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"content": "\u003cfigure id=\"attachment_11814\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11814\" href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/to-go-with-afp-story-us-society-youth-ed/\">\u003cimg class=\"size-medium wp-image-11814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/73115597-300x209.jpg\" alt=\"\" width=\"300\" height=\"209\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Learning about cyber safety and ethics.\u003c/figcaption>\u003c/figure>\n\u003cp>Earlier this week we looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">proposed legislation in California\u003c/a> that would change how social networking websites handle privacy and security -- not just for minors online but for all Internet users. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/#comment-206530965\">Several commenters\u003c/a> responded that, when it comes to children online, it should be up to parents, not legislators, to handle these sorts of matters.\u003c/p>\n\u003cp>But arguably, teachers can also help children learn responsible behavior online. A recent survey undertaken by the National Cyber Security Alliance, Microsoft, and Zogby/463, showed that 91% of teachers, 92% of tech coordinators, and 99% of administrators believed this should be taught. The survey examined administrators, teachers, and technology coordinators at the K-12 level about their thoughts on the cybersafety practices and curriculum in schools. (\u003ca href=\"http://www.staysafeonline.org/sites/default/files/resource_documents/2011%20National%20K-12%20Study%20Final_0.pdf\">Full survey results here\u003c/a>).\u003c/p>\n\u003caside class=\"pullquote alignleft\">Only half of teachers surveyed believe their school does an adequate job of preparing students regarding online safety.\u003c/aside>\n\u003cp>This is the third year that the National Cyber Security Alliance has tested these attitudes, this year asking over 1000 teachers, 200 tech coordinators and 400 administrators a set of questions about online safety. \u003c!--more-->\u003c/p>\n\u003cp>Despite that agreement, the survey found a huge gulf between perceptions of how well and how often cyber-safety is taught. While 81% of tech coordinators and administrators felt that their schools and districts adequately taught the subject, only 51% of teachers agreed with the statement, \"My school/school district does an adequate job of preparing students regarding cyberethics, online safety, and computer security issues.\"\u003c/p>\n\u003cp>Moreover, while approximately 60-70% of administrators and tech coordinators said that teaching cyberethics, cybersecurity, and cybersafety were required, only about 30% of teachers agreed that was the case. Of those three subcategories -- cyberethics, cybersecurity, and cybersafety -- it's the latter, cybersafety, that the largest percentage of teachers said was required. But only by 33% of teachers responding to the survey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The survey also found quite a disparate response among teachers, tech coordinators and administrators when it came to school policies. While 95% of tech coordinators said that their schools or districts required students to sign \"acceptable use\" policies, only 86% of administrators and 75% of teachers agreed.\u003c/p>\n\u003cp>A little over half of teachers or administrators said they felt equipped to talk to students about protecting their safety and privacy online and about cyberbullying. Interestingly, a higher percentage said they felt prepared to teach students the basics of cybersecurity, such as the need for back-ups, anti-virus software, and password protection. But when it comes to what was actually taught in the classroom about online ethics and safety, the common response by most teachers was \"nothing.\" One notable exception: about half of teachers said they'd talked with students about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Internet and plagiarism\u003c/a>.\u003c/p>\n\u003cp>The educators in the survey all expressed interest in more information on these issues and agreed that being able to address cybersafety and cyberethics in the classroom was a high priority for their professional development.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators, do you teach cyber-safety or cyber-ethics in your class? Do you believe teachers have a role to play in this kind of education?\u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_11790\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11790\" title=\"FontFont\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>At a big gathering of entrepreneurs, innovators, and educators today at the \u003ca href=\"http://www.newschools.org/summit.\">NewSchools Venture Fund\u003c/a> summit in the heart of Silicon Valley, the morning kicked off with two big names in education circles.\u003c/p>\n\u003cp>Salman Khan, founder of the Khan Academy, \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">which offers more than 2,000 free YouTube\u003c/a> videos covering almost every subject under the sun, and \u003ca href=\"http://mediadecoder.blogs.nytimes.com/2010/11/09/news-corp-reels-in-a-top-educator/\">Joel Klein,\u003c/a> former chancellor of New York City public schools who spearheaded\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\"> New York's iZone \u003c/a>and who's currently with NewsCorp, brought up intriguing points.\u003c/p>\n\u003cp>These are some of the ideas that stood out from the public discussion (paraphrased).\u003c/p>\n\u003cp>\u003cstrong>ON THE CURRENT LANDSCAPE IN EDUCATION INNOVATION:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: Where we are today is a lot better place in terms of discussion, but not in terms of results compared to 10 years ago. What we're doing now is building a system empowered by technology with a huge infusion of private capital aimed at bringing a total delivery system. Eventually, we'll have far fewer teachers who are paid much more. Education would be data-driven, customized, will engage kids, differentiate instruction, and value human capital in a different way. What we're doing now is trying to reform a broken delivery system rather than create an effective delivery system.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Salman Khan:\u003c/strong> It’s a pretty exciting time in education. There's grassroots hunger for something better. Even 20 years ago, for someone who wanted to produce lessons online for the public to access, it would cost tens of millions of dollars. Now all need you is the technology and any joker in his closet can reach 50 million people. Things take a long time to start happening, but when it does happen, it goes fast. In five to 10 years, a lot of classrooms will look a lot different than they have in the past 100 years.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>ON IMPEDIMENTS AND OBSTACLES:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: Entrenched interests want to protect their interests. Let private markets come in and do the innovative challenging things. Khan's site gets 50 million people on the Internet that doesn't sell sex. It's doing great. But on a large scale that fits into institutionalized districts, there will be a lot of pushback. Entrenched systems don’t go away because Sal Khan is charming.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan\u003c/strong>: I don’t see any barriers. We have the opportunity to go straight to students and those aligned with student, instead of all the things that Joel has had to deal with. Our strategy is to build the best possible thing, and if a student has nothing else, he can learn with videos and self paced software. But we don’t force it. We find school systems that are ready for it. And there are many who are ready for it. When people start seeing it succeed in one district, then five districts, all the soccer moms will freak out and want a piece of it.\u003c/p>\n\u003cp>\u003cstrong>ON THE TEACHERS' ROLE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: In any digital classroom setting, the point is to \u003cem>maximize\u003c/em> the role of the teacher. The teacher has to be the genius piece. They won't have to be concerned with the routine stuff going on in the class. With the School of One and the Innovation Zone, teachers say they like it, they feel empowered by it because they can focus on the one-on-one context.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan:\u003c/strong> Our point of view is that a lot of teachers are spending time using the same lecture over and over again. They spend their time grading papers. Let’s liberate teachers' time for the students' benefit. There's a knee-jerk reaction from teachers that videos make the class more robotic, they minimize the role of teachers. But what was making it robotic was the existing classroom model, the same script every year, no variance from it, the assembly line model, getting branded with a grade, instead of everyone learning at their own pace. It’s actually a way of freeing up tons of time without sacrificing core skills. In the Los Altos class [where a math class is piloting the Khan Academy videos], it's much more interactive experience. The teacher has to be very comfortable with the fact that one kid is doing trigonometry, and one kid is doing fifth-grade math. They need to know fifth-grade math and know the big picture, and how it's going to lead into higher math. It requires a different skill set and a humility that students respect.\u003c/p>\n\u003cp>\u003cstrong>ON CURRICULUM :\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan\u003c/strong>: Our goal is to get what students need, what the system as a whole is assessing them on right now. But we’re still in our first few innings. It’s crazy that we don’t have statiscts, law, accounting and finance [and computer science] as part of the core curriculum, which are useful in any setting -- school or workplace. To me, calculus is beautiful and interesting, but it’s not useful. You don’t need calculus in most jobs. We could debate what’s appropriate and what’s not appropriate to teach. But the reality is that’s what’s required right now, and I’d want my son or daughter to prove themselves in this context. It's our Trojan horse mode. You go in, serve what people need, but then bring in other things like statistics, or finance, or law that are useful.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: The Common Core will drive us to a more meaningful high school credential. Most universities know right now that a high school diploma is not sufficient to ensure kids will be successful in college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan: \u003c/strong>Now you have kids who are home-schooled, and take the SATs without an official high school degree and they're going on to Harvard and Stanford. What I'd like to see is for kids not to drop out, but give them a chance, say if you're ready, you take the exam, you rock the exam and you’re done. We don’t force people to sit in class like you’re in prison. At 14 or 15, you can go to college, or get a job.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Salman Khan:\u003c/strong> It’s a pretty exciting time in education. There's grassroots hunger for something better. Even 20 years ago, for someone who wanted to produce lessons online for the public to access, it would cost tens of millions of dollars. Now all need you is the technology and any joker in his closet can reach 50 million people. Things take a long time to start happening, but when it does happen, it goes fast. In five to 10 years, a lot of classrooms will look a lot different than they have in the past 100 years.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>ON IMPEDIMENTS AND OBSTACLES:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: Entrenched interests want to protect their interests. Let private markets come in and do the innovative challenging things. Khan's site gets 50 million people on the Internet that doesn't sell sex. It's doing great. But on a large scale that fits into institutionalized districts, there will be a lot of pushback. Entrenched systems don’t go away because Sal Khan is charming.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan\u003c/strong>: I don’t see any barriers. We have the opportunity to go straight to students and those aligned with student, instead of all the things that Joel has had to deal with. Our strategy is to build the best possible thing, and if a student has nothing else, he can learn with videos and self paced software. But we don’t force it. We find school systems that are ready for it. And there are many who are ready for it. When people start seeing it succeed in one district, then five districts, all the soccer moms will freak out and want a piece of it.\u003c/p>\n\u003cp>\u003cstrong>ON THE TEACHERS' ROLE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: In any digital classroom setting, the point is to \u003cem>maximize\u003c/em> the role of the teacher. The teacher has to be the genius piece. They won't have to be concerned with the routine stuff going on in the class. With the School of One and the Innovation Zone, teachers say they like it, they feel empowered by it because they can focus on the one-on-one context.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan:\u003c/strong> Our point of view is that a lot of teachers are spending time using the same lecture over and over again. They spend their time grading papers. Let’s liberate teachers' time for the students' benefit. There's a knee-jerk reaction from teachers that videos make the class more robotic, they minimize the role of teachers. But what was making it robotic was the existing classroom model, the same script every year, no variance from it, the assembly line model, getting branded with a grade, instead of everyone learning at their own pace. It’s actually a way of freeing up tons of time without sacrificing core skills. In the Los Altos class [where a math class is piloting the Khan Academy videos], it's much more interactive experience. The teacher has to be very comfortable with the fact that one kid is doing trigonometry, and one kid is doing fifth-grade math. They need to know fifth-grade math and know the big picture, and how it's going to lead into higher math. It requires a different skill set and a humility that students respect.\u003c/p>\n\u003cp>\u003cstrong>ON CURRICULUM :\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan\u003c/strong>: Our goal is to get what students need, what the system as a whole is assessing them on right now. But we’re still in our first few innings. It’s crazy that we don’t have statiscts, law, accounting and finance [and computer science] as part of the core curriculum, which are useful in any setting -- school or workplace. To me, calculus is beautiful and interesting, but it’s not useful. You don’t need calculus in most jobs. We could debate what’s appropriate and what’s not appropriate to teach. But the reality is that’s what’s required right now, and I’d want my son or daughter to prove themselves in this context. It's our Trojan horse mode. You go in, serve what people need, but then bring in other things like statistics, or finance, or law that are useful.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: The Common Core will drive us to a more meaningful high school credential. Most universities know right now that a high school diploma is not sufficient to ensure kids will be successful in college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan: \u003c/strong>Now you have kids who are home-schooled, and take the SATs without an official high school degree and they're going on to Harvard and Stanford. What I'd like to see is for kids not to drop out, but give them a chance, say if you're ready, you take the exam, you rock the exam and you’re done. We don’t force people to sit in class like you’re in prison. At 14 or 15, you can go to college, or get a job.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-11755\" title=\"locked door\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4877729115_f45ed456e1-300x218.jpg\" alt=\"\" width=\"300\" height=\"218\">\u003c/p>\n\u003cp>Concern about children's safety and privacy online has led to a number of initiatives and programs -- by schools, by private companies, and by government entities. These efforts are all aimed at protecting children and teens from what are perceived to be the big dangers on the Internet: sexual predators, advertisers, and bullies, for example, but they're also at protecting children and teens from themselves.\u003c/p>\n\u003cp>A new proposed piece of legislation in California (\u003ca href=\"http://info.sen.ca.gov/pub/11-12/bill/sen/sb_0201-0250/sb_242_bill_20110502_amended_sen_v98.html\">SB242\u003c/a>) aims to mandate new privacy policies and practices for social networking sites. Much of the language was initially framed in terms of protecting those under age 18. That age restriction has been taken out of the bill's draft language, and now requires a number of changes to how social networks handle \u003cem>all\u003c/em> their users' privacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Should laws mandate children's online activities, or should parents and children work that out together?\u003c/aside>\n\u003cp>Facebook still does not allow users under 13 to register for an account - and the legislation won't change existing age restrictions. But now all social networks will have to establish default settings that prevent public or private display of anything other than a user's name and city without their consent. New users would have to establish their privacy settings during the registration process. Privacy options would need to be written in \"plain language\" and displayed in an \"easy-to-use format.\" Sites would have to remove personally identifying information, including photos, within 48 hours of a user's - or a minor user's parents' - request. And companies could be fined up to $10,000 any time they fail to do any of this.\u003c/p>\n\u003cp>Not surprisingly, many notable Internet companies, including Facebook, Zynga, Twitter, Google and Skype, are \u003ca href=\"http://www.scribd.com/doc/55576694/SB242CoalitionFloorOpppose\">expressing their opposition\u003c/a> to the bill, saying that not only is it unnecessary, it violates the First Amendment, and would damage California's technology sector.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Nonetheless the bill raises a number of interesting questions about how we think privacy and security online works -- and for whom. Is there a difference between making the Internet safe for children, versus safe for teens, versus for anyone? Is it an easy slide between creating laws that address the security online of children under age 13 (as in \u003ca href=\"http://www.ftc.gov/ogc/coppa1.htm\">COPPA\u003c/a>), users under 18, and all users?\u003c/p>\n\u003cp>That line between who needs such protection is also at stake as federal legislators look to update COPPA, with the \"\u003ca href=\"http://joebarton.house.gov/NewsRoom.aspx?FormMode=Detail&ID=663\">Do Not Track Kids Online Act\u003c/a>.\" There was some concern that this new COPPA would also change the age limit on privacy protection measures from 13 to 18, but the draft introduced by Representatives Joe Barton (R-Texas) and Edward Markey (D-Mass.) has left the age limit the same but beefed up and modernized the language. (COPPA was first passed in 1998, in pre-Facebook and even pre-Google world.)\u003c/p>\n\u003cp>It isn't just a matter of the age of a child that may or may not need better privacy protection online that has some onlookers concerned; it's about the role of the parent. Although it may reassure some parents to know that a law could enable them to demand data about their child be pulled offline within 48 hours, \u003ca href=\"http://techcrunch.com/2011/05/16/california-bill-to-give-parents-access-to-kids-facebook-pages/\">some have interpreted the bill\u003c/a> to mean that parents would also have a backdoor to their children's social media accounts. Teen researcher \u003ca href=\"https://twitter.com/#!/zephoria/status/70250895308357633\">danah boyd\u003c/a> is among many who have balked at this idea asking \"Why do well-intentioned politicians assume that parent-child dynamics are always healthy?\"\u003c/p>\n\u003cp>How will these parental requests work? How will companies verify parenthood? What about divorced parents? Emancipated minors? When does parental access get revoked?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If parents need to have some sort of system for monitoring their children's online activities, what should this look like? Should this be legislated? Should technology be used to negotiate children's online activities, or should parents and children work that out together? That last option is ideal, perhaps, but is it realistic?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-11755\" title=\"locked door\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4877729115_f45ed456e1-300x218.jpg\" alt=\"\" width=\"300\" height=\"218\">\u003c/p>\n\u003cp>Concern about children's safety and privacy online has led to a number of initiatives and programs -- by schools, by private companies, and by government entities. These efforts are all aimed at protecting children and teens from what are perceived to be the big dangers on the Internet: sexual predators, advertisers, and bullies, for example, but they're also at protecting children and teens from themselves.\u003c/p>\n\u003cp>A new proposed piece of legislation in California (\u003ca href=\"http://info.sen.ca.gov/pub/11-12/bill/sen/sb_0201-0250/sb_242_bill_20110502_amended_sen_v98.html\">SB242\u003c/a>) aims to mandate new privacy policies and practices for social networking sites. Much of the language was initially framed in terms of protecting those under age 18. That age restriction has been taken out of the bill's draft language, and now requires a number of changes to how social networks handle \u003cem>all\u003c/em> their users' privacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Should laws mandate children's online activities, or should parents and children work that out together?\u003c/aside>\n\u003cp>Facebook still does not allow users under 13 to register for an account - and the legislation won't change existing age restrictions. But now all social networks will have to establish default settings that prevent public or private display of anything other than a user's name and city without their consent. New users would have to establish their privacy settings during the registration process. Privacy options would need to be written in \"plain language\" and displayed in an \"easy-to-use format.\" Sites would have to remove personally identifying information, including photos, within 48 hours of a user's - or a minor user's parents' - request. And companies could be fined up to $10,000 any time they fail to do any of this.\u003c/p>\n\u003cp>Not surprisingly, many notable Internet companies, including Facebook, Zynga, Twitter, Google and Skype, are \u003ca href=\"http://www.scribd.com/doc/55576694/SB242CoalitionFloorOpppose\">expressing their opposition\u003c/a> to the bill, saying that not only is it unnecessary, it violates the First Amendment, and would damage California's technology sector.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nonetheless the bill raises a number of interesting questions about how we think privacy and security online works -- and for whom. Is there a difference between making the Internet safe for children, versus safe for teens, versus for anyone? Is it an easy slide between creating laws that address the security online of children under age 13 (as in \u003ca href=\"http://www.ftc.gov/ogc/coppa1.htm\">COPPA\u003c/a>), users under 18, and all users?\u003c/p>\n\u003cp>That line between who needs such protection is also at stake as federal legislators look to update COPPA, with the \"\u003ca href=\"http://joebarton.house.gov/NewsRoom.aspx?FormMode=Detail&ID=663\">Do Not Track Kids Online Act\u003c/a>.\" There was some concern that this new COPPA would also change the age limit on privacy protection measures from 13 to 18, but the draft introduced by Representatives Joe Barton (R-Texas) and Edward Markey (D-Mass.) has left the age limit the same but beefed up and modernized the language. (COPPA was first passed in 1998, in pre-Facebook and even pre-Google world.)\u003c/p>\n\u003cp>It isn't just a matter of the age of a child that may or may not need better privacy protection online that has some onlookers concerned; it's about the role of the parent. Although it may reassure some parents to know that a law could enable them to demand data about their child be pulled offline within 48 hours, \u003ca href=\"http://techcrunch.com/2011/05/16/california-bill-to-give-parents-access-to-kids-facebook-pages/\">some have interpreted the bill\u003c/a> to mean that parents would also have a backdoor to their children's social media accounts. Teen researcher \u003ca href=\"https://twitter.com/#!/zephoria/status/70250895308357633\">danah boyd\u003c/a> is among many who have balked at this idea asking \"Why do well-intentioned politicians assume that parent-child dynamics are always healthy?\"\u003c/p>\n\u003cp>How will these parental requests work? How will companies verify parenthood? What about divorced parents? Emancipated minors? When does parental access get revoked?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If parents need to have some sort of system for monitoring their children's online activities, what should this look like? Should this be legislated? Should technology be used to negotiate children's online activities, or should parents and children work that out together? That last option is ideal, perhaps, but is it realistic?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-11707\" title=\"UTCLibrary2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/UTCLibrary2-300x307.jpg\" alt=\"\" width=\"300\" height=\"307\">\u003c/p>\n\u003cp>It's hard to find stories in the media about kids and the Internet that don't propagate\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/stirring-up-facebook-fear/\"> fearful messages\u003c/a>. Parents are bombarded with stories about \u003ca href=\"http://www.cbsnews.com/stories/2011/03/28/earlyshow/living/parenting/main20047775.shtml\">depression\u003c/a> and \u003ca href=\"http://www.nytimes.com/2010/05/02/fashion/02BEST.html\">isolation\u003c/a>, and the imminent dangers lurking behind the screen.\u003c/p>\n\u003cp>Ann Collier's \u003ca href=\"http://www.netfamilynews.org\">NetFamilyNews\u003c/a> blog provides a refreshing antidote. Collier writes with insight and depth about parents' negotiating the tricky territory between allowing kids freedom enough to learn on their own and their instinct to protect kids from harm.\u003c/p>\n\u003cp>Recently, Collier raised some intriguing questions about Dr. David Finkelhor's presentation called \"\u003ca href=\"http://www.vimeo.com/16900027\">The Internet, Youth Deviance and the Problem of Juvenoia\u003c/a>.\" Finkelhor is \u003ca href=\"http://www.unh.edu/ccrc/researchers/finkelhor-david.html\">the director of the Crimes Against Childrens Research\u003c/a> Center.\u003c/p>\n\u003cp>Collier summarized a few of Finkehor's points -- which we rarely hear hear or read -- about the benefits of kids using the Internet:\u003c/p>\n\u003cul>\n\u003cblockquote>\n\u003cli> \u003cstrong>Reduction of boredom and alienation\u003c/strong> – the Internet is engaging to kids; it may help distract them from negative emotional states; those who don’t feel a sense of mastery in other environments may feel mastery online….\u003c/li>\n\u003cli> \u003cstrong>Changing patterns of independence exploration\u003c/strong> – armchair adventuring; the actual risks/dangers may be less immediate online; on the Internet, a few more steps need to occur before things happen, “interactions are more drawn out, given to less impulsiveness”\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong> Increased deviance detection\u003c/strong> – the offense, whatever it is, has a trail of evidence; bullying becomes not just a rumor or hearsay; maybe because of anxiety lots of parents are having more norms-improving discussions with kids than they’ve had before\u003cstrong>.\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Surveillance effect\u003c/strong> – we’ve all had to abdicate some degree of privacy, but that may not be all bad; the knowledge you can be tracked has discouraged deviance as well. It allows parents to be more in touch with children and children with one another, which might reduce some kinds of dangers.\u003c/li>\n\u003c/blockquote>\n\u003c/ul>\n\u003cp>Finkelhor emphasizes the point that most harm to kids \"occurs at the hands of intimates and offenders known to children\" and \"how little harm is at the hand of strangers.\" Then why the focus on stranger danger? \"Strangers are always easier to demonize than friends and family,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Collier explains that parents might feel trepidation about the \"new environments where they have little influence\" partly because they buy into the \"predator panic\" and that the \"so-called unknown territory becomes the focus of our fears.\"\u003c/p>\n\u003cp>Collier ends her two-part series on this subject with sage advice:\u003c/p>\n\u003cblockquote>\u003cp>The No. 1 online-safety and fear-amelioration tip has always been and will always be: Talk with your kids. In person is always best, but it can really help to do so on cellphones, in Facebook, on Xbox Live, and in virtual worlds too now. And if you feel hesitant for any reason, parents and educators, your kids would probably be happy to walk you through how to do that, which would be good for them too!\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-11707\" title=\"UTCLibrary2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/UTCLibrary2-300x307.jpg\" alt=\"\" width=\"300\" height=\"307\">\u003c/p>\n\u003cp>It's hard to find stories in the media about kids and the Internet that don't propagate\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/stirring-up-facebook-fear/\"> fearful messages\u003c/a>. Parents are bombarded with stories about \u003ca href=\"http://www.cbsnews.com/stories/2011/03/28/earlyshow/living/parenting/main20047775.shtml\">depression\u003c/a> and \u003ca href=\"http://www.nytimes.com/2010/05/02/fashion/02BEST.html\">isolation\u003c/a>, and the imminent dangers lurking behind the screen.\u003c/p>\n\u003cp>Ann Collier's \u003ca href=\"http://www.netfamilynews.org\">NetFamilyNews\u003c/a> blog provides a refreshing antidote. Collier writes with insight and depth about parents' negotiating the tricky territory between allowing kids freedom enough to learn on their own and their instinct to protect kids from harm.\u003c/p>\n\u003cp>Recently, Collier raised some intriguing questions about Dr. David Finkelhor's presentation called \"\u003ca href=\"http://www.vimeo.com/16900027\">The Internet, Youth Deviance and the Problem of Juvenoia\u003c/a>.\" Finkelhor is \u003ca href=\"http://www.unh.edu/ccrc/researchers/finkelhor-david.html\">the director of the Crimes Against Childrens Research\u003c/a> Center.\u003c/p>\n\u003cp>Collier summarized a few of Finkehor's points -- which we rarely hear hear or read -- about the benefits of kids using the Internet:\u003c/p>\n\u003cul>\n\u003cblockquote>\n\u003cli> \u003cstrong>Reduction of boredom and alienation\u003c/strong> – the Internet is engaging to kids; it may help distract them from negative emotional states; those who don’t feel a sense of mastery in other environments may feel mastery online….\u003c/li>\n\u003cli> \u003cstrong>Changing patterns of independence exploration\u003c/strong> – armchair adventuring; the actual risks/dangers may be less immediate online; on the Internet, a few more steps need to occur before things happen, “interactions are more drawn out, given to less impulsiveness”\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong> Increased deviance detection\u003c/strong> – the offense, whatever it is, has a trail of evidence; bullying becomes not just a rumor or hearsay; maybe because of anxiety lots of parents are having more norms-improving discussions with kids than they’ve had before\u003cstrong>.\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Surveillance effect\u003c/strong> – we’ve all had to abdicate some degree of privacy, but that may not be all bad; the knowledge you can be tracked has discouraged deviance as well. It allows parents to be more in touch with children and children with one another, which might reduce some kinds of dangers.\u003c/li>\n\u003c/blockquote>\n\u003c/ul>\n\u003cp>Finkelhor emphasizes the point that most harm to kids \"occurs at the hands of intimates and offenders known to children\" and \"how little harm is at the hand of strangers.\" Then why the focus on stranger danger? \"Strangers are always easier to demonize than friends and family,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Collier explains that parents might feel trepidation about the \"new environments where they have little influence\" partly because they buy into the \"predator panic\" and that the \"so-called unknown territory becomes the focus of our fears.\"\u003c/p>\n\u003cp>Collier ends her two-part series on this subject with sage advice:\u003c/p>\n\u003cblockquote>\u003cp>The No. 1 online-safety and fear-amelioration tip has always been and will always be: Talk with your kids. In person is always best, but it can really help to do so on cellphones, in Facebook, on Xbox Live, and in virtual worlds too now. And if you feel hesitant for any reason, parents and educators, your kids would probably be happy to walk you through how to do that, which would be good for them too!\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_11610\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Gitsul.jpg\">\u003cimg class=\"size-full wp-image-11610\" title=\"Gitsul\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Gitsul.jpg\" alt=\"\" width=\"500\" height=\"326\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/05/Gitsul.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/Gitsul-400x261.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/Gitsul-320x209.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Gitsul\u003c/p>\n\u003c/div>\n\u003cp>Back when Jill Vialet was a kid, she used to play with her neighborhood friends for hours at a time, unsupervised. It seemed unstructured, because no adults had established any parameters. But in fact, all their games had rules.\u003c/p>\n\u003cp>\"We knew how to pick teams, resolve conflicts, there were spoken and unspoken rules,\" she says. \"There was a real culture of play. There was a real structure but kids owned it.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It seems naïve to think that kids are going to figure out how to do it all on their own on the playground.\"\u003c/aside>\n\u003cp>In the past generation, emphasis on play has shifted dramatically. For one thing, kids are rarely left unsupervised for a number of different reasons. 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In some schools, Vialet says, recess is considered a nuisance -- a time for kids to get into fights that go unresolved, resulting in tensions that are brought back into the classroom and spill over into instructional times.\u003c/p>\n\u003cp>\"If you talk with some principals, they see recess as a time of day that has a negative impact on school climate,\" she says. \"There are more suspensions and discipline problems as a result.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Recess is \u003cem>meaner\u003c/em> than it used to be,” one Oakland principal \u003ca href=\"http://opinionator.blogs.nytimes.com/2011/04/04/hard-times-for-recess/\">told \u003cem>New York Times\u003c/em> writer David Bornstein\u003c/a>.\u003c/p>\n\u003cp>Playworks steps in to help schools create a structure for play, and to familiarize both adults and kids with the tools of play. \"It seems naïve to think that kids are going to figure out how to do it all on their own on the playground,\" Vialet says. \"We all had to learn from someone.\"\u003c/p>\n\u003cp>Schools deploy Playworks in two ways: they can hire fulltime staff person, experts in play, from Monday through Friday for the school year, or they can hire Playworks to train teachers, yard monitors, and security guards.\u003c/p>\n\u003cp>\"They take a generative approach,\" Vialet says of the Playworks staff. \"This is where we're going to play kickball, these are the rules to this game. And they help create ideas that the kids will inevitably own instead of telling them what to do.\"\u003c/p>\n\u003cp>And that's the point -- to create a scaffolding for play, and to encourage kids to come up with their own rules.\u003c/p>\n\u003cp>Vialet says in schools where the program has been institute, school staff say they love their jobs more, suspension rates have plummeted, there's less violence, more peer social behavior, and more intermingling of different kinds groups.\u003c/p>\n\u003cp>According \u003ca href=\"http://www.einstein.yu.edu/home/news.asp?id=293\">to a study published in \u003c/a>\u003cem>\u003ca href=\"http://www.einstein.yu.edu/home/news.asp?id=293\">Pediatrics\u003c/a>, \u003c/em>\"school children who receive more recess behave better and are likely to learn more.\"\u003c/p>\n\u003cp>Playworks is growing quickly. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_11610\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Gitsul.jpg\">\u003cimg class=\"size-full wp-image-11610\" title=\"Gitsul\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Gitsul.jpg\" alt=\"\" width=\"500\" height=\"326\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/05/Gitsul.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/Gitsul-400x261.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/Gitsul-320x209.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Gitsul\u003c/p>\n\u003c/div>\n\u003cp>Back when Jill Vialet was a kid, she used to play with her neighborhood friends for hours at a time, unsupervised. It seemed unstructured, because no adults had established any parameters. But in fact, all their games had rules.\u003c/p>\n\u003cp>\"We knew how to pick teams, resolve conflicts, there were spoken and unspoken rules,\" she says. \"There was a real culture of play. There was a real structure but kids owned it.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It seems naïve to think that kids are going to figure out how to do it all on their own on the playground.\"\u003c/aside>\n\u003cp>In the past generation, emphasis on play has shifted dramatically. For one thing, kids are rarely left unsupervised for a number of different reasons. Add to that the trend of cutting recess from school hours (only \u003ca href=\"http://nces.ed.gov/pubs2006/nutrition/tables/tab15.asp\">26 minutes per day \u003c/a>as of 2006), and the opportunity to learn how to play for kids has been really cut back.\u003c/p>\n\u003cp>Vialet is the founder of \u003ca href=\"http://www.playworks.org/\">Playworks\u003c/a>, a nonprofit organization that coaches schools, teachers, and playground supervisors on how to encourage good play practice. In some schools, Vialet says, recess is considered a nuisance -- a time for kids to get into fights that go unresolved, resulting in tensions that are brought back into the classroom and spill over into instructional times.\u003c/p>\n\u003cp>\"If you talk with some principals, they see recess as a time of day that has a negative impact on school climate,\" she says. \"There are more suspensions and discipline problems as a result.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Recess is \u003cem>meaner\u003c/em> than it used to be,” one Oakland principal \u003ca href=\"http://opinionator.blogs.nytimes.com/2011/04/04/hard-times-for-recess/\">told \u003cem>New York Times\u003c/em> writer David Bornstein\u003c/a>.\u003c/p>\n\u003cp>Playworks steps in to help schools create a structure for play, and to familiarize both adults and kids with the tools of play. \"It seems naïve to think that kids are going to figure out how to do it all on their own on the playground,\" Vialet says. \"We all had to learn from someone.\"\u003c/p>\n\u003cp>Schools deploy Playworks in two ways: they can hire fulltime staff person, experts in play, from Monday through Friday for the school year, or they can hire Playworks to train teachers, yard monitors, and security guards.\u003c/p>\n\u003cp>\"They take a generative approach,\" Vialet says of the Playworks staff. \"This is where we're going to play kickball, these are the rules to this game. And they help create ideas that the kids will inevitably own instead of telling them what to do.\"\u003c/p>\n\u003cp>And that's the point -- to create a scaffolding for play, and to encourage kids to come up with their own rules.\u003c/p>\n\u003cp>Vialet says in schools where the program has been institute, school staff say they love their jobs more, suspension rates have plummeted, there's less violence, more peer social behavior, and more intermingling of different kinds groups.\u003c/p>\n\u003cp>According \u003ca href=\"http://www.einstein.yu.edu/home/news.asp?id=293\">to a study published in \u003c/a>\u003cem>\u003ca href=\"http://www.einstein.yu.edu/home/news.asp?id=293\">Pediatrics\u003c/a>, \u003c/em>\"school children who receive more recess behave better and are likely to learn more.\"\u003c/p>\n\u003cp>Playworks is growing quickly. With an $18.7 million grant from the Robert Wood Johnson Foundation, the nonprofit will expand to 350 schools next year, and will serve more than 100,000 students. The organization is building a training business, as well.\u003c/p>\n\u003cp>Vialet was interviewed on KQED's Forum program recently. You can listen to the program \u003ca href=\"http://www.kqed.org/a/forum/R201104261000\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\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/R201104261000.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/R201104261000.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_11357\" class=\"module image left mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003ca rel=\"attachment wp-att-11357\" href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/playground/\">\u003cimg class=\"size-medium wp-image-11357\" title=\"Recess\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/playground-300x224.jpg\" alt=\"Tina Barseghian\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp class=\"credit\"> \u003c/p>\n\u003c/div>\n\u003cp>The \u003ca href=\"http://rsed.org\">Rocketship\u003c/a> network of charter Schools in San Jose is fairly new -- the first school just opened in 2007. But from an observer's perspective, a few lessons can be pulled from the way the young network has engineered the design of the school system. Can these ideas be applied to any school, whether they're charter, private, or traditional public school?\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>THE CAMPUS IS ONLY THE SETTING\u003c/strong>. When it comes to school, innovation in the way a student learns lives in the circuitry of the way the day is designed. For a school that’s known as one of the pioneers of hybrid learning, the campus of Rocketship Mateo Sheedy is decidedly traditional. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">Classrooms, playgrounds,\u003c/a> and the school’s office look like any other. In fact, I’d argue the campus is more modest than many I’ve seen. Students sit on the floor of the Reading Center for their individual reading times. The computers are sectioned off from the cafeteria with dividers. Students are squeezed next to each other on the only available seating in the lunch room. What makes it different is the inventive schedule that guides how and what students learn, making most of the educators’ time and effort. With all the discussions about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">future school day\u003c/a>, it turns out that it might actually not look so different than today. \u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>SMART, ADAPTIVE TECHNOLOGY IS KEY. \u003c/strong> Finding the “Holy Grail” of individualized learning when it comes to technology depends on how well the computer programs work with students’ learning levels. Rocketship administrators believe \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">the ones they’ve chosen\u003c/a> do the job. As spokesperson Judith McGarry described it, remediation happens seamlessly until each student is ready to move to the next level. Granted, these are fairly simple subjects in K-5 grades. The true test will come when or if it moves into middle school curriculum and beyond.\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>SCHOOLS CAN DO MORE WITH LESS.\u003c/strong> Because a portion of students’ day is spent in the computer Learning Lab using the adaptive technology, hiring an extra teacher for that period is not necessary. The labs are monitored by teacher aides, who mostly answer questions and try to keep students focusing on their work. \u003c!--more-->\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>TEACHERS NEED TO BE VALUED. \u003c/strong>Offer professional development ideas, time and ways for them to collaborate, training in technology tools, and most importantly, value their ideas for what they want to bring to their own classes.\u003cstrong> \u003c/strong>\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>KEEP TINKERING. \u003c/strong>Rocketship was co-founded by John Danner, a former software engineer who created the design of the school day. The team continues to iterate on the network’s system. They’re in the midst of creating a teacher’s dashboard that tracks students’ progress on the computer programs for teachers. They continue to adjust the schedule with each new idea and change and find new ways to improve depending on what works and the community’s feedback.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more from the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">MY EDUCATION series\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_11357\" class=\"module image left mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003ca rel=\"attachment wp-att-11357\" href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/playground/\">\u003cimg class=\"size-medium wp-image-11357\" title=\"Recess\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/playground-300x224.jpg\" alt=\"Tina Barseghian\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp class=\"credit\"> \u003c/p>\n\u003c/div>\n\u003cp>The \u003ca href=\"http://rsed.org\">Rocketship\u003c/a> network of charter Schools in San Jose is fairly new -- the first school just opened in 2007. But from an observer's perspective, a few lessons can be pulled from the way the young network has engineered the design of the school system. Can these ideas be applied to any school, whether they're charter, private, or traditional public school?\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>THE CAMPUS IS ONLY THE SETTING\u003c/strong>. When it comes to school, innovation in the way a student learns lives in the circuitry of the way the day is designed. For a school that’s known as one of the pioneers of hybrid learning, the campus of Rocketship Mateo Sheedy is decidedly traditional. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">Classrooms, playgrounds,\u003c/a> and the school’s office look like any other. In fact, I’d argue the campus is more modest than many I’ve seen. Students sit on the floor of the Reading Center for their individual reading times. The computers are sectioned off from the cafeteria with dividers. Students are squeezed next to each other on the only available seating in the lunch room. What makes it different is the inventive schedule that guides how and what students learn, making most of the educators’ time and effort. With all the discussions about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">future school day\u003c/a>, it turns out that it might actually not look so different than today. \u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>SMART, ADAPTIVE TECHNOLOGY IS KEY. \u003c/strong> Finding the “Holy Grail” of individualized learning when it comes to technology depends on how well the computer programs work with students’ learning levels. Rocketship administrators believe \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">the ones they’ve chosen\u003c/a> do the job. As spokesperson Judith McGarry described it, remediation happens seamlessly until each student is ready to move to the next level. Granted, these are fairly simple subjects in K-5 grades. The true test will come when or if it moves into middle school curriculum and beyond.\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>SCHOOLS CAN DO MORE WITH LESS.\u003c/strong> Because a portion of students’ day is spent in the computer Learning Lab using the adaptive technology, hiring an extra teacher for that period is not necessary. The labs are monitored by teacher aides, who mostly answer questions and try to keep students focusing on their work. \u003c!--more-->\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>TEACHERS NEED TO BE VALUED. \u003c/strong>Offer professional development ideas, time and ways for them to collaborate, training in technology tools, and most importantly, value their ideas for what they want to bring to their own classes.\u003cstrong> \u003c/strong>\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>KEEP TINKERING. \u003c/strong>Rocketship was co-founded by John Danner, a former software engineer who created the design of the school day. The team continues to iterate on the network’s system. They’re in the midst of creating a teacher’s dashboard that tracks students’ progress on the computer programs for teachers. They continue to adjust the schedule with each new idea and change and find new ways to improve depending on what works and the community’s feedback.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more from the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">MY EDUCATION series\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>[gallery order=\"DESC\"]\u003c/p>\n\u003cp>[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>\u003c!--more-->\u003c/h3>\n\u003ch3>Read more about Rocketship:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>\u003c!--more-->\u003c/h3>\n\u003ch3>Read more about Rocketship:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Rocketship's Culture: Respectful, Empathetic, and College-Bound",
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"content": "\u003cfigure id=\"attachment_11265\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11265\" title=\"Rocketship girls\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Rocketship-girls-300x292.jpg\" alt=\"\" width=\"300\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Respect and empathy are a big part of Rocketship's school culture.\u003c/figcaption>\u003c/figure>\n\u003cp>Ask little Peter Cournoyer, a second-grader at Rocketship Mateo Sheedy, what empathy means, and he describes it this way:\u003c/p>\n\u003cp>“It's when you help someone if they need help or if they get hurt,” he says, (which he's had to do a few times).\u003c/p>\n\u003cp>Empathy is one of Rocketship's four \"core values,\" in addition to respect, responsibility, and persistence, which define the school's culture and identity. The words are plastered all over the school's walls as a reminder and reinforcement.\u003c/p>\n\u003cp>From the staff's perspective, these values do more than just move students forward academically, says Joya Deutsch, a principal-in-training who will open a fourth Rocketship campus next fall. “It’s also about building character,” she says. “When they leave the fifth grade, we want them to be able to not just engage in middle school, but to be able to be successful as citizens in the community.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want them to develop not only critical thinking skills, but dispositions and attitudes toward learning that they’ll take with them.”\u003c/aside>\n\u003cp>Teachers hand out rockets for good behavior in class and all around school -- a purple “Value” rocket for showing empathy, for example, when a friend falls on the playground and they help out. The rockets can then be redeemed for raffle or prize at the end of the week.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Intangible values like empathy and persistence can be woven through the school’s culture by reinforcing good behavior and by setting examples. But how do you teach critical thinking?\u003c!--more-->\u003c/p>\n\u003cp>“The stuff that doesn’t get measured, but frankly is what makes people successful in life is critical skills thinking,” said Judith McGarry, spokesperson for Rocketship. “It’s the ability to ask questions, to probe, to think creatively and to really understand the ‘why’ of something. There aren’t any standardized tests that measure that.”\u003c/p>\n\u003cp>At this school, teachers use what they call “Rocketeer Reasoning”: a set of questions that can be applied to almost any content they learn, like “Why are we learning this?” or “How is this important”?\u003c/p>\n\u003cfigure id=\"attachment_11251\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-11251\" title=\"Peter\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Peter-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Second-grader Peter Cournoyer learns about empathy at Rocketship.\u003c/figcaption>\u003c/figure>\n\u003cp>“We teach them to be meta-cognitive about what they learn,” says literacy teacher Jaclyn Vargas. “My fifth-grade students are leaving and going to all different kinds of middle schools next year. I don’t have control over their educational experiences from this point forward, so I want them to develop not only critical thinking skills, but also dispositions and attitudes toward learning that they’ll take with them regardless of their educational setting.”\u003c/p>\n\u003cp>Students are also expected to “dress for success” in crisp uniforms. “They should look professional, with their shirts tucked in, because this is essentially their job to be a student right now. So we’re teaching them to understand what it means to be successful when they’re adults, as well,” Deutsch says.\u003c/p>\n\u003cp>And of all this ties together with the pervasive emphasis on self-confidence. One of the many signs around the school states: \"Our background or neighborhood doesn't mean we aren't smart.\"\u003c/p>\n\u003cp>\u003cstrong>COLLEGE BOUND\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11244\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11244\" href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/college-2/\">\u003cimg class=\"size-medium wp-image-11244\" title=\"college\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/college-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">University flags ring the school's cafeteria and Learning Lab to reinforce its college-bound culture.\u003c/figcaption>\u003c/figure>\n\u003cp>Students’ paths to college is firmly laid at Rocketship from the time they start kindergarten. Each class is assigned a specific university and named after its team: the Long Horns, the Tarheels, the Golden Bears, for instance. And those schools’ flags are hung along the entire perimeter of the Learning Lab/cafeteria where students congregate multiple times a day.\u003c/p>\n\u003cp>Every fall, the school takes a pilgrimage to a university. Last September it was to the University of California, Santa Cruz. Eleven school buses were filled to capacity with students and parents from the three Rocketship schools – more than 1,000 people in total.\u003c/p>\n\u003cp>“We had five-year-olds asking questions about what they need to do to prepare themselves to come to this school,” said Preston Smith, co-founder and Chief Achievement Officer of Rocketship. Kids and parents were playing soccer on the field and soaking up the collegial atmosphere.\u003cbr>\n[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>For many of them, both parents and teachers, it was their first time on a college campus – ever. “What we want to do is help them visualize, ‘This is what’s in store for your kids. This is what you should expect from your child,’” McGarry said.\u003c/p>\n\u003cp>\u003cstrong>PARENT PARTICIPATION\u003c/strong>\u003c/p>\n\u003cp>Cultivating a strong connection between the school and parents is another top priority at Rocketship. School administrators and teachers must maintain a close relationship to ensure that expectations of each student is the same at home as it is at school.\u003c/p>\n\u003cp>In addition to a home visit once a year, teachers and administrators find ways to involve parents in the school -- which can be difficult, since most of them have not one, but two jobs in this working class community. Still, the school encourages parents to volunteer about 30 hours per year.\u003c/p>\n\u003cfigure id=\"attachment_11248\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11248\" title=\"LEARNsign\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/LEARNsign-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">One of many motivating signs around the school.\u003c/figcaption>\u003c/figure>\n\u003cp>During my visit a few weeks ago, I met several parent volunteers who were helping in the cafeteria, as well as monitoring the Learning Lab. Some of them started out as volunteers but are now employed by the school.\u003c/p>\n\u003cp>“We try to provide a medley of opportunities for parents to get involved,” McGarry said. “For example, one of our parents is a terrific contractor. He has come in and done his volunteer hours by helping us with various projects around the school. So we’re very sensitive to the fact that parents can’t come during working hours because they’re working people.\"\u003c/p>\n\u003cp>Parent participation goes beyond volunteering at school. In addition to being encouraged to voice their opinions at community meetings, parents also have a say in which teachers are hired at their school. The administration sets up a reception to meet final candidates and get parental input, McGarry says.\u003c/p>\n\u003cp>\"It also teaches us because a huge part of a teacher's life is interacting with parents, and if we're able to see candidates in that venue, then that's a great way of finding out,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Another goal of pulling parents into the process is to convey the idea that parents have a right to expect a good education for their kids, not just at Rocketship, but beyond. They want parents to expect open communication with teachers, high achievement standards at the school. \"We want people who are advocating for better education, people who really care about what’s going on,\" she says. \"That’s the tipping point.\"\u003c/p>\n\u003ch5>Read about Rocketship's \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">hybrid learning program\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">watch a video \u003c/a>about Rocketship student Sintia Marquez.\u003c/h5>\n\n",
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"description": "Ask little Peter Cournoyer, a second-grader at Rocketship Mateo Sheedy, what empathy means, and he describes it this way: “It's when you help someone if they need help or if they get hurt,” he says, (which he's had to do a few times). Empathy is one of Rocketship's four "core values," in addition to respect,",
"title": "Rocketship's Culture: Respectful, Empathetic, and College-Bound | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11265\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11265\" title=\"Rocketship girls\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Rocketship-girls-300x292.jpg\" alt=\"\" width=\"300\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Respect and empathy are a big part of Rocketship's school culture.\u003c/figcaption>\u003c/figure>\n\u003cp>Ask little Peter Cournoyer, a second-grader at Rocketship Mateo Sheedy, what empathy means, and he describes it this way:\u003c/p>\n\u003cp>“It's when you help someone if they need help or if they get hurt,” he says, (which he's had to do a few times).\u003c/p>\n\u003cp>Empathy is one of Rocketship's four \"core values,\" in addition to respect, responsibility, and persistence, which define the school's culture and identity. The words are plastered all over the school's walls as a reminder and reinforcement.\u003c/p>\n\u003cp>From the staff's perspective, these values do more than just move students forward academically, says Joya Deutsch, a principal-in-training who will open a fourth Rocketship campus next fall. “It’s also about building character,” she says. “When they leave the fifth grade, we want them to be able to not just engage in middle school, but to be able to be successful as citizens in the community.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want them to develop not only critical thinking skills, but dispositions and attitudes toward learning that they’ll take with them.”\u003c/aside>\n\u003cp>Teachers hand out rockets for good behavior in class and all around school -- a purple “Value” rocket for showing empathy, for example, when a friend falls on the playground and they help out. The rockets can then be redeemed for raffle or prize at the end of the week.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Intangible values like empathy and persistence can be woven through the school’s culture by reinforcing good behavior and by setting examples. But how do you teach critical thinking?\u003c!--more-->\u003c/p>\n\u003cp>“The stuff that doesn’t get measured, but frankly is what makes people successful in life is critical skills thinking,” said Judith McGarry, spokesperson for Rocketship. “It’s the ability to ask questions, to probe, to think creatively and to really understand the ‘why’ of something. There aren’t any standardized tests that measure that.”\u003c/p>\n\u003cp>At this school, teachers use what they call “Rocketeer Reasoning”: a set of questions that can be applied to almost any content they learn, like “Why are we learning this?” or “How is this important”?\u003c/p>\n\u003cfigure id=\"attachment_11251\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-11251\" title=\"Peter\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Peter-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Second-grader Peter Cournoyer learns about empathy at Rocketship.\u003c/figcaption>\u003c/figure>\n\u003cp>“We teach them to be meta-cognitive about what they learn,” says literacy teacher Jaclyn Vargas. “My fifth-grade students are leaving and going to all different kinds of middle schools next year. I don’t have control over their educational experiences from this point forward, so I want them to develop not only critical thinking skills, but also dispositions and attitudes toward learning that they’ll take with them regardless of their educational setting.”\u003c/p>\n\u003cp>Students are also expected to “dress for success” in crisp uniforms. “They should look professional, with their shirts tucked in, because this is essentially their job to be a student right now. So we’re teaching them to understand what it means to be successful when they’re adults, as well,” Deutsch says.\u003c/p>\n\u003cp>And of all this ties together with the pervasive emphasis on self-confidence. One of the many signs around the school states: \"Our background or neighborhood doesn't mean we aren't smart.\"\u003c/p>\n\u003cp>\u003cstrong>COLLEGE BOUND\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11244\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11244\" href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/college-2/\">\u003cimg class=\"size-medium wp-image-11244\" title=\"college\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/college-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">University flags ring the school's cafeteria and Learning Lab to reinforce its college-bound culture.\u003c/figcaption>\u003c/figure>\n\u003cp>Students’ paths to college is firmly laid at Rocketship from the time they start kindergarten. Each class is assigned a specific university and named after its team: the Long Horns, the Tarheels, the Golden Bears, for instance. And those schools’ flags are hung along the entire perimeter of the Learning Lab/cafeteria where students congregate multiple times a day.\u003c/p>\n\u003cp>Every fall, the school takes a pilgrimage to a university. Last September it was to the University of California, Santa Cruz. Eleven school buses were filled to capacity with students and parents from the three Rocketship schools – more than 1,000 people in total.\u003c/p>\n\u003cp>“We had five-year-olds asking questions about what they need to do to prepare themselves to come to this school,” said Preston Smith, co-founder and Chief Achievement Officer of Rocketship. Kids and parents were playing soccer on the field and soaking up the collegial atmosphere.\u003cbr>\n[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>For many of them, both parents and teachers, it was their first time on a college campus – ever. “What we want to do is help them visualize, ‘This is what’s in store for your kids. This is what you should expect from your child,’” McGarry said.\u003c/p>\n\u003cp>\u003cstrong>PARENT PARTICIPATION\u003c/strong>\u003c/p>\n\u003cp>Cultivating a strong connection between the school and parents is another top priority at Rocketship. School administrators and teachers must maintain a close relationship to ensure that expectations of each student is the same at home as it is at school.\u003c/p>\n\u003cp>In addition to a home visit once a year, teachers and administrators find ways to involve parents in the school -- which can be difficult, since most of them have not one, but two jobs in this working class community. Still, the school encourages parents to volunteer about 30 hours per year.\u003c/p>\n\u003cfigure id=\"attachment_11248\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11248\" title=\"LEARNsign\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/LEARNsign-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">One of many motivating signs around the school.\u003c/figcaption>\u003c/figure>\n\u003cp>During my visit a few weeks ago, I met several parent volunteers who were helping in the cafeteria, as well as monitoring the Learning Lab. Some of them started out as volunteers but are now employed by the school.\u003c/p>\n\u003cp>“We try to provide a medley of opportunities for parents to get involved,” McGarry said. “For example, one of our parents is a terrific contractor. He has come in and done his volunteer hours by helping us with various projects around the school. So we’re very sensitive to the fact that parents can’t come during working hours because they’re working people.\"\u003c/p>\n\u003cp>Parent participation goes beyond volunteering at school. In addition to being encouraged to voice their opinions at community meetings, parents also have a say in which teachers are hired at their school. The administration sets up a reception to meet final candidates and get parental input, McGarry says.\u003c/p>\n\u003cp>\"It also teaches us because a huge part of a teacher's life is interacting with parents, and if we're able to see candidates in that venue, then that's a great way of finding out,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another goal of pulling parents into the process is to convey the idea that parents have a right to expect a good education for their kids, not just at Rocketship, but beyond. They want parents to expect open communication with teachers, high achievement standards at the school. \"We want people who are advocating for better education, people who really care about what’s going on,\" she says. \"That’s the tipping point.\"\u003c/p>\n\u003ch5>Read about Rocketship's \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">hybrid learning program\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">watch a video \u003c/a>about Rocketship student Sintia Marquez.\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Hybrid Learning Comes to Life at Rocketship",
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"content": "\u003cdiv id=\"attachment_11180\" class=\"module image left mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cimg class=\"size-medium wp-image-11180\" title=\"Sintia\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Sintia-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp class=\"caption\">Sintia Marquez in Rocketship's Learning Lab, where she uses adapative technology that moves at her level.\u003c/p>\n\u003c/div>\n\u003cp>When it comes to a student's education, expectation is everything. What parents and educators expect from each student, and what she expects from herself, has a tremendous effect on how a student fares in school.\u003c/p>\n\u003cp>For Sintia Marquez, a fifth-grader at \u003ca href=\"http://www.rsed.org/\">Rocketship Mateo Sheedy Elementary\u003c/a>, expectations are high, both on the part of her parents and her teachers.\u003c/p>\n\u003cp>Though she’s naturally a high achiever – well above grade level in both literacy and math – that foundation of support and encouragement from her parents and teachers is helping her forge ahead, even in a public charter school where more than 90% of students qualify for free or reduced lunch and 70% for whom English is a second language.\u003c/p>\n\u003cp>Sintia’s mother was allowed to progress only to middle school in Mexico. She’s a housekeeper now, and her father finds work as a contractor and a restaurant worker. “Sintia can’t say that I have a career that she can be proud of,” said Livier Maria Marquez in the one-bedroom guesthouse she shares with her husband and two daughters. “One of my hopes is for her to go to college. She really wants to go to Stanford or Santa Clara.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Remediation occurres in this sort of seamless, automated way.”\u003c/aside>\n\u003cp>If the present is any indication of the future, Sintia is well on her way there. In June, she’ll graduate from Rocketship, one of three branded charter schools in the area that has plans to expand across the state and across the country. The school offers open enrollment and receives funding from local, state, and federal taxes, as well as from venture capital.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since she transferred from a nearby public school in fourth grade, Sintia has been able to progress at her own advanced level with the help of the charter school’s hybrid learning system. With this system, teachers teach high-level concepts in class, and students practice those theories in a computer lab.\u003c/p>\n\u003cp>It’s all part of a highly engineered, tightly structured block schedule that moves students through classrooms and computer labs, with time for recess, lunch, and outdoor activities throughout the day.\u003c!--more-->\u003c/p>\n\u003cp>“They’re transitioning from class to class the way high school kids do,” said Judith McGarry, spokesperson for Rocketship (who has since left the organization). “You’ll see how a topic is being introduced in social studies and it gets carried through into math, etcetera.”\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-11175\" href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/screen-shot-2011-05-03-at-11-50-05-am/\">\u003cimg class=\"size-large wp-image-11175\" title=\"Screen shot 2011-05-03 at 11.50.05 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-03-at-11.50.05-AM-620x460.png\" alt=\"\" width=\"620\" height=\"460\">\u003c/a>\u003c/p>\n\u003cp>Here’s how it works: A student starts her day with a literacy teacher, for example, for a three-and-a-half hour block of time during which the class practices basic grammar skills, works with guided reading programs, rotates through science or social studies lessons, and works on writing skills. After lunch, the student goes to a different teacher’s class, where she works on math for the next one hour and 45 minutes.\u003c/p>\n\u003cp>Then it’s time to go to Learning Lab, a computer area cordoned off by dividers that shares space with the school’s modest cafeteria. In the Learning Lab’s Reading Center, students read independently at their own level for 30 to 45 minutes everyday (Sintia is reading \u003cem>Twilight\u003c/em> and loving it), then take a break with P.E. outside. They then return to the computer rotation, where they spend 30 to 45 minutes on adaptable learning programs.\u003c/p>\n\u003cp>\u003cem>EducationNext\u003c/em> described the specifics in \u003ca href=\"http://educationnext.org/future-schools/\">a recent article\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>In the lab, the 1st graders log in by selecting from a group of images that acts as a personal password, and then race through a short assessment that covers math and reading problems. Faced with the prompt “Put all the striped balls in one basket and all the polka-dotted balls in the other basket,” a student named Jazmine uses her mouse to move the objects to their places. Then it’s on to the core activity of her 90 minutes in the lab: a lesson on counting and grouping using software from DreamBox. The scenarios are slightly surreal—more objects to move, in this case mostly fruit, and the reward for getting it right involves an animated monkey bringing yet more fruit to a stash on her island—but she and most other students take on the task assiduously. It may be a lesson, but that’s not how Jazmine sees it. “This game is really easy,” she says. A bit later, she’ll read a book from a box targeted at her exact reading level, and make a return visit to the computer to take a short quiz about what she read.\u003c/p>\u003c/blockquote>\n\u003cp>Rocketship uses educational programs that are \u003cem>adaptive\u003c/em> -- they help students progress at their own level and really achieve individualized learning, the Holy Grail of education.\u003c/p>\n\u003cfigure id=\"attachment_11185\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11185\" title=\"readinglab\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/readinglab-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Students spend 30 to 45 minutes reading at their own level in the Reading Center.\u003c/figcaption>\u003c/figure>\n\u003cp>McGarry describes it this way, using an example of a student learning two-digit addition: “If she’s really struggling, the program sees that in terms of the way she’s playing the game. So the program will just unobtrusively and automatically back her up into the building block skills that go into two-digit addition. Once the program sees that she’s doing just fine there, then she’ll try once again to move into that two-digit scenario. That’s how remediation is occurring in this sort of seamless, automated way.”\u003c/p>\n\u003cp>And since most kids don’t have computers at home, McGarry said, “they love going into Learning Lab, because it’s really fun for them and they get to play.”\u003c/p>\n\u003cp>The programs they use are:\u003c/p>\n\u003cul>\n\u003cli>DreamBox Learning (Math)\u003c/li>\n\u003cli>Reasoning Mind (Math)\u003c/li>\n\u003cli>ALEKS Quicktables (Math)\u003c/li>\n\u003cli>Headsprout (Literacy)\u003c/li>\n\u003cli>Rosetta Stone (English Language Development)\u003c/li>\n\u003c/ul>\n\u003cp>The day is long – from 8 a.m. to 4 p.m., but for someone like Sintia, that’s not so bad.\u003c/p>\n\u003cp>“Sometimes I’m tired because I have a bad day, but everyone has a bad day,” she says. “But I like it because you can spend more time with friends, and you can better understand what your teachers are talking about.”\u003c/p>\n\u003cp>[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>For kids who are struggling – including those with learning disabilities or in special education programs – the school provides a Response to Intervention program, where they learn with tutors in small groups. In a large classroom furnished with big, round tables, students rotate in throughout the day for 30-minute intervals for more focused, individual help.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The heart of Rocketship is not just use of computers and a grid schedule, though. Hybrid learning (they don’t call it “blended learning” because the computers aren’t blended into the class per se) is a huge component of the school’s secret sauce. But other important factors contribute to the package: a powerful school culture, strong emphasis on assessments (for better or for worse), and a focus on teacher retention and professional development. More to come on those topics.\u003c/p>\n\n",
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"description": "Sintia Marquez in Rocketship's Learning Lab, where she uses adapative technology that moves at her level. When it comes to a student's education, expectation is everything. What parents and educators expect from each student, and what she expects from herself, has a tremendous effect on how a student fares in school. For Sintia Marquez, a",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_11180\" class=\"module image left mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cimg class=\"size-medium wp-image-11180\" title=\"Sintia\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Sintia-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp class=\"caption\">Sintia Marquez in Rocketship's Learning Lab, where she uses adapative technology that moves at her level.\u003c/p>\n\u003c/div>\n\u003cp>When it comes to a student's education, expectation is everything. What parents and educators expect from each student, and what she expects from herself, has a tremendous effect on how a student fares in school.\u003c/p>\n\u003cp>For Sintia Marquez, a fifth-grader at \u003ca href=\"http://www.rsed.org/\">Rocketship Mateo Sheedy Elementary\u003c/a>, expectations are high, both on the part of her parents and her teachers.\u003c/p>\n\u003cp>Though she’s naturally a high achiever – well above grade level in both literacy and math – that foundation of support and encouragement from her parents and teachers is helping her forge ahead, even in a public charter school where more than 90% of students qualify for free or reduced lunch and 70% for whom English is a second language.\u003c/p>\n\u003cp>Sintia’s mother was allowed to progress only to middle school in Mexico. She’s a housekeeper now, and her father finds work as a contractor and a restaurant worker. “Sintia can’t say that I have a career that she can be proud of,” said Livier Maria Marquez in the one-bedroom guesthouse she shares with her husband and two daughters. “One of my hopes is for her to go to college. She really wants to go to Stanford or Santa Clara.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Remediation occurres in this sort of seamless, automated way.”\u003c/aside>\n\u003cp>If the present is any indication of the future, Sintia is well on her way there. In June, she’ll graduate from Rocketship, one of three branded charter schools in the area that has plans to expand across the state and across the country. The school offers open enrollment and receives funding from local, state, and federal taxes, as well as from venture capital.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since she transferred from a nearby public school in fourth grade, Sintia has been able to progress at her own advanced level with the help of the charter school’s hybrid learning system. With this system, teachers teach high-level concepts in class, and students practice those theories in a computer lab.\u003c/p>\n\u003cp>It’s all part of a highly engineered, tightly structured block schedule that moves students through classrooms and computer labs, with time for recess, lunch, and outdoor activities throughout the day.\u003c!--more-->\u003c/p>\n\u003cp>“They’re transitioning from class to class the way high school kids do,” said Judith McGarry, spokesperson for Rocketship (who has since left the organization). “You’ll see how a topic is being introduced in social studies and it gets carried through into math, etcetera.”\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-11175\" href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/screen-shot-2011-05-03-at-11-50-05-am/\">\u003cimg class=\"size-large wp-image-11175\" title=\"Screen shot 2011-05-03 at 11.50.05 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-03-at-11.50.05-AM-620x460.png\" alt=\"\" width=\"620\" height=\"460\">\u003c/a>\u003c/p>\n\u003cp>Here’s how it works: A student starts her day with a literacy teacher, for example, for a three-and-a-half hour block of time during which the class practices basic grammar skills, works with guided reading programs, rotates through science or social studies lessons, and works on writing skills. After lunch, the student goes to a different teacher’s class, where she works on math for the next one hour and 45 minutes.\u003c/p>\n\u003cp>Then it’s time to go to Learning Lab, a computer area cordoned off by dividers that shares space with the school’s modest cafeteria. In the Learning Lab’s Reading Center, students read independently at their own level for 30 to 45 minutes everyday (Sintia is reading \u003cem>Twilight\u003c/em> and loving it), then take a break with P.E. outside. They then return to the computer rotation, where they spend 30 to 45 minutes on adaptable learning programs.\u003c/p>\n\u003cp>\u003cem>EducationNext\u003c/em> described the specifics in \u003ca href=\"http://educationnext.org/future-schools/\">a recent article\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>In the lab, the 1st graders log in by selecting from a group of images that acts as a personal password, and then race through a short assessment that covers math and reading problems. Faced with the prompt “Put all the striped balls in one basket and all the polka-dotted balls in the other basket,” a student named Jazmine uses her mouse to move the objects to their places. Then it’s on to the core activity of her 90 minutes in the lab: a lesson on counting and grouping using software from DreamBox. The scenarios are slightly surreal—more objects to move, in this case mostly fruit, and the reward for getting it right involves an animated monkey bringing yet more fruit to a stash on her island—but she and most other students take on the task assiduously. It may be a lesson, but that’s not how Jazmine sees it. “This game is really easy,” she says. A bit later, she’ll read a book from a box targeted at her exact reading level, and make a return visit to the computer to take a short quiz about what she read.\u003c/p>\u003c/blockquote>\n\u003cp>Rocketship uses educational programs that are \u003cem>adaptive\u003c/em> -- they help students progress at their own level and really achieve individualized learning, the Holy Grail of education.\u003c/p>\n\u003cfigure id=\"attachment_11185\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11185\" title=\"readinglab\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/readinglab-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Students spend 30 to 45 minutes reading at their own level in the Reading Center.\u003c/figcaption>\u003c/figure>\n\u003cp>McGarry describes it this way, using an example of a student learning two-digit addition: “If she’s really struggling, the program sees that in terms of the way she’s playing the game. So the program will just unobtrusively and automatically back her up into the building block skills that go into two-digit addition. Once the program sees that she’s doing just fine there, then she’ll try once again to move into that two-digit scenario. That’s how remediation is occurring in this sort of seamless, automated way.”\u003c/p>\n\u003cp>And since most kids don’t have computers at home, McGarry said, “they love going into Learning Lab, because it’s really fun for them and they get to play.”\u003c/p>\n\u003cp>The programs they use are:\u003c/p>\n\u003cul>\n\u003cli>DreamBox Learning (Math)\u003c/li>\n\u003cli>Reasoning Mind (Math)\u003c/li>\n\u003cli>ALEKS Quicktables (Math)\u003c/li>\n\u003cli>Headsprout (Literacy)\u003c/li>\n\u003cli>Rosetta Stone (English Language Development)\u003c/li>\n\u003c/ul>\n\u003cp>The day is long – from 8 a.m. to 4 p.m., but for someone like Sintia, that’s not so bad.\u003c/p>\n\u003cp>“Sometimes I’m tired because I have a bad day, but everyone has a bad day,” she says. “But I like it because you can spend more time with friends, and you can better understand what your teachers are talking about.”\u003c/p>\n\u003cp>[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>For kids who are struggling – including those with learning disabilities or in special education programs – the school provides a Response to Intervention program, where they learn with tutors in small groups. In a large classroom furnished with big, round tables, students rotate in throughout the day for 30-minute intervals for more focused, individual help.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-11135\" href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/encyclo-2/\">\u003cimg class=\"size-medium wp-image-11135\" title=\"encyclo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/encyclo1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Plagiarism is nothing new. Students have been plagiarizing far before the Internet was widely available -- whether it was copying from the encyclopedia or hiring professionals. But the Internet and the explosion of online resources has made it easier for students to get to those resources. You'll find a number of websites geared specifically to cheating -- sites where you can buy papers, for example. But even if students opt not to pay-to-cheat, the Internet does seem to make it easier to lift content. It's as easy as copy-and-paste.\u003c/p>\n\u003cp>But by those very same standards, it also means that plagiarism is much easier to identify. Even without purchasing expensive plagiarism-tracking software, instructors can Google suspicious-sounding sentences from students' work and determine whether or not they've lifted content from online resources.\u003c/p>\n\u003cp>Even though plagiarism is often easily identifiable via a simple Web search, many schools have opted to purchase one of the many plagiarism-checking software programs currently on the market. One of the best known options is \u003ca href=\"http://www.turnitin.com\">TurnItIn\u003c/a>, which has just released an interesting \u003ca href=\"http://pages.turnitin.com/PlagiarismandtheWebSEC.html\">white paper\u003c/a>, based on the 40 million some-odd papers that have been submitted and analyzed by the site.\u003c/p>\n\u003cp>Some of the key finds from the paper include:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Plagiarism is going social\u003c/strong>: One-third of all content matched in the study is from social networks, content sharing or question-and-answer sites where users contribute and share content.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Legitimate educational sites are more popular than cheat sites\u003c/strong>: One-quarter of all matched material is from legitimate educational web sites, almost double the number that comes from paper mills or cheat sites.\u003c/li>\n\u003cli>\u003cstrong> \u003c/strong>15% of content matches come directly from sites that promote and\u003cstrong> benefit from academic dishonesty\u003c/strong>: Paper mills and cheat sites are the third most popular category for matched content.\u003c/li>\n\u003cli>\u003cstrong>Wikipedia is the most popular site for matched content\u003c/strong>: It remains the single most used source for student-matched content on the Web, comprising 7% of matches in the months examined.\u003c/li>\n\u003c/ul>\n\u003cp>The TurnItIn research suggests that students really are trying to \"do the right thing.\" Noting the decrease in the number of students turning to sites that are clearly identified as \"cheating,\" the white paper asks if our new digital culture -- one that promotes sharing, openness, and re-use -- is running counter to some of the \"fundamental tenets of education -- the ability to develop, organize, and express original thoughts.\" The paper suggests that many students really aren't clear about what is legitimate re-use compared to plagiarism.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The white paper urges teachers to continue to teach proper citation methods and to discuss with students what constitutes fair use and what's considered stealing. And no surprise, TurnItIn contends that adopting its tools means a reduction in students using \"unoriginal content,\" by as much as 30 - 35% in the first year.\u003c/p>\n\u003cp>Whether or not institutions opt to pay for plagiarism checking services like TurnItIn, the white paper does echo what many teachers already know from their day-to-day grading habits: Students turn to online sources to help them write their papers. But it's important to note that these sources \u003cem>aren't\u003c/em> necessarily associated with cheating.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For educators and parents, the question is, how can we better equip students to take advantage of the vast resources online without succumbing to plagiarizing?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11135\" href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/encyclo-2/\">\u003cimg class=\"size-medium wp-image-11135\" title=\"encyclo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/encyclo1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Plagiarism is nothing new. Students have been plagiarizing far before the Internet was widely available -- whether it was copying from the encyclopedia or hiring professionals. But the Internet and the explosion of online resources has made it easier for students to get to those resources. You'll find a number of websites geared specifically to cheating -- sites where you can buy papers, for example. But even if students opt not to pay-to-cheat, the Internet does seem to make it easier to lift content. It's as easy as copy-and-paste.\u003c/p>\n\u003cp>But by those very same standards, it also means that plagiarism is much easier to identify. Even without purchasing expensive plagiarism-tracking software, instructors can Google suspicious-sounding sentences from students' work and determine whether or not they've lifted content from online resources.\u003c/p>\n\u003cp>Even though plagiarism is often easily identifiable via a simple Web search, many schools have opted to purchase one of the many plagiarism-checking software programs currently on the market. One of the best known options is \u003ca href=\"http://www.turnitin.com\">TurnItIn\u003c/a>, which has just released an interesting \u003ca href=\"http://pages.turnitin.com/PlagiarismandtheWebSEC.html\">white paper\u003c/a>, based on the 40 million some-odd papers that have been submitted and analyzed by the site.\u003c/p>\n\u003cp>Some of the key finds from the paper include:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Plagiarism is going social\u003c/strong>: One-third of all content matched in the study is from social networks, content sharing or question-and-answer sites where users contribute and share content.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Legitimate educational sites are more popular than cheat sites\u003c/strong>: One-quarter of all matched material is from legitimate educational web sites, almost double the number that comes from paper mills or cheat sites.\u003c/li>\n\u003cli>\u003cstrong> \u003c/strong>15% of content matches come directly from sites that promote and\u003cstrong> benefit from academic dishonesty\u003c/strong>: Paper mills and cheat sites are the third most popular category for matched content.\u003c/li>\n\u003cli>\u003cstrong>Wikipedia is the most popular site for matched content\u003c/strong>: It remains the single most used source for student-matched content on the Web, comprising 7% of matches in the months examined.\u003c/li>\n\u003c/ul>\n\u003cp>The TurnItIn research suggests that students really are trying to \"do the right thing.\" Noting the decrease in the number of students turning to sites that are clearly identified as \"cheating,\" the white paper asks if our new digital culture -- one that promotes sharing, openness, and re-use -- is running counter to some of the \"fundamental tenets of education -- the ability to develop, organize, and express original thoughts.\" The paper suggests that many students really aren't clear about what is legitimate re-use compared to plagiarism.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The white paper urges teachers to continue to teach proper citation methods and to discuss with students what constitutes fair use and what's considered stealing. And no surprise, TurnItIn contends that adopting its tools means a reduction in students using \"unoriginal content,\" by as much as 30 - 35% in the first year.\u003c/p>\n\u003cp>Whether or not institutions opt to pay for plagiarism checking services like TurnItIn, the white paper does echo what many teachers already know from their day-to-day grading habits: Students turn to online sources to help them write their papers. But it's important to note that these sources \u003cem>aren't\u003c/em> necessarily associated with cheating.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For educators and parents, the question is, how can we better equip students to take advantage of the vast resources online without succumbing to plagiarizing?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/NS2uTchaTrg?hd=1\u003c/p>\n\u003cp>\u003cstrong>As her mother saw it, Sintia Marquez\u003c/strong> was too smart for her school.\u003c/p>\n\u003cp>She'd outpaced her school's ability to keep up with her by fourth grade. So her mother moved Sintia to a new school, a charter called \u003ca href=\"http://rsed.org/index.php?page=mateo-sheedy-elementary\">Rocketship Mateo Sheedy Elementary\u003c/a>, which focuses on the concept of individualized learning.\u003c/p>\n\u003cp>What's different about Rocketship is the school's focus on allowing students to progress at their own pace. Teachers introduce new concepts in class, and students practice the material they've learned in a computer lab, a system called hybrid learning. Rocketship also has a longer school day -- from 8 a.m. to 4 p.m. -- and an intense program to motivate kids, even as young as kindergarten, to think seriously about going to college.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-11085\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/sintia/\">\u003cimg class=\"size-medium wp-image-11085\" title=\"Sintia\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Sintia-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If state assessment scores determine a school's success -- and in this high-stakes testing environment they certainly do -- Rocketship's flagship school qualifies as a winner. For the past two years, the school has scored 925 on the Academic Performance Index (API) -- the same score earned by \u003ca href=\"http://www.pausd.org/\">Palo Alto School District\u003c/a>, a neighboring community with a much more affluent demographic. It bears noting that, of the 463 students at Rocketship, 91 percent qualify for free or reduced lunch program, and 71 percent are English as Second Language learners.\u003c/p>\n\u003cp>Rocketship Mateo Sheedy is one of three Rocketship charter schools in the area, but the organization has plans to expand across the state and eventually across the country. They offer open enrollment (not lottery, like many charters) and receive funding from local, state, and federal taxes, as well as from venture capital.\u003c!--more-->\u003c/p>\n\u003cp>In the first of a new series on MindShift called \u003cem>My Education\u003c/em>, we focus on how this new technique in education -- hybrid learning -- works with a high-achieving student like Sintia. In the course of the following days and weeks, we'll explore how the hybrid model works, the powerful school culture, the highly engineered block schedule, the specifics of the adaptive software used in the learning labs, the charter organization's plans for growth, their tactics for teacher retention (many of them are young Teach For America recruits and are committed to a two-year contract), and how teachers use data from the learning labs to help them guide their teaching in class.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14194\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/myed_square-2/\">\u003cimg class=\"alignleft size-full wp-image-14194\" title=\"myEd_square\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/myEd_square.png\" alt=\"\" width=\"64\" height=\"64\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-75x75.png 75w\" sizes=\"(max-width: 64px) 100vw, 64px\">\u003c/a>With this series, through the perspective of individual kids, we hope to discover how those from underprivileged backgrounds can strive beyond the confines of their circumstances, and to examine what tactics work (or don't work) in boosting them to a place where they might have a chance to learn the best they can.\u003c/p>\n\u003cp>[Produced by Matthew Williams and Tina Barseghian]\u003cbr>\n[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>[/module]\u003cbr>\n[/module]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/NS2uTchaTrg'\n title='//www.youtube.com/embed/NS2uTchaTrg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>As her mother saw it, Sintia Marquez\u003c/strong> was too smart for her school.\u003c/p>\n\u003cp>She'd outpaced her school's ability to keep up with her by fourth grade. So her mother moved Sintia to a new school, a charter called \u003ca href=\"http://rsed.org/index.php?page=mateo-sheedy-elementary\">Rocketship Mateo Sheedy Elementary\u003c/a>, which focuses on the concept of individualized learning.\u003c/p>\n\u003cp>What's different about Rocketship is the school's focus on allowing students to progress at their own pace. Teachers introduce new concepts in class, and students practice the material they've learned in a computer lab, a system called hybrid learning. Rocketship also has a longer school day -- from 8 a.m. to 4 p.m. -- and an intense program to motivate kids, even as young as kindergarten, to think seriously about going to college.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-11085\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/sintia/\">\u003cimg class=\"size-medium wp-image-11085\" title=\"Sintia\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Sintia-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If state assessment scores determine a school's success -- and in this high-stakes testing environment they certainly do -- Rocketship's flagship school qualifies as a winner. For the past two years, the school has scored 925 on the Academic Performance Index (API) -- the same score earned by \u003ca href=\"http://www.pausd.org/\">Palo Alto School District\u003c/a>, a neighboring community with a much more affluent demographic. It bears noting that, of the 463 students at Rocketship, 91 percent qualify for free or reduced lunch program, and 71 percent are English as Second Language learners.\u003c/p>\n\u003cp>Rocketship Mateo Sheedy is one of three Rocketship charter schools in the area, but the organization has plans to expand across the state and eventually across the country. They offer open enrollment (not lottery, like many charters) and receive funding from local, state, and federal taxes, as well as from venture capital.\u003c!--more-->\u003c/p>\n\u003cp>In the first of a new series on MindShift called \u003cem>My Education\u003c/em>, we focus on how this new technique in education -- hybrid learning -- works with a high-achieving student like Sintia. In the course of the following days and weeks, we'll explore how the hybrid model works, the powerful school culture, the highly engineered block schedule, the specifics of the adaptive software used in the learning labs, the charter organization's plans for growth, their tactics for teacher retention (many of them are young Teach For America recruits and are committed to a two-year contract), and how teachers use data from the learning labs to help them guide their teaching in class.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14194\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/myed_square-2/\">\u003cimg class=\"alignleft size-full wp-image-14194\" title=\"myEd_square\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/myEd_square.png\" alt=\"\" width=\"64\" height=\"64\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/myEd_square-75x75.png 75w\" sizes=\"(max-width: 64px) 100vw, 64px\">\u003c/a>With this series, through the perspective of individual kids, we hope to discover how those from underprivileged backgrounds can strive beyond the confines of their circumstances, and to examine what tactics work (or don't work) in boosting them to a place where they might have a chance to learn the best they can.\u003c/p>\n\u003cp>[Produced by Matthew Williams and Tina Barseghian]\u003cbr>\n[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>[/module]\u003cbr>\n[/module]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Five Ways Silicon Valley is Changing Education",
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"content": "\u003cfigure id=\"attachment_7269\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/hmh-fuse-pilot-study/\">\u003cimg class=\"size-medium wp-image-7269\" title=\"11_1.21_Ipad_Algebra_02381\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02381-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eighth grade students at Presidio Middle School share an iPad while working on a lesson.\u003c/figcaption>\u003c/figure>\n\u003cp>There's no argument that Silicon Valley startups have influenced how businesses operate. The fact that most companies now count social media strategy as a crucial part of their operation is a testament to the Internet culture infiltrating far beyond the Internet-only based businesses.\u003c/p>\n\u003cp>The same phenomenon is happening in education. Here are five ways tech-based startups in Silicon Valley have influenced education.\u003c/p>\n\u003ch4>1. Social media\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Not long ago, social media and education had absolutely nothing to do with one another. These days, it has become enmeshed in school policy and practice. Schools are figuring out guidelines for using Facebook. Teachers are \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\">using Twitter \u003c/a>to engage and gauge student interaction. They're using \u003ca href=\"http://www.amazon.com/dp/1412959721?tag=weblogged-20&camp=14573&creative=327641&linkCode=as1&creativeASIN=1412959721&adid=10NZ1MHW441ZEVX131PE&\">blogs and wikis\u003c/a> to communicate and to teach. Parents are \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\">friending teachers and schools\u003c/a>. \"If you’re not on Facebook, it's hard to communicate with us,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">said Eric Sheninger\u003c/a>, principal of New Milford High School in Bergen County, New Jersey. \"Our new hub of real time information is Facebook. When I post things about kids' accomplishments, and when students and parents comment, as a principal I'm proud.\"\u003c/p>\n\u003ch4>\u003c!--more-->2. Grassroots growth\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">As with \u003ca href=\"http://mashable.com/\">Mashable\u003c/a> and \u003ca href=\"http://www.yelp.com/\">Yelp\u003c/a>, the use of Web 2.0 tools in education is proliferating from the ground up. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Educators are finding each other online\u003c/a>, teaming up, and sharing smart tactics on how best to inventively use tech to engage their students and keep up with the quickly changing world outside school walls. They meet and confer online with weekly Twitter meetups on #Edchat, and spread the word about best practices through Twitter and Facebook and their own blog, even if it means \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">circumventing school rules\u003c/a>.\u003c/p>\n\u003ch4>3. User-generated content\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Like Huffington Post, Flickr, Yelp, and the mother of all UGC sites, Wikipedia, forward-thinking educators are incorporating student-created media, feedback, essays, and blogs as part of the curriculum they teach in class. Rather than feeding their students information, they're giving \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">value and recognition to their students' ideas \u003c/a>and encouraging them to think for themselves.\u003c/p>\n\u003ch4>4. Open-source education\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">As with Linux and Mozilla (creator of your Firefox browser), progressive educators are throwing open their classroom doors and \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/\">sharing their knowledge with each other\u003c/a> and with the world. They're using content sites like \u003ca href=\"http://www.oercommons.org/\">Open Education Resources\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/the-living-book-movement-free-education-for-all/\">CK12\u003c/a> to create and customize their own curriculum, and allowing others to access all of it.\u003c/p>\n\u003ch4>5. Venture capital\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">There may come a day when schools can \"go public,\" so to speak, (as in have stockholders), but until then schools are finding ways to fund new initiatives through private investments. Organizations like \u003ca href=\"http://www.newschools.org/about\">NewSchool Venture Fund\u003c/a> are fueling the growth of charter schools like Rocketship, Green Dot, and Aspire -- and their progress is worth following.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Read more about trends in education.\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">6 Ways Social Media is Changing Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\">How Learning Environments are Changing\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Three Trends That Define the Future of Teaching and Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">Trends That Will Shape the Future of Curriculum\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"description": "There's no argument that Silicon Valley startups have influenced how businesses operate. The fact that most companies now count social media strategy as a crucial part of their operation is a testament to the Internet culture infiltrating far beyond the Internet-only based businesses. The same phenomenon is happening in education. Here are five ways tech-based",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7269\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/hmh-fuse-pilot-study/\">\u003cimg class=\"size-medium wp-image-7269\" title=\"11_1.21_Ipad_Algebra_02381\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02381-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eighth grade students at Presidio Middle School share an iPad while working on a lesson.\u003c/figcaption>\u003c/figure>\n\u003cp>There's no argument that Silicon Valley startups have influenced how businesses operate. The fact that most companies now count social media strategy as a crucial part of their operation is a testament to the Internet culture infiltrating far beyond the Internet-only based businesses.\u003c/p>\n\u003cp>The same phenomenon is happening in education. Here are five ways tech-based startups in Silicon Valley have influenced education.\u003c/p>\n\u003ch4>1. Social media\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Not long ago, social media and education had absolutely nothing to do with one another. These days, it has become enmeshed in school policy and practice. Schools are figuring out guidelines for using Facebook. Teachers are \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\">using Twitter \u003c/a>to engage and gauge student interaction. They're using \u003ca href=\"http://www.amazon.com/dp/1412959721?tag=weblogged-20&camp=14573&creative=327641&linkCode=as1&creativeASIN=1412959721&adid=10NZ1MHW441ZEVX131PE&\">blogs and wikis\u003c/a> to communicate and to teach. Parents are \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\">friending teachers and schools\u003c/a>. \"If you’re not on Facebook, it's hard to communicate with us,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">said Eric Sheninger\u003c/a>, principal of New Milford High School in Bergen County, New Jersey. \"Our new hub of real time information is Facebook. When I post things about kids' accomplishments, and when students and parents comment, as a principal I'm proud.\"\u003c/p>\n\u003ch4>\u003c!--more-->2. Grassroots growth\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">As with \u003ca href=\"http://mashable.com/\">Mashable\u003c/a> and \u003ca href=\"http://www.yelp.com/\">Yelp\u003c/a>, the use of Web 2.0 tools in education is proliferating from the ground up. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Educators are finding each other online\u003c/a>, teaming up, and sharing smart tactics on how best to inventively use tech to engage their students and keep up with the quickly changing world outside school walls. They meet and confer online with weekly Twitter meetups on #Edchat, and spread the word about best practices through Twitter and Facebook and their own blog, even if it means \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">circumventing school rules\u003c/a>.\u003c/p>\n\u003ch4>3. User-generated content\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Like Huffington Post, Flickr, Yelp, and the mother of all UGC sites, Wikipedia, forward-thinking educators are incorporating student-created media, feedback, essays, and blogs as part of the curriculum they teach in class. Rather than feeding their students information, they're giving \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">value and recognition to their students' ideas \u003c/a>and encouraging them to think for themselves.\u003c/p>\n\u003ch4>4. Open-source education\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">As with Linux and Mozilla (creator of your Firefox browser), progressive educators are throwing open their classroom doors and \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/\">sharing their knowledge with each other\u003c/a> and with the world. They're using content sites like \u003ca href=\"http://www.oercommons.org/\">Open Education Resources\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/the-living-book-movement-free-education-for-all/\">CK12\u003c/a> to create and customize their own curriculum, and allowing others to access all of it.\u003c/p>\n\u003ch4>5. Venture capital\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">There may come a day when schools can \"go public,\" so to speak, (as in have stockholders), but until then schools are finding ways to fund new initiatives through private investments. Organizations like \u003ca href=\"http://www.newschools.org/about\">NewSchool Venture Fund\u003c/a> are fueling the growth of charter schools like Rocketship, Green Dot, and Aspire -- and their progress is worth following.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"order": 9
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"marketplace": {
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"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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"title": "Masters of Scale",
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"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
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"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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