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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/137566370-1-2/\" rel=\"attachment wp-att-23517\">\u003cimg class=\"alignright size-large wp-image-23517\" title=\"137566370-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137566370-11-620x338.jpg\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap\">For many schools across the country, today marks the first day of a new year. In addition to thinking about\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/\"> tools that help boost educators' teaching practice\u003c/a>, this moment might be a good time to pull back and think about some big-picture ideals, too. Here are a few to consider.\u003c/p>\n\u003cp>\u003cstrong>1. INFUSE PASSION INTO LEARNING.\u003c/strong>\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">Nine Tenets of Passion-Based Learning\u003c/a>\u003c/em>. Educators who focus on integrating kids' own interests and passions into the curriculum will see them flourish as learners. Educators can think about integrating such practices as showing relevance of what students are studying to life outside school, connecting with parents, and using digital media as a way to spark interests and spreading ideas.\u003cbr>\n\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. TRY SOMETHING NEW.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">\u003cem>Jumping Into the 21st Century\u003c/em>.\u003c/a> For both veteran educators and newbies, the temptation to stick to what's acceptable and what's been done is hard to overcome. Educator Shelley Wright talks about how she took the plunge and redesigned the entire structure of her teaching practice. Her goal? \"Changing to a student-centered, skill-based, technology embedded classroom,\" she says.\u003c/p>\n\u003cp>\u003cstrong>3. CONSIDER THE FLIPPED CLASSROOM MODEL. \u003cem>\u003c/em>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/\">The Flip: Why I love It, How I Use It\u003c/a>\u003c/em>. \u003c/strong>Educator Shelley Wright shares why she's decided to flip her classroom. \"I don’t believe in assigning videos every night as a substitute for my own lecturing. To me, that’s simply the traditional classroom rearranged, not flipped. I use the flip when my students need to absorb a few chunks of new information to continue learning. I don’t use it to front-load information at the beginning of a unit. I think that can rob students of the experience of authentically building knowledge and skills as they encounter new \u003c!--more-->concepts. I use flip time to create curiosity in my students.\"\u003c/p>\n\u003cp>\u003cstrong>4. TAP INTO STUDENTS' IDEAS.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">\u003cem>How to Turn Your Classroom Into an Idea Factory. \u003c/em>\u003c/a>Design thinking isn't just for engineers and designers. It can be applied to every aspect of learning -- from generating ideas to the iteration and execution phase. Here's how educators can foster innovation in the classroom.\u003c/p>\n\u003cp>\u003cstrong>5. CONSIDER THE FUTURE SCHOOL DAY.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">\u003cem>The School Day of the Future is Designed.\u003c/em> \"I\u003c/a>t’s not too big of a leap to want the school day designed around notions of how we naturally, and individually, \u003cem>learn\u003c/em>,\" writes Sandy Speicher of IDEO. \"Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world. Here are some examples of how futuristic scenarios are actually happening now.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/137566370-1-2/\" rel=\"attachment wp-att-23517\">\u003cimg class=\"alignright size-large wp-image-23517\" title=\"137566370-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137566370-11-620x338.jpg\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap\">For many schools across the country, today marks the first day of a new year. In addition to thinking about\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/\"> tools that help boost educators' teaching practice\u003c/a>, this moment might be a good time to pull back and think about some big-picture ideals, too. Here are a few to consider.\u003c/p>\n\u003cp>\u003cstrong>1. INFUSE PASSION INTO LEARNING.\u003c/strong>\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">Nine Tenets of Passion-Based Learning\u003c/a>\u003c/em>. Educators who focus on integrating kids' own interests and passions into the curriculum will see them flourish as learners. Educators can think about integrating such practices as showing relevance of what students are studying to life outside school, connecting with parents, and using digital media as a way to spark interests and spreading ideas.\u003cbr>\n\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. TRY SOMETHING NEW.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">\u003cem>Jumping Into the 21st Century\u003c/em>.\u003c/a> For both veteran educators and newbies, the temptation to stick to what's acceptable and what's been done is hard to overcome. Educator Shelley Wright talks about how she took the plunge and redesigned the entire structure of her teaching practice. Her goal? \"Changing to a student-centered, skill-based, technology embedded classroom,\" she says.\u003c/p>\n\u003cp>\u003cstrong>3. CONSIDER THE FLIPPED CLASSROOM MODEL. \u003cem>\u003c/em>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/\">The Flip: Why I love It, How I Use It\u003c/a>\u003c/em>. \u003c/strong>Educator Shelley Wright shares why she's decided to flip her classroom. \"I don’t believe in assigning videos every night as a substitute for my own lecturing. To me, that’s simply the traditional classroom rearranged, not flipped. I use the flip when my students need to absorb a few chunks of new information to continue learning. I don’t use it to front-load information at the beginning of a unit. I think that can rob students of the experience of authentically building knowledge and skills as they encounter new \u003c!--more-->concepts. I use flip time to create curiosity in my students.\"\u003c/p>\n\u003cp>\u003cstrong>4. TAP INTO STUDENTS' IDEAS.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">\u003cem>How to Turn Your Classroom Into an Idea Factory. \u003c/em>\u003c/a>Design thinking isn't just for engineers and designers. It can be applied to every aspect of learning -- from generating ideas to the iteration and execution phase. Here's how educators can foster innovation in the classroom.\u003c/p>\n\u003cp>\u003cstrong>5. CONSIDER THE FUTURE SCHOOL DAY.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">\u003cem>The School Day of the Future is Designed.\u003c/em> \"I\u003c/a>t’s not too big of a leap to want the school day designed around notions of how we naturally, and individually, \u003cem>learn\u003c/em>,\" writes Sandy Speicher of IDEO. \"Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world. Here are some examples of how futuristic scenarios are actually happening now.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv>\n\u003cdiv id=\"attachment_23482\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-large wp-image-23482\" title=\"Screen Shot 2012-08-17 at 4.33.53 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-4.33.53-PM-620x338.png\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:CriCristina\u003c/p>\n\u003c/div>\n\u003ch5>By Amanda Stupi\u003c/h5>\n\u003cp class=\"dropcap-serif\">In her new book \u003ca href=\"http://www.amazon.com/Teach-Your-Children-Well-Parenting/dp/0061824747\" target=\"_blank\">\u003cem>Teach Your Children Well: Parenting for Authentic Success\u003c/em>\u003c/a>, psychologist and author \u003ca href=\"http://madelinelevine.com/\" target=\"_blank\">Madeline Levine\u003c/a> exposes the pitfalls of over-parenting, and argues for a new definition of success and achievement.\u003c/p>\n\u003cp>Levine uses the term \"authentic success\" to differentiate success as it is traditionally viewed: titles, money, good grades, and prestigious schools. In the forward to her book, Levine writes that parents also need to encourage kids to \"know and appreciate themselves deeply; to approach the world with zest; to find work that is exciting and satisfying, friends and spouses who are loving and loyal; and to hold a deep belief that they have something meaningful to contribute to society.\"\u003c/p>\n\u003cp>Levine joined host Dave Iverson on \u003ca href=\"http://www.kqed.org/a/forum/R201208071000\">KQED's Forum\u003c/a> to discuss her book. Here are some tips that surfaced from the conversation.\u003c/p>\n\u003cp>\u003cstrong>1. REMEMBER THE BASICS\u003c/strong>\u003c/p>\n\u003cp>According to Levine, research shows that \"the four most important factors in parenting are reliability, consistency, stability and non-interference.\" She says that most people don't argue with the first three but that she receives push back on the last one -- non-interference. Levine says learning from mistakes (the kind that occur when parents don't interfere) is an important skill -- one that employers say too many young workers lack.\u003c/p>\n\u003cp>\u003cstrong>2. BUILD A GOOD FOUNDATION\u003c/strong>\u003c/p>\n\u003cp>\"We've all become these decorators as opposed to construction workers. What kids really need is not the right curtains i.e. the right schools, the right grades, but they need a strong foundation. So many parents are busy paying attention to the decorative aspect of their child.\"\u003c/p>\n\u003cp>\u003cstrong>3. SPEND TIME WITH YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Research shows that eating dinner with your kids is a good habit to maintain. But many parents over-think it. When asked about eating dinner with her own kids, Levine says \"It wasn't brilliant, \u003c!--more-->deep conversation with three boys every night about how they felt about things, not by a long shot.\" What mattered was that she spent time with them.\u003c/p>\n\u003cp>Levine says to emphasize play time, down time, and family time, or P.D.F.\u003c/p>\n\u003cp>\"It's in that quiet space that you actually get to know who your child is and that's your primary job as a parent.\" And don't worry if progess is slow going. Levine says \"Getting to know your child is a quiet, long process.\"\u003c/p>\n\u003cp>\u003cstrong>4. ESTABLISH INTERNAL DEFINITION OF SUCCESS\u003c/strong>\u003c/p>\n\u003cp>Levine says that both parents and children need to shift from an external, performance-oriented version of success to an internal version that embraces \"real curiosity about learning and how the child experiences things.\"\u003c/p>\n\u003cp>Instead of equating a high grade with effort and intelligence and a low grade with a lack thereof, switch to questions like 'Did you learn anything new on the test?' or 'What was the test like for you?'\"\u003c/p>\n\u003cp>Encourage children \"to go inside and evaluate for themselves.\" At the end of the day that's what I think authentic [success] means,\" says Levine.\u003c/p>\n\u003cp>\u003cstrong>5. LET KIDS FAIL\u003c/strong>\u003c/p>\n\u003cp>According to Levine, letting kids fail is \"one of the most critical things\" parents can do. She encourages parents to remember how often toddlers fall when they're learning to walk.\u003c/p>\n\u003cp>\"That's the model in life, for how kids master things. If we swooped in at the first stumble, a child wouldn't learn how to walk. She walks because she fails over and over and over again with our continued encouragement and presence.\"\u003c/p>\n\u003cp>\u003cstrong>6. FOCUS ON CHILD'S STRENGTH\u003c/strong>\u003c/p>\n\u003cp>\"When you grow up you only have to be really, really good at one or two things. This idea of being good at everything, straight A's, building water treatment plants in the Sudan and being the captain of the lacrosse team is so unrealistic.\"\u003c/p>\n\u003cp>\"We spend so much time with tutors or worrying about a kid who has difficulty in one field as oppose to concentrating on their strengths.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T DROWN YOUR KIDS IN PRAISE \u003c/strong>\u003c/p>\n\u003cp>Levine emphasized that one of the most important things parents can do for their children is to \u003ca href=\"http://nymag.com/news/features/27840/index2.html\" target=\"_blank\">hold back the praise \u003c/a>-- that's correct, you shouldn't constantly tell your children that they are great.\u003c/p>\n\u003cp>\"We seem to be under the impression that you can graft self-esteem onto your children if you just tell them enough how special they are. The reality is that self-esteem comes out of competence. How do you get confident about something? You get better at it.\"\u003c/p>\n\u003cp>Levine explains that telling children they're good at something builds pressure and expectations and that the possibility of not meeting those expectations works against kids.\u003c/p>\n\u003cp>\"The risk for the child then becomes very great.\"\u003c/p>\n\u003cp>\u003cem>Listen to the \u003ca href=\"http://www.kqed.org/a/forum/R201208071000\">Forum interview here\u003c/a>. \u003c/em>\u003cbr>\n\u003cobject width=\"335\" height=\"85\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201208071000.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed width=\"335\" height=\"85\" type=\"application/x-shockwave-flash\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201208071000.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv id=\"attachment_23482\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-large wp-image-23482\" title=\"Screen Shot 2012-08-17 at 4.33.53 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-4.33.53-PM-620x338.png\" alt=\"\" width=\"620\" height=\"338\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:CriCristina\u003c/p>\n\u003c/div>\n\u003ch5>By Amanda Stupi\u003c/h5>\n\u003cp class=\"dropcap-serif\">In her new book \u003ca href=\"http://www.amazon.com/Teach-Your-Children-Well-Parenting/dp/0061824747\" target=\"_blank\">\u003cem>Teach Your Children Well: Parenting for Authentic Success\u003c/em>\u003c/a>, psychologist and author \u003ca href=\"http://madelinelevine.com/\" target=\"_blank\">Madeline Levine\u003c/a> exposes the pitfalls of over-parenting, and argues for a new definition of success and achievement.\u003c/p>\n\u003cp>Levine uses the term \"authentic success\" to differentiate success as it is traditionally viewed: titles, money, good grades, and prestigious schools. In the forward to her book, Levine writes that parents also need to encourage kids to \"know and appreciate themselves deeply; to approach the world with zest; to find work that is exciting and satisfying, friends and spouses who are loving and loyal; and to hold a deep belief that they have something meaningful to contribute to society.\"\u003c/p>\n\u003cp>Levine joined host Dave Iverson on \u003ca href=\"http://www.kqed.org/a/forum/R201208071000\">KQED's Forum\u003c/a> to discuss her book. Here are some tips that surfaced from the conversation.\u003c/p>\n\u003cp>\u003cstrong>1. REMEMBER THE BASICS\u003c/strong>\u003c/p>\n\u003cp>According to Levine, research shows that \"the four most important factors in parenting are reliability, consistency, stability and non-interference.\" She says that most people don't argue with the first three but that she receives push back on the last one -- non-interference. Levine says learning from mistakes (the kind that occur when parents don't interfere) is an important skill -- one that employers say too many young workers lack.\u003c/p>\n\u003cp>\u003cstrong>2. BUILD A GOOD FOUNDATION\u003c/strong>\u003c/p>\n\u003cp>\"We've all become these decorators as opposed to construction workers. What kids really need is not the right curtains i.e. the right schools, the right grades, but they need a strong foundation. So many parents are busy paying attention to the decorative aspect of their child.\"\u003c/p>\n\u003cp>\u003cstrong>3. SPEND TIME WITH YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Research shows that eating dinner with your kids is a good habit to maintain. But many parents over-think it. When asked about eating dinner with her own kids, Levine says \"It wasn't brilliant, \u003c!--more-->deep conversation with three boys every night about how they felt about things, not by a long shot.\" What mattered was that she spent time with them.\u003c/p>\n\u003cp>Levine says to emphasize play time, down time, and family time, or P.D.F.\u003c/p>\n\u003cp>\"It's in that quiet space that you actually get to know who your child is and that's your primary job as a parent.\" And don't worry if progess is slow going. Levine says \"Getting to know your child is a quiet, long process.\"\u003c/p>\n\u003cp>\u003cstrong>4. 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She encourages parents to remember how often toddlers fall when they're learning to walk.\u003c/p>\n\u003cp>\"That's the model in life, for how kids master things. If we swooped in at the first stumble, a child wouldn't learn how to walk. She walks because she fails over and over and over again with our continued encouragement and presence.\"\u003c/p>\n\u003cp>\u003cstrong>6. FOCUS ON CHILD'S STRENGTH\u003c/strong>\u003c/p>\n\u003cp>\"When you grow up you only have to be really, really good at one or two things. This idea of being good at everything, straight A's, building water treatment plants in the Sudan and being the captain of the lacrosse team is so unrealistic.\"\u003c/p>\n\u003cp>\"We spend so much time with tutors or worrying about a kid who has difficulty in one field as oppose to concentrating on their strengths.\"\u003c/p>\n\u003cp>\u003cstrong>7. 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"content": "\u003cp>A fun video for marking the end of summer. Author and vlogger \u003ca href=\"http://en.wikipedia.org/wiki/John_Green_%28author%29\">John Green\u003c/a> gives advice to students returning to school for summer break, discusses the reasons public education exists, and celebrates the landing of the Mars rover Curiosity, among many great things that have happened to humans since we began to invest in public education.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=x78PnPd-V-A?rel=0&w=640&h=360]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/attachment/137330132/\" rel=\"attachment wp-att-23449\">\u003cimg class=\"aligncenter size-large wp-image-23449\" title=\"137330132\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137330132-620x354.jpg\" alt=\"\" width=\"620\" height=\"354\">\u003c/a>\u003c/h5>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">It's connected educator month. There's a flurry of activity among teachers and administrators looking to connect through Twitter and other social media to advance their learning, especially as a new school year looms.\u003c/p>\n\u003cp>As schools gear up and prepare for a new school year with technology increasingly ubiquitous, now's the time to consider how schools can create a positive impact with technology.\u003c/p>\n\u003cp>Professor Alec Couros captures the essential element for schools to keep in mind as they move forward with technology initiatives. In \u003ca href=\"http://dmlcentral.net/blog/howard-rheingold/professor-alec-couros-connected-teacher\">an interview with Howard Rheingold for \u003cem>Digital Media and Learning\u003c/em>\u003c/a>, he comments on the need to focus on \"what will endure,\" the importance of connections and relationships to help foster, build and sustain the life of the \"networked\" teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence.\u003c/p>\n\u003c/aside>\n\u003cp>Stanford University's d.School has started offering a course called \u003ca href=\"http://www.nytimes.com/2012/07/20/education/edlife/students-at-stanford-work-on-apps-that-alleviate-stress.html\">d.Compress\u003c/a> - Designing Calm, to have students tackle and address the issue of digital balance and mindfulness.\u003c/p>\n\u003cp>Soren Gordhamer, the founder and host of Wisdom 2.0 \u003ca href=\"http://www.huffingtonpost.com/soren-gordhamer/the-real-conversation-wis_b_1707241.html\">writes on the Huffington Post\u003c/a> that the \"real conversation\" is \"about how to connect to one another through technology -- and in person -- purposefully, in ways that are beneficial to our own well-being, effective for our work, and useful to the world.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He advocates for intention and purpose to create social good: \"[Technology] becomes a tool to break down barriers and create a better world. Of course, we all need balance to perform well, but \u003c!--more-->the question is less about balance and more about impact.\"\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in New Jersey, widely known in educator Twitter feeds, acknowledges the importance of maintaining face to face interaction. He comments on the \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">Hechinger Report blog\u003c/a>: \"I value my face-to-face connections more than I do my virtual ones. Technology flattens our ability to connect with people. It just makes things easier. It's not the only way I connect with people.\"\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN SCHOOLS REASONABLY DO? \u003c/strong>\u003c/p>\n\u003cp>David Weinberger, the author of \u003ca href=\"http://www.toobigtoknow.com/\">Too Big To Know\u003c/a>, explains the importance of creating \"smart\" rooms, with the notion that \"the smartest person in the room is the room.\" Of course, for the genius of the room to surface, communication and interaction need to happen. In an \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/01/what-the-internet-means-for-how-we-think-about-the-world/250934/\">interview with Rebecca Rosen of The Atlantic\u003c/a>, Weinberger points to Scott Page, the author of \u003ca href=\"http://press.princeton.edu/titles/8353.html\">The Difference\u003c/a>, who emphasizes the layer of the \"diversity of perspectives and skill sets\" if \"it [the group] is going to be smarter than the smartest person in it.\"\u003c/p>\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can often be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence that resides in the room.\u003c/p>\n\u003cp>Steve Jobs is said to have built Pixar in such a way as to have employees gather and bump into each other in a shared, open space as a way to instigate innovation. This idea of frequent interaction is critical.\u003c/p>\n\u003cp>Even as technology gains deeper traction, schools need to ensure face-to-face interaction and the power of connections for teachers. These supportive networks, rooms and structures need to be firmly rooted to accompany successful technology integration.\u003c/p>\n\u003cp>So what can schools do?\u003c/p>\n\u003cul>\n\u003cli>Be strategic with the \"fast horse\" technology adopters. These are the key drivers of technology integration and need to be spread across the school on different teams to maximize their expertise.\u003c/li>\n\u003cli>Age and stage matter when building teams. Having a cross section of teachers at different career stages lends itself to rich and varied learning experiences for teachers. The master teacher paired with the tech savvy yet less experienced teacher can be a powerful partnership.\u003c/li>\n\u003cli>Spend time at the start of the year to have teachers get to know each other, beyond their disciplines and subject matter. There are multiple stories to be shared and through these stories, opportunities for lasting connection arise. This is important to community building and sending the message that every teacher matters.\u003c/li>\n\u003cli>Teaming is critical. Think broadly about teams, from carpool, lunch and recess duties to teacher evaluation, school committees, hiring, curriculum development, department and advisor teams. In each of these teaming structures, there is opportunity for learning, and this learning often falls outside of \"formal\" professional development. Careful organization of teachers creates the opportunity for the \"bump\" in learning. The post-recess duty conversation can quickly turn into the sharing of a new app or technology tool.\u003c/li>\n\u003cli>The location of the mailbox and copy room matter. These are other incidental spaces where critical face-to-face interaction occurs. These spaces should be a bit out of the way to encourage surprising interactions between teachers whom might not otherwise see each other. A teacher might learn from another teacher how to PDF a document with the copy scanner from the copy machine, for example.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Schools should be thoughtful and strategic about getting teachers together to learn with the strength and intelligence of \"the room.\"\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He advocates for intention and purpose to create social good: \"[Technology] becomes a tool to break down barriers and create a better world. Of course, we all need balance to perform well, but \u003c!--more-->the question is less about balance and more about impact.\"\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in New Jersey, widely known in educator Twitter feeds, acknowledges the importance of maintaining face to face interaction. He comments on the \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">Hechinger Report blog\u003c/a>: \"I value my face-to-face connections more than I do my virtual ones. Technology flattens our ability to connect with people. It just makes things easier. It's not the only way I connect with people.\"\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN SCHOOLS REASONABLY DO? \u003c/strong>\u003c/p>\n\u003cp>David Weinberger, the author of \u003ca href=\"http://www.toobigtoknow.com/\">Too Big To Know\u003c/a>, explains the importance of creating \"smart\" rooms, with the notion that \"the smartest person in the room is the room.\" Of course, for the genius of the room to surface, communication and interaction need to happen. In an \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/01/what-the-internet-means-for-how-we-think-about-the-world/250934/\">interview with Rebecca Rosen of The Atlantic\u003c/a>, Weinberger points to Scott Page, the author of \u003ca href=\"http://press.princeton.edu/titles/8353.html\">The Difference\u003c/a>, who emphasizes the layer of the \"diversity of perspectives and skill sets\" if \"it [the group] is going to be smarter than the smartest person in it.\"\u003c/p>\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can often be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence that resides in the room.\u003c/p>\n\u003cp>Steve Jobs is said to have built Pixar in such a way as to have employees gather and bump into each other in a shared, open space as a way to instigate innovation. This idea of frequent interaction is critical.\u003c/p>\n\u003cp>Even as technology gains deeper traction, schools need to ensure face-to-face interaction and the power of connections for teachers. These supportive networks, rooms and structures need to be firmly rooted to accompany successful technology integration.\u003c/p>\n\u003cp>So what can schools do?\u003c/p>\n\u003cul>\n\u003cli>Be strategic with the \"fast horse\" technology adopters. These are the key drivers of technology integration and need to be spread across the school on different teams to maximize their expertise.\u003c/li>\n\u003cli>Age and stage matter when building teams. Having a cross section of teachers at different career stages lends itself to rich and varied learning experiences for teachers. The master teacher paired with the tech savvy yet less experienced teacher can be a powerful partnership.\u003c/li>\n\u003cli>Spend time at the start of the year to have teachers get to know each other, beyond their disciplines and subject matter. There are multiple stories to be shared and through these stories, opportunities for lasting connection arise. This is important to community building and sending the message that every teacher matters.\u003c/li>\n\u003cli>Teaming is critical. Think broadly about teams, from carpool, lunch and recess duties to teacher evaluation, school committees, hiring, curriculum development, department and advisor teams. In each of these teaming structures, there is opportunity for learning, and this learning often falls outside of \"formal\" professional development. Careful organization of teachers creates the opportunity for the \"bump\" in learning. The post-recess duty conversation can quickly turn into the sharing of a new app or technology tool.\u003c/li>\n\u003cli>The location of the mailbox and copy room matter. These are other incidental spaces where critical face-to-face interaction occurs. These spaces should be a bit out of the way to encourage surprising interactions between teachers whom might not otherwise see each other. A teacher might learn from another teacher how to PDF a document with the copy scanner from the copy machine, for example.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Schools should be thoughtful and strategic about getting teachers together to learn with the strength and intelligence of \"the room.\"\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_23409\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23409\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566329228_4d5377458b_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students building a cafe at Brightworks School in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Suzie Boss\u003c/h5>\n\u003ch5>The following suggestions for turning K-12 classrooms into innovation spaces come from \u003ca href=\"http://archive.solution-tree.com/Public/LookInside.aspx?ProductCode=BKF546\">\u003cem>Bringing Innovation to School: Empowering Students to Thrive in a Changing World\u003c/em>\u003c/a>, published in July by Solution Tree.\u003c/h5>\n\u003cp class=\"dropcap-serif\">How can we prepare today’s students to become tomorrow’s innovators? It’s an urgent challenge, repeated by President Obama, corporate CEOs, and global education experts like Yong Zhao and Tony Wagner. Virtually every discussion of 21\u003csup>st\u003c/sup>-century learning puts innovation and its close cousin, creativity, atop the list of skills students must have for the future.\u003c/p>\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\u003cp>How do we fill the gap between saying we must encourage innovation and teaching students how to actually generate and execute original ideas? The answers are emerging from classrooms across the country where pioneering teachers are making innovation a priority. Their strategies vary widely, from tinkering workshops and design studios to digital gaming and global challenges. By emphasizing problem solving and creativity in the core curriculum, these advance scouts are demonstrating that innovation is both powerful and teachable.\u003c/p>\n\u003cp>Across disparate fields, from engineering and technology to the social and environmental sectors, innovators use a common problem-solving process. They frame problems carefully, looking at issues from all sides to find opportunity gaps. They may generate many possible solutions before focusing their efforts. They refine solutions through iterative cycles, learning from failure along with success. When they hit on worthy ideas, innovators network with others and share results widely.\u003c/p>\n\u003cp>In the classroom, this same process corresponds neatly with the stages of project-based learning. In PBL, students investigate intriguing questions that lead them to learn important academic content. They apply their learning to create something new, demonstrate their understanding, or teach others about the issue they have explored. By emphasizing key thinking skills throughout the PBL process, teachers can guide students to operate the same way that innovators do in all kinds of settings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are eight tips to borrow from classrooms where teachers are reinventing yesterday’s schools as tomorrow’s idea factories.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. WELCOME AUTHENTIC QUESTIONS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Good projects start with good questions. Listen closely to students to find out what makes them curious. Instead of presenting them with ready-made assignments, invite student feedback when \u003c!--more-->you are designing projects. Make sure your driving questions for projects involve real-world issues that students care about investigating.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>2. ENCOURAGE EFFECTIVE TEAMWORK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Projects offer an ideal context to develop students’ collaboration skills, but make sure teamwork doesn’t feel contrived. If projects are too big for any one student to manage alone, team members will have a real reason to rely on each other’s contributions. Teach students how to break a big project into manageable pieces and bring out the best ideas from everyone on the team. Offer them examples of innovations (from the Mars rover to the iPad) that wouldn’t have been possible without team efforts.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>3. BE READY TO GO BIG.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Innovators have a tendency to think big. They know how to use social networking tools to make a worthy idea go viral. Encourage students to share their projects with audiences beyond the classroom, using digital tools like YouTube or online publishing sites. Help them build networks to exchange ideas with peers and learn from experts around the globe.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>4. BUILD EMPATHY. \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Innovation doesn’t happen in a vacuum. Innovators who have empathy can step outside their own perspective and see issues from multiple viewpoints. Approaching a problem this way leads to better solutions. Teach students strategies for making field observations, conducting focus groups or user interviews, or gathering stories that offer insights into others’ perspectives.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>5. UNCOVER PASSION.\u003c/strong>\u003c/p>\n\u003cp>Passion is what keeps innovators motivated to persist despite long odds and flawed first efforts. Find out what drives students’ interests during out-of-school time, and look for opportunities to connect these pursuits with school projects. Ask students: When you feel most creative, what are you doing? What tools or technologies are you using? Their answers should set the stage for more engaging projects.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>6. AMPLIFY WORTHY IDEAS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In today’s flat world, where access to information is ubiquitous, innovation can happen anywhere. Opportunities to support good ideas are also getting flattened. Philanthropy and venture funding, once reserved for the wealthy, have been crowdsourced with online platforms like Kiva (\u003ca href=\"http://www.kiva.org\">www.kiva.org\u003c/a>) and Kickstarter (\u003ca href=\"http://www.kickstarter.com\">www.kickstarter.com\u003c/a>). To participate fully in the culture of innovation, students need to be able to do more than generate their own ideas. They also need to know how to critically evaluate others’ brainstorms and decide which ones are worth supporting. Develop classroom protocols for students to critically evaluate each other’s ideas. They may decide to throw their collective energy behind one promising idea or pull components from multiple teams into a final project.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>7. KNOW WHEN TO SAY NO.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Being a critical thinker also means being able to spot ideas that aren’t ready for prime time. Bold new ideas may have bugs that need to be worked out. An approach that appears to be a game-changer may be too expensive for the benefits it affords or may have unanticipated consequences. Give students opportunities to look for potential pitfalls and know when to say no.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>8. ENCOURAGE BREAKTHROUGHS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Will students come up with breakthrough ideas in every project? Probably not, but you can encourage them to stretch their thinking by setting ambitious goals. What would students be able to do or demonstrate if they were truly operating as innovators? Provide them with real-world examples by sharing stories of innovators from many fields, including social innovators who tackle wicked problems like poverty or illiteracy. Share the back stories of breakthroughs to show how much effort went into each inspired idea. Let students know they can’t expect to reach breakthrough solutions to every problem they tackle. Finding out what doesn’t work can be a useful outcome, too. Genuine innovation is indeed rare—but worth recognizing and celebrating when it happens.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23409\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23409\" title=\"7566329228_4d5377458b_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566329228_4d5377458b_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students building a cafe at Brightworks School in San Francisco.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Suzie Boss\u003c/h5>\n\u003ch5>The following suggestions for turning K-12 classrooms into innovation spaces come from \u003ca href=\"http://archive.solution-tree.com/Public/LookInside.aspx?ProductCode=BKF546\">\u003cem>Bringing Innovation to School: Empowering Students to Thrive in a Changing World\u003c/em>\u003c/a>, published in July by Solution Tree.\u003c/h5>\n\u003cp class=\"dropcap-serif\">How can we prepare today’s students to become tomorrow’s innovators? It’s an urgent challenge, repeated by President Obama, corporate CEOs, and global education experts like Yong Zhao and Tony Wagner. Virtually every discussion of 21\u003csup>st\u003c/sup>-century learning puts innovation and its close cousin, creativity, atop the list of skills students must have for the future.\u003c/p>\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\u003cp>How do we fill the gap between saying we must encourage innovation and teaching students how to actually generate and execute original ideas? The answers are emerging from classrooms across the country where pioneering teachers are making innovation a priority. Their strategies vary widely, from tinkering workshops and design studios to digital gaming and global challenges. By emphasizing problem solving and creativity in the core curriculum, these advance scouts are demonstrating that innovation is both powerful and teachable.\u003c/p>\n\u003cp>Across disparate fields, from engineering and technology to the social and environmental sectors, innovators use a common problem-solving process. They frame problems carefully, looking at issues from all sides to find opportunity gaps. They may generate many possible solutions before focusing their efforts. They refine solutions through iterative cycles, learning from failure along with success. When they hit on worthy ideas, innovators network with others and share results widely.\u003c/p>\n\u003cp>In the classroom, this same process corresponds neatly with the stages of project-based learning. In PBL, students investigate intriguing questions that lead them to learn important academic content. They apply their learning to create something new, demonstrate their understanding, or teach others about the issue they have explored. By emphasizing key thinking skills throughout the PBL process, teachers can guide students to operate the same way that innovators do in all kinds of settings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are eight tips to borrow from classrooms where teachers are reinventing yesterday’s schools as tomorrow’s idea factories.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. WELCOME AUTHENTIC QUESTIONS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Good projects start with good questions. Listen closely to students to find out what makes them curious. Instead of presenting them with ready-made assignments, invite student feedback when \u003c!--more-->you are designing projects. Make sure your driving questions for projects involve real-world issues that students care about investigating.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>2. ENCOURAGE EFFECTIVE TEAMWORK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Projects offer an ideal context to develop students’ collaboration skills, but make sure teamwork doesn’t feel contrived. If projects are too big for any one student to manage alone, team members will have a real reason to rely on each other’s contributions. Teach students how to break a big project into manageable pieces and bring out the best ideas from everyone on the team. Offer them examples of innovations (from the Mars rover to the iPad) that wouldn’t have been possible without team efforts.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>3. BE READY TO GO BIG.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Innovators have a tendency to think big. They know how to use social networking tools to make a worthy idea go viral. Encourage students to share their projects with audiences beyond the classroom, using digital tools like YouTube or online publishing sites. Help them build networks to exchange ideas with peers and learn from experts around the globe.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>4. BUILD EMPATHY. \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Innovation doesn’t happen in a vacuum. Innovators who have empathy can step outside their own perspective and see issues from multiple viewpoints. Approaching a problem this way leads to better solutions. Teach students strategies for making field observations, conducting focus groups or user interviews, or gathering stories that offer insights into others’ perspectives.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>5. UNCOVER PASSION.\u003c/strong>\u003c/p>\n\u003cp>Passion is what keeps innovators motivated to persist despite long odds and flawed first efforts. Find out what drives students’ interests during out-of-school time, and look for opportunities to connect these pursuits with school projects. Ask students: When you feel most creative, what are you doing? What tools or technologies are you using? Their answers should set the stage for more engaging projects.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>6. AMPLIFY WORTHY IDEAS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In today’s flat world, where access to information is ubiquitous, innovation can happen anywhere. Opportunities to support good ideas are also getting flattened. Philanthropy and venture funding, once reserved for the wealthy, have been crowdsourced with online platforms like Kiva (\u003ca href=\"http://www.kiva.org\">www.kiva.org\u003c/a>) and Kickstarter (\u003ca href=\"http://www.kickstarter.com\">www.kickstarter.com\u003c/a>). To participate fully in the culture of innovation, students need to be able to do more than generate their own ideas. They also need to know how to critically evaluate others’ brainstorms and decide which ones are worth supporting. Develop classroom protocols for students to critically evaluate each other’s ideas. They may decide to throw their collective energy behind one promising idea or pull components from multiple teams into a final project.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>7. KNOW WHEN TO SAY NO.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Being a critical thinker also means being able to spot ideas that aren’t ready for prime time. Bold new ideas may have bugs that need to be worked out. An approach that appears to be a game-changer may be too expensive for the benefits it affords or may have unanticipated consequences. Give students opportunities to look for potential pitfalls and know when to say no.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>8. ENCOURAGE BREAKTHROUGHS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Will students come up with breakthrough ideas in every project? Probably not, but you can encourage them to stretch their thinking by setting ambitious goals. What would students be able to do or demonstrate if they were truly operating as innovators? Provide them with real-world examples by sharing stories of innovators from many fields, including social innovators who tackle wicked problems like poverty or illiteracy. Share the back stories of breakthroughs to show how much effort went into each inspired idea. Let students know they can’t expect to reach breakthrough solutions to every problem they tackle. Finding out what doesn’t work can be a useful outcome, too. Genuine innovation is indeed rare—but worth recognizing and celebrating when it happens.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "PROJECT BASED LEARNING | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23384\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/7566338594_488672fb61/\" rel=\"attachment wp-att-23384\">\u003cimg class=\"size-full wp-image-23384\" title=\"7566338594_488672fb61\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7566338594_488672fb61.jpg\" alt=\"\" width=\"500\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/7566338594_488672fb61-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we envision a well-rounded, progressive education for our kids, we think of a vibrant environment that nurtures students' passions, provides structure for rich and deep learning, a place where kids can get their hands on projects that are meaningful to them.\u003c/p>\n\u003cp>That's the goal at \u003ca title=\"Brightworks\" href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a small, K-12 private school just starting its second year in San Francisco: to re-imagine traditional modes of education so that curiosity and creativity hold sway over standardized tests and worksheets. But in the course of creating this space for students' interests, the school has also had to refine some of its original ideas to make room for realities like assessments and how to group students.\u003c/p>\n\u003cp>\u003ca title=\"Brightworks: A School That Rethinks School\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\" target=\"_blank\">Brightworks first opened \u003c/a>last fall, billed as a progressive school that allows kids to follow their own passions. It's organized very differently from traditional schools. Teachers are known as “collaborators” and the curriculum is centered on “\u003ca title=\"Bightworks arc\" href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">the Brightworks arc\u003c/a>,” which divides learning into three phases – exploration, expression, and exposition – based on a central theme. The students explore a theme, design projects around that theme, then present their work to the community. The idea is that these projects – such as building a wooden stage for a play they've written or using aerial silks to demonstrate kinetic energy – provide the context for learning core academic skills.\u003c/p>\n\u003cp>As with every experiment, the first year has provided plenty of opportunities for refining, according to founder and co-director \u003ca title=\"Brightworks staff\" href=\"http://sfbrightworks.org/our-staff/\" target=\"_blank\">Gever Tulley\u003c/a>.\u003c/p>\n\u003cp>“It’s been a great year. We’ve had great moments and we’ve had hiccup-y moments,” Tulley said.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Or as one parent, Amanda Moore, puts it, “It’s been everything we expected and nothing we\u003cstrong>\u003c/strong> expected.”\u003c/p>\n\u003cp>\u003cstrong>CREATING A STRUCTURE\u003c/strong>\u003c/p>\n\u003cp>While the school still follows the basic \"arc\" structure it started with, Tulley says there have been a lot of refinements. One major change has been how students are grouped. The year started with kids of all ages -- six to 12 -- working together on everything. But that proved problematic. What's easily graspable to a 12-year-old might be far over the head of a six-year-old, and what might be new and interesting to a six-year-old could bore a 12-year-old. Now, students are grouped into age-based cohorts, or “bands,” so that age-appropriate work could move along more smoothly.\u003c/p>\n\u003cp>What happens during the day is more or less fluid at Brightworks -- in fact, a typical day is hard to describe, as the school values spontaneity and student-directed work. Overall the typical structure involves a few key parts: 1) Morning Circle, when the entire school gets together to check in and make announcements; 2) \"band\" meetings, or small-group reflections where students check in with one another and the teacher about where they're at in a certain project arc and what they plan to do that day; 3) Exploration or Expression phase activities, often involving a field trip or a visit from a professional in some field; and 4) Closing Circle time when the entire school gathers again to reflect and part ways.\u003c/p>\n\u003cfigure id=\"attachment_23385\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800.jpg\">\u003cimg class=\"size-large wp-image-23385\" title=\"diagram800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/diagram800-620x326.jpg\" alt=\"\" width=\"620\" height=\"326\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Brightworks Arc\u003c/figcaption>\u003c/figure>\n\u003cp>Tulley admits that the collaborators still struggle with the most appropriate way to integrate core academics into project work. “You don’t want to compromise the quality of the project phase by cramming a math exercise into it,” he says, but there are still plenty of teachable moments (building wooden structures involves math, for example) and collaborators are trying to build their knowledge base and comfort zones around those.\u003c/p>\n\u003cp>\u003cstrong>MEANINGFUL ASSESSMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>“We’re still in a lot of discussions about meaningful ways to assess children without the harm of grading and testing,” Tulley says, adding that many students at traditional schools have optimized the ability to cram for a test, then to purge the information post-test. “I think that’s something that we’ll develop over time.”\u003c/p>\n\u003cp>Student assessment at Brightworks takes the holistic approach. At the end of last year, teachers pored over student work, progress, accomplishments, behavior, and everything else that contributed to a student's experience and put together a two- to three-page narrative assessment sent home to parents. These assessments were specifically tailored to each student, but were based on a template that Brightworks staff put together based on \"all of the things we want our students to eventually be,\" says Director Ellen Hathaway -- including qualifications in academic areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Assessments are specifically tailored to each student, based on a template that staff put together based on “all of the things we want our students to eventually be.\"\u003c/p>\n\u003c/aside>\n\u003cp>The assessments covered three areas: students' project-based learning, social and emotional learning, and skills acquisition and quantitative learning, according to Program Coordinator Justine Macauley. \"Rather than assessing the students' work product, we looked at their work and development during the process of their project,\" asking questions like, \u003cem> Are they a supporter of other students' projects or do they spearhead their own? Do they listen to others? Do they self-advocate? What subject areas do they gravitate to?\u003c/em> and \u003cem>How adept is the student at organizing him/herself, their projects, their process? \u003c/em>\u003c/p>\n\u003cp>This coming school year, staff will be looking at the same three areas broadly, but with more specific focus on certain areas depending on the projects and the arc topic, Macauley said.\u003c/p>\n\u003cp>Another change is the frequency in assessments: They'll happen three times a year, instead of just once, which Hathaway says will be more effective and far easier for teachers to manage.\u003c/p>\n\u003cp>\u003cstrong>A YEAR IN REVIEW\u003c/strong>\u003c/p>\n\u003cp>Many parents and collaborators are excited to be part of the growing Brightworks community and are surprised by the positive effects the school has had on its students. Others are skeptical about both the model and its execution. Does this open-ended, student-driven approach mean that kids aren’t learning core academic skills? Is there too much time for free play? Are there adequate assessments in place so that learning can be measured?\u003c/p>\n\u003cp>One of the critics, who commented on the \u003ca title=\"Brightworks: A School That Rethinks School comments\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/#comments\" target=\"_blank\">previous article on Brightworks,\u003c/a> responded to a few questions via e-mail on the condition of anonymity. Despite an appreciation for the school’s mission, the commenter -- who claims to be familiar with the inner-workings of the school -- finds that the departure from traditional curriculum at Brightworks forgoes academic rigor, daily structure, and basic classroom management. “Children need schedules to feel their environment is a safe and predictable place,” the commenter said, adding that there may be “students as old as 10 who don’t know how to do multiplication or how to use a dictionary. \"There are basic skills we need as adults to succeed in our culture, like critical thinking, analyzing, evaluating and synthesizing information.\"\u003c/p>\n\u003cp>These are common concerns when teachers and parents investigate a model like Brightworks. Is it okay to let a child learn to read and to do basic math later than what's typically done in traditional schools? Do students exercise critical thinking and analysis at Brightworks, or does the lack of structure inhibit learning?\u003c/p>\n\u003cp>For Amanda Moore, a teacher whose daughter is six and attends Brightworks, the results are evident in what she sees everyday. “The real feature of my day is that I show up at 3:30 and she does not want to leave. She feels empowered by her education. She understands that she’s responsible for things,” Moore says.\u003c/p>\n\u003cfigure id=\"attachment_23386\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z.jpg\">\u003cimg class=\"size-medium wp-image-23386\" title=\"7206259704_355833cf1e_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/7206259704_355833cf1e_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on projects throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>Adds Tulley, “Each child has his or her personal narrative through the school. That seems to be working really well. They each have an individualized experience. It feels like they have a story to tell; it feels personal.”\u003c/p>\n\u003cp>That’s also important for parent Angela Wall, whose nine-year-old will attend Brightworks this fall. During the past few years while her daughter has attended traditional schools, Wall says she would see her “flourish during vacations in developing her curiosity and seemingly become frustrated” during the school year. “I want her to be set up with a lifelong love of learning,” Wall says. “And I’m not convinced that the education she’s currently involved with is doing that. I see it squashing some of her passions, slowly.”\u003c/p>\n\u003cp>Wall says she arrived at Brightworks as a huge skeptic, grilling the collaborators and founders about academic skills, assessment, and even college admissions without standardized tests (although apparently, Brightworks has been talking with Stanford University about providing different admissions requirements for students who’ve been schooled in alternative ways). And she left feeling “very very inspired and ignited intellectually,” finding that Brightworks prioritizes collaboration between students and the ability to tackle a problem, embrace failure, and try again above all else – key skills in a collaborative age.\u003c/p>\n\u003cp>\u003cstrong>NOT FOR EVERY CHILD\u003c/strong>\u003c/p>\n\u003cp>Still, this school is not for every child, nor every parent, and part of Brightworks’ struggle is to accurately assess a kind of educational model that doesn’t have much precedent. “What we’re trying to develop is something difficult to test: the habits and abilities of a lifelong learner, someone who seeks challenge and enjoys looking at topics that they haven’t encountered before,” Tulley says.\u003c/p>\n\u003cp>Though for some parents, this kind of experimentation is worrisome, for parents like Amanda Moore, it’s ideal. “My six-year-old is learning how to draw a bird,” she says. “She’s learning math by measuring a wing span. I’m less worried about her being able to meet a reading benchmark. The question is, can she meet a challenge?”\u003c/p>\n\u003cp>Above all, says Tulley, Brightworks’ commitment to grow and evolve in conversation with its parents and community will be the key to its success. This coming year will involve more vetting and relationship-building with some of the professionals and experts they’ve brought in to collaborate with educators, for instance. They'll also bring in a fresh crop of educators to accommodate a few more students and develop a more focused, pre-planned Brightworks arc.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It may all fail,” says parent Angela Wall, who has committed to trying Brightworks for a year. “But I also want my daughter to know that people fail – and that when you go through failures, you figure out how to move on.” Sure, she says, “I’m taking a leap of faith with this school. But I’m willing to take that leap.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is it Time to Reconsider AP Classes?",
"title": "Is it Time to Reconsider AP Classes?",
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"content": "\u003cdiv id=\"attachment_23209\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/amitburst/4302925518/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23209\" title=\"4302925518_Refb1cc57ea\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/4302925518_efb1cc57ea.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/4302925518_efb1cc57ea.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4302925518_efb1cc57ea-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4302925518_efb1cc57ea-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Amitburst\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Advanced Placement courses have long been the standard for high achievement in high school. The classes are modeled on college courses and are meant to represent the difficulty and breadth of material that students are expected to handle when they get to college. For that reason, some colleges give in-coming freshman credits or allow them to pass out of introductory courses if they score a three or above on the AP test (it’s scored from one to five).\u003c/p>\n\u003cp>In many schools, AP classes \u003ca href=\"http://www.boston.com/news/local/massachusetts/articles/2012/07/12/advanced_placement_classes_more_popular_than_ever_among_areas_high_school_students/\">are more popular than ever\u003c/a>, as students seek a leg up in the competitive college admissions process. But now, some of the most elite schools in the country are opting out of the AP frenzy, saying they can design better and more rigorous courses on their own that won’t force them to adhere to someone else’s curriculum and timeline and force teachers to teach to the test. And, instead of replicating a college level course in high school, they say they can go one better – partnering with local colleges so their students get the real deal.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Our major complaint with the AP courses was that it was a race for breadth against depth.”\u003c/p>\n\u003c/aside>\n\u003cp>“Our major complaint with the AP courses was that it was a race for breadth against depth,” explained Robert Vitalo, Head of School at Berkeley Carroll, a Brooklyn prep school that decided to completely do away with AP courses in the 2011-2012 school year. “We think the way of the world, the way to be teaching, the way that kids should be learning is to look at how subjects and questions and ideas are connected and related, and to take the time to make those connections and ask those questions and not to have it be a race to cover a lot of content.\"\u003c/p>\n\u003cp>To replace AP courses Berkeley Carroll has designed interdisciplinary courses like “The Physical Applications of Calculus,” a course that joins principles of both physics and calculus to uncover how they work together in the real world. Vitalo says they also still offer courses that can \u003c!--more-->sometimes look like the AP curriculum, in that they cover similar material and concepts, but now the teachers aren’t constrained by an outside calendar and test format while they teach.\u003c/p>\n\u003cp>What's more, rather than relying on the \u003ca href=\"http://www.collegeboard.com/student/testing/ap/about.html\">College Board\u003c/a> to be the arbiter of what qualifies as a college-level course, Berkeley Carroll makes it possible for its students to attend select classes at the \u003ca href=\"http://www.poly.edu/\">Polytechnic Institute of New York \u003c/a>to experience college offerings first hand. Vitalo says many of his students are particularly enjoying the intro to engineering class.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But Berkeley Carroll did not make the decision to move away from APs easily. Over many years, the staff studied the effectiveness of the courses and spoke with admissions counselors at top universities to make sure that nothing would be lost in the educational experience and to ensure that their students wouldn’t be penalized when applying to the country’s top universities.\u003c/p>\n\u003cp>“Really what colleges are interested in is that a student has taken the most rigorous coursework,” Vitalo said. Berkeley Carroll’s reputation and standing in the educational community assures universities that AP-replacement courses are indeed challenging. Plus, Vitalo says the kind of schools many of his students want to go to, like Williams and Amherst, require students who want to pass out of intro classes to \u003ca href=\"http://www.huffingtonpost.com/alex-mallory/private-schools-ap-tests_b_823616.html\">pass additional proficiency exams\u003c/a> to prove that they meet the institution's high standards in a given subject.\u003c/p>\n\u003cp>But Vitalo said there’s a bigger reason to pull the plug on APs.\u003c/p>\n\u003cp>“One more transcript with three more AP courses looks like a thousand other transcripts,” he explained. “A transcript with good standardized test scores and interesting courses like American Studies or Science Writing, from a good school, with good results by a good student helps that student stand out more in the competitive admissions process.” Rather than hindering students, Vitalo sees the move away from APs as giving his students a leg up in application processes that are ever more competitive.\u003c/p>\n\u003cp>And Berkeley Carroll isn’t the only school pursuing this path. The elite Urban School in San Francisco also chose not to offer AP courses, nor does Riverdale Country Day School in New York. “I think it's sort of an impoverished view of expecting kids to learn a bunch of stuff and parrot it back to you, and that’s the end of it,” said Dominic Rudolph, Head of School at Riverdale Country in a \u003ca href=\"http://fora.tv/2012/07/01/NBC_News_Education_Nation_Can_Character_Be_Taught\">talk at the Aspen Ideas Festival\u003c/a>. “These kids have to be better critical thinkers, they have to be better communicators,” he added. He doesn’t think passing the AP test necessarily gives them those skills.\u003c/p>\n\u003cp>When Scarsdale High, an affluent public school in upstate New York did away with AP classes in 2007, the school superintendent said \"teachers felt driven to cover what was on the AP test, 'gaming' their classes by teaching with the test in mind,\" and that the teachers themselves asked for the change, according to \u003ca href=\"http://www.scholastic.com/browse/article.jsp?id=3751960\">an article in Scholastic\u003c/a>.\u003c/p>\n\u003cp>But at the moment, it seems that the choice not to offer AP classes is happening in mostly affluent schools. Cash-strapped schools may not have the resources -- time or money -- to design and implement specialized courses that emphasize depth and work with nearby colleges and universities to incorporate college-level classes into the curriculum.\u003c/p>\n\u003cp>And even if schools did design highly rigorous, college-level classes, the fact that they don't have the AP stamp makes them harder to tout to college admissions. And for that reason, schools must decide between offering AP classes \u003cem>or\u003c/em> their own versions of those classes -- they can't have both. “If you have APs in your curriculum then everything else is judged not as rigorous,” said Riverdale's Dominic Rudolph. That means there’s no going half-way.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Opting away from AP classes is still the exception, and until all schools can create their own versions of rigorous, college-level classes, it may be the cheapest and easiest way to indicate high achievement.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23209\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/amitburst/4302925518/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23209\" title=\"4302925518_Refb1cc57ea\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/4302925518_efb1cc57ea.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/4302925518_efb1cc57ea.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4302925518_efb1cc57ea-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4302925518_efb1cc57ea-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Amitburst\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Advanced Placement courses have long been the standard for high achievement in high school. The classes are modeled on college courses and are meant to represent the difficulty and breadth of material that students are expected to handle when they get to college. For that reason, some colleges give in-coming freshman credits or allow them to pass out of introductory courses if they score a three or above on the AP test (it’s scored from one to five).\u003c/p>\n\u003cp>In many schools, AP classes \u003ca href=\"http://www.boston.com/news/local/massachusetts/articles/2012/07/12/advanced_placement_classes_more_popular_than_ever_among_areas_high_school_students/\">are more popular than ever\u003c/a>, as students seek a leg up in the competitive college admissions process. But now, some of the most elite schools in the country are opting out of the AP frenzy, saying they can design better and more rigorous courses on their own that won’t force them to adhere to someone else’s curriculum and timeline and force teachers to teach to the test. And, instead of replicating a college level course in high school, they say they can go one better – partnering with local colleges so their students get the real deal.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Our major complaint with the AP courses was that it was a race for breadth against depth.”\u003c/p>\n\u003c/aside>\n\u003cp>“Our major complaint with the AP courses was that it was a race for breadth against depth,” explained Robert Vitalo, Head of School at Berkeley Carroll, a Brooklyn prep school that decided to completely do away with AP courses in the 2011-2012 school year. “We think the way of the world, the way to be teaching, the way that kids should be learning is to look at how subjects and questions and ideas are connected and related, and to take the time to make those connections and ask those questions and not to have it be a race to cover a lot of content.\"\u003c/p>\n\u003cp>To replace AP courses Berkeley Carroll has designed interdisciplinary courses like “The Physical Applications of Calculus,” a course that joins principles of both physics and calculus to uncover how they work together in the real world. Vitalo says they also still offer courses that can \u003c!--more-->sometimes look like the AP curriculum, in that they cover similar material and concepts, but now the teachers aren’t constrained by an outside calendar and test format while they teach.\u003c/p>\n\u003cp>What's more, rather than relying on the \u003ca href=\"http://www.collegeboard.com/student/testing/ap/about.html\">College Board\u003c/a> to be the arbiter of what qualifies as a college-level course, Berkeley Carroll makes it possible for its students to attend select classes at the \u003ca href=\"http://www.poly.edu/\">Polytechnic Institute of New York \u003c/a>to experience college offerings first hand. Vitalo says many of his students are particularly enjoying the intro to engineering class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But Berkeley Carroll did not make the decision to move away from APs easily. Over many years, the staff studied the effectiveness of the courses and spoke with admissions counselors at top universities to make sure that nothing would be lost in the educational experience and to ensure that their students wouldn’t be penalized when applying to the country’s top universities.\u003c/p>\n\u003cp>“Really what colleges are interested in is that a student has taken the most rigorous coursework,” Vitalo said. Berkeley Carroll’s reputation and standing in the educational community assures universities that AP-replacement courses are indeed challenging. Plus, Vitalo says the kind of schools many of his students want to go to, like Williams and Amherst, require students who want to pass out of intro classes to \u003ca href=\"http://www.huffingtonpost.com/alex-mallory/private-schools-ap-tests_b_823616.html\">pass additional proficiency exams\u003c/a> to prove that they meet the institution's high standards in a given subject.\u003c/p>\n\u003cp>But Vitalo said there’s a bigger reason to pull the plug on APs.\u003c/p>\n\u003cp>“One more transcript with three more AP courses looks like a thousand other transcripts,” he explained. “A transcript with good standardized test scores and interesting courses like American Studies or Science Writing, from a good school, with good results by a good student helps that student stand out more in the competitive admissions process.” Rather than hindering students, Vitalo sees the move away from APs as giving his students a leg up in application processes that are ever more competitive.\u003c/p>\n\u003cp>And Berkeley Carroll isn’t the only school pursuing this path. The elite Urban School in San Francisco also chose not to offer AP courses, nor does Riverdale Country Day School in New York. “I think it's sort of an impoverished view of expecting kids to learn a bunch of stuff and parrot it back to you, and that’s the end of it,” said Dominic Rudolph, Head of School at Riverdale Country in a \u003ca href=\"http://fora.tv/2012/07/01/NBC_News_Education_Nation_Can_Character_Be_Taught\">talk at the Aspen Ideas Festival\u003c/a>. “These kids have to be better critical thinkers, they have to be better communicators,” he added. He doesn’t think passing the AP test necessarily gives them those skills.\u003c/p>\n\u003cp>When Scarsdale High, an affluent public school in upstate New York did away with AP classes in 2007, the school superintendent said \"teachers felt driven to cover what was on the AP test, 'gaming' their classes by teaching with the test in mind,\" and that the teachers themselves asked for the change, according to \u003ca href=\"http://www.scholastic.com/browse/article.jsp?id=3751960\">an article in Scholastic\u003c/a>.\u003c/p>\n\u003cp>But at the moment, it seems that the choice not to offer AP classes is happening in mostly affluent schools. Cash-strapped schools may not have the resources -- time or money -- to design and implement specialized courses that emphasize depth and work with nearby colleges and universities to incorporate college-level classes into the curriculum.\u003c/p>\n\u003cp>And even if schools did design highly rigorous, college-level classes, the fact that they don't have the AP stamp makes them harder to tout to college admissions. And for that reason, schools must decide between offering AP classes \u003cem>or\u003c/em> their own versions of those classes -- they can't have both. “If you have APs in your curriculum then everything else is judged not as rigorous,” said Riverdale's Dominic Rudolph. That means there’s no going half-way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Facebook and YouTube Offer Guidelines to Help Schools and Parents",
"title": "Facebook and YouTube Offer Guidelines to Help Schools and Parents",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_23089\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 542px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/dantaylor/2044337954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-23089\" title=\"2044337954_0e59b3d184_z 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg\" alt=\"\" width=\"542\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg 542w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-400x221.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-320x177.jpg 320w\" sizes=\"(max-width: 542px) 100vw, 542px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Dan Taylor\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Online social giants YouTube and Facebook have taken big steps to attempt to provide guidance on digital citizenship for kids online. Google (which owns YouTube) just launched its ten-step online program for smart and safe YouTube use, with a series of \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">instructional videos\u003c/a> that hit on topics from cyberbullying to privacy. And Facebook\u003ca href=\"http://allfacebook.com/edutopia-school-social-media-guidelines_b88674\"> has teamed up with Edutopia\u003c/a> to help schools create social media guidelines.\u003c/p>\n\u003cp>As schools figure out their social media policies, Facebook is reportedly \u003ca href=\"http://articles.latimes.com/2012/jun/04/business/la-fi-facebook-kids-20120605\">exploring allowing children under the age of 13\u003c/a> to use the site. \"Recent reports have highlighted just how difficult it is to enforce age restrictions on the Internet, especially when parents want their children to access online content and services. We are in continuous dialogue with stakeholders, regulators and other policy makers about how best to help parents keep their kids safe in an evolving online environment\" a \u003ca href=\"http://www.neowin.net/news/wsj-facebook-considering-under-13-access\">Facebook statement\u003c/a> says.\u003c/p>\n\u003cp>In the meantime, companies are sprouting up to quell (or stoke, depending on perspective) parent fears. From FBI Child ID, which \"stores a photo of your child, along with a detailed description that might help others find him or her,\" to Footprints, which is a location-sharing app to \"help parents track their children's movements,\" parents are searching for solutions to \"ease their fears,\" according to a recent \u003cem>\u003ca href=\"http://www.nytimes.com/2012/05/17/technology/personaltech/digital-guardians-that-help-ease-the-fears-of-parents.html\">New York Times article\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>The Times \u003ca href=\"http://www.nytimes.com/2012/06/26/technology/software-helps-parents-monitor-their-children-online.html?pagewanted=all\">also reports\u003c/a> that there are also slang translation apps to help parents make sense of text speak, sites that track a child's Facebook and social media pages looking for inappropriate \u003c!--more-->language, another site that alerts a parent when a child tries to access an inappropriate site, and one that monitors the time spent on Facebook.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://wp.me/p2io8W-5ri\">HOW SHOULD SCHOOLS AND PARENTS BE INVOLVED IN KIDS' ONLINE LIVES?\u003c/a>\u003c/em>\u003cbr>\n\u003cem> \u003cstrong>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">HOW WELL ARE SCHOOLS TEACHING CYBER ETHICS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">SHOULD PARENTS HAVE THE BACKDOOR KEY TO THEIR KIDS' FACEBOOK ACCOUNTS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cstrong>THE PITFALLS AND PROMISES OF SOCIAL MEDIA AND KIDS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Schools are also trying to figure out policies that work. New York City issued dramatic new social media guidelines in an attempt to stem inappropriate teacher-student social media interactions. \"If a particular type of behavior is inappropriate in the classroom or a professional workplace, then that behavior is also inappropriate on the professional social media site,\" the guidelines state, \u003ca href=\"http://www.nytimes.com/2012/05/02/nyregion/social-media-rules-for-nyc-school-staff-limits-contact-with-students.html?pagewanted=al\">as reported in The New York Times\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN PARENTS DO?\u003c/strong>\u003c/p>\n\u003cp>As school policies and rules online continue to change, parents can talk openly with kids about being smart digital citizens, and can learn together.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">YouTube digital citizenship videos \u003c/a>together as a family. Set up a lesson a day and talk through the different topics presented. This also gives the parent the space to learn from and with the child.\u003c/li>\n\u003cli>Talk about what qualifies as unkind, hurtful online behavior and warrants a report to Facebook under its new reporting mechanism.\u003c/li>\n\u003cli>Read the news together and talk about provocative stories that highlight topics around social media.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Flickr:Dan Taylor By Matt Levinson Online social giants YouTube and Facebook have taken big steps to attempt to provide guidance on digital citizenship for kids online. Google (which owns YouTube) just launched its ten-step online program for smart and safe YouTube use, with a series of instructional videos that hit on topics from cyberbullying to",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23089\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 542px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/dantaylor/2044337954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-23089\" title=\"2044337954_0e59b3d184_z 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg\" alt=\"\" width=\"542\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg 542w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-400x221.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-320x177.jpg 320w\" sizes=\"(max-width: 542px) 100vw, 542px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Dan Taylor\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Online social giants YouTube and Facebook have taken big steps to attempt to provide guidance on digital citizenship for kids online. Google (which owns YouTube) just launched its ten-step online program for smart and safe YouTube use, with a series of \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">instructional videos\u003c/a> that hit on topics from cyberbullying to privacy. And Facebook\u003ca href=\"http://allfacebook.com/edutopia-school-social-media-guidelines_b88674\"> has teamed up with Edutopia\u003c/a> to help schools create social media guidelines.\u003c/p>\n\u003cp>As schools figure out their social media policies, Facebook is reportedly \u003ca href=\"http://articles.latimes.com/2012/jun/04/business/la-fi-facebook-kids-20120605\">exploring allowing children under the age of 13\u003c/a> to use the site. \"Recent reports have highlighted just how difficult it is to enforce age restrictions on the Internet, especially when parents want their children to access online content and services. We are in continuous dialogue with stakeholders, regulators and other policy makers about how best to help parents keep their kids safe in an evolving online environment\" a \u003ca href=\"http://www.neowin.net/news/wsj-facebook-considering-under-13-access\">Facebook statement\u003c/a> says.\u003c/p>\n\u003cp>In the meantime, companies are sprouting up to quell (or stoke, depending on perspective) parent fears. From FBI Child ID, which \"stores a photo of your child, along with a detailed description that might help others find him or her,\" to Footprints, which is a location-sharing app to \"help parents track their children's movements,\" parents are searching for solutions to \"ease their fears,\" according to a recent \u003cem>\u003ca href=\"http://www.nytimes.com/2012/05/17/technology/personaltech/digital-guardians-that-help-ease-the-fears-of-parents.html\">New York Times article\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>The Times \u003ca href=\"http://www.nytimes.com/2012/06/26/technology/software-helps-parents-monitor-their-children-online.html?pagewanted=all\">also reports\u003c/a> that there are also slang translation apps to help parents make sense of text speak, sites that track a child's Facebook and social media pages looking for inappropriate \u003c!--more-->language, another site that alerts a parent when a child tries to access an inappropriate site, and one that monitors the time spent on Facebook.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://wp.me/p2io8W-5ri\">HOW SHOULD SCHOOLS AND PARENTS BE INVOLVED IN KIDS' ONLINE LIVES?\u003c/a>\u003c/em>\u003cbr>\n\u003cem> \u003cstrong>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">HOW WELL ARE SCHOOLS TEACHING CYBER ETHICS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">SHOULD PARENTS HAVE THE BACKDOOR KEY TO THEIR KIDS' FACEBOOK ACCOUNTS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cstrong>THE PITFALLS AND PROMISES OF SOCIAL MEDIA AND KIDS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Schools are also trying to figure out policies that work. New York City issued dramatic new social media guidelines in an attempt to stem inappropriate teacher-student social media interactions. \"If a particular type of behavior is inappropriate in the classroom or a professional workplace, then that behavior is also inappropriate on the professional social media site,\" the guidelines state, \u003ca href=\"http://www.nytimes.com/2012/05/02/nyregion/social-media-rules-for-nyc-school-staff-limits-contact-with-students.html?pagewanted=al\">as reported in The New York Times\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN PARENTS DO?\u003c/strong>\u003c/p>\n\u003cp>As school policies and rules online continue to change, parents can talk openly with kids about being smart digital citizens, and can learn together.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">YouTube digital citizenship videos \u003c/a>together as a family. Set up a lesson a day and talk through the different topics presented. This also gives the parent the space to learn from and with the child.\u003c/li>\n\u003cli>Talk about what qualifies as unkind, hurtful online behavior and warrants a report to Facebook under its new reporting mechanism.\u003c/li>\n\u003cli>Read the news together and talk about provocative stories that highlight topics around social media.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23002\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mishism/3545946507/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23002\" title=\"3545946507_a9e9d7c7d3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/3545946507_a9e9d7c7d3_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Miish\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">\u003cspan style=\"color: #000000\">In his new book \u003cem>How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, \u003c/em>author Paul Tough makes the case that persistence and grit are the biggest indicators of student success. Being resilient against failure, he says, is the fundamental quality we should be teaching kids, and he gives examples of where that's being done.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Dominic Randolph, the headmaster at the elite \u003ca href=\"http://www.riverdale.edu/default.aspx\">\u003cspan style=\"color: #000000\">Riverdale Country School\u003c/span>\u003c/a> in the Bronx, New York, who believes students don’t know how to fail, is one of the sources in Tough’s book who has set out on a road to change an “impoverished view” of learning. Rather than producing students adept at “gaming” the system, “we have got to change the educational system to think about different outcomes and different capacities,” he says.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">Another primary source in the book is David Levin, co-founder of the charter \u003ca href=\"http://www.kipp.org/about-kipp/\">\u003cspan style=\"color: #000000\">KIPP Academy\u003c/span>\u003c/a>, who developed a student character report card to cultivate this resilience and self control in his students. With Levin’s KIPP Academy as a case study, Tough tracks persistence among low-income kids who aim to go to college, taking special note of those who have the skill in\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"What I think is important on the road to success is learning to deal with failure, to manage adversity. That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/p>\n\u003c/aside>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">engaging with people who are different from them, or what educators refer to as “code switching.” Tough's research indicates that students who possess this “code switching” ability, as well as self control, optimism, and curiosity, also show an ability to recover from setbacks.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">At KIPP Academy, kids wear school spirit sweatshirts with pro self-control slogans like “Don’t Eat the Marshmallow!”-- a nod to \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">\u003cspan style=\"color: #000000\">Walter Mischel’s renowned cognitive psychology study\u003c/span>\u003c/a> on self \u003c!--more-->control. But it's hard to teach kids how to be grateful, how to demonstrate self control, so KIPP teachers use character language to show kids how to slow them down, to understand the mistakes they're making.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Tough, who wrote \u003cem>Whatever It Takes\u003c/em> in 2008, about Geoffrey Canada and the Harlem Children's Zone, \u003ca href=\"http://www.hmhbooks.com/howchildrensucceed/qanda.html\">\u003cspan style=\"color: #000000\">said in an interview\u003c/span>\u003c/a> that these intangible qualities -- self-control, perseverance, and grit -- are far more important than letter grades in accounting for student success.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/children_succeed_hi/\" rel=\"attachment wp-att-22997\">\u003cimg class=\"alignright size-medium wp-image-22997\" title=\"Children_Succeed_hi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Children_Succeed_hi-300x452.jpg\" alt=\"\" width=\"196\" height=\"296\">\u003c/a>\u003cspan style=\"color: #000000\">\"Until recently, most economists and psychologists believed that the most important factor in a child's success was the IQ. This notion is behind our national obsession with test scores. From preschool-admission tests to the SAT and the ACT—even when we tell ourselves as individuals that these tests don't matter, as a culture we put great faith in them. All because we believe, on some level, that they measure what matters,\" he said. \"But the scientists whose work I followed for \u003cem>How Children Succeed\u003c/em> have identified a very different set of skills that they believe are crucial to success. They include qualities like persistence, curiosity, conscientiousness, optimism, and self-control. Economists call these non-cognitive skills. Psychologists call them personality traits. Neuroscientists sometimes use the term executive functions. The rest of us often sum them up with the word character.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Critics have argued that what Tough is really talking about are life skills that can't be taught. But a \u003ca href=\"http://www.nap.edu/catalog.php?record_id=13398\">\u003cspan style=\"color: #000000\">report \u003c/span>\u003c/a>released recently by the National Research Council of the National Academies of Science in Washington suggests that recognizing the intangible qualities is an important part of education. The report, \u003cem>Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century \u003c/em>describes \"important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">It's that idea -- whether kids can learn to learn -- that concerns both parents and teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\"What I think is important on the road to success is learning to deal with failure, to manage adversity,\" Tough said. \"That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cem>Watch Paul Tough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-character-be-taught/\">\u003cspan style=\"color: #000000\">in an interview about his book\u003c/span>\u003c/a> at the Aspen Ideas Festival.\u003c/em>\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23002\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/mishism/3545946507/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23002\" title=\"3545946507_a9e9d7c7d3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/3545946507_a9e9d7c7d3_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Miish\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">\u003cspan style=\"color: #000000\">In his new book \u003cem>How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, \u003c/em>author Paul Tough makes the case that persistence and grit are the biggest indicators of student success. Being resilient against failure, he says, is the fundamental quality we should be teaching kids, and he gives examples of where that's being done.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Dominic Randolph, the headmaster at the elite \u003ca href=\"http://www.riverdale.edu/default.aspx\">\u003cspan style=\"color: #000000\">Riverdale Country School\u003c/span>\u003c/a> in the Bronx, New York, who believes students don’t know how to fail, is one of the sources in Tough’s book who has set out on a road to change an “impoverished view” of learning. Rather than producing students adept at “gaming” the system, “we have got to change the educational system to think about different outcomes and different capacities,” he says.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">Another primary source in the book is David Levin, co-founder of the charter \u003ca href=\"http://www.kipp.org/about-kipp/\">\u003cspan style=\"color: #000000\">KIPP Academy\u003c/span>\u003c/a>, who developed a student character report card to cultivate this resilience and self control in his students. With Levin’s KIPP Academy as a case study, Tough tracks persistence among low-income kids who aim to go to college, taking special note of those who have the skill in\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"What I think is important on the road to success is learning to deal with failure, to manage adversity. That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/p>\n\u003c/aside>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">engaging with people who are different from them, or what educators refer to as “code switching.” Tough's research indicates that students who possess this “code switching” ability, as well as self control, optimism, and curiosity, also show an ability to recover from setbacks.\u003c/span>\u003c/p>\n\u003cp dir=\"ltr\">\u003cspan style=\"color: #000000\">At KIPP Academy, kids wear school spirit sweatshirts with pro self-control slogans like “Don’t Eat the Marshmallow!”-- a nod to \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">\u003cspan style=\"color: #000000\">Walter Mischel’s renowned cognitive psychology study\u003c/span>\u003c/a> on self \u003c!--more-->control. But it's hard to teach kids how to be grateful, how to demonstrate self control, so KIPP teachers use character language to show kids how to slow them down, to understand the mistakes they're making.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Tough, who wrote \u003cem>Whatever It Takes\u003c/em> in 2008, about Geoffrey Canada and the Harlem Children's Zone, \u003ca href=\"http://www.hmhbooks.com/howchildrensucceed/qanda.html\">\u003cspan style=\"color: #000000\">said in an interview\u003c/span>\u003c/a> that these intangible qualities -- self-control, perseverance, and grit -- are far more important than letter grades in accounting for student success.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/children_succeed_hi/\" rel=\"attachment wp-att-22997\">\u003cimg class=\"alignright size-medium wp-image-22997\" title=\"Children_Succeed_hi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Children_Succeed_hi-300x452.jpg\" alt=\"\" width=\"196\" height=\"296\">\u003c/a>\u003cspan style=\"color: #000000\">\"Until recently, most economists and psychologists believed that the most important factor in a child's success was the IQ. This notion is behind our national obsession with test scores. From preschool-admission tests to the SAT and the ACT—even when we tell ourselves as individuals that these tests don't matter, as a culture we put great faith in them. All because we believe, on some level, that they measure what matters,\" he said. \"But the scientists whose work I followed for \u003cem>How Children Succeed\u003c/em> have identified a very different set of skills that they believe are crucial to success. They include qualities like persistence, curiosity, conscientiousness, optimism, and self-control. Economists call these non-cognitive skills. Psychologists call them personality traits. Neuroscientists sometimes use the term executive functions. The rest of us often sum them up with the word character.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">Critics have argued that what Tough is really talking about are life skills that can't be taught. But a \u003ca href=\"http://www.nap.edu/catalog.php?record_id=13398\">\u003cspan style=\"color: #000000\">report \u003c/span>\u003c/a>released recently by the National Research Council of the National Academies of Science in Washington suggests that recognizing the intangible qualities is an important part of education. The report, \u003cem>Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century \u003c/em>describes \"important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">It's that idea -- whether kids can learn to learn -- that concerns both parents and teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\"What I think is important on the road to success is learning to deal with failure, to manage adversity,\" Tough said. \"That's a skill that parents can certainly help their children develop—but so can teachers and coaches and mentors and neighbors and lots of other people.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cem>Watch Paul Tough \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-character-be-taught/\">\u003cspan style=\"color: #000000\">in an interview about his book\u003c/span>\u003c/a> at the Aspen Ideas Festival.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_22874\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/cleopold73/2906486794/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22874\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2906486794_80400b009e.jpg\" alt=\"\" width=\"500\" height=\"334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e-320x214.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>Flickr: Corey Leopold\u003c/p>\n\u003c/div>\n\u003ch5>By Greg Stack\u003c/h5>\n\u003cp class=\"dropcap-serif\">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/p>\n\u003cdiv>\n\u003cp>\u003cstrong>1. COMPUTER LABS\u003c/strong>. Students are connected to the Internet everywhere except in school. Regardless of their income bracket, most kids carry around a world of information in their pockets on their mobile devices, and yet we force them to power down and disconnect, and we confine them in obsolete computer labs. A modern school needs to have connectivity everywhere and treat computers more like pencils than microscopes.\u003c/p>\n\u003cfigure id=\"attachment_22877\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://schooldesignmatters.blogspot.com/\">\u003cimg class=\"size-medium wp-image-22877\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_1567-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Northern Beaches Christian School students learn everywhere.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>2. LEARNING IN PRESCRIBED PLACES. \u003c/strong>\u003cstrong>\u003c/strong>When you ask people to remember a meaningful learning experience from high school, chances are the experience didn't take place in a space designed for learning. Working in groups, while on a trip, while doing a project or learning while talking with friends -- those are the lasting, meaningful learning experiences. Yet we don’t design schools to accommodate these activities and focus only on the formal spaces.\u003c/p>\n\u003cdiv>\u003cstrong>3. TEACHER-CENTERED CLASSROOM\u003c/strong>. Classrooms were designed for lecture and crowd control, with the teacher as the central figure of knowledge and authority. The teacher had knowledge to impart through direct instruction and the current classroom structure works pretty well for this. This basic classrooms structure is the same, though in some schools, the chalkboard has been replaced by the interactive \"Smart Board.\" In progressive classrooms, the structure has changed: small groups of kids working, project work, and student presentations require rethinking this model.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cstrong>4. ISOLATED CLASSROOMS\u003c/strong>. Tony Wagner of the Harvard School of Education and the author of the Global Achievement Gap says: “Isolation is the enemy of improvement” and yet most schools \u003c!--more-->are designed in a way that isolates teachers from each other. Teachers often learn to teach in isolated boxes and perpetuate that style throughout their career. Interior windows get “papered over” and blinds are shut. Yet out of school, people work in teams and are visually and often aurally connected. \u003cstrong>\u003c/strong>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cstrong>5. \u003c/strong> \u003cstrong>DEPARTMENTAL ORGANIZATIONS. \u003c/strong>In order to break down the size of schools and to allow students to learn across curriculum, it's essential to organize schools so that teachers of various subjects are located together. This not only emulates how people work today – in collaborative groups – but encourages teachers to consider students holistically, not only as they perform in a specific subject.\u003c/div>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cfigure id=\"attachment_22878\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-22878\" title=\"Screen Shot 2012-07-20 at 11.42.30 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.42.30-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\">Corridors at Machias Elementary are used for informal learning\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>6. SCHOOL CORRIDORS. \u003c/strong>Corridors take up a lot of valuable real estate in a school and are unoccupied most of the time. If rooms are arranged in groups around a common space, corridors are not necessary. And unused corridors can be made into informal learning spaces.\u003c/p>\n\u003cp>\u003cstrong>7. TRADITIONAL SCHOOL LIBRARIES. \u003c/strong>In a modern school a library should be more of a learning commons able to support a variety of student activities as they learn to access and evaluate information. Books have their place but they are not the end-all of libraries. A learning commons is no longer the quiet sanctum of old, rather it is a space that can be central or distributed, used formally or informally, and one that can stimulate a spirit of inquiry in students.\u003c/p>\n\u003cdiv>\n\u003cdiv>\u003cstrong>8. DARK, INDOOR GYMS\u003c/strong>\u003cstrong>\u003c/strong>. Most gyms have no access to natural light because of fear of glare that might interfere with sporting events. But with soaring energy costs, being able to turn off lights in a gym can amount to big savings. Designing glare-free gyms is possible but typically requires more natural light not less. Skylights, well placed windows and ample light create a great experience and a functional space.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cfigure id=\"attachment_22879\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.43.30-AM.png\">\u003cimg class=\"size-medium wp-image-22879\" title=\"Screen-Shot-2012-07-20-at-11.43.30-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.43.30-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Learner Centered Classroom at Riverview Elementary School.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>9. INSTITUTIONAL FOOD SERVICE\u003c/strong>. School food service usually involves folding tables that are placed and replaced throughout the day. With cleanup activities it takes the commons/cafeteria out of action most of the day. Why sacrifice this valuable space when it could serve multiple purposes? Creating spaces that require less movement of furniture while remaining flexible will allow them to be used more effectively. Common spaces can also be less institutional, which in turn increases their flexibility. Decentralizing food service allows students to eat in smaller groups and also allows multi-use of spaces. Even if the food isn’t better, the space can be.\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>10. LARGE RESTROOMS\u003c/strong>. Students try to avoid using school restrooms even in new schools because of concerns over privacy, bullying, and cleanliness contribute. To avoid restroom use, students stop drinking water and become dehydrated, and unable to focus. In Finland and other parts of Europe, they use individual restrooms that are located in the shared learning areas between classrooms. There seems to be a feeling of ownership for these, so they don’t get trashed. Also, they have more privacy, and there's less bullying.\u003c/p>\n\u003ch5>\u003cem>Greg Stack is an architect for NAC Architecture and specializes in developing best practices for the planning and design of educational environments. A version of this post originally appeared on \u003ca href=\"http://schooldesignmatters.blogspot.com/\">School Design Matters\u003c/a>. \u003c/em>\u003c/h5>\n\u003ch5>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22874\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/cleopold73/2906486794/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22874\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2906486794_80400b009e.jpg\" alt=\"\" width=\"500\" height=\"334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2906486794_80400b009e-320x214.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>Flickr: Corey Leopold\u003c/p>\n\u003c/div>\n\u003ch5>By Greg Stack\u003c/h5>\n\u003cp class=\"dropcap-serif\">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/p>\n\u003cdiv>\n\u003cp>\u003cstrong>1. COMPUTER LABS\u003c/strong>. Students are connected to the Internet everywhere except in school. Regardless of their income bracket, most kids carry around a world of information in their pockets on their mobile devices, and yet we force them to power down and disconnect, and we confine them in obsolete computer labs. A modern school needs to have connectivity everywhere and treat computers more like pencils than microscopes.\u003c/p>\n\u003cfigure id=\"attachment_22877\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://schooldesignmatters.blogspot.com/\">\u003cimg class=\"size-medium wp-image-22877\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_1567-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Northern Beaches Christian School students learn everywhere.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>2. LEARNING IN PRESCRIBED PLACES. \u003c/strong>\u003cstrong>\u003c/strong>When you ask people to remember a meaningful learning experience from high school, chances are the experience didn't take place in a space designed for learning. Working in groups, while on a trip, while doing a project or learning while talking with friends -- those are the lasting, meaningful learning experiences. Yet we don’t design schools to accommodate these activities and focus only on the formal spaces.\u003c/p>\n\u003cdiv>\u003cstrong>3. TEACHER-CENTERED CLASSROOM\u003c/strong>. Classrooms were designed for lecture and crowd control, with the teacher as the central figure of knowledge and authority. The teacher had knowledge to impart through direct instruction and the current classroom structure works pretty well for this. This basic classrooms structure is the same, though in some schools, the chalkboard has been replaced by the interactive \"Smart Board.\" In progressive classrooms, the structure has changed: small groups of kids working, project work, and student presentations require rethinking this model.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cstrong>4. ISOLATED CLASSROOMS\u003c/strong>. Tony Wagner of the Harvard School of Education and the author of the Global Achievement Gap says: “Isolation is the enemy of improvement” and yet most schools \u003c!--more-->are designed in a way that isolates teachers from each other. Teachers often learn to teach in isolated boxes and perpetuate that style throughout their career. Interior windows get “papered over” and blinds are shut. Yet out of school, people work in teams and are visually and often aurally connected. \u003cstrong>\u003c/strong>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cstrong>5. \u003c/strong> \u003cstrong>DEPARTMENTAL ORGANIZATIONS. \u003c/strong>In order to break down the size of schools and to allow students to learn across curriculum, it's essential to organize schools so that teachers of various subjects are located together. This not only emulates how people work today – in collaborative groups – but encourages teachers to consider students holistically, not only as they perform in a specific subject.\u003c/div>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cfigure id=\"attachment_22878\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-22878\" title=\"Screen Shot 2012-07-20 at 11.42.30 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.42.30-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\">Corridors at Machias Elementary are used for informal learning\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>6. SCHOOL CORRIDORS. \u003c/strong>Corridors take up a lot of valuable real estate in a school and are unoccupied most of the time. If rooms are arranged in groups around a common space, corridors are not necessary. And unused corridors can be made into informal learning spaces.\u003c/p>\n\u003cp>\u003cstrong>7. TRADITIONAL SCHOOL LIBRARIES. \u003c/strong>In a modern school a library should be more of a learning commons able to support a variety of student activities as they learn to access and evaluate information. Books have their place but they are not the end-all of libraries. A learning commons is no longer the quiet sanctum of old, rather it is a space that can be central or distributed, used formally or informally, and one that can stimulate a spirit of inquiry in students.\u003c/p>\n\u003cdiv>\n\u003cdiv>\u003cstrong>8. DARK, INDOOR GYMS\u003c/strong>\u003cstrong>\u003c/strong>. Most gyms have no access to natural light because of fear of glare that might interfere with sporting events. But with soaring energy costs, being able to turn off lights in a gym can amount to big savings. Designing glare-free gyms is possible but typically requires more natural light not less. Skylights, well placed windows and ample light create a great experience and a functional space.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cfigure id=\"attachment_22879\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.43.30-AM.png\">\u003cimg class=\"size-medium wp-image-22879\" title=\"Screen-Shot-2012-07-20-at-11.43.30-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-20-at-11.43.30-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Learner Centered Classroom at Riverview Elementary School.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>9. INSTITUTIONAL FOOD SERVICE\u003c/strong>. School food service usually involves folding tables that are placed and replaced throughout the day. With cleanup activities it takes the commons/cafeteria out of action most of the day. Why sacrifice this valuable space when it could serve multiple purposes? Creating spaces that require less movement of furniture while remaining flexible will allow them to be used more effectively. Common spaces can also be less institutional, which in turn increases their flexibility. Decentralizing food service allows students to eat in smaller groups and also allows multi-use of spaces. Even if the food isn’t better, the space can be.\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>10. LARGE RESTROOMS\u003c/strong>. Students try to avoid using school restrooms even in new schools because of concerns over privacy, bullying, and cleanliness contribute. To avoid restroom use, students stop drinking water and become dehydrated, and unable to focus. In Finland and other parts of Europe, they use individual restrooms that are located in the shared learning areas between classrooms. There seems to be a feeling of ownership for these, so they don’t get trashed. Also, they have more privacy, and there's less bullying.\u003c/p>\n\u003ch5>\u003cem>Greg Stack is an architect for NAC Architecture and specializes in developing best practices for the planning and design of educational environments. A version of this post originally appeared on \u003ca href=\"http://schooldesignmatters.blogspot.com/\">School Design Matters\u003c/a>. \u003c/em>\u003c/h5>\n\u003ch5>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Does Our Current Education System Support Innovation?",
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"content": "\u003cdiv id=\"attachment_22828\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660153575/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22828\" title=\"6660153575_0ee7b9bd58\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Innovation is the currency of progress. In our world of seismic changes, innovation has become a holy grail that promises to shepherd us through these uncertain and challenging times. And there isn't a more visible symbol of innovation than the iPad. It's captured the hearts and minds of disparate subcultures and organizations.\u003c/p>\n\u003cp>In education it's been widely hailed as a revolutionary device, promising to transform education as we know it. Unfortunately, it's not as simple as bulk purchasing iPads and deploying them into the wilds of education. Innovation can't be installed. It has to be grown -- and generally from the margins.\u003c/p>\n\u003cp>The profusion of digital technology at work, home and everywhere in between is evident to even the most causal observer. In this climate, it's understandable why many schools are interested in technological integration and innovation. While it seems clear that students will increasingly be expected to be adept at using digital tools in their professional and personal lives, there isn't great clarity on how exactly these tools should be used. Often visions and goals are nebulous -- if they exist at all. We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education. Technology, by itself, isn't curative. Human agency shapes the path.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education.\u003c/p>\n\u003c/aside>\n\u003cp>In light of this dynamic, two critical questions need to be asked and provisionally answered when integrating technology into education. The first question, while obvious at first glance, isn't always fully articulated: \"What are the educational goals of technology integration?\"\u003c/p>\n\u003cp>The second question is equally important and often more elusive: \"Do the current systems and processes support the integrative and innovative goals?\"\u003c/p>\n\u003ch4>Adapting Teaching To Technology\u003c/h4>\n\u003cp>The answer to the first question -- about the goals of technology integration -- often orbits around 21st century skills. The problem is that most of the curriculum within schools today is distinctly tied to the 20th century. The first phase of technology integration usually focuses on the transition from an analog to a digital environment, but after that happens, the use of technology raises deeper \u003c!--more-->pedagogical questions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The best schools throughout history prepared their students for the social and economic realities of their time. Our system of universal education was designed to meet the social and economic needs of the industrial revolution, which was defined by a world of standardization. While the industrial revolution has been added to the annals of history, our system of education has not.\u003c/p>\n\u003cp>The social and economic world of today and tomorrow require people who can critically and creatively work in teams to solve problems. Technology widens the spectrum of how individuals and teams can access, construct and communicate knowledge. Education, for the most part, isn't creating learners along these lines. Meanwhile, computers are challenging the legitimacy of expert-driven knowledge, i.e., of the teacher at the front of the classroom being the authority. All computing devices -- from laptops to tablets to smartphones -- are dismantling knowledge silos and are therefore transforming the role of a teacher into something that is more of a facilitator and coach.\u003c/p>\n\u003cp>This isn't to say that teachers are becoming obsolete. Great teachers are needed now more than ever. But what it means to be a teacher and student is changing -- as it has throughout history. The main point is that technology is helping to drive a pedagogical change, and schools need to be mindful of this influence and thoughtful of how they'd like to facilitate this transition. This is why linking technology to learning objectives is so important. Otherwise, schools could find themselves in a position where the cart (technology) is before the horse (pedagogy).\u003c/p>\n\u003ch4>Does Our Current System Support Innovation?\u003c/h4>\n\u003cp>Answers to the second question (Do the current systems and processes support the integrative and innovative goals?) are rarely offered because the question is seldom asked.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>Uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule.\u003c/p>\n\u003c/aside>\n\u003cp>The organization of schools -- their systems, processes and values -- were deliberately designed to accomplish specific objectives. Departments, 50-minute classes, bells, rows of desks, lectures, textbooks, standardized tests, and grades are all aspects of schools' organizational structure that were conceived to train students in the image of industrial society. Within this model, standardization and mass production rule supreme.\u003c/p>\n\u003cp>The systems and values of industrial education were not designed with innovation and digital tools in mind. Innovation, whether it's with technology, assessment or instruction, requires time and space for experimentation and a high tolerance for uncertainty. Disruption of established patterns is the \u003cem>modus operandi\u003c/em> of innovation. We like the fruits of innovation, but few of us have the mettle to run the gauntlet of innovation.\u003c/p>\n\u003ch4>Innovation from the Margins\u003c/h4>\n\u003cp>Because integration and innovation with technology can be so disruptive to established systems, innovation is more likely to take root if it is grown on the margins. The margin can be a small percentage of class time that's carved out each week for experimentation, or it can be a technology incubator designed to function beyond the conventional boundaries of school systems.\u003c/p>\n\u003cp>Wherever the appropriate margin is identified for technological innovation, the climate within the margin needs to be such that teachers and students are supported in exploring the edges of uncertainty. This is critical because uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule. One can't begin to have more time and space for innovating in class unless one loosens the reigns on traditional objectives and creates more flexibility and leverage within classrooms and schools.\u003c/p>\n\u003cp>This is easier said than done. To varying degrees we've all come through the traditional model of education that has trained us to seek certainty. Combine that with the fact that we are wired to look for negative information -- and uncertainty would definitely fit into the negative category for most of us -- and we have a compound society that is increasingly risk averse. Yet without taking risks, we can't have breakthroughs.\u003c/p>\n\u003cp>Learning environments of the future are in incubation. And therein lies the challenge: Learning environments that don't exist can't be analyzed. Moving into the unknown requires a pioneering spirit. Helen Keller reminds us that is the truth of not only our age, but of all ages: \"Security is mostly a superstition. It does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is no safer in the long run than outright exposure. Life is either a daring adventure, or nothing.\"\u003c/p>\n\u003cp>\u003cem>Aran Levasseur taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning and is currently the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"39\" height=\"39\">\u003c/a>\u003c/h5>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\n",
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"description": "Flickr:Flickingerbrad By Aran Levasseur Innovation is the currency of progress. In our world of seismic changes, innovation has become a holy grail that promises to shepherd us through these uncertain and challenging times. And there isn't a more visible symbol of innovation than the iPad. It's captured the hearts and minds of disparate subcultures and",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22828\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660153575/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22828\" title=\"6660153575_0ee7b9bd58\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6660153575_0ee7b9bd58-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Innovation is the currency of progress. In our world of seismic changes, innovation has become a holy grail that promises to shepherd us through these uncertain and challenging times. And there isn't a more visible symbol of innovation than the iPad. It's captured the hearts and minds of disparate subcultures and organizations.\u003c/p>\n\u003cp>In education it's been widely hailed as a revolutionary device, promising to transform education as we know it. Unfortunately, it's not as simple as bulk purchasing iPads and deploying them into the wilds of education. Innovation can't be installed. It has to be grown -- and generally from the margins.\u003c/p>\n\u003cp>The profusion of digital technology at work, home and everywhere in between is evident to even the most causal observer. In this climate, it's understandable why many schools are interested in technological integration and innovation. While it seems clear that students will increasingly be expected to be adept at using digital tools in their professional and personal lives, there isn't great clarity on how exactly these tools should be used. Often visions and goals are nebulous -- if they exist at all. We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education. Technology, by itself, isn't curative. Human agency shapes the path.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education.\u003c/p>\n\u003c/aside>\n\u003cp>In light of this dynamic, two critical questions need to be asked and provisionally answered when integrating technology into education. The first question, while obvious at first glance, isn't always fully articulated: \"What are the educational goals of technology integration?\"\u003c/p>\n\u003cp>The second question is equally important and often more elusive: \"Do the current systems and processes support the integrative and innovative goals?\"\u003c/p>\n\u003ch4>Adapting Teaching To Technology\u003c/h4>\n\u003cp>The answer to the first question -- about the goals of technology integration -- often orbits around 21st century skills. The problem is that most of the curriculum within schools today is distinctly tied to the 20th century. The first phase of technology integration usually focuses on the transition from an analog to a digital environment, but after that happens, the use of technology raises deeper \u003c!--more-->pedagogical questions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The best schools throughout history prepared their students for the social and economic realities of their time. Our system of universal education was designed to meet the social and economic needs of the industrial revolution, which was defined by a world of standardization. While the industrial revolution has been added to the annals of history, our system of education has not.\u003c/p>\n\u003cp>The social and economic world of today and tomorrow require people who can critically and creatively work in teams to solve problems. Technology widens the spectrum of how individuals and teams can access, construct and communicate knowledge. Education, for the most part, isn't creating learners along these lines. Meanwhile, computers are challenging the legitimacy of expert-driven knowledge, i.e., of the teacher at the front of the classroom being the authority. All computing devices -- from laptops to tablets to smartphones -- are dismantling knowledge silos and are therefore transforming the role of a teacher into something that is more of a facilitator and coach.\u003c/p>\n\u003cp>This isn't to say that teachers are becoming obsolete. Great teachers are needed now more than ever. But what it means to be a teacher and student is changing -- as it has throughout history. The main point is that technology is helping to drive a pedagogical change, and schools need to be mindful of this influence and thoughtful of how they'd like to facilitate this transition. This is why linking technology to learning objectives is so important. Otherwise, schools could find themselves in a position where the cart (technology) is before the horse (pedagogy).\u003c/p>\n\u003ch4>Does Our Current System Support Innovation?\u003c/h4>\n\u003cp>Answers to the second question (Do the current systems and processes support the integrative and innovative goals?) are rarely offered because the question is seldom asked.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>Uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule.\u003c/p>\n\u003c/aside>\n\u003cp>The organization of schools -- their systems, processes and values -- were deliberately designed to accomplish specific objectives. Departments, 50-minute classes, bells, rows of desks, lectures, textbooks, standardized tests, and grades are all aspects of schools' organizational structure that were conceived to train students in the image of industrial society. Within this model, standardization and mass production rule supreme.\u003c/p>\n\u003cp>The systems and values of industrial education were not designed with innovation and digital tools in mind. Innovation, whether it's with technology, assessment or instruction, requires time and space for experimentation and a high tolerance for uncertainty. Disruption of established patterns is the \u003cem>modus operandi\u003c/em> of innovation. We like the fruits of innovation, but few of us have the mettle to run the gauntlet of innovation.\u003c/p>\n\u003ch4>Innovation from the Margins\u003c/h4>\n\u003cp>Because integration and innovation with technology can be so disruptive to established systems, innovation is more likely to take root if it is grown on the margins. The margin can be a small percentage of class time that's carved out each week for experimentation, or it can be a technology incubator designed to function beyond the conventional boundaries of school systems.\u003c/p>\n\u003cp>Wherever the appropriate margin is identified for technological innovation, the climate within the margin needs to be such that teachers and students are supported in exploring the edges of uncertainty. This is critical because uncertainty and experimentation are perceived as a waste of time within the current model because there is curriculum that needs to be covered and tests that need to be taken within a prescribed schedule. One can't begin to have more time and space for innovating in class unless one loosens the reigns on traditional objectives and creates more flexibility and leverage within classrooms and schools.\u003c/p>\n\u003cp>This is easier said than done. To varying degrees we've all come through the traditional model of education that has trained us to seek certainty. Combine that with the fact that we are wired to look for negative information -- and uncertainty would definitely fit into the negative category for most of us -- and we have a compound society that is increasingly risk averse. Yet without taking risks, we can't have breakthroughs.\u003c/p>\n\u003cp>Learning environments of the future are in incubation. And therein lies the challenge: Learning environments that don't exist can't be analyzed. Moving into the unknown requires a pioneering spirit. Helen Keller reminds us that is the truth of not only our age, but of all ages: \"Security is mostly a superstition. It does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is no safer in the long run than outright exposure. Life is either a daring adventure, or nothing.\"\u003c/p>\n\u003cp>\u003cem>Aran Levasseur taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning and is currently the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"39\" height=\"39\">\u003c/a>\u003c/h5>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\u003ch5>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Stereotyping Threatens the Influence of Women in Science",
"title": "Why Stereotyping Threatens the Influence of Women in Science",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_22808\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/idovermani/4110546683/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22808\" title=\"4110546683_3facfeb4d8_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4110546683_3facfeb4d8_z-620x341.jpg\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Idovermani\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/137765146/shankar-vedantam\" rel=\"author\">Shankar Vedantam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Walk into any tech company or university math department, and you'll likely see a gender disparity: Fewer women than men seem to go into fields involving science, engineering, technology and mathematics.\u003c/p>\n\u003cp>Over the years, educators, recruiters and government authorities have \u003ca href=\"http://www.forbes.com/sites/work-in-progress/2012/06/20/stem-fields-and-the-gender-gap-where-are-the-women/\">bemoaned\u003c/a> the gender \u003ca href=\"http://www.esa.doc.gov/sites/default/files/reports/documents/womeninstemagaptoinnovation8311.pdf\">gap\u003c/a> and warned that it can have dire consequences for American competitiveness and continued technological dominance.\u003c/p>\n\u003cp>It isn't just that fewer women choose to go into these fields. Even when they go into these fields and are successful, women are more likely than men to quit.\u003c/p>\n\u003cp>\"They tend to drop out at higher rates than their male peers,\" said \u003ca href=\"http://schmader.psych.ubc.ca/\">Toni Schmader\u003c/a>, a psychologist at the University of British Columbia. \"As women enter into careers, the levels of advancement aren't as steep for women as for men.\u003c/p>\n\u003cp>Schmader and a colleague, \u003ca href=\"http://dingo.sbs.arizona.edu/%7Emehl/\">Matthias Mehl\u003c/a> at the University of Arizona, recently came up with an innovative way to study one dimension of the gender gap in fields such as computer science and engineering.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mehl often uses a device known as an Electronically Activated Recorder (EAR) in his research. It's an audio recorder that the psychologist can attach to volunteers. The device automatically turns itself on and off.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We program the device to record for 30 seconds every 12 minutes,\" Mehl said in an interview. \"That gives you about 5 soundbites per hour, or 70 soundbites per day.\"\u003c/p>\n\u003cp>By \"sampling\" people's daily lives, Mehl said his recorder often picks up on things that people don't notice. Most of us remember only the highlights of our days — an interesting conversation or a ballgame. But much of the time, our lives run on autopilot, and we don't notice what's going on. Mehl said getting detailed information about what people do during the majority of their time is central to understanding them psychologically.\u003c/p>\n\u003cp>The sampling technique has revealed flaws in common stereotypes. Take the one about how women like to talk much more than men. When Mehl actually measured how many words men and \u003c!--more-->women speak each day, he found there was practically no difference — both men and women speak around 17,000 words a day, give or take a few hundred.\u003c/p>\n\u003cp>Mehl and Schmader said in interviews that they felt the unobtrusive sampling technique could shed some light on why women who'd made it through grueling Ph.D.s and become science and math professors might feel like throwing it all away.\u003c/p>\n\u003cp>They had male and female scientists at a research university \u003ca href=\"http://spp.sagepub.com/content/2/1/65.short\">wear\u003c/a> the audio recorders and go about their work. When the scientists analyzed the audio samples, they found there was a pattern in the way the male and female professors talked to one another.\u003c/p>\n\u003cp>When male scientists talked to other scientists about their research, it energized them. But it was a different story for women.\u003c/p>\n\u003cp>\"For women, the pattern was just the opposite, specifically in their conversations with male colleagues,\" Schmader said. \"So the more women in their conversations with male colleagues were talking about research, the more disengaged they reported being in their work.\"\u003c/p>\n\u003cp>Disengagement predicts that someone is at risk of dropping out.\u003c/p>\n\u003cp>There was another sign of trouble.\u003c/p>\n\u003cp>[module align=\"left\" width=\"half\" type=\"sidebar\"]\u003c/p>\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-cant-girls-be-engineers/\">Why Can't Girls Be Machine Engineers?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype Myth\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">Can Stereotyping Girls Harm Boys Too?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>When female scientists talked to other female scientists, they sounded perfectly competent. But when they talked to male colleagues, Mehl and Schmader found that they sounded less competent.\u003c/p>\n\u003cp>One obvious explanation was that the men were being nasty to their female colleagues and throwing them off their game. Mehl and Schmader checked the tapes.\u003c/p>\n\u003cp>\"We don't have any evidence that there is anything that men are saying to make this happen,\" Schmader said.\u003c/p>\n\u003cp>But the audiotapes did provide a clue about what was going on. When the male and female scientists weren't talking about work, the women reported feeling more engaged.\u003c/p>\n\u003cp>For Mehl and Schmader, this was the smoking gun that an insidious psychological phenomenon called \"stereotype threat\" was at work. It could potentially explain the disparity between men and women pursuing science and math careers.\u003c/p>\n\u003cp>\u003cstrong>What Is Stereotype Threat?\u003c/strong>\u003c/p>\n\u003cp>Several years ago, psychologist \u003ca href=\"http://ed.stanford.edu/faculty/steele\">Claude Steele\u003c/a> posed an interesting question about an everyday scenario: Let's say you stopped by a math classroom and saw boys and girls learning together.\u003c/p>\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003cp>Steele and other psychologists said a psychological phenomenon could be influencing the performance of students.\u003c/p>\n\u003cp>When there's a stereotype in the air and people are worried they might confirm the stereotype by performing poorly, their fears can inadvertently make the stereotype become self-fulfilling.\u003c/p>\n\u003cp>Steele and his colleagues \u003ca href=\"http://www.leedsmet.ac.uk/carnegie/learning_resources/LAW_PGCHE/SteeleandQuinnStereotypeThreat.pdf\">found\u003c/a> that when women were reminded — even subtly — of the stereotype that men were better than women at math, the performance of women in math tests measurably declined. Since the reduction in performance came about because women were threatened by the stereotype, the psychologists called the phenomenon \"stereotype threat.\"\u003c/p>\n\u003cp>Stereotype threat isn't limited to women or ethnic minorities, Steele \u003ca href=\"http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and-black-college-students/4663/\">wrote elsewhere\u003c/a>. \"Everyone experiences stereotype threat. We are all members of some group about which negative stereotypes exist, from white males and Methodists to women and the elderly. And in a situation where one of those stereotypes applies — a man talking to women about pay equity, for example, or an aging faculty member trying to remember a number sequence in the middle of a lecture — we know that we may be judged by it.\"\u003c/p>\n\u003cp>Over the years, experiments have \u003ca href=\"http://psp.sagepub.com/content/24/6/588.short\">shown\u003c/a> that stereotype threat affects \u003ca href=\"http://psp.sagepub.com/content/28/5/659.short\">performance\u003c/a> in a wide \u003ca href=\"http://psychsocgerontology.oxfordjournals.org/content/58/1/P3.short\">variety\u003c/a> of \u003ca href=\"http://psp.sagepub.com/content/28/12/1667.short\">domains\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Male And Female Scientists\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said they believed the same psychological phenomenon was responsible for the different ways in which conversations between male and female scientists were leaving the scientists engaged or disengaged.\u003c/p>\n\u003cp>\"For a female scientist, particularly talking to a male colleague, if she thinks it's possible he might hold this stereotype, a piece of her mind is spent monitoring the conversation and monitoring what it is she is saying, and wondering whether or not she is saying the right thing, and wondering whether or not she is sounding competent, and wondering whether or not she is confirming the stereotype,\" Schmader said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>[youtube http://www.youtube.com/watch?v=SguGbyeM_jQ]\u003c/p>\n\u003c/aside>\n\u003cp>All this worrying is distracting. It uses up brainpower. The worst part?\u003c/p>\n\u003cp>\"By merely worrying about that more, one ends up sounding more incompetent,\" Schmader said.\u003c/p>\n\u003cp>Mehl and Schmader think that when female scientists talk to male colleagues about research, it brings the stereotype about men, women and science to the surface.\u003c/p>\n\u003cp>When the female scientists talked to men about leisure activities, it didn't activate the stereotype. It wasn't that women liked to talk only about their weekends and personal lives. When the women talked to other women about science, the stereotype wasn't activated. It was the combination — women talking to men, and women and men talking about science, that activated the stereotype threat.\u003c/p>\n\u003cp>Now, most scientists say they don't believe the stereotype about women and science, and argue that it won't affect them. But the psychological studies suggest people are affected by stereotype threat regardless of whether they believe the stereotype.\u003c/p>\n\u003cp>Mehl, for example, knows all about stereotype threat. He even studies it for a living. The psychological phenomenon affects even him. In Mehl's case, the stereotype that threatens his performance has to do with dancing — and the fact he's from Germany and his wife is from Mexico.\u003c/p>\n\u003cp>\"When I go dancing in Mexico, the stereotype of Germans not being good dancers is very salient,\" he said. \"So I find myself much more aware of the way I dance when I dance among a group of Latinos, compared to when I dance among a group of Germans.\"\u003c/p>\n\u003cp>I asked Mehl whether worrying about his performance could be undermining his dancing.\u003c/p>\n\u003cp>\"It's, well, possible that it undermines my performance,\" he said. Mehl said he's tried to fight the stereotype by reminding himself about how the psychological phenomenon works.\u003c/p>\n\u003cp>\"What takes place is really mostly in my head,\" he said he tells himself. \"'Guess what? The Latinos around me don't really care about how I dance.'\"\u003c/p>\n\u003cp>\u003cstrong>The Wrong Conclusion\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said the stereotype threat research does not imply that the gender disparity in science and math fields is all \"in women's heads.\"\u003c/p>\n\u003cp>The problem isn't with women, Mehl said. The problem is with the stereotype.\u003c/p>\n\u003cp>The study suggests the gender disparity in science and technology may be, at least in part, the result of a vicious cycle.\u003c/p>\n\u003cp>When women look at tech companies and math departments, they see few women. This activates the stereotype that women aren't good at math. The stereotype, Toni Schmader said, makes it harder for women to enter those fields. To stay. To thrive.\u003c/p>\n\u003cp>\"If people like me aren't represented in this field, then it makes me feel like it's a bad fit, like I don't belong here,\" she said.\u003c/p>\n\u003cp>Shirley Malcom, a biologist who heads education programs at the American Association for the Advancement of Science calls it a chicken and egg problem: \"The fact that there are maybe small numbers in some areas keeps the numbers down.\"\u003c/p>\n\u003cp>It may sound like a Zen riddle, but Malcom, Schmader and Mehl's solution to the problem of stereotype threat in science, technology and engineering is actually simple.\u003c/p>\n\u003cp>In order to boost the numbers of women who choose to go into those fields, you have to boost the number of women who are in those fields.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This \u003ca href=\"http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobs?ft=1&f=1001&sc=tw&utm_source=twitterfeed&utm_medium=twitter\">post\u003c/a> originally appeared on NPR.\u003c/em>\u003c/p>\n\n",
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"description": "Flickr:Idovermani By Shankar Vedantam Walk into any tech company or university math department, and you'll likely see a gender disparity: Fewer women than men seem to go into fields involving science, engineering, technology and mathematics. Over the years, educators, recruiters and government authorities have bemoaned the gender gap and warned that it can have dire",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22808\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/idovermani/4110546683/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22808\" title=\"4110546683_3facfeb4d8_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4110546683_3facfeb4d8_z-620x341.jpg\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Idovermani\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/137765146/shankar-vedantam\" rel=\"author\">Shankar Vedantam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Walk into any tech company or university math department, and you'll likely see a gender disparity: Fewer women than men seem to go into fields involving science, engineering, technology and mathematics.\u003c/p>\n\u003cp>Over the years, educators, recruiters and government authorities have \u003ca href=\"http://www.forbes.com/sites/work-in-progress/2012/06/20/stem-fields-and-the-gender-gap-where-are-the-women/\">bemoaned\u003c/a> the gender \u003ca href=\"http://www.esa.doc.gov/sites/default/files/reports/documents/womeninstemagaptoinnovation8311.pdf\">gap\u003c/a> and warned that it can have dire consequences for American competitiveness and continued technological dominance.\u003c/p>\n\u003cp>It isn't just that fewer women choose to go into these fields. Even when they go into these fields and are successful, women are more likely than men to quit.\u003c/p>\n\u003cp>\"They tend to drop out at higher rates than their male peers,\" said \u003ca href=\"http://schmader.psych.ubc.ca/\">Toni Schmader\u003c/a>, a psychologist at the University of British Columbia. \"As women enter into careers, the levels of advancement aren't as steep for women as for men.\u003c/p>\n\u003cp>Schmader and a colleague, \u003ca href=\"http://dingo.sbs.arizona.edu/%7Emehl/\">Matthias Mehl\u003c/a> at the University of Arizona, recently came up with an innovative way to study one dimension of the gender gap in fields such as computer science and engineering.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mehl often uses a device known as an Electronically Activated Recorder (EAR) in his research. It's an audio recorder that the psychologist can attach to volunteers. The device automatically turns itself on and off.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We program the device to record for 30 seconds every 12 minutes,\" Mehl said in an interview. \"That gives you about 5 soundbites per hour, or 70 soundbites per day.\"\u003c/p>\n\u003cp>By \"sampling\" people's daily lives, Mehl said his recorder often picks up on things that people don't notice. Most of us remember only the highlights of our days — an interesting conversation or a ballgame. But much of the time, our lives run on autopilot, and we don't notice what's going on. Mehl said getting detailed information about what people do during the majority of their time is central to understanding them psychologically.\u003c/p>\n\u003cp>The sampling technique has revealed flaws in common stereotypes. Take the one about how women like to talk much more than men. When Mehl actually measured how many words men and \u003c!--more-->women speak each day, he found there was practically no difference — both men and women speak around 17,000 words a day, give or take a few hundred.\u003c/p>\n\u003cp>Mehl and Schmader said in interviews that they felt the unobtrusive sampling technique could shed some light on why women who'd made it through grueling Ph.D.s and become science and math professors might feel like throwing it all away.\u003c/p>\n\u003cp>They had male and female scientists at a research university \u003ca href=\"http://spp.sagepub.com/content/2/1/65.short\">wear\u003c/a> the audio recorders and go about their work. When the scientists analyzed the audio samples, they found there was a pattern in the way the male and female professors talked to one another.\u003c/p>\n\u003cp>When male scientists talked to other scientists about their research, it energized them. But it was a different story for women.\u003c/p>\n\u003cp>\"For women, the pattern was just the opposite, specifically in their conversations with male colleagues,\" Schmader said. \"So the more women in their conversations with male colleagues were talking about research, the more disengaged they reported being in their work.\"\u003c/p>\n\u003cp>Disengagement predicts that someone is at risk of dropping out.\u003c/p>\n\u003cp>There was another sign of trouble.\u003c/p>\n\u003cp>[module align=\"left\" width=\"half\" type=\"sidebar\"]\u003c/p>\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-cant-girls-be-engineers/\">Why Can't Girls Be Machine Engineers?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype Myth\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">Can Stereotyping Girls Harm Boys Too?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>When female scientists talked to other female scientists, they sounded perfectly competent. But when they talked to male colleagues, Mehl and Schmader found that they sounded less competent.\u003c/p>\n\u003cp>One obvious explanation was that the men were being nasty to their female colleagues and throwing them off their game. Mehl and Schmader checked the tapes.\u003c/p>\n\u003cp>\"We don't have any evidence that there is anything that men are saying to make this happen,\" Schmader said.\u003c/p>\n\u003cp>But the audiotapes did provide a clue about what was going on. When the male and female scientists weren't talking about work, the women reported feeling more engaged.\u003c/p>\n\u003cp>For Mehl and Schmader, this was the smoking gun that an insidious psychological phenomenon called \"stereotype threat\" was at work. It could potentially explain the disparity between men and women pursuing science and math careers.\u003c/p>\n\u003cp>\u003cstrong>What Is Stereotype Threat?\u003c/strong>\u003c/p>\n\u003cp>Several years ago, psychologist \u003ca href=\"http://ed.stanford.edu/faculty/steele\">Claude Steele\u003c/a> posed an interesting question about an everyday scenario: Let's say you stopped by a math classroom and saw boys and girls learning together.\u003c/p>\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003cp>Steele and other psychologists said a psychological phenomenon could be influencing the performance of students.\u003c/p>\n\u003cp>When there's a stereotype in the air and people are worried they might confirm the stereotype by performing poorly, their fears can inadvertently make the stereotype become self-fulfilling.\u003c/p>\n\u003cp>Steele and his colleagues \u003ca href=\"http://www.leedsmet.ac.uk/carnegie/learning_resources/LAW_PGCHE/SteeleandQuinnStereotypeThreat.pdf\">found\u003c/a> that when women were reminded — even subtly — of the stereotype that men were better than women at math, the performance of women in math tests measurably declined. Since the reduction in performance came about because women were threatened by the stereotype, the psychologists called the phenomenon \"stereotype threat.\"\u003c/p>\n\u003cp>Stereotype threat isn't limited to women or ethnic minorities, Steele \u003ca href=\"http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and-black-college-students/4663/\">wrote elsewhere\u003c/a>. \"Everyone experiences stereotype threat. We are all members of some group about which negative stereotypes exist, from white males and Methodists to women and the elderly. And in a situation where one of those stereotypes applies — a man talking to women about pay equity, for example, or an aging faculty member trying to remember a number sequence in the middle of a lecture — we know that we may be judged by it.\"\u003c/p>\n\u003cp>Over the years, experiments have \u003ca href=\"http://psp.sagepub.com/content/24/6/588.short\">shown\u003c/a> that stereotype threat affects \u003ca href=\"http://psp.sagepub.com/content/28/5/659.short\">performance\u003c/a> in a wide \u003ca href=\"http://psychsocgerontology.oxfordjournals.org/content/58/1/P3.short\">variety\u003c/a> of \u003ca href=\"http://psp.sagepub.com/content/28/12/1667.short\">domains\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Male And Female Scientists\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said they believed the same psychological phenomenon was responsible for the different ways in which conversations between male and female scientists were leaving the scientists engaged or disengaged.\u003c/p>\n\u003cp>\"For a female scientist, particularly talking to a male colleague, if she thinks it's possible he might hold this stereotype, a piece of her mind is spent monitoring the conversation and monitoring what it is she is saying, and wondering whether or not she is saying the right thing, and wondering whether or not she is sounding competent, and wondering whether or not she is confirming the stereotype,\" Schmader said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\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/SguGbyeM_jQ'\n title='//www.youtube.com/embed/SguGbyeM_jQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>All this worrying is distracting. It uses up brainpower. The worst part?\u003c/p>\n\u003cp>\"By merely worrying about that more, one ends up sounding more incompetent,\" Schmader said.\u003c/p>\n\u003cp>Mehl and Schmader think that when female scientists talk to male colleagues about research, it brings the stereotype about men, women and science to the surface.\u003c/p>\n\u003cp>When the female scientists talked to men about leisure activities, it didn't activate the stereotype. It wasn't that women liked to talk only about their weekends and personal lives. When the women talked to other women about science, the stereotype wasn't activated. It was the combination — women talking to men, and women and men talking about science, that activated the stereotype threat.\u003c/p>\n\u003cp>Now, most scientists say they don't believe the stereotype about women and science, and argue that it won't affect them. But the psychological studies suggest people are affected by stereotype threat regardless of whether they believe the stereotype.\u003c/p>\n\u003cp>Mehl, for example, knows all about stereotype threat. He even studies it for a living. The psychological phenomenon affects even him. In Mehl's case, the stereotype that threatens his performance has to do with dancing — and the fact he's from Germany and his wife is from Mexico.\u003c/p>\n\u003cp>\"When I go dancing in Mexico, the stereotype of Germans not being good dancers is very salient,\" he said. \"So I find myself much more aware of the way I dance when I dance among a group of Latinos, compared to when I dance among a group of Germans.\"\u003c/p>\n\u003cp>I asked Mehl whether worrying about his performance could be undermining his dancing.\u003c/p>\n\u003cp>\"It's, well, possible that it undermines my performance,\" he said. Mehl said he's tried to fight the stereotype by reminding himself about how the psychological phenomenon works.\u003c/p>\n\u003cp>\"What takes place is really mostly in my head,\" he said he tells himself. \"'Guess what? The Latinos around me don't really care about how I dance.'\"\u003c/p>\n\u003cp>\u003cstrong>The Wrong Conclusion\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said the stereotype threat research does not imply that the gender disparity in science and math fields is all \"in women's heads.\"\u003c/p>\n\u003cp>The problem isn't with women, Mehl said. The problem is with the stereotype.\u003c/p>\n\u003cp>The study suggests the gender disparity in science and technology may be, at least in part, the result of a vicious cycle.\u003c/p>\n\u003cp>When women look at tech companies and math departments, they see few women. This activates the stereotype that women aren't good at math. The stereotype, Toni Schmader said, makes it harder for women to enter those fields. To stay. To thrive.\u003c/p>\n\u003cp>\"If people like me aren't represented in this field, then it makes me feel like it's a bad fit, like I don't belong here,\" she said.\u003c/p>\n\u003cp>Shirley Malcom, a biologist who heads education programs at the American Association for the Advancement of Science calls it a chicken and egg problem: \"The fact that there are maybe small numbers in some areas keeps the numbers down.\"\u003c/p>\n\u003cp>It may sound like a Zen riddle, but Malcom, Schmader and Mehl's solution to the problem of stereotype threat in science, technology and engineering is actually simple.\u003c/p>\n\u003cp>In order to boost the numbers of women who choose to go into those fields, you have to boost the number of women who are in those fields.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"order": 9
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"id": "latino-usa",
"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
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"link": "/radio/program/latino-usa",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"source": "WaitWhat"
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"source": "kqed",
"order": 11
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