>Sleep happens in several stages, with each phase serving a particular purpose. The human body takes care of its physical needs first. Quickly passing through stages one and two, which are brief, the body settles into several hours of stage three and four sleep. During these stages, neurons in the brain have synchronized into a regular rhythm and the body begins to repair itself. The immune system is restored, muscles and cardiovascular systems are rejuvenated and the positive effects on metabolism and muscle growth from exercise take effect.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"If you didn’t get a good night’s sleep, it’s really hard to learn new things because you didn’t clear out all the synaptic connections.”\u003c/p>\n\u003c/aside>\n\u003cp>“The reason to get a good night’s sleep is really so you can enjoy the next day and so you can consolidate what you did the day before,” said Dr. Matt Carter, senior fellow at the University of Washington in a \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DC848247\">recent webinar\u003c/a>.\u003c/p>\n\u003cp>Towards the end of a typical six- to eight-hour night of sleep, the brain gets its chance at rejuvenation, during Rapid Eye Movement (REM) sleep. This is the stage that's crucial for learners because the brain solidifies all that was taken in the day before and clears out old, unnecessary memories to make room for new information.\u003c/p>\n\u003cp>“In REM sleep your brain is basically replaying everything that happened during the day and consolidating what you’ve learned,” Carter said. During the learning process, the brain’s synapses fire in particular patterns. At night, those patterns are firing over and over again, strengthening the path. Equally important, there are many small details the brain remembers from the previous day that it won’t need. During REM sleep the brain purges the unnecessary details to make room for new learning the following day.\u003c/p>\n\u003cp>“If you didn’t get a good night’s sleep it’s really hard to learn new things because you didn’t clear out all the synaptic connections,” said Carter. The brain-rejuvenating functions happen in REM sleep, a later sleep stage, so if a student doesn’t sleep enough he won’t spend much time in REM.\u003c/p>\n\u003cp>Just as with adults, sleep-deprived kids won't be able to focus as well, and over time, the effects of sleep deprivation will wear on the body.\u003c/p>\n\u003ch4>\u003cstrong>What’s the solution?\u003c/strong>\u003c/h4>\n\u003cp>Educator Madeline Levine and author of \u003cem>Teach Your Children Well \u003c/em>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">says high schools should adjust their schedules\u003c/a> to meet the needs of adolescents. School should start at 10 a.m. to help ensure high school students get the nine hours they need. That would go a long way in helping them to focus in class and could even prevent depression, a condition increasingly linked to lack of sleep.\u003c/p>\n\u003cp>And it’s not just about the number of hours in bed – it’s about the quality of sleep. “Sleep is something you can prepare for and be deliberate about,” Carter said, adding that people assume sleep comes naturally to kids. But for young ones, it’s especially important to establish a routine, not to eat carbohydrates before sleep, and to avoid bright screens before bed -- the glow biologically resets circadian rhythms that respond to how much light enters the eye. For kids who have trouble falling asleep, parents should teach them relaxation techniques like taking deep breaths and listening to slow tempo music – that helps the neurons fall into their synchronized pattern quicker.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26383\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/attachment/76754131/\" rel=\"attachment wp-att-26383\">\u003cimg class=\"size-large wp-image-26383\" title=\"76754131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/76754131-620x352.jpg\" alt=\"\" width=\"620\" height=\"352\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Getting enough sleep is an under-valued but crucial part of learning. Contrary to students' belief that staying up all night to cram for an exam will lead to higher scores, truth is, the need for a good night's rest is even more important than finishing homework or studying for a test.\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencedaily.com/releases/2012/08/120821094350.htm\">A recent study\u003c/a> in the journal \u003ca href=\"http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291467-8624\">\u003cem>Child Development\u003c/em>\u003c/a> showed that sacrificing sleep in order to study will actually backfire. The study followed 535 Los Angeles high school students for 14 days, tracking how long they slept, as well as how well they understood material being taught in class and how they performed on a test, quiz, or homework.\u003c/p>\n\u003cp>\"Although the researchers expected that extra hours of studying that ate into sleep time might create problems in terms of students' understanding of what they were taught in class, they were surprised to find that diminishing sleep in order to study was actually associated with doing more poorly on a test, quiz, or homework,\" \u003ca href=\"http://www.sciencedaily.com/releases/2012/08/120821094350.htm\">Science Daily wrote\u003c/a>.\u003c/p>\n\u003cp>\"Reduced sleep ... accounts for the increase in academic problems that occurs after days of increased studying,\" said UCLA scientist Andrew Fuligni. \"Although these nights of extra studying may seem necessary, they can come at a cost.\"\u003c/p>\n\u003cp>In another study \u003ca href=\"http://www.york.ac.uk/news-and-events/news/2012/research/sweet-dreams-can-spell-out-improved-language-skill/\">by a research team at the University of York,\u003c/a> researchers found that sleep even helps boost language acquisition skills in young children. \"Children's ability to recall and recognize new words improved approximately 12 hours after training, but only if sleep occurs,\" said Dr. Lisa Henderson, a lead researcher on the study. \"The key effects were maintained one week later, suggesting that these new words are retained in long-term memory.\" The study, published in \u003c!--more-->\u003cem>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2012.01172.x/full\">Developmental Science\u003c/a>\u003c/em>, shows that when they sleep enough, children show the same learning patterns as adults.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yet even with the well-documented evidence that sleep is necessary to learning, students continue to face increasing demands on their time. Kids often participate in extracurricular activities as well as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">hours of homework each night\u003c/a>.\u003c/p>\n\u003ch4>\u003cstrong>What’s really happening during sleep?\u003c/strong>\u003c/h4>\n\u003cp>Sleep happens in several stages, with each phase serving a particular purpose. The human body takes care of its physical needs first. Quickly passing through stages one and two, which are brief, the body settles into several hours of stage three and four sleep. During these stages, neurons in the brain have synchronized into a regular rhythm and the body begins to repair itself. The immune system is restored, muscles and cardiovascular systems are rejuvenated and the positive effects on metabolism and muscle growth from exercise take effect.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"If you didn’t get a good night’s sleep, it’s really hard to learn new things because you didn’t clear out all the synaptic connections.”\u003c/p>\n\u003c/aside>\n\u003cp>“The reason to get a good night’s sleep is really so you can enjoy the next day and so you can consolidate what you did the day before,” said Dr. Matt Carter, senior fellow at the University of Washington in a \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DC848247\">recent webinar\u003c/a>.\u003c/p>\n\u003cp>Towards the end of a typical six- to eight-hour night of sleep, the brain gets its chance at rejuvenation, during Rapid Eye Movement (REM) sleep. This is the stage that's crucial for learners because the brain solidifies all that was taken in the day before and clears out old, unnecessary memories to make room for new information.\u003c/p>\n\u003cp>“In REM sleep your brain is basically replaying everything that happened during the day and consolidating what you’ve learned,” Carter said. During the learning process, the brain’s synapses fire in particular patterns. At night, those patterns are firing over and over again, strengthening the path. Equally important, there are many small details the brain remembers from the previous day that it won’t need. During REM sleep the brain purges the unnecessary details to make room for new learning the following day.\u003c/p>\n\u003cp>“If you didn’t get a good night’s sleep it’s really hard to learn new things because you didn’t clear out all the synaptic connections,” said Carter. The brain-rejuvenating functions happen in REM sleep, a later sleep stage, so if a student doesn’t sleep enough he won’t spend much time in REM.\u003c/p>\n\u003cp>Just as with adults, sleep-deprived kids won't be able to focus as well, and over time, the effects of sleep deprivation will wear on the body.\u003c/p>\n\u003ch4>\u003cstrong>What’s the solution?\u003c/strong>\u003c/h4>\n\u003cp>Educator Madeline Levine and author of \u003cem>Teach Your Children Well \u003c/em>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">says high schools should adjust their schedules\u003c/a> to meet the needs of adolescents. School should start at 10 a.m. to help ensure high school students get the nine hours they need. That would go a long way in helping them to focus in class and could even prevent depression, a condition increasingly linked to lack of sleep.\u003c/p>\n\u003cp>And it’s not just about the number of hours in bed – it’s about the quality of sleep. “Sleep is something you can prepare for and be deliberate about,” Carter said, adding that people assume sleep comes naturally to kids. But for young ones, it’s especially important to establish a routine, not to eat carbohydrates before sleep, and to avoid bright screens before bed -- the glow biologically resets circadian rhythms that respond to how much light enters the eye. For kids who have trouble falling asleep, parents should teach them relaxation techniques like taking deep breaths and listening to slow tempo music – that helps the neurons fall into their synchronized pattern quicker.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26018\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/hacker-scouts/\" rel=\"attachment wp-att-26018\">\u003cimg class=\"size-large wp-image-26018\" title=\"Hacker-Scouts\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Hacker-Scouts-620x356.gif\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Jon Kalish\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish\u003c/h5>\n\u003cp class=\"dropcap-serif\">Countless kids have grown up with the Girl Scouts, the Boy Scouts or Campfire Girls, but for some families, the uniforms and outdoor focus of traditional Scouting groups don't appeal.\u003c/p>\n\u003cp>In recent months, Scout like groups that concentrate on technology and do-it-yourself projects have been sprouting up around the country. They're coed and, like traditional Scouting organizations, award patches to kids who master skills.\u003c/p>\n\u003cp>\u003ca href=\"http://hackerscouts.acemonstertoys.org/\">Ace Monster Toys\u003c/a> is a hacker space in Oakland, Calif., where members share high-tech tools. Normally, grown-ups congregate there, working on electronics or woodworking projects. But two Sundays a month, the place is overrun by 50 kids and their parents for the gatherings of a group called Hacker Scouts.\u003c/p>\n\u003cp>The kids in Hacker Scouts are not breaking into computer networks. They make things with their hands, and at this particular meeting they are learning to solder and are building \"judobots,\" small robots made out of wooden Popsicle sticks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways\"\u003c/p>\n\u003c/aside>\n\u003cp>On this warm fall day, Alicia Davis, 10, is wearing a wool hat she knit herself. As her dad stands nearby, she sews an LED bracelet with conductive thread.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I've been sewing on little felt pieces with this,\" Davis explains. \"The battery will power the LEDs and light up. It's pretty cool.\"\u003c/p>\n\u003cp>\u003cstrong>Crafting, Computers And The Physical World\u003c/strong>\u003c/p>\n\u003cp>Chris Cook, one of the parents active in organizing the Hacker Scouts, serves as president of the hacker space where the Scouts meet. He says the group has expressly targeted kids between the ages of 8 to 14.\u003c/p>\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways,\" Cook says, \"and they're more interested in what their peer groups are doing.\"\u003c/p>\n\u003cp>\"So, we felt it's the right kind of time to expose them to how to craft with their hands — how to take things from a computer and put them into the physical world,\" Cook says.\u003c!--more-->\u003c/p>\n\u003cp>The Hacker Scouts don't wear uniforms, but soon they'll be able to earn something akin to merit badges, made by the kid-friendly DIY electronics company Adafruit Industries.\u003c/p>\n\u003cp>Badges range from \"learn to solder,\" \"aerial quadcopter\" and \"high-altitude balloon\" badges to the \"Dumpster-diving\" badge — \"for when you get dirty but get some free stuff,\" explains Adafruit founder Limor Fried.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/create-capture-upload-new-site-keeps-kids-digital-projects/\">Create, Capture, Upload: New Site Features Kids' Digital Projects\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/ideas-for-fun-and-learning-during-the-holiday-break/\">Ideas For Fun and Learning During the Holiday Break\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Want to Know: How Does the Act of Making Shape Kids' Brains \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The thought of a bunch of Hacker Scouts Dumpster-diving may be unsettling, but recycling and re-purposing are big with hacker groups. Grace McFadden, 11, of Madison, Conn., recently re-purposed juice cartons into the soles of a pair of felt slippers, earning her a \"salvager badge\" from DIY.org, a new website for kids.\u003c/p>\n\u003cp>The site awards more than 40 badges for skills ranging from bike mechanic to \"special effects wizard,\" and has started producing how-to videos for DIY projects, like a \u003ca href=\"https://diy.org/saxon/000bo1#15734\">shoebox harp\u003c/a> made from a box, a pencil and some rubber bands.\u003c/p>\n\u003cp>\"Right now, I really like making paper airplanes and origami,\" McFadden says. \"I have a whole fleet of paper airplanes.\" She learned to make them, she says, using an app on her iPod and by looking online.\u003c/p>\n\u003cp>\u003cstrong>A Scouting Handbook For Young Hackers\u003c/strong>\u003c/p>\n\u003cp>There are now 32,000 kids registered with DIY.org, which plans to organize local clubs around the country. The website even has an \u003ca href=\"https://diy.org/anthem#play\">animated anthem\u003c/a> exhorting kids to \"build, make, hack and grow.\"\u003c/p>\n\u003cp>The site's chief creative officer, Isaiah Saxon, says the group plans to create the digital equivalent of a Scouting handbook for mobile devices.\u003c/p>\n\u003cp>\"We hope that people's smartphones are eventually the Swiss army knife of our movement,\" Saxon says. \"And that you go out into the woods ... point your phone at a tree and peel it open [to] learn about the wood underneath.\"\u003c/p>\n\u003cp>Saxon also plans to offer visual guides and \"amazing experiences on the fly through these powerful handheld computers,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As these efforts take off online, the hacker Scout movement is also spreading around the country. Seattle now has a science-focused group called \"Geek Scouts,\" and a couple of tribes — not troops — of \"Maker Scouts\" are being formed in Milwaukee and Charleston, S.C.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26018\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/hacker-scouts/\" rel=\"attachment wp-att-26018\">\u003cimg class=\"size-large wp-image-26018\" title=\"Hacker-Scouts\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Hacker-Scouts-620x356.gif\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Jon Kalish\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish\u003c/h5>\n\u003cp class=\"dropcap-serif\">Countless kids have grown up with the Girl Scouts, the Boy Scouts or Campfire Girls, but for some families, the uniforms and outdoor focus of traditional Scouting groups don't appeal.\u003c/p>\n\u003cp>In recent months, Scout like groups that concentrate on technology and do-it-yourself projects have been sprouting up around the country. They're coed and, like traditional Scouting organizations, award patches to kids who master skills.\u003c/p>\n\u003cp>\u003ca href=\"http://hackerscouts.acemonstertoys.org/\">Ace Monster Toys\u003c/a> is a hacker space in Oakland, Calif., where members share high-tech tools. Normally, grown-ups congregate there, working on electronics or woodworking projects. But two Sundays a month, the place is overrun by 50 kids and their parents for the gatherings of a group called Hacker Scouts.\u003c/p>\n\u003cp>The kids in Hacker Scouts are not breaking into computer networks. They make things with their hands, and at this particular meeting they are learning to solder and are building \"judobots,\" small robots made out of wooden Popsicle sticks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways\"\u003c/p>\n\u003c/aside>\n\u003cp>On this warm fall day, Alicia Davis, 10, is wearing a wool hat she knit herself. As her dad stands nearby, she sews an LED bracelet with conductive thread.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I've been sewing on little felt pieces with this,\" Davis explains. \"The battery will power the LEDs and light up. It's pretty cool.\"\u003c/p>\n\u003cp>\u003cstrong>Crafting, Computers And The Physical World\u003c/strong>\u003c/p>\n\u003cp>Chris Cook, one of the parents active in organizing the Hacker Scouts, serves as president of the hacker space where the Scouts meet. He says the group has expressly targeted kids between the ages of 8 to 14.\u003c/p>\n\u003cp>\"It's old enough where they're ready to start developing skills, [but] they're not so old that they've already been set in their ways,\" Cook says, \"and they're more interested in what their peer groups are doing.\"\u003c/p>\n\u003cp>\"So, we felt it's the right kind of time to expose them to how to craft with their hands — how to take things from a computer and put them into the physical world,\" Cook says.\u003c!--more-->\u003c/p>\n\u003cp>The Hacker Scouts don't wear uniforms, but soon they'll be able to earn something akin to merit badges, made by the kid-friendly DIY electronics company Adafruit Industries.\u003c/p>\n\u003cp>Badges range from \"learn to solder,\" \"aerial quadcopter\" and \"high-altitude balloon\" badges to the \"Dumpster-diving\" badge — \"for when you get dirty but get some free stuff,\" explains Adafruit founder Limor Fried.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/create-capture-upload-new-site-keeps-kids-digital-projects/\">Create, Capture, Upload: New Site Features Kids' Digital Projects\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/ideas-for-fun-and-learning-during-the-holiday-break/\">Ideas For Fun and Learning During the Holiday Break\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Want to Know: How Does the Act of Making Shape Kids' Brains \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The thought of a bunch of Hacker Scouts Dumpster-diving may be unsettling, but recycling and re-purposing are big with hacker groups. Grace McFadden, 11, of Madison, Conn., recently re-purposed juice cartons into the soles of a pair of felt slippers, earning her a \"salvager badge\" from DIY.org, a new website for kids.\u003c/p>\n\u003cp>The site awards more than 40 badges for skills ranging from bike mechanic to \"special effects wizard,\" and has started producing how-to videos for DIY projects, like a \u003ca href=\"https://diy.org/saxon/000bo1#15734\">shoebox harp\u003c/a> made from a box, a pencil and some rubber bands.\u003c/p>\n\u003cp>\"Right now, I really like making paper airplanes and origami,\" McFadden says. \"I have a whole fleet of paper airplanes.\" She learned to make them, she says, using an app on her iPod and by looking online.\u003c/p>\n\u003cp>\u003cstrong>A Scouting Handbook For Young Hackers\u003c/strong>\u003c/p>\n\u003cp>There are now 32,000 kids registered with DIY.org, which plans to organize local clubs around the country. The website even has an \u003ca href=\"https://diy.org/anthem#play\">animated anthem\u003c/a> exhorting kids to \"build, make, hack and grow.\"\u003c/p>\n\u003cp>The site's chief creative officer, Isaiah Saxon, says the group plans to create the digital equivalent of a Scouting handbook for mobile devices.\u003c/p>\n\u003cp>\"We hope that people's smartphones are eventually the Swiss army knife of our movement,\" Saxon says. \"And that you go out into the woods ... point your phone at a tree and peel it open [to] learn about the wood underneath.\"\u003c/p>\n\u003cp>Saxon also plans to offer visual guides and \"amazing experiences on the fly through these powerful handheld computers,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As these efforts take off online, the hacker Scout movement is also spreading around the country. Seattle now has a science-focused group called \"Geek Scouts,\" and a couple of tribes — not troops — of \"Maker Scouts\" are being formed in Milwaukee and Charleston, S.C.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. “You can use knowledge in ways that make it useful in new situations,” he said.\u003c/p>\n\u003ch4>\u003cstrong>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">HOW CAN WE CONNECT SCHOOL LIFE TO REAL LIFE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn't just for a grade or for it to be pinned up in the hallway? 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. 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"disqusTitle": "For Low-Income Kids, Is More Time in School the Answer?",
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"content": "\u003cdiv id=\"attachment_25934\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-low-income-kids-is-more-school-time-the-answer/kids1/\" rel=\"attachment wp-att-25934\">\u003cimg class=\"size-large wp-image-25934\" title=\"kids1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kids1-620x395.png\" alt=\"\" width=\"620\" height=\"395\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">To help disadvantaged kids who are struggling to keep up in school, some education advocates believe that extending the school day could give them the extra boost they need. They argue that many parents can’t afford to send their kids to the varied extracurricular activities that wealthier children enjoy – leaving poorer kids with a sparse education that focuses primarily on testing.\u003c/p>\n\u003cp>On that premise, \u003ca href=\"http://www.fordfoundation.org/issues/educational-opportunity-and-scholarship/more-and-better-learning-time/news?id=698\">five states recently announced\u003c/a> that select school districts will participate in a three-year extended time pilot project funded with a mix of federal, state and district funds, along with private philanthropy from the Ford Foundation and \u003ca href=\"http://www.timeandlearning.org/\">National Center on Time and Learning\u003c/a>.\u003cbr>\nExtended-time advocates cite \u003ca href=\"http://www.timeandlearning.org/files/OGCaseStudy.pdf\">studies showing a gap in childhood opportunity\u003c/a> that mirrors the widening income gap. Wealthy families can and do spend more money on music and art lessons, tutors, and summer camp for their children that help them get ahead, while low-income kids often go home after school to unsafe neighborhoods, with little supervision and fewer positive outlets for their time and energy. The extended time movement is meant to correct those inequalities by offering the same diverse array of activities and adult mentors to disadvantaged children.\u003c/p>\n\u003cp>But simply tacking on hours at the end of a school day is not the solution, according to some.\u003c/p>\n\u003cp>\"The issue is that many of the schools that poor kids go to are not good schools,\" said \u003ca href=\"http://www.carnegiefoundation.org/about-us/staff/elena-silva\">Elena Silva\u003c/a>, a senior associate at the Carnegie Foundation for the Advancement of Teaching. \"If that’s the case, the obvious question is, why would you extend more time? You don’t need more of a bad thing.\" Silva has \u003ca href=\"http://www.educationsector.org/publications/clock-what-more-time-can-and-cant-do-school-turnarounds\">researched the efficacy of extended time\u003c/a> and come up with mixed results.\u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The goal is to use the extra time to change the entire school day. So, not to just add supplemental things, but rather to say if you had more time in the day, how would you structure the whole day.”\u003c/p>\n\u003c/aside>\n\u003cp>In theory, it could work, she says, but it's often resource intensive and takes the space and time for creative outside-the-box thinking. Silva is skeptical that school districts will have the time or money to redesign the school day in the ways that are necessary to make extended-learning effective. The strongest research out there supports a shorter summer to minimize the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/preventing-the-summer-slide-in-math-skills/\">summer learning loss\u003c/a> that is well documented among low-income students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And that's what the pilot program will attempt to address: what kind of extended learning works best. Participating schools will add at least 300 hours to the school year and focus on broad frameworks like academics and enrichment, strong partners and teacher development. Beyond that, each school community will figure out how to design its own program.\u003c/p>\n\u003cp>\"When the time is really used to focus kids in interesting and engaging ways, that is a powerful aid to learning,\" said \u003ca href=\"http://www.fordfoundation.org/issues/educational-opportunity-and-scholarship/advancing-higher-education-access-and-success/team/jeannie-oakes\">Jeannie Oakes\u003c/a>, director of the Ford Foundation’s Educational Opportunities and Scholarship Program. \"The \u003cem>better\u003c/em> is as important as the \u003cem>more\u003c/em>. That means changing the substance of what goes on, not just adding hours.\"\u003c/p>\n\u003cp>It also means bringing in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">community-based organizations and other outside resources\u003c/a> that allow for staggered teacher schedules and built-in teacher planning periods. Oakes says the ideal extended-learning environment would provide richer opportunities that allow learning to go beyond tests, and would include subjects that have been stripped out of most public schools -- art, music, science labs, real-world internships and field trips.\u003c/p>\n\u003cp>\u003cstrong>CARRYING THE COST\u003c/strong>\u003c/p>\n\u003cp>The extended-learning vision is a compelling one, but it has been tried and failed, Silva says, not because it's a bad idea, but because there wasn't enough sustained funding to transform schools. The 2009 stimulus bill included money for \u003ca href=\"http://www.ed.gov/category/program/school-improvement-grants\">School Improvement Grants\u003c/a> (SIG) for the worst performing schools in the country. Some of that funding was used to extend the school day. Silva evaluated many of those schools and found that teachers and administrators faced so many challenges that they had no space to imagine or execute a re-designed school day.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"The potential unintended consequence is that you extend what is a rote learning experience for a longer period of time.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"There are a lot of people out there who don’t have time to add time in really creative ways,\" she said. Instead schools were overwhelmed trying to meet federal requirements that included changing leadership, huge staffing turnovers and shifts in curriculum and pedagogical approach. On top of that, funding was finite and limited. Not only did they not know how to use the extra time, they were reluctant to make big structural changes that would have to be reversed when the money dried up.\u003c/p>\n\u003cp>\"Ideally these pilots will give us an answer, because we’ll see some cost-effective, creative ways to do this,\" Silva said. \"But I don’t think that we can get around the fact that it will be more expensive than what we have now.\" Already when districts look at their budgets, they are scared at what they see. \"They are being conservative because they know there isn't as much money as there once was,\" said Silva.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Can a 9 Hour School Day Prevent Students From Dropping Out?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/educators-go-from-soloists-to-choreographers-in-the-future-school-day/\">Educators Go From Soloists to Choreographers in the Future School Day\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>HARD TO MEASURE RESULTS\u003c/strong>\u003c/p>\n\u003cp>One of the toughest challenges that extended-time advocates contend with is finding an effective way to isolate the influence of more time on a child’s academic achievement. Oakes says the Ford Foundation will track standard measures, but they also want to develop new measures that take into account some of the less tangible gains. If the goal is \"better time\" then it can't be all about the test – it's about teaching to the whole child, she said. Lack of hard data could become a problem, however, when it comes time to convince politicians to spend more money nationwide on a longer school day.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Another concern about the extended school day is that it provides so much structure that kids don't have time to just be kids – to play, imagine and relax. \"The reflection time, the free time, that's a worry, frankly, of the advantaged class,\" Oakes said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25934\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-low-income-kids-is-more-school-time-the-answer/kids1/\" rel=\"attachment wp-att-25934\">\u003cimg class=\"size-large wp-image-25934\" title=\"kids1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kids1-620x395.png\" alt=\"\" width=\"620\" height=\"395\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">To help disadvantaged kids who are struggling to keep up in school, some education advocates believe that extending the school day could give them the extra boost they need. They argue that many parents can’t afford to send their kids to the varied extracurricular activities that wealthier children enjoy – leaving poorer kids with a sparse education that focuses primarily on testing.\u003c/p>\n\u003cp>On that premise, \u003ca href=\"http://www.fordfoundation.org/issues/educational-opportunity-and-scholarship/more-and-better-learning-time/news?id=698\">five states recently announced\u003c/a> that select school districts will participate in a three-year extended time pilot project funded with a mix of federal, state and district funds, along with private philanthropy from the Ford Foundation and \u003ca href=\"http://www.timeandlearning.org/\">National Center on Time and Learning\u003c/a>.\u003cbr>\nExtended-time advocates cite \u003ca href=\"http://www.timeandlearning.org/files/OGCaseStudy.pdf\">studies showing a gap in childhood opportunity\u003c/a> that mirrors the widening income gap. Wealthy families can and do spend more money on music and art lessons, tutors, and summer camp for their children that help them get ahead, while low-income kids often go home after school to unsafe neighborhoods, with little supervision and fewer positive outlets for their time and energy. The extended time movement is meant to correct those inequalities by offering the same diverse array of activities and adult mentors to disadvantaged children.\u003c/p>\n\u003cp>But simply tacking on hours at the end of a school day is not the solution, according to some.\u003c/p>\n\u003cp>\"The issue is that many of the schools that poor kids go to are not good schools,\" said \u003ca href=\"http://www.carnegiefoundation.org/about-us/staff/elena-silva\">Elena Silva\u003c/a>, a senior associate at the Carnegie Foundation for the Advancement of Teaching. \"If that’s the case, the obvious question is, why would you extend more time? You don’t need more of a bad thing.\" Silva has \u003ca href=\"http://www.educationsector.org/publications/clock-what-more-time-can-and-cant-do-school-turnarounds\">researched the efficacy of extended time\u003c/a> and come up with mixed results.\u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The goal is to use the extra time to change the entire school day. So, not to just add supplemental things, but rather to say if you had more time in the day, how would you structure the whole day.”\u003c/p>\n\u003c/aside>\n\u003cp>In theory, it could work, she says, but it's often resource intensive and takes the space and time for creative outside-the-box thinking. Silva is skeptical that school districts will have the time or money to redesign the school day in the ways that are necessary to make extended-learning effective. The strongest research out there supports a shorter summer to minimize the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/preventing-the-summer-slide-in-math-skills/\">summer learning loss\u003c/a> that is well documented among low-income students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And that's what the pilot program will attempt to address: what kind of extended learning works best. Participating schools will add at least 300 hours to the school year and focus on broad frameworks like academics and enrichment, strong partners and teacher development. Beyond that, each school community will figure out how to design its own program.\u003c/p>\n\u003cp>\"When the time is really used to focus kids in interesting and engaging ways, that is a powerful aid to learning,\" said \u003ca href=\"http://www.fordfoundation.org/issues/educational-opportunity-and-scholarship/advancing-higher-education-access-and-success/team/jeannie-oakes\">Jeannie Oakes\u003c/a>, director of the Ford Foundation’s Educational Opportunities and Scholarship Program. \"The \u003cem>better\u003c/em> is as important as the \u003cem>more\u003c/em>. That means changing the substance of what goes on, not just adding hours.\"\u003c/p>\n\u003cp>It also means bringing in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">community-based organizations and other outside resources\u003c/a> that allow for staggered teacher schedules and built-in teacher planning periods. Oakes says the ideal extended-learning environment would provide richer opportunities that allow learning to go beyond tests, and would include subjects that have been stripped out of most public schools -- art, music, science labs, real-world internships and field trips.\u003c/p>\n\u003cp>\u003cstrong>CARRYING THE COST\u003c/strong>\u003c/p>\n\u003cp>The extended-learning vision is a compelling one, but it has been tried and failed, Silva says, not because it's a bad idea, but because there wasn't enough sustained funding to transform schools. The 2009 stimulus bill included money for \u003ca href=\"http://www.ed.gov/category/program/school-improvement-grants\">School Improvement Grants\u003c/a> (SIG) for the worst performing schools in the country. Some of that funding was used to extend the school day. Silva evaluated many of those schools and found that teachers and administrators faced so many challenges that they had no space to imagine or execute a re-designed school day.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"The potential unintended consequence is that you extend what is a rote learning experience for a longer period of time.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"There are a lot of people out there who don’t have time to add time in really creative ways,\" she said. Instead schools were overwhelmed trying to meet federal requirements that included changing leadership, huge staffing turnovers and shifts in curriculum and pedagogical approach. On top of that, funding was finite and limited. Not only did they not know how to use the extra time, they were reluctant to make big structural changes that would have to be reversed when the money dried up.\u003c/p>\n\u003cp>\"Ideally these pilots will give us an answer, because we’ll see some cost-effective, creative ways to do this,\" Silva said. \"But I don’t think that we can get around the fact that it will be more expensive than what we have now.\" Already when districts look at their budgets, they are scared at what they see. \"They are being conservative because they know there isn't as much money as there once was,\" said Silva.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Can a 9 Hour School Day Prevent Students From Dropping Out?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/educators-go-from-soloists-to-choreographers-in-the-future-school-day/\">Educators Go From Soloists to Choreographers in the Future School Day\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>HARD TO MEASURE RESULTS\u003c/strong>\u003c/p>\n\u003cp>One of the toughest challenges that extended-time advocates contend with is finding an effective way to isolate the influence of more time on a child’s academic achievement. Oakes says the Ford Foundation will track standard measures, but they also want to develop new measures that take into account some of the less tangible gains. If the goal is \"better time\" then it can't be all about the test – it's about teaching to the whole child, she said. Lack of hard data could become a problem, however, when it comes time to convince politicians to spend more money nationwide on a longer school day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another concern about the extended school day is that it provides so much structure that kids don't have time to just be kids – to play, imagine and relax. \"The reflection time, the free time, that's a worry, frankly, of the advantaged class,\" Oakes said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "It's Time: Create Smart Policies to Support Student Tech Use ",
"title": "It's Time: Create Smart Policies to Support Student Tech Use ",
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"content": "\u003cdiv>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/its-time-create-smart-policies-to-support-student-tech-use/nasbe/\" rel=\"attachment wp-att-25728\">\u003cimg class=\"alignright size-large wp-image-25728\" title=\"NASBE\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/NASBE-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Technology has become a seamless part of students' lives in and out of the classroom, and schools must find ways to integrate it. This is one of the conclusions in a report by the National Association of State Boards of Education (NASBE), which states that policymakers at the highest level need to understand the trend and form a cohesive course of action for schools to follow.\u003c/p>\n\u003cp>In \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">Born in Another Time: Ensuring Educational Technology Meets the Needs of Students Today -- And Tomorrow\u003c/a> the NASBE focuses on the importance of understanding students' needs, ensuring that teachers are prepared to meet those needs, and shoring up the technical infrastructure that will allow schools to participate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Our kids are digitally savvy when it comes to gaming, texting, and social networking, but when it comes to information, even the best students can be digital doofuses.”\u003c/p>\n\u003c/aside>\n\u003cp>Up until now, much of the enthusiasm for education technology, blended learning, online courses and other digital aids in the classroom have come from teachers themselves. In fact, many ed-tech companies are pursuing a teacher-first strategy, opting to hook the educator and avoid the complicated bureaucracy of selling to school districts. That has left a patchwork of tools and uncertainty among some teachers who would like to take advantage of new tech tools, but \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">aren't sure how to get started\u003c/a>.\u003c/p>\n\u003cp>\"State boards of education along with their state education agencies are key to providing the leadership on education technology issues our school systems need to ensure students are ready for life and work in a digital era,\" \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">wrote \u003c/a>the NASBE study group tasked with investigating emerging tech trends. At the same time the report acknowledges that the current landscape is a \"wild, wild west\" of various products and approaches. \"Because of their formal responsibilities, state education systems are the only entities able to offer a sustainable platform for aligning these promising—but still fragmented and rapidly changing — forces,\" the report said.\u003c!--more-->\u003c/p>\n\u003cp>This excerpt addresses how educators and the Board should move forward in the shifting landscape.\u003c/p>\n\u003ch5>\u003cstrong>CHAPTER 1: ADDRESSING THE VOICE AND NEEDS OF TODAY'S STUDENTS\u003c/strong>\u003c/h5>\n\u003cp>Much has been written about the cohort of students in school today, who are generally considered digital natives. Commentators frequently point out how these children have always lived with computers in their homes, cell phones in everyone’s pocket, and hundreds of channels available on their televisions. They easily adapt to every new piece of technology that arrives in the marketplace and can text as easily and quickly as adults can talk. They are constantly “plugged in.” For this generation, there is no divide between “technology” and their daily lives.\u003c/p>\n\u003cdiv>\u003c/div>\n\u003caside class=\"pullquote alignleft\">\n\u003cdiv>\u003cstrong>\u003cspan style=\"color: #000000\">\u003cem>Ideally, we need school leaders who help communities think very carefully about what learning goals they have for their students, their faculty, and themselves, and then look at how technology tools can support those learning initiatives. It’s not about “using more tech” or even about “using technology to boost engagement,” since what is engagement without direction? The fundamental issue is how do we think about the kind of learning experiences that will prepare people for work, for our democracy, and for a well-lived life, and to what extent can technology support those kinds of learning experiences. \u003c/em>\u003c/span>\u003cspan style=\"color: #808080\">– Justin Reich, \u003cem>Education Week\u003c/em>\u003c/span>\u003c/strong>\u003c/div>\n\u003c/aside>\n\u003cdiv>\u003c/div>\n\u003cdiv>Today the combination of immense portable computing power, digital communications, and the Internet presents education with an enormous number of opportunities, challenges, and imperatives. There is the imperative, for example, that all students be digitally literate, which will require educators to meet students in the technological world where they now live in order to bring them to a new place. There are the challenges that come with ensuring students are good digital citizens—that they understand the potential consequences, negative and positive, of anything they put out on the web, understand plagiarism, and how to harness the power of technology safely, respectfully, and responsibly. Finally, there are the vast opportunities technology brings as a vehicle for enhancing the learning process through greater personalization of instruction—something leaders may need to address through policies that provide the flexibility and incentives needed to allow educators to take advantage of these opportunities.\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>KEY TAKEAWAYS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Today’s students have never lived in a world where the internet wasn’t in their homes and cell phones weren’t in everyone’s pockets. For them, there is no divide between “technology” and their daily lives.\u003c/li>\n\u003cli>“Our kids are digitally savvy when it comes to gaming, texting, and social networking,” one expert told state board members, “but when it comes to information, even the best students can be digital doofuses.” In other words, just because they have a more intuitive grasp of how to make technology “work” doesn’t mean students automatically know how to use it as a tool for learning. Students still need to be taught foundational research skills and processes that can be enhanced by technology use. This means students—and educators—need to understand that doing research is more than just sorting through what pops up via online search engines.\u003c/li>\n\u003cli>Internet information often does not have the ordered structure provided by textbooks or other resources for students. Educators need to be sensitive to this, and to their students frame of reference in regards to online searches, when integrating technology into their lessons.\u003c/li>\n\u003cli>With increased access to many different types of tools for learning and socializing and ever-increasing multitasking, it has become even more important to teach students how to focus their attention.\u003c/li>\n\u003cli>One of the great advantages of technology is its potential for personalizing instruction. Students are used to being able to personalize how they receive information—and when schools don’t present information in the same way, they sometimes become bored and disengaged. Instruction should be designed to take advantage of each student’s personal style of learning.\u003c/li>\n\u003cli>Because online problems can cause disruptions at school, there is a role for schools to help students learn to be safe, responsible, and respectful digital citizens. But in order to do so, school teachers and staff have to be prepared and equipped to monitor and instruct students in safe environments that are close to what they will experience once the filters and monitoring are removed.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>RECOMMENDATIONS\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003col>\n\u003cli>Address digital citizenship and digital literacy. These are relatively new areas for education leaders to address through the creation of policies and programs. It is important for policymakers to realize that every school community is different and each is starting at a different place. Some will be ready to institute integrated curricula, while others first need to create common definitions. The study group recommends that state boards urge their districts and schools to address the critical areas of digital citizenship and digital literacy and ensure that the state education department is prepared to offer resources and guidance for these discussions.\u003c/li>\n\u003cli>Design instruction to take advantage of how each student learns now. It is time to revisit what “school” is and how education policymakers can ensure that their decisions create a learning environment that best fits current learners’ needs. Policies at the state and local levels should be responsive to student’s lifestyles and behaviors at home and in the classroom.\u003c/li>\n\u003cli>Create policies that allocate resources based on data, student needs, and student, parent and stakeholder voices. These key stakeholder groups understand the complexities of the issues involved, and can provide the most accurate feedback about what solutions might work best. Additionally, providing access to student performance data to parents and students can also help them serve as an informed partner in ensuring that student study habits, methods and schedules are most conducive to learning outside of school hours.\u003c/li>\n\u003c/ol>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/its-time-create-smart-policies-to-support-student-tech-use/nasbe/\" rel=\"attachment wp-att-25728\">\u003cimg class=\"alignright size-large wp-image-25728\" title=\"NASBE\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/NASBE-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Technology has become a seamless part of students' lives in and out of the classroom, and schools must find ways to integrate it. This is one of the conclusions in a report by the National Association of State Boards of Education (NASBE), which states that policymakers at the highest level need to understand the trend and form a cohesive course of action for schools to follow.\u003c/p>\n\u003cp>In \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">Born in Another Time: Ensuring Educational Technology Meets the Needs of Students Today -- And Tomorrow\u003c/a> the NASBE focuses on the importance of understanding students' needs, ensuring that teachers are prepared to meet those needs, and shoring up the technical infrastructure that will allow schools to participate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Our kids are digitally savvy when it comes to gaming, texting, and social networking, but when it comes to information, even the best students can be digital doofuses.”\u003c/p>\n\u003c/aside>\n\u003cp>Up until now, much of the enthusiasm for education technology, blended learning, online courses and other digital aids in the classroom have come from teachers themselves. In fact, many ed-tech companies are pursuing a teacher-first strategy, opting to hook the educator and avoid the complicated bureaucracy of selling to school districts. That has left a patchwork of tools and uncertainty among some teachers who would like to take advantage of new tech tools, but \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">aren't sure how to get started\u003c/a>.\u003c/p>\n\u003cp>\"State boards of education along with their state education agencies are key to providing the leadership on education technology issues our school systems need to ensure students are ready for life and work in a digital era,\" \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">wrote \u003c/a>the NASBE study group tasked with investigating emerging tech trends. At the same time the report acknowledges that the current landscape is a \"wild, wild west\" of various products and approaches. \"Because of their formal responsibilities, state education systems are the only entities able to offer a sustainable platform for aligning these promising—but still fragmented and rapidly changing — forces,\" the report said.\u003c!--more-->\u003c/p>\n\u003cp>This excerpt addresses how educators and the Board should move forward in the shifting landscape.\u003c/p>\n\u003ch5>\u003cstrong>CHAPTER 1: ADDRESSING THE VOICE AND NEEDS OF TODAY'S STUDENTS\u003c/strong>\u003c/h5>\n\u003cp>Much has been written about the cohort of students in school today, who are generally considered digital natives. Commentators frequently point out how these children have always lived with computers in their homes, cell phones in everyone’s pocket, and hundreds of channels available on their televisions. They easily adapt to every new piece of technology that arrives in the marketplace and can text as easily and quickly as adults can talk. They are constantly “plugged in.” For this generation, there is no divide between “technology” and their daily lives.\u003c/p>\n\u003cdiv>\u003c/div>\n\u003caside class=\"pullquote alignleft\">\n\u003cdiv>\u003cstrong>\u003cspan style=\"color: #000000\">\u003cem>Ideally, we need school leaders who help communities think very carefully about what learning goals they have for their students, their faculty, and themselves, and then look at how technology tools can support those learning initiatives. It’s not about “using more tech” or even about “using technology to boost engagement,” since what is engagement without direction? The fundamental issue is how do we think about the kind of learning experiences that will prepare people for work, for our democracy, and for a well-lived life, and to what extent can technology support those kinds of learning experiences. \u003c/em>\u003c/span>\u003cspan style=\"color: #808080\">– Justin Reich, \u003cem>Education Week\u003c/em>\u003c/span>\u003c/strong>\u003c/div>\n\u003c/aside>\n\u003cdiv>\u003c/div>\n\u003cdiv>Today the combination of immense portable computing power, digital communications, and the Internet presents education with an enormous number of opportunities, challenges, and imperatives. There is the imperative, for example, that all students be digitally literate, which will require educators to meet students in the technological world where they now live in order to bring them to a new place. There are the challenges that come with ensuring students are good digital citizens—that they understand the potential consequences, negative and positive, of anything they put out on the web, understand plagiarism, and how to harness the power of technology safely, respectfully, and responsibly. Finally, there are the vast opportunities technology brings as a vehicle for enhancing the learning process through greater personalization of instruction—something leaders may need to address through policies that provide the flexibility and incentives needed to allow educators to take advantage of these opportunities.\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>KEY TAKEAWAYS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Today’s students have never lived in a world where the internet wasn’t in their homes and cell phones weren’t in everyone’s pockets. For them, there is no divide between “technology” and their daily lives.\u003c/li>\n\u003cli>“Our kids are digitally savvy when it comes to gaming, texting, and social networking,” one expert told state board members, “but when it comes to information, even the best students can be digital doofuses.” In other words, just because they have a more intuitive grasp of how to make technology “work” doesn’t mean students automatically know how to use it as a tool for learning. Students still need to be taught foundational research skills and processes that can be enhanced by technology use. This means students—and educators—need to understand that doing research is more than just sorting through what pops up via online search engines.\u003c/li>\n\u003cli>Internet information often does not have the ordered structure provided by textbooks or other resources for students. Educators need to be sensitive to this, and to their students frame of reference in regards to online searches, when integrating technology into their lessons.\u003c/li>\n\u003cli>With increased access to many different types of tools for learning and socializing and ever-increasing multitasking, it has become even more important to teach students how to focus their attention.\u003c/li>\n\u003cli>One of the great advantages of technology is its potential for personalizing instruction. Students are used to being able to personalize how they receive information—and when schools don’t present information in the same way, they sometimes become bored and disengaged. Instruction should be designed to take advantage of each student’s personal style of learning.\u003c/li>\n\u003cli>Because online problems can cause disruptions at school, there is a role for schools to help students learn to be safe, responsible, and respectful digital citizens. But in order to do so, school teachers and staff have to be prepared and equipped to monitor and instruct students in safe environments that are close to what they will experience once the filters and monitoring are removed.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>RECOMMENDATIONS\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003col>\n\u003cli>Address digital citizenship and digital literacy. These are relatively new areas for education leaders to address through the creation of policies and programs. It is important for policymakers to realize that every school community is different and each is starting at a different place. Some will be ready to institute integrated curricula, while others first need to create common definitions. The study group recommends that state boards urge their districts and schools to address the critical areas of digital citizenship and digital literacy and ensure that the state education department is prepared to offer resources and guidance for these discussions.\u003c/li>\n\u003cli>Design instruction to take advantage of how each student learns now. It is time to revisit what “school” is and how education policymakers can ensure that their decisions create a learning environment that best fits current learners’ needs. Policies at the state and local levels should be responsive to student’s lifestyles and behaviors at home and in the classroom.\u003c/li>\n\u003cli>Create policies that allocate resources based on data, student needs, and student, parent and stakeholder voices. These key stakeholder groups understand the complexities of the issues involved, and can provide the most accurate feedback about what solutions might work best. Additionally, providing access to student performance data to parents and students can also help them serve as an informed partner in ensuring that student study habits, methods and schedules are most conducive to learning outside of school hours.\u003c/li>\n\u003c/ol>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25670\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/why-nate-silver-can-save-math-education-in-america/silverhead_fin/\" rel=\"attachment wp-att-25670\">\u003cimg class=\"size-large wp-image-25670\" title=\"silverhead_fin\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/silverhead_fin-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Ian Hill/Thinkstock/Penguin\u003c/p>\n\u003c/div>\n\u003ch5>By Nikhil Goyal\u003c/h5>\n\u003cp class=\"dropcap-serif\">Call it \"The Triumph of Nerds.\" Poll statisticians have risen to rock star status. One of the most famous is \u003cem>New York Times'\u003c/em> wunderkind Nate Silver -- or as Jon Stewart put it, \"Lord and god of the algorithm.\" He may be best known for \u003ca href=\"http://www.wired.com/underwire/2012/11/nate-silver-facts-election/\">predicting the 44th president\u003c/a>, but Silver could be the one man who can save mathematics education in America.\u003c/p>\n\u003cp>Silver, who first gained notoriety for forecasting the performance of Major League Baseball players and for correctly predicted the winner of 49 of 50 states in the 2008 election, can save the tattered reputation of math subjects.\u003c/p>\n\u003cp>For students across the country, there's clearly an engagement deficit in the subject. Paul Lockhart, a math teacher in New York, writes in \u003cem>A Mathematician's Lament\u003c/em> [\u003ca href=\"http://www.maa.org/devlin/lockhartslament.pdf\">PDF\u003c/a>] that if he had to design a system for the express purpose of destroying a child’s natural curiosity and love of pattern-making, he couldn’t possible do a better job than is currently being done. He explains that he simply wouldn’t have the “imagination to come up with the kind of senseless, soul-crushing ideas that constitute contemporary mathematics education.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>He has the potential to telegraph an important message to kids: It's O.K. to be a math nerd.\u003c/p>\n\u003c/aside>\n\u003cp>Across the land, kids hate math. You can hear it in their constant groans and see it in their deranged faces. They ask their teachers, \"When am I ever going to use this in life?\" On most occasions, they never will. Even President Obama agrees. He \u003ca href=\"http://www.thedailybeast.com/articles/2012/10/25/obama-does-jay-leno-president-riffs-on-the-economy-afghanistan-rape-his-math-deficiency.html\">recently said on the \u003cem>Tonight Show\u003c/em>\u003c/a>, \"The math stuff I was fine with until seventh grade. Malia is now a freshmen in high school and I'm pretty lost. It's tough.\" And no wonder -- the system is suffering from a tragic case of nostalgia. \u003c!--more-->The origins of the current curriculum draw back to 1892 when the Committee of Ten hashed out a standard curriculum, which would eventually be adopted almost unanimously by schools.\u003c/p>\n\u003cp>As a result, the potential to love and embrace math is being squandered -- perhaps even the future of potential Nate Silvers and Nobel Laureates. As students progress from grade to grade, many start \u003ca href=\"http://www.torontosun.com/2012/06/05/report-older-students-lose-interest-in-math-science\">losing interest in math\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are lots of reasons for this. In the current system, students' confidence in their math abilities becomes undermined, according to a \u003ca href=\"http://usatoday30.usatoday.com/news/opinion/forum/story/2012-07-09/math-education-remedial-algebra/56118128/1\">Duke University study\u003c/a>. Math is taught as computation rather than a means of exploration and discovery. Instead of engaging in meaningful problems and learning in depth rather than breadth, kids are assigned frivolous, repetitive problems. And finally, the way math is generally taught has no relevance to real life. School has become a practice of learning tricks for the test one week and forgetting the next. In elementary schools, kids come to understand that they're expected to follow directions, fill out worksheets, and master a set of concepts.\u003c/p>\n\u003cp>Our process of transferring from subject to subject in math is also broken. The curriculum pyramid is founded on arithmetic and algebra, all building up to one subject -- at the top of the pyramid is calculus. While mathematicians, engineers, physicists, and particular scientists use calculus in meaningful ways, in their day-to-day lives, most people do not. Ironically, M.I.T. graduates, who are trained in science and mathematics, said in a\u003ca href=\"http://www.tonywagner.com/resources/the-global-achievement-gap\"> survey regarding their daily use of math\u003c/a> that most use nothing more than arithmetic, statistics, and probability.\u003c/p>\n\u003cp>Sol Garfunkel and David Mumford in a \u003ca href=\"http://www.nytimes.com/2011/08/25/opinion/how-to-fix-our-math-education.html\">New York Times Op-Ed\u003c/a> summed it up nicely: \"Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering. In the data course, students would gather their own data sets and learn how, in fields as diverse as sports and medicine, larger samples give better estimates of averages.\" Clifford Konold, a professor at the University of Massachusetts, \u003ca href=\"http://www.nytimes.com/2001/11/28/national/portraits/28LESS.html\">counted data displays in \u003cem>The New York Times\u003c/em>\u003c/a> and found that in 1972, there were four graphs or tables in 10 consecutive weekday editions, excluding the sports and business sections. There were eight in 1982 and 44 in 1992. Next year, he could find more than 100. His conclusion: statistical reasoning is an indispensable skill.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/important-facts-to-know-about-learning-math/\">Important Facts to Know About Learning Math\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Fortunately, many universities are scrambling to teach statistics and probability, especially through sports. In \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/at-moneyball-u-what-are-the-odds.html?pagewanted=all\">one class at James Madison University\u003c/a>, students used the example of Steve Nash of the Phoenix Suns and free throws to learn the probability of coin tosses. Last year's hit film \u003cem>Moneyball\u003c/em> popularized the power of probability from predicting division standings to on-base percentages.\u003c/p>\n\u003cp>Just weeks after the election, Nate Silver's \u003ca href=\"http://mashable.com/2012/11/07/nate-silver-wins/\">Triumph of the Nerds\u003c/a>, his renowned legacy and dedication to numbers, has the potential to telegraph an important message to kids: It's O.K. to be a math nerd. Numbers can actually mean something in the grand scheme of things. We need more people who can number crunch and predict and prize math.\u003c/p>\n\u003cp>If parents and teachers use Silver's groundbreaking work to talk to young people about civics, polls, statistics, and numbers, the power and beauty of mathematics, kids can experience this fascinating subject could be experienced in a whole new way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal is a senior at Syosset High School in Woodbury, New York, and the author of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25670\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/why-nate-silver-can-save-math-education-in-america/silverhead_fin/\" rel=\"attachment wp-att-25670\">\u003cimg class=\"size-large wp-image-25670\" title=\"silverhead_fin\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/silverhead_fin-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Ian Hill/Thinkstock/Penguin\u003c/p>\n\u003c/div>\n\u003ch5>By Nikhil Goyal\u003c/h5>\n\u003cp class=\"dropcap-serif\">Call it \"The Triumph of Nerds.\" Poll statisticians have risen to rock star status. One of the most famous is \u003cem>New York Times'\u003c/em> wunderkind Nate Silver -- or as Jon Stewart put it, \"Lord and god of the algorithm.\" He may be best known for \u003ca href=\"http://www.wired.com/underwire/2012/11/nate-silver-facts-election/\">predicting the 44th president\u003c/a>, but Silver could be the one man who can save mathematics education in America.\u003c/p>\n\u003cp>Silver, who first gained notoriety for forecasting the performance of Major League Baseball players and for correctly predicted the winner of 49 of 50 states in the 2008 election, can save the tattered reputation of math subjects.\u003c/p>\n\u003cp>For students across the country, there's clearly an engagement deficit in the subject. Paul Lockhart, a math teacher in New York, writes in \u003cem>A Mathematician's Lament\u003c/em> [\u003ca href=\"http://www.maa.org/devlin/lockhartslament.pdf\">PDF\u003c/a>] that if he had to design a system for the express purpose of destroying a child’s natural curiosity and love of pattern-making, he couldn’t possible do a better job than is currently being done. He explains that he simply wouldn’t have the “imagination to come up with the kind of senseless, soul-crushing ideas that constitute contemporary mathematics education.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>He has the potential to telegraph an important message to kids: It's O.K. to be a math nerd.\u003c/p>\n\u003c/aside>\n\u003cp>Across the land, kids hate math. You can hear it in their constant groans and see it in their deranged faces. They ask their teachers, \"When am I ever going to use this in life?\" On most occasions, they never will. Even President Obama agrees. He \u003ca href=\"http://www.thedailybeast.com/articles/2012/10/25/obama-does-jay-leno-president-riffs-on-the-economy-afghanistan-rape-his-math-deficiency.html\">recently said on the \u003cem>Tonight Show\u003c/em>\u003c/a>, \"The math stuff I was fine with until seventh grade. Malia is now a freshmen in high school and I'm pretty lost. It's tough.\" And no wonder -- the system is suffering from a tragic case of nostalgia. \u003c!--more-->The origins of the current curriculum draw back to 1892 when the Committee of Ten hashed out a standard curriculum, which would eventually be adopted almost unanimously by schools.\u003c/p>\n\u003cp>As a result, the potential to love and embrace math is being squandered -- perhaps even the future of potential Nate Silvers and Nobel Laureates. As students progress from grade to grade, many start \u003ca href=\"http://www.torontosun.com/2012/06/05/report-older-students-lose-interest-in-math-science\">losing interest in math\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are lots of reasons for this. In the current system, students' confidence in their math abilities becomes undermined, according to a \u003ca href=\"http://usatoday30.usatoday.com/news/opinion/forum/story/2012-07-09/math-education-remedial-algebra/56118128/1\">Duke University study\u003c/a>. Math is taught as computation rather than a means of exploration and discovery. Instead of engaging in meaningful problems and learning in depth rather than breadth, kids are assigned frivolous, repetitive problems. And finally, the way math is generally taught has no relevance to real life. School has become a practice of learning tricks for the test one week and forgetting the next. In elementary schools, kids come to understand that they're expected to follow directions, fill out worksheets, and master a set of concepts.\u003c/p>\n\u003cp>Our process of transferring from subject to subject in math is also broken. The curriculum pyramid is founded on arithmetic and algebra, all building up to one subject -- at the top of the pyramid is calculus. While mathematicians, engineers, physicists, and particular scientists use calculus in meaningful ways, in their day-to-day lives, most people do not. Ironically, M.I.T. graduates, who are trained in science and mathematics, said in a\u003ca href=\"http://www.tonywagner.com/resources/the-global-achievement-gap\"> survey regarding their daily use of math\u003c/a> that most use nothing more than arithmetic, statistics, and probability.\u003c/p>\n\u003cp>Sol Garfunkel and David Mumford in a \u003ca href=\"http://www.nytimes.com/2011/08/25/opinion/how-to-fix-our-math-education.html\">New York Times Op-Ed\u003c/a> summed it up nicely: \"Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering. In the data course, students would gather their own data sets and learn how, in fields as diverse as sports and medicine, larger samples give better estimates of averages.\" Clifford Konold, a professor at the University of Massachusetts, \u003ca href=\"http://www.nytimes.com/2001/11/28/national/portraits/28LESS.html\">counted data displays in \u003cem>The New York Times\u003c/em>\u003c/a> and found that in 1972, there were four graphs or tables in 10 consecutive weekday editions, excluding the sports and business sections. There were eight in 1982 and 44 in 1992. Next year, he could find more than 100. His conclusion: statistical reasoning is an indispensable skill.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/important-facts-to-know-about-learning-math/\">Important Facts to Know About Learning Math\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Fortunately, many universities are scrambling to teach statistics and probability, especially through sports. In \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/at-moneyball-u-what-are-the-odds.html?pagewanted=all\">one class at James Madison University\u003c/a>, students used the example of Steve Nash of the Phoenix Suns and free throws to learn the probability of coin tosses. Last year's hit film \u003cem>Moneyball\u003c/em> popularized the power of probability from predicting division standings to on-base percentages.\u003c/p>\n\u003cp>Just weeks after the election, Nate Silver's \u003ca href=\"http://mashable.com/2012/11/07/nate-silver-wins/\">Triumph of the Nerds\u003c/a>, his renowned legacy and dedication to numbers, has the potential to telegraph an important message to kids: It's O.K. to be a math nerd. Numbers can actually mean something in the grand scheme of things. We need more people who can number crunch and predict and prize math.\u003c/p>\n\u003cp>If parents and teachers use Silver's groundbreaking work to talk to young people about civics, polls, statistics, and numbers, the power and beauty of mathematics, kids can experience this fascinating subject could be experienced in a whole new way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal is a senior at Syosset High School in Woodbury, New York, and the author of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25604\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/eden-5/\" rel=\"attachment wp-att-25604\">\u003cimg class=\"size-large wp-image-25604\" title=\"eden-5\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/eden-5-8515598cb1c0924d618bd231eeba71182217e895-s4-620x464.jpg\" alt=\"\" width=\"620\" height=\"464\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Della Rollins\u003c/p>\n\u003c/div>\n\u003ch5>By Steve Henn\u003c/h5>\n\u003cp class=\"dropcap-serif\">Eighteen months ago Eden Full was finishing up her sophomore year at Princeton University. She was on the crew team as a coxswain. She had spent the previous summer in Kenya building an innovative, low-cost contraption to make solar panels more efficient.\u003c/p>\n\u003cp>Full was glowingly successful — the kind of college student who ends up profiled in alumni magazines.\u003c/p>\n\u003cp>But Full had decided to drop out.\u003c/p>\n\u003cp>\"There is this huge media hype around dropping out of college and what is the value of college. But I think college means different things to different people. And, you know, the reason college is quote, unquote 'overvalued' is because people don't know how to use it effectively,\" Full says.\u003c/p>\n\u003cp>Back then, that was Full's concern. She wasn't sure that she wanted to leave college forever, but she also wasn't sure she was getting the most out her time there.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And she had this itch. That contraption she built in Kenya to make solar panels more efficient — she called it the SunSaluter, and she was convinced it could have a big impact.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Go back to college when you are more mature and not so distracted and actually go and finish and make something of that experience.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"The SunSaluter is kind of like, a sunflower. It follows the sun from east to west throughout the day, and that will give you up to 40 percent more electricity from your solar panel,\" Full says.\u003c/p>\n\u003cp>Full thought this idea could help bring affordable, sustainable electricity to the 1.5 billion people in the world who don't have it.\u003c/p>\n\u003cp>Full had more than an idea — she had a product. But she couldn't imagine building a business \u003c!--more-->while she was a full-time student. So when she heard about the \u003ca href=\"http://www.thielfellowship.org/\">20 Under 20 Thiel Fellowship\u003c/a>, she applied.\u003c/p>\n\u003cp>\u003cstrong>Taking The Leap\u003c/strong>\u003c/p>\n\u003cp>Peter Thiel, who helped create PayPal and was Facebook's first major investor, has some unusual interests. He is deeply interested in private space exploration. He has invested in anti-aging research and has spent millions supporting Ron Paul's presidential bids.\u003c/p>\n\u003cfigure id=\"attachment_25605\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/eden3/\" rel=\"attachment wp-att-25605\">\u003cimg class=\"size-full wp-image-25605\" title=\"eden3\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/eden3_vert-9b2ee4c3434d5d5ba86deb8b56a6ddccf059689e-s2.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Full testing her rotating solar panel in Kenya in 2010.\u003c/figcaption>\u003c/figure>\n\u003cp>But Thiel is perhaps best known for his insistence that higher education is overvalued in America.\u003c/p>\n\u003cp>Roughly two years ago, Thiel came up with the idea of offering 20 exceptional college-age students fellowships worth $100,000 if they would drop out of college and pursue their entrepreneurial ambitions instead.\u003c/p>\n\u003cp>When Full and the other Thiel fellows landed in the Bay Area in the fall of 2011, it was a pretty intense group. \"Like, everyone thinks you only need to run on two hours of sleep, and if you are not running on two hours of sleep you're being lazy,\" Full says.\u003c/p>\n\u003cp>That didn't really work for Full. She realized that to do good work, it was important to have some balance — to try to be happy. She moved to a sunny spot in Oakland.\u003c/p>\n\u003cp>\"Basically we build the SunSaluter out of an old firehouse. We call it the 'Firehome.' It's home to a lot of different startups. There is a nice little workspace downstairs and we all live upstairs,\" Full says.\u003c/p>\n\u003cp>\u003cstrong>Making The Most Of Time\u003c/strong>\u003c/p>\n\u003cp>There, she refined the SunSaluter. Now, a dripping water filtration system creates the weight that slowly moves the panel. The simple system gives villagers both more solar power and clean water.\u003c/p>\n\u003cp>\"We want people to be able to maintain it themselves without having technical knowledge. The reason a lot of these kinds of technologies fail in the field is that they are simply too complicated. We want something that's really intuitive and easy to understand,\" Full says.\u003c/p>\n\u003cp>Her business now has a small staff, and she is confident it can sustain itself while she finishes her degree. Full has decided to go back to college, but she thinks the Thiel fellowship taught her how to get the most out of her time in school.\u003c/p>\n\u003cp>Full started off her college career in a hurry, but her advice to other students in a similar spot today is to slow down, take some time off and figure out what you really want to do.\u003c/p>\n\u003cp>\"Then once you have gotten a taste of that, then go back to college when you are more mature and not so distracted and actually go and finish and make something of that experience. And it think it can be really rewarding and really meaningful,\" she says.\u003c/p>\n\u003cp>Most of the first class of Thiel fellows probably won't go back to college — at least not right now. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And she had this itch. That contraption she built in Kenya to make solar panels more efficient — she called it the SunSaluter, and she was convinced it could have a big impact.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Go back to college when you are more mature and not so distracted and actually go and finish and make something of that experience.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"The SunSaluter is kind of like, a sunflower. It follows the sun from east to west throughout the day, and that will give you up to 40 percent more electricity from your solar panel,\" Full says.\u003c/p>\n\u003cp>Full thought this idea could help bring affordable, sustainable electricity to the 1.5 billion people in the world who don't have it.\u003c/p>\n\u003cp>Full had more than an idea — she had a product. But she couldn't imagine building a business \u003c!--more-->while she was a full-time student. So when she heard about the \u003ca href=\"http://www.thielfellowship.org/\">20 Under 20 Thiel Fellowship\u003c/a>, she applied.\u003c/p>\n\u003cp>\u003cstrong>Taking The Leap\u003c/strong>\u003c/p>\n\u003cp>Peter Thiel, who helped create PayPal and was Facebook's first major investor, has some unusual interests. He is deeply interested in private space exploration. He has invested in anti-aging research and has spent millions supporting Ron Paul's presidential bids.\u003c/p>\n\u003cfigure id=\"attachment_25605\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/should-college-education-follow-work-experience/eden3/\" rel=\"attachment wp-att-25605\">\u003cimg class=\"size-full wp-image-25605\" title=\"eden3\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/eden3_vert-9b2ee4c3434d5d5ba86deb8b56a6ddccf059689e-s2.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Full testing her rotating solar panel in Kenya in 2010.\u003c/figcaption>\u003c/figure>\n\u003cp>But Thiel is perhaps best known for his insistence that higher education is overvalued in America.\u003c/p>\n\u003cp>Roughly two years ago, Thiel came up with the idea of offering 20 exceptional college-age students fellowships worth $100,000 if they would drop out of college and pursue their entrepreneurial ambitions instead.\u003c/p>\n\u003cp>When Full and the other Thiel fellows landed in the Bay Area in the fall of 2011, it was a pretty intense group. \"Like, everyone thinks you only need to run on two hours of sleep, and if you are not running on two hours of sleep you're being lazy,\" Full says.\u003c/p>\n\u003cp>That didn't really work for Full. She realized that to do good work, it was important to have some balance — to try to be happy. She moved to a sunny spot in Oakland.\u003c/p>\n\u003cp>\"Basically we build the SunSaluter out of an old firehouse. We call it the 'Firehome.' It's home to a lot of different startups. There is a nice little workspace downstairs and we all live upstairs,\" Full says.\u003c/p>\n\u003cp>\u003cstrong>Making The Most Of Time\u003c/strong>\u003c/p>\n\u003cp>There, she refined the SunSaluter. Now, a dripping water filtration system creates the weight that slowly moves the panel. The simple system gives villagers both more solar power and clean water.\u003c/p>\n\u003cp>\"We want people to be able to maintain it themselves without having technical knowledge. The reason a lot of these kinds of technologies fail in the field is that they are simply too complicated. We want something that's really intuitive and easy to understand,\" Full says.\u003c/p>\n\u003cp>Her business now has a small staff, and she is confident it can sustain itself while she finishes her degree. Full has decided to go back to college, but she thinks the Thiel fellowship taught her how to get the most out of her time in school.\u003c/p>\n\u003cp>Full started off her college career in a hurry, but her advice to other students in a similar spot today is to slow down, take some time off and figure out what you really want to do.\u003c/p>\n\u003cp>\"Then once you have gotten a taste of that, then go back to college when you are more mature and not so distracted and actually go and finish and make something of that experience. And it think it can be really rewarding and really meaningful,\" she says.\u003c/p>\n\u003cp>Most of the first class of Thiel fellows probably won't go back to college — at least not right now. But few of them are ruling it out completely.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>From \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/12/12/167062995/who-needs-college-young-entrepeneuer-bets-on-bright-idea-for-solar-energy\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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