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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are lots of ways to stretch student thinking and get them talking to each other about ideas. One fun way is through riddles that require inductive reasoning, critical thinking and hopefully some good collaboration around student ideas. The three brain teasers below created by \u003ca href=\"http://ed.ted.com/\" target=\"_blank\">TED-Ed\u003c/a> have fun visuals and include an explanation at the end. All the videos also include lesson plan ideas to deepen the conversation and start discussion.\u003c/p>\n\u003cp>In this first video about \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-the-prisoner-hat-riddle-alex-gendler#watch\" target=\"_blank\">prisoners' hats\u003c/a> the problem set-up ends at 1:35, so stop the video there if you want kids to work on the problem before learning how to solve it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/N5vJSNXPEwA?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In this \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-the-bridge-riddle-alex-gendler\" target=\"_blank\">zombie bridge problem\u003c/a> the set-up ends at 2:00.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/7yDmGnA8Hw0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The riddle of the \u003ca href=\"http://ed.ted.com/lessons/the-famously-difficult-green-eyed-logic-puzzle-alex-gendler\" target=\"_blank\">100 green-eyed logicians\u003c/a> ends at 1:53.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/98TQv5IAtY8?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As technology becomes an accepted tool in many classrooms, teachers and administrators are looking for the best ed-tech tools to advance their goals around student learning. Unfortunately, there are so many tools on the market claiming to be the best option, it can be hard to sort through the noise and make an informed decision.\u003c/p>\n\u003cp>\u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, the congressionally authorized nonprofit charged with \"accelerating innovation in education to improve opportunities to learn,\" has \u003ca href=\"http://researchmap.digitalpromise.org/views/network/\" target=\"_blank\">developed a tool\u003c/a> to help educators and ed-tech developers sort through relevant research.\u003c/p>\n\u003cp>“There is more and more pressure for people to use research in their work,\" said Sarita Bhargava, chief communications officer for Digital Promise. \"We hope this tool will provide the first step.\"\u003c/p>\n\u003cp>The Digital Promise research team used \u003ca href=\"https://login.webofknowledge.com/error/Error?PathInfo=%2F&Alias=WOK5&Domain=.webofknowledge.com&Src=IP&RouterURL=https%3A%2F%2Fwww.webofknowledge.com%2F&Error=IPError\" target=\"_blank\">Web of Science\u003c/a>, a tool that allows users to search by citation, to put together a network of peer-reviewed research articles related to education. They've organized the research into 12 broad topics that include subjects like student motivation, teaching reading, and special education practices.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/qX6tvMdkHL0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For the busy teacher with little time, researchers have summarized the most salient research about a topic with citations to the research for further investigation. There are also lists of other research on each of those topic pages and links to blogs or other resources (full disclosure: \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\" target=\"_blank\">MindShift's Guide to Digital Games and Learning\u003c/a> is one of these resource links on the Multimodal topic page and a MindShift blog post is the featured article on that page).\u003c/p>\n\u003cp>The research is also organized into two forms of data visualization that allow users to see how research about one topic might overlap with another and how often. The \"network view\" is meant for exploration and is more interactive, whereas the \"chord view\" helps show the gaps in research.\u003c/p>\n\u003cp>\"It can also spark discussion about which topics in learning science are being studied and where the gaps are,\" said Digital Promise research director Aubrey Francisco. She says the hope is that with this tool, education research will be more easily available to educators who will start demanding evidence-based tools from the ed-tech providers with whom they work.\u003c/p>\n\u003cp>\"We are definitely trying to encourage more use of research in the design of products,\" Francisco said. Too often, ed-tech companies begin making a product without first examining the research available in the space. They may also make claims about the learning gains their products will help achieve without conducting rigorous tests to see if the claims are true.\u003c/p>\n\u003cp>The Digital Promise network is built on research from the last 10 years and cites more than 183 peer-reviewed journals. Because it is based on a web of citations, there are also links to more seminal education works that may be older than the last 10 years. Unfortunately, about half the papers are still behind journal paywalls, but many others are on Google Scholar or have been turned into PDFs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Francisco and Bhargava said a long-term goal of this project is to increase the public's comfort with and knowledge of research when making decisions. Digital Promise has created a \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/04/DP_EvaluatingTheResults.pdf\" target=\"_blank\">check list\u003c/a> to help school administrators walk through some important questions as they examine research that has been presented to them.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As technology becomes an accepted tool in many classrooms, teachers and administrators are looking for the best ed-tech tools to advance their goals around student learning. Unfortunately, there are so many tools on the market claiming to be the best option, it can be hard to sort through the noise and make an informed decision.\u003c/p>\n\u003cp>\u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, the congressionally authorized nonprofit charged with \"accelerating innovation in education to improve opportunities to learn,\" has \u003ca href=\"http://researchmap.digitalpromise.org/views/network/\" target=\"_blank\">developed a tool\u003c/a> to help educators and ed-tech developers sort through relevant research.\u003c/p>\n\u003cp>“There is more and more pressure for people to use research in their work,\" said Sarita Bhargava, chief communications officer for Digital Promise. \"We hope this tool will provide the first step.\"\u003c/p>\n\u003cp>The Digital Promise research team used \u003ca href=\"https://login.webofknowledge.com/error/Error?PathInfo=%2F&Alias=WOK5&Domain=.webofknowledge.com&Src=IP&RouterURL=https%3A%2F%2Fwww.webofknowledge.com%2F&Error=IPError\" target=\"_blank\">Web of Science\u003c/a>, a tool that allows users to search by citation, to put together a network of peer-reviewed research articles related to education. They've organized the research into 12 broad topics that include subjects like student motivation, teaching reading, and special education practices.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/qX6tvMdkHL0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For the busy teacher with little time, researchers have summarized the most salient research about a topic with citations to the research for further investigation. There are also lists of other research on each of those topic pages and links to blogs or other resources (full disclosure: \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\" target=\"_blank\">MindShift's Guide to Digital Games and Learning\u003c/a> is one of these resource links on the Multimodal topic page and a MindShift blog post is the featured article on that page).\u003c/p>\n\u003cp>The research is also organized into two forms of data visualization that allow users to see how research about one topic might overlap with another and how often. The \"network view\" is meant for exploration and is more interactive, whereas the \"chord view\" helps show the gaps in research.\u003c/p>\n\u003cp>\"It can also spark discussion about which topics in learning science are being studied and where the gaps are,\" said Digital Promise research director Aubrey Francisco. She says the hope is that with this tool, education research will be more easily available to educators who will start demanding evidence-based tools from the ed-tech providers with whom they work.\u003c/p>\n\u003cp>\"We are definitely trying to encourage more use of research in the design of products,\" Francisco said. Too often, ed-tech companies begin making a product without first examining the research available in the space. They may also make claims about the learning gains their products will help achieve without conducting rigorous tests to see if the claims are true.\u003c/p>\n\u003cp>The Digital Promise network is built on research from the last 10 years and cites more than 183 peer-reviewed journals. Because it is based on a web of citations, there are also links to more seminal education works that may be older than the last 10 years. Unfortunately, about half the papers are still behind journal paywalls, but many others are on Google Scholar or have been turned into PDFs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Francisco and Bhargava said a long-term goal of this project is to increase the public's comfort with and knowledge of research when making decisions. Digital Promise has created a \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/04/DP_EvaluatingTheResults.pdf\" target=\"_blank\">check list\u003c/a> to help school administrators walk through some important questions as they examine research that has been presented to them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Erin Wilkey Oh, \u003ca href=\"https://www.commonsensemedia.org/educators\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Integrating the arts into your core-subject classroom might seem like a wish-list item you'll never have time to implement. What does it even mean? What does it look like? And what resources can make it easier to accomplish?\u003c/p>\n\u003cp>While arts integration can take a lot of planning and preparation, a good starting place might be to simply think of it in two buckets:\u003c/p>\n\u003cp>1) giving students opportunities to make deep connections to the content through their own creative projects\u003c/p>\n\u003cp>2) giving students opportunities to see how others have used artistic expression to make sense of the learning topics at hand.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Within this simple framework, you can then seek out student-friendly resources to help you accomplish one or both of these goals.\u003c/p>\n\u003cp>The four free websites here serve up a mix of compelling arts-related content as well as prompts and tools for students to explore their own creative expression.\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/artsedge\">ArtsEdge\u003c/a>\u003cbr>\nArtsEdge is an impressive cross-curricular resource that helps teachers and students connect the arts and other subjects in meaningful ways. The vast database of lessons gives teachers of science, geography, math, and more immense resources to bring arts into the content classroom.\u003c/p>\n\u003cp>https://vimeo.com/129228409\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/generator\">Generator\u003c/a>\u003cbr>\nThis free Australia-based resource gives budding filmmakers the training and tools to make their own short films. Through inspirational videos, step-by-step process guides, and the outstanding Storyboard Generator, where kids can create and save a detailed storyboard, kids will get a full understanding of what it takes to make a movie.\u003c/p>\n\u003cp>\u003ca href=\"http://generator.acmi.net.au/storyboard\">\u003cimg class=\"alignnone size-full wp-image-45007\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Storyboard-Generator.png\" alt=\"Storyboard Generator\" width=\"964\" height=\"554\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator.png 964w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-400x230.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-800x460.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-768x441.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-960x552.png 960w\" sizes=\"(max-width: 964px) 100vw, 964px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/the-knotted-line\">The Knotted Line\u003c/a>\u003cbr>\nThis artistic time line offers an unconventional approach to learning history. Paintings, videos, audio, charts, and text encourage students to think about the complex issue of freedom in America and how it relates to the imprisonment of various groups throughout history. The Knotted Line also could serve as a model for a culminating student project.\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/make-beliefs-comix\">Make Beliefs Comix\u003c/a>\u003cbr>\nMake Beliefs Comix is a versatile comic-creation tool, terrific for promoting creativity and storytelling in ELA, ELL, social studies, and other content-area classrooms. Educators will find numerous resources, including lesson plans with instruction ideas, writing-prompt suggestions for students, and advice on using the site with students with autism, hearing issues, and other special needs.\u003c/p>\n\u003cp>\u003ca href=\"http://www.makebeliefscomix.com/Diagram/\">\u003cimg class=\"alignnone size-full wp-image-45010\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Make-Beliefs.png\" alt=\"Make Beliefs\" width=\"798\" height=\"501\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs.png 798w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs-400x251.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs-768x482.png 768w\" sizes=\"(max-width: 798px) 100vw, 798px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://@erinwilkey\">Erin Wilkey Oh\u003c/a> is Executive Editor of Education at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">\u003cem>Common\u003c/em> Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, a nonprofit organization and creator of \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite ™\u003c/a>, a free service that \u003cem>helps educators find the best edtech tools, learn best practices for teaching with edtech, and connect with expert educators.\u003c/em> This post first appeared in \u003ca href=\"https://thejournal.com/articles/2016/02/09/integrate-arts-in-the-classroom-with-these-4-free-tools.aspx\">THE Journal\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.graphite.org/website/generator\">Generator\u003c/a>\u003cbr>\nThis free Australia-based resource gives budding filmmakers the training and tools to make their own short films. Through inspirational videos, step-by-step process guides, and the outstanding Storyboard Generator, where kids can create and save a detailed storyboard, kids will get a full understanding of what it takes to make a movie.\u003c/p>\n\u003cp>\u003ca href=\"http://generator.acmi.net.au/storyboard\">\u003cimg class=\"alignnone size-full wp-image-45007\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Storyboard-Generator.png\" alt=\"Storyboard Generator\" width=\"964\" height=\"554\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator.png 964w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-400x230.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-800x460.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-768x441.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-960x552.png 960w\" sizes=\"(max-width: 964px) 100vw, 964px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/the-knotted-line\">The Knotted Line\u003c/a>\u003cbr>\nThis artistic time line offers an unconventional approach to learning history. Paintings, videos, audio, charts, and text encourage students to think about the complex issue of freedom in America and how it relates to the imprisonment of various groups throughout history. The Knotted Line also could serve as a model for a culminating student project.\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/make-beliefs-comix\">Make Beliefs Comix\u003c/a>\u003cbr>\nMake Beliefs Comix is a versatile comic-creation tool, terrific for promoting creativity and storytelling in ELA, ELL, social studies, and other content-area classrooms. Educators will find numerous resources, including lesson plans with instruction ideas, writing-prompt suggestions for students, and advice on using the site with students with autism, hearing issues, and other special needs.\u003c/p>\n\u003cp>\u003ca href=\"http://www.makebeliefscomix.com/Diagram/\">\u003cimg class=\"alignnone size-full wp-image-45010\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Make-Beliefs.png\" alt=\"Make Beliefs\" width=\"798\" height=\"501\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs.png 798w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs-400x251.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs-768x482.png 768w\" sizes=\"(max-width: 798px) 100vw, 798px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://@erinwilkey\">Erin Wilkey Oh\u003c/a> is Executive Editor of Education at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">\u003cem>Common\u003c/em> Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, a nonprofit organization and creator of \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite ™\u003c/a>, a free service that \u003cem>helps educators find the best edtech tools, learn best practices for teaching with edtech, and connect with expert educators.\u003c/em> This post first appeared in \u003ca href=\"https://thejournal.com/articles/2016/02/09/integrate-arts-in-the-classroom-with-these-4-free-tools.aspx\">THE Journal\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Erin Wilkey Oh , Common Sense Education\u003c/strong>\u003c/p>\n\u003cp>The rise of digital media is significantly changing how we teach and learn about history. Take a look at Twitter during an international crisis, and you'll see we now have instant access to a diversity of firsthand accounts as history is made. And with the click of a mouse, we can browse digital archives with text, images, audio, video, and other media that have been socked away in attics, art museums, and library basements for decades -- even centuries.\u003c/p>\n\u003cp>Mobile technology, social media, and digital-archiving capabilities help bring to light perspectives and experiences that have been ignored, overlooked, or unknown by previous generations. And firsthand accounts, along with the intimacy of multimedia, help students make personal, relevant connections to history.\u003c/p>\n\u003cp>Give your students a chance to learn about multiple perspectives on historic events with these compelling websites:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=KRgi0izHEJI\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/facing-history-and-ourselves\">Facing History and Ourselves\u003c/a>\u003c/strong>\u003cbr>\nFacing History and Ourselves is a rich source of material for exploring the Holocaust and other instances of mass violence throughout history. Powerful lessons and units help students and teachers grapple with controversial issues and the complex nature of human behavior.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2897EbtjogI\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/global-oneness-project\">\u003cstrong>Global Oneness Project\u003c/strong>\u003cbr>\n\u003c/a>Short videos, photo essays, and articles give students a window onto diverse life experiences around the world. From a Yup'ik man in Alaska teaching his grandson to fish to Mongolian nomads struggling to preserve their way of life, these valuable stories situate day-to-day events within a larger, historical context.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=6tgRw_DK28o\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/storycorps\">StoryCorps\u003c/a>\u003c/strong>\u003cbr>\nMany interviews in this enormous oral history project focus on witnesses to historical events, which can help students understand history as a lived, intimate experience. Students also can record their own stories and interviews, adding their unique perspectives to the historical record.\u003c/p>\n\u003cp>http://zinnedproject.org/\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/zinn-education-project\">Zinn Education Project \u003c/a>\u003c/strong>\u003cbr>\nResources and lessons based on Howard Zinn's well-known book, \u003cem>A People's History of the United States\u003c/em>, help teach a more inclusive version of U.S. history. Themed collections include immigration, slavery, women's history, Native Americans, Latino history, Asian-Americans, LGBTQ people, and more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/erinwilkey\">Erin Wilkey Oh \u003c/a>is Executive Editor at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">\u003cem>Common \u003c/em>Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, a nonprofit organization and creator of \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite ™\u003c/a>, a free service that \u003cem>helps educators find the best edtech tools, learn best practices for teaching with edtech, and connect with expert educators.\u003c/em> Go to \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a> to read the full reviews of tools and find out how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Digital tools have made history easier to uncover. These four sites help educators learn some of those histories from major figures to ones students can explore within their own lives. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/facing-history-and-ourselves\">Facing History and Ourselves\u003c/a>\u003c/strong>\u003cbr>\nFacing History and Ourselves is a rich source of material for exploring the Holocaust and other instances of mass violence throughout history. Powerful lessons and units help students and teachers grapple with controversial issues and the complex nature of human behavior.\u003c/p>\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/2897EbtjogI'\n title='//www.youtube.com/embed/2897EbtjogI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.graphite.org/website/global-oneness-project\">\u003cstrong>Global Oneness Project\u003c/strong>\u003cbr>\n\u003c/a>Short videos, photo essays, and articles give students a window onto diverse life experiences around the world. From a Yup'ik man in Alaska teaching his grandson to fish to Mongolian nomads struggling to preserve their way of life, these valuable stories situate day-to-day events within a larger, historical context.\u003c/p>\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/6tgRw_DK28o'\n title='//www.youtube.com/embed/6tgRw_DK28o'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/storycorps\">StoryCorps\u003c/a>\u003c/strong>\u003cbr>\nMany interviews in this enormous oral history project focus on witnesses to historical events, which can help students understand history as a lived, intimate experience. Students also can record their own stories and interviews, adding their unique perspectives to the historical record.\u003c/p>\n\u003cp>http://zinnedproject.org/\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/zinn-education-project\">Zinn Education Project \u003c/a>\u003c/strong>\u003cbr>\nResources and lessons based on Howard Zinn's well-known book, \u003cem>A People's History of the United States\u003c/em>, help teach a more inclusive version of U.S. history. Themed collections include immigration, slavery, women's history, Native Americans, Latino history, Asian-Americans, LGBTQ people, and more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/erinwilkey\">Erin Wilkey Oh \u003c/a>is Executive Editor at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">\u003cem>Common \u003c/em>Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, a nonprofit organization and creator of \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite ™\u003c/a>, a free service that \u003cem>helps educators find the best edtech tools, learn best practices for teaching with edtech, and connect with expert educators.\u003c/em> Go to \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a> to read the full reviews of tools and find out how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Online Learning: Why Libraries Could Be the Key to MOOCs' Success",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For all the promises of online courses disrupting education, completion rates are notoriously low. Some studies found that about\u003c/span>\u003ca href=\"http://hechingerreport.org/harvard-mit-despite-low-completion-rates-moocs-work/\"> \u003cspan style=\"font-weight: 400\">five percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of those enrolled in massive open online courses (known as MOOCs) completed the course. And those who took the courses tended to be more \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/rundown/taking-moocs-teachers-says-mit-harvard-study/\">educated already\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">– 70 percent of survey respondents had bachelors degrees and 39 percent identified as teachers or former teachers. Online courses can be a helpful tool for self-sufficient, highly motivated learners with reliable computers and internet at home, but others may need a little more support. For those who haven’t found success using free online courses, Learning Circles might be an answer.\u003c/span>\u003cspan style=\"line-height: 1.5\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles add a social element to what is otherwise a solitary learning experience by bringing people together in person to take an online course together over six to eight weeks, with the help of a facilitator. Librarians at Chicago Public Library (CPL) partnered with the nonprofit \u003ca href=\"https://www.p2pu.org/en/\">Peer 2 Peer University\u003c/a> (P2PU) to make online education more accessible through this program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries are a perfect setting for Learning Circles for several reasons: they already serve the local community; they are equipped with meeting spaces; many have computer stations, and most importantly, librarians know how to help people find answers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Most people take online classes in solitude and that’s when you put on the headphones,” said James Teng, a CPL librarian at who facilitated a course on public speaking. “Sometimes you feel alone. Learning Circles bring people together to work together and develop teamwork.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the CPL-P2PU partnership, librarians were not required to be content experts – that was the domain of the resources within the online course – but they were primed to be facilitators by promoting discussion and helping learners less familiar with research tools. Librarians said it felt similar to hosting a book club, but unlike preparing for a book discussion, they had less knowledge in advance. In many cases, the librarians learned alongside students as they completed the course.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the HTML/CSS class that we gave last fall, we definitely had some very strong (peer) teachers because they were people who were just coming to the course to brush up on the skills they already have,” said CPL librarian Kristen Edson, who facilitated courses at the Harold Washington Library Center. “They really did become teachers. And it was very awesome to sit there and see someone do that, to identify that they could be a leader and help others.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles aren’t for everyone; some people prefer a more traditional lecture or feel more comfortable having a content expert who has all the answers. But Learning Circles give participants a community, which does a lot to help with motivation. Librarians said it was important to set expectations at the outset, so they developed a Learning Circles contract.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/WhitneyYoung2.jpg\" alt=\"WhitneyYoung2\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">P2PU developed a \u003c/span>\u003ca href=\"https://www.p2pu.org/en/facilitate/\">\u003cspan style=\"font-weight: 400\">Learning Circles Facilitator Handbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- with the input of CPL librarians -- which gives facilitators the tools they need to run a program. Facilitators found that four-to-nine people is a good number for a group. If more people show up for a class, they can be broken up into multiple circles. In order to run a group, librarians set up the space for group learning and make laptops available when needed. The library chooses which free online classes it will support based on local needs, like GED completion, registered nursing exam preparation, academic writing and public speaking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Public libraries are often referred to as the people’s university,” said Mark Anderson, \u003c/span>\u003cspan style=\"font-weight: 400\">director of Learning and Economic Advancement\u003c/span>\u003cspan style=\"font-weight: 400\"> of CPL, at the SXSWEDU conference. Library patrons traditionally come in, find resources, and are left on their own to learn the material. But with the P2PU partnership, funded by a \u003ca href=\"http://www.knightfoundation.org/press-room/press-release/knight-news-challenge-libraries-awards-3-million-i/\">Knight Foundation\u003c/a> News Challenge on Libraries grant, Anderson said librarians were able to take a more active role in facilitating learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea of working and creating these Learning Circles really helped us move closer to that ideal of being the people’s university to help people progress, with some facilitation on our part,” Anderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles are not limited to libraries, but are designed for use somewhere people can come together and take a course online. The model could also be used to fill in gaps in educational offerings both in school and the professional world, according to P2PU learning lead, Grif Peterson. \u003c/span>\"You can see the Learning Circles that are popping up \u003ca href=\"https://learningcircles.p2pu.org/en/\">around the world\u003c/a>,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pilot program has had a broad range of learners, from teenagers to adult professionals, looking to change their careers or improve their skills. \u003c/span>\u003cspan style=\"font-weight: 400\">One such student was Lupe Philips, a 53-year-old tourism professional. She was between jobs and looking to upgrade her skills. She’s an avid library user, and when she found out about the Learning Circles, she signed up for HTML/CSS, public speaking and novel writing. She said it was a welcoming change to engage with learners and enormously helpful that the courses were free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was an avenue for me to upgrade my skills,” said Philips. “I may not be a master, but at least I have some concept of working HTML.”\u003c/span>\u003c/p>\n\u003cp>Learning Circles introduced her to MOOCs for the first time, and she appreciated the feedback from her peers and facilitators in a small group setting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They did provide some critical feedback that I thought was necessary and I don’t think you would get that if you were taking an online course by yourself and not having to be accountable in a week’s time,” said Philips.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/GNP_4112.jpg\" alt=\"GNP_4112\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting people to the Learning Circles required some marketing outreach. Librarians attended local events and posted offerings on CPL's website. Much of their marketing efforts were low-tech: fliers in and around libraries, coffee shops and community centers. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent \u003ca href=\"http://www.pewinternet.org/2016/04/07/libraries-and-learning\">Pew Research Center survey\u003c/a> found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">CPL's outreach efforts helped a new population of learners take advantage of MOOCs -- 90 percent of those who attended a Learning Circle heard about it through the library and 65 percent of those had never taken an online course before, said Peterson. Retention rates were around 45 – 55 percent, according to Peterson. He also noted that students were more compelled to take online courses on their own after the guided experience and continued to do work outside of the learning circles.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles also helped librarians interact with patrons in new ways. They found themselves forming friendships and building community through repeated interactions. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "In order to help learners make the most of MOOCs, librarians at Chicago Public Library partnered with Peer 2 Peer University to make online learning social in person. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For all the promises of online courses disrupting education, completion rates are notoriously low. Some studies found that about\u003c/span>\u003ca href=\"http://hechingerreport.org/harvard-mit-despite-low-completion-rates-moocs-work/\"> \u003cspan style=\"font-weight: 400\">five percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of those enrolled in massive open online courses (known as MOOCs) completed the course. And those who took the courses tended to be more \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/rundown/taking-moocs-teachers-says-mit-harvard-study/\">educated already\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">– 70 percent of survey respondents had bachelors degrees and 39 percent identified as teachers or former teachers. Online courses can be a helpful tool for self-sufficient, highly motivated learners with reliable computers and internet at home, but others may need a little more support. For those who haven’t found success using free online courses, Learning Circles might be an answer.\u003c/span>\u003cspan style=\"line-height: 1.5\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles add a social element to what is otherwise a solitary learning experience by bringing people together in person to take an online course together over six to eight weeks, with the help of a facilitator. Librarians at Chicago Public Library (CPL) partnered with the nonprofit \u003ca href=\"https://www.p2pu.org/en/\">Peer 2 Peer University\u003c/a> (P2PU) to make online education more accessible through this program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries are a perfect setting for Learning Circles for several reasons: they already serve the local community; they are equipped with meeting spaces; many have computer stations, and most importantly, librarians know how to help people find answers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Most people take online classes in solitude and that’s when you put on the headphones,” said James Teng, a CPL librarian at who facilitated a course on public speaking. “Sometimes you feel alone. Learning Circles bring people together to work together and develop teamwork.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the CPL-P2PU partnership, librarians were not required to be content experts – that was the domain of the resources within the online course – but they were primed to be facilitators by promoting discussion and helping learners less familiar with research tools. Librarians said it felt similar to hosting a book club, but unlike preparing for a book discussion, they had less knowledge in advance. In many cases, the librarians learned alongside students as they completed the course.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the HTML/CSS class that we gave last fall, we definitely had some very strong (peer) teachers because they were people who were just coming to the course to brush up on the skills they already have,” said CPL librarian Kristen Edson, who facilitated courses at the Harold Washington Library Center. “They really did become teachers. And it was very awesome to sit there and see someone do that, to identify that they could be a leader and help others.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles aren’t for everyone; some people prefer a more traditional lecture or feel more comfortable having a content expert who has all the answers. But Learning Circles give participants a community, which does a lot to help with motivation. Librarians said it was important to set expectations at the outset, so they developed a Learning Circles contract.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/WhitneyYoung2.jpg\" alt=\"WhitneyYoung2\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">P2PU developed a \u003c/span>\u003ca href=\"https://www.p2pu.org/en/facilitate/\">\u003cspan style=\"font-weight: 400\">Learning Circles Facilitator Handbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- with the input of CPL librarians -- which gives facilitators the tools they need to run a program. Facilitators found that four-to-nine people is a good number for a group. If more people show up for a class, they can be broken up into multiple circles. In order to run a group, librarians set up the space for group learning and make laptops available when needed. The library chooses which free online classes it will support based on local needs, like GED completion, registered nursing exam preparation, academic writing and public speaking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Public libraries are often referred to as the people’s university,” said Mark Anderson, \u003c/span>\u003cspan style=\"font-weight: 400\">director of Learning and Economic Advancement\u003c/span>\u003cspan style=\"font-weight: 400\"> of CPL, at the SXSWEDU conference. Library patrons traditionally come in, find resources, and are left on their own to learn the material. But with the P2PU partnership, funded by a \u003ca href=\"http://www.knightfoundation.org/press-room/press-release/knight-news-challenge-libraries-awards-3-million-i/\">Knight Foundation\u003c/a> News Challenge on Libraries grant, Anderson said librarians were able to take a more active role in facilitating learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea of working and creating these Learning Circles really helped us move closer to that ideal of being the people’s university to help people progress, with some facilitation on our part,” Anderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles are not limited to libraries, but are designed for use somewhere people can come together and take a course online. The model could also be used to fill in gaps in educational offerings both in school and the professional world, according to P2PU learning lead, Grif Peterson. \u003c/span>\"You can see the Learning Circles that are popping up \u003ca href=\"https://learningcircles.p2pu.org/en/\">around the world\u003c/a>,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pilot program has had a broad range of learners, from teenagers to adult professionals, looking to change their careers or improve their skills. \u003c/span>\u003cspan style=\"font-weight: 400\">One such student was Lupe Philips, a 53-year-old tourism professional. She was between jobs and looking to upgrade her skills. She’s an avid library user, and when she found out about the Learning Circles, she signed up for HTML/CSS, public speaking and novel writing. She said it was a welcoming change to engage with learners and enormously helpful that the courses were free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was an avenue for me to upgrade my skills,” said Philips. “I may not be a master, but at least I have some concept of working HTML.”\u003c/span>\u003c/p>\n\u003cp>Learning Circles introduced her to MOOCs for the first time, and she appreciated the feedback from her peers and facilitators in a small group setting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They did provide some critical feedback that I thought was necessary and I don’t think you would get that if you were taking an online course by yourself and not having to be accountable in a week’s time,” said Philips.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/GNP_4112.jpg\" alt=\"GNP_4112\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting people to the Learning Circles required some marketing outreach. Librarians attended local events and posted offerings on CPL's website. Much of their marketing efforts were low-tech: fliers in and around libraries, coffee shops and community centers. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent \u003ca href=\"http://www.pewinternet.org/2016/04/07/libraries-and-learning\">Pew Research Center survey\u003c/a> found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">CPL's outreach efforts helped a new population of learners take advantage of MOOCs -- 90 percent of those who attended a Learning Circle heard about it through the library and 65 percent of those had never taken an online course before, said Peterson. Retention rates were around 45 – 55 percent, according to Peterson. He also noted that students were more compelled to take online courses on their own after the guided experience and continued to do work outside of the learning circles.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles also helped librarians interact with patrons in new ways. They found themselves forming friendships and building community through repeated interactions. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Could This Digital Math Tool Change Instruction For the Better?",
"title": "Could This Digital Math Tool Change Instruction For the Better?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Math instruction can be the most resistant to changes in pedagogy -- even schools that have had success with project-based learning or inquiry-centered approaches can struggle to teach math in ways that help students understand the rich connections and complexity of the subject. That’s why some educators are excited to see \u003ca href=\"https://www.desmos.com/\" target=\"_blank\">Desmos\u003c/a> -- an ed-tech product best known for offering an online graphing calculator -- adding features that promote inquiry.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This tool is transforming how I'm teaching stuff. It's really hard to use this tool in a traditional boring way.'\u003ccite>Audrey McLaren, math teacher in Quebec, Canada\u003c/cite>\u003c/aside>\n\u003cp>Recently, Desmos has been building out its platform to offer \u003ca href=\"https://teacher.desmos.com/\">customizable lessons\u003c/a>. Led by Chief Academic Officer \u003ca href=\"http://blog.mrmeyer.com/\" target=\"_blank\">Dan Meyer\u003c/a>, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\">former math teacher\u003c/a> who left the classroom to pursue a PhD in math education, Desmos has been using its platform to model how technology could change pedagogy.\u003c/p>\n\u003cp>Desmos tries to harness the social nature of online interactions into meaningful math inquiry. Meyer says students love the internet because it’s a social place to share and create. And, a math classroom at its best is also a place where \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/14/practical-ways-to-develop-students-mathematical-reasoning/\" target=\"_blank\">students are creating hypotheses\u003c/a>, testing their thinking, critiquing each other’s work and discussing how and why mathematical laws work.\u003c/p>\n\u003cp>“Typically, online math platforms have no concept of the student in relationship to other students,” Meyer said in reference to “personalized” programs where students work through a set of problems or concepts “at their own pace,” but do so in a vacuum. Meyer argues this model doesn’t capture what’s powerful about a class full of students.\u003c/p>\n\u003cp>In contrast, Desmos allows teachers to make a series of slides with interactive elements. One slide might have a \u003ca href=\"http://blog.mrmeyer.com/2014/waterline-taking-textbooks-out-of-airplane-mode/\" target=\"_blank\">video of a glass filling with water\u003c/a>, with a question asking students to graph it. When a student submits his graph, a Desmos default function then shows the student three other student answers and asks him to give feedback on the solutions. Teachers can shut off this function, but Desmos intentionally made it a default to encourage discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our core assumption is that students need to be aware that there are other students in the class, and that refining process is part of every math lesson,” Meyer said. Teachers could also have students create their own glass filling at a specific rate and ask them to graph that. Or, maybe each student submits the problem they devised for other students to work on. Teachers can also display all the solutions, with or without student names, and ask the class to analyze each other’s strategies.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter wp-image-44112 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/water-filling.gif\" alt=\"water filling\" width=\"500\" height=\"283\">\u003c/p>\n\u003cp>Meyer hopes to support teachers as they design lessons that have some common elements of good math instruction: Students are thinking beyond equations, the learning is social, processes are made visible and students get written feedback, often from peers. “Getting numerical or binary right-wrong feedback tends to make the student think about the self,” Meyer said. “Written feedback about the work tends to focus on the work itself.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-44116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/class-cupboard.png\" alt=\"class cupboard\" width=\"500\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard-400x197.png 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp>\u003cstrong>HOW ARE TEACHERS USING DESMOS?\u003c/strong>\u003c/p>\n\u003cp>Middle school math teacher Cathy Yenca started using Desmos when her district discovered the graphing calculator tool was going to be integrated on state tests in Texas, where she teaches. Wanting her students to be familiar with the tool, she started experimenting with it in the classroom and it has now become an instructional “necessity.” Yenca works at Hill Country Middle School, a public school in Austin. Her students all have iPads and Yenca is passionate about the power of tech in learning, but she hasn’t liked a lot of what’s out there for math specifically.\u003c/p>\n\u003cp>“When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention,” she said. She uses Desmos because it makes inquiry in math class easy.\u003c/p>\n\u003cp>For example, in one recent lesson with her algebra one students, Yenca was teaching \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/56c498c491766242063e39ae\" target=\"_blank\">transformations in quadratic functions\u003c/a>. But she didn’t tell students that’s what they were studying. Instead, she set up a task where through exploration they were telling her the lesson by the end of class.\u003c/p>\n\u003cp>“Watching how they change a parameter and that instant feedback of what they just changed and how that impacts a graph, they’re hooked,” Yenca said. “When you have that reaction from middle schoolers around math, that’s a win.” She sees how \u003ca href=\"http://www.mathycathy.com/blog/2016/01/mtbos-week-2-my-favorite/\" target=\"_blank\">peers influence one another’s thinking\u003c/a>, and that even if not every student is on the right track the whole time, they are figuring it out together.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention.'\u003ccite>Cathy Yenca, middle school math teacher\u003c/cite>\u003c/aside>\n\u003cp>Yenca often takes a moment to show the whole class everyone else’s answers. This overlay would typically be what a teacher would use for formative assessment, to check for understanding, but Yenca said, “to me, keeping that for the teacher’s eyes only is a disservice.” She says learning this way requires building a classroom culture that values mistake making, but once that’s in place, so much rich learning comes out of students being able to see the trends in misperceptions. Together they discuss and untangle thinking until they’ve arrived at the math concept.\u003c/p>\n\u003cp>In a lesson with her eighth-graders on shapes in the coordinate plan, Yenca had students \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/561be64abcdbdd1b06107ef2\" target=\"_blank\">creating reflections and dilations on a Desmos graph\u003c/a>. “Desmos is only going to do what you tell it to do, so if it does something you didn’t expect, you’ve got to figure it out,” Yenca said. Her students manipulate the variables and gradually come to an understanding.\u003c/p>\n\u003cp>Yenca says some of her colleagues think Desmos does too much for students, making graphing too easy. She says if rote graphing is the goal, then yes, Desmos does too much, but wonders if that’s the right goal. “If we are concerned that a graphing tool can graph for our kids, maybe we need to ask more of our kids,” Yenca said.\u003c/p>\n\u003cp>While Desmos is trying to make it easier for math teachers to incorporate these elements into classrooms, the platform doesn’t force the issue. The tool is completely open; teachers shape their own lessons within it, and could easily make something that looks essentially like a worksheet.\u003c/p>\n\u003cp>\u003cb>REDEFINING CLASS\u003c/b>\u003c/p>\n\u003cp>Audrey McLaren teaches at a virtual school in Quebec. Her classes are all completely online, although they happen in real time, with students participating as they would in a brick-and-mortar classroom. Most of McLaren’s students live in rural places and their local schools don’t offer the courses she’s teaching in English.\u003c/p>\n\u003cp>“We’re not in the same physical space as our students,” McLaren said, “so we couldn’t see what they were doing until Desmos activity builder came along.” Now, she can pose a problem to students and then watch as each student tries to solve it. She can look at the class as a whole or zoom in and interact one-on-one with a student. McLaren thinks students are participating more than they would be in a normal class because every student has to do the work and share their thinking, whereas in a typical classroom (where she taught for 20 years) only about 10 percent of students raise their hands and participate in discussions.\u003c/p>\n\u003cp>“I try to design things so that after three to four slides, or questions, I stop everybody and within the online environment we put everything up on the board, classify the findings, and talk about which ones they agree with and why,” McLaren said. She uses the early slides to let students have a discovery period, where they’re playing with a concept, developing hypotheses and looking for patterns. “I want them to get an intuitive sense of what I want them to know; I don’t want to just tell them,” McLaren said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/Gze55bRVqUM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>She appreciates how Desmos will put forward a new kind of activity, let teachers play with it, and then open the tool so educators can build something similar. For example, Desmos has a few math “games,” but unlike many games that are basically practice with a prize at the end, the Desmos games make math knowledge central to completing the task.\u003c/p>\n\u003cp>In a \u003ca href=\"https://teacher.desmos.com/polygraph-parabolas\" target=\"_blank\">Polygraph\u003c/a>, for example, a pair of students might be given 16 graphs that all look different, but are all linear functions. One student chooses a graph and her partner has to guess which graph has been chosen by asking “yes” or “no” questions, a bit like the game Battleship. Students have to use math vocabulary and knowledge of terms like slope and y-intercepts to eliminate various graphs and zero-in on the correct choice. “You learn math from playing the game itself,” McLaren said.\u003c/p>\n\u003cp>At first Desmos created these Polygraph lessons around different common curricular topics, but now they’ve opened it up so \u003ca href=\"http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Vertical-Value_-Part-2/\" target=\"_blank\">teachers can make their own\u003c/a>. She often uses Desmos in class as a way to explore a concept and then has her students watch a video at home to nail down the concept. But she also uses Desmos to deepen understanding in the middle of a lesson and as formative assessment at the end as well. Since she’s been using the Desmos activity builder for only a few months, McLaren doesn’t have any data to prove that teaching this way is improving math achievement. But anecdotally she’s confident it has increased participation, which should increase understanding, and she’s been impressed at how her students are discussing and writing about math with one another.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMMUNITY\u003c/strong>\u003c/p>\n\u003cp>In Bob Lochel’s Advanced Placement statistics classroom, getting technology to each student is a challenge. Even though he teaches in an affluent suburb of Philadelphia, his students don’t have one-to-one access and booking a computer lab can be a pain. So often Lochel relies on his students’ personal devices for access to Desmos. He’ll ask students to complete a few questions and then, like McLaren and Yenca, he often projects multiple student answers on the board as a jumping-off point for a discussion. Student are critiquing one another’s thinking. “That’s not the kind of thing we were asking before,” Lochel said.\u003c/p>\n\u003cp>One of his favorite parts of using Desmos is the community of math teachers that comes with it. Every educator spoke about the collaborative community of teachers sharing ideas using the \u003ca href=\"https://twitter.com/hashtag/mtbos\" target=\"_blank\">hashtag #MTBoS\u003c/a>. Many of the active educators in this community also write their own blogs, where they track the success and challenges of different lessons. Teachers can upload their lessons to Desmos as well, making it easy to find and use all or part of another teacher’s work for their own purposes. Lochel said often if he’s putting together a lesson and isn’t quite sure if it’s reaching the mark, he’ll put it out to \u003ca href=\"https://exploremtbos.wordpress.com/overview/\" target=\"_blank\">the community \u003c/a>for feedback.\u003c/p>\n\u003cp>Just like developing all good lessons, Lochel said it can be tricky to design a Desmos activity that both allows students to be creative and inspired, but also drives towards the ultimate goal for the class period. He appreciates the virtual community of educators that are helping him refine this skill. Lochel said when a lesson successfully allows students to arrive at their own conclusions, like the one he did on binomial distribution and how it’s linked to normal distribution, students understand in a much deeper way. Instead of telling them the rule, \"this time they discovered the rule,” he said. And the buy-in that creating the rule engendered meant that they could also debunk the rule.\u003c/p>\n\u003cp>Desmos employees like Meyer, for their part, are constantly working with teachers to improve what the platform offers, while balancing a desire to seed good teaching practices. Meyer said while thousands of teacher lessons have been uploaded to Desmos, only a fraction are available through the search tool. Those are the lessons that he and his educator team have hand-polished, reaching out to the original author for permission, and re-releasing. He also looks at a random sample of teacher-created lessons every week and believes the quality has gone up over time.\u003c/p>\n\u003cp>The best part of Desmos for many educators, whether they are using it only for its graphing calculator capabilities or for these more involved, inquiry-based lessons, is that it’s free. That’s possible because Desmos licenses its calculator tool to curriculum and testing companies. The fees from that work fund the curriculum development and training work that Meyer does. He’s hopeful that before too long he and his team, in cooperation with teachers around the globe, will have developed what amounts to an Algebra I curriculum designed entirely out of low-floor, high-ceiling Web-based tasks like the ones described in this article.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I was worried that we couldn’t figure out how to make “good” work in the market, but it’s been nice that we’ve found traction with paying customers,” Meyer said. “Part of that is the product and part of that is that there’s been a sea change in online math education.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math instruction can be the most resistant to changes in pedagogy -- even schools that have had success with project-based learning or inquiry-centered approaches can struggle to teach math in ways that help students understand the rich connections and complexity of the subject. That’s why some educators are excited to see \u003ca href=\"https://www.desmos.com/\" target=\"_blank\">Desmos\u003c/a> -- an ed-tech product best known for offering an online graphing calculator -- adding features that promote inquiry.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This tool is transforming how I'm teaching stuff. It's really hard to use this tool in a traditional boring way.'\u003ccite>Audrey McLaren, math teacher in Quebec, Canada\u003c/cite>\u003c/aside>\n\u003cp>Recently, Desmos has been building out its platform to offer \u003ca href=\"https://teacher.desmos.com/\">customizable lessons\u003c/a>. Led by Chief Academic Officer \u003ca href=\"http://blog.mrmeyer.com/\" target=\"_blank\">Dan Meyer\u003c/a>, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\">former math teacher\u003c/a> who left the classroom to pursue a PhD in math education, Desmos has been using its platform to model how technology could change pedagogy.\u003c/p>\n\u003cp>Desmos tries to harness the social nature of online interactions into meaningful math inquiry. Meyer says students love the internet because it’s a social place to share and create. And, a math classroom at its best is also a place where \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/14/practical-ways-to-develop-students-mathematical-reasoning/\" target=\"_blank\">students are creating hypotheses\u003c/a>, testing their thinking, critiquing each other’s work and discussing how and why mathematical laws work.\u003c/p>\n\u003cp>“Typically, online math platforms have no concept of the student in relationship to other students,” Meyer said in reference to “personalized” programs where students work through a set of problems or concepts “at their own pace,” but do so in a vacuum. Meyer argues this model doesn’t capture what’s powerful about a class full of students.\u003c/p>\n\u003cp>In contrast, Desmos allows teachers to make a series of slides with interactive elements. One slide might have a \u003ca href=\"http://blog.mrmeyer.com/2014/waterline-taking-textbooks-out-of-airplane-mode/\" target=\"_blank\">video of a glass filling with water\u003c/a>, with a question asking students to graph it. When a student submits his graph, a Desmos default function then shows the student three other student answers and asks him to give feedback on the solutions. Teachers can shut off this function, but Desmos intentionally made it a default to encourage discussion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our core assumption is that students need to be aware that there are other students in the class, and that refining process is part of every math lesson,” Meyer said. Teachers could also have students create their own glass filling at a specific rate and ask them to graph that. Or, maybe each student submits the problem they devised for other students to work on. Teachers can also display all the solutions, with or without student names, and ask the class to analyze each other’s strategies.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter wp-image-44112 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/water-filling.gif\" alt=\"water filling\" width=\"500\" height=\"283\">\u003c/p>\n\u003cp>Meyer hopes to support teachers as they design lessons that have some common elements of good math instruction: Students are thinking beyond equations, the learning is social, processes are made visible and students get written feedback, often from peers. “Getting numerical or binary right-wrong feedback tends to make the student think about the self,” Meyer said. “Written feedback about the work tends to focus on the work itself.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-44116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/class-cupboard.png\" alt=\"class cupboard\" width=\"500\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard-400x197.png 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp>\u003cstrong>HOW ARE TEACHERS USING DESMOS?\u003c/strong>\u003c/p>\n\u003cp>Middle school math teacher Cathy Yenca started using Desmos when her district discovered the graphing calculator tool was going to be integrated on state tests in Texas, where she teaches. Wanting her students to be familiar with the tool, she started experimenting with it in the classroom and it has now become an instructional “necessity.” Yenca works at Hill Country Middle School, a public school in Austin. Her students all have iPads and Yenca is passionate about the power of tech in learning, but she hasn’t liked a lot of what’s out there for math specifically.\u003c/p>\n\u003cp>“When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention,” she said. She uses Desmos because it makes inquiry in math class easy.\u003c/p>\n\u003cp>For example, in one recent lesson with her algebra one students, Yenca was teaching \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/56c498c491766242063e39ae\" target=\"_blank\">transformations in quadratic functions\u003c/a>. But she didn’t tell students that’s what they were studying. Instead, she set up a task where through exploration they were telling her the lesson by the end of class.\u003c/p>\n\u003cp>“Watching how they change a parameter and that instant feedback of what they just changed and how that impacts a graph, they’re hooked,” Yenca said. “When you have that reaction from middle schoolers around math, that’s a win.” She sees how \u003ca href=\"http://www.mathycathy.com/blog/2016/01/mtbos-week-2-my-favorite/\" target=\"_blank\">peers influence one another’s thinking\u003c/a>, and that even if not every student is on the right track the whole time, they are figuring it out together.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention.'\u003ccite>Cathy Yenca, middle school math teacher\u003c/cite>\u003c/aside>\n\u003cp>Yenca often takes a moment to show the whole class everyone else’s answers. This overlay would typically be what a teacher would use for formative assessment, to check for understanding, but Yenca said, “to me, keeping that for the teacher’s eyes only is a disservice.” She says learning this way requires building a classroom culture that values mistake making, but once that’s in place, so much rich learning comes out of students being able to see the trends in misperceptions. Together they discuss and untangle thinking until they’ve arrived at the math concept.\u003c/p>\n\u003cp>In a lesson with her eighth-graders on shapes in the coordinate plan, Yenca had students \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/561be64abcdbdd1b06107ef2\" target=\"_blank\">creating reflections and dilations on a Desmos graph\u003c/a>. “Desmos is only going to do what you tell it to do, so if it does something you didn’t expect, you’ve got to figure it out,” Yenca said. Her students manipulate the variables and gradually come to an understanding.\u003c/p>\n\u003cp>Yenca says some of her colleagues think Desmos does too much for students, making graphing too easy. She says if rote graphing is the goal, then yes, Desmos does too much, but wonders if that’s the right goal. “If we are concerned that a graphing tool can graph for our kids, maybe we need to ask more of our kids,” Yenca said.\u003c/p>\n\u003cp>While Desmos is trying to make it easier for math teachers to incorporate these elements into classrooms, the platform doesn’t force the issue. The tool is completely open; teachers shape their own lessons within it, and could easily make something that looks essentially like a worksheet.\u003c/p>\n\u003cp>\u003cb>REDEFINING CLASS\u003c/b>\u003c/p>\n\u003cp>Audrey McLaren teaches at a virtual school in Quebec. Her classes are all completely online, although they happen in real time, with students participating as they would in a brick-and-mortar classroom. Most of McLaren’s students live in rural places and their local schools don’t offer the courses she’s teaching in English.\u003c/p>\n\u003cp>“We’re not in the same physical space as our students,” McLaren said, “so we couldn’t see what they were doing until Desmos activity builder came along.” Now, she can pose a problem to students and then watch as each student tries to solve it. She can look at the class as a whole or zoom in and interact one-on-one with a student. McLaren thinks students are participating more than they would be in a normal class because every student has to do the work and share their thinking, whereas in a typical classroom (where she taught for 20 years) only about 10 percent of students raise their hands and participate in discussions.\u003c/p>\n\u003cp>“I try to design things so that after three to four slides, or questions, I stop everybody and within the online environment we put everything up on the board, classify the findings, and talk about which ones they agree with and why,” McLaren said. She uses the early slides to let students have a discovery period, where they’re playing with a concept, developing hypotheses and looking for patterns. “I want them to get an intuitive sense of what I want them to know; I don’t want to just tell them,” McLaren said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/Gze55bRVqUM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>She appreciates how Desmos will put forward a new kind of activity, let teachers play with it, and then open the tool so educators can build something similar. For example, Desmos has a few math “games,” but unlike many games that are basically practice with a prize at the end, the Desmos games make math knowledge central to completing the task.\u003c/p>\n\u003cp>In a \u003ca href=\"https://teacher.desmos.com/polygraph-parabolas\" target=\"_blank\">Polygraph\u003c/a>, for example, a pair of students might be given 16 graphs that all look different, but are all linear functions. One student chooses a graph and her partner has to guess which graph has been chosen by asking “yes” or “no” questions, a bit like the game Battleship. Students have to use math vocabulary and knowledge of terms like slope and y-intercepts to eliminate various graphs and zero-in on the correct choice. “You learn math from playing the game itself,” McLaren said.\u003c/p>\n\u003cp>At first Desmos created these Polygraph lessons around different common curricular topics, but now they’ve opened it up so \u003ca href=\"http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Vertical-Value_-Part-2/\" target=\"_blank\">teachers can make their own\u003c/a>. She often uses Desmos in class as a way to explore a concept and then has her students watch a video at home to nail down the concept. But she also uses Desmos to deepen understanding in the middle of a lesson and as formative assessment at the end as well. Since she’s been using the Desmos activity builder for only a few months, McLaren doesn’t have any data to prove that teaching this way is improving math achievement. But anecdotally she’s confident it has increased participation, which should increase understanding, and she’s been impressed at how her students are discussing and writing about math with one another.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMMUNITY\u003c/strong>\u003c/p>\n\u003cp>In Bob Lochel’s Advanced Placement statistics classroom, getting technology to each student is a challenge. Even though he teaches in an affluent suburb of Philadelphia, his students don’t have one-to-one access and booking a computer lab can be a pain. So often Lochel relies on his students’ personal devices for access to Desmos. He’ll ask students to complete a few questions and then, like McLaren and Yenca, he often projects multiple student answers on the board as a jumping-off point for a discussion. Student are critiquing one another’s thinking. “That’s not the kind of thing we were asking before,” Lochel said.\u003c/p>\n\u003cp>One of his favorite parts of using Desmos is the community of math teachers that comes with it. Every educator spoke about the collaborative community of teachers sharing ideas using the \u003ca href=\"https://twitter.com/hashtag/mtbos\" target=\"_blank\">hashtag #MTBoS\u003c/a>. Many of the active educators in this community also write their own blogs, where they track the success and challenges of different lessons. Teachers can upload their lessons to Desmos as well, making it easy to find and use all or part of another teacher’s work for their own purposes. Lochel said often if he’s putting together a lesson and isn’t quite sure if it’s reaching the mark, he’ll put it out to \u003ca href=\"https://exploremtbos.wordpress.com/overview/\" target=\"_blank\">the community \u003c/a>for feedback.\u003c/p>\n\u003cp>Just like developing all good lessons, Lochel said it can be tricky to design a Desmos activity that both allows students to be creative and inspired, but also drives towards the ultimate goal for the class period. He appreciates the virtual community of educators that are helping him refine this skill. Lochel said when a lesson successfully allows students to arrive at their own conclusions, like the one he did on binomial distribution and how it’s linked to normal distribution, students understand in a much deeper way. Instead of telling them the rule, \"this time they discovered the rule,” he said. And the buy-in that creating the rule engendered meant that they could also debunk the rule.\u003c/p>\n\u003cp>Desmos employees like Meyer, for their part, are constantly working with teachers to improve what the platform offers, while balancing a desire to seed good teaching practices. Meyer said while thousands of teacher lessons have been uploaded to Desmos, only a fraction are available through the search tool. Those are the lessons that he and his educator team have hand-polished, reaching out to the original author for permission, and re-releasing. He also looks at a random sample of teacher-created lessons every week and believes the quality has gone up over time.\u003c/p>\n\u003cp>The best part of Desmos for many educators, whether they are using it only for its graphing calculator capabilities or for these more involved, inquiry-based lessons, is that it’s free. That’s possible because Desmos licenses its calculator tool to curriculum and testing companies. The fees from that work fund the curriculum development and training work that Meyer does. He’s hopeful that before too long he and his team, in cooperation with teachers around the globe, will have developed what amounts to an Algebra I curriculum designed entirely out of low-floor, high-ceiling Web-based tasks like the ones described in this article.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I was worried that we couldn’t figure out how to make “good” work in the market, but it’s been nice that we’ve found traction with paying customers,” Meyer said. “Part of that is the product and part of that is that there’s been a sea change in online math education.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Since the unprecedented success of \u003cem>Serial\u003c/em>, podcasts have become a more popular form of mainstream entertainment. Not only are many adults listening for fun, but some teachers are bringing podcasts into their classrooms as a new kind of text. Teachers like \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/18/inspired-by-serial-teens-create-podcasts-as-a-final-exam/\" target=\"_blank\">Alexa Schlechter\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\" target=\"_blank\">Michael Godsey\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/13/personal-stories-how-teens-connect-with-storycorps-and-podcasts/\" target=\"_blank\">Alex Fernandez\u003c/a> have found teenagers to be a receptive podcast audience and have even experimented with asking students to make their own podcasts.\u003c/p>\n\u003cp>While audio has excited teachers of older students who can access the rich variety of content available for adults, teachers and parents of younger children are noticing there isn't a ton of content made specifically for a younger audience. In an \u003ca href=\"http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\" target=\"_blank\">article written for The Atlantic\u003c/a>,\u003ca href=\"http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\" target=\"_blank\"> \u003c/a>Stephanie Hayes investigates this hole in the podcast market. She was surprised to find that kids will pay attention to a full 15-20 minute podcast and learn from it. Hayes writes:\u003c/p>\n\u003cblockquote>\u003cp>The absence of images in podcasts seems to be a source of their creative potential. Without visuals, listeners are required to fill the gaps—and when these listeners are children, the results can be powerful. Numerous studies have found that children between the ages of seven and 13 respond more creatively to radio stories than to stories shown on television. Audio stories prompted kids to draw more novel pictures, think up more unique questions, and solve problems in a more imaginative way than did TV tales.\u003c/p>\n\u003cp>Not only are children listening and responding creatively, observations suggest they’re also learning. When Patterson, one of the producers of the children’s science podcast \u003cem>Tumble\u003c/em>, conducted a series of focus groups, she found that kids as young as six focused for the duration of her 15-minute show. Minutes after hearing a podcast about spiders, she saw a group of kids huddled around a dead wasp, examining it and debating what had killed it. When she asked if they normally led backyard investigations, they said no. “They had listened, and they really got it,” she wrote in a recent piece for Current, on the value of podcasts for kids\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Since the unprecedented success of \u003cem>Serial\u003c/em>, podcasts have become a more popular form of mainstream entertainment. Not only are many adults listening for fun, but some teachers are bringing podcasts into their classrooms as a new kind of text. Teachers like \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/18/inspired-by-serial-teens-create-podcasts-as-a-final-exam/\" target=\"_blank\">Alexa Schlechter\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\" target=\"_blank\">Michael Godsey\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/13/personal-stories-how-teens-connect-with-storycorps-and-podcasts/\" target=\"_blank\">Alex Fernandez\u003c/a> have found teenagers to be a receptive podcast audience and have even experimented with asking students to make their own podcasts.\u003c/p>\n\u003cp>While audio has excited teachers of older students who can access the rich variety of content available for adults, teachers and parents of younger children are noticing there isn't a ton of content made specifically for a younger audience. In an \u003ca href=\"http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\" target=\"_blank\">article written for The Atlantic\u003c/a>,\u003ca href=\"http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\" target=\"_blank\"> \u003c/a>Stephanie Hayes investigates this hole in the podcast market. She was surprised to find that kids will pay attention to a full 15-20 minute podcast and learn from it. Hayes writes:\u003c/p>\n\u003cblockquote>\u003cp>The absence of images in podcasts seems to be a source of their creative potential. Without visuals, listeners are required to fill the gaps—and when these listeners are children, the results can be powerful. Numerous studies have found that children between the ages of seven and 13 respond more creatively to radio stories than to stories shown on television. Audio stories prompted kids to draw more novel pictures, think up more unique questions, and solve problems in a more imaginative way than did TV tales.\u003c/p>\n\u003cp>Not only are children listening and responding creatively, observations suggest they’re also learning. When Patterson, one of the producers of the children’s science podcast \u003cem>Tumble\u003c/em>, conducted a series of focus groups, she found that kids as young as six focused for the duration of her 15-minute show. Minutes after hearing a podcast about spiders, she saw a group of kids huddled around a dead wasp, examining it and debating what had killed it. When she asked if they normally led backyard investigations, they said no. “They had listened, and they really got it,” she wrote in a recent piece for Current, on the value of podcasts for kids\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What Will Digital Portfolios Mean for College-Bound Students?",
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"content": "\u003cp>Sometime during the first few weeks of school at Montgomery Bell Academy, an independent, all-boys college preparatory school in Nashville, Tennessee, college counselor Ginny Maddux gathers all the ninth-graders in the auditorium to talk about college. The freshmen are each given a piece of paper and asked to make a list of every college and university they can think of; once finished, they make it into a paper airplane. Maddux then asks the boys to stand up, count to five and try their best to fly their paper airplanes all the way to the auditorium’s stage.\u003c/p>\n\u003cp>She tells them to keep in mind that some of the airplanes may not make it on the first try, and will need a little help to get all the way to the stage. In this way, she tells them, flying your paper airplane to the stage is a lot like getting into college: “For some of you, it sailed right down here and it seemed a bit seamless. Some of you needed help on how to make an airplane, some of you needed help getting your plane down here, but you all chipped in and different people helped you make that happen.”\u003c/p>\n\u003cp class=\"p1\">Maddux, who has been in the business of college admissions, either at the university or high school level, for 25 years, said that at Montgomery Bell, that’s about as far as they go with beginning to prepare freshmen for college. She even goes so far as to say they encourage most students [and subsequently, their parents] to purposefully \u003ci>not\u003c/i> begin obsessing about college too much until the beginning of the junior year, when they ramp up the process with college visits and forming lists of possible candidates.\u003c/p>\n\u003cp class=\"p1\">But, Maddux points out, this delay comes with an implicit understanding that parents, in sending their child to an exclusive private school, already assume their kids are going to college. In that way, it gives them some room to breathe: They can concentrate on learning what high school is all about, and have a little time to mature and grow before entering what Maddux (and others) call “the arms race” of college admissions.\u003c/p>\n\u003cp class=\"p1\">Not all students have this luxury, however, which in part is what prompted the \u003ca href=\"http://www.coalitionforcollegeaccess.org/\">Coalition for Access, Affordability and Success’s\u003c/a> new free online application and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/07/how-can-the-college-admissions-process-be-improved/\">digital locker\u003c/a>. The digital platform, which will be available beginning in April of this year,\u003cspan class=\"Apple-converted-space\"> \u003c/span>allows all high schoolers, even freshmen and sophomores, to begin storing their projects, papers and even video footage for possible inclusion in future college applications through a “digital locker,” or storage, available in the app.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>THE NINTH GRADE\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">The earlier that kids begin planning their college application, the better, and that’s the reason the digital locker can be used as early as ninth grade, according to University of Chicago Deputy Dean of Admissions Veronica Hauad, speaking for the coalition, which is made up of more than 80 top public and private universities and colleges (including the Ivies and distinguished research universities).\u003c/p>\n\u003cp class=\"p1\">She said that even if nothing from the first couple of years of high school is actually ever used in final college applications, the practice of putting quality work into digital storage “gets them thinking critically” about college.\u003c/p>\n\u003cp class=\"p1\">“I hate to say it, because I know there will be people who disagree, but I think it’s never too early,” she said. “The kids just a few blocks from us [at University of Chicago] have never seen what a college looks like, they don’t know what college means. I’m sorry, I think for underrepresented students, it’s never too early to build college-going culture and have exposure to the process. It actually reduces stress if, little by little, you learn [how to build your college resume], rather than waiting until the last couple of weeks to learn how to do everything. I think it’s a great thing.”\u003c/p>\n\u003cp class=\"p1\">To that end, part of the coalitions’s mission is to “level the playing field” for underserved students who may not have thought they had a shot at a big-name expensive school like the University of Chicago. Hauad hopes the coalition will help to change all that: With the free, easy application, free digital storage and collaboration platform that allows mentors or parents to help with the application, they hope to attract students who, for one reason or another, may have been too intimidated to apply before.\u003c/p>\n\u003cp class=\"p1\">“It’s not the polish — that’s great if you’ve had the privilege to produce something with that level of polish, a paper or a video, you’ve got great test scores,” she said. “But we’re not just looking for polish. We’re looking for really interesting, hard-working kids. And that comes with any level of sophistication. And I think that will be easy to tell, whether it’s through a coalition application or any application platform.”\u003c/p>\n\u003cp class=\"p1\">Students can already create profiles using Google Drive or LinkedIn, but startups are also hoping to help students present their whole self — not just their grades and test scores — to admissions officers digitally. Silicon Valley startup \u003ca href=\"http://https://www.zeemee.com/\">ZeeMee\u003c/a> has created a free app that provides a way for students to create a positive online identity to share with colleges, promising to “bring their story to life.” The ZeeMee profile page, which includes details like a student’s interests, passions, family background and a video, can then be added to the Common App or embedded in a university’s application.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hligWNniHQA\u003c/p>\n\u003cp class=\"p1\">Co-founders Adam Metcalf and Juan Jaysingh said ZeeMee is being used in more than 10,000 high schools in 100 countries, and has partnered with more than 200 colleges and universities that will embed ZeeMee into their applications beginning this fall.\u003c/p>\n\u003cp class=\"p1\">“It doesn’t matter where they come from — private school, public school, charter school, underserved communities — we know they [students] all have a story. But more importantly, they have a smartphone,” said Jaysingh.\u003c/p>\n\u003cp class=\"p1\">Photo and video provide a more complete version of a person, and students feel they're \"more than a piece of paper.\" He thinks that ZeeMee will help level the playing field for students by allowing admissions officers to get a more complete understanding of an applicant by seeing her face, and hearing about her likes and dislikes, passions and her goals directly, instead of through an essay or SAT score.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh agree that today’s high schoolers, who have grown up with Instagram and Facebook, are comfortable with making videos of themselves, and are probably much less likely to be camera-shy or not know how to present themselves well. Videos range from well-curated montages of sports and dance concerts put to music to a teen simply talking straight to the camera in his basement.\u003c/p>\n\u003cp class=\"p1\">“There are kids who are very sophisticated or speak really well on camera,” said Jaysingh. “Then there are kids who are literally — one kid was sitting in his basement with a hood on and said, ‘Hey, I’m Joe, I’m here because I need to do my ZeeMee,’ and the admissions people actually liked it, because he was being himself.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>Videos can show students engaging in their favorite activity, highlighting performances in sports or music or theater, or just talking straight to the camera about their lives, interests and goals.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh don’t see ZeeMee as contributing to self-curation or “selfie culture,” but as a way for a student to stand out to admissions officers in a crowded field of applicants. They’ve also built a K-12 curriculum for teachers and counselors, a mini-course that shows high schoolers the importance of leaving a positive and real online identity not just for college counselors, but also future employers.\u003c/p>\n\u003cp class=\"p1\">“The people who are in admissions, they do this for a living, and they can read students,” said Jaysingh. “And a kid who is real comes across clearly to them. Is this a perfect solution? No. But at least it pushes the needle toward leveling the playing field.”\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>RETHINKING DIGITAL PORTFOLIOS\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">But what if adults need to take a harder look at how online portfolios will be used in order to extract their maximum benefit? MIT education technology researcher Justin Reich said that the way to make the digital locker most useful is to first ask some hard questions. \"I think it’s a terrific idea, but I think there are some good questions about ownership and data control that comes up, like, who owns the locker? Who has control over it, how much autonomy will students have? If the system goes bankrupt, who owns the stuff? How do we get it out if we want to put it into other systems?\"\u003c/p>\n\u003cp class=\"p1\">Reich also said that in order to truly change college admissions, more work will need to be done by teachers and schools to think in advance about what the goals of the digital locker are, and how to change current work--assignments, curriculum, and grades, for example--to meet the new challenges of an online portfolio. \"For an idea like this to really take off, there needs to be some kind of coherent conversation between departments, between grade level teams, academies and schools, to say, how do we as adults help think about what we want? How do we help students create this representation of themselves and their work?\" he said. \"They would have to be thinking differently about assignments, submissions, thinking differently about grades and how they curate and reflect upon their work. If there’s not some sort of pedagogical and curricular change that’s going along with the technology, it’s pretty unlikely that merely the existence of a startup or a nonprofit, or a new thing in and of itself is going to make a whole lot of difference for student learning outcomes, or college chances.\"\u003c/p>\n\u003cp class=\"p1\">Carter Maggipinto, a high school senior at public Hillsboro High School in Nashville, started seriously thinking about college during his junior year. Since he knew he wanted to study film production and cinematography, and knew that he wanted to go to the best possible place his family could afford, he applied to four schools: School of Visual Arts, Brooklyn College, Pratt Institute and Middle Tennessee State University. Since three of the four schools required a portfolio for art majors, Maggipinto spent the first part of his senior year scrambling to gather footage of the films he’d made and art projects he’d finished to send along with his application.\u003c/p>\n\u003cp class=\"p1\">A digital locker to store it all at the beginning of high school, he admitted, would have been much easier. “I would love the digital locker,” he said, “because it’s also able to show the progression of your artistic ability over four years.”\u003c/p>\n\u003cp class=\"p1\">Maggipinto admits that he’s not sure how many kids he knows who would have been thinking about their portfolios or college applications at age 14 or 15, but he was. If he’d had a digital locker choice available to him — especially if he had someone to remind him to place his videos and artwork in it from time to time — he would have used it.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>KNOWING SELF-WORTH\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Digital portfolios are a great idea, said teacher \u003ca href=\"http://www.jessicalahey.com/the-gift-of-failure/\">Jessica Lahey\u003c/a>, author of \"The Gift of Failure,\" when they’re used in the right way — to create meaningful work, ideas and creations.\u003c/p>\n\u003cp class=\"p1\">“As with all things educational, the tool is not in and of itself dangerous or valuable,” she said via email. “Teachers who encourage kids to collect and build on ideas over time, because it’s fun to watch books or pictures or film projects or paintings develop and improve with practice, have the potential to boost creativity and learning. Teachers who encourage kids to build a portfolio solely for college admissions risk cultivating myopia and narcissism, as well as a kid who is overly focused on other people’s assessment of his or her self-worth.”\u003c/p>\n\u003cp class=\"p1\">College counselor Ginny Maddux, who has seen thousands of students go to college over her two decades of experience, said she sometimes worries that technologies like the digital locker may raise the stakes for admissions unnecessarily. Some students may feel pressured to contribute flawless finished products at a time when they were still largely exploring who they are.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">“If we’re fully formed at 18, then who are we going to be when we’re 26? I appreciate the schools where they care about the kids, and they’re not looking for fully formed human beings at the age of 18. Because none of us are fully formed at the age of 18, no matter where you go.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sometime during the first few weeks of school at Montgomery Bell Academy, an independent, all-boys college preparatory school in Nashville, Tennessee, college counselor Ginny Maddux gathers all the ninth-graders in the auditorium to talk about college. The freshmen are each given a piece of paper and asked to make a list of every college and university they can think of; once finished, they make it into a paper airplane. Maddux then asks the boys to stand up, count to five and try their best to fly their paper airplanes all the way to the auditorium’s stage.\u003c/p>\n\u003cp>She tells them to keep in mind that some of the airplanes may not make it on the first try, and will need a little help to get all the way to the stage. In this way, she tells them, flying your paper airplane to the stage is a lot like getting into college: “For some of you, it sailed right down here and it seemed a bit seamless. Some of you needed help on how to make an airplane, some of you needed help getting your plane down here, but you all chipped in and different people helped you make that happen.”\u003c/p>\n\u003cp class=\"p1\">Maddux, who has been in the business of college admissions, either at the university or high school level, for 25 years, said that at Montgomery Bell, that’s about as far as they go with beginning to prepare freshmen for college. She even goes so far as to say they encourage most students [and subsequently, their parents] to purposefully \u003ci>not\u003c/i> begin obsessing about college too much until the beginning of the junior year, when they ramp up the process with college visits and forming lists of possible candidates.\u003c/p>\n\u003cp class=\"p1\">But, Maddux points out, this delay comes with an implicit understanding that parents, in sending their child to an exclusive private school, already assume their kids are going to college. In that way, it gives them some room to breathe: They can concentrate on learning what high school is all about, and have a little time to mature and grow before entering what Maddux (and others) call “the arms race” of college admissions.\u003c/p>\n\u003cp class=\"p1\">Not all students have this luxury, however, which in part is what prompted the \u003ca href=\"http://www.coalitionforcollegeaccess.org/\">Coalition for Access, Affordability and Success’s\u003c/a> new free online application and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/07/how-can-the-college-admissions-process-be-improved/\">digital locker\u003c/a>. The digital platform, which will be available beginning in April of this year,\u003cspan class=\"Apple-converted-space\"> \u003c/span>allows all high schoolers, even freshmen and sophomores, to begin storing their projects, papers and even video footage for possible inclusion in future college applications through a “digital locker,” or storage, available in the app.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>THE NINTH GRADE\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">The earlier that kids begin planning their college application, the better, and that’s the reason the digital locker can be used as early as ninth grade, according to University of Chicago Deputy Dean of Admissions Veronica Hauad, speaking for the coalition, which is made up of more than 80 top public and private universities and colleges (including the Ivies and distinguished research universities).\u003c/p>\n\u003cp class=\"p1\">She said that even if nothing from the first couple of years of high school is actually ever used in final college applications, the practice of putting quality work into digital storage “gets them thinking critically” about college.\u003c/p>\n\u003cp class=\"p1\">“I hate to say it, because I know there will be people who disagree, but I think it’s never too early,” she said. “The kids just a few blocks from us [at University of Chicago] have never seen what a college looks like, they don’t know what college means. I’m sorry, I think for underrepresented students, it’s never too early to build college-going culture and have exposure to the process. It actually reduces stress if, little by little, you learn [how to build your college resume], rather than waiting until the last couple of weeks to learn how to do everything. I think it’s a great thing.”\u003c/p>\n\u003cp class=\"p1\">To that end, part of the coalitions’s mission is to “level the playing field” for underserved students who may not have thought they had a shot at a big-name expensive school like the University of Chicago. Hauad hopes the coalition will help to change all that: With the free, easy application, free digital storage and collaboration platform that allows mentors or parents to help with the application, they hope to attract students who, for one reason or another, may have been too intimidated to apply before.\u003c/p>\n\u003cp class=\"p1\">“It’s not the polish — that’s great if you’ve had the privilege to produce something with that level of polish, a paper or a video, you’ve got great test scores,” she said. “But we’re not just looking for polish. We’re looking for really interesting, hard-working kids. And that comes with any level of sophistication. And I think that will be easy to tell, whether it’s through a coalition application or any application platform.”\u003c/p>\n\u003cp class=\"p1\">Students can already create profiles using Google Drive or LinkedIn, but startups are also hoping to help students present their whole self — not just their grades and test scores — to admissions officers digitally. Silicon Valley startup \u003ca href=\"http://https://www.zeemee.com/\">ZeeMee\u003c/a> has created a free app that provides a way for students to create a positive online identity to share with colleges, promising to “bring their story to life.” The ZeeMee profile page, which includes details like a student’s interests, passions, family background and a video, can then be added to the Common App or embedded in a university’s application.\u003c/p>\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/hligWNniHQA'\n title='//www.youtube.com/embed/hligWNniHQA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">Co-founders Adam Metcalf and Juan Jaysingh said ZeeMee is being used in more than 10,000 high schools in 100 countries, and has partnered with more than 200 colleges and universities that will embed ZeeMee into their applications beginning this fall.\u003c/p>\n\u003cp class=\"p1\">“It doesn’t matter where they come from — private school, public school, charter school, underserved communities — we know they [students] all have a story. But more importantly, they have a smartphone,” said Jaysingh.\u003c/p>\n\u003cp class=\"p1\">Photo and video provide a more complete version of a person, and students feel they're \"more than a piece of paper.\" He thinks that ZeeMee will help level the playing field for students by allowing admissions officers to get a more complete understanding of an applicant by seeing her face, and hearing about her likes and dislikes, passions and her goals directly, instead of through an essay or SAT score.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh agree that today’s high schoolers, who have grown up with Instagram and Facebook, are comfortable with making videos of themselves, and are probably much less likely to be camera-shy or not know how to present themselves well. Videos range from well-curated montages of sports and dance concerts put to music to a teen simply talking straight to the camera in his basement.\u003c/p>\n\u003cp class=\"p1\">“There are kids who are very sophisticated or speak really well on camera,” said Jaysingh. “Then there are kids who are literally — one kid was sitting in his basement with a hood on and said, ‘Hey, I’m Joe, I’m here because I need to do my ZeeMee,’ and the admissions people actually liked it, because he was being himself.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>Videos can show students engaging in their favorite activity, highlighting performances in sports or music or theater, or just talking straight to the camera about their lives, interests and goals.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh don’t see ZeeMee as contributing to self-curation or “selfie culture,” but as a way for a student to stand out to admissions officers in a crowded field of applicants. They’ve also built a K-12 curriculum for teachers and counselors, a mini-course that shows high schoolers the importance of leaving a positive and real online identity not just for college counselors, but also future employers.\u003c/p>\n\u003cp class=\"p1\">“The people who are in admissions, they do this for a living, and they can read students,” said Jaysingh. “And a kid who is real comes across clearly to them. Is this a perfect solution? No. But at least it pushes the needle toward leveling the playing field.”\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>RETHINKING DIGITAL PORTFOLIOS\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">But what if adults need to take a harder look at how online portfolios will be used in order to extract their maximum benefit? MIT education technology researcher Justin Reich said that the way to make the digital locker most useful is to first ask some hard questions. \"I think it’s a terrific idea, but I think there are some good questions about ownership and data control that comes up, like, who owns the locker? Who has control over it, how much autonomy will students have? If the system goes bankrupt, who owns the stuff? How do we get it out if we want to put it into other systems?\"\u003c/p>\n\u003cp class=\"p1\">Reich also said that in order to truly change college admissions, more work will need to be done by teachers and schools to think in advance about what the goals of the digital locker are, and how to change current work--assignments, curriculum, and grades, for example--to meet the new challenges of an online portfolio. \"For an idea like this to really take off, there needs to be some kind of coherent conversation between departments, between grade level teams, academies and schools, to say, how do we as adults help think about what we want? How do we help students create this representation of themselves and their work?\" he said. \"They would have to be thinking differently about assignments, submissions, thinking differently about grades and how they curate and reflect upon their work. If there’s not some sort of pedagogical and curricular change that’s going along with the technology, it’s pretty unlikely that merely the existence of a startup or a nonprofit, or a new thing in and of itself is going to make a whole lot of difference for student learning outcomes, or college chances.\"\u003c/p>\n\u003cp class=\"p1\">Carter Maggipinto, a high school senior at public Hillsboro High School in Nashville, started seriously thinking about college during his junior year. Since he knew he wanted to study film production and cinematography, and knew that he wanted to go to the best possible place his family could afford, he applied to four schools: School of Visual Arts, Brooklyn College, Pratt Institute and Middle Tennessee State University. Since three of the four schools required a portfolio for art majors, Maggipinto spent the first part of his senior year scrambling to gather footage of the films he’d made and art projects he’d finished to send along with his application.\u003c/p>\n\u003cp class=\"p1\">A digital locker to store it all at the beginning of high school, he admitted, would have been much easier. “I would love the digital locker,” he said, “because it’s also able to show the progression of your artistic ability over four years.”\u003c/p>\n\u003cp class=\"p1\">Maggipinto admits that he’s not sure how many kids he knows who would have been thinking about their portfolios or college applications at age 14 or 15, but he was. If he’d had a digital locker choice available to him — especially if he had someone to remind him to place his videos and artwork in it from time to time — he would have used it.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>KNOWING SELF-WORTH\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Digital portfolios are a great idea, said teacher \u003ca href=\"http://www.jessicalahey.com/the-gift-of-failure/\">Jessica Lahey\u003c/a>, author of \"The Gift of Failure,\" when they’re used in the right way — to create meaningful work, ideas and creations.\u003c/p>\n\u003cp class=\"p1\">“As with all things educational, the tool is not in and of itself dangerous or valuable,” she said via email. “Teachers who encourage kids to collect and build on ideas over time, because it’s fun to watch books or pictures or film projects or paintings develop and improve with practice, have the potential to boost creativity and learning. Teachers who encourage kids to build a portfolio solely for college admissions risk cultivating myopia and narcissism, as well as a kid who is overly focused on other people’s assessment of his or her self-worth.”\u003c/p>\n\u003cp class=\"p1\">College counselor Ginny Maddux, who has seen thousands of students go to college over her two decades of experience, said she sometimes worries that technologies like the digital locker may raise the stakes for admissions unnecessarily. Some students may feel pressured to contribute flawless finished products at a time when they were still largely exploring who they are.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“If we’re fully formed at 18, then who are we going to be when we’re 26? I appreciate the schools where they care about the kids, and they’re not looking for fully formed human beings at the age of 18. Because none of us are fully formed at the age of 18, no matter where you go.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In the fall of 2008, Ted Gonder was studying economics at the University of Chicago as the world economy melted down around him.\u003c/p>\n\u003cp>“We were learning about the collapse in this ivory tower, theoretical, \u003cem>Wall Street Journal\u003c/em> context,” Gonder recalled. “But a few blocks from campus was one of the hardest hit inner-city neighborhoods—a bank desert with one of the highest foreclosure rates in the country.”\u003c/p>\n\u003cp>The juxtaposition led Gonder and some classmates to start a financial education program for high school students in schools in low-income communities. Now a nonprofit called \u003ca href=\"http://moneythink.org\">Moneythink\u003c/a>, it has with 30 university chapters in 10 states, Moneythink takes a blended learning approach, by mixing personalized mentoring with the power of social media.\u003c/p>\n\u003cp>With Gonder as CEO, Moneythink starts with committed college mentors who meet weekly with small “teams” of juniors and seniors in local high schools to talk about mindful spending, goal-directed saving, and the smart use of credit cards and other financial products. And, since 2014, the nonprofit has been piloting an app called Moneythink Mobile, to push these lessons beyond classroom walls, track their impact, and use “likes” and other social nudges to encourage better real-world money habits.\u003c/p>\n\u003cp>Typically, several mentors split a class so each works with no more than five students. Before the groups talk money, they just talk — discussing the personal interests and goals that ground Moneythink’s spending and saving exercises.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each classroom lesson is paired with a financial challenge on Moneythink Mobile, an Instagram-like platform on which students compete between weekly meetings with their mentors. In the “Snaptrack” challenge, for example, students post savings moments—a photo of a packed lunch, the pricey shoes they decided not to buy, or the coupon they used at the grocery store—captioned with a description, a dollar amount and \u003cem>#savings\u003c/em>.\u003c/p>\n\u003cp>Every post earns students points that position them in the app’s “leader board.” Over the course of the pilot, however, Moneythink Mobile’s developers have learned not to push gamification too far.\u003c/p>\n\u003cp>“A lot of our students are dealing with some very real financial situations. Sometimes, they’re the ones buying the family groceries. They’ve seen parents lose jobs and even lose homes,” said Kelly Carlquist, an analyst at Goldman Sachs who was president of Moneythink’s Northwestern University chapter until she graduated in 2014 and now chairs its young professional’s board. “We don’t want to turn this into too much of a game, which would cannibalize our efforts to bring this into a real-life context.”\u003c/p>\n\u003cp>Besides, more than points, students seem to crave the little bursts of digital attention and applause that their posts generate. They spice their comments with emoji ranging from a simple thumbs-up of approval to a ninja indicating special savings skills to a smug blue face that looks decidedly unimpressed.\u003c/p>\n\u003cp>“It helps students think about their purchasing behavior through the lens of delaying gratification by not spending, but getting some likes and comments as instant gratification for doing that,” said Gonder.\u003c/p>\n\u003cp>To prime the social pump, the app’s developers recently added an “explore” function so that users at one high school can scan and comment on spending and saving posts from around the country. Students need a code to access the app, and mentors monitor posts to quash insults and the sharing of sensitive information such as a legible photo of a new debit card.\u003c/p>\n\u003cfigure id=\"attachment_44375\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"size-full wp-image-44375\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/berdik-Moneythink.jpg\" alt=\"Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \" width=\"720\" height=\"561\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink-400x312.jpg 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \u003ccite>(Courtesy of Kara Zucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So far, about 4,600 students have used Moneythink Mobile, including more than 1,000 in the fall of 2015, collectively posting several thousand dollars in savings. Obviously, mentors can’t verify the figures, nor do they typically add up the dollars students claim to have saved. That’s of secondary importance, according to Brittany Bui, a senior finance major and co-president of the Moneythink chapter at Chapman University in Orange, California. The Chapman mentors work with students at Orange High School, where nearly three quarters of the students qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>“It’s not so much the specifics of the post itself,” said Bui. “It’s getting into the habit of thinking about what they’re buying. Are they saving, or not? Having them take pics and post makes them more mindful spenders.”\u003c/p>\n\u003cp>With that said, the numbers aren’t completely irrelevant.\u003c/p>\n\u003cp>“One of my students posted a pic of the coffee her mom made at home that she started drinking instead of making daily runs to Starbucks,” Bui recalled. “We talked about it in class, and three of the girls in my group were drinking Frappuccinos.”\u003c/p>\n\u003cp>They did the math. Saving just $3 a day by opting for home-brewed coffee over Starbucks for one year adds up to more than $1000.\u003c/p>\n\u003cp>The Moneythink curriculum encourages students to think of money as a tool to express their values. If travel is more important to you than tasty coffee treats, for example, then the smart choice is to skip the Frappuccinos and use the thousand bucks on a trip. Another Moneythink Mobile challenge called “Follow the Money” spurs these values discussions by asking students to rate each other’s spending posts as a “good spend,“ or a “bad spend.”\u003c/p>\n\u003cp>Other challenges include “Tap to Save” focused on racking up small savings toward a specific goal, and “Sage Selfie” in which students post a pic of a friend or family member who offered advice about financial products such as checking accounts and credit cards, captioned with the advice received.\u003c/p>\n\u003cp>The volume of posts and interactions reflect the strength of the mentor-student relationship, according to Moneythink’s product manager Nathan Ranney.\u003c/p>\n\u003cp>“It drives engagement when mentors really get to know their students, help them set relevant goals and comment on their posts,” said Ranney. “It lets students know that there’s really somebody on the other end of this thing who’s following me, thinking about me, and cares.”\u003c/p>\n\u003cp>In the future, Gonder hopes Moneythink Mobile will expand the nonprofit’s reach and deliver targeted financial education to places closer to meaningful money choices, such as youth employment agencies and college advisors. Also, because many students live in so-called “bank deserts” dominated by check-cashers and payday loan vendors, Moneythink is starting to talk with banks about how they might partner with the app, perhaps by linking to an account students could use without an adult cosigner.\u003c/p>\n\u003cp>Wherever the app goes, Gonder stresses that the technology will never take the place of strong mentoring relationships.\u003c/p>\n\u003cp>“Social media isn’t a fix in itself. It’s just a tool to enhance the human interactions,” he said. “In the next phase we want to crystallize the specific financial behaviors we want to see, to help students get out of the cash economy, save more regularly and meet their goals.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">\u003cem>blended learning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the fall of 2008, Ted Gonder was studying economics at the University of Chicago as the world economy melted down around him.\u003c/p>\n\u003cp>“We were learning about the collapse in this ivory tower, theoretical, \u003cem>Wall Street Journal\u003c/em> context,” Gonder recalled. “But a few blocks from campus was one of the hardest hit inner-city neighborhoods—a bank desert with one of the highest foreclosure rates in the country.”\u003c/p>\n\u003cp>The juxtaposition led Gonder and some classmates to start a financial education program for high school students in schools in low-income communities. Now a nonprofit called \u003ca href=\"http://moneythink.org\">Moneythink\u003c/a>, it has with 30 university chapters in 10 states, Moneythink takes a blended learning approach, by mixing personalized mentoring with the power of social media.\u003c/p>\n\u003cp>With Gonder as CEO, Moneythink starts with committed college mentors who meet weekly with small “teams” of juniors and seniors in local high schools to talk about mindful spending, goal-directed saving, and the smart use of credit cards and other financial products. And, since 2014, the nonprofit has been piloting an app called Moneythink Mobile, to push these lessons beyond classroom walls, track their impact, and use “likes” and other social nudges to encourage better real-world money habits.\u003c/p>\n\u003cp>Typically, several mentors split a class so each works with no more than five students. Before the groups talk money, they just talk — discussing the personal interests and goals that ground Moneythink’s spending and saving exercises.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each classroom lesson is paired with a financial challenge on Moneythink Mobile, an Instagram-like platform on which students compete between weekly meetings with their mentors. In the “Snaptrack” challenge, for example, students post savings moments—a photo of a packed lunch, the pricey shoes they decided not to buy, or the coupon they used at the grocery store—captioned with a description, a dollar amount and \u003cem>#savings\u003c/em>.\u003c/p>\n\u003cp>Every post earns students points that position them in the app’s “leader board.” Over the course of the pilot, however, Moneythink Mobile’s developers have learned not to push gamification too far.\u003c/p>\n\u003cp>“A lot of our students are dealing with some very real financial situations. Sometimes, they’re the ones buying the family groceries. They’ve seen parents lose jobs and even lose homes,” said Kelly Carlquist, an analyst at Goldman Sachs who was president of Moneythink’s Northwestern University chapter until she graduated in 2014 and now chairs its young professional’s board. “We don’t want to turn this into too much of a game, which would cannibalize our efforts to bring this into a real-life context.”\u003c/p>\n\u003cp>Besides, more than points, students seem to crave the little bursts of digital attention and applause that their posts generate. They spice their comments with emoji ranging from a simple thumbs-up of approval to a ninja indicating special savings skills to a smug blue face that looks decidedly unimpressed.\u003c/p>\n\u003cp>“It helps students think about their purchasing behavior through the lens of delaying gratification by not spending, but getting some likes and comments as instant gratification for doing that,” said Gonder.\u003c/p>\n\u003cp>To prime the social pump, the app’s developers recently added an “explore” function so that users at one high school can scan and comment on spending and saving posts from around the country. Students need a code to access the app, and mentors monitor posts to quash insults and the sharing of sensitive information such as a legible photo of a new debit card.\u003c/p>\n\u003cfigure id=\"attachment_44375\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"size-full wp-image-44375\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/berdik-Moneythink.jpg\" alt=\"Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \" width=\"720\" height=\"561\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink-400x312.jpg 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \u003ccite>(Courtesy of Kara Zucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So far, about 4,600 students have used Moneythink Mobile, including more than 1,000 in the fall of 2015, collectively posting several thousand dollars in savings. Obviously, mentors can’t verify the figures, nor do they typically add up the dollars students claim to have saved. That’s of secondary importance, according to Brittany Bui, a senior finance major and co-president of the Moneythink chapter at Chapman University in Orange, California. The Chapman mentors work with students at Orange High School, where nearly three quarters of the students qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>“It’s not so much the specifics of the post itself,” said Bui. “It’s getting into the habit of thinking about what they’re buying. Are they saving, or not? Having them take pics and post makes them more mindful spenders.”\u003c/p>\n\u003cp>With that said, the numbers aren’t completely irrelevant.\u003c/p>\n\u003cp>“One of my students posted a pic of the coffee her mom made at home that she started drinking instead of making daily runs to Starbucks,” Bui recalled. “We talked about it in class, and three of the girls in my group were drinking Frappuccinos.”\u003c/p>\n\u003cp>They did the math. Saving just $3 a day by opting for home-brewed coffee over Starbucks for one year adds up to more than $1000.\u003c/p>\n\u003cp>The Moneythink curriculum encourages students to think of money as a tool to express their values. If travel is more important to you than tasty coffee treats, for example, then the smart choice is to skip the Frappuccinos and use the thousand bucks on a trip. Another Moneythink Mobile challenge called “Follow the Money” spurs these values discussions by asking students to rate each other’s spending posts as a “good spend,“ or a “bad spend.”\u003c/p>\n\u003cp>Other challenges include “Tap to Save” focused on racking up small savings toward a specific goal, and “Sage Selfie” in which students post a pic of a friend or family member who offered advice about financial products such as checking accounts and credit cards, captioned with the advice received.\u003c/p>\n\u003cp>The volume of posts and interactions reflect the strength of the mentor-student relationship, according to Moneythink’s product manager Nathan Ranney.\u003c/p>\n\u003cp>“It drives engagement when mentors really get to know their students, help them set relevant goals and comment on their posts,” said Ranney. “It lets students know that there’s really somebody on the other end of this thing who’s following me, thinking about me, and cares.”\u003c/p>\n\u003cp>In the future, Gonder hopes Moneythink Mobile will expand the nonprofit’s reach and deliver targeted financial education to places closer to meaningful money choices, such as youth employment agencies and college advisors. Also, because many students live in so-called “bank deserts” dominated by check-cashers and payday loan vendors, Moneythink is starting to talk with banks about how they might partner with the app, perhaps by linking to an account students could use without an adult cosigner.\u003c/p>\n\u003cp>Wherever the app goes, Gonder stresses that the technology will never take the place of strong mentoring relationships.\u003c/p>\n\u003cp>“Social media isn’t a fix in itself. It’s just a tool to enhance the human interactions,” he said. “In the next phase we want to crystallize the specific financial behaviors we want to see, to help students get out of the cash economy, save more regularly and meet their goals.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">\u003cem>blended learning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>One of the standards for mathematical practice in the Common Core is to \"\u003ca href=\"http://www.corestandards.org/Math/Practice/MP3/\" target=\"_blank\">construct viable arguments and critique the reasoning of others.\u003c/a>” That’s a tall order for students used to sitting quietly in a math classroom passively receiving instruction. Knowing that improving the quality of math discussion in their classrooms won’t be easy, educators are applying the \"lesson study\" technique to improve their craft.\u003c/p>\n\u003cp>During a \"research lesson,\" only one teacher will deliver instruction, but other teachers in the lesson study group will be present to observe how students react, what sorts of solutions they come up with, and how they interact with one another. This is very different from many classroom observations that focus primarily on how the teacher delivers the lesson.\u003c/p>\n\u003cp>In a research lesson, the observers helped develop the instruction ahead of time, and are gathering data that can give them insights into how well the lesson worked so they can discuss it later. “The key to having a good discussion is to have good data about how the lesson impacts the student,” said Tom McDougal, one of the main advocates behind the \u003ca href=\"http://www.lsalliance.org/\">Lesson Study Alliance\u003c/a>, a non-profit working to promote lesson study practice. “To get that data you have to be watching the students, not the teacher.”\u003c/p>\n\u003cp>During the planning phase, the lesson study group is thinking about all the small steps that might enable them to teach a little differently. For example, when it comes to discussing math arguments and critiquing one another, teachers know kids are often afraid to put their ideas forward. So one way to structure the lesson could be to ask students to put their solutions on a whiteboard. That makes their thinking visible, but they may feel less vulnerable. And there are bound to be differences in problem solving when all those ideas are out there, a good jumping-off point to critique one another’s thinking.\u003c/p>\n\u003cp>As the group of lesson study teachers are thinking through the research lesson, they’re asking themselves: Will the lesson they’ve designed together elicit the kinds of errors they hope to see? Will it make students curious? In what order should the ideas be presented? How are they going to make sure the student ideas are visible to everyone in the class? It sounds like minutia, but these details could be the difference between the lesson going well or poorly. These teachers are trying to look into the future and predict how the lesson will go.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It gives you a chance to really think through all the details and address all the problems, and you do it with the moral and intellectual support of your colleagues and it's not evaluative.'\u003ccite>Tom McDougal, Co-Founder Study Lesson Alliance\u003c/cite>\u003c/aside>\n\u003cp>To help them take accurate, helpful notes that can be discussed later, teachers are using an app called \u003ca href=\"http://www.lsalliance.org/lessonnote-classroom-practice-app/\" target=\"_blank\">Lesson Note\u003c/a>, developed by the \u003ca href=\"http://www.lsalliance.org/\" target=\"_blank\">Lesson Study Alliance\u003c/a> in Chicago. Proponents of lesson study have found that many teachers new to the method don’t know what to look for when observing a classroom and they tend to sit in the back and focus on the teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The iPad app presents an observer with a seating chart of the classroom, with the option to add names of students. Sitting at the sides of the rooms, or intermingled with the students themselves, observers can use the app to select a student when he or she says something in class, and write a note. The same can be done when the teacher speaks, and a timer immediately starts when a note is opened to help give an overall sense of how much class time is spent on the teacher talking and how much spent on students talking. The notes are also time-stamped, “so you could actually say at such and such a time this student was still confused,” McDougal explained.\u003c/p>\n\u003cfigure id=\"attachment_44167\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-44167\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/LessonNote_timeline_screenshot-400x533.jpg\" alt=\"The color coded bar along the right margin indicates when and how much time was spent on whole class instruction (orange), individual work (green), and group work (blue).\" width=\"400\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonNote_timeline_screenshot-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonNote_timeline_screenshot.jpg 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">The color-coded bar along the right margin indicates when and how much time was spent on whole class instruction (orange), individual work (green), and group work (blue). \u003ccite>(Tom McDougal/Lesson Study Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The app also allows observers to note when a state change happens in class. They can choose between whole class, individual time, group work or other.\u003c/p>\n\u003cp>“You can look at the distribution both in terms of how much time is whole class versus individual versus group, and when that time is occurring,” McDougal said. In more traditional instruction, the teacher often lectures for the first half of class and then lets students work in groups or individually for the second half.\u003c/p>\n\u003cp>A different model would be a quick five-minute introduction to the task, 10 minutes of group work and then a whole class discussion about the work. “At the end of it you can see a timeline of what the lesson looked like in terms of how the lesson was distributed,” McDougal said. Many educators are recognizing that the best learning happens when students themselves are grappling with problems, and are seeking ways to shift class time toward that type of inquiry. The Lesson Note app helps make class time distribution very obvious.\u003c/p>\n\u003cp>Additionally, observers can take photos of student work and upload them to a note. For example, an observer might snap a photo of wrong work, or an interesting way of approaching the work, before it is erased to show where a student was at that moment in class. Or, observers might take notes about how student A helped student B with a specific concept. The notes are more useful after the lesson if they are very specific.\u003c/p>\n\u003cp>“We think that it helps promote better post-lesson discussions. That’s certainly our goal,” McDougal said.\u003c/p>\n\u003cp>When he observes a lesson he’ll often take 90-100 notes, flagging the most important ones along the way. After the lesson, all the observers and the teacher get together to look through the student data they collected and analyze how well the lesson went. They think about what could be done differently in a future lesson to better meet the specific goal they are working on, like improving the quality of discussion that kids are having.\u003c/p>\n\u003cp>In a school dedicated to lesson study, teachers from other classes might also observe. While teachers at a grade level might be involved in workshopping a lesson in this intensive way only twice a year, they would observe other grade levels working on the same mathematical practice at various points throughout the year. In this way, the whole school moves toward improving instruction on one thorny problem.\u003c/p>\n\u003cfigure id=\"attachment_44202\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-44202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/LessonStudy3-1440x810.jpg\" alt=\"Several teachers observe one lesson, taking notes on Lesson Note or paper if they are newer to the process.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several teachers observe one lesson, taking notes on Lesson Note or paper if they are newer to the process. \u003ccite>(Peggy Baker/Lesson Study Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Lesson Study Alliance developed this app as a tool to improve the quality of observations and discussions they are having with a group of Chicago schools engaged in this practice regularly. In an effort to boil down the essential components of the process, McDougal and Dr. Akihiko Takahashi have developed the \u003ca href=\"http://www.lsalliance.org/clr-a-powerful-form-of-lesson-study/\" target=\"_blank\">Collaborative Lesson Research\u003c/a> (CLR) which explores how lesson study could be implemented in an American context. Other educators have tried to use lesson study, but have implemented it unevenly to varied results. CLR is an attempt to map out the most important elements that should be part of any program like this.\u003c/p>\n\u003cp>McDougal said he feels the Lesson Note app meets his nonprofit’s mission to improve teaching. That’s why the base level app is available for free. But at the request of administrators around the country, McDougal asked the developers to add a Web-based product that costs $150 per license and allows observers to upload the data to a server or the cloud, aggregate it in one place and make printouts. The app is not available for Android devices because the nonprofit did not have the funds.\u003c/p>\n\u003cp>If a teacher were using this Web-based feature, he or she could also look back at all the data taken throughout the year and search for one student’s name. Then all the notes over time would pop up, helping provide a sense of that student’s development.\u003c/p>\n\u003cp>Lesson study is a specific way of collaboratively working to improve teaching practice and is not meant to evaluate teachers. But even districts that aren’t explicitly engaged in lesson study are finding the Lesson Note app useful for their work.\u003c/p>\n\u003cp>Coaches for a consortium of schools in Humboldt County, California, are using Lesson Note to deepen the feedback they give to teachers. Several schools in the area are part of a partnership to integrate STEM into the curriculum. They received a grant to develop teaching materials, receive extra training and release time to collaborate with colleagues. These districts have opted to do most of their professional development through coaching.\u003c/p>\n\u003cp>“When the teacher invites the coach in, the idea is this is a new STEM-integrated lesson and they want to get feedback from the coach,” said Michael Kauffmann, director of \u003ca href=\"https://fesd-ca.schoolloop.com/hisi\" target=\"_blank\">Project HISI\u003c/a> and a math and science intervention specialist. He and other coaches are using Lesson Note to facilitate their observations and make it easier to show the teacher his or her patterns in a post-lesson discussion.\u003c/p>\n\u003cp>“You can map out during the class period how much time was spent on lecture, how much time was spent on student-to-student interaction, which in many ways is the direction Common Core is going,” Kauffmann said.\u003c/p>\n\u003cp>He likes having the interaction data in front of him when he’s conferencing with a teacher post-lesson because often the teacher won’t realize how long he or she spent lecturing. And, Kauffmann has even helped design and teach follow-up lessons based on the misconceptions he documented with the app while walking around the classroom.\u003c/p>\n\u003cp>In Chicago, a few teachers are even using the app as part of daily data collection. Third-grade teacher Gustavo Soto wrote in an email: “As groups are working I go around and take notes on the app which I can later use for assessing student work and student engagement.” Soto’s school, Daniel Boone Elementary School, is part of the Lesson Note Alliance, and Soto says he mostly uses the app when he’s participating in research lessons as an observer.\u003c/p>\n\u003cp>\u003cstrong>WHY DO LESSON STUDY?\u003c/strong>\u003c/p>\n\u003cp>“When I learned about lesson study I was like, oh, this is so much better than what I’ve been doing,” McDougal said. He was a longtime high school math teacher and then a K-8 math coach, but now he’s devoted himself to lesson study. He remembers going to traditional professional development sessions where ideas were presented, and he was expected to go back to his classroom and immediately implement them.\u003c/p>\n\u003cp>“My own experience as a teacher is that when I go back to do it, the forces aligned to keep me doing what I’m doing are pretty significant,” McDougal said. Time, the textbook and student expectations all make it much easier to continue all the same path. “It’s really really hard to change instruction by that model,” McDougal said. “The evidence is that teachers are still teaching much the way they taught 100 years ago.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/JMiRIRro86E\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Lesson study, on the other hand, feels hopeful and doable to him. He believes this model could change teaching for the better -- much like Japan has done since the 1960s -- but only if U.S. schools are willing to drop the traditional professional development model and try something new.\u003c/p>\n\u003cp>“It gives you a chance to really think through all the details and address all the problems you are trying to address,” McDougal said. “And you do it with the moral and intellectual support of your colleagues and it’s not evaluative.” The focus is on designing better lessons, which changes the whole dynamic of the endeavor and makes teachers much more open to the experience.\u003c/p>\n\u003cp>McDougal said very few people in the US are trained in this method, which is a large barrier to the method spreading. Only \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/14/lesson-study-technique-what-teachers-can-learn-from-one-another/\" target=\"_blank\">four to five schools in Chicago participate\u003c/a>, and everyone benefits from the experience of Takahashi, a DePaul University math education professor and an expert on the technique. In a formal research lesson, a “knowledgeable other” helps the group navigate the process. McDougal says the number of people who could act as “knowledgeable others” is small.\u003c/p>\n\u003cp>“There’s really only a handful of people in the US who know lesson study and know content and know teaching, and are really good at analyzing the lesson and giving remarks at the end of the lesson,” McDougal said. But a transformation is not impossible.\u003c/p>\n\u003cp>In the 1960s, Japanese elementary education was very teacher-centered and rote. But over the past few decades the system has changed completely through lesson study, which ironically was imported from the US Now, all aspects of Japanese elementary school teaching (even PE and lunchtime monitors) use this method to continually improve their practice. The Japanese system is set up to support that work, paying teachers for the time they spend collaborating.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Despite the barriers, McDougal is working to spread this idea to more schools and teachers. The Lesson Study Alliance holds public research lessons on the weekends when teachers from the area can come and observe the process. And, while he knows one exposure isn’t enough to give teachers and administrators all the skills they need to implement lesson study well, he hopes it opens their eyes to a new way of collaborating that could actually change math instruction to focus on problem-solving, a goal the US has claimed is a priority since the 1980s.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the standards for mathematical practice in the Common Core is to \"\u003ca href=\"http://www.corestandards.org/Math/Practice/MP3/\" target=\"_blank\">construct viable arguments and critique the reasoning of others.\u003c/a>” That’s a tall order for students used to sitting quietly in a math classroom passively receiving instruction. Knowing that improving the quality of math discussion in their classrooms won’t be easy, educators are applying the \"lesson study\" technique to improve their craft.\u003c/p>\n\u003cp>During a \"research lesson,\" only one teacher will deliver instruction, but other teachers in the lesson study group will be present to observe how students react, what sorts of solutions they come up with, and how they interact with one another. This is very different from many classroom observations that focus primarily on how the teacher delivers the lesson.\u003c/p>\n\u003cp>In a research lesson, the observers helped develop the instruction ahead of time, and are gathering data that can give them insights into how well the lesson worked so they can discuss it later. “The key to having a good discussion is to have good data about how the lesson impacts the student,” said Tom McDougal, one of the main advocates behind the \u003ca href=\"http://www.lsalliance.org/\">Lesson Study Alliance\u003c/a>, a non-profit working to promote lesson study practice. “To get that data you have to be watching the students, not the teacher.”\u003c/p>\n\u003cp>During the planning phase, the lesson study group is thinking about all the small steps that might enable them to teach a little differently. For example, when it comes to discussing math arguments and critiquing one another, teachers know kids are often afraid to put their ideas forward. So one way to structure the lesson could be to ask students to put their solutions on a whiteboard. That makes their thinking visible, but they may feel less vulnerable. And there are bound to be differences in problem solving when all those ideas are out there, a good jumping-off point to critique one another’s thinking.\u003c/p>\n\u003cp>As the group of lesson study teachers are thinking through the research lesson, they’re asking themselves: Will the lesson they’ve designed together elicit the kinds of errors they hope to see? Will it make students curious? In what order should the ideas be presented? How are they going to make sure the student ideas are visible to everyone in the class? It sounds like minutia, but these details could be the difference between the lesson going well or poorly. These teachers are trying to look into the future and predict how the lesson will go.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It gives you a chance to really think through all the details and address all the problems, and you do it with the moral and intellectual support of your colleagues and it's not evaluative.'\u003ccite>Tom McDougal, Co-Founder Study Lesson Alliance\u003c/cite>\u003c/aside>\n\u003cp>To help them take accurate, helpful notes that can be discussed later, teachers are using an app called \u003ca href=\"http://www.lsalliance.org/lessonnote-classroom-practice-app/\" target=\"_blank\">Lesson Note\u003c/a>, developed by the \u003ca href=\"http://www.lsalliance.org/\" target=\"_blank\">Lesson Study Alliance\u003c/a> in Chicago. Proponents of lesson study have found that many teachers new to the method don’t know what to look for when observing a classroom and they tend to sit in the back and focus on the teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The iPad app presents an observer with a seating chart of the classroom, with the option to add names of students. Sitting at the sides of the rooms, or intermingled with the students themselves, observers can use the app to select a student when he or she says something in class, and write a note. The same can be done when the teacher speaks, and a timer immediately starts when a note is opened to help give an overall sense of how much class time is spent on the teacher talking and how much spent on students talking. The notes are also time-stamped, “so you could actually say at such and such a time this student was still confused,” McDougal explained.\u003c/p>\n\u003cfigure id=\"attachment_44167\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-44167\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/LessonNote_timeline_screenshot-400x533.jpg\" alt=\"The color coded bar along the right margin indicates when and how much time was spent on whole class instruction (orange), individual work (green), and group work (blue).\" width=\"400\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonNote_timeline_screenshot-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonNote_timeline_screenshot.jpg 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">The color-coded bar along the right margin indicates when and how much time was spent on whole class instruction (orange), individual work (green), and group work (blue). \u003ccite>(Tom McDougal/Lesson Study Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The app also allows observers to note when a state change happens in class. They can choose between whole class, individual time, group work or other.\u003c/p>\n\u003cp>“You can look at the distribution both in terms of how much time is whole class versus individual versus group, and when that time is occurring,” McDougal said. In more traditional instruction, the teacher often lectures for the first half of class and then lets students work in groups or individually for the second half.\u003c/p>\n\u003cp>A different model would be a quick five-minute introduction to the task, 10 minutes of group work and then a whole class discussion about the work. “At the end of it you can see a timeline of what the lesson looked like in terms of how the lesson was distributed,” McDougal said. Many educators are recognizing that the best learning happens when students themselves are grappling with problems, and are seeking ways to shift class time toward that type of inquiry. The Lesson Note app helps make class time distribution very obvious.\u003c/p>\n\u003cp>Additionally, observers can take photos of student work and upload them to a note. For example, an observer might snap a photo of wrong work, or an interesting way of approaching the work, before it is erased to show where a student was at that moment in class. Or, observers might take notes about how student A helped student B with a specific concept. The notes are more useful after the lesson if they are very specific.\u003c/p>\n\u003cp>“We think that it helps promote better post-lesson discussions. That’s certainly our goal,” McDougal said.\u003c/p>\n\u003cp>When he observes a lesson he’ll often take 90-100 notes, flagging the most important ones along the way. After the lesson, all the observers and the teacher get together to look through the student data they collected and analyze how well the lesson went. They think about what could be done differently in a future lesson to better meet the specific goal they are working on, like improving the quality of discussion that kids are having.\u003c/p>\n\u003cp>In a school dedicated to lesson study, teachers from other classes might also observe. While teachers at a grade level might be involved in workshopping a lesson in this intensive way only twice a year, they would observe other grade levels working on the same mathematical practice at various points throughout the year. In this way, the whole school moves toward improving instruction on one thorny problem.\u003c/p>\n\u003cfigure id=\"attachment_44202\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-44202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/LessonStudy3-1440x810.jpg\" alt=\"Several teachers observe one lesson, taking notes on Lesson Note or paper if they are newer to the process.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/LessonStudy3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Several teachers observe one lesson, taking notes on Lesson Note or paper if they are newer to the process. \u003ccite>(Peggy Baker/Lesson Study Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Lesson Study Alliance developed this app as a tool to improve the quality of observations and discussions they are having with a group of Chicago schools engaged in this practice regularly. In an effort to boil down the essential components of the process, McDougal and Dr. Akihiko Takahashi have developed the \u003ca href=\"http://www.lsalliance.org/clr-a-powerful-form-of-lesson-study/\" target=\"_blank\">Collaborative Lesson Research\u003c/a> (CLR) which explores how lesson study could be implemented in an American context. Other educators have tried to use lesson study, but have implemented it unevenly to varied results. CLR is an attempt to map out the most important elements that should be part of any program like this.\u003c/p>\n\u003cp>McDougal said he feels the Lesson Note app meets his nonprofit’s mission to improve teaching. That’s why the base level app is available for free. But at the request of administrators around the country, McDougal asked the developers to add a Web-based product that costs $150 per license and allows observers to upload the data to a server or the cloud, aggregate it in one place and make printouts. The app is not available for Android devices because the nonprofit did not have the funds.\u003c/p>\n\u003cp>If a teacher were using this Web-based feature, he or she could also look back at all the data taken throughout the year and search for one student’s name. Then all the notes over time would pop up, helping provide a sense of that student’s development.\u003c/p>\n\u003cp>Lesson study is a specific way of collaboratively working to improve teaching practice and is not meant to evaluate teachers. But even districts that aren’t explicitly engaged in lesson study are finding the Lesson Note app useful for their work.\u003c/p>\n\u003cp>Coaches for a consortium of schools in Humboldt County, California, are using Lesson Note to deepen the feedback they give to teachers. Several schools in the area are part of a partnership to integrate STEM into the curriculum. They received a grant to develop teaching materials, receive extra training and release time to collaborate with colleagues. These districts have opted to do most of their professional development through coaching.\u003c/p>\n\u003cp>“When the teacher invites the coach in, the idea is this is a new STEM-integrated lesson and they want to get feedback from the coach,” said Michael Kauffmann, director of \u003ca href=\"https://fesd-ca.schoolloop.com/hisi\" target=\"_blank\">Project HISI\u003c/a> and a math and science intervention specialist. He and other coaches are using Lesson Note to facilitate their observations and make it easier to show the teacher his or her patterns in a post-lesson discussion.\u003c/p>\n\u003cp>“You can map out during the class period how much time was spent on lecture, how much time was spent on student-to-student interaction, which in many ways is the direction Common Core is going,” Kauffmann said.\u003c/p>\n\u003cp>He likes having the interaction data in front of him when he’s conferencing with a teacher post-lesson because often the teacher won’t realize how long he or she spent lecturing. And, Kauffmann has even helped design and teach follow-up lessons based on the misconceptions he documented with the app while walking around the classroom.\u003c/p>\n\u003cp>In Chicago, a few teachers are even using the app as part of daily data collection. Third-grade teacher Gustavo Soto wrote in an email: “As groups are working I go around and take notes on the app which I can later use for assessing student work and student engagement.” Soto’s school, Daniel Boone Elementary School, is part of the Lesson Note Alliance, and Soto says he mostly uses the app when he’s participating in research lessons as an observer.\u003c/p>\n\u003cp>\u003cstrong>WHY DO LESSON STUDY?\u003c/strong>\u003c/p>\n\u003cp>“When I learned about lesson study I was like, oh, this is so much better than what I’ve been doing,” McDougal said. He was a longtime high school math teacher and then a K-8 math coach, but now he’s devoted himself to lesson study. He remembers going to traditional professional development sessions where ideas were presented, and he was expected to go back to his classroom and immediately implement them.\u003c/p>\n\u003cp>“My own experience as a teacher is that when I go back to do it, the forces aligned to keep me doing what I’m doing are pretty significant,” McDougal said. Time, the textbook and student expectations all make it much easier to continue all the same path. “It’s really really hard to change instruction by that model,” McDougal said. “The evidence is that teachers are still teaching much the way they taught 100 years ago.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/JMiRIRro86E\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Lesson study, on the other hand, feels hopeful and doable to him. He believes this model could change teaching for the better -- much like Japan has done since the 1960s -- but only if U.S. schools are willing to drop the traditional professional development model and try something new.\u003c/p>\n\u003cp>“It gives you a chance to really think through all the details and address all the problems you are trying to address,” McDougal said. “And you do it with the moral and intellectual support of your colleagues and it’s not evaluative.” The focus is on designing better lessons, which changes the whole dynamic of the endeavor and makes teachers much more open to the experience.\u003c/p>\n\u003cp>McDougal said very few people in the US are trained in this method, which is a large barrier to the method spreading. Only \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/14/lesson-study-technique-what-teachers-can-learn-from-one-another/\" target=\"_blank\">four to five schools in Chicago participate\u003c/a>, and everyone benefits from the experience of Takahashi, a DePaul University math education professor and an expert on the technique. In a formal research lesson, a “knowledgeable other” helps the group navigate the process. McDougal says the number of people who could act as “knowledgeable others” is small.\u003c/p>\n\u003cp>“There’s really only a handful of people in the US who know lesson study and know content and know teaching, and are really good at analyzing the lesson and giving remarks at the end of the lesson,” McDougal said. But a transformation is not impossible.\u003c/p>\n\u003cp>In the 1960s, Japanese elementary education was very teacher-centered and rote. But over the past few decades the system has changed completely through lesson study, which ironically was imported from the US Now, all aspects of Japanese elementary school teaching (even PE and lunchtime monitors) use this method to continually improve their practice. The Japanese system is set up to support that work, paying teachers for the time they spend collaborating.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the barriers, McDougal is working to spread this idea to more schools and teachers. The Lesson Study Alliance holds public research lessons on the weekends when teachers from the area can come and observe the process. And, while he knows one exposure isn’t enough to give teachers and administrators all the skills they need to implement lesson study well, he hopes it opens their eyes to a new way of collaborating that could actually change math instruction to focus on problem-solving, a goal the US has claimed is a priority since the 1980s.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Dialogue Surrounding Dyslexia: Five Important Takeaways",
"title": "The Dialogue Surrounding Dyslexia: Five Important Takeaways",
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"content": "\u003cp>Last fall, over the course of five stories, we attempted to piece together where dyslexia, also known as a failure to read words and sentences that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">affects anywhere between 5-20 percent of students\u003c/a>, stands in schools today. The results of our research, along with consultations with the country’s best experts as well as parent and teacher interviews, were by no means conclusive, but still informative.\u003c/p>\n\u003cp class=\"p2\">The takeaway: We have a long way to go in schools toward understanding, diagnosing and properly intervening for students with dyslexia.\u003c/p>\n\u003cp class=\"p2\">For many, just saying the word dyslexia is an issue, for only 30 states currently recognize dyslexia as an actual condition, instead listing\u003ci> failure to read \u003c/i>under a host of different diagnoses and terms, confusing parents and hindering many students from getting the early, intense intervention they desperately need from inside the system. Some families step outside their school system for private one-on-one testing, tutoring and assistance to aid their dyslexic children, nearly all of which comes at an exorbitant cost.\u003c/p>\n\u003cp class=\"p2\">Knowing that early intervention is key and eases reading difficulties, experts and school psychologists alike worried aloud that many teacher-training programs \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">don’t do enough\u003c/a> to help classroom teachers identify the markers of dyslexia. In addition, school programs intended to target and help those with reading deficiencies, like Response To Intervention (RTI), do not function efficiently in all schools. Supporting what we heard from parents,\u003ca href=\"http://www.edweek.org/ew/articles/2015/11/11/study-rti-practice-falls-short-of-promise.html?cmp=SOC-EDIT-FB\"> a recent study\u003c/a> performed by the federally backed National Center for Education Evaluation and Regional Assistance on schools that used RTI for literacy, found that “first-graders who received reading interventions actually did worse than virtually identical peers who did not get the more targeted assistance,” according to Education Week.\u003c/p>\n\u003cp class=\"p2\">Even with all these negatives, there are also many positives contributing to improving the lives of those with reading and writing difficulties: Technology in many ways has changed life for those who struggle to read and write; some states are working hard to “say dyslexia,” and are attempting to bring awareness to schools around the issue; activists like the parents and teachers who created the #saydyslexia hashtag tirelessly raise awareness on social media and with school administrations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Of course, at the heart of the matter are the students themselves who, with lots of tutoring, often gain enough fluency to get through school well enough. Many find success, academic or otherwise, in spite of reading difficulties.\u003c/p>\n\u003cp class=\"p2\">Here are five important takeaways to consider when thinking about how we help struggling readers in school and how we view dyslexics within society:\u003c/p>\n\u003cp class=\"p2\">1. \u003cb>Dyslexia isn’t a disease, disorder or flipping letters backwards; it’s a different brain.\u003c/b> Experts agree that dyslexia isn’t a dysfunction of the brain, or lack of willpower in an unmotivated or lazy student, but a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">brain that’s wired in a different way\u003c/a>. Since there is no reading center of the brain or reading gene, Maryanne Wolf, dyslexia expert and author of \"Proust and the Squid,\" points out that each brain has to form its own “reading circuit” and learn to read on its own — and many things can happen along the way. When one piece of the reading circuit doesn’t connect properly due to the way the brain is constructed, which is the case in most dyslexics (some dyslexics may be hindered by two pieces), then reading fails to happen, or goes very slowly. For the majority of dyslexics, \u003ci>phoneme awareness\u003c/i>, or the ability to connect sounds to letters, is the missing piece.\u003c/p>\n\u003cp class=\"p2\">Failure to read is often in direct opposition to a student’s cognitive ability, and often dyslexia can be “compensated” for a time by a bright child who works hard to memorize words. As academic demands increase, however, a \"second wave\" of dyslexics are discovered in third, fourth and fifth grades as students struggle with harder words and more reading assignments, where faster comprehension is required.\u003c/p>\n\u003cp class=\"p2\">Many dyslexics need special one-on-one training in the Orton-Gillingham reading method or a similar program to help them learn to read — although for some, reading and writing will always be a struggle, because dyslexia, while often categorized under \"learning disorder,\" really isn’t.\u003c/p>\n\u003cp class=\"p2\">2. \u003cb>Technology has changed the game for many dyslexics, and should be used as an aid in schools. \u003c/b>For dyslexics, the voice-to-text apps and audiobook reading helpers developed in the last decade are not “cheating”: Instead, these \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/\">life-changing tech tools\u003c/a> are a way for dyslexics to fully participate in classroom activities that were once unreachable. But to do so, schools must let go of the expectation that all students will get to the same place in the same way; as in Kyle Redford’s fifth-grade classroom, in which she handed a severely dyslexic student an iPad with voice-to-text, and soon realized that once he could move around the hurdle of spelling the words, he was a brilliant writer and had lots to say.\u003c/p>\n\u003cp class=\"p2\">With help from the Strategic Alternative Learning Technique (SALT) Center’s educational technology coordinator, Mary Beth Foster, we discovered that among the best tech tools for dyslexics are:\u003c/p>\n\u003cp class=\"p2\">* Kurzweil software, featuring Texthelp Read and Write\u003cbr>\n* Google Chrome’s VoiceNote and Read and Write\u003cbr>\n* Livescribe Smartpen\u003cbr>\n* Amazon’s Immersion Reading and Learning Ally’s VOICEText\u003c/p>\n\u003cp class=\"p2\">Our readers jumped in, too: Several commenters recommended Bookshare, an audiobook reading app with follow-along text that’s free for any student with an IEP. Another reader recommended \u003ca href=\"http://www.scilearn.com/products/fast-forword\">Fast For Word\u003c/a>, a software program that helps dyslexics and other struggling readers build foundational skills.\u003c/p>\n\u003cp class=\"p2\">3.\u003cb> Teacher-training programs should spend more time focusing on what do to with kids who can’t seem to catch up. \u003c/b>Experts agree that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">teacher-training programs\u003c/a> vary in the quality of what teachers-in-training learn about reading, and how to recognize the signs and signals of students who are struggling. We reported the story of Martha Youman, a New York City teaching fellow with a master’s degree who had no idea what to do with the struggling readers in her second-grade classroom. When she later became a Ph.D. expert in dyslexia, she realized that her training had prepared her well for how to plan and for how to teach -- but not for what to do when the lessons didn’t work.\u003c/p>\n\u003cp class=\"p2\">Even after graduating from teacher-training programs, said Dr. Laurie Cutting, faculty director of the Vanderbilt Kennedy Center Reading Clinic, many teachers operate under an assumption that the 50 percent of kids who didn’t magically learn how to read will eventually do so. But she said that’s mistaken -- it’s crucial that teachers recognize when reading isn’t coming together and that all students, even the ones who read well, get direct, intense instruction in decoding, or matching letter sounds to their printed counterparts.\u003c/p>\n\u003cp class=\"p2\">Most teachers, however, shouldn’t be solely responsible to help dyslexic students reach fluency — but just recognizing the signs of struggling readers, and being able to direct them to the services they need, is a huge step forward.\u003c/p>\n\u003cp class=\"p2\">4. \u003cb>While the link between dyslexia and special talents and abilities hasn’t been proved, often talents get overlooked because of the focus on reading deficiency. \u003c/b>While interesting that it seems so many talented people struggle with reading and writing — from artists like Pablo Picasso and Steven Spielberg to business giants like Richard Branson — scientists have yet to figure out the chicken-or-the-egg proposition: Do dyslexics compensate when they realize they can’t read? Or does a different brain structure allow \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/15/dyslexia-and-the-wider-world-of-creativity-and-talent/\">different talents and gifts\u003c/a> to emerge?\u003c/p>\n\u003cp class=\"p2\">It doesn’t really matter what the answer is, say dyslexia experts in the field. What matters most is to focus on a child’s potential rather than deficiencies. And all too often, children in schools who are confronted with so much failure understandably fail to realize their strengths and talents. This doesn’t just apply to art and business either: As Dr. Sheryl Rimrodt at the Vanderbilt Kennedy Center Reading Clinic said, often beaten-down dyslexic students don’t realize that they can go to college and major in medicine, law or other subjects that may require lots of reading and writing. The key, said Rimrodt, is to realize that dyslexics have a different brain, and that brain will have different needs, and to proceed from that point. But students shouldn’t sell themselves short — and neither should their teachers or parents.\u003c/p>\n\u003cp class=\"p2\">5.\u003cb> The failure associated with dyslexia follows students into adulthood. \u003c/b>One of the most moving moments of posting the dyslexia articles on social media was reading the responses we received from adult dyslexics.\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Devon M.\u003c/i>: Professors in college often deny their [reading difficulties] existence, too. I actually had one professor tell me to, \"just exercise more and it will go away\" and then later, \"you SAY you have all these learning disabilities, but you're actually quite sharp!\"\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Pamela B.\u003c/i>: My math teacher laughed at me in front of the class when I explained that the numbers in the fractions kept moving around. Now I have a PhD. Check mate.\u003c/p>\n\u003cp class=\"p2\">\u003ci>\u003c/i>\u003ci>From Felix Q.\u003c/i>: I constantly get the \"but you're too smart!\" comment, which not only strips us of what we know to be true, but works under the assumption that people with learning disabilities cannot possibly be smart.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">This only highlights the need for more and better education on what dyslexia is and what it isn’t, and how recognizing the signs early, along with getting students the proper intervention they need, will help suffering students. While all the interventions in the world will not make dyslexia disappear, hopefully early intervention, along with positive reinforcement, will mitigate much of the difficulties students face when they’re born with a different brain.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last fall, over the course of five stories, we attempted to piece together where dyslexia, also known as a failure to read words and sentences that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">affects anywhere between 5-20 percent of students\u003c/a>, stands in schools today. The results of our research, along with consultations with the country’s best experts as well as parent and teacher interviews, were by no means conclusive, but still informative.\u003c/p>\n\u003cp class=\"p2\">The takeaway: We have a long way to go in schools toward understanding, diagnosing and properly intervening for students with dyslexia.\u003c/p>\n\u003cp class=\"p2\">For many, just saying the word dyslexia is an issue, for only 30 states currently recognize dyslexia as an actual condition, instead listing\u003ci> failure to read \u003c/i>under a host of different diagnoses and terms, confusing parents and hindering many students from getting the early, intense intervention they desperately need from inside the system. Some families step outside their school system for private one-on-one testing, tutoring and assistance to aid their dyslexic children, nearly all of which comes at an exorbitant cost.\u003c/p>\n\u003cp class=\"p2\">Knowing that early intervention is key and eases reading difficulties, experts and school psychologists alike worried aloud that many teacher-training programs \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">don’t do enough\u003c/a> to help classroom teachers identify the markers of dyslexia. In addition, school programs intended to target and help those with reading deficiencies, like Response To Intervention (RTI), do not function efficiently in all schools. Supporting what we heard from parents,\u003ca href=\"http://www.edweek.org/ew/articles/2015/11/11/study-rti-practice-falls-short-of-promise.html?cmp=SOC-EDIT-FB\"> a recent study\u003c/a> performed by the federally backed National Center for Education Evaluation and Regional Assistance on schools that used RTI for literacy, found that “first-graders who received reading interventions actually did worse than virtually identical peers who did not get the more targeted assistance,” according to Education Week.\u003c/p>\n\u003cp class=\"p2\">Even with all these negatives, there are also many positives contributing to improving the lives of those with reading and writing difficulties: Technology in many ways has changed life for those who struggle to read and write; some states are working hard to “say dyslexia,” and are attempting to bring awareness to schools around the issue; activists like the parents and teachers who created the #saydyslexia hashtag tirelessly raise awareness on social media and with school administrations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Of course, at the heart of the matter are the students themselves who, with lots of tutoring, often gain enough fluency to get through school well enough. Many find success, academic or otherwise, in spite of reading difficulties.\u003c/p>\n\u003cp class=\"p2\">Here are five important takeaways to consider when thinking about how we help struggling readers in school and how we view dyslexics within society:\u003c/p>\n\u003cp class=\"p2\">1. \u003cb>Dyslexia isn’t a disease, disorder or flipping letters backwards; it’s a different brain.\u003c/b> Experts agree that dyslexia isn’t a dysfunction of the brain, or lack of willpower in an unmotivated or lazy student, but a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/01/understanding-dyslexia-and-the-reading-brain-in-kids/\">brain that’s wired in a different way\u003c/a>. Since there is no reading center of the brain or reading gene, Maryanne Wolf, dyslexia expert and author of \"Proust and the Squid,\" points out that each brain has to form its own “reading circuit” and learn to read on its own — and many things can happen along the way. When one piece of the reading circuit doesn’t connect properly due to the way the brain is constructed, which is the case in most dyslexics (some dyslexics may be hindered by two pieces), then reading fails to happen, or goes very slowly. For the majority of dyslexics, \u003ci>phoneme awareness\u003c/i>, or the ability to connect sounds to letters, is the missing piece.\u003c/p>\n\u003cp class=\"p2\">Failure to read is often in direct opposition to a student’s cognitive ability, and often dyslexia can be “compensated” for a time by a bright child who works hard to memorize words. As academic demands increase, however, a \"second wave\" of dyslexics are discovered in third, fourth and fifth grades as students struggle with harder words and more reading assignments, where faster comprehension is required.\u003c/p>\n\u003cp class=\"p2\">Many dyslexics need special one-on-one training in the Orton-Gillingham reading method or a similar program to help them learn to read — although for some, reading and writing will always be a struggle, because dyslexia, while often categorized under \"learning disorder,\" really isn’t.\u003c/p>\n\u003cp class=\"p2\">2. \u003cb>Technology has changed the game for many dyslexics, and should be used as an aid in schools. \u003c/b>For dyslexics, the voice-to-text apps and audiobook reading helpers developed in the last decade are not “cheating”: Instead, these \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/\">life-changing tech tools\u003c/a> are a way for dyslexics to fully participate in classroom activities that were once unreachable. But to do so, schools must let go of the expectation that all students will get to the same place in the same way; as in Kyle Redford’s fifth-grade classroom, in which she handed a severely dyslexic student an iPad with voice-to-text, and soon realized that once he could move around the hurdle of spelling the words, he was a brilliant writer and had lots to say.\u003c/p>\n\u003cp class=\"p2\">With help from the Strategic Alternative Learning Technique (SALT) Center’s educational technology coordinator, Mary Beth Foster, we discovered that among the best tech tools for dyslexics are:\u003c/p>\n\u003cp class=\"p2\">* Kurzweil software, featuring Texthelp Read and Write\u003cbr>\n* Google Chrome’s VoiceNote and Read and Write\u003cbr>\n* Livescribe Smartpen\u003cbr>\n* Amazon’s Immersion Reading and Learning Ally’s VOICEText\u003c/p>\n\u003cp class=\"p2\">Our readers jumped in, too: Several commenters recommended Bookshare, an audiobook reading app with follow-along text that’s free for any student with an IEP. Another reader recommended \u003ca href=\"http://www.scilearn.com/products/fast-forword\">Fast For Word\u003c/a>, a software program that helps dyslexics and other struggling readers build foundational skills.\u003c/p>\n\u003cp class=\"p2\">3.\u003cb> Teacher-training programs should spend more time focusing on what do to with kids who can’t seem to catch up. \u003c/b>Experts agree that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">teacher-training programs\u003c/a> vary in the quality of what teachers-in-training learn about reading, and how to recognize the signs and signals of students who are struggling. We reported the story of Martha Youman, a New York City teaching fellow with a master’s degree who had no idea what to do with the struggling readers in her second-grade classroom. When she later became a Ph.D. expert in dyslexia, she realized that her training had prepared her well for how to plan and for how to teach -- but not for what to do when the lessons didn’t work.\u003c/p>\n\u003cp class=\"p2\">Even after graduating from teacher-training programs, said Dr. Laurie Cutting, faculty director of the Vanderbilt Kennedy Center Reading Clinic, many teachers operate under an assumption that the 50 percent of kids who didn’t magically learn how to read will eventually do so. But she said that’s mistaken -- it’s crucial that teachers recognize when reading isn’t coming together and that all students, even the ones who read well, get direct, intense instruction in decoding, or matching letter sounds to their printed counterparts.\u003c/p>\n\u003cp class=\"p2\">Most teachers, however, shouldn’t be solely responsible to help dyslexic students reach fluency — but just recognizing the signs of struggling readers, and being able to direct them to the services they need, is a huge step forward.\u003c/p>\n\u003cp class=\"p2\">4. \u003cb>While the link between dyslexia and special talents and abilities hasn’t been proved, often talents get overlooked because of the focus on reading deficiency. \u003c/b>While interesting that it seems so many talented people struggle with reading and writing — from artists like Pablo Picasso and Steven Spielberg to business giants like Richard Branson — scientists have yet to figure out the chicken-or-the-egg proposition: Do dyslexics compensate when they realize they can’t read? Or does a different brain structure allow \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/15/dyslexia-and-the-wider-world-of-creativity-and-talent/\">different talents and gifts\u003c/a> to emerge?\u003c/p>\n\u003cp class=\"p2\">It doesn’t really matter what the answer is, say dyslexia experts in the field. What matters most is to focus on a child’s potential rather than deficiencies. And all too often, children in schools who are confronted with so much failure understandably fail to realize their strengths and talents. This doesn’t just apply to art and business either: As Dr. Sheryl Rimrodt at the Vanderbilt Kennedy Center Reading Clinic said, often beaten-down dyslexic students don’t realize that they can go to college and major in medicine, law or other subjects that may require lots of reading and writing. The key, said Rimrodt, is to realize that dyslexics have a different brain, and that brain will have different needs, and to proceed from that point. But students shouldn’t sell themselves short — and neither should their teachers or parents.\u003c/p>\n\u003cp class=\"p2\">5.\u003cb> The failure associated with dyslexia follows students into adulthood. \u003c/b>One of the most moving moments of posting the dyslexia articles on social media was reading the responses we received from adult dyslexics.\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Devon M.\u003c/i>: Professors in college often deny their [reading difficulties] existence, too. I actually had one professor tell me to, \"just exercise more and it will go away\" and then later, \"you SAY you have all these learning disabilities, but you're actually quite sharp!\"\u003c/p>\n\u003cp class=\"p2\">\u003ci>From Pamela B.\u003c/i>: My math teacher laughed at me in front of the class when I explained that the numbers in the fractions kept moving around. Now I have a PhD. Check mate.\u003c/p>\n\u003cp class=\"p2\">\u003ci>\u003c/i>\u003ci>From Felix Q.\u003c/i>: I constantly get the \"but you're too smart!\" comment, which not only strips us of what we know to be true, but works under the assumption that people with learning disabilities cannot possibly be smart.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">This only highlights the need for more and better education on what dyslexia is and what it isn’t, and how recognizing the signs early, along with getting students the proper intervention they need, will help suffering students. While all the interventions in the world will not make dyslexia disappear, hopefully early intervention, along with positive reinforcement, will mitigate much of the difficulties students face when they’re born with a different brain.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>One cold Monday this month, all the students of Park Ridge High School stayed home: wearing their PJs, munching on pretzels and Oreos, hanging out on the couch.\u003c/p>\n\u003cp>It wasn't a snow day or measles epidemic. It was the school's first Virtual Day, where in-person classes were replaced with written lessons and real-time video chats delivered online.\u003c/p>\n\u003cp>The idea arose because the school, just north of New York City in Park Ridge, N.J., issued every student a Mac laptop last year, says Tina Bacolas, the school's head of instructional technology.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our ultimate goal is to prepare kids for life after high school.'\u003c/aside>\n\u003cp>The school chose a software system called \u003ca href=\"https://www.schoology.com/k-12\">Schoology\u003c/a> that allows students and teachers to communicate by text and video and post assignments.\u003c/p>\n\u003cp>\"Once we had that up and running, the idea of a virtual school day was thrown out there\" as a way of testing those capabilities, Bacolas told NPR Ed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Our ultimate goal is to prepare kids for life after high school,\" says principal Troy Lederman. \"Most colleges say that kids should be taking at least one online course, and there's a lot of careers where people can work from home.\"\u003c/p>\n\u003cp>And then there's the added benefit of having a backup plan for the school in case of snow days or other emergencies.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.youtube.com/watch?v=eg3JpVcx29g\">video posted to YouTube\u003c/a> the week before the experiment, students were all for it. \"I'm excited because I'm going to take my laptop to Starbucks and do all my work while I enjoy a Frappucino,\" says a student in a cap and a hooded sweatshirt.\u003c/p>\n\u003cp>\"I like to listen to music when I work and it helps me focus, so I think it will be really helpful,\" says a girl with a half-shaved head.\u003c/p>\n\u003cp>In student surveys taken after the event, the feedback was overwhelmingly positive. Virtual \"attendance\" was 98 percent for the day, better than a regular day.\u003c/p>\n\u003cp>Teachers, says Bacolas, were a bit less gung-ho. \"We definitely have a population of teachers who are older, who were overly upset and cautious\" about trying to teach through the platform alone. But 60 percent of teachers said the experiment pushed them to learn a new tech skill or software feature, and 70 percent used the day to introduce new material, not just review.\u003c/p>\n\u003cp>For this first-time experiment, teachers were required to come to school, and the building kept to the typical bell schedule, with virtual lessons held in real time.\u003c/p>\n\u003cp>About 50 students, or fewer than 10 percent of the student body, showed up. They told Bacolas that home wasn't a great place for them to learn because, among other reasons, \"My baby brother is distracting\"; \"My mom has three dogs\"; and, \"I have soccer right after school so I might as well show up.\"\u003c/p>\n\u003cp>Nationwide, about \u003ca href=\"http://www.npr.org/sections/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">400,000 K-12 students are taking or have taken at least one fully online course\u003c/a>, and far more schools are using platforms like Schoology to provide online assignments outside of traditional school hours. By and large the format seems to work well for students who use it as an occasional supplement, as Park Ridge High is doing — for example, to take an AP course that their school doesn't offer. Completely virtual schools, studies say, tend to have worse outcomes as a group.\u003c/p>\n\u003cp>Having a work-from-home day wouldn't work as well in some districts as it did in affluent Bergen County, where the principal said \"99 percent\" of students have high-speed Internet access at home.\u003c/p>\n\u003cp>A recent survey \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">of low-income families\u003c/a> with school-age kids by Rutgers University and the Joan Ganz Cooney Center found that nearly 1 in 4 relied on mobile phones only for Internet use at home.\u003c/p>\n\u003cp>Working from home also didn't work as well for a small number of students at Park Ridge: those who have special needs and require one-on-one, face-to-face support to stay on track.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The students' biggest request for the next Virtual Day was that the school take one step further into the world of telecommuting, by posting all the assignments at the beginning of the day and allowing students to truly go at their own pace — \"showing up\" only for the occasional real-time discussion.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study+In+Your+PJs%3F+What+A+High+School+%27Work+From+Home+Day%27+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Our ultimate goal is to prepare kids for life after high school,\" says principal Troy Lederman. \"Most colleges say that kids should be taking at least one online course, and there's a lot of careers where people can work from home.\"\u003c/p>\n\u003cp>And then there's the added benefit of having a backup plan for the school in case of snow days or other emergencies.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.youtube.com/watch?v=eg3JpVcx29g\">video posted to YouTube\u003c/a> the week before the experiment, students were all for it. \"I'm excited because I'm going to take my laptop to Starbucks and do all my work while I enjoy a Frappucino,\" says a student in a cap and a hooded sweatshirt.\u003c/p>\n\u003cp>\"I like to listen to music when I work and it helps me focus, so I think it will be really helpful,\" says a girl with a half-shaved head.\u003c/p>\n\u003cp>In student surveys taken after the event, the feedback was overwhelmingly positive. Virtual \"attendance\" was 98 percent for the day, better than a regular day.\u003c/p>\n\u003cp>Teachers, says Bacolas, were a bit less gung-ho. \"We definitely have a population of teachers who are older, who were overly upset and cautious\" about trying to teach through the platform alone. But 60 percent of teachers said the experiment pushed them to learn a new tech skill or software feature, and 70 percent used the day to introduce new material, not just review.\u003c/p>\n\u003cp>For this first-time experiment, teachers were required to come to school, and the building kept to the typical bell schedule, with virtual lessons held in real time.\u003c/p>\n\u003cp>About 50 students, or fewer than 10 percent of the student body, showed up. They told Bacolas that home wasn't a great place for them to learn because, among other reasons, \"My baby brother is distracting\"; \"My mom has three dogs\"; and, \"I have soccer right after school so I might as well show up.\"\u003c/p>\n\u003cp>Nationwide, about \u003ca href=\"http://www.npr.org/sections/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">400,000 K-12 students are taking or have taken at least one fully online course\u003c/a>, and far more schools are using platforms like Schoology to provide online assignments outside of traditional school hours. By and large the format seems to work well for students who use it as an occasional supplement, as Park Ridge High is doing — for example, to take an AP course that their school doesn't offer. Completely virtual schools, studies say, tend to have worse outcomes as a group.\u003c/p>\n\u003cp>Having a work-from-home day wouldn't work as well in some districts as it did in affluent Bergen County, where the principal said \"99 percent\" of students have high-speed Internet access at home.\u003c/p>\n\u003cp>A recent survey \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">of low-income families\u003c/a> with school-age kids by Rutgers University and the Joan Ganz Cooney Center found that nearly 1 in 4 relied on mobile phones only for Internet use at home.\u003c/p>\n\u003cp>Working from home also didn't work as well for a small number of students at Park Ridge: those who have special needs and require one-on-one, face-to-face support to stay on track.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The students' biggest request for the next Virtual Day was that the school take one step further into the world of telecommuting, by posting all the assignments at the beginning of the day and allowing students to truly go at their own pace — \"showing up\" only for the occasional real-time discussion.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study+In+Your+PJs%3F+What+A+High+School+%27Work+From+Home+Day%27+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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},
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"id": "fresh-air",
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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "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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