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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to get caught up in the hype around the latest and greatest classroom tech, from video games to 3-D printers to Raspberry Pi kits to VR to AR and beyond. The reality is that kind of tech -- expensive, bleeding-edge tools -- makes headlines but doesn't make it into many classrooms, especially the most needy ones. What does, however, is video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we often get distracted by the latest device or platform release, video has quietly been riding the wave of all of these advancements, benefiting from broader access to phones, displays, cameras and, most importantly, \u003c/span>\u003ca href=\"https://s3-us-west-1.amazonaws.com/esh-sots-pdfs/educationsuperhighway_2017_state_of_the_states.pdf\">\u003cspan style=\"font-weight: 400\">bandwidth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In fact, \u003c/span>\u003cspan style=\"font-weight: 400\">68 percent of teachers are \u003ca href=\"http://www.tomorrow.org/speakup/from-print-to-pixel.html\">using video\u003c/a> in their classrooms, and 74 percent of \u003ca href=\"http://www.tomorrow.org/speakup/from-print-to-pixel.html\">middle schoolers\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> are watching videos for learning. From social media streams chock-full of video and GIFs to FaceTime with friends to two-hour Twitch broadcasts, video mediates students’ relationships with each other and the world. Video is a key aspect of our always-online attention economy that’s impacting \u003c/span>\u003ca href=\"https://www.nature.com/news/facebook-experiment-boosts-us-voter-turnout-1.11401\">\u003cspan style=\"font-weight: 400\">voting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> behavior, and fueling \u003c/span>\u003ca href=\"https://medium.com/@DaleBeran/4chan-the-skeleton-key-to-the-rise-of-trump-624e7cb798cb\">\u003cspan style=\"font-weight: 400\">hate speech and trolling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Put simply: Video is a contested civic space. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Safety to Savvy\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emergence of video as a high-stakes media form requires a rethinking of what we mean by digital citizenship. We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes \u003c/span>\u003ca href=\"https://medialiteracynow.org/linking-media-literacy-and-digital-citizenship-in-the-public-policy-realm/\">\u003cspan style=\"font-weight: 400\">media literacy and savvy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A good digital citizen doesn’t just dodge safety and privacy pitfalls, but works to remake the world, aided by digital technology like video, so it’s more thoughtful, inclusive and just. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below, I offer five key steps and related resources to merging video literacies and digital citizenship, but I fully realize I’m not inventing something new here. There are decades of precedent, and I’d love to hear from you what you’ve done in your classroom or your favorite resources.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>1. Help Students Identify the Intent of What They Watch\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the core principles of media literacy is that all media are trying to accomplish something, even those that seem to be “just entertainment.” Helping students interpret what that something is when they watch a video will help them approach the video more critically. To do this, \u003c/span>\u003cspan style=\"font-weight: 400\">equip students with some\u003c/span>\u003cspan style=\"font-weight: 400\"> essential q\u003c/span>\u003cspan style=\"font-weight: 400\">uestions\u003c/span> \u003cspan style=\"font-weight: 400\">they can use to \u003ca href=\"https://www.commonsense.org/education/blog/5-questions-students-should-ask-about-media\">unpack the intentions\u003c/a> of anything they encounter\u003c/span>\u003cspan style=\"font-weight: 400\">. One way to facilitate this thinking is by \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=wHxpb3PFlP4\">\u003cspan style=\"font-weight: 400\">using a tool like EdPuzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to edit the videos you want students to watch by inserting these questions at particularly relevant points in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Be Aware That the Web Is a Unique Beast\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Compared to traditional media (like broadcast TV or movies), the web is the Wild West. There are massive amounts of content falling along a vast continuum of fact and fiction. This content feeds niche communities and echo chambers, some of which lead to dangerous conspiratorial or bigoted thinking. To analyze all this stuff, we can’t just rely on the tried-and-true techniques of traditional media. We need new ways of thinking that are web-specific. \u003c/span>\u003ca href=\"https://webliteracy.pressbooks.com/\">\u003cspan style=\"font-weight: 400\">Mike Caulfield’s e-book is a great deep dive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into this topic, but as an introduction to web literacy you might first dig into the notion of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=dXnrh1EvtBs\">\u003cspan style=\"font-weight: 400\">reading “around” as well as “down” media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- that is, encouraging students to not just analyze the specific video or site they’re looking at but related content (e.g., where else an image appears using a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=p5e9wTdAulA\">\u003cspan style=\"font-weight: 400\">reverse Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">).\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=p5e9wTdAulA\u003c/p>\n\u003cp>\u003cb>3. Turn Active Viewing into Reactive Viewing\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.facultyfocus.com/articles/teaching-with-technology-articles/from-passive-viewing-to-active-learning-simple-techniques-for-applying-active-learning-strategies-to-online-course-videos/\">\u003cspan style=\"font-weight: 400\">Active viewing -- \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">engaging more thoughtfully and deeply with what you watch -- is a tried-and-true teaching strategy for making sure you don’t just watch media but retain information. It’s a great technique, but particularly for teacher-vetted materials that students are meant to learn from. But what about video that’s not necessarily explicitly educational, like more commercial, popular or social media? \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=xSK4noPp1t8\">\u003cspan style=\"font-weight: 400\">For this content, students shouldn’t just be working toward comprehension but critique\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; they need to not just understand what they watch, but also have something to say about it. One of my favorite techniques for facilitating this more dialogic and critical mode of video viewing is by \u003c/span>\u003cspan style=\"font-weight: 400\">using a\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=De3_DJ50G_Q\">\u003cspan style=\"font-weight: 400\"> classroom backchannel, like TodaysMeet, during video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> viewings, so teachers and students can actively question and discuss\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Transform Students’ Video Critiques into Creations\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital citizenship should be participatory, meaning students need to be actively contributing to culture. Unfortunately, only \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-tweens-and-teens\">\u003cspan style=\"font-weight: 400\">3 percent of the time tweens and teens spend using social media is focused on creation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s important for students to create media, so that they can work through their perspectives and make the world more representative of their views. This is important for students from underrepresented backgrounds who have historically been shut out of or just ignored in dominant media. By encouraging all students to create media, we push toward a more equitable and just world, and by encouraging students to produce critical media -- that is, media that directly engage with other media -- we empower students to remake dominant culture. \u003c/span>\u003ca href=\"https://www.commonsense.org/education/top-picks/best-interactive-video-apps-and-websites\">\u003cspan style=\"font-weight: 400\">There are a ton of options out there for facilitating video creation and remix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but two of my favorites are \u003c/span>\u003ca href=\"https://mbstudios.thelamp.org/auth/login\">\u003cspan style=\"font-weight: 400\">MediaBreaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.vidcode.com/\">\u003cspan style=\"font-weight: 400\">Vidcode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For \u003c/span>\u003ca href=\"https://www.commonsense.org/education/lesson/rework-reuse-remix-6-8\">\u003cspan style=\"font-weight: 400\">middle school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.commonsense.org/education/lesson/rights-remixes-and-respect-9-12\">\u003cspan style=\"font-weight: 400\">high schoo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">l students, remix activities also present a great opportunity to talk about copyright and fair use.\u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Empower Students to Become Advocates\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citizenship is ultimately about being democratically engaged in a place, and working to make that place better. As the digital extension of one’s citizenship to a place, digital citizenship must include advocacy. There’s no question young people face a challenging and uncertain world, currently run by people \u003c/span>\u003ca href=\"http://www.npr.org/2011/11/03/141984787/generation-gap-how-age-shapes-political-outlook\">\u003cspan style=\"font-weight: 400\">who often do not share their views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on key issues and thus do not advocate in their interests. As incubators of participatory civics, classrooms can build students’ confidence and motivation. The \u003c/span>\u003ca href=\"https://www.adl.org/education-and-resources/resources-for-educators-parents-families/lesson-plans\">\u003cspan style=\"font-weight: 400\">Anti-Defamation League \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://www.tolerance.org/classroom-resources/lessons\">\u003cspan style=\"font-weight: 400\">Teaching Tolerance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have lesson plans that connect to both past and present struggles, and one can also look to the co-created syllabi that have sprung up around \u003c/span>\u003ca href=\"http://www.blacklivesmattersyllabus.com/\">\u003cspan style=\"font-weight: 400\">Black Lives Matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sharemylesson.com/CharlottesvilleCurriculum\">\u003cspan style=\"font-weight: 400\">Charlottesville\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and beyond. Pair these resources with \u003c/span>\u003ca href=\"https://www.commonsense.org/education/top-picks/websites-and-apps-for-making-videos-and-animation\">\u003cspan style=\"font-weight: 400\">video creation tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and encourage students to create videos that advocate for causes important to them.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is Director of Education Editorial Strategy at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Education\u003c/a>, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to get caught up in the hype around the latest and greatest classroom tech, from video games to 3-D printers to Raspberry Pi kits to VR to AR and beyond. The reality is that kind of tech -- expensive, bleeding-edge tools -- makes headlines but doesn't make it into many classrooms, especially the most needy ones. What does, however, is video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we often get distracted by the latest device or platform release, video has quietly been riding the wave of all of these advancements, benefiting from broader access to phones, displays, cameras and, most importantly, \u003c/span>\u003ca href=\"https://s3-us-west-1.amazonaws.com/esh-sots-pdfs/educationsuperhighway_2017_state_of_the_states.pdf\">\u003cspan style=\"font-weight: 400\">bandwidth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In fact, \u003c/span>\u003cspan style=\"font-weight: 400\">68 percent of teachers are \u003ca href=\"http://www.tomorrow.org/speakup/from-print-to-pixel.html\">using video\u003c/a> in their classrooms, and 74 percent of \u003ca href=\"http://www.tomorrow.org/speakup/from-print-to-pixel.html\">middle schoolers\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> are watching videos for learning. From social media streams chock-full of video and GIFs to FaceTime with friends to two-hour Twitch broadcasts, video mediates students’ relationships with each other and the world. Video is a key aspect of our always-online attention economy that’s impacting \u003c/span>\u003ca href=\"https://www.nature.com/news/facebook-experiment-boosts-us-voter-turnout-1.11401\">\u003cspan style=\"font-weight: 400\">voting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> behavior, and fueling \u003c/span>\u003ca href=\"https://medium.com/@DaleBeran/4chan-the-skeleton-key-to-the-rise-of-trump-624e7cb798cb\">\u003cspan style=\"font-weight: 400\">hate speech and trolling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Put simply: Video is a contested civic space. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Safety to Savvy\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emergence of video as a high-stakes media form requires a rethinking of what we mean by digital citizenship. We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes \u003c/span>\u003ca href=\"https://medialiteracynow.org/linking-media-literacy-and-digital-citizenship-in-the-public-policy-realm/\">\u003cspan style=\"font-weight: 400\">media literacy and savvy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A good digital citizen doesn’t just dodge safety and privacy pitfalls, but works to remake the world, aided by digital technology like video, so it’s more thoughtful, inclusive and just. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below, I offer five key steps and related resources to merging video literacies and digital citizenship, but I fully realize I’m not inventing something new here. There are decades of precedent, and I’d love to hear from you what you’ve done in your classroom or your favorite resources.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>1. Help Students Identify the Intent of What They Watch\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the core principles of media literacy is that all media are trying to accomplish something, even those that seem to be “just entertainment.” Helping students interpret what that something is when they watch a video will help them approach the video more critically. To do this, \u003c/span>\u003cspan style=\"font-weight: 400\">equip students with some\u003c/span>\u003cspan style=\"font-weight: 400\"> essential q\u003c/span>\u003cspan style=\"font-weight: 400\">uestions\u003c/span> \u003cspan style=\"font-weight: 400\">they can use to \u003ca href=\"https://www.commonsense.org/education/blog/5-questions-students-should-ask-about-media\">unpack the intentions\u003c/a> of anything they encounter\u003c/span>\u003cspan style=\"font-weight: 400\">. One way to facilitate this thinking is by \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=wHxpb3PFlP4\">\u003cspan style=\"font-weight: 400\">using a tool like EdPuzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to edit the videos you want students to watch by inserting these questions at particularly relevant points in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cb>2. Be Aware That the Web Is a Unique Beast\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Compared to traditional media (like broadcast TV or movies), the web is the Wild West. There are massive amounts of content falling along a vast continuum of fact and fiction. This content feeds niche communities and echo chambers, some of which lead to dangerous conspiratorial or bigoted thinking. To analyze all this stuff, we can’t just rely on the tried-and-true techniques of traditional media. We need new ways of thinking that are web-specific. \u003c/span>\u003ca href=\"https://webliteracy.pressbooks.com/\">\u003cspan style=\"font-weight: 400\">Mike Caulfield’s e-book is a great deep dive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into this topic, but as an introduction to web literacy you might first dig into the notion of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=dXnrh1EvtBs\">\u003cspan style=\"font-weight: 400\">reading “around” as well as “down” media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- that is, encouraging students to not just analyze the specific video or site they’re looking at but related content (e.g., where else an image appears using a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=p5e9wTdAulA\">\u003cspan style=\"font-weight: 400\">reverse Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">).\u003c/span>\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/p5e9wTdAulA'\n title='//www.youtube.com/embed/p5e9wTdAulA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>3. Turn Active Viewing into Reactive Viewing\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.facultyfocus.com/articles/teaching-with-technology-articles/from-passive-viewing-to-active-learning-simple-techniques-for-applying-active-learning-strategies-to-online-course-videos/\">\u003cspan style=\"font-weight: 400\">Active viewing -- \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">engaging more thoughtfully and deeply with what you watch -- is a tried-and-true teaching strategy for making sure you don’t just watch media but retain information. It’s a great technique, but particularly for teacher-vetted materials that students are meant to learn from. But what about video that’s not necessarily explicitly educational, like more commercial, popular or social media? \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=xSK4noPp1t8\">\u003cspan style=\"font-weight: 400\">For this content, students shouldn’t just be working toward comprehension but critique\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; they need to not just understand what they watch, but also have something to say about it. One of my favorite techniques for facilitating this more dialogic and critical mode of video viewing is by \u003c/span>\u003cspan style=\"font-weight: 400\">using a\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=De3_DJ50G_Q\">\u003cspan style=\"font-weight: 400\"> classroom backchannel, like TodaysMeet, during video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> viewings, so teachers and students can actively question and discuss\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>4. Transform Students’ Video Critiques into Creations\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital citizenship should be participatory, meaning students need to be actively contributing to culture. Unfortunately, only \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-tweens-and-teens\">\u003cspan style=\"font-weight: 400\">3 percent of the time tweens and teens spend using social media is focused on creation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s important for students to create media, so that they can work through their perspectives and make the world more representative of their views. This is important for students from underrepresented backgrounds who have historically been shut out of or just ignored in dominant media. By encouraging all students to create media, we push toward a more equitable and just world, and by encouraging students to produce critical media -- that is, media that directly engage with other media -- we empower students to remake dominant culture. \u003c/span>\u003ca href=\"https://www.commonsense.org/education/top-picks/best-interactive-video-apps-and-websites\">\u003cspan style=\"font-weight: 400\">There are a ton of options out there for facilitating video creation and remix\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but two of my favorites are \u003c/span>\u003ca href=\"https://mbstudios.thelamp.org/auth/login\">\u003cspan style=\"font-weight: 400\">MediaBreaker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.vidcode.com/\">\u003cspan style=\"font-weight: 400\">Vidcode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For \u003c/span>\u003ca href=\"https://www.commonsense.org/education/lesson/rework-reuse-remix-6-8\">\u003cspan style=\"font-weight: 400\">middle school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.commonsense.org/education/lesson/rights-remixes-and-respect-9-12\">\u003cspan style=\"font-weight: 400\">high schoo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">l students, remix activities also present a great opportunity to talk about copyright and fair use.\u003c/span>\u003c/p>\n\u003cp>\u003cb>5. Empower Students to Become Advocates\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citizenship is ultimately about being democratically engaged in a place, and working to make that place better. As the digital extension of one’s citizenship to a place, digital citizenship must include advocacy. There’s no question young people face a challenging and uncertain world, currently run by people \u003c/span>\u003ca href=\"http://www.npr.org/2011/11/03/141984787/generation-gap-how-age-shapes-political-outlook\">\u003cspan style=\"font-weight: 400\">who often do not share their views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on key issues and thus do not advocate in their interests. As incubators of participatory civics, classrooms can build students’ confidence and motivation. The \u003c/span>\u003ca href=\"https://www.adl.org/education-and-resources/resources-for-educators-parents-families/lesson-plans\">\u003cspan style=\"font-weight: 400\">Anti-Defamation League \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://www.tolerance.org/classroom-resources/lessons\">\u003cspan style=\"font-weight: 400\">Teaching Tolerance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have lesson plans that connect to both past and present struggles, and one can also look to the co-created syllabi that have sprung up around \u003c/span>\u003ca href=\"http://www.blacklivesmattersyllabus.com/\">\u003cspan style=\"font-weight: 400\">Black Lives Matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sharemylesson.com/CharlottesvilleCurriculum\">\u003cspan style=\"font-weight: 400\">Charlottesville\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and beyond. Pair these resources with \u003c/span>\u003ca href=\"https://www.commonsense.org/education/top-picks/websites-and-apps-for-making-videos-and-animation\">\u003cspan style=\"font-weight: 400\">video creation tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and encourage students to create videos that advocate for causes important to them.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is Director of Education Editorial Strategy at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Education\u003c/a>, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\" rel=\"noopener\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 Tools to Help Kids Develop Empathy and Cultural Humility",
"title": "4 Tools to Help Kids Develop Empathy and Cultural Humility",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Humility is not necessarily about modesty or pretending to be less than you are. In fact, people who are humble often have a high sense of self-worth; it's just that they can recognize their own strengths and limitations. Research about humility also suggests a \u003c/span>\u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/17439760.2012.671348\">\u003cspan style=\"font-weight: 400\">strong connection between being humble and being generous\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For kids growing up in a media-driven world that often rewards narcissism, humility has become a way to stand up and stand out, like this valedictorian student who used a \u003c/span>\u003ca href=\"http://www.huffingtonpost.com/2015/06/15/valedictorian-anonymous-instagram_n_7571462.html\">\u003cspan style=\"font-weight: 400\">secret Instagram profile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to sing the praises of his peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there’s a specific aspect of humility that’s especially relevant today: cultural humility. This is when we recognize that we have biases and limitations to our knowledge regarding another’s culture. Whether they are seeking to relate to someone of a different race, age, or gender, kids who can better keep themselves in perspective and practice cultural humility are more likely to value the contributions of others to their lives -- a necessity when fostering truly collaborative, forward-thinking societies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to help kids reflect on their own views and work toward the welfare of others. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/global-oneness-project\">\u003cimg class=\"alignleft size-thumbnail wp-image-49611\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/globaloneness-160x160.jpeg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-240x240.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-375x375.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-150x150.jpeg 150w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness.jpeg 400w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/global-oneness-project\">Global Oneness Project\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This site showcases multicultural life stories through short videos and photo essays. Kids can view a film about the effects of climate change on a local community or explore an article uncovering a culture on the edge of extinction. Once kids have had a chance to observe experiences outside their everyday reality, challenge them to go out into their own neighborhood, find an unexpected or inspiring story, and create a video that captures their own community in a new light.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/gapminder\">\u003cimg class=\"alignleft size-thumbnail wp-image-49610\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gapminder-160x160.png\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder.png 400w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/gapminder\">Gapminder\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With Gapminder, kids can analyze data from interactive, animated charts to compare regions of our planet based on topics like health, fertility, literacy, debt, and more. Have kids try out Dollar Street, a feature that contains photos and information for 264 families across 50 countries -- all sorted by income. Kids can compare their own families to ones across the world who live at the same income level. They’ll get to reflect on everyday life and how it looks similar and different, as well as acknowledge any stereotypes they may have.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/big-history-project\">\u003cimg class=\"alignleft size-thumbnail wp-image-49612\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/bighistory-160x160.png\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory.png 400w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/big-history-project\">Big History Project\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This fascinating site looks at science, history, and the meaning of life from a broad lens and ultimately asks questions such as, \"Why are we here?\" The goal is to step back and look at Earth’s pivotal moments and people from a wider perspective so that the smallest details begin to make more sense. Kids and adults alike will appreciate the opportunity to look beyond themselves, and through discussion with each other, can begin to make predictions about the next transformative event in Earth’s future.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/parable-of-the-polygons\">\u003cimg class=\"alignleft size-thumbnail wp-image-49613\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/parableicon-160x157.jpg\" alt=\"\" width=\"160\" height=\"157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon-160x157.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon-240x235.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon.jpg 293w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/parable-of-the-polygons\">Parable of the Polygons\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through an interactive simulation, Parable of the Polygons stimulates thought around the connection between people’s biases and segregation. Kids drag and drop shapes that represent different racial groups to show how individual choices about where to live can drive others away from diverse neighborhoods. After analyzing the scenarios, the site asks us to challenge our own biases through our actions moving forward. Kids can also reach out and donate to diversity causes like Black Girls Code.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "Common Sense Education has reviews on four tools that can help students gain perspective on people and cultures different from themselves to help cultivate a sense of humility. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Humility is not necessarily about modesty or pretending to be less than you are. In fact, people who are humble often have a high sense of self-worth; it's just that they can recognize their own strengths and limitations. Research about humility also suggests a \u003c/span>\u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/17439760.2012.671348\">\u003cspan style=\"font-weight: 400\">strong connection between being humble and being generous\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For kids growing up in a media-driven world that often rewards narcissism, humility has become a way to stand up and stand out, like this valedictorian student who used a \u003c/span>\u003ca href=\"http://www.huffingtonpost.com/2015/06/15/valedictorian-anonymous-instagram_n_7571462.html\">\u003cspan style=\"font-weight: 400\">secret Instagram profile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to sing the praises of his peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there’s a specific aspect of humility that’s especially relevant today: cultural humility. This is when we recognize that we have biases and limitations to our knowledge regarding another’s culture. Whether they are seeking to relate to someone of a different race, age, or gender, kids who can better keep themselves in perspective and practice cultural humility are more likely to value the contributions of others to their lives -- a necessity when fostering truly collaborative, forward-thinking societies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to help kids reflect on their own views and work toward the welfare of others. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/global-oneness-project\">\u003cimg class=\"alignleft size-thumbnail wp-image-49611\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/globaloneness-160x160.jpeg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-240x240.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-375x375.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness-150x150.jpeg 150w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/globaloneness.jpeg 400w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/global-oneness-project\">Global Oneness Project\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This site showcases multicultural life stories through short videos and photo essays. Kids can view a film about the effects of climate change on a local community or explore an article uncovering a culture on the edge of extinction. Once kids have had a chance to observe experiences outside their everyday reality, challenge them to go out into their own neighborhood, find an unexpected or inspiring story, and create a video that captures their own community in a new light.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/gapminder\">\u003cimg class=\"alignleft size-thumbnail wp-image-49610\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gapminder-160x160.png\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gapminder.png 400w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/gapminder\">Gapminder\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With Gapminder, kids can analyze data from interactive, animated charts to compare regions of our planet based on topics like health, fertility, literacy, debt, and more. Have kids try out Dollar Street, a feature that contains photos and information for 264 families across 50 countries -- all sorted by income. Kids can compare their own families to ones across the world who live at the same income level. They’ll get to reflect on everyday life and how it looks similar and different, as well as acknowledge any stereotypes they may have.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/big-history-project\">\u003cimg class=\"alignleft size-thumbnail wp-image-49612\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/bighistory-160x160.png\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/bighistory.png 400w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/big-history-project\">Big History Project\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This fascinating site looks at science, history, and the meaning of life from a broad lens and ultimately asks questions such as, \"Why are we here?\" The goal is to step back and look at Earth’s pivotal moments and people from a wider perspective so that the smallest details begin to make more sense. Kids and adults alike will appreciate the opportunity to look beyond themselves, and through discussion with each other, can begin to make predictions about the next transformative event in Earth’s future.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/parable-of-the-polygons\">\u003cimg class=\"alignleft size-thumbnail wp-image-49613\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/parableicon-160x157.jpg\" alt=\"\" width=\"160\" height=\"157\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon-160x157.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon-240x235.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/parableicon.jpg 293w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/parable-of-the-polygons\">Parable of the Polygons\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through an interactive simulation, Parable of the Polygons stimulates thought around the connection between people’s biases and segregation. Kids drag and drop shapes that represent different racial groups to show how individual choices about where to live can drive others away from diverse neighborhoods. After analyzing the scenarios, the site asks us to challenge our own biases through our actions moving forward. Kids can also reach out and donate to diversity causes like Black Girls Code.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Young Children Are Spending Much More Time In Front Of Small Screens",
"title": "Young Children Are Spending Much More Time In Front Of Small Screens",
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"content": "\u003cp>It's not your imagination: Tiny tots are spending dramatically more time with tiny screens.\u003c/p>\n\u003cp>Common Sense Media, a nonprofit organization, \u003ca href=\"https://www.commonsensemedia.org/user/register?destination=homepage&gclid=CjwKCAjwyIHPBRAIEiwAHPS-GPjmpnrnD3a1M7wCAgEqRCPIZji7gS3ifNdHZ4UxiG1gJifFSWz0txoC_zsQAvD_BwE\" target=\"_blank\" rel=\"noopener\">just released new numbers\u003c/a> on media use by children 8 and under. The nationally representative parent survey found that 98 percent of homes with children now have a mobile device — such as a tablet or smartphone.\u003c/p>\n\u003cp>That's a huge leap from 52 percent just six years ago. Mobile devices are now just as common as televisions in family homes.\u003c/p>\n\u003cp>And, the average amount of time our smallest children spend with those handheld devices each day is skyrocketing too: from 5 minutes a day in 2011, to 15 minutes a day in 2013, to 48 minutes a day in 2017.\u003c/p>\n\u003cp>James Steyer, CEO and founder of Common Sense Media, calls this \"a seismic shift\" that is \"fundamentally redefining childhood experiences\" with \"enormous implications we have just begun to understand.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other eye-grabbing highlights from the survey:\u003c/p>\n\u003cul>\n\u003cli>42 percent of young children now have their very own tablet device — up from 7 percent four years ago and less than 1 percent in 2011.\u003c/li>\n\u003cli>Screen media use among infants under 2 appears to be trending downward, from 58 minutes a day in 2013 to 42 minutes in 2017. This decline correlates with a drop in sales of DVDs, and particularly those marketed at babies, such as Baby Einstein. Updated pediatricians' \u003ca href=\"http://www.npr.org/sections/ed/2016/10/21/498550475/american-academy-of-pediatrics-lifts-no-screens-under-2-rule\" target=\"_blank\" rel=\"noopener\">recommendations released last year\u003c/a> call for limited, but not banned, screen use among the youngest set.\u003c/li>\n\u003cli>Nearly half, 49 percent, of children 8 or under \"often or sometimes\" use screens in the hour before bedtime, which experts say is bad for sleep habits.\u003c/li>\n\u003cli>42 percent of parents say the TV is on \"always\" or \"most of the time\" in their home, whether anyone is watching or not. Research has shown this so-called \"background TV\" reduces parent-child interaction, which in turn can hurt language development.\u003c/li>\n\u003c/ul>\n\u003cp>The growth of mobile is a dramatic change. But other aspects of kids' media use have been more stable over time, this periodic census reveals.\u003c/p>\n\u003cp>When you take every source of screen media together, children 8 and under spend an average of about two-and-a-quarter hours (2:19) a day, a figure that's flat from 2011 (2:16). That implies mobile is apparently cannibalizing, not adding on to, the boob tube and other types of media.\u003c/p>\n\u003cp>And, whether young kids are looking at small screens or big ones, most often they are passively watching videos, not using interactive apps. Video watching has dominated children's media use for decades.\u003c/p>\n\u003cp>Finally, young children are still being read to by their parents about 30 minutes a day.\u003c/p>\n\u003cp>\u003cstrong>More questions than answers\u003c/strong>\u003c/p>\n\u003cp>What does all this mean?\u003c/p>\n\u003cp>Researchers don't really know, and that concerns observers like Pamela Hurst-Della Pietra, the founder of \u003ca href=\"http://www.childrenandscreens.com/institute/\">Children and Screens: The Institute of Digital Media and Child Development.\u003c/a>\u003c/p>\n\u003cp>\"How different is the brain of a child who's never known anything but sustained digital media exposure to the brain of her parents, or even older siblings? she asks. \"And what are the implications for parents, educators or policymakers?\"\u003c/p>\n\u003cp>Hurst-Della Pietra says these are questions \"we're only beginning to ask, let alone answer.\" Children and Screens is getting ready to release its own series of reports that sets an agenda for future research.\u003c/p>\n\u003cp>Steyer, of Common Sense Media, agrees. \"I would argue there are big implications for brain and social-emotional development, many of which we don't know the answer to,\" he says.\u003c/p>\n\u003cp>The public conversation about kids and screens is somewhat schizophrenic. American schools, \u003ca href=\"http://www.npr.org/sections/ed/2015/09/18/441122285/learning-to-code-in-preschool\" target=\"_blank\" rel=\"noopener\">even preschools,\u003c/a> are buying millions of electronic devices, and there are tens of thousands of apps meant to enhance learning for even the smallest babies.\u003c/p>\n\u003cp>On the other hand, doctors warn, and parents worry, about negative effects from too much screen time, ranging from obesity to anxiety.\u003c/p>\n\u003cp>One part of the Common Sense report that really plays up this contradiction is the section on the so-called digital divide. The phrase reflects the idea that learning how to use computers and the Internet at home helps kids get ahead in school and in life.\u003c/p>\n\u003cp>Unlike in previous years, this census shows both rich and poor families now appear to have nearly equal access to smartphones. At the same time, kids from lower-income families are spending twice as much time with screens daily as those from the most advantaged families. Is this a boon or a danger?\u003c/p>\n\u003cp>Lynn Schofield Clark at the University of Denver studies media use with a focus on disadvantaged youth and youth of color. She says the missing ingredient in understanding the real impact of the digital divide is time.\u003c/p>\n\u003cp>That is, parenting time: showing a kid how to use a laptop, how to do Internet research, \u003ca href=\"http://www.npr.org/sections/ed/2017/06/26/533788062/how-to-pick-kids-apps-for-the-backseat-this-summer\" target=\"_blank\" rel=\"noopener\">picking out highly rated educational apps\u003c/a> or steering a child toward programs with positive messages.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"People who have more advantages have more time and education to help their kids use the technology,\" she explains. \"We have set up a society where it's structurally very difficult for families to spend time together.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Young+Children+Are+Spending+Much+More+Time+In+Front+Of+Small+Screens&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"headline": "Young Children Are Spending Much More Time In Front Of Small Screens",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's not your imagination: Tiny tots are spending dramatically more time with tiny screens.\u003c/p>\n\u003cp>Common Sense Media, a nonprofit organization, \u003ca href=\"https://www.commonsensemedia.org/user/register?destination=homepage&gclid=CjwKCAjwyIHPBRAIEiwAHPS-GPjmpnrnD3a1M7wCAgEqRCPIZji7gS3ifNdHZ4UxiG1gJifFSWz0txoC_zsQAvD_BwE\" target=\"_blank\" rel=\"noopener\">just released new numbers\u003c/a> on media use by children 8 and under. The nationally representative parent survey found that 98 percent of homes with children now have a mobile device — such as a tablet or smartphone.\u003c/p>\n\u003cp>That's a huge leap from 52 percent just six years ago. Mobile devices are now just as common as televisions in family homes.\u003c/p>\n\u003cp>And, the average amount of time our smallest children spend with those handheld devices each day is skyrocketing too: from 5 minutes a day in 2011, to 15 minutes a day in 2013, to 48 minutes a day in 2017.\u003c/p>\n\u003cp>James Steyer, CEO and founder of Common Sense Media, calls this \"a seismic shift\" that is \"fundamentally redefining childhood experiences\" with \"enormous implications we have just begun to understand.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other eye-grabbing highlights from the survey:\u003c/p>\n\u003cul>\n\u003cli>42 percent of young children now have their very own tablet device — up from 7 percent four years ago and less than 1 percent in 2011.\u003c/li>\n\u003cli>Screen media use among infants under 2 appears to be trending downward, from 58 minutes a day in 2013 to 42 minutes in 2017. This decline correlates with a drop in sales of DVDs, and particularly those marketed at babies, such as Baby Einstein. Updated pediatricians' \u003ca href=\"http://www.npr.org/sections/ed/2016/10/21/498550475/american-academy-of-pediatrics-lifts-no-screens-under-2-rule\" target=\"_blank\" rel=\"noopener\">recommendations released last year\u003c/a> call for limited, but not banned, screen use among the youngest set.\u003c/li>\n\u003cli>Nearly half, 49 percent, of children 8 or under \"often or sometimes\" use screens in the hour before bedtime, which experts say is bad for sleep habits.\u003c/li>\n\u003cli>42 percent of parents say the TV is on \"always\" or \"most of the time\" in their home, whether anyone is watching or not. Research has shown this so-called \"background TV\" reduces parent-child interaction, which in turn can hurt language development.\u003c/li>\n\u003c/ul>\n\u003cp>The growth of mobile is a dramatic change. But other aspects of kids' media use have been more stable over time, this periodic census reveals.\u003c/p>\n\u003cp>When you take every source of screen media together, children 8 and under spend an average of about two-and-a-quarter hours (2:19) a day, a figure that's flat from 2011 (2:16). That implies mobile is apparently cannibalizing, not adding on to, the boob tube and other types of media.\u003c/p>\n\u003cp>And, whether young kids are looking at small screens or big ones, most often they are passively watching videos, not using interactive apps. Video watching has dominated children's media use for decades.\u003c/p>\n\u003cp>Finally, young children are still being read to by their parents about 30 minutes a day.\u003c/p>\n\u003cp>\u003cstrong>More questions than answers\u003c/strong>\u003c/p>\n\u003cp>What does all this mean?\u003c/p>\n\u003cp>Researchers don't really know, and that concerns observers like Pamela Hurst-Della Pietra, the founder of \u003ca href=\"http://www.childrenandscreens.com/institute/\">Children and Screens: The Institute of Digital Media and Child Development.\u003c/a>\u003c/p>\n\u003cp>\"How different is the brain of a child who's never known anything but sustained digital media exposure to the brain of her parents, or even older siblings? she asks. \"And what are the implications for parents, educators or policymakers?\"\u003c/p>\n\u003cp>Hurst-Della Pietra says these are questions \"we're only beginning to ask, let alone answer.\" Children and Screens is getting ready to release its own series of reports that sets an agenda for future research.\u003c/p>\n\u003cp>Steyer, of Common Sense Media, agrees. \"I would argue there are big implications for brain and social-emotional development, many of which we don't know the answer to,\" he says.\u003c/p>\n\u003cp>The public conversation about kids and screens is somewhat schizophrenic. American schools, \u003ca href=\"http://www.npr.org/sections/ed/2015/09/18/441122285/learning-to-code-in-preschool\" target=\"_blank\" rel=\"noopener\">even preschools,\u003c/a> are buying millions of electronic devices, and there are tens of thousands of apps meant to enhance learning for even the smallest babies.\u003c/p>\n\u003cp>On the other hand, doctors warn, and parents worry, about negative effects from too much screen time, ranging from obesity to anxiety.\u003c/p>\n\u003cp>One part of the Common Sense report that really plays up this contradiction is the section on the so-called digital divide. The phrase reflects the idea that learning how to use computers and the Internet at home helps kids get ahead in school and in life.\u003c/p>\n\u003cp>Unlike in previous years, this census shows both rich and poor families now appear to have nearly equal access to smartphones. At the same time, kids from lower-income families are spending twice as much time with screens daily as those from the most advantaged families. Is this a boon or a danger?\u003c/p>\n\u003cp>Lynn Schofield Clark at the University of Denver studies media use with a focus on disadvantaged youth and youth of color. She says the missing ingredient in understanding the real impact of the digital divide is time.\u003c/p>\n\u003cp>That is, parenting time: showing a kid how to use a laptop, how to do Internet research, \u003ca href=\"http://www.npr.org/sections/ed/2017/06/26/533788062/how-to-pick-kids-apps-for-the-backseat-this-summer\" target=\"_blank\" rel=\"noopener\">picking out highly rated educational apps\u003c/a> or steering a child toward programs with positive messages.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"People who have more advantages have more time and education to help their kids use the technology,\" she explains. \"We have set up a society where it's structurally very difficult for families to spend time together.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Young+Children+Are+Spending+Much+More+Time+In+Front+Of+Small+Screens&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 Tools to Inspire Perseverance in Student Writers",
"title": "4 Tools to Inspire Perseverance in Student Writers",
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"content": "\u003cp>The why and how of teaching perseverance in classrooms is an ongoing debate. Some have usefully argued that focusing on building an individual’s “grit” (a combination of perseverance and passion) is a distraction from\u003ca href=\"https://web.archive.org/web/20170921110622/http://www.usnews.com/news/articles/2016-04-18/grit-under-attack-in-education-circles\"> more significant systemic issues such as poverty\u003c/a> and ignores how many kids — especially those living in poverty — must develop persistence simply as a means of survival. Others bristle at the idea altogether, claiming grit is unteachable or suggesting \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.sciencedirect.com/science/article/pii/S009265661530012X\">too much perseverance \u003c/a>can come at a cost. Proponents of grit, like Angela Duckworth, \u003ca href=\"https://web.archive.org/web/20170921110622/http://nymag.com/scienceofus/2016/05/dont-believe-the-hype-about-grit-pleads-the-scientist-behind-the-concept.html\">have acknowledged these criticisms\u003c/a> while also arguing that sustained effort and interest are established and essential skills for learners.\u003c/p>\n\u003cp>While this important debate should continue, there’s one thing that’s hard to argue: Seeing a complex task — like writing — through to completion is a tough challenge for many youngsters. As educators, we can provide opportunities for our budding authors to pursue their passions, see persistence pay off, and be mindful about their goals and limits, leading to extraordinary, memorable learning — like for the sixth-graders who \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.nhregister.com/general-news/20130414/ansonia-elementary-students-learn-persistence-through-plays\">wrote and produced a play based on the books of Roald Dahl\u003c/a>.\u003c/p>\n\u003cp>Check out these picks to help inspire perseverance in developing and experienced writers alike.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">\u003cimg class=\"wp-image-49287 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/nanowrimo-ywp.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp.jpg 428w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">NaNoWriMo Young Writers Program\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Students will learn writing techniques and also get a true taste of the writing life as they work toward meeting their goal: a completed novel. NaNoWriMo Young Writers Program is structured like a contest, but everyone who finishes wins. With a 30-day time limit, students will have to do some time management, but the site uses tools like a \u003ca href=\"https://web.archive.org/web/20170921110622/http://ywp.nanowrimo.org/pages/word-count-goal-how-to\">word count\u003c/a> to break the process into manageable steps, and students can use the forum to ask questions when they get stuck. NaNoWriMo takes the intimidating task of writing a novel and makes it achievable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/grammarly\">\u003cimg class=\"alignleft wp-image-49285\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/grammarly.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly.jpg 396w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/grammarly\">Grammarly\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Grammarly helps student authors craft their very best work. Features like a vocabulary enhancement tool, grammar score, word count, and hints on style get students reflecting about their writing. The feedback provided builds confidence in students as they go through the editing and revision process, and the weekly writing performance report will keep them going. While a computer cannot account for every single person’s style, Grammarly can still be a useful tool to help students assess and improve.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/classcraft\">\u003cimg class=\"alignleft wp-image-49284\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/classcraft.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft.png 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/classcraft\">Classcraft\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Not specifically developed for writing, Classcraft is a platform where teachers can gamify classes and students can gain experience points by completing quests. Help students push through tough writing projects by giving them a choice of assignments and awarding them badges for jobs well done; those who are working toward goals will find the constant feedback helpful. Since students work together within the game’s premise, issues feel like challenges or obstacles to be tackled together.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/roadtrip-nation\">\u003cimg class=\"alignleft wp-image-49286\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/roadtrip.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/roadtrip-nation\">Roadtrip Nation\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Lessons and short videos on Roadtrip Nation encourage students to speak with people they look up to, discovering the steps they took to get where they are today. As students explore opportunities for their future, they will develop online research skills and practice blogging about their experience. Discovering adults who share their same passions will also help motivate students to share their stories with others. Explore the \u003ca href=\"https://web.archive.org/web/20170921110622/http://roadtripnation.com/explore/themes/perseverance\">Perseverance\u003c/a> section for inspiring videos and have students use them to set reasonable goals.\u003c/p>\n\u003cp>\u003cem>This article’s content is an extension of the \u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">We All Teach SEL\u003c/a> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The why and how of teaching perseverance in classrooms is an ongoing debate. Some have usefully argued that focusing on building an individual’s “grit” (a combination of perseverance and passion) is a distraction from\u003ca href=\"https://web.archive.org/web/20170921110622/http://www.usnews.com/news/articles/2016-04-18/grit-under-attack-in-education-circles\"> more significant systemic issues such as poverty\u003c/a> and ignores how many kids — especially those living in poverty — must develop persistence simply as a means of survival. Others bristle at the idea altogether, claiming grit is unteachable or suggesting \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.sciencedirect.com/science/article/pii/S009265661530012X\">too much perseverance \u003c/a>can come at a cost. Proponents of grit, like Angela Duckworth, \u003ca href=\"https://web.archive.org/web/20170921110622/http://nymag.com/scienceofus/2016/05/dont-believe-the-hype-about-grit-pleads-the-scientist-behind-the-concept.html\">have acknowledged these criticisms\u003c/a> while also arguing that sustained effort and interest are established and essential skills for learners.\u003c/p>\n\u003cp>While this important debate should continue, there’s one thing that’s hard to argue: Seeing a complex task — like writing — through to completion is a tough challenge for many youngsters. As educators, we can provide opportunities for our budding authors to pursue their passions, see persistence pay off, and be mindful about their goals and limits, leading to extraordinary, memorable learning — like for the sixth-graders who \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.nhregister.com/general-news/20130414/ansonia-elementary-students-learn-persistence-through-plays\">wrote and produced a play based on the books of Roald Dahl\u003c/a>.\u003c/p>\n\u003cp>Check out these picks to help inspire perseverance in developing and experienced writers alike.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">\u003cimg class=\"wp-image-49287 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/nanowrimo-ywp.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp.jpg 428w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">NaNoWriMo Young Writers Program\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Students will learn writing techniques and also get a true taste of the writing life as they work toward meeting their goal: a completed novel. NaNoWriMo Young Writers Program is structured like a contest, but everyone who finishes wins. With a 30-day time limit, students will have to do some time management, but the site uses tools like a \u003ca href=\"https://web.archive.org/web/20170921110622/http://ywp.nanowrimo.org/pages/word-count-goal-how-to\">word count\u003c/a> to break the process into manageable steps, and students can use the forum to ask questions when they get stuck. NaNoWriMo takes the intimidating task of writing a novel and makes it achievable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/grammarly\">\u003cimg class=\"alignleft wp-image-49285\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/grammarly.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly.jpg 396w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/grammarly\">Grammarly\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Grammarly helps student authors craft their very best work. Features like a vocabulary enhancement tool, grammar score, word count, and hints on style get students reflecting about their writing. The feedback provided builds confidence in students as they go through the editing and revision process, and the weekly writing performance report will keep them going. While a computer cannot account for every single person’s style, Grammarly can still be a useful tool to help students assess and improve.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/classcraft\">\u003cimg class=\"alignleft wp-image-49284\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/classcraft.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft.png 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/classcraft\">Classcraft\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Not specifically developed for writing, Classcraft is a platform where teachers can gamify classes and students can gain experience points by completing quests. Help students push through tough writing projects by giving them a choice of assignments and awarding them badges for jobs well done; those who are working toward goals will find the constant feedback helpful. Since students work together within the game’s premise, issues feel like challenges or obstacles to be tackled together.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/roadtrip-nation\">\u003cimg class=\"alignleft wp-image-49286\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/roadtrip.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/roadtrip-nation\">Roadtrip Nation\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Lessons and short videos on Roadtrip Nation encourage students to speak with people they look up to, discovering the steps they took to get where they are today. As students explore opportunities for their future, they will develop online research skills and practice blogging about their experience. Discovering adults who share their same passions will also help motivate students to share their stories with others. Explore the \u003ca href=\"https://web.archive.org/web/20170921110622/http://roadtripnation.com/explore/themes/perseverance\">Perseverance\u003c/a> section for inspiring videos and have students use them to set reasonable goals.\u003c/p>\n\u003cp>\u003cem>This article’s content is an extension of the \u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">We All Teach SEL\u003c/a> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How the Google Suite Can Enhance Open-Ended Math Exploration",
"title": "How the Google Suite Can Enhance Open-Ended Math Exploration",
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"content": "\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 Digital Tools to Help Students Increase Appreciation and Self-Worth in Any Classroom",
"title": "4 Digital Tools to Help Students Increase Appreciation and Self-Worth in Any Classroom",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As teachers, we sometimes forget that little, everyday actions in the classroom have a huge impact on our students' lives. Just a small offering of appreciation can transform relationships and boost student self-worth. Simple tokens of gratitude, such as \u003c/span>\u003ca href=\"http://www.clickorlando.com/education/students-protest-osceola-county-teachers-firing\">\u003cspan style=\"font-weight: 400\">students voicing their appreciation for a fired teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, can shift the climate of entire schools and strengthen the bonds among teachers, kids, and the community. But it’s not just about recognition -- it's also about supporting and inspiring others. Studies have shown that \u003c/span>\u003ca href=\"http://www.umkc.edu/facultyombuds/documents/grant_gino_jpsp_2010.pdf\">\u003cspan style=\"font-weight: 400\">when someone gets appreciated, they feel more socially valued, and this can lead to prosocial behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, when someone receives thanks, they are more likely to pay it forward. The more teachers express and practice gratitude, the more inclined students will be to do the same, leading to a more supportive and equitable world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to help students develop a greater sense of self-worth and inspire a positive classroom culture. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/this-i-believe\">\u003cimg class=\"alignleft wp-image-49065\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/ThisIBelieve.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/this-i-believe\">\u003cb>This I Believe\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This inspirational site focuses on the writing, sharing, and discussing of people's core beliefs through short essays. Students can practice listening to or reading essays about what others have to say. After spending some time in the \u003c/span>\u003ca href=\"http://thisibelieve.org/theme/gratitude/\">\u003cspan style=\"font-weight: 400\">Gratitude\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> section, students can then compose and publish their own self-reflective essay on the site. Guide students towards understanding that success often depends on not letting others force you to break your own core beliefs and values.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/diy\">\u003cimg class=\"alignleft wp-image-49066\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/diy.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/diy\">\u003cb>DIY\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">DIY site gets kids \"making.\" Whether they're \u003c/span>\u003ca href=\"https://diy.org/skills/beekeeper\">\u003cspan style=\"font-weight: 400\">harvesting honey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://diy.org/skills/circuitbender\">\u003cspan style=\"font-weight: 400\">building a circuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://diy.org/skills/filmmaker\">\u003cspan style=\"font-weight: 400\">creating their own film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, kids complete challenges in various skill areas by posting their creations online and getting helpful feedback. Have students practice expressing thanks for any comments they receive, and further reciprocate kindness by commenting on others’ creations. Letting others know you’re grateful and demonstrating openness to receiving feedback can be integral factors in developing self-worth.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/mindprint-learning\">\u003cimg class=\"alignleft wp-image-49067\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/mindprint_0.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0.jpg 458w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/mindprint-learning\">\u003cb>Mindprint Learning\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students take online assessments to measure their strengths and challenges -- like processing speed or verbal reasoning. Teachers can use Mindprint's \u003c/span>\u003ca href=\"http://s3.amazonaws.com/wordpress_uploads/site/uploads/2014/04/SharingMindprintwithaChild-1.pdf\">\u003cspan style=\"font-weight: 400\">advice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to discuss the results with each student, helping them appreciate the assets they’ve been given.\u003c/span> \u003cspan style=\"font-weight: 400\"> With this assessment, kids can learn to self-advocate for their own success by making a plan to build on their strengths, while also addressing any weaknesses. Hopefully students will believe in themselves a little more, and be more willing to pick up new skills.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/seesaw-the-learning-journal\">\u003cimg class=\"alignleft wp-image-49068\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Seesaw.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/seesaw-the-learning-journal\">\u003cb>Seesaw: The Learning Journal\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw's digital portfolio allows students to submit a variety of work, such as videos, pictures, or drawings. They then can reflect on their learning through a voice recording. Have students practice describing their work to parents and teachers. Teachers can help students take pride in their achievements, and work with parents to send encouraging notes back to students. Through the tool, educators are able to facilitate communication that is supportive and builds student confidence.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "The ability to appreciate others can spread positive experiences to oneself and others. Common Sense Education reviewed four apps that can help students and teachers develop and express gratitude. ",
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"description": "The ability to appreciate others can spread positive experiences to oneself and others. Common Sense Education reviewed four apps that can help students and teachers develop and express gratitude. ",
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"headline": "4 Digital Tools to Help Students Increase Appreciation and Self-Worth in Any Classroom",
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"nprByline": "\u003ca href “https://www.commonsense.org/education/users/danny-wagner>Danny Wagner, Common Sense Education\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As teachers, we sometimes forget that little, everyday actions in the classroom have a huge impact on our students' lives. Just a small offering of appreciation can transform relationships and boost student self-worth. Simple tokens of gratitude, such as \u003c/span>\u003ca href=\"http://www.clickorlando.com/education/students-protest-osceola-county-teachers-firing\">\u003cspan style=\"font-weight: 400\">students voicing their appreciation for a fired teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, can shift the climate of entire schools and strengthen the bonds among teachers, kids, and the community. But it’s not just about recognition -- it's also about supporting and inspiring others. Studies have shown that \u003c/span>\u003ca href=\"http://www.umkc.edu/facultyombuds/documents/grant_gino_jpsp_2010.pdf\">\u003cspan style=\"font-weight: 400\">when someone gets appreciated, they feel more socially valued, and this can lead to prosocial behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, when someone receives thanks, they are more likely to pay it forward. The more teachers express and practice gratitude, the more inclined students will be to do the same, leading to a more supportive and equitable world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to help students develop a greater sense of self-worth and inspire a positive classroom culture. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/this-i-believe\">\u003cimg class=\"alignleft wp-image-49065\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/ThisIBelieve.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/this-i-believe\">\u003cb>This I Believe\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This inspirational site focuses on the writing, sharing, and discussing of people's core beliefs through short essays. Students can practice listening to or reading essays about what others have to say. After spending some time in the \u003c/span>\u003ca href=\"http://thisibelieve.org/theme/gratitude/\">\u003cspan style=\"font-weight: 400\">Gratitude\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> section, students can then compose and publish their own self-reflective essay on the site. Guide students towards understanding that success often depends on not letting others force you to break your own core beliefs and values.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/diy\">\u003cimg class=\"alignleft wp-image-49066\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/diy.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/diy\">\u003cb>DIY\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">DIY site gets kids \"making.\" Whether they're \u003c/span>\u003ca href=\"https://diy.org/skills/beekeeper\">\u003cspan style=\"font-weight: 400\">harvesting honey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://diy.org/skills/circuitbender\">\u003cspan style=\"font-weight: 400\">building a circuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://diy.org/skills/filmmaker\">\u003cspan style=\"font-weight: 400\">creating their own film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, kids complete challenges in various skill areas by posting their creations online and getting helpful feedback. Have students practice expressing thanks for any comments they receive, and further reciprocate kindness by commenting on others’ creations. Letting others know you’re grateful and demonstrating openness to receiving feedback can be integral factors in developing self-worth.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/mindprint-learning\">\u003cimg class=\"alignleft wp-image-49067\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/mindprint_0.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0.jpg 458w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/mindprint-learning\">\u003cb>Mindprint Learning\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students take online assessments to measure their strengths and challenges -- like processing speed or verbal reasoning. Teachers can use Mindprint's \u003c/span>\u003ca href=\"http://s3.amazonaws.com/wordpress_uploads/site/uploads/2014/04/SharingMindprintwithaChild-1.pdf\">\u003cspan style=\"font-weight: 400\">advice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to discuss the results with each student, helping them appreciate the assets they’ve been given.\u003c/span> \u003cspan style=\"font-weight: 400\"> With this assessment, kids can learn to self-advocate for their own success by making a plan to build on their strengths, while also addressing any weaknesses. Hopefully students will believe in themselves a little more, and be more willing to pick up new skills.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/seesaw-the-learning-journal\">\u003cimg class=\"alignleft wp-image-49068\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Seesaw.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/seesaw-the-learning-journal\">\u003cb>Seesaw: The Learning Journal\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw's digital portfolio allows students to submit a variety of work, such as videos, pictures, or drawings. They then can reflect on their learning through a voice recording. Have students practice describing their work to parents and teachers. Teachers can help students take pride in their achievements, and work with parents to send encouraging notes back to students. Through the tool, educators are able to facilitate communication that is supportive and builds student confidence.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Textbook Dilemma: Digital or Paper?",
"title": "A Textbook Dilemma: Digital or Paper?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>My friend Joanne was packing her youngest child off to college this month and wrestling with a modern dilemma: Is it better to buy textbooks in digital form or old-fashioned print? One of her son’s professors was recommending an online text for a business course: lighter, always accessible and seriously cheaper ($88 vs. $176 for a 164-page book). But Joanne’s instinct was that her son would “learn better” from a printed volume, free of online distractions, and with pages he could dog-ear, peruse in any order, and inscribe with marginal notes. Her son was inclined to agree.\u003c/p>\n\u003cp>Many of us book lovers cherish the tactile qualities of print, but some of this preference is emotional or nostalgic. Do reading and note-taking on paper offer any measurable advantages for learning? Given the high cost of hard-backed textbooks, is it wiser to save the money and the back strain by going digital?\u003c/p>\n\u003cp>You might think that, decades into the digital revolution, we would have a clear answer to this question. Wrong. Earlier this year educational psychologist Patricia Alexander, a literacy scholar at the University of Maryland, published a \u003ca href=\"http://journals.sagepub.com/doi/abs/10.3102/0034654317722961\">thorough review\u003c/a> of recent research on the topic. She was “shocked,” she says, to find that out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)\u003c/p>\n\u003cp>Aside from pointing up a blatant need for more research, Alexander’s review, co-authored with doctoral student Lauren Singer and appearing in \u003cem>Review of Educational Research\u003c/em>, affirmed at least one practical finding: if you are reading something lengthy – more than 500 words or more than a page of the book or screen – your comprehension will likely take a hit if you’re using a digital device. The finding was supported by numerous studies and held true for students in college, high school and grade school.\u003c/p>\n\u003cp>Research suggests that the explanation is at least partly the greater physical and mental demands of reading on a screen: the nuisance of scrolling, and the tiresome glare and flicker of some devices. There may be differences in the concentration we bring to a digital environment, too, where we are accustomed to browsing and multitasking. And some researchers have observed that working your way through a print volume leaves spatial impressions that stick in your mind (for instance, the lingering memory of where a certain passage or diagram appeared in a book).\u003c/p>\n\u003caside class=\"pullquote alignright\">'They assume that because they were going faster [reading digitally], they understood it better. It’s an illusion.’\u003ccite>Patricia Alexander, University of Maryland literacy scholar\u003c/cite>\u003c/aside>\n\u003cp>Alexander and Singer have done their own studies of the digital versus print question. In a \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1143794\">2016 experiment\u003c/a> they asked 90 undergraduates to read short informational texts (about 450 words) on a computer and in print. Due to the length, no scrolling was required, but there still was a difference in how much they absorbed. The students performed equally well in describing the main idea of the passages no matter the medium, but when asked to list additional key points and recall further details, the print readers had the edge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Curiously, the students themselves were unaware of this advantage. In fact, after answering comprehension questions, 69% said they believed they had performed better after reading on a computer. Researchers call this failure of insight poor “calibration.”\u003c/p>\n\u003cp>The point of such research, as Alexander herself notes, is not to anoint a winner in a contest between digital and print. We all swim in a sea of electronic information and there’s no turning back the tide.\u003c/p>\n\u003cp>“The core question,” Alexander said in an interview, is “when is a reader best served by a particular medium. And what kind of readers? What age? What kind of text are we talking about? All of those elements matter a great deal.”\u003c/p>\n\u003cp>On top of that, we all could do with a lot more self-awareness about how we learn from reading.\u003c/p>\n\u003cp>For example, a big reason that students in the study thought they learned better from digital text is that they moved more quickly in that medium. Research by Alexander and others has confirmed this faster pace. “They assume that because they were going faster, they understood it better,” Alexander observes. “It’s an illusion.”\u003c/p>\n\u003cp>If students become aware of this illusion, they can make better choices. Just as they might decide to turn off social media alerts while studying an online textbook, they might want to consciously slow themselves down when reading for deep meaning. On the other hand, when reading for pleasure or surface information, they can let ’er rip.\u003c/p>\n\u003cp>Digital text makes it easy for students to copy and paste key passages into a document for further study, but there is little research on how this compares with taking notes by hand.\u003c/p>\n\u003cp>“We study things like highlighting and underlining,” Alexander says, “but those kind of motor responses have never been of highest value in terms of text-processing strategies” – whether done with a cursor or a marker. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.\u003c/p>\n\u003cp>Dutch scholar Joost Kircz points out that these are still early days for digital reading, and new and better formats will continue to emerge. In his view, the linear format of a traditional book is well suited for narratives but not necessarily ideal for academic texts or scientific papers.\u003c/p>\n\u003cp>“In narrative prose fiction, the author strictly determines the reading path,” he and co-author August Hans Den Boef write in \u003ca href=\"http://en.aup.nl/books/9789089646002-the-unbound-book.html\">\u003cem>The Unbound Book\u003c/em>\u003c/a>\u003cem>,\u003c/em> a collection of essays about the future of reading. “But in a digital environment we can easily enable a plurality of reading paths in educational and scholarly texts.”\u003c/p>\n\u003cp>In addition to the hyperlinks, video and audio that currently enhance many digital texts, Kircz would like to see innovations such as multiple types of hyperlinks, perhaps in a rainbow of colors that denote specific purposes (annotation, elaboration, contrary views, media, etc.). He also imagines digital books that could enable a variety of paths through a body of work. Not all information is linear or even layered, he told me: “There’s a lot of information that’s spherical. You cannot stack it up. The question is to what extent can we mimic human understanding?”\u003c/p>\n\u003cp>While we await those future digital products, students deciding what school books to buy this fall would do well to ask themselves just what they hope to get from the text. As Alexander notes, “If I’m only trying to learn something that’s going to be covered on a test and the test is shallow in nature, then [digital] is just fine.” If, on the other hand, you hope to dive in deeply and gather imperishable pearls, spring for the book.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>My friend Joanne was packing her youngest child off to college this month and wrestling with a modern dilemma: Is it better to buy textbooks in digital form or old-fashioned print? One of her son’s professors was recommending an online text for a business course: lighter, always accessible and seriously cheaper ($88 vs. $176 for a 164-page book). But Joanne’s instinct was that her son would “learn better” from a printed volume, free of online distractions, and with pages he could dog-ear, peruse in any order, and inscribe with marginal notes. Her son was inclined to agree.\u003c/p>\n\u003cp>Many of us book lovers cherish the tactile qualities of print, but some of this preference is emotional or nostalgic. Do reading and note-taking on paper offer any measurable advantages for learning? Given the high cost of hard-backed textbooks, is it wiser to save the money and the back strain by going digital?\u003c/p>\n\u003cp>You might think that, decades into the digital revolution, we would have a clear answer to this question. Wrong. Earlier this year educational psychologist Patricia Alexander, a literacy scholar at the University of Maryland, published a \u003ca href=\"http://journals.sagepub.com/doi/abs/10.3102/0034654317722961\">thorough review\u003c/a> of recent research on the topic. She was “shocked,” she says, to find that out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)\u003c/p>\n\u003cp>Aside from pointing up a blatant need for more research, Alexander’s review, co-authored with doctoral student Lauren Singer and appearing in \u003cem>Review of Educational Research\u003c/em>, affirmed at least one practical finding: if you are reading something lengthy – more than 500 words or more than a page of the book or screen – your comprehension will likely take a hit if you’re using a digital device. The finding was supported by numerous studies and held true for students in college, high school and grade school.\u003c/p>\n\u003cp>Research suggests that the explanation is at least partly the greater physical and mental demands of reading on a screen: the nuisance of scrolling, and the tiresome glare and flicker of some devices. There may be differences in the concentration we bring to a digital environment, too, where we are accustomed to browsing and multitasking. And some researchers have observed that working your way through a print volume leaves spatial impressions that stick in your mind (for instance, the lingering memory of where a certain passage or diagram appeared in a book).\u003c/p>\n\u003caside class=\"pullquote alignright\">'They assume that because they were going faster [reading digitally], they understood it better. It’s an illusion.’\u003ccite>Patricia Alexander, University of Maryland literacy scholar\u003c/cite>\u003c/aside>\n\u003cp>Alexander and Singer have done their own studies of the digital versus print question. In a \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1143794\">2016 experiment\u003c/a> they asked 90 undergraduates to read short informational texts (about 450 words) on a computer and in print. Due to the length, no scrolling was required, but there still was a difference in how much they absorbed. The students performed equally well in describing the main idea of the passages no matter the medium, but when asked to list additional key points and recall further details, the print readers had the edge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Curiously, the students themselves were unaware of this advantage. In fact, after answering comprehension questions, 69% said they believed they had performed better after reading on a computer. Researchers call this failure of insight poor “calibration.”\u003c/p>\n\u003cp>The point of such research, as Alexander herself notes, is not to anoint a winner in a contest between digital and print. We all swim in a sea of electronic information and there’s no turning back the tide.\u003c/p>\n\u003cp>“The core question,” Alexander said in an interview, is “when is a reader best served by a particular medium. And what kind of readers? What age? What kind of text are we talking about? All of those elements matter a great deal.”\u003c/p>\n\u003cp>On top of that, we all could do with a lot more self-awareness about how we learn from reading.\u003c/p>\n\u003cp>For example, a big reason that students in the study thought they learned better from digital text is that they moved more quickly in that medium. Research by Alexander and others has confirmed this faster pace. “They assume that because they were going faster, they understood it better,” Alexander observes. “It’s an illusion.”\u003c/p>\n\u003cp>If students become aware of this illusion, they can make better choices. Just as they might decide to turn off social media alerts while studying an online textbook, they might want to consciously slow themselves down when reading for deep meaning. On the other hand, when reading for pleasure or surface information, they can let ’er rip.\u003c/p>\n\u003cp>Digital text makes it easy for students to copy and paste key passages into a document for further study, but there is little research on how this compares with taking notes by hand.\u003c/p>\n\u003cp>“We study things like highlighting and underlining,” Alexander says, “but those kind of motor responses have never been of highest value in terms of text-processing strategies” – whether done with a cursor or a marker. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.\u003c/p>\n\u003cp>Dutch scholar Joost Kircz points out that these are still early days for digital reading, and new and better formats will continue to emerge. In his view, the linear format of a traditional book is well suited for narratives but not necessarily ideal for academic texts or scientific papers.\u003c/p>\n\u003cp>“In narrative prose fiction, the author strictly determines the reading path,” he and co-author August Hans Den Boef write in \u003ca href=\"http://en.aup.nl/books/9789089646002-the-unbound-book.html\">\u003cem>The Unbound Book\u003c/em>\u003c/a>\u003cem>,\u003c/em> a collection of essays about the future of reading. “But in a digital environment we can easily enable a plurality of reading paths in educational and scholarly texts.”\u003c/p>\n\u003cp>In addition to the hyperlinks, video and audio that currently enhance many digital texts, Kircz would like to see innovations such as multiple types of hyperlinks, perhaps in a rainbow of colors that denote specific purposes (annotation, elaboration, contrary views, media, etc.). He also imagines digital books that could enable a variety of paths through a body of work. Not all information is linear or even layered, he told me: “There’s a lot of information that’s spherical. You cannot stack it up. The question is to what extent can we mimic human understanding?”\u003c/p>\n\u003cp>While we await those future digital products, students deciding what school books to buy this fall would do well to ask themselves just what they hope to get from the text. As Alexander notes, “If I’m only trying to learn something that’s going to be covered on a test and the test is shallow in nature, then [digital] is just fine.” If, on the other hand, you hope to dive in deeply and gather imperishable pearls, spring for the book.\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://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Digital Note Taking Strategies That Deepen Student Thinking",
"title": "Digital Note Taking Strategies That Deepen Student Thinking",
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"content": "\u003cp>\u003cstrong>By Beth Holland\u003c/strong>\u003c/p>\n\u003cp>As digital devices become more common in classrooms, teachers and students are discovering that what worked in the analog world may not be as effective in the digital one. Nowhere is this more clear than with note taking, a long-standing and important practice in most classrooms. For this reason, few empirical studies may be more detrimental to encouraging the use of technology in education than Mueller and Oppenheimer’s (2014) \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/0956797614524581?journalCode=pssa\" target=\"_blank\" rel=\"noopener noreferrer\">\"The Pen is Mightier than the Keyboard\"\u003c/a> as well as Carter, Greenberg and Walker’s (2016) \u003ca href=\"https://aefpweb.org/sites/default/files/webform/41/CarterGreenbergWalker_AEFP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\"Effect of Computer Usage on Academic Performance.\" \u003c/a>\u003c/p>\n\u003cp>Both studies claim that students in lecture-style courses perform worse on assessments \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\" rel=\"noopener noreferrer\">when allowed to use devices for note taking\u003c/a>. When note taking serves as the primary use of technology in the classroom, these studies become a harbinger for technology opposition. University professors have used these data as a rallying cry to ban laptops in their classes, and K-12 teachers have cited these studies in arguments against 1:1 programs in schools. However, none of these studies question the teaching methods used in the classes themselves or whether teachers are recognizing the power of digital devices for students to create, share, connect and discover information.\u003c/p>\n\u003cp>The researchers behind these studies acknowledge that the act of note taking can be beneficial to student learning when used to summarize, synthesize, or draw conclusions; they also argue that it is not helpful when used to capture content verbatim -- a practice that often happens when typing on a laptop. While both of these studies make wide generalizations about the detrimental impact of technology on education, neither offers any recommendations, such as those presented below, to help students take advantage of all the ways their devices could actually improve their ability to organize, make connections and synthesize information.\u003c/p>\n\u003cp>\u003cstrong>Digital Organization and Content Curation\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Organization is a critical academic skill and one that many students struggle with in both the physical and digital worlds. Parents and teachers already help students get organized and now need to extend that to the digital world. Given the influx of technology in their academic lives, students need to develop an effective organizational system for their digital notes, projects and thinking.\u003c/p>\n\u003cp>Much like students understand the concept of binders, notebooks and notes in the physical world, they need a similar system in the digital one. Whether working with dividers and subjects in a tool like \u003ca href=\"http://gingerlabs.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Notability\u003c/a> or sections and pages in \u003ca href=\"https://www.onenote.com/\" target=\"_blank\" rel=\"noopener noreferrer\">OneNote\u003c/a>, students need to build vocabulary to support how they house their learning. All note taking tools search typed content, and many also search handwriting, so students can not only find information quickly, but they can also focus on making connections to previous ideas instead of wondering where they put their notes. These familiar paradigms allow students to digitize existing organizational processes, but then add powerful capabilities such as searching and tagging.\u003c/p>\n\u003cp>Through thoughtful tagging, students can easily search across their notes, regardless of where they might be digitally organized. Traditionally, students and teachers may think of tags like keywords. Students in a history course might tag content by event (e.g. Civil War or Treaty of Versailles). And yet, content could also be tagged with study strategies, overarching themes or essential questions debated in class. When teachers build this type of critical thinking into note taking instruction, they can help students to engage more deeply with their notes. Tagging this way not only helps students stay organized, but it could also help them to examine trends across courses or even semesters.\u003c/p>\n\u003cp>As a doctoral student, I use OneNote. First, I create a new digital notebook each year. Inside that, I add sections for each term as well as my different courses. Finally, my notes get organized into individual pages within the sections. When I can recall the precise location where I put a particular set of notes, I navigate directly to that page. However, on the numerous occasions when an author, vocabulary term or concept seems familiar but I cannot recall the precise moment when I took notes, then the search function becomes critical.\u003c/p>\n\u003cp>Since I can search across sections and notebooks to quickly access content, I have more time and mental capacity to connect seemingly disparate pieces of content and engage in a deeper synthesis of ideas. This is exactly the type of thinking that Mueller and Oppenheimer advocated for in their paper, \"The Pen is Mightier than the Keyboard.\" However, they argued that this was the main benefit of taking notes by hand instead of recognizing it as a strategy regardless of device.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMultimodal Notes\u003c/strong>\u003c/p>\n\u003cp>One of the ways digital notes differ dramatically from paper notes lies in the ability to capture information in multiple forms. With most tools (Notability, OneNote, Evernote, etc.), students can not only capture typed and handwritten notes but also incorporate photos, audio and even video. These versatile capabilities allow students to customize their note taking process to meet their learning needs. Consider these possibilities:\u003c/p>\n\u003cul>\n\u003cli>Students may take notes on paper, add photos of those papers into a digital notebook, synthesize their thinking with audio or written notes, and then tag their digital notes for later retrieval.\u003c/li>\n\u003cli>Students might use audio syncing -- a feature that records audio and then digitally syncs it with whatever the student writes or types -- to capture the context of the class discussion or lecture. When reviewing their notes, students could click or tap on their notes and then jump directly to that point in the audio recording.\u003c/li>\n\u003cli>Teachers might provide students with their presentation slides or other note taking guides as PDF files. Now, students can focus on taking notes — using any modality — for synthesis, elaboration, reflection or analysis rather than in an attempt to capture content verbatim.\u003c/li>\n\u003c/ul>\n\u003cp>In 1949, neuropsychologist \u003ca href=\"http://can-acn.org/donald-olding-hebb\" target=\"_blank\" rel=\"noopener noreferrer\">Donald Hebb\u003c/a> famously wrote, “Neurons that fire together wire together.” When scaffolded for students, digital note taking has the power to transcend the traditional definition of what has been typically considered “notes.” By encouraging students to focus their note taking on building deeper connections instead of just capturing content verbatim, then they create a more integrated neural network around the ideas. With the right support from teachers, digital note taking can be so much more than just capturing a lesson. It can encourage students to actively engage in the note taking process and also reflect on their own development as learners. They might even tag their notes as such!\u003c/p>\n\u003cp>\u003cstrong>Concept Mapping\u003c/strong>\u003c/p>\n\u003cp>According to Johns Hopkins professor \u003ca href=\"http://scienceoflearning.jhu.edu/about-us/our-experts/dr-mariale-hardiman\" target=\"_blank\" rel=\"noopener noreferrer\">Mariale Hardiman\u003c/a>, concept mapping helps students to build deeper connections, more easily recognize links between content elements, and increase their conceptual understanding of the topic. She compares providing a concept map to students with using the picture on the box of a jigsaw puzzle -- it’s the “big picture” for how seemingly disconnected pieces of information fit together. Teachers can offer concept maps at the beginning of a unit as a way to frame the learning, but students can also make their own concept maps to visualize connections across content areas through \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">diagrams or sketch notes\u003c/a>.\u003c/p>\n\u003cp>One of the powerful components of digital note taking is that the pages never end, and a full page isn’t an artificial barrier to limit thinking. Students can work on an infinitely expanding canvas to include as much information as they need. For example, concept mapping tools such as \u003ca href=\"https://coggle.it/\" target=\"_blank\" rel=\"noopener noreferrer\">Coggle\u003c/a> or \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Padlet\u003c/a> allow students to create networks of ideas using text, links, images and even video without ever running out of room.\u003c/p>\n\u003cp>An ever-expanding canvas removes all physical constraints on students’ thinking and connecting ideas. To illustrate this concept, \u003ca href=\"http://www.askmsq.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sabba Quidwai\u003c/a>, former director of innovative learning for the physician assistant program at USC's medical school and now K-12 development executive at Apple, shared the image below from an anatomy student. The student constructed a concept map in Notability using sketches, screen shots and handwriting to illustrate key points about the circulatory system.\u003c/p>\n\u003cfigure id=\"attachment_48903\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48903\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/conceptmap-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A medical student's digital concept map for anatomy class. \u003ccite>(Courtesy of Sabba Quidwai )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Visible Thinking Routines\u003c/strong>\u003c/p>\n\u003cp>Finally, students of all ages struggle to make connections to the content as they read and write, regardless of the note taking medium. Whether asking an elementary school student to pick out the main idea in a passage or a high school student to synthesize across multiple sources, all students need scaffolding for their thinking and reflection. \u003ca href=\"http://www.visiblethinkingpz.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Thinking routines\u003c/a>, sets of questions designed by researchers at Harvard’s Project Zero, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\" rel=\"noopener noreferrer\">encourage thinking\u003c/a> and support student inquiry.\u003c/p>\n\u003cp>Consider the potential of using \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">See-Think-Wonder\u003c/a>, one of those routines, to focus notes about a reading or a presentation. Instead of directing students to “take notes,” teachers could suggest that they create three columns on a page, or nodes on a concept map, and then take note of what they see, what they think, and what they wonder. Not only does this guide their note taking but it also encourages them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">ask questions about the content\u003c/a> as they record it.\u003c/p>\n\u003cp>Similarly, students might use another routine, \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ConnectExtendChallenge/ConnectExtend_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">Connect-Extend-Challenge\u003c/a>, to summarize notes at the end of the day and reflect on their learning. This thinking routine asks students to connect new content to prior knowledge, acknowledge what has extended or pushed their thinking in a new direction, and then address what they still find challenging or confusing. Whether completed on paper and then added to a digital notebook as a photo, or constructed completely digitally, visible thinking routines provide concrete strategies to help students engage with the information they are capturing.\u003c/p>\n\u003cp>Too often, educators project their own note taking habits onto their students, applying paper-based strategies to digital tools. With that mindset, it becomes far too easy for short-sighted studies to confirm previously held biases against technology. However, as students progress in an increasingly digital and connected world, one challenge for educators will be to view digital note taking as a unique, necessary and completely different skill set to be taught.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If teachers recognize the power of digital tools, and their responsibility to help students learn to use them, then digital note taking isn’t just “one more thing to do.” Instead, it becomes an important skill that could help students to engage with ideas, synthesize concepts and build the critical thinking skills that they will need to be successful learners in the future.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Beth Holland\u003c/strong>\u003c/p>\n\u003cp>As digital devices become more common in classrooms, teachers and students are discovering that what worked in the analog world may not be as effective in the digital one. Nowhere is this more clear than with note taking, a long-standing and important practice in most classrooms. For this reason, few empirical studies may be more detrimental to encouraging the use of technology in education than Mueller and Oppenheimer’s (2014) \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/0956797614524581?journalCode=pssa\" target=\"_blank\" rel=\"noopener noreferrer\">\"The Pen is Mightier than the Keyboard\"\u003c/a> as well as Carter, Greenberg and Walker’s (2016) \u003ca href=\"https://aefpweb.org/sites/default/files/webform/41/CarterGreenbergWalker_AEFP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\"Effect of Computer Usage on Academic Performance.\" \u003c/a>\u003c/p>\n\u003cp>Both studies claim that students in lecture-style courses perform worse on assessments \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\" rel=\"noopener noreferrer\">when allowed to use devices for note taking\u003c/a>. When note taking serves as the primary use of technology in the classroom, these studies become a harbinger for technology opposition. University professors have used these data as a rallying cry to ban laptops in their classes, and K-12 teachers have cited these studies in arguments against 1:1 programs in schools. However, none of these studies question the teaching methods used in the classes themselves or whether teachers are recognizing the power of digital devices for students to create, share, connect and discover information.\u003c/p>\n\u003cp>The researchers behind these studies acknowledge that the act of note taking can be beneficial to student learning when used to summarize, synthesize, or draw conclusions; they also argue that it is not helpful when used to capture content verbatim -- a practice that often happens when typing on a laptop. While both of these studies make wide generalizations about the detrimental impact of technology on education, neither offers any recommendations, such as those presented below, to help students take advantage of all the ways their devices could actually improve their ability to organize, make connections and synthesize information.\u003c/p>\n\u003cp>\u003cstrong>Digital Organization and Content Curation\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Organization is a critical academic skill and one that many students struggle with in both the physical and digital worlds. Parents and teachers already help students get organized and now need to extend that to the digital world. Given the influx of technology in their academic lives, students need to develop an effective organizational system for their digital notes, projects and thinking.\u003c/p>\n\u003cp>Much like students understand the concept of binders, notebooks and notes in the physical world, they need a similar system in the digital one. Whether working with dividers and subjects in a tool like \u003ca href=\"http://gingerlabs.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Notability\u003c/a> or sections and pages in \u003ca href=\"https://www.onenote.com/\" target=\"_blank\" rel=\"noopener noreferrer\">OneNote\u003c/a>, students need to build vocabulary to support how they house their learning. All note taking tools search typed content, and many also search handwriting, so students can not only find information quickly, but they can also focus on making connections to previous ideas instead of wondering where they put their notes. These familiar paradigms allow students to digitize existing organizational processes, but then add powerful capabilities such as searching and tagging.\u003c/p>\n\u003cp>Through thoughtful tagging, students can easily search across their notes, regardless of where they might be digitally organized. Traditionally, students and teachers may think of tags like keywords. Students in a history course might tag content by event (e.g. Civil War or Treaty of Versailles). And yet, content could also be tagged with study strategies, overarching themes or essential questions debated in class. When teachers build this type of critical thinking into note taking instruction, they can help students to engage more deeply with their notes. Tagging this way not only helps students stay organized, but it could also help them to examine trends across courses or even semesters.\u003c/p>\n\u003cp>As a doctoral student, I use OneNote. First, I create a new digital notebook each year. Inside that, I add sections for each term as well as my different courses. Finally, my notes get organized into individual pages within the sections. When I can recall the precise location where I put a particular set of notes, I navigate directly to that page. However, on the numerous occasions when an author, vocabulary term or concept seems familiar but I cannot recall the precise moment when I took notes, then the search function becomes critical.\u003c/p>\n\u003cp>Since I can search across sections and notebooks to quickly access content, I have more time and mental capacity to connect seemingly disparate pieces of content and engage in a deeper synthesis of ideas. This is exactly the type of thinking that Mueller and Oppenheimer advocated for in their paper, \"The Pen is Mightier than the Keyboard.\" However, they argued that this was the main benefit of taking notes by hand instead of recognizing it as a strategy regardless of device.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMultimodal Notes\u003c/strong>\u003c/p>\n\u003cp>One of the ways digital notes differ dramatically from paper notes lies in the ability to capture information in multiple forms. With most tools (Notability, OneNote, Evernote, etc.), students can not only capture typed and handwritten notes but also incorporate photos, audio and even video. These versatile capabilities allow students to customize their note taking process to meet their learning needs. Consider these possibilities:\u003c/p>\n\u003cul>\n\u003cli>Students may take notes on paper, add photos of those papers into a digital notebook, synthesize their thinking with audio or written notes, and then tag their digital notes for later retrieval.\u003c/li>\n\u003cli>Students might use audio syncing -- a feature that records audio and then digitally syncs it with whatever the student writes or types -- to capture the context of the class discussion or lecture. When reviewing their notes, students could click or tap on their notes and then jump directly to that point in the audio recording.\u003c/li>\n\u003cli>Teachers might provide students with their presentation slides or other note taking guides as PDF files. Now, students can focus on taking notes — using any modality — for synthesis, elaboration, reflection or analysis rather than in an attempt to capture content verbatim.\u003c/li>\n\u003c/ul>\n\u003cp>In 1949, neuropsychologist \u003ca href=\"http://can-acn.org/donald-olding-hebb\" target=\"_blank\" rel=\"noopener noreferrer\">Donald Hebb\u003c/a> famously wrote, “Neurons that fire together wire together.” When scaffolded for students, digital note taking has the power to transcend the traditional definition of what has been typically considered “notes.” By encouraging students to focus their note taking on building deeper connections instead of just capturing content verbatim, then they create a more integrated neural network around the ideas. With the right support from teachers, digital note taking can be so much more than just capturing a lesson. It can encourage students to actively engage in the note taking process and also reflect on their own development as learners. They might even tag their notes as such!\u003c/p>\n\u003cp>\u003cstrong>Concept Mapping\u003c/strong>\u003c/p>\n\u003cp>According to Johns Hopkins professor \u003ca href=\"http://scienceoflearning.jhu.edu/about-us/our-experts/dr-mariale-hardiman\" target=\"_blank\" rel=\"noopener noreferrer\">Mariale Hardiman\u003c/a>, concept mapping helps students to build deeper connections, more easily recognize links between content elements, and increase their conceptual understanding of the topic. She compares providing a concept map to students with using the picture on the box of a jigsaw puzzle -- it’s the “big picture” for how seemingly disconnected pieces of information fit together. Teachers can offer concept maps at the beginning of a unit as a way to frame the learning, but students can also make their own concept maps to visualize connections across content areas through \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">diagrams or sketch notes\u003c/a>.\u003c/p>\n\u003cp>One of the powerful components of digital note taking is that the pages never end, and a full page isn’t an artificial barrier to limit thinking. Students can work on an infinitely expanding canvas to include as much information as they need. For example, concept mapping tools such as \u003ca href=\"https://coggle.it/\" target=\"_blank\" rel=\"noopener noreferrer\">Coggle\u003c/a> or \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Padlet\u003c/a> allow students to create networks of ideas using text, links, images and even video without ever running out of room.\u003c/p>\n\u003cp>An ever-expanding canvas removes all physical constraints on students’ thinking and connecting ideas. To illustrate this concept, \u003ca href=\"http://www.askmsq.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sabba Quidwai\u003c/a>, former director of innovative learning for the physician assistant program at USC's medical school and now K-12 development executive at Apple, shared the image below from an anatomy student. The student constructed a concept map in Notability using sketches, screen shots and handwriting to illustrate key points about the circulatory system.\u003c/p>\n\u003cfigure id=\"attachment_48903\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48903\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/conceptmap-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A medical student's digital concept map for anatomy class. \u003ccite>(Courtesy of Sabba Quidwai )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Visible Thinking Routines\u003c/strong>\u003c/p>\n\u003cp>Finally, students of all ages struggle to make connections to the content as they read and write, regardless of the note taking medium. Whether asking an elementary school student to pick out the main idea in a passage or a high school student to synthesize across multiple sources, all students need scaffolding for their thinking and reflection. \u003ca href=\"http://www.visiblethinkingpz.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Thinking routines\u003c/a>, sets of questions designed by researchers at Harvard’s Project Zero, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\" rel=\"noopener noreferrer\">encourage thinking\u003c/a> and support student inquiry.\u003c/p>\n\u003cp>Consider the potential of using \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">See-Think-Wonder\u003c/a>, one of those routines, to focus notes about a reading or a presentation. Instead of directing students to “take notes,” teachers could suggest that they create three columns on a page, or nodes on a concept map, and then take note of what they see, what they think, and what they wonder. Not only does this guide their note taking but it also encourages them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">ask questions about the content\u003c/a> as they record it.\u003c/p>\n\u003cp>Similarly, students might use another routine, \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ConnectExtendChallenge/ConnectExtend_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">Connect-Extend-Challenge\u003c/a>, to summarize notes at the end of the day and reflect on their learning. This thinking routine asks students to connect new content to prior knowledge, acknowledge what has extended or pushed their thinking in a new direction, and then address what they still find challenging or confusing. Whether completed on paper and then added to a digital notebook as a photo, or constructed completely digitally, visible thinking routines provide concrete strategies to help students engage with the information they are capturing.\u003c/p>\n\u003cp>Too often, educators project their own note taking habits onto their students, applying paper-based strategies to digital tools. With that mindset, it becomes far too easy for short-sighted studies to confirm previously held biases against technology. However, as students progress in an increasingly digital and connected world, one challenge for educators will be to view digital note taking as a unique, necessary and completely different skill set to be taught.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If teachers recognize the power of digital tools, and their responsibility to help students learn to use them, then digital note taking isn’t just “one more thing to do.” Instead, it becomes an important skill that could help students to engage with ideas, synthesize concepts and build the critical thinking skills that they will need to be successful learners in the future.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Minecraft Camp Help Open Up The Tech World To Low-Income Kids?",
"title": "Can Minecraft Camp Help Open Up The Tech World To Low-Income Kids?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>The cubist revolution, now in its eighth year, is thriving.\u003c/p>\n\u003cp>That's Minecraft cubes, of course.\u003c/p>\n\u003cp>The game where you build virtual Lego-like worlds and populate them with people, animals and just about everything in between is one of the most popular games ever made; it's second only to Tetris as the best-selling video game of all time. There's gold in them thar cubes: More than 120 million copies have sold since Minecraft launched in 2009.*\u003c/p>\n\u003cp>So what's behind the game's enduring appeal?\u003c/p>\n\u003cp>For Isiah Hammonds, 9, it's all about the creative potential every time you fire up your computer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"You can build anything – anything that you put your mind to! You can work with other people. It's social. It's just super fun!\" he says while focusing intensely on finishing his virtual ice arena with his multi-player team of fellow Minecraft campers in Richmond, Calif. \"It's for our ice boat racing.\"\u003c/p>\n\u003cp>Hammonds, a third-grader, is in a basement room in Richmond's City Hall, next to the cafeteria and a janitor's closet. There are long, narrow white tables with black computer monitors on top.\u003c/p>\n\u003cp>A lot of tech summer camps like this can cost upwards of $1,000 a week — but these 20 children are in a city hall basement because the space is free.\u003c/p>\n\u003cp>So is the program, which is run by the non-profit \u003ca href=\"http://bbk-richmond.org/\">Building Blocks for Kids Collaborative\u003c/a> with help from a group called Connected Camps.\u003c/p>\n\u003cp>It serves predominantly low-income African-American and Hispanic children, many of whom face basic barriers to catching the tech and gaming bug — like access to the internet and access to devices.\u003c/p>\n\u003cp>A lot of the children here are playing Minecraft for the first time, explains the camp's digital literacy director, Teresa Jenkins. That's because a lot of the families who come here don't have computers at home. Or if they do, she says, they can't afford high-speed internet or it's simply not a priority.\u003c/p>\n\u003cp>\"Rent. Food. Gas. 'How am I doing to get the kids back and forth to school? How am I going to get back and forth to work? ' \" says Jenkins, \"that's the priority.\"\u003c/p>\n\u003cp>Richmond is gentrifying amid the Bay Area's tech-driven economic boom. But the city remains one of the \u003ca href=\"https://datausa.io/profile/geo/richmond-ca/\">area's poorest\u003c/a>, with a poverty rate of nearly 18 percent.\u003c/p>\n\u003cp>Children here can see San Francisco from their city and hear all about nearby Silicon Valley and its bevy of industry-disrupting companies, \"but they don't imagine they can be a part of that industry,\" says Jennifer Lyle, the executive director of Building Blocks for Kids Collaborative.\u003c/p>\n\u003cp>This Minecraft camp, Lyle says, is trying to change that 'we're not welcome in tech' feeling some low-income families in Richmond have. \"To get people to come here and say, 'No, our child deserves to have access to this,' \" she says.\u003c/p>\n\u003cp>It starts by introducing young people and their parents \"to the kinds of things wealthier folks get access to because they have the means,\" she explains, getting \"grounding in computers they're not getting in school.\"\u003c/p>\n\u003cp>Minecraft gets high marks from diverse quarters for its education potential. The game can help teach the basics of computer literacy and the key foundations of coding, animation, circuitry and more.\u003c/p>\n\u003cp>Children can absorb the broccoli of computer knowledge while reveling in the popcorn of building elaborate worlds out of cubes. And in camps like this, they can learn to work together as a team, says \u003ca href=\"http://morganya.org/\">Morgan Ames\u003c/a>, a postdoctoral \u003ca href=\"http://cstms.berkeley.edu/\">scholar at U.C. Berkeley\u003c/a> who helped create this camp and has studied its impact.\u003c/p>\n\u003cp>Campers here, she says, get to work through \"the steps of designing something technological that somebody else will play.\" Using a Minecraft tool called \u003ca href=\"http://minecraft.gamepedia.com/Redstone_circuit\">redstone circuits\u003c/a>, kids can \"think through the basics of circuits.\"\u003c/p>\n\u003cp>But to really get that full experience, kids need the PC or Mac version of the game. A version not all have access to, Ames says. \u003ca href=\"http://morganya.org/research/ames-cscw17-minecraft.pdf\">Ames also co-authored a study\u003c/a> of Minecraft, this camp, and equity and access gaps by race, class and gender.\u003c/p>\n\u003cp>\"Generally we found that middle- and upper middle-income kids play the PC version more. Boys tend to play it more than girls. And in general, white kids tend to play it more than children of color,\" Ames says.\u003c/p>\n\u003cp>And that's troubling, she says, because the PC version is simply a richer version of the game. \"It has more options. It has more opportunities to learn to code. And we wanted to make it more accessible,\" she says.\u003c/p>\n\u003cp>More accessible for children such as Jaiden Newton, 9. On this day I find her eagerly conspiring with her brother in a multi-player game at the camp.\u003c/p>\n\u003cp>\"So he's trying to build an underground tunnel to the other person's arena so he can steal the flag,\" she tells me.\u003c/p>\n\u003cp>She makes her way past a dazzling cube inside one of her elaborate cube structures.\u003c/p>\n\u003cp>\"Those are Ender Pearls. It's like a teleportation,\" she says.\u003c/p>\n\u003cp>How long have you been playing Minecraft? I ask.\u003c/p>\n\u003cp>\"About three weeks,\" she says.\u003c/p>\n\u003cp>Lots \u003ca href=\"http://breakingthemold.openmic.org/\">of studies\u003c/a> (and \u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/O/bo12079574.html\">books\u003c/a> and \u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html?_r=0\">reports\u003c/a>) show African-Americans and Latinos continue to be\u003ca href=\"https://nces.ed.gov/programs/digest/d14/tables/dt14_318.45.asp\"> underrepresented in engineering and technical fields\u003c/a>, alongside women. Silicon Valley continues to have a serious \u003ca href=\"http://observer.com/2017/06/women-in-tech-statistics/\">gender gap problem\u003c/a>.\u003c/p>\n\u003cp>Ames says she's collecting more data but her preliminary look shows that the tools out there to learn more about Minecraft — online forums, videos and the like — are dominated by boys.\u003c/p>\n\u003cp>Camps like this are vital, Ames says, to help change that equation.\u003c/p>\n\u003cp>Or as program director Jennifer Lyle puts it, this camp helps send a message to our parents, schools and Silicon Valley \"we belong here.\"\u003c/p>\n\u003cp>*[Note: Minecraft was \u003ca href=\"https://www.polygon.com/2014/11/6/7167349/microsoft-owns-minecraft-mojang-acquisition-closes\">purchased by Microsoft Corp\u003c/a>. from developers Mojang in 2014. The \u003ca href=\"https://www.gatesfoundation.org/\">foundation\u003c/a> created by Microsoft founder Bill Gates is a financial supporter of NPR and NPR Ed.]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Cubist+Revolution%3A+Minecraft+For+All&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The cubist revolution, now in its eighth year, is thriving.\u003c/p>\n\u003cp>That's Minecraft cubes, of course.\u003c/p>\n\u003cp>The game where you build virtual Lego-like worlds and populate them with people, animals and just about everything in between is one of the most popular games ever made; it's second only to Tetris as the best-selling video game of all time. There's gold in them thar cubes: More than 120 million copies have sold since Minecraft launched in 2009.*\u003c/p>\n\u003cp>So what's behind the game's enduring appeal?\u003c/p>\n\u003cp>For Isiah Hammonds, 9, it's all about the creative potential every time you fire up your computer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"You can build anything – anything that you put your mind to! You can work with other people. It's social. It's just super fun!\" he says while focusing intensely on finishing his virtual ice arena with his multi-player team of fellow Minecraft campers in Richmond, Calif. \"It's for our ice boat racing.\"\u003c/p>\n\u003cp>Hammonds, a third-grader, is in a basement room in Richmond's City Hall, next to the cafeteria and a janitor's closet. There are long, narrow white tables with black computer monitors on top.\u003c/p>\n\u003cp>A lot of tech summer camps like this can cost upwards of $1,000 a week — but these 20 children are in a city hall basement because the space is free.\u003c/p>\n\u003cp>So is the program, which is run by the non-profit \u003ca href=\"http://bbk-richmond.org/\">Building Blocks for Kids Collaborative\u003c/a> with help from a group called Connected Camps.\u003c/p>\n\u003cp>It serves predominantly low-income African-American and Hispanic children, many of whom face basic barriers to catching the tech and gaming bug — like access to the internet and access to devices.\u003c/p>\n\u003cp>A lot of the children here are playing Minecraft for the first time, explains the camp's digital literacy director, Teresa Jenkins. That's because a lot of the families who come here don't have computers at home. Or if they do, she says, they can't afford high-speed internet or it's simply not a priority.\u003c/p>\n\u003cp>\"Rent. Food. Gas. 'How am I doing to get the kids back and forth to school? How am I going to get back and forth to work? ' \" says Jenkins, \"that's the priority.\"\u003c/p>\n\u003cp>Richmond is gentrifying amid the Bay Area's tech-driven economic boom. But the city remains one of the \u003ca href=\"https://datausa.io/profile/geo/richmond-ca/\">area's poorest\u003c/a>, with a poverty rate of nearly 18 percent.\u003c/p>\n\u003cp>Children here can see San Francisco from their city and hear all about nearby Silicon Valley and its bevy of industry-disrupting companies, \"but they don't imagine they can be a part of that industry,\" says Jennifer Lyle, the executive director of Building Blocks for Kids Collaborative.\u003c/p>\n\u003cp>This Minecraft camp, Lyle says, is trying to change that 'we're not welcome in tech' feeling some low-income families in Richmond have. \"To get people to come here and say, 'No, our child deserves to have access to this,' \" she says.\u003c/p>\n\u003cp>It starts by introducing young people and their parents \"to the kinds of things wealthier folks get access to because they have the means,\" she explains, getting \"grounding in computers they're not getting in school.\"\u003c/p>\n\u003cp>Minecraft gets high marks from diverse quarters for its education potential. The game can help teach the basics of computer literacy and the key foundations of coding, animation, circuitry and more.\u003c/p>\n\u003cp>Children can absorb the broccoli of computer knowledge while reveling in the popcorn of building elaborate worlds out of cubes. And in camps like this, they can learn to work together as a team, says \u003ca href=\"http://morganya.org/\">Morgan Ames\u003c/a>, a postdoctoral \u003ca href=\"http://cstms.berkeley.edu/\">scholar at U.C. Berkeley\u003c/a> who helped create this camp and has studied its impact.\u003c/p>\n\u003cp>Campers here, she says, get to work through \"the steps of designing something technological that somebody else will play.\" Using a Minecraft tool called \u003ca href=\"http://minecraft.gamepedia.com/Redstone_circuit\">redstone circuits\u003c/a>, kids can \"think through the basics of circuits.\"\u003c/p>\n\u003cp>But to really get that full experience, kids need the PC or Mac version of the game. A version not all have access to, Ames says. \u003ca href=\"http://morganya.org/research/ames-cscw17-minecraft.pdf\">Ames also co-authored a study\u003c/a> of Minecraft, this camp, and equity and access gaps by race, class and gender.\u003c/p>\n\u003cp>\"Generally we found that middle- and upper middle-income kids play the PC version more. Boys tend to play it more than girls. And in general, white kids tend to play it more than children of color,\" Ames says.\u003c/p>\n\u003cp>And that's troubling, she says, because the PC version is simply a richer version of the game. \"It has more options. It has more opportunities to learn to code. And we wanted to make it more accessible,\" she says.\u003c/p>\n\u003cp>More accessible for children such as Jaiden Newton, 9. On this day I find her eagerly conspiring with her brother in a multi-player game at the camp.\u003c/p>\n\u003cp>\"So he's trying to build an underground tunnel to the other person's arena so he can steal the flag,\" she tells me.\u003c/p>\n\u003cp>She makes her way past a dazzling cube inside one of her elaborate cube structures.\u003c/p>\n\u003cp>\"Those are Ender Pearls. It's like a teleportation,\" she says.\u003c/p>\n\u003cp>How long have you been playing Minecraft? I ask.\u003c/p>\n\u003cp>\"About three weeks,\" she says.\u003c/p>\n\u003cp>Lots \u003ca href=\"http://breakingthemold.openmic.org/\">of studies\u003c/a> (and \u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/O/bo12079574.html\">books\u003c/a> and \u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html?_r=0\">reports\u003c/a>) show African-Americans and Latinos continue to be\u003ca href=\"https://nces.ed.gov/programs/digest/d14/tables/dt14_318.45.asp\"> underrepresented in engineering and technical fields\u003c/a>, alongside women. Silicon Valley continues to have a serious \u003ca href=\"http://observer.com/2017/06/women-in-tech-statistics/\">gender gap problem\u003c/a>.\u003c/p>\n\u003cp>Ames says she's collecting more data but her preliminary look shows that the tools out there to learn more about Minecraft — online forums, videos and the like — are dominated by boys.\u003c/p>\n\u003cp>Camps like this are vital, Ames says, to help change that equation.\u003c/p>\n\u003cp>Or as program director Jennifer Lyle puts it, this camp helps send a message to our parents, schools and Silicon Valley \"we belong here.\"\u003c/p>\n\u003cp>*[Note: Minecraft was \u003ca href=\"https://www.polygon.com/2014/11/6/7167349/microsoft-owns-minecraft-mojang-acquisition-closes\">purchased by Microsoft Corp\u003c/a>. from developers Mojang in 2014. The \u003ca href=\"https://www.gatesfoundation.org/\">foundation\u003c/a> created by Microsoft founder Bill Gates is a financial supporter of NPR and NPR Ed.]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Cubist+Revolution%3A+Minecraft+For+All&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity",
"title": "MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity",
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"content": "\u003cp>Mitch Resnick has been working on how to give students new avenues of creative expression for over a decade. His \u003ca href=\"https://llk.media.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lifelong Kindergarten\u003c/a> group at the MIT Media Lab develops \u003ca href=\"https://llk.media.mit.edu/projects/783/\" target=\"_blank\" rel=\"noopener noreferrer\">Scratch\u003c/a>, one of the most popular coding programs for kids, which is based on the seminal work of Seymour Papert, who died in 2016. When Resnick thinks about the guiding philosophy behind Scratch, he thinks of one of its users -- \u003ca href=\"https://scratch.mit.edu/users/ipzy/\" target=\"_blank\" rel=\"noopener noreferrer\">Ipzy\u003c/a>.\u003c/p>\n\u003cp>Ipzy started using Scratch at age 11. Ipzy -- who goes by the gender neutral pronoun \"they\"* -- loved to draw and heard that Scratch might help them animate their art. Ipzy's first Scratch project was a simple animation where the eyes and ears of a drawing moved subtly. “You can almost see [Ipzy] here dipping [their] toe in the water of something new,” said Resnick during a presentation at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>Over time Ipzy started making more complicated projects in Scratch. They created the \u003ca href=\"https://scratch.mit.edu/projects/13772905/\" target=\"_blank\" rel=\"noopener noreferrer\">Lemonade Time game\u003c/a> in which players wander through a world gathering the ingredients to make lemonade. Ipzy started to become well-known in the Scratch online community as someone who made things other people liked, and people started asking if they could use Ipzy's artwork in their projects. That led Ipzy to rebrand as Ipzy Studios, but they freely allowed others access to their artwork, with permission to modify, as long as they were credited.\u003c/p>\n\u003cp>“[Ipzy] was becoming a good citizen,” Resnick said. “In addition to sharing [their] artwork [they were] also beginning to share the things [they were] learning about programming.” Ipzy, like so many other kids passionate about a topic, began making tutorials about how they did things like \u003ca href=\"https://scratch.mit.edu/projects/168691186/\" target=\"_blank\" rel=\"noopener noreferrer\">make a scrolling background\u003c/a>. They shared their code and commented on it to point out tricky things. And, Ipzy started to get comments and feedback, which they actively responded to, sometimes even \u003ca href=\"https://scratch.mit.edu/projects/114874755/\" target=\"_blank\" rel=\"noopener noreferrer\">changing a game \u003c/a>or project by popular demand.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe allowtransparency=\"true\" width=\"640\" height=\"360\" src=\"//scratch.mit.edu/projects/embed/13772905/?autostart=false\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Resnick loves the story of Ipzy because their evolution within the Scratch community illustrates the four key ingredients his team thinks are integral to a great experience: \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">projects, passion, peers and play\u003c/a>. Ipzy wasn’t using Scratch because someone told them coding would be an important skill for their future; they were using it to express creativity in new ways.\u003c/p>\n\u003cp>“We created Scratch to give people new ways to think about things,” Resnick said. For him the project is at the center of that goal. “A project is a way to put your idea into action. As kids work on projects, they learn core ideas in a meaningful context.”\u003c/p>\n\u003cp>The project reflects kids’ passions, but also what they are learning. One kid made a Scratch project to accompany his reading of \u003cem>Charlotte’s Web\u003c/em>. In his animation, the pig gets smaller as it moves away. That shows his learning about perspective, as well as math, because in order to make the code do that he would have had to multiply by a fraction. Resnick loves that projects allow kids to integrate their knowledge across disciplines in natural ways.\u003c/p>\n\u003cp>As coding programs for kids have proliferated, Resnick believes even more firmly in the project as the foundational unit because it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\" target=\"_blank\" rel=\"noopener noreferrer\">springs from kids’ creativity\u003c/a> and is not constrained by the program. He worries about coding software that emphasizes the syntax of the code rather than the creativity of the project. He acknowledges that many of these puzzle-based games are fun and kids like them, but he wishes kids had more freedom of expression within them.\u003c/p>\n\u003cp>“I really question whether kids doing this are going to be creative with the technology and learn to really express themselves,” Resnick said.\u003c/p>\n\u003cp>He believes strongly in the power of passion to drive learning and cites \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> research showing that when external rewards like badges are introduced they may give an initial boost of excitement, but long-term motivation diminishes.\u003c/p>\n\u003cp>That’s why collaborative, peer-to-peer learning is so important to the Scratch developers. In many ways \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">creating for and alongside other people helps provide the internal motivation\u003c/a> that an external reward cannot stimulate. Resnick likes to point out that Ipzy started coding out of a love for drawing and a desire to add animation to those creations, but stayed because of the Scratch community.\u003c/p>\n\u003cp>“We launched the programming language and the online community at the exact same time,” Resnick said. “To us they are inextricably linked. Being part of a community is part of that creative learning process.”\u003c/p>\n\u003cp>People tend to expect collaborative learning environments in the physical world, but have a harder time creating them in the digital world. Ipzy’s Lemonade Time game is a good example of how powerful an online community can be. Lemonade Time was viewed over 15,000 times by other users, so Ipzy had an audience, which was motivating. Several thousand people indicated they loved the game, and perhaps even more flattering, dozens of people made variations on Ipzy's project.\u003c/p>\n\u003cp>There were comments, suggestions, and questions about why Ipzy had made certain choices. Ipzy engaged with these comments and made changes based upon them, illustrating how something becomes better when people think about it together.\u003c/p>\n\u003cp>The Scratch team puts a lot of effort into moderating the community to maintain the type of positive, safe environment where kids like Ipzy can play -- not just to have fun, but to take risks, test boundaries and try new things. The blocks themselves are easy to set aside and pick up later, so there’s no negative consequence to trying something new. That playful spirit is cultivated and carefully nurtured.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH 3.0\u003c/strong>\u003c/p>\n\u003cp>Using this history of projects built on passions, in community and with a playful spirit, the Scratch team is gearing up to release a new version of Scratch. They’re integrating feedback from educators and users by making teacher accounts, learning resources, in-person communities and several new features to the actual program.\u003c/p>\n\u003cp>The new version of Scratch is being designed to work on mobile devices, so it will be lighter and more flexible. The developers are redesigning the blocks to be more finger-friendly and to look more horizontal, akin to the Scratch Jr. blocks, which can be used for the lighter, smaller projects likely to be created on a mobile device.\u003c/p>\n\u003cp>The team is also working on a way to integrate the physical world with Scratch using what they’re currently calling a “Scratch Pad,” but whose name could change. Its design is intentionally minimal, just a small round object with a knob, a button, a slot and sensors inside.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A little demo of what's to come with \u003ca href=\"https://twitter.com/hashtag/Scratch3?src=hash\">#Scratch3\u003c/a>.0 - mobile, and easier interaction with physical creations \u003ca href=\"https://twitter.com/hashtag/ISTE17?src=hash\">#ISTE17\u003c/a> \u003ca href=\"https://t.co/0gFF0n7xYL\">pic.twitter.com/0gFF0n7xYL\u003c/a>\u003c/p>\n\u003cp>— Katrina Schwartz (@Kschwart) \u003ca href=\"https://twitter.com/Kschwart/status/885612725916753925\">July 13, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“We want to make it easy for people to build around it,” Resnick said. The team is currently thinking the slot would allow cardboard to be the universal connector, and kids could build from there. The simplicity of the hardware means it can become part of anything, a controller for a game, an accelerometer, anything a kid might want to program.\u003c/p>\n\u003cp>“We see Scratch as a type of building,” Resnick said. “Kids are building programs with Scratch, so we really want to give them the experience of building in the physical world and in the computational world.”\u003c/p>\n\u003cp>The developers are testing these new features out on a separate \u003ca href=\"http://scratchx.org/\" target=\"_blank\" rel=\"noopener noreferrer\">ScratchX site\u003c/a>, where they’ve posted open-source code for the various extensions that could work with other types of physical devices like Lego WeDo, Arduinos or even text-to-speech. The idea is to make it easier for kids to write programs in Scratch that control or manipulate things they have built in the physical world.\u003c/p>\n\u003cp>“We also want to make it really easy for other people to add their own extensions,” Resnick said. “We don’t want to be the bottleneck.” Other developers have already posted some of those extensions to the ScratchX site. Resnick hopes to have an alpha version of Scratch 3.0 running by early 2018 so a wider community can begin playing with it on the ScratchX site. Then later in the year they’ll integrate the 3.0 version with the existing Scratch website and community. The developers hope, but aren’t promising, that everything will be ready for the start of school in 2018.\u003c/p>\n\u003cfigure id=\"attachment_48689\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48689\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Scratch developers demonstrated how kids could use many kinds of materials to build physical objects around the \"Scratch Pad,\" which could then be programmed with Scratch. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We put the tool out there, but we continue to be amazed and delighted by ways teachers and kids and parents are making use of it in ways that we would never have imagined,” Resnick said. “We hope the new version will continue to lead to more creativity.”\u003c/p>\n\u003cp>\u003cstrong>TEACHER ACCOUNTS\u003c/strong>\u003c/p>\n\u003cp>Scratch started as a tool for kids, not as an ed-tech tool built for classrooms, so managing Scratch projects has been challenging for some teachers trying to use Scratch in the classroom. Now, teachers can create a \u003ca href=\"https://scratch.mit.edu/educators/#teacher-accounts\" target=\"_blank\" rel=\"noopener noreferrer\">teacher account\u003c/a>, signified by a purple bar at the top, and then can create classes. From within the class, the teacher can send a sign-up link so students can sign up for the class and create an account within the class. This process does not require separate email sign-ons for each student, a process Scratch developers heard from teachers was very challenging. The class accounts ask for less information and are more managed by teachers. Students cannot link their existing personal Scratch account to the class, but they can keep it separate for their own use.\u003c/p>\n\u003cp>Within class accounts, teachers can manually change student passwords, assign work, send updates and moderate student behavior. If a student does something against the policies of the Scratch community, moderators at MIT will send an email to the teacher. Teachers can also create studios, like assignments, and all students in the class will automatically be followers of the studio, receive updates and be able to add to it.\u003c/p>\n\u003cp>It’s important to know that if a teacher closes a class, all the accounts associated with it will close, too. And there’s not an easy internal way to transfer projects from a student’s class account to his personal one. However, he could download the project and re-upload it to his personal Scratch account in order to preserve the work after the school year is over.\u003c/p>\n\u003cp>“When we were doing our initial exploration, some teachers really wanted a walled garden,” said Kasia Chmielinski, the product lead for Scratch at the MIT Media Lab. They wanted their students to use Scratch without being part of the wider Scratch community. “Our philosophy at Scratch is that the community is a really important part of the learning,” Chmielinski said. “They come for the coding and stay for the community.” That’s why the developers decided not to offer a walled garden option. The closest thing to that functionality would be working in offline mode, which will still be available. Teachers can \u003ca href=\"Teacher-accounts@scratch.mit.edu\" target=\"_blank\" rel=\"noopener noreferrer\">email\u003c/a> the Scratch team to convert their personal accounts to teacher accounts.\u003c/p>\n\u003cp>Scratch developers at MIT are also trying to build up the supportive materials they offer to teachers who want to get started using Scratch in the classroom. They’ve built \u003ca href=\"https://scratch.mit.edu/tips\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Resource Cards\u003c/a> that are downloadable and modifiable so teachers can change them to suit their needs. They’ve also invested in a coordinator to support \u003ca href=\"https://day.scratch.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">in-person meetups\u003c/a> of people who use and love Scratch. While the online community is robust, they see value in supporting people to meet, play and program face-to-face as well.\u003c/p>\n\u003cp>The changes to Scratch 3.0 indicate the developers value input from the educator community, and see teachers as a core user group of their product. They don’t want to lose their core philosophy around projects, passion, peers, and play in the process, but rather spread those ideals to schools and classrooms that use Scratch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This post has been updated to reflect Ipzy's gender pronoun. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mitch Resnick has been working on how to give students new avenues of creative expression for over a decade. His \u003ca href=\"https://llk.media.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lifelong Kindergarten\u003c/a> group at the MIT Media Lab develops \u003ca href=\"https://llk.media.mit.edu/projects/783/\" target=\"_blank\" rel=\"noopener noreferrer\">Scratch\u003c/a>, one of the most popular coding programs for kids, which is based on the seminal work of Seymour Papert, who died in 2016. When Resnick thinks about the guiding philosophy behind Scratch, he thinks of one of its users -- \u003ca href=\"https://scratch.mit.edu/users/ipzy/\" target=\"_blank\" rel=\"noopener noreferrer\">Ipzy\u003c/a>.\u003c/p>\n\u003cp>Ipzy started using Scratch at age 11. Ipzy -- who goes by the gender neutral pronoun \"they\"* -- loved to draw and heard that Scratch might help them animate their art. Ipzy's first Scratch project was a simple animation where the eyes and ears of a drawing moved subtly. “You can almost see [Ipzy] here dipping [their] toe in the water of something new,” said Resnick during a presentation at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>Over time Ipzy started making more complicated projects in Scratch. They created the \u003ca href=\"https://scratch.mit.edu/projects/13772905/\" target=\"_blank\" rel=\"noopener noreferrer\">Lemonade Time game\u003c/a> in which players wander through a world gathering the ingredients to make lemonade. Ipzy started to become well-known in the Scratch online community as someone who made things other people liked, and people started asking if they could use Ipzy's artwork in their projects. That led Ipzy to rebrand as Ipzy Studios, but they freely allowed others access to their artwork, with permission to modify, as long as they were credited.\u003c/p>\n\u003cp>“[Ipzy] was becoming a good citizen,” Resnick said. “In addition to sharing [their] artwork [they were] also beginning to share the things [they were] learning about programming.” Ipzy, like so many other kids passionate about a topic, began making tutorials about how they did things like \u003ca href=\"https://scratch.mit.edu/projects/168691186/\" target=\"_blank\" rel=\"noopener noreferrer\">make a scrolling background\u003c/a>. They shared their code and commented on it to point out tricky things. And, Ipzy started to get comments and feedback, which they actively responded to, sometimes even \u003ca href=\"https://scratch.mit.edu/projects/114874755/\" target=\"_blank\" rel=\"noopener noreferrer\">changing a game \u003c/a>or project by popular demand.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe allowtransparency=\"true\" width=\"640\" height=\"360\" src=\"//scratch.mit.edu/projects/embed/13772905/?autostart=false\" 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>Resnick loves the story of Ipzy because their evolution within the Scratch community illustrates the four key ingredients his team thinks are integral to a great experience: \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">projects, passion, peers and play\u003c/a>. Ipzy wasn’t using Scratch because someone told them coding would be an important skill for their future; they were using it to express creativity in new ways.\u003c/p>\n\u003cp>“We created Scratch to give people new ways to think about things,” Resnick said. For him the project is at the center of that goal. “A project is a way to put your idea into action. As kids work on projects, they learn core ideas in a meaningful context.”\u003c/p>\n\u003cp>The project reflects kids’ passions, but also what they are learning. One kid made a Scratch project to accompany his reading of \u003cem>Charlotte’s Web\u003c/em>. In his animation, the pig gets smaller as it moves away. That shows his learning about perspective, as well as math, because in order to make the code do that he would have had to multiply by a fraction. Resnick loves that projects allow kids to integrate their knowledge across disciplines in natural ways.\u003c/p>\n\u003cp>As coding programs for kids have proliferated, Resnick believes even more firmly in the project as the foundational unit because it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\" target=\"_blank\" rel=\"noopener noreferrer\">springs from kids’ creativity\u003c/a> and is not constrained by the program. He worries about coding software that emphasizes the syntax of the code rather than the creativity of the project. He acknowledges that many of these puzzle-based games are fun and kids like them, but he wishes kids had more freedom of expression within them.\u003c/p>\n\u003cp>“I really question whether kids doing this are going to be creative with the technology and learn to really express themselves,” Resnick said.\u003c/p>\n\u003cp>He believes strongly in the power of passion to drive learning and cites \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> research showing that when external rewards like badges are introduced they may give an initial boost of excitement, but long-term motivation diminishes.\u003c/p>\n\u003cp>That’s why collaborative, peer-to-peer learning is so important to the Scratch developers. In many ways \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">creating for and alongside other people helps provide the internal motivation\u003c/a> that an external reward cannot stimulate. Resnick likes to point out that Ipzy started coding out of a love for drawing and a desire to add animation to those creations, but stayed because of the Scratch community.\u003c/p>\n\u003cp>“We launched the programming language and the online community at the exact same time,” Resnick said. “To us they are inextricably linked. Being part of a community is part of that creative learning process.”\u003c/p>\n\u003cp>People tend to expect collaborative learning environments in the physical world, but have a harder time creating them in the digital world. Ipzy’s Lemonade Time game is a good example of how powerful an online community can be. Lemonade Time was viewed over 15,000 times by other users, so Ipzy had an audience, which was motivating. Several thousand people indicated they loved the game, and perhaps even more flattering, dozens of people made variations on Ipzy's project.\u003c/p>\n\u003cp>There were comments, suggestions, and questions about why Ipzy had made certain choices. Ipzy engaged with these comments and made changes based upon them, illustrating how something becomes better when people think about it together.\u003c/p>\n\u003cp>The Scratch team puts a lot of effort into moderating the community to maintain the type of positive, safe environment where kids like Ipzy can play -- not just to have fun, but to take risks, test boundaries and try new things. The blocks themselves are easy to set aside and pick up later, so there’s no negative consequence to trying something new. That playful spirit is cultivated and carefully nurtured.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH 3.0\u003c/strong>\u003c/p>\n\u003cp>Using this history of projects built on passions, in community and with a playful spirit, the Scratch team is gearing up to release a new version of Scratch. They’re integrating feedback from educators and users by making teacher accounts, learning resources, in-person communities and several new features to the actual program.\u003c/p>\n\u003cp>The new version of Scratch is being designed to work on mobile devices, so it will be lighter and more flexible. The developers are redesigning the blocks to be more finger-friendly and to look more horizontal, akin to the Scratch Jr. blocks, which can be used for the lighter, smaller projects likely to be created on a mobile device.\u003c/p>\n\u003cp>The team is also working on a way to integrate the physical world with Scratch using what they’re currently calling a “Scratch Pad,” but whose name could change. Its design is intentionally minimal, just a small round object with a knob, a button, a slot and sensors inside.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A little demo of what's to come with \u003ca href=\"https://twitter.com/hashtag/Scratch3?src=hash\">#Scratch3\u003c/a>.0 - mobile, and easier interaction with physical creations \u003ca href=\"https://twitter.com/hashtag/ISTE17?src=hash\">#ISTE17\u003c/a> \u003ca href=\"https://t.co/0gFF0n7xYL\">pic.twitter.com/0gFF0n7xYL\u003c/a>\u003c/p>\n\u003cp>— Katrina Schwartz (@Kschwart) \u003ca href=\"https://twitter.com/Kschwart/status/885612725916753925\">July 13, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“We want to make it easy for people to build around it,” Resnick said. The team is currently thinking the slot would allow cardboard to be the universal connector, and kids could build from there. The simplicity of the hardware means it can become part of anything, a controller for a game, an accelerometer, anything a kid might want to program.\u003c/p>\n\u003cp>“We see Scratch as a type of building,” Resnick said. “Kids are building programs with Scratch, so we really want to give them the experience of building in the physical world and in the computational world.”\u003c/p>\n\u003cp>The developers are testing these new features out on a separate \u003ca href=\"http://scratchx.org/\" target=\"_blank\" rel=\"noopener noreferrer\">ScratchX site\u003c/a>, where they’ve posted open-source code for the various extensions that could work with other types of physical devices like Lego WeDo, Arduinos or even text-to-speech. The idea is to make it easier for kids to write programs in Scratch that control or manipulate things they have built in the physical world.\u003c/p>\n\u003cp>“We also want to make it really easy for other people to add their own extensions,” Resnick said. “We don’t want to be the bottleneck.” Other developers have already posted some of those extensions to the ScratchX site. Resnick hopes to have an alpha version of Scratch 3.0 running by early 2018 so a wider community can begin playing with it on the ScratchX site. Then later in the year they’ll integrate the 3.0 version with the existing Scratch website and community. The developers hope, but aren’t promising, that everything will be ready for the start of school in 2018.\u003c/p>\n\u003cfigure id=\"attachment_48689\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48689\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Scratch developers demonstrated how kids could use many kinds of materials to build physical objects around the \"Scratch Pad,\" which could then be programmed with Scratch. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We put the tool out there, but we continue to be amazed and delighted by ways teachers and kids and parents are making use of it in ways that we would never have imagined,” Resnick said. “We hope the new version will continue to lead to more creativity.”\u003c/p>\n\u003cp>\u003cstrong>TEACHER ACCOUNTS\u003c/strong>\u003c/p>\n\u003cp>Scratch started as a tool for kids, not as an ed-tech tool built for classrooms, so managing Scratch projects has been challenging for some teachers trying to use Scratch in the classroom. Now, teachers can create a \u003ca href=\"https://scratch.mit.edu/educators/#teacher-accounts\" target=\"_blank\" rel=\"noopener noreferrer\">teacher account\u003c/a>, signified by a purple bar at the top, and then can create classes. From within the class, the teacher can send a sign-up link so students can sign up for the class and create an account within the class. This process does not require separate email sign-ons for each student, a process Scratch developers heard from teachers was very challenging. The class accounts ask for less information and are more managed by teachers. Students cannot link their existing personal Scratch account to the class, but they can keep it separate for their own use.\u003c/p>\n\u003cp>Within class accounts, teachers can manually change student passwords, assign work, send updates and moderate student behavior. If a student does something against the policies of the Scratch community, moderators at MIT will send an email to the teacher. Teachers can also create studios, like assignments, and all students in the class will automatically be followers of the studio, receive updates and be able to add to it.\u003c/p>\n\u003cp>It’s important to know that if a teacher closes a class, all the accounts associated with it will close, too. And there’s not an easy internal way to transfer projects from a student’s class account to his personal one. However, he could download the project and re-upload it to his personal Scratch account in order to preserve the work after the school year is over.\u003c/p>\n\u003cp>“When we were doing our initial exploration, some teachers really wanted a walled garden,” said Kasia Chmielinski, the product lead for Scratch at the MIT Media Lab. They wanted their students to use Scratch without being part of the wider Scratch community. “Our philosophy at Scratch is that the community is a really important part of the learning,” Chmielinski said. “They come for the coding and stay for the community.” That’s why the developers decided not to offer a walled garden option. The closest thing to that functionality would be working in offline mode, which will still be available. Teachers can \u003ca href=\"Teacher-accounts@scratch.mit.edu\" target=\"_blank\" rel=\"noopener noreferrer\">email\u003c/a> the Scratch team to convert their personal accounts to teacher accounts.\u003c/p>\n\u003cp>Scratch developers at MIT are also trying to build up the supportive materials they offer to teachers who want to get started using Scratch in the classroom. They’ve built \u003ca href=\"https://scratch.mit.edu/tips\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Resource Cards\u003c/a> that are downloadable and modifiable so teachers can change them to suit their needs. They’ve also invested in a coordinator to support \u003ca href=\"https://day.scratch.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">in-person meetups\u003c/a> of people who use and love Scratch. While the online community is robust, they see value in supporting people to meet, play and program face-to-face as well.\u003c/p>\n\u003cp>The changes to Scratch 3.0 indicate the developers value input from the educator community, and see teachers as a core user group of their product. They don’t want to lose their core philosophy around projects, passion, peers, and play in the process, but rather spread those ideals to schools and classrooms that use Scratch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Healthy communication is vital to thriving workplace communities, and it’s essential for effective collaborative classrooms as well. Knowing when and how to express yourself, recognizing nonverbal cues, and being able to discern what's important when someone speaks can be key factors in building interpersonal relationships. By practicing communication skills, students will get better at asking for help and expressing what they need, and over time they will develop the skills and confidence to tell you more clearly what they've learned in class.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In STEM fields, empathetic communication is a fundamental ingredient for success. Whether you’re a healthcare professional or a programmer, you must be able to take highly technical knowledge and describe it in a clear and simple way for others. If students learn to express ideas in a persuasive way and respond gracefully to reactions to their opinions, they’ll be able to promote innovation and social change through fields like bioengineering or video game design. You may not be able to see the outcomes of bolstering students' communication right away, but the transfer to real-world situations will one day be undeniable\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to improve verbal and nonverbal communication in the STEM classroom. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/penpal-schools\">\u003cimg class=\"alignleft wp-image-48605\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/penpal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/penpal-schools\">\u003cb>PenPal Schools\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">PenPal Schools is a global, online learning community where students can connect with others to collaborate on online projects. Students practice thinking critically about the world and working together as a team, while learning to communicate with someone from an unfamiliar background. Although it’s set up for many subjects, and there are some STEM projects already (like Protecting the Planet), you can \u003c/span>\u003ca href=\"https://go.penpalschools.com/projects/create-your-own-project\">\u003cspan style=\"font-weight: 400\">create your own project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> related to any subject you wish -- whether it be calculus or coding. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/cuethink\">\u003cimg class=\"alignleft wp-image-48608 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/cuethink.jpg\" alt=\"\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-150x150.jpg 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/cuethink\">\u003cb>CueThink\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">CueThink guides students through four steps for solving math problems: Understand, Plan, Solve, and Review. \u003c/span>\u003cspan style=\"font-weight: 400\">When working through the stepped-out solutions, students write what they notice, create a plan, and record multiple solutions. Students can practice communication skills by recording videos of their solutions and sharing them with their classmates. Then they can focus on improving their writing by adding concise, clear critiques of other students’ methods.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cimg class=\"alignleft wp-image-48606\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/sciencejournal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cb>Science Journal\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Measure \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-sound\">\u003cspan style=\"font-weight: 400\">sound\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-light\">\u003cspan style=\"font-weight: 400\">light\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and more using sensors in Android phones with this app from Google. As students collect data in real time, they can compare multiple trials (like with the app \u003c/span>\u003ca href=\"https://www.commonsense.org/education/app/lab4physics\">\u003cspan style=\"font-weight: 400\">Lab4Physics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Students can also add their own audio observations. Have other students listen to the audio and see if they can understand the analysis and interpret the results effectively. If students don’t have an Android device, have them record audio observations from experiments directly on their phones. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/flocabulary\">\u003cimg class=\"alignleft wp-image-48604\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/flocabulary.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/flocabulary\">\u003cb>Flocabulary\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Introduce new math or science concepts -- or help students memorize facts -- by listening to quality educational hip-hop songs and videos with Flocabulary. But don’t just practice listening skills: Break down the songs through meaningful in-class discussion and analysis. Then, as individuals or in groups, have students \u003c/span>\u003ca href=\"https://www.flocabulary.com/warp/intro/\">\u003cspan style=\"font-weight: 400\">create a song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their own. By constructing their own lyrics about the content, students will learn how to communicate their knowledge of STEM topics in a different way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "Strong communication skills are fundamental to success in STEM fields. These four tools can help students better communicate complex issues to peers and others around the world. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Healthy communication is vital to thriving workplace communities, and it’s essential for effective collaborative classrooms as well. Knowing when and how to express yourself, recognizing nonverbal cues, and being able to discern what's important when someone speaks can be key factors in building interpersonal relationships. By practicing communication skills, students will get better at asking for help and expressing what they need, and over time they will develop the skills and confidence to tell you more clearly what they've learned in class.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In STEM fields, empathetic communication is a fundamental ingredient for success. Whether you’re a healthcare professional or a programmer, you must be able to take highly technical knowledge and describe it in a clear and simple way for others. If students learn to express ideas in a persuasive way and respond gracefully to reactions to their opinions, they’ll be able to promote innovation and social change through fields like bioengineering or video game design. You may not be able to see the outcomes of bolstering students' communication right away, but the transfer to real-world situations will one day be undeniable\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to improve verbal and nonverbal communication in the STEM classroom. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/penpal-schools\">\u003cimg class=\"alignleft wp-image-48605\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/penpal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/penpal-schools\">\u003cb>PenPal Schools\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">PenPal Schools is a global, online learning community where students can connect with others to collaborate on online projects. Students practice thinking critically about the world and working together as a team, while learning to communicate with someone from an unfamiliar background. Although it’s set up for many subjects, and there are some STEM projects already (like Protecting the Planet), you can \u003c/span>\u003ca href=\"https://go.penpalschools.com/projects/create-your-own-project\">\u003cspan style=\"font-weight: 400\">create your own project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> related to any subject you wish -- whether it be calculus or coding. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/cuethink\">\u003cimg class=\"alignleft wp-image-48608 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/cuethink.jpg\" alt=\"\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-150x150.jpg 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/cuethink\">\u003cb>CueThink\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">CueThink guides students through four steps for solving math problems: Understand, Plan, Solve, and Review. \u003c/span>\u003cspan style=\"font-weight: 400\">When working through the stepped-out solutions, students write what they notice, create a plan, and record multiple solutions. Students can practice communication skills by recording videos of their solutions and sharing them with their classmates. Then they can focus on improving their writing by adding concise, clear critiques of other students’ methods.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cimg class=\"alignleft wp-image-48606\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/sciencejournal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cb>Science Journal\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Measure \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-sound\">\u003cspan style=\"font-weight: 400\">sound\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-light\">\u003cspan style=\"font-weight: 400\">light\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and more using sensors in Android phones with this app from Google. As students collect data in real time, they can compare multiple trials (like with the app \u003c/span>\u003ca href=\"https://www.commonsense.org/education/app/lab4physics\">\u003cspan style=\"font-weight: 400\">Lab4Physics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Students can also add their own audio observations. Have other students listen to the audio and see if they can understand the analysis and interpret the results effectively. If students don’t have an Android device, have them record audio observations from experiments directly on their phones. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/flocabulary\">\u003cimg class=\"alignleft wp-image-48604\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/flocabulary.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/flocabulary\">\u003cb>Flocabulary\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Introduce new math or science concepts -- or help students memorize facts -- by listening to quality educational hip-hop songs and videos with Flocabulary. But don’t just practice listening skills: Break down the songs through meaningful in-class discussion and analysis. Then, as individuals or in groups, have students \u003c/span>\u003ca href=\"https://www.flocabulary.com/warp/intro/\">\u003cspan style=\"font-weight: 400\">create a song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their own. By constructing their own lyrics about the content, students will learn how to communicate their knowledge of STEM topics in a different way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Schools Let Students Take Laptops Home In Hopes Of Curbing 'Summer Slide'",
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"content": "\u003cp>When principal Kelli Hoffman ran into her students at a McDonald's during summer break, she knew they weren't there for the McNuggets.\u003c/p>\n\u003cp>The two rising eighth-graders at French Middle School had invested in a Coke to unlock a bigger prize: free Wi-Fi. They sat logged into their school-provided Chromebooks studying exercise ideas from their sports coaches.\u003c/p>\n\u003cp>Hoffman's district, Topeka Public Schools in Kansas, is one of a rising number of systems that are letting students take their school-issued devices home over the summer months.\u003c/p>\n\u003cp>\"It has opened up a huge educational resource to our kids who may not have access otherwise,\" Hoffman said.\u003c/p>\n\u003cp>Carrie Grant, who graduated this year from the Lammersville Unified School District in California, said having a device last summer made her life easier. Without the school computer, she wouldn't have had her own laptop to work on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She used it to stay connected with friends through her school's Google Chat system and watched Netflix, but also saved time for academics.\u003c/p>\n\u003cp>\"Because I took summer school it was easier for me to get classes done than it was before, and I used it to apply for scholarships,\" said Grant, who is now choosing between colleges in Texas and Georgia.\u003c/p>\n\u003cp>Some see distributing school laptops as a tool to extend learning during the summer and reduce the disparities between lower and higher income students. At French Middle, nearly \u003ca href=\"https://www.publicschoolreview.com/marjorie-french-middle-school-profile\">60 percent\u003c/a> of students are eligible for free lunch.\u003c/p>\n\u003cp>\"We don't want the haves and have nots,\" said Kristen Landis, the director of technology for the North Penn School District in Pennsylvania, which allows students to take home their Chromebooks.\u003c/p>\n\u003cp>But, there is no research yet to show whether device distribution cuts back on \u003ca href=\"http://www.npr.org/sections/ed/2014/05/30/317360969/free-ways-to-beat-the-summer-slide\">summer slide\u003c/a>, the learning losses most acutely experienced by lower income students during the summer when lessons from the school year are forgotten. And, no one seems to be tracking which schools across the country are implementing the lending programs.\u003c/p>\n\u003cp>\"Summer is the most unequal time in America,\" said Matthew Boulay, the interim CEO of the National Summer Learning Association. \"I think we tend to have this idyllic view of what childhood summers are, but the reality is that for kids living in poverty, summer can be a time of isolation and hunger.\"\u003c/p>\n\u003cp>While some students head off to camps and family vacations, others are left without the resources that accompany a school year, including school lunches, sports teams and a place to go while parents are at work during the day.\u003c/p>\n\u003cp>Schools across the country adopting 1-to-1 device-to-student programs at rapid rates. In 2016 alone, \u003ca href=\"https://www.futuresource-consulting.com/Press-K-12-Education-Market-Qtr4-0317.html\">12.6 million mobile computers\u003c/a> were sold for K-12 classrooms for a few hundred dollars. Some see summer lending as a way to level the playing field for students.\u003c/p>\n\u003cp>\"We had essentially three observations: Parents could use their computers for work, students could keep up with school-related emails and services over the summer and a majority of families who participated described it as a positive experience,\" Ankeny School District Superintendent Bruce Kimpston said of his Iowa district's summer pilot program last year.\u003c/p>\n\u003cp>And the summer months, when there is no one to remind them to charge their computers, can make students more conscious about maintaining the devices.\u003c/p>\n\u003cp>\"It gives students ownership of the device, and they take better care of the device if they have ownership,\" said Greater Clark County Schools Technology Director Brett Clark.\u003c/p>\n\u003cp>The Indiana school system also requires students to be registered for the next school year to get a device for the summer.\u003c/p>\n\u003cp>\"It helps encourage families to register for school, which helps us out because we base our school budget on who is enrolled,\" Clark said.\u003c/p>\n\u003cp>Letting students leave for break with their laptops in hand is not enough to cut back on inequality though, New York University professor \u003ca href=\"http://www.npr.org/2014/12/30/373783189/talk-sing-read-write-play-how-libraries-reach-kids-before-they-can-read\">Susan Neuman\u003c/a> said.\u003c/p>\n\u003cp>\"One thing we too often focus on is the sexy interventions like sending home a mobile device, but those people who haven't had the experience will use them differently,\" she said. \"In low-income groups the kids would use the games and cheap thrills [available via computers], whereas those kids that had been mentored with a parent next to them use it as a prep school in a box.\"\u003c/p>\n\u003cp>Neuman said it's important for schools to provide parents with information on the best way to use the devices. Since not all parents are equally familiar with technology themselves, schools can level the playing field by telling them about good online learning sites and best practices for limiting screen time.\u003c/p>\n\u003cp>She emphasized that technology runs the risk of drawing kids away from their parents instead of bringing them together during the summer.\u003c/p>\n\u003cp>\"Parents in low-income neighborhoods want to learn along with their children and are interested in being part of the digital age,\" she said. \"Kids shouldn't just be given the equipment and told 'go.' They should be given content recommendations along with that.\"\u003c/p>\n\u003cp>Administrators recognize that students aren't necessarily spending their summers number crunching and reading Voltaire.\u003c/p>\n\u003cp>\"Honestly, it doesn't matter,\" said Jennifer Williams, technology director of California's Fullerton Joint Union High School District. \"If they are in summer school of course they will be using them for education. For the others, they will use it for what kids use it for. They will use it for games. If you take too many fun things away, they won't value the device.\"\u003c/p>\n\u003cp>Sean Alen Little, a rising seventh-grader at French Middle, said he will use his computer for his stop-motion projects this summer.\u003c/p>\n\u003cp>\"I hope to write scripts for my movies I make,\" he said.\u003c/p>\n\u003cp>Little's mom said she let her son, who has access to other devices at home, decide whether to opt-in to the summer take-home program.\u003c/p>\n\u003cp>\"I wanted him to take responsibility for it if he chose to keep it over the summer,\" Sanela Hasanovic-Little said.\u003c/p>\n\u003cp>The National Summer Learning Association's Boulay, who has 11- and 14-year-old daughters, said it's important not to make summer learning punitive or mandatory, but instead to see summer as an opportunity to get away from the constraints and norms of what happens during the school year.\u003c/p>\n\u003cp>Jodi Meyer, a parent and teacher in Ankeny, Iowa, said her son's teachers gave him summer exercises to do on the educational site Edmodo. Boulay has his kids log on to Duolingo and Khan Academy each day on break.\u003c/p>\n\u003cfigure id=\"attachment_48530\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-48530\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85.jpg\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-375x281.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Jodi Meyer's daughter Megan, a rising ninth-grader in the Ankeny Community School District in Iowa, works on her school-provided laptop while on summer break. \u003ccite>(Courtesy of Jodi Meyer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some school systems are still deciding how to handle student devices when school's out.\u003c/p>\n\u003cp>Administrators and teachers in the Fullerton Joint Union High School District decided there were compelling reasons for students to have the district's new devices and reasons they should be left at school.\u003c/p>\n\u003cp>\"Rather than say one way or the other without data to support either one, we said we will try it in different ways in different schools and see at the end of the summer,\" said Williams, the district's technology director.\u003c/p>\n\u003cp>They let the schools decide whether they wanted to check them in, check them out, or just give them to summer school students.\u003c/p>\n\u003cp>Williams said collecting Chromebooks is not as simple as throwing textbooks on a shelf. The devices have to be stored in air-conditioned rooms and carefully tagged for reissuing.\u003c/p>\n\u003cp>But, checking them out means someone must be available for repairs over the summer.\u003c/p>\n\u003cp>\"We will know at the end of the summer if one was a bad decision. We are hoping that it will be clear what will be the best way to go,\" Williams said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Mollie Simon is the NPR Business Desk intern.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+Let+Students+Take+Laptops+Home+In+Hopes+Of+Curbing+%27Summer+Slide%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When principal Kelli Hoffman ran into her students at a McDonald's during summer break, she knew they weren't there for the McNuggets.\u003c/p>\n\u003cp>The two rising eighth-graders at French Middle School had invested in a Coke to unlock a bigger prize: free Wi-Fi. They sat logged into their school-provided Chromebooks studying exercise ideas from their sports coaches.\u003c/p>\n\u003cp>Hoffman's district, Topeka Public Schools in Kansas, is one of a rising number of systems that are letting students take their school-issued devices home over the summer months.\u003c/p>\n\u003cp>\"It has opened up a huge educational resource to our kids who may not have access otherwise,\" Hoffman said.\u003c/p>\n\u003cp>Carrie Grant, who graduated this year from the Lammersville Unified School District in California, said having a device last summer made her life easier. Without the school computer, she wouldn't have had her own laptop to work on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She used it to stay connected with friends through her school's Google Chat system and watched Netflix, but also saved time for academics.\u003c/p>\n\u003cp>\"Because I took summer school it was easier for me to get classes done than it was before, and I used it to apply for scholarships,\" said Grant, who is now choosing between colleges in Texas and Georgia.\u003c/p>\n\u003cp>Some see distributing school laptops as a tool to extend learning during the summer and reduce the disparities between lower and higher income students. At French Middle, nearly \u003ca href=\"https://www.publicschoolreview.com/marjorie-french-middle-school-profile\">60 percent\u003c/a> of students are eligible for free lunch.\u003c/p>\n\u003cp>\"We don't want the haves and have nots,\" said Kristen Landis, the director of technology for the North Penn School District in Pennsylvania, which allows students to take home their Chromebooks.\u003c/p>\n\u003cp>But, there is no research yet to show whether device distribution cuts back on \u003ca href=\"http://www.npr.org/sections/ed/2014/05/30/317360969/free-ways-to-beat-the-summer-slide\">summer slide\u003c/a>, the learning losses most acutely experienced by lower income students during the summer when lessons from the school year are forgotten. And, no one seems to be tracking which schools across the country are implementing the lending programs.\u003c/p>\n\u003cp>\"Summer is the most unequal time in America,\" said Matthew Boulay, the interim CEO of the National Summer Learning Association. \"I think we tend to have this idyllic view of what childhood summers are, but the reality is that for kids living in poverty, summer can be a time of isolation and hunger.\"\u003c/p>\n\u003cp>While some students head off to camps and family vacations, others are left without the resources that accompany a school year, including school lunches, sports teams and a place to go while parents are at work during the day.\u003c/p>\n\u003cp>Schools across the country adopting 1-to-1 device-to-student programs at rapid rates. In 2016 alone, \u003ca href=\"https://www.futuresource-consulting.com/Press-K-12-Education-Market-Qtr4-0317.html\">12.6 million mobile computers\u003c/a> were sold for K-12 classrooms for a few hundred dollars. Some see summer lending as a way to level the playing field for students.\u003c/p>\n\u003cp>\"We had essentially three observations: Parents could use their computers for work, students could keep up with school-related emails and services over the summer and a majority of families who participated described it as a positive experience,\" Ankeny School District Superintendent Bruce Kimpston said of his Iowa district's summer pilot program last year.\u003c/p>\n\u003cp>And the summer months, when there is no one to remind them to charge their computers, can make students more conscious about maintaining the devices.\u003c/p>\n\u003cp>\"It gives students ownership of the device, and they take better care of the device if they have ownership,\" said Greater Clark County Schools Technology Director Brett Clark.\u003c/p>\n\u003cp>The Indiana school system also requires students to be registered for the next school year to get a device for the summer.\u003c/p>\n\u003cp>\"It helps encourage families to register for school, which helps us out because we base our school budget on who is enrolled,\" Clark said.\u003c/p>\n\u003cp>Letting students leave for break with their laptops in hand is not enough to cut back on inequality though, New York University professor \u003ca href=\"http://www.npr.org/2014/12/30/373783189/talk-sing-read-write-play-how-libraries-reach-kids-before-they-can-read\">Susan Neuman\u003c/a> said.\u003c/p>\n\u003cp>\"One thing we too often focus on is the sexy interventions like sending home a mobile device, but those people who haven't had the experience will use them differently,\" she said. \"In low-income groups the kids would use the games and cheap thrills [available via computers], whereas those kids that had been mentored with a parent next to them use it as a prep school in a box.\"\u003c/p>\n\u003cp>Neuman said it's important for schools to provide parents with information on the best way to use the devices. Since not all parents are equally familiar with technology themselves, schools can level the playing field by telling them about good online learning sites and best practices for limiting screen time.\u003c/p>\n\u003cp>She emphasized that technology runs the risk of drawing kids away from their parents instead of bringing them together during the summer.\u003c/p>\n\u003cp>\"Parents in low-income neighborhoods want to learn along with their children and are interested in being part of the digital age,\" she said. \"Kids shouldn't just be given the equipment and told 'go.' They should be given content recommendations along with that.\"\u003c/p>\n\u003cp>Administrators recognize that students aren't necessarily spending their summers number crunching and reading Voltaire.\u003c/p>\n\u003cp>\"Honestly, it doesn't matter,\" said Jennifer Williams, technology director of California's Fullerton Joint Union High School District. \"If they are in summer school of course they will be using them for education. For the others, they will use it for what kids use it for. They will use it for games. If you take too many fun things away, they won't value the device.\"\u003c/p>\n\u003cp>Sean Alen Little, a rising seventh-grader at French Middle, said he will use his computer for his stop-motion projects this summer.\u003c/p>\n\u003cp>\"I hope to write scripts for my movies I make,\" he said.\u003c/p>\n\u003cp>Little's mom said she let her son, who has access to other devices at home, decide whether to opt-in to the summer take-home program.\u003c/p>\n\u003cp>\"I wanted him to take responsibility for it if he chose to keep it over the summer,\" Sanela Hasanovic-Little said.\u003c/p>\n\u003cp>The National Summer Learning Association's Boulay, who has 11- and 14-year-old daughters, said it's important not to make summer learning punitive or mandatory, but instead to see summer as an opportunity to get away from the constraints and norms of what happens during the school year.\u003c/p>\n\u003cp>Jodi Meyer, a parent and teacher in Ankeny, Iowa, said her son's teachers gave him summer exercises to do on the educational site Edmodo. Boulay has his kids log on to Duolingo and Khan Academy each day on break.\u003c/p>\n\u003cfigure id=\"attachment_48530\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-48530\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85.jpg\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-375x281.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Jodi Meyer's daughter Megan, a rising ninth-grader in the Ankeny Community School District in Iowa, works on her school-provided laptop while on summer break. \u003ccite>(Courtesy of Jodi Meyer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some school systems are still deciding how to handle student devices when school's out.\u003c/p>\n\u003cp>Administrators and teachers in the Fullerton Joint Union High School District decided there were compelling reasons for students to have the district's new devices and reasons they should be left at school.\u003c/p>\n\u003cp>\"Rather than say one way or the other without data to support either one, we said we will try it in different ways in different schools and see at the end of the summer,\" said Williams, the district's technology director.\u003c/p>\n\u003cp>They let the schools decide whether they wanted to check them in, check them out, or just give them to summer school students.\u003c/p>\n\u003cp>Williams said collecting Chromebooks is not as simple as throwing textbooks on a shelf. The devices have to be stored in air-conditioned rooms and carefully tagged for reissuing.\u003c/p>\n\u003cp>But, checking them out means someone must be available for repairs over the summer.\u003c/p>\n\u003cp>\"We will know at the end of the summer if one was a bad decision. We are hoping that it will be clear what will be the best way to go,\" Williams said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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