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"content": "\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">It's important to understand the distinction between \"empathy\" and \"compassion.\" Empathy allows us to sense other people's emotions, like grief or joy, and imagine what someone else might be thinking. Compassion is similar, but also involves a desire to help the person. Earlier this year at a Chicago school, students felt compassion for their teacher\u003c/span>\u003cspan style=\"font-weight: 400\"> -- who was battling cancer -- and \u003c/span>\u003ca href=\"http://www.today.com/news/students-surprise-choir-teacher-amazing-grace-after-she-beats-cancer-t75266\">\u003cspan style=\"font-weight: 400\">followed up with a thoughtful act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The difference between feeling someone's pain (empathy) and having an urge to help (compassion) is transformational and is an important part of teaching in our classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that children younger than two \u003c/span>\u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0039211\">\u003cspan style=\"font-weight: 400\">exhibit greater happiness when giving rather than receiving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With that early foundation in place, teachers can incorporate compassion to create a culture where students are one step closer to making real, positive change in their communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to start cultivating compassion and promoting social change in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">\u003cimg class=\"wp-image-48434 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/wonderment.jpeg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-240x240.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-375x375.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-150x150.jpeg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">The Wonderment\u003c/a>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This global site and community promotes awareness and action as kids explore the world around them. Kids submit creations to the site, and with each submission a “Wondermeter” rises higher. Once it reaches the top, the latest \u003c/span>\u003ca href=\"https://thewonderment.com/worldofgood\">\u003cspan style=\"font-weight: 400\">user-picked project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- such as a water-sanitation project in a developing country -- will be funded by an outside donor. Kids can take their compassion and caring for others and crowdsource community-improvement projects around the world.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cimg class=\"wp-image-48432 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/facinghistory.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a> \u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cb>Facing History and Ourselves\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Use Facing History's resources to reflect on students' experiences and beliefs about tough topics such as racism, bullying, human rights, and bigotry. Through focused discussion -- and activities like creating and sharing a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/biopoem-identity-poetry\">\u003cspan style=\"font-weight: 400\">bio-poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- students’ personal struggles will naturally emerge and may promote deeper empathy and compassion for one another. Students can then work together to make a plan to inspire positive change in their school culture and in the diverse community. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">\u003cimg class=\"wp-image-48431 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Climate-Kids.png\" alt=\"\" width=\"250\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids.png 411w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-160x156.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-240x234.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-375x365.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-50x50.png 50w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">Climate Kids\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This resource from NASA can help build compassion by showing students the communities of people and organisms that are affected by climate change. Engaging with the \u003c/span>\u003ca href=\"http://climatekids.nasa.gov/time-machine/\">\u003cspan style=\"font-weight: 400\">Time Machine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students will find evidence of climate impact and can make predictions about what might happen if we do nothing. Those students moved by the site can use the evidence to justify the need for action -- possibly to design solutions such as energy plans for schools or improved desalination systems.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">\u003cimg class=\"alignleft wp-image-48433\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/nytvr2.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2.jpg 256w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">NYT VR\u003c/a>\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Immersive virtual reality videos from The New York Times engage students in human-interest stories, like one that features the stories of three children whose families were displaced by war and conflict in Africa, the Middle East, and eastern Europe. Other videos take users inside a walk through New York City or on a trip to the U.S.-Mexico border. Afterwards, students can create mock-ups of a 3D film about the historical struggles of their own community, designed to elicit empathy and compassion and a call to action.\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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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">It's important to understand the distinction between \"empathy\" and \"compassion.\" Empathy allows us to sense other people's emotions, like grief or joy, and imagine what someone else might be thinking. Compassion is similar, but also involves a desire to help the person. Earlier this year at a Chicago school, students felt compassion for their teacher\u003c/span>\u003cspan style=\"font-weight: 400\"> -- who was battling cancer -- and \u003c/span>\u003ca href=\"http://www.today.com/news/students-surprise-choir-teacher-amazing-grace-after-she-beats-cancer-t75266\">\u003cspan style=\"font-weight: 400\">followed up with a thoughtful act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The difference between feeling someone's pain (empathy) and having an urge to help (compassion) is transformational and is an important part of teaching in our classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that children younger than two \u003c/span>\u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0039211\">\u003cspan style=\"font-weight: 400\">exhibit greater happiness when giving rather than receiving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With that early foundation in place, teachers can incorporate compassion to create a culture where students are one step closer to making real, positive change in their communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to start cultivating compassion and promoting social change in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">\u003cimg class=\"wp-image-48434 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/wonderment.jpeg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-240x240.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-375x375.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-150x150.jpeg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">The Wonderment\u003c/a>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This global site and community promotes awareness and action as kids explore the world around them. Kids submit creations to the site, and with each submission a “Wondermeter” rises higher. Once it reaches the top, the latest \u003c/span>\u003ca href=\"https://thewonderment.com/worldofgood\">\u003cspan style=\"font-weight: 400\">user-picked project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- such as a water-sanitation project in a developing country -- will be funded by an outside donor. Kids can take their compassion and caring for others and crowdsource community-improvement projects around the world.\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/facing-history-and-ourselves\">\u003cimg class=\"wp-image-48432 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/facinghistory.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a> \u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cb>Facing History and Ourselves\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Use Facing History's resources to reflect on students' experiences and beliefs about tough topics such as racism, bullying, human rights, and bigotry. Through focused discussion -- and activities like creating and sharing a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/biopoem-identity-poetry\">\u003cspan style=\"font-weight: 400\">bio-poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- students’ personal struggles will naturally emerge and may promote deeper empathy and compassion for one another. Students can then work together to make a plan to inspire positive change in their school culture and in the diverse community. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">\u003cimg class=\"wp-image-48431 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Climate-Kids.png\" alt=\"\" width=\"250\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids.png 411w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-160x156.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-240x234.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-375x365.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-50x50.png 50w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">Climate Kids\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This resource from NASA can help build compassion by showing students the communities of people and organisms that are affected by climate change. Engaging with the \u003c/span>\u003ca href=\"http://climatekids.nasa.gov/time-machine/\">\u003cspan style=\"font-weight: 400\">Time Machine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students will find evidence of climate impact and can make predictions about what might happen if we do nothing. Those students moved by the site can use the evidence to justify the need for action -- possibly to design solutions such as energy plans for schools or improved desalination systems.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">\u003cimg class=\"alignleft wp-image-48433\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/nytvr2.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2.jpg 256w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">NYT VR\u003c/a>\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Immersive virtual reality videos from The New York Times engage students in human-interest stories, like one that features the stories of three children whose families were displaced by war and conflict in Africa, the Middle East, and eastern Europe. Other videos take users inside a walk through New York City or on a trip to the U.S.-Mexico border. Afterwards, students can create mock-ups of a 3D film about the historical struggles of their own community, designed to elicit empathy and compassion and a call to action.\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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"content": "\u003cp>Can technology help kids develop empathy? Due to the rise of virtual reality experiences, there’s been some buzz lately about the impact technology might have on how we understand and share the feelings of others.\u003c/p>\n\u003cp>Since video games have an inherent ability to transport us to places and meet people we normally wouldn’t, teachers can use them to create authentic experiences in their classes -- where students reflect on their own lives, share personal stories with peers, and hopefully begin to share in the perspectives of others. Games can't be the sole tool to help build empathy, but emotional and powerful moments in games can drive meaningful discussions in the classroom.\u003c/p>\n\u003cp>Though it may be a leap for educators to incorporate mainstream video games into instruction, these types of games can sometimes offer more convincing experiences than those created specifically for the classroom -- especially when it comes to building social and emotional skills.\u003c/p>\n\u003cp>Check out these picks to help jump-start conversations around empathy in the classroom.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/gone-home\">\u003cimg class=\"size-full wp-image-48236 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/gone_home-e1494851320843.jpg\" alt=\"\" width=\"250\" height=\"250\">\u003c/a>\u003cb>\u003ca href=\"https://www.commonsense.org/education/game/gone-home\">Gone Home\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">This narrative-driven exploration game’s story will elicit very different reactions from players -- it’s about life, love, identity, and family. Used in ELA classes to teach students about character development and theme, it can also be used as an empathy builder. As kids learn about the characters, they will inevitably find struggles that mirror their daily lives, and this is a great place to start having a discussion. Kids can take screenshots of situations they relate most to and create storytelling groups for sharing in class. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/game/brothers-a-tale-of-two-sons\">\u003cimg class=\"size-full wp-image-48235 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/brothers-e1494851409849.jpg\" alt=\"\" width=\"250\" height=\"250\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/game/brothers-a-tale-of-two-sons\">Brothers: A Tale of 2 Sons\u003c/a>\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">The control scheme -- using one device to control two characters independently -- is a perfect metaphor for this game’s theme of working together. By the end, kids will also have experienced a tale of family bonds and perseverance after grief and tragedy. Students can work in pairs to solve a problem after playing the game, and document how having a partner changes the way they think, talk, and act -- especially when things don’t go right. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/game/that-dragon-cancer\">\u003cimg class=\"wp-image-48237 size-full alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/dragon-e1494851600619.jpg\" alt=\"\" width=\"250\" height=\"141\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/game/that-dragon-cancer\">That Dragon, Cancer\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">The creators of That Dragon, Cancer used their game as an outlet for making meaning of tragedy, and that is conveyed to the player as they relive memories of dealing with grief. Kids will experience strong emotions as they play, and will recognize how we all need healthy outlets for tough times. Students can work in groups to brainstorm ways they can respond to difficult emotions they might experience in their lives -- maybe by creating a video or designing an app or game.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/game/journey\">\u003cimg class=\"size-full wp-image-48238 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Journey-e1494851677134.png\" alt=\"\" width=\"250\" height=\"167\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/game/journey\">Journey\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">There’s more to Journey than the beautiful vistas. Along your trek, you’ll inevitably run into another player (controlled by another human or the computer). With only the ability to communicate through simple tones and sounds, it’s up to you how much you work together to reach your destination. These interactions -- and how each student might respond to them differently -- are the perfect setting to talk about empathy and how limitations in communication may have an effect on how much we understand and relate to each other.\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": "\"Gone Home,\" \"Brothers,\" \"Journey\" and \"That Dragon, Cancer\" are games that can help students empathize with others by experiencing others' struggles and emotions. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Can technology help kids develop empathy? Due to the rise of virtual reality experiences, there’s been some buzz lately about the impact technology might have on how we understand and share the feelings of others.\u003c/p>\n\u003cp>Since video games have an inherent ability to transport us to places and meet people we normally wouldn’t, teachers can use them to create authentic experiences in their classes -- where students reflect on their own lives, share personal stories with peers, and hopefully begin to share in the perspectives of others. Games can't be the sole tool to help build empathy, but emotional and powerful moments in games can drive meaningful discussions in the classroom.\u003c/p>\n\u003cp>Though it may be a leap for educators to incorporate mainstream video games into instruction, these types of games can sometimes offer more convincing experiences than those created specifically for the classroom -- especially when it comes to building social and emotional skills.\u003c/p>\n\u003cp>Check out these picks to help jump-start conversations around empathy in the classroom.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/gone-home\">\u003cimg class=\"size-full wp-image-48236 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/gone_home-e1494851320843.jpg\" alt=\"\" width=\"250\" height=\"250\">\u003c/a>\u003cb>\u003ca href=\"https://www.commonsense.org/education/game/gone-home\">Gone Home\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">This narrative-driven exploration game’s story will elicit very different reactions from players -- it’s about life, love, identity, and family. Used in ELA classes to teach students about character development and theme, it can also be used as an empathy builder. As kids learn about the characters, they will inevitably find struggles that mirror their daily lives, and this is a great place to start having a discussion. Kids can take screenshots of situations they relate most to and create storytelling groups for sharing in class. \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>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/game/brothers-a-tale-of-two-sons\">\u003cimg class=\"size-full wp-image-48235 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/brothers-e1494851409849.jpg\" alt=\"\" width=\"250\" height=\"250\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/game/brothers-a-tale-of-two-sons\">Brothers: A Tale of 2 Sons\u003c/a>\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">The control scheme -- using one device to control two characters independently -- is a perfect metaphor for this game’s theme of working together. By the end, kids will also have experienced a tale of family bonds and perseverance after grief and tragedy. Students can work in pairs to solve a problem after playing the game, and document how having a partner changes the way they think, talk, and act -- especially when things don’t go right. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/game/that-dragon-cancer\">\u003cimg class=\"wp-image-48237 size-full alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/dragon-e1494851600619.jpg\" alt=\"\" width=\"250\" height=\"141\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/game/that-dragon-cancer\">That Dragon, Cancer\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">The creators of That Dragon, Cancer used their game as an outlet for making meaning of tragedy, and that is conveyed to the player as they relive memories of dealing with grief. Kids will experience strong emotions as they play, and will recognize how we all need healthy outlets for tough times. Students can work in groups to brainstorm ways they can respond to difficult emotions they might experience in their lives -- maybe by creating a video or designing an app or game.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/game/journey\">\u003cimg class=\"size-full wp-image-48238 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Journey-e1494851677134.png\" alt=\"\" width=\"250\" height=\"167\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/game/journey\">Journey\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">There’s more to Journey than the beautiful vistas. Along your trek, you’ll inevitably run into another player (controlled by another human or the computer). With only the ability to communicate through simple tones and sounds, it’s up to you how much you work together to reach your destination. These interactions -- and how each student might respond to them differently -- are the perfect setting to talk about empathy and how limitations in communication may have an effect on how much we understand and relate to each other.\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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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Students are expected to demonstrate integrity in the classroom, but how often are they given the chance to practice modeling it? Teachers have an enormous obligation to do what’s right, and as role models they’re given that opportunity each day. But in order to achieve a student-centered environment, kids need to be encouraged to showcase who they are and what they value. Practicing these skills is necessary so that students' actions will be consistent with their beliefs and they'll then be able to listen to the feelings and concerns of others without judgment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With digital technology amplifying social interaction and expression, it's more important than ever to not only inspire integrity, but also prepare students for the tough choices that lie ahead. Luckily, there are ways to harness the collaboration and communication features of digital tools to keep students honest about the originality of their work, make them more accountable for their decisions, give them a place to stand up for what’s right, and let them work together to uncover the truth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these tools for ways to give students a platform to demonstrate their honesty, courage, and integrity in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/turnitin\">\u003cimg class=\"alignleft wp-image-48102\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Turnitin-e1492754210871.jpg\" alt=\"Turnitin\" width=\"175\" height=\"175\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/turnitin\">Turnitin\u003cbr>\n\u003c/a>\u003c/b>\u003cspan style=\"font-weight: 400\">Encourage original work and give feedback with Turnitin, where \u003c/span>\u003cspan style=\"font-weight: 400\">students submit writing assignments and the site detects plagiarism and improper citation. Discuss the importance of originality, giving credit to others, and the consequences of plagiarism in \u003c/span>\u003ca href=\"https://www.bostonglobe.com/metro/2017/03/24/masconomet-principal-resigns-over-plagiarism-claims/C7eT8rZHwK0Ar81HCDOTEP/story.html\">\u003cspan style=\"font-weight: 400\">education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/arts-and-entertainment/wp/2015/03/10/robin-thicke-pharrell-williams-owe-marvin-gayes-family-7-4-million-for-blurred-lines-jury-decides/?utm_term=.010e2ca1d121\">\u003cspan style=\"font-weight: 400\">pop culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can also give helpful but honest feedback on each other's work with Turnitin’s PeerMark feature.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/remind\">\u003cimg class=\"alignleft wp-image-48105\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Remind-e1492754258889.png\" alt=\"Remind\" width=\"175\" height=\"175\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/remind\">Remind\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">With Remind, teachers can safely text due-date reminders for assignments right to the phones of students or parents. While this won’t necessarily mean the days of late homework are over, students will be held more accountable for their choices. Students can demonstrate their integrity by owning up to missed deadlines and using the two-way messaging service to give real explanations for why work is late.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/app/stopt\">\u003cimg class=\"alignleft size-full wp-image-48103\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Stopt.jpg\" alt=\"Stop!t\" width=\"175\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt.jpg 175w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-150x150.jpg 150w\" sizes=\"(max-width: 175px) 100vw, 175px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/stopt\">Stop!t\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">This reporting tool allows students to take action against bullying by easily texting information or sharing a picture or video. Since reporting is anonymous, students are encouraged to “do the right thing” without fear of a backlash. Educators can develop and demonstrate guidelines that show students when and why they should report bullying and how showing integrity sometimes means making tough decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/nowcomment\">\u003cimg class=\"alignleft wp-image-48104\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/NowComment-e1492754311184.jpg\" alt=\"NowComment\" width=\"175\" height=\"175\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/nowcomment\">NowComment\u003c/a>\u003cbr>\n\u003c/b>NowComment is an online platform that helps groups of students mark up and have conversations about texts, websites, videos, and more. Students can upload and annotate online media to determine if it’s satire, propaganda, or downright false. Working together as fact-finding detectives, students can talk about how harmful misleading information can be and how they can work together to promote the truth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This article’s content is an extension of the \u003ca href=\"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\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Students are expected to demonstrate integrity in the classroom, but how often are they given the chance to practice modeling it? Teachers have an enormous obligation to do what’s right, and as role models they’re given that opportunity each day. But in order to achieve a student-centered environment, kids need to be encouraged to showcase who they are and what they value. Practicing these skills is necessary so that students' actions will be consistent with their beliefs and they'll then be able to listen to the feelings and concerns of others without judgment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With digital technology amplifying social interaction and expression, it's more important than ever to not only inspire integrity, but also prepare students for the tough choices that lie ahead. Luckily, there are ways to harness the collaboration and communication features of digital tools to keep students honest about the originality of their work, make them more accountable for their decisions, give them a place to stand up for what’s right, and let them work together to uncover the truth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these tools for ways to give students a platform to demonstrate their honesty, courage, and integrity in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/turnitin\">\u003cimg class=\"alignleft wp-image-48102\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Turnitin-e1492754210871.jpg\" alt=\"Turnitin\" width=\"175\" height=\"175\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/turnitin\">Turnitin\u003cbr>\n\u003c/a>\u003c/b>\u003cspan style=\"font-weight: 400\">Encourage original work and give feedback with Turnitin, where \u003c/span>\u003cspan style=\"font-weight: 400\">students submit writing assignments and the site detects plagiarism and improper citation. Discuss the importance of originality, giving credit to others, and the consequences of plagiarism in \u003c/span>\u003ca href=\"https://www.bostonglobe.com/metro/2017/03/24/masconomet-principal-resigns-over-plagiarism-claims/C7eT8rZHwK0Ar81HCDOTEP/story.html\">\u003cspan style=\"font-weight: 400\">education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/arts-and-entertainment/wp/2015/03/10/robin-thicke-pharrell-williams-owe-marvin-gayes-family-7-4-million-for-blurred-lines-jury-decides/?utm_term=.010e2ca1d121\">\u003cspan style=\"font-weight: 400\">pop culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can also give helpful but honest feedback on each other's work with Turnitin’s PeerMark feature.\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>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/remind\">\u003cimg class=\"alignleft wp-image-48105\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Remind-e1492754258889.png\" alt=\"Remind\" width=\"175\" height=\"175\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/remind\">Remind\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">With Remind, teachers can safely text due-date reminders for assignments right to the phones of students or parents. While this won’t necessarily mean the days of late homework are over, students will be held more accountable for their choices. Students can demonstrate their integrity by owning up to missed deadlines and using the two-way messaging service to give real explanations for why work is late.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/app/stopt\">\u003cimg class=\"alignleft size-full wp-image-48103\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Stopt.jpg\" alt=\"Stop!t\" width=\"175\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt.jpg 175w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Stopt-150x150.jpg 150w\" sizes=\"(max-width: 175px) 100vw, 175px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/stopt\">Stop!t\u003c/a>\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">This reporting tool allows students to take action against bullying by easily texting information or sharing a picture or video. Since reporting is anonymous, students are encouraged to “do the right thing” without fear of a backlash. Educators can develop and demonstrate guidelines that show students when and why they should report bullying and how showing integrity sometimes means making tough decisions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/nowcomment\">\u003cimg class=\"alignleft wp-image-48104\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/NowComment-e1492754311184.jpg\" alt=\"NowComment\" width=\"175\" height=\"175\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/nowcomment\">NowComment\u003c/a>\u003cbr>\n\u003c/b>NowComment is an online platform that helps groups of students mark up and have conversations about texts, websites, videos, and more. Students can upload and annotate online media to determine if it’s satire, propaganda, or downright false. Working together as fact-finding detectives, students can talk about how harmful misleading information can be and how they can work together to promote the truth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This article’s content is an extension of the \u003ca href=\"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\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 Tools To Help Kids Understand Conflict and Self-Control",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Let’s face it: Kids have diverse opinions and they’re bound to disagree with one another. Today arguments occur not only in the hallway or classroom, but online as well. And whether or not these conflicts escalate \u003c/span>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003cspan style=\"font-weight: 400\"> depend on how well students recognize and manage their emotions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many ways to help build self-control in the face of rising frustration, whether students turn to meditation or build constructed arguments on the fly. Since we live in a democracy that values passionate and polarizing views -- especially in our educational systems -- it’s \u003c/span>\u003cspan style=\"font-weight: 400\">all the more important to know how to\u003c/span>\u003cspan style=\"font-weight: 400\"> help kids manage their feelings responsibly. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some tips and tools for seamlessly integrating self-control and life-skills-building into the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/mars-gen-one-argubot-academy\">\u003cb>\u003cimg class=\"alignleft wp-image-47796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Mars-Gen-One.png\" alt=\"Mars Gen One\" width=\"250\" height=\"247\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One.png 619w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-160x158.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-240x237.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-375x370.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-520x513.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-96x96.png 96w\" sizes=\"(max-width: 250px) 100vw, 250px\">Mars Gen One: Argubot Academy\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to promote healthy debate is by showing students that good arguments are based on thorough preparation. \u003c/span>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003cspan style=\"font-weight: 400\">game lets students select claims and evidence to become more persuasive. Once they learn the art of the argument, students can debate some tough topics online or in class. By practicing the game’s techniques, students will be ready for that next conflict with facts, and not have to resort to underhanded tactics or name-calling.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/listenwise\">\u003cb>\u003cimg class=\"alignleft wp-image-47791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Listenwise.png\" alt=\"Listenwise\" width=\"250\" height=\"167\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-240x160.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-375x250.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-520x347.png 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">Listenwise\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A website filled with podcasts covering \u003c/span>\u003ca href=\"https://listenwise.com/current_events\">\u003cspan style=\"font-weight: 400\">current events\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Listenwise is a good platform for students to practice patience when confronted with controversial ideas or opposing views \u003c/span>\u003cspan style=\"font-weight: 400\">that appear in the news on topics like race, politics and religion\u003c/span>\u003cspan style=\"font-weight: 400\">. As students listen, \u003c/span>\u003cspan style=\"font-weight: 400\">they can\u003c/span>\u003cspan style=\"font-weight: 400\"> describe and rank the strength of their emotions as the story progresses. Then, they can analyze how their reactions changed over time, reflect on how diverse opinions made them feel, and make a strategy for being mindful in the future.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/twitter\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-47794\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Twitter-e1490077019387.png\" alt=\"Twitter\" width=\"250\" height=\"250\">Twitter\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twitter has been a go-to platform for teens and adults to air grievances\u003c/span>\u003cspan style=\"font-weight: 400\">, and the consequences can have a lasting impact on people’s digital footprints. Twitter is also a valuable communications tool that can be a great way to share ideas and engage in conversations\u003c/span>\u003cspan style=\"font-weight: 400\">. Kids need to understand the risks of social sharing \u003c/span>\u003cspan style=\"font-weight: 400\">and can be taught the importance of using the tool conscientiously by seeing\u003c/span>\u003cspan style=\"font-weight: 400\"> some of the consequences of \u003c/span>\u003ca href=\"https://www.nytimes.com/2015/02/15/magazine/how-one-stupid-tweet-ruined-justine-saccos-life.html?_r=0\">\u003cspan style=\"font-weight: 400\">tweeting emotionally or impulsively\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can tweet about a topic from class. But \u003c/span>\u003cspan style=\"font-weight: 400\">before it goes out into the world\u003c/span>\u003cspan style=\"font-weight: 400\">, they can write out how they think people will react to it.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/smiling-mind\">\u003cb>\u003cimg class=\"alignleft wp-image-47793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Smiling-Mind-1020x1020.jpg\" alt=\"Smiling Mind\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-150x150.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind.jpg 1024w\" sizes=\"(max-width: 250px) 100vw, 250px\">Smiling Mind\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smiling Mind is an app that helps students practice meditation through breathing exercises and visualizations. \u003c/span>\u003cspan style=\"font-weight: 400\">Practicing some of these self-calming skills have been shown to help kids focus at school and at home. Smiling Mind can help \u003c/span>\u003cspan style=\"font-weight: 400\">kids learn lifelong skills to cope with stress and stay calm. Hopefully the next time they get into an argument, they’ll remember to just breathe.\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": "Conflict in school is bound to arise among kids. Some tools can help kids become better at making arguments and hearing one another out or just take guided breaths to calm down.",
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"description": "Conflict in school is bound to arise among kids. Some tools can help kids become better at making arguments and hearing one another out or just take guided breaths to calm down.",
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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\">Let’s face it: Kids have diverse opinions and they’re bound to disagree with one another. Today arguments occur not only in the hallway or classroom, but online as well. And whether or not these conflicts escalate \u003c/span>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003cspan style=\"font-weight: 400\"> depend on how well students recognize and manage their emotions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many ways to help build self-control in the face of rising frustration, whether students turn to meditation or build constructed arguments on the fly. Since we live in a democracy that values passionate and polarizing views -- especially in our educational systems -- it’s \u003c/span>\u003cspan style=\"font-weight: 400\">all the more important to know how to\u003c/span>\u003cspan style=\"font-weight: 400\"> help kids manage their feelings responsibly. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some tips and tools for seamlessly integrating self-control and life-skills-building into the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/mars-gen-one-argubot-academy\">\u003cb>\u003cimg class=\"alignleft wp-image-47796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Mars-Gen-One.png\" alt=\"Mars Gen One\" width=\"250\" height=\"247\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One.png 619w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-160x158.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-240x237.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-375x370.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-520x513.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Mars-Gen-One-96x96.png 96w\" sizes=\"(max-width: 250px) 100vw, 250px\">Mars Gen One: Argubot Academy\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to promote healthy debate is by showing students that good arguments are based on thorough preparation. \u003c/span>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003cspan style=\"font-weight: 400\">game lets students select claims and evidence to become more persuasive. Once they learn the art of the argument, students can debate some tough topics online or in class. By practicing the game’s techniques, students will be ready for that next conflict with facts, and not have to resort to underhanded tactics or name-calling.\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/listenwise\">\u003cb>\u003cimg class=\"alignleft wp-image-47791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Listenwise.png\" alt=\"Listenwise\" width=\"250\" height=\"167\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-160x107.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-240x160.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-375x250.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Listenwise-520x347.png 520w\" sizes=\"(max-width: 250px) 100vw, 250px\">Listenwise\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A website filled with podcasts covering \u003c/span>\u003ca href=\"https://listenwise.com/current_events\">\u003cspan style=\"font-weight: 400\">current events\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Listenwise is a good platform for students to practice patience when confronted with controversial ideas or opposing views \u003c/span>\u003cspan style=\"font-weight: 400\">that appear in the news on topics like race, politics and religion\u003c/span>\u003cspan style=\"font-weight: 400\">. As students listen, \u003c/span>\u003cspan style=\"font-weight: 400\">they can\u003c/span>\u003cspan style=\"font-weight: 400\"> describe and rank the strength of their emotions as the story progresses. Then, they can analyze how their reactions changed over time, reflect on how diverse opinions made them feel, and make a strategy for being mindful in the future.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/twitter\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-47794\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Twitter-e1490077019387.png\" alt=\"Twitter\" width=\"250\" height=\"250\">Twitter\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twitter has been a go-to platform for teens and adults to air grievances\u003c/span>\u003cspan style=\"font-weight: 400\">, and the consequences can have a lasting impact on people’s digital footprints. Twitter is also a valuable communications tool that can be a great way to share ideas and engage in conversations\u003c/span>\u003cspan style=\"font-weight: 400\">. Kids need to understand the risks of social sharing \u003c/span>\u003cspan style=\"font-weight: 400\">and can be taught the importance of using the tool conscientiously by seeing\u003c/span>\u003cspan style=\"font-weight: 400\"> some of the consequences of \u003c/span>\u003ca href=\"https://www.nytimes.com/2015/02/15/magazine/how-one-stupid-tweet-ruined-justine-saccos-life.html?_r=0\">\u003cspan style=\"font-weight: 400\">tweeting emotionally or impulsively\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can tweet about a topic from class. But \u003c/span>\u003cspan style=\"font-weight: 400\">before it goes out into the world\u003c/span>\u003cspan style=\"font-weight: 400\">, they can write out how they think people will react to it.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/smiling-mind\">\u003cb>\u003cimg class=\"alignleft wp-image-47793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Smiling-Mind-1020x1020.jpg\" alt=\"Smiling Mind\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-1020x1020.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind-150x150.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/Smiling-Mind.jpg 1024w\" sizes=\"(max-width: 250px) 100vw, 250px\">Smiling Mind\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smiling Mind is an app that helps students practice meditation through breathing exercises and visualizations. \u003c/span>\u003cspan style=\"font-weight: 400\">Practicing some of these self-calming skills have been shown to help kids focus at school and at home. Smiling Mind can help \u003c/span>\u003cspan style=\"font-weight: 400\">kids learn lifelong skills to cope with stress and stay calm. Hopefully the next time they get into an argument, they’ll remember to just breathe.\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": "How Maker Mindsets Can Be An Easy Fit For Rural Schools",
"title": "How Maker Mindsets Can Be An Easy Fit For Rural Schools",
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"content": "\u003cp>The maker movement has expanded greatly in recent years and much of the attention has focused on cities with high population density and large well-funded school districts. In rural districts, teachers are also developing \u003ca href=\"http://makezine.com/2014/10/07/how-to-start-a-makerspace-in-small-town-america-2/\">maker projects\u003c/a> to help students gain the benefits that come from hands-on experiences, while better understanding the needs of their communities.\u003c/p>\n\u003cp>Take for instance the work being done by Brock Hamill at Corvallis High School in Montana. The students in his science class construct air sensors and analyze data in a way that helps address a problem unique to their community. Air pollution poses a problem for that region of Montana because of nearby forest fires and, in the winter, use of wood-burning stoves.\u003c/p>\n\u003cp>“We can just get days and days and days of smoke,” said Hammill, and it can get to the point where sports practice and games must be canceled.\u003c/p>\n\u003cp>Working with a teacher training program at the \u003ca href=\"https://cehsweb.health.umt.edu/um-workshop-teachers-brings-environmental-health-local-classrooms\">University of Montana\u003c/a>, Hammill borrowed expensive air sensors for his students to use for a couple of days each semester. But he wanted his students to have more access to sensors, so he set \u003ca href=\"http://www.howmuchsnow.com/arduino/airquality/grovedust/\">about making his own.\u003c/a> His first task was to see if he could even make a sensor from scratch and then test its accuracy so that his students could do the same.\u003c/p>\n\u003cp>“I took it as a challenge to see what could we do,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First, Hammill created step-by-step instructions on his \u003ca href=\"https://airquality406.wordpress.com/\">website\u003c/a> to provide students some structure for such a new project. He then used a $500 grant from Montana State University to purchase enough equipment to make seven air sensors. All of his students were able to build those sensors in class, a project that included putting together hardware and software that could transmit data to the internet.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=j-i3MTqprVk\u003c/p>\n\u003cp>Then students had the opportunity to make modifications to the air sensors, such as having the light color change to represent different air quality measures. Students -- who had unfettered access to their sensors -- also worked on making them more adaptable to different environments.\u003c/p>\n\u003cp>“They were working on wearable models you could just use a battery with and put in your pocket,” said Hammill. This would let students publish their real-time exposure to air pollutants at their exact location. Students also had the challenge of making a sensor that would register volatile organic compounds, such as paint fumes.\u003c/p>\n\u003cp>“They were just changing code left and right, making it work,” he said. “They liked it, too, because they'd never worked hardware and software together. They'd change the code and run it and show other groups.”\u003c/p>\n\u003cp>The air sensor project helped students understand a problem in their community while giving them much-need computer programming skills. “It's just hard for these rural schools to get a computer programming teacher,” he said.\u003c/p>\n\u003cp>\u003cstrong>OLD-SCHOOL MAKER\u003c/strong>\u003c/p>\n\u003cp>Rural districts might already be offering a maker program and not realize it. Organizations such as 4-H and Future Farmers of America teach agricultural education skills that involve a lot of \"making.\" Students might be designing, programming and learning about technology under the auspices of such a curriculum.\u003c/p>\n\u003cp>Jacob Bowers teaches a variety of agriculture classes in his town of Pella, Iowa. In that program, high school students learn how to fly drones over farm fields and analyze data from those flights. Thanks to a grant from the Carl Perkins Vocational and Technical Innovation Act, Bowers purchased drones to be shared by his and neighboring districts. Along with learning how to fly the drones, students learn data analysis. Bowers also gets permission from farmers to look at their field data, which come from more expensive drones.\u003c/p>\n\u003cp>Students spend less time flying and more time figuring out how to program a drone to take the footage they want, he said. For instance, a drone can be equipped with a UV camera to determine the health of a field. Depending on the type of light bouncing back at the camera, farmers can determine how much fertilizer is needed on the field. The same thing works for a temperature camera. Based on the temperatures coming back, students can figure out where different soil types are located.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=v3YcZtlVrls\u003c/p>\n\u003cp>Having the students figure out fertilizer plans is the big challenge to master. With efficient use of fertilizer, “we save the farmer money and it's a little less hard on the environment as well,” said Bowers.\u003c/p>\n\u003cp>Bowers isn't just teaching kids how to crunch numbers on spreadsheets. In his greenhouse class, students design hydroponic systems.\u003c/p>\n\u003cp>“They actually work together to build a more sustainable hydroponic system that can make a lot of produce,” he said.\u003c/p>\n\u003cp>Next year, he plans to teach a metals class where students learn to run a small business creating metal signs. They'll learn to run the books, find clients and use design software to make different products for those clients. All this is in the spirit of maker education. But how tech-driven the program is depends on the teacher, said Bowers.\u003c/p>\n\u003cp>The big takeaway is “identifying what skills are going to be applicable 20 years from now,” he said.\u003c/p>\n\u003cp>That's why he focuses on fertilizer figures and data analysis, because that's something students will likely always need to understand if they work in agriculture.\u003c/p>\n\u003cp>As other teachers have seen, students who struggle with academics often shine in a maker space. Bowers sees that in his hydroponics class.\u003c/p>\n\u003cp>“They're excited to walk in and be able to show other students what they know.”\u003c/p>\n\u003cp>\u003cstrong>TAKE IT SLOW\u003c/strong>\u003c/p>\n\u003cp>Giving students access to skills they normally might not be exposed to is a big value of the maker culture. But when maker spaces are new to a school, schools might experience some growing pains.\u003c/p>\n\u003cp>Noelle McCammond worked as technology support for the Corning Union Elementary School district and helped design the maker space at Maywood Middle School with \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/25/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value/\">Michelle Carlson\u003c/a>\u003cstrong>,\u003c/strong> an educational consultant who helps bring maker spaces to schools.\u003c/p>\n\u003cp>They tried to make the first maker project open-ended, but students didn't really know where to start and needed more structure.\u003c/p>\n\u003cp>“Our student population and our teachers really struggled with it,” said Carlson.\u003c/p>\n\u003cp>They had to walk back the process a little bit and spend time just cultivating that idea of being creative and seeing what's out there, said McCammond.\u003c/p>\n\u003cp>“We had to be really structured and give them clear roles,” she added.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But as students got more comfortable with maker equipment, teachers were able to give them time to tinker.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The maker movement has expanded greatly in recent years and much of the attention has focused on cities with high population density and large well-funded school districts. In rural districts, teachers are also developing \u003ca href=\"http://makezine.com/2014/10/07/how-to-start-a-makerspace-in-small-town-america-2/\">maker projects\u003c/a> to help students gain the benefits that come from hands-on experiences, while better understanding the needs of their communities.\u003c/p>\n\u003cp>Take for instance the work being done by Brock Hamill at Corvallis High School in Montana. The students in his science class construct air sensors and analyze data in a way that helps address a problem unique to their community. Air pollution poses a problem for that region of Montana because of nearby forest fires and, in the winter, use of wood-burning stoves.\u003c/p>\n\u003cp>“We can just get days and days and days of smoke,” said Hammill, and it can get to the point where sports practice and games must be canceled.\u003c/p>\n\u003cp>Working with a teacher training program at the \u003ca href=\"https://cehsweb.health.umt.edu/um-workshop-teachers-brings-environmental-health-local-classrooms\">University of Montana\u003c/a>, Hammill borrowed expensive air sensors for his students to use for a couple of days each semester. But he wanted his students to have more access to sensors, so he set \u003ca href=\"http://www.howmuchsnow.com/arduino/airquality/grovedust/\">about making his own.\u003c/a> His first task was to see if he could even make a sensor from scratch and then test its accuracy so that his students could do the same.\u003c/p>\n\u003cp>“I took it as a challenge to see what could we do,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>First, Hammill created step-by-step instructions on his \u003ca href=\"https://airquality406.wordpress.com/\">website\u003c/a> to provide students some structure for such a new project. He then used a $500 grant from Montana State University to purchase enough equipment to make seven air sensors. All of his students were able to build those sensors in class, a project that included putting together hardware and software that could transmit data to the internet.\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/j-i3MTqprVk'\n title='//www.youtube.com/embed/j-i3MTqprVk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Then students had the opportunity to make modifications to the air sensors, such as having the light color change to represent different air quality measures. Students -- who had unfettered access to their sensors -- also worked on making them more adaptable to different environments.\u003c/p>\n\u003cp>“They were working on wearable models you could just use a battery with and put in your pocket,” said Hammill. This would let students publish their real-time exposure to air pollutants at their exact location. Students also had the challenge of making a sensor that would register volatile organic compounds, such as paint fumes.\u003c/p>\n\u003cp>“They were just changing code left and right, making it work,” he said. “They liked it, too, because they'd never worked hardware and software together. They'd change the code and run it and show other groups.”\u003c/p>\n\u003cp>The air sensor project helped students understand a problem in their community while giving them much-need computer programming skills. “It's just hard for these rural schools to get a computer programming teacher,” he said.\u003c/p>\n\u003cp>\u003cstrong>OLD-SCHOOL MAKER\u003c/strong>\u003c/p>\n\u003cp>Rural districts might already be offering a maker program and not realize it. Organizations such as 4-H and Future Farmers of America teach agricultural education skills that involve a lot of \"making.\" Students might be designing, programming and learning about technology under the auspices of such a curriculum.\u003c/p>\n\u003cp>Jacob Bowers teaches a variety of agriculture classes in his town of Pella, Iowa. In that program, high school students learn how to fly drones over farm fields and analyze data from those flights. Thanks to a grant from the Carl Perkins Vocational and Technical Innovation Act, Bowers purchased drones to be shared by his and neighboring districts. Along with learning how to fly the drones, students learn data analysis. Bowers also gets permission from farmers to look at their field data, which come from more expensive drones.\u003c/p>\n\u003cp>Students spend less time flying and more time figuring out how to program a drone to take the footage they want, he said. For instance, a drone can be equipped with a UV camera to determine the health of a field. Depending on the type of light bouncing back at the camera, farmers can determine how much fertilizer is needed on the field. The same thing works for a temperature camera. Based on the temperatures coming back, students can figure out where different soil types are located.\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/v3YcZtlVrls'\n title='//www.youtube.com/embed/v3YcZtlVrls'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Having the students figure out fertilizer plans is the big challenge to master. With efficient use of fertilizer, “we save the farmer money and it's a little less hard on the environment as well,” said Bowers.\u003c/p>\n\u003cp>Bowers isn't just teaching kids how to crunch numbers on spreadsheets. In his greenhouse class, students design hydroponic systems.\u003c/p>\n\u003cp>“They actually work together to build a more sustainable hydroponic system that can make a lot of produce,” he said.\u003c/p>\n\u003cp>Next year, he plans to teach a metals class where students learn to run a small business creating metal signs. They'll learn to run the books, find clients and use design software to make different products for those clients. All this is in the spirit of maker education. But how tech-driven the program is depends on the teacher, said Bowers.\u003c/p>\n\u003cp>The big takeaway is “identifying what skills are going to be applicable 20 years from now,” he said.\u003c/p>\n\u003cp>That's why he focuses on fertilizer figures and data analysis, because that's something students will likely always need to understand if they work in agriculture.\u003c/p>\n\u003cp>As other teachers have seen, students who struggle with academics often shine in a maker space. Bowers sees that in his hydroponics class.\u003c/p>\n\u003cp>“They're excited to walk in and be able to show other students what they know.”\u003c/p>\n\u003cp>\u003cstrong>TAKE IT SLOW\u003c/strong>\u003c/p>\n\u003cp>Giving students access to skills they normally might not be exposed to is a big value of the maker culture. But when maker spaces are new to a school, schools might experience some growing pains.\u003c/p>\n\u003cp>Noelle McCammond worked as technology support for the Corning Union Elementary School district and helped design the maker space at Maywood Middle School with \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/25/how-a-makerspace-in-juvenile-hall-helps-young-people-see-their-value/\">Michelle Carlson\u003c/a>\u003cstrong>,\u003c/strong> an educational consultant who helps bring maker spaces to schools.\u003c/p>\n\u003cp>They tried to make the first maker project open-ended, but students didn't really know where to start and needed more structure.\u003c/p>\n\u003cp>“Our student population and our teachers really struggled with it,” said Carlson.\u003c/p>\n\u003cp>They had to walk back the process a little bit and spend time just cultivating that idea of being creative and seeing what's out there, said McCammond.\u003c/p>\n\u003cp>“We had to be really structured and give them clear roles,” she added.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In the rush to cover standards and ensure students have learned the concepts they will need in the future, it's easy to lose sight of how fun math can be. These three TED-Ed videos offer fun, challenging riddles that can also be explicitly connected to mathematical concepts. The \u003ca href=\"https://ed.ted.com/lessons/can-you-solve-the-prisoner-boxes-riddle-yossi-elran\">\"Prisoner Box\" \u003c/a>problem is essentially a loop and could be a high-interest way to dive into this topic.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vIdStMTgNl0&feature=youtu.be\u003c/p>\n\u003cp>In this \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-the-control-room-riddle-dennis-shasha\">next puzzle\u003c/a>, viewers are cast as intrepid secret spies, tasked with deactivating a death ray. It's also an interesting introduction to visual models and graph theory. The answer explanation starts at 1:04 in the video.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=3mbdiky5dLw\u003c/p>\n\u003cp>Who can resist trying to solve a brain teaser that Albert Einstein supposedly wrote? \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-einstein-s-riddle-dan-van-der-vieren\">This problem\u003c/a> seems pretty complicated at first, but it could be a great way to give students an opportunity to sift through the information given and start making sense of it. The video explicitly talks about some effective problem solving strategies like trial and error that can help students develop their logical intuition. And, while this is a silly problem about a stolen fish, multiple variable equations require a similar type of logic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1rDVz_Fb6HQ\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cp>My bank sends me a text alert when my account balance is low. My wireless company sends me a text alert when I'm about to use up my monthly data. Somebody — I guess the National Oceanic and Atmospheric Administration? --sends me a text alert when it's going to rain a whole lot.\u003c/p>\n\u003cp>A few clever researchers said: \"Hey! What if we could send text alerts to parents when students miss class or don't turn in their homework?\" And what do you know, it worked.\u003c/p>\n\u003cp>Take it away, \u003ca href=\"http://www.columbia.edu/~psb2101/ParentRCT.pdf\" target=\"_blank\">Peter Bergman and Eric W. Chan of Teachers College, Columbia University\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"In a field experiment across 22 middle and high schools, we [sent] automated text-message alerts to parents about their child's missed assignments, grades and class absences. The intervention reduces course failures by 39% and increases class attendance by 17%.\"\u003c/p>\u003c/blockquote>\n\u003cp>That's from a draft paper they've just released. They say the intervention was especially helpful for students who were struggling academically. The students' GPAs improved by a quarter of a point on a four-point scale. And students were more likely to stay in school.\u003c/p>\n\u003cp>Bergman told NPR Ed that he has been researching the power of texting parents for about six years. In a previous study in Los Angeles, he tapped out the texts by hand.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This time, working with the largest school district in West Virginia, they built software that communicated directly with the electronic gradebook that teachers were already using, and they used the phone numbers parents provided on class lists. The result was automated messages like this one:\u003c/p>\n\u003cul>\n\u003cli>Parent alert: Jaden has 5 missing assignments in science class. For more information log online.\u003c/li>\n\u003c/ul>\n\u003cp>What's really interesting is that, for the most part, parents \u003cem>didn't \u003c/em>follow up by logging online. Studies across hundreds of schools with online portals show that very few ever do.\u003c/p>\n\u003cp>Simply sending updates to parents' pockets, though, seemed to make all the difference. They contacted the school more often. And presumably, they talked to their kids.\u003c/p>\n\u003cp>Bergman says that, when asked, parents who got the text messages showed a more realistic, less optimistic view of their children's school performance.\u003c/p>\n\u003cp>Lots of research supports the idea that students succeed when parents get involved. But most policymakers treat parental involvement as something that's determined largely by factors that are tough to budge, like family income and education. This study suggests that parents may just need a little help.\u003c/p>\n\u003cp>\"If my Internet goes down, I can call any time, day or night,\" says Bergman, who must have a better Internet provider than I do.\u003c/p>\n\u003cp>\"If I want to figure out whether my child's missing any assignments, by 8 or 9 p.m. when I get home from work, good luck,\" Bergman adds. \"The school is shut.\"\u003c/p>\n\u003cp>Report cards come out quarterly. Children and teens may shade the truth. But timely text reports from teachers can apparently prompt better behavior. And all for a fraction of a cent per message.\u003c/p>\n\u003cp>Bergman hastens to underline that text messages are no panacea: \"I think this is one piece of a larger puzzle.\" For one thing, the significant results came almost entirely from the high school students in the study, not the middle-schoolers.\u003c/p>\n\u003cp>Still, interest in the general area of \"nudging\" better behavior is growing. NPR Ed previously covered trials using text messages and emails that \u003ca href=\"http://www.npr.org/sections/ed/2016/08/06/487620412/scientific-secrets-to-keep-kids-in-college\">prompt college students to sign up for financial aid\u003c/a> and \u003ca href=\"http://www.npr.org/sections/ed/2015/09/23/442285909/making-college-more-affordable-one-text-at-a-time\">reduce dropouts among adult-education students.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Justin Reich, who studies education technology at MIT, says this direction of research looking for simple, cheap interventions is welcome. \"I think there is a serious problem in ed-tech funding, which is that there's too much interest in things that look sexy, that are on the horizon, and are untested and unproven,\" he says. \"If we can adopt a technology that is almost universally accessible to parents, it has positive outcomes on their kid, and it doesn't cost very much, that seems like a positive thing to me.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parent+Alert%21+Your+Child+Just+Skipped+Class&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>My bank sends me a text alert when my account balance is low. My wireless company sends me a text alert when I'm about to use up my monthly data. Somebody — I guess the National Oceanic and Atmospheric Administration? --sends me a text alert when it's going to rain a whole lot.\u003c/p>\n\u003cp>A few clever researchers said: \"Hey! What if we could send text alerts to parents when students miss class or don't turn in their homework?\" And what do you know, it worked.\u003c/p>\n\u003cp>Take it away, \u003ca href=\"http://www.columbia.edu/~psb2101/ParentRCT.pdf\" target=\"_blank\">Peter Bergman and Eric W. Chan of Teachers College, Columbia University\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"In a field experiment across 22 middle and high schools, we [sent] automated text-message alerts to parents about their child's missed assignments, grades and class absences. The intervention reduces course failures by 39% and increases class attendance by 17%.\"\u003c/p>\u003c/blockquote>\n\u003cp>That's from a draft paper they've just released. They say the intervention was especially helpful for students who were struggling academically. The students' GPAs improved by a quarter of a point on a four-point scale. And students were more likely to stay in school.\u003c/p>\n\u003cp>Bergman told NPR Ed that he has been researching the power of texting parents for about six years. In a previous study in Los Angeles, he tapped out the texts by hand.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This time, working with the largest school district in West Virginia, they built software that communicated directly with the electronic gradebook that teachers were already using, and they used the phone numbers parents provided on class lists. The result was automated messages like this one:\u003c/p>\n\u003cul>\n\u003cli>Parent alert: Jaden has 5 missing assignments in science class. For more information log online.\u003c/li>\n\u003c/ul>\n\u003cp>What's really interesting is that, for the most part, parents \u003cem>didn't \u003c/em>follow up by logging online. Studies across hundreds of schools with online portals show that very few ever do.\u003c/p>\n\u003cp>Simply sending updates to parents' pockets, though, seemed to make all the difference. They contacted the school more often. And presumably, they talked to their kids.\u003c/p>\n\u003cp>Bergman says that, when asked, parents who got the text messages showed a more realistic, less optimistic view of their children's school performance.\u003c/p>\n\u003cp>Lots of research supports the idea that students succeed when parents get involved. But most policymakers treat parental involvement as something that's determined largely by factors that are tough to budge, like family income and education. This study suggests that parents may just need a little help.\u003c/p>\n\u003cp>\"If my Internet goes down, I can call any time, day or night,\" says Bergman, who must have a better Internet provider than I do.\u003c/p>\n\u003cp>\"If I want to figure out whether my child's missing any assignments, by 8 or 9 p.m. when I get home from work, good luck,\" Bergman adds. \"The school is shut.\"\u003c/p>\n\u003cp>Report cards come out quarterly. Children and teens may shade the truth. But timely text reports from teachers can apparently prompt better behavior. And all for a fraction of a cent per message.\u003c/p>\n\u003cp>Bergman hastens to underline that text messages are no panacea: \"I think this is one piece of a larger puzzle.\" For one thing, the significant results came almost entirely from the high school students in the study, not the middle-schoolers.\u003c/p>\n\u003cp>Still, interest in the general area of \"nudging\" better behavior is growing. NPR Ed previously covered trials using text messages and emails that \u003ca href=\"http://www.npr.org/sections/ed/2016/08/06/487620412/scientific-secrets-to-keep-kids-in-college\">prompt college students to sign up for financial aid\u003c/a> and \u003ca href=\"http://www.npr.org/sections/ed/2015/09/23/442285909/making-college-more-affordable-one-text-at-a-time\">reduce dropouts among adult-education students.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Justin Reich, who studies education technology at MIT, says this direction of research looking for simple, cheap interventions is welcome. \"I think there is a serious problem in ed-tech funding, which is that there's too much interest in things that look sexy, that are on the horizon, and are untested and unproven,\" he says. \"If we can adopt a technology that is almost universally accessible to parents, it has positive outcomes on their kid, and it doesn't cost very much, that seems like a positive thing to me.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parent+Alert%21+Your+Child+Just+Skipped+Class&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Writing Wikipedia Entries Can Teach Students About Digital Literacy",
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"content": "\u003cp>\u003ca href=\"http://www.npr.org/sections/alltechconsidered/2016/11/23/503146770/npr-finds-the-head-of-a-covert-fake-news-operation-in-the-suburbs\">Fake news \u003c/a>has been, well, \u003ca href=\"http://www.npr.org/tags/502124007/fake-news\">in the news\u003c/a> a lot lately. But for the world's largest crowdsourced encyclopedia, it's nothing new.\u003c/p>\n\u003cp>\"Wikipedia has been dealing with fake news since it started 16 years ago,\" notes LiAnna Davis, deputy director of the Wiki Education Foundation.\u003c/p>\n\u003cp>To combat misinformation, Wikipedia has developed a robust corps of volunteer editors. Anyone can write new entries and scrutinize existing ones for adherence to Wikipedia's rules on sourcing and neutrality. While it's not free of errors or pranks, what results is a resource that 50 million people turn to daily on hundreds of thousands of topics in a few dozen languages.\u003c/p>\n\u003cp>Today, \u003ca href=\"http://www.npr.org/sections/ed/2017/02/16/514364210/5-ways-teachers-are-fighting-fake-news\">educators are among those\u003c/a> more concerned than ever with standards of truth and evidence and with the lightning-fast spread of misinformation online. And the Wiki Education Foundation, a freestanding nonprofit, is sharing Wikipedia's methods with a growing number of college students, and striking a blow for digital literacy along the way.\u003c/p>\n\u003cp>The foundation gives professors the technical assistance they need to assign students, instead of writing a research paper, to write a brand-new Wikipedia entry, or expand an existing entry, on any topic in virtually any discipline.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This spring, 7,500 students are expected to participate. Among the many items past students written on are:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://en.wikipedia.org/wiki/Social_data_revolution\">The \"social data revolution.\"\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://en.wikipedia.org/wiki/Environmental_issues_in_Kuwait\">Environmental issues in Kuwait\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://en.wikipedia.org/wiki/Bess_Meredyth\">The silent film star Bess Meredyth\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>Since the program began six years ago, Davis says, students have collectively added more than 25 million words of content to Wikipedia.\u003c/p>\n\u003cp>Jennifer Malkowski, an assistant professor of film and media studies at Smith College, assigned her class on new media and participatory culture to write and contribute to Wikipedia entries this past fall.\u003c/p>\n\u003cp>\"One of the things they really liked about it was the ability to share knowledge beyond the professor — that audience of one,\" she says. While all Smith students are expected to use good research methods in their classes, knowing that their entries might be rejected outright if they didn't conform to Wikipedia's standards \"felt like a higher stake than the difference between a B and an A-minus,\" she says.\u003c/p>\n\u003cp>Malkowski will be leading a workshop to help her colleagues, some of whom are less technically minded, learn how to make Wikipedia assignments in their own classes as well.\u003c/p>\n\u003cp>Davis says many professors report a greater level of effort from their students on Wikipedia assignments. \"If you're writing something millions of people are going to read, it's a reason to do a really good job, to go into a library and get a deep understanding of the topic.\"\u003c/p>\n\u003cp>Some professors, like Tamar Carroll, an assistant professor of history at Rochester Institute of Technology, see Wikipedia as a way to make previously neglected areas of knowledge more visible. For Carroll, it's women's history. She says a former student recently emailed her to say that her Wikipedia entry on \u003ca href=\"https://en.wikipedia.org/wiki/Mary_Stafford_Anthony\">Mary Stafford Anthony\u003c/a>, the suffragist and sister of Susan B. Anthony, was \"the most meaningful assignment she had\" as an undergraduate.\u003c/p>\n\u003cp>There's another learning opportunity too. Every Wikipedia entry has a \"talk\" page, where editors discuss changes, and a \"view history\" page that shows additions and deletions over time.\u003c/p>\n\u003cp>Peeking behind that curtain, says Malkowski, helps \"expose how knowledge is collectively created and how different voices might come to consensus, or not, on a particular topic.\" Right now, she adds, \"is an especially important time to be asking these epistemological questions.\"\u003c/p>\n\u003cp>According to the foundation's own survey, 87 percent of university faculty who participated in the program reported an increase in their students' media literacy. By grinding some Internet info-sausage themselves, essentially, they gained a better understanding of what goes into it.\u003c/p>\n\u003cp>It's an interesting turn of events for Wikipedia, which, as Davis acknowledges, has had a bad rap in academic circles as the lazy student's substitute for real research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"When I first started going to academic conferences, people would hide and say, 'Don't let my department chair see me,' \" talking to you, says Davis. She added that Wikipedia should only be a starting point for a university-level research paper, never a footnoted source.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Students+Can+Learn+By+Writing+For+Wikipedia&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.npr.org/sections/alltechconsidered/2016/11/23/503146770/npr-finds-the-head-of-a-covert-fake-news-operation-in-the-suburbs\">Fake news \u003c/a>has been, well, \u003ca href=\"http://www.npr.org/tags/502124007/fake-news\">in the news\u003c/a> a lot lately. But for the world's largest crowdsourced encyclopedia, it's nothing new.\u003c/p>\n\u003cp>\"Wikipedia has been dealing with fake news since it started 16 years ago,\" notes LiAnna Davis, deputy director of the Wiki Education Foundation.\u003c/p>\n\u003cp>To combat misinformation, Wikipedia has developed a robust corps of volunteer editors. Anyone can write new entries and scrutinize existing ones for adherence to Wikipedia's rules on sourcing and neutrality. While it's not free of errors or pranks, what results is a resource that 50 million people turn to daily on hundreds of thousands of topics in a few dozen languages.\u003c/p>\n\u003cp>Today, \u003ca href=\"http://www.npr.org/sections/ed/2017/02/16/514364210/5-ways-teachers-are-fighting-fake-news\">educators are among those\u003c/a> more concerned than ever with standards of truth and evidence and with the lightning-fast spread of misinformation online. And the Wiki Education Foundation, a freestanding nonprofit, is sharing Wikipedia's methods with a growing number of college students, and striking a blow for digital literacy along the way.\u003c/p>\n\u003cp>The foundation gives professors the technical assistance they need to assign students, instead of writing a research paper, to write a brand-new Wikipedia entry, or expand an existing entry, on any topic in virtually any discipline.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This spring, 7,500 students are expected to participate. Among the many items past students written on are:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://en.wikipedia.org/wiki/Social_data_revolution\">The \"social data revolution.\"\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://en.wikipedia.org/wiki/Environmental_issues_in_Kuwait\">Environmental issues in Kuwait\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://en.wikipedia.org/wiki/Bess_Meredyth\">The silent film star Bess Meredyth\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>Since the program began six years ago, Davis says, students have collectively added more than 25 million words of content to Wikipedia.\u003c/p>\n\u003cp>Jennifer Malkowski, an assistant professor of film and media studies at Smith College, assigned her class on new media and participatory culture to write and contribute to Wikipedia entries this past fall.\u003c/p>\n\u003cp>\"One of the things they really liked about it was the ability to share knowledge beyond the professor — that audience of one,\" she says. While all Smith students are expected to use good research methods in their classes, knowing that their entries might be rejected outright if they didn't conform to Wikipedia's standards \"felt like a higher stake than the difference between a B and an A-minus,\" she says.\u003c/p>\n\u003cp>Malkowski will be leading a workshop to help her colleagues, some of whom are less technically minded, learn how to make Wikipedia assignments in their own classes as well.\u003c/p>\n\u003cp>Davis says many professors report a greater level of effort from their students on Wikipedia assignments. \"If you're writing something millions of people are going to read, it's a reason to do a really good job, to go into a library and get a deep understanding of the topic.\"\u003c/p>\n\u003cp>Some professors, like Tamar Carroll, an assistant professor of history at Rochester Institute of Technology, see Wikipedia as a way to make previously neglected areas of knowledge more visible. For Carroll, it's women's history. She says a former student recently emailed her to say that her Wikipedia entry on \u003ca href=\"https://en.wikipedia.org/wiki/Mary_Stafford_Anthony\">Mary Stafford Anthony\u003c/a>, the suffragist and sister of Susan B. Anthony, was \"the most meaningful assignment she had\" as an undergraduate.\u003c/p>\n\u003cp>There's another learning opportunity too. Every Wikipedia entry has a \"talk\" page, where editors discuss changes, and a \"view history\" page that shows additions and deletions over time.\u003c/p>\n\u003cp>Peeking behind that curtain, says Malkowski, helps \"expose how knowledge is collectively created and how different voices might come to consensus, or not, on a particular topic.\" Right now, she adds, \"is an especially important time to be asking these epistemological questions.\"\u003c/p>\n\u003cp>According to the foundation's own survey, 87 percent of university faculty who participated in the program reported an increase in their students' media literacy. By grinding some Internet info-sausage themselves, essentially, they gained a better understanding of what goes into it.\u003c/p>\n\u003cp>It's an interesting turn of events for Wikipedia, which, as Davis acknowledges, has had a bad rap in academic circles as the lazy student's substitute for real research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"When I first started going to academic conferences, people would hide and say, 'Don't let my department chair see me,' \" talking to you, says Davis. She added that Wikipedia should only be a starting point for a university-level research paper, never a footnoted source.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Students+Can+Learn+By+Writing+For+Wikipedia&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Learning science says people learn best when they apply new information to their own contexts. When learners can make mistakes, reflect on new strategies, get feedback, and try again they gain a deeper understanding of the topic. But these elements are rarely applied to professional development. School districts spend a lot of money on trainings for educators, but the\u003ca href=\"https://s3.amazonaws.com/edtech-production/reports/Gates-PDMarketResearch-Dec5.pdf\"> returns on that investment are not always clear\u003c/a>. Many teachers say that even when the professional development is interesting -- not always a given -- they often feel like it’s one more thing to do in an already jampacked academic schedule. While educators around the country are slowly adopting various approaches that allow them to better differentiate learning for students, the same is rarely true for the adult learners in the system.\u003c/p>\n\u003cp>In order to help teachers learn and and become proficient in relevant skills, a nascent movement of nonprofits, states, districts and educators are exploring what a competency-based professional learning system could look like using micro-credentials. \u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, a nonprofit with a mission of “accelerating innovation in education,” has been a \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/\" target=\"_blank\">strong proponent of micro-credentials\u003c/a>, describing them as competency-based, on-demand, personalized and shareable.\u003c/p>\n\u003cp>Micro-credentials have the benefit of being rooted in classroom practice. In this model, teachers can no longer attend a workshop and receive credit for merely being there. Instead, they must take their learning back into their classrooms and try it out, submitting evidence, receiving feedback from peers and refining their approach. They also have to reflect on what they learned through those experiences. Participating teachers then submit these artifacts, which are evaluated before the micro-credential is awarded. If the reviewers feel the educator did not submit strong enough evidence of learning, they can provide feedback and ask the educators to try again. *\u003c/p>\n\u003cp>“The ability to try it right away in my classroom and to get feedback from my colleagues and the person running the micro-credential was really important,” said Brian Adamczyk, a health and physical education teacher at Kettle Moraine High School in Wisconsin. He’s taken several micro-credentials, including one on idea generation, another on productive research, and a third on effective class discussion. The discussion course involved reading a book, participating in asynchronous online discussions and reflecting on what was going poorly and well in his own implementation of the strategies. Adamczyk appreciated learning from colleagues who teach various ages across the district, all with valuable ideas he could try.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I don't consider it extra work because you're picking what you want to learn about and you're getting to use it right away with the kids.'\u003ccite>Megan Sayas, third-grade teacher\u003c/cite>\u003c/aside>\n\u003cp>In his course on effective class discussion, Adamczyk learned to focus on the depth of his question asking to provoke more thoughtful debate from students. He also tried out various brainstorming techniques to get student ideas out and circulating before diving in on a topic. He likes that he can choose to earn micro-credentials in areas of his practice where he wants to improve and that he can complete them with flexibility, contributing when he has time. Kettle Moraine uses the \u003ca href=\"https://bloomboard.com/\" target=\"_blank\">BloomBoard\u003c/a> platform to house the course materials, artifacts, feedback, discussions, and ultimately the micro-credential itself in a digital portfolio.\u003c/p>\n\u003cfigure id=\"attachment_47479\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2014/05/micro-credentials-full-size.png\">\u003cimg class=\"size-large wp-image-47479\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png\" alt=\"Digital Promise designers created an infographic to explain the benefits they see in micro-credentials.\" width=\"640\" height=\"1372\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-160x343.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-800x1715.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-768x1647.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1180x2530.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-960x2058.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-240x515.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-375x804.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-520x1115.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic.png 1539w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Digital Promise designers created an infographic to explain the benefits they see in micro-credentials. \u003ccite>(\u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/micro-credential-resources-hub/\">Digital Promise\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>KETTLE MORAINE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kettle Moraine, a small suburban Wisconsin district about 30 miles west of Milwaukee, has taken the lead on micro-credentials. For the past several years the district has been focused on personalizing learning for its students by introducing more choice into classrooms, using blended learning strategies and offering multi-age classrooms. In 2011, when the teachers unions in Wisconsin lost much of its bargaining power through the passage of Act 10, Kettle Moraine’s superintendent, \u003ca href=\"http://www.kmsd.edu/domain/256\" target=\"_blank\">Patricia Deklotz\u003c/a>, watched as districts around the state responded by instituting performance-based evaluations. That worried her.\u003c/p>\n\u003cp>“I was extremely concerned that all the work I had been doing to build collaboration would be trashed as they competed,” Deklotz said at a summit on micro-credentials hosted by Digital Promise. “I did not want teachers competing. I think the only way we serve students is collaboratively.”\u003c/p>\n\u003cp>Deklotz decided that rather than focusing on competition in her district, she would use the new latitude to change the compensation structure for teachers so they could add to their base pay for completing micro-credentials of their choosing. Deklotz liked this approach because it would give her teachers the chance to personalize their own professional learning, and give them some of the choice and agency that she hoped they would turn around and apply in their classrooms. Deklotz acknowledges that initially there was pushback from the most senior teachers “until they realized that they could increase their compensation beyond what was the top of our salary scale.”\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING OWNERSHIP\u003c/strong>\u003c/p>\n\u003cp>Adamczyk said the most in-depth micro-credentials took him about nine or 10 weeks to complete, but said “the time is worth it when you see the results in your class.” For him, being trusted to choose the courses that will most benefit his growth or a particular group of students is a big step toward treating teachers as professionals. And, knowing that earning a micro-credential will add to his base pay is a nice incentive to pursue these opportunities.\u003c/p>\n\u003cp>In Kettle Moraine teachers can earn $200, $400 or $600 toward their base pay, depending on the type of micro-credential. The district allows teachers to take courses through outside nonprofits like Digital Promise, district-created micro-credentials or individually proposed credentials. The micro-credential must be pre-approved in order to count toward compensation, so that district leadership can keep an eye on costs.\u003c/p>\n\u003cp>“It has created the most impact of any initiative I’ve ever had in education,” Superintendent Deklotz said. As soon as the district instituted the policy, educators were developing ideas for micro-credentials. A literacy coach proposed a micro-credential on literacy across disciplines, and immediately 42 people signed up to take it.\u003c/p>\n\u003cp>“They were working on a goal we knew we wanted to accomplish, but doing it in a way to recognize the expertise of our educators,” Deklotz said. Rather than bringing in an outside expert, the group worked together to read research, apply ideas in the classroom and discuss. Deklotz said it is the first time she has seen teachers take ownership over district goals that were previously top-down initiatives.\u003c/p>\n\u003cp>“There’s an efficacy you see in teachers that are involved in this work that I think is awakening that sleeping giant. I think part of the power is giving them a voice in diagnosing and meeting the needs of students,” she said.\u003c/p>\n\u003cp>Megan Sayas, a third-grade teacher at Cushing Elementary, has taken numerous micro-credentials, often with her grade-level team. She’s found this approach particularly helpful because then she and her colleagues are on the same page about goals in the classroom. The third-grade team is unusually collaborative, often sharing students and rotating them between teachers for different subjects. Sayas and her two colleagues took a micro-credential about fostering a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\">growth mindset\u003c/a> in the classroom through Digital Promise last year, and are now jointly working to build in activities and habits of mind at the beginning of each school year.\u003c/p>\n\u003cp>Some of Sayas’ colleagues have been skeptical that the micro-credential is just more work on top of the already hectic and overwhelming job of teaching. But Sayas says because the learning directly ties into her classroom goals, and she can see gains immediately, she doesn’t feel that way. “I don’t consider it extra work because you’re picking what you want to learn about and you’re getting to use it right away with the kids,” she said. She, like Adamczyk, noted that being compensated for the work is a nice gesture from the district, but that the freedom to personalize her own professional growth has been rewarding on its own.\u003c/p>\n\u003cp>Last year Sayas tried to focus on tying together science, technology, engineering and math (STEM) concepts \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/22/five-ways-design-and-making-can-help-science-education-come-alive/\" target=\"_blank\">through design\u003c/a>. She wasn’t completely sure how to do that, although she knew it was one of the goals for elementary science, so she took a micro-credential on how to incorporate \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/16/design-thinking-deconstructed/\" target=\"_blank\">design thinking\u003c/a> into her class. Her students designed, tested, built and iterated on boat designs that would not only float, but also hold as many pennies as possible. She was already planning to teach an integrated project, but the micro-credential gave her some resources and research backing to begin that process with some support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zFi1TvTygsg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nWHAT'S HAPPENING ELSEWHERE?\u003c/strong>\u003c/p>\n\u003cp>While Kettle Moraine has the most developed micro-credential program, other districts and states are exploring the possibilities as well. Every district operates within its own context and has its own restraints, but many educators are excited at a type of professional development that is competency-based, grounded in research, and is assessed for how it was implemented in the classroom.\u003c/p>\n\u003cp>San Lorenzo School District science coordinator Jim Clark is grappling with the thorny problem of helping middle and high school teachers adapt to the Next Generation Science Standards (NGSS) using a micro-credentialing model. He gives teachers the option of attending a two-hour workshop on a specific skill and then asks them to use that skill in their classrooms. Clark observes and gives feedback. Teachers get one micro-credential for this cycle and Clark is working to have micro-credentials recognized for advancement in the district’s salary scale.\u003c/p>\n\u003cp>“It just seemed like a really good way to address one of my main concerns, which is that there is a widespread support network for all of our teachers, which means tapping into the expertise that our teachers have,” Clark said. The NGSS represents a substantial shift in how teachers develop science lessons, and teachers need practice engaging students with content through interesting real-world phenomena. Clark sees micro-credentials as a way to recognize teachers’ hard work to develop their teaching practice in key areas, and hopes those who have been through the process will become resources for other teachers in their buildings. Ultimately, he hopes the science department across the district will be a cooperative, teamlike environment that will make teachers want to stay in the district.\u003c/p>\n\u003cp>Tennessee is currently \u003ca href=\"http://tn.gov/assets/entities/education/attachments/Personalized_Learning_Task_Force_Report.pdf\" target=\"_blank\">piloting micro-credentials\u003c/a> as a pathway toward relicensure with 60 teachers. The state is in the early stages of its program, but is working with stakeholders across the state to address issues of quality, assessment and the experiences of teachers earning micro-credentials. Advocates of micro-credentials hope that if Tennessee’s pilot progresses smoothly, it could be the first state to formalize micro-credentials in this way.\u003c/p>\n\u003cp>Seminole County Public Schools is also looking at how micro-credentials could shake up existing models of professional development after surveying its educators and finding that 70 percent of respondents were dissatisfied with workshops where they show up to “sit and get.” Teachers want more follow-up, and help putting ideas into practice. While there is no district micro-credentialing program yet, 85 teachers in the district are currently working on one designed by the \u003ca href=\"http://www.leonschools.net/cms/lib7/FL01903265/Centricity/Domain/262/Growth%20Mindset%20Micro-credential%20District%20Information%20Sheet.pdf\" target=\"_blank\">Florida Department of Education and Digital Promise\u003c/a>.\u003c/p>\n\u003cp>Seminole County is also working to build a network of Central Florida districts that recognize micro-credentials before jumping in feet first, said Ryan Peetz, who manages blended learning and digital learning implementation for the district. “We shouldn't be creating something that isn’t going to apply to the other districts around us,” Peetz said. That way, if a teacher moves to a new district, he or she can go knowing their hard work will be recognized elsewhere.\u003c/p>\n\u003cp>These are just a few of the initiatives happening around the country.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The micro-credential movement is still quite small, and many districts are still exploring how it might fit into existing pay, licensing and evaluation structures. Digital Promise has been trying to ensure that the micro-credentials that do exist are high quality by emphasizing that they should be \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/how-it-works/\" target=\"_blank\">research-based, evidence-based and assessment-based\u003c/a>. Advocates hope that \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/03/micro-credentialsforimpact.pdf\" target=\"_blank\">setting standards for high-quality micro-credentials\u003c/a> early will provide a strong foundation as more companies and nonprofits begin offering them.\u003c/p>\n\u003cp>If the movement grows, keeping the offerings high quality will be essential to their success, but it’s also an expensive endeavor. So far, organizations like Center for Teaching Quality and Digital Promise have shouldered those costs using philanthropic dollars, but reviewing micro-credential submissions takes capacity and could be quite expensive. Kettle Moraine uses its own teachers to evaluate district-initiated micro-credentials and pays them for that work. Two reviewers look at the evidence a teacher submits, and if they don’t agree a third person breaks the tie. Superintendent Deklotz says being a reviewer is great professional learning in and of itself.\u003c/p>\n\u003cp>“Everyone who is sitting on that review would tell you they are a better teacher because of their understanding of the system. They will rave about what they have learned simply by reviewing,” Deklotz said. Other districts, like Seminole County, aren’t so sure about having teachers evaluate their own peers. They are considering peer reviews by teachers from other districts.\u003c/p>\n\u003cp>Moving forward, the question of high-level rigorous review will be an important one. Leaders in this movement don’t want micro-credentials to be confused with digital badges, essentially a gold star without a lot behind it, or a rubber stamp. Instead, they hope the ecosystem will evolve so that states and districts will be able to identify high-quality courses from the rest and the micro-credential itself will be a form of currency for teachers to demonstrate their knowledge and skills.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*The article has been modified to reflect that while individual districts may require micro-credential evidence to be submitted within a specific time frame, the Digital Promise platform does not.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Learning science says people learn best when they apply new information to their own contexts. When learners can make mistakes, reflect on new strategies, get feedback, and try again they gain a deeper understanding of the topic. But these elements are rarely applied to professional development. School districts spend a lot of money on trainings for educators, but the\u003ca href=\"https://s3.amazonaws.com/edtech-production/reports/Gates-PDMarketResearch-Dec5.pdf\"> returns on that investment are not always clear\u003c/a>. Many teachers say that even when the professional development is interesting -- not always a given -- they often feel like it’s one more thing to do in an already jampacked academic schedule. While educators around the country are slowly adopting various approaches that allow them to better differentiate learning for students, the same is rarely true for the adult learners in the system.\u003c/p>\n\u003cp>In order to help teachers learn and and become proficient in relevant skills, a nascent movement of nonprofits, states, districts and educators are exploring what a competency-based professional learning system could look like using micro-credentials. \u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, a nonprofit with a mission of “accelerating innovation in education,” has been a \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/\" target=\"_blank\">strong proponent of micro-credentials\u003c/a>, describing them as competency-based, on-demand, personalized and shareable.\u003c/p>\n\u003cp>Micro-credentials have the benefit of being rooted in classroom practice. In this model, teachers can no longer attend a workshop and receive credit for merely being there. Instead, they must take their learning back into their classrooms and try it out, submitting evidence, receiving feedback from peers and refining their approach. They also have to reflect on what they learned through those experiences. Participating teachers then submit these artifacts, which are evaluated before the micro-credential is awarded. If the reviewers feel the educator did not submit strong enough evidence of learning, they can provide feedback and ask the educators to try again. *\u003c/p>\n\u003cp>“The ability to try it right away in my classroom and to get feedback from my colleagues and the person running the micro-credential was really important,” said Brian Adamczyk, a health and physical education teacher at Kettle Moraine High School in Wisconsin. He’s taken several micro-credentials, including one on idea generation, another on productive research, and a third on effective class discussion. The discussion course involved reading a book, participating in asynchronous online discussions and reflecting on what was going poorly and well in his own implementation of the strategies. Adamczyk appreciated learning from colleagues who teach various ages across the district, all with valuable ideas he could try.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I don't consider it extra work because you're picking what you want to learn about and you're getting to use it right away with the kids.'\u003ccite>Megan Sayas, third-grade teacher\u003c/cite>\u003c/aside>\n\u003cp>In his course on effective class discussion, Adamczyk learned to focus on the depth of his question asking to provoke more thoughtful debate from students. He also tried out various brainstorming techniques to get student ideas out and circulating before diving in on a topic. He likes that he can choose to earn micro-credentials in areas of his practice where he wants to improve and that he can complete them with flexibility, contributing when he has time. Kettle Moraine uses the \u003ca href=\"https://bloomboard.com/\" target=\"_blank\">BloomBoard\u003c/a> platform to house the course materials, artifacts, feedback, discussions, and ultimately the micro-credential itself in a digital portfolio.\u003c/p>\n\u003cfigure id=\"attachment_47479\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2014/05/micro-credentials-full-size.png\">\u003cimg class=\"size-large wp-image-47479\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png\" alt=\"Digital Promise designers created an infographic to explain the benefits they see in micro-credentials.\" width=\"640\" height=\"1372\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-160x343.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-800x1715.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-768x1647.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1180x2530.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-960x2058.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-240x515.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-375x804.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-520x1115.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic.png 1539w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Digital Promise designers created an infographic to explain the benefits they see in micro-credentials. \u003ccite>(\u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/micro-credential-resources-hub/\">Digital Promise\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>KETTLE MORAINE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kettle Moraine, a small suburban Wisconsin district about 30 miles west of Milwaukee, has taken the lead on micro-credentials. For the past several years the district has been focused on personalizing learning for its students by introducing more choice into classrooms, using blended learning strategies and offering multi-age classrooms. In 2011, when the teachers unions in Wisconsin lost much of its bargaining power through the passage of Act 10, Kettle Moraine’s superintendent, \u003ca href=\"http://www.kmsd.edu/domain/256\" target=\"_blank\">Patricia Deklotz\u003c/a>, watched as districts around the state responded by instituting performance-based evaluations. That worried her.\u003c/p>\n\u003cp>“I was extremely concerned that all the work I had been doing to build collaboration would be trashed as they competed,” Deklotz said at a summit on micro-credentials hosted by Digital Promise. “I did not want teachers competing. I think the only way we serve students is collaboratively.”\u003c/p>\n\u003cp>Deklotz decided that rather than focusing on competition in her district, she would use the new latitude to change the compensation structure for teachers so they could add to their base pay for completing micro-credentials of their choosing. Deklotz liked this approach because it would give her teachers the chance to personalize their own professional learning, and give them some of the choice and agency that she hoped they would turn around and apply in their classrooms. Deklotz acknowledges that initially there was pushback from the most senior teachers “until they realized that they could increase their compensation beyond what was the top of our salary scale.”\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING OWNERSHIP\u003c/strong>\u003c/p>\n\u003cp>Adamczyk said the most in-depth micro-credentials took him about nine or 10 weeks to complete, but said “the time is worth it when you see the results in your class.” For him, being trusted to choose the courses that will most benefit his growth or a particular group of students is a big step toward treating teachers as professionals. And, knowing that earning a micro-credential will add to his base pay is a nice incentive to pursue these opportunities.\u003c/p>\n\u003cp>In Kettle Moraine teachers can earn $200, $400 or $600 toward their base pay, depending on the type of micro-credential. The district allows teachers to take courses through outside nonprofits like Digital Promise, district-created micro-credentials or individually proposed credentials. The micro-credential must be pre-approved in order to count toward compensation, so that district leadership can keep an eye on costs.\u003c/p>\n\u003cp>“It has created the most impact of any initiative I’ve ever had in education,” Superintendent Deklotz said. As soon as the district instituted the policy, educators were developing ideas for micro-credentials. A literacy coach proposed a micro-credential on literacy across disciplines, and immediately 42 people signed up to take it.\u003c/p>\n\u003cp>“They were working on a goal we knew we wanted to accomplish, but doing it in a way to recognize the expertise of our educators,” Deklotz said. Rather than bringing in an outside expert, the group worked together to read research, apply ideas in the classroom and discuss. Deklotz said it is the first time she has seen teachers take ownership over district goals that were previously top-down initiatives.\u003c/p>\n\u003cp>“There’s an efficacy you see in teachers that are involved in this work that I think is awakening that sleeping giant. I think part of the power is giving them a voice in diagnosing and meeting the needs of students,” she said.\u003c/p>\n\u003cp>Megan Sayas, a third-grade teacher at Cushing Elementary, has taken numerous micro-credentials, often with her grade-level team. She’s found this approach particularly helpful because then she and her colleagues are on the same page about goals in the classroom. The third-grade team is unusually collaborative, often sharing students and rotating them between teachers for different subjects. Sayas and her two colleagues took a micro-credential about fostering a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\">growth mindset\u003c/a> in the classroom through Digital Promise last year, and are now jointly working to build in activities and habits of mind at the beginning of each school year.\u003c/p>\n\u003cp>Some of Sayas’ colleagues have been skeptical that the micro-credential is just more work on top of the already hectic and overwhelming job of teaching. But Sayas says because the learning directly ties into her classroom goals, and she can see gains immediately, she doesn’t feel that way. “I don’t consider it extra work because you’re picking what you want to learn about and you’re getting to use it right away with the kids,” she said. She, like Adamczyk, noted that being compensated for the work is a nice gesture from the district, but that the freedom to personalize her own professional growth has been rewarding on its own.\u003c/p>\n\u003cp>Last year Sayas tried to focus on tying together science, technology, engineering and math (STEM) concepts \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/22/five-ways-design-and-making-can-help-science-education-come-alive/\" target=\"_blank\">through design\u003c/a>. She wasn’t completely sure how to do that, although she knew it was one of the goals for elementary science, so she took a micro-credential on how to incorporate \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/16/design-thinking-deconstructed/\" target=\"_blank\">design thinking\u003c/a> into her class. Her students designed, tested, built and iterated on boat designs that would not only float, but also hold as many pennies as possible. She was already planning to teach an integrated project, but the micro-credential gave her some resources and research backing to begin that process with some support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zFi1TvTygsg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nWHAT'S HAPPENING ELSEWHERE?\u003c/strong>\u003c/p>\n\u003cp>While Kettle Moraine has the most developed micro-credential program, other districts and states are exploring the possibilities as well. Every district operates within its own context and has its own restraints, but many educators are excited at a type of professional development that is competency-based, grounded in research, and is assessed for how it was implemented in the classroom.\u003c/p>\n\u003cp>San Lorenzo School District science coordinator Jim Clark is grappling with the thorny problem of helping middle and high school teachers adapt to the Next Generation Science Standards (NGSS) using a micro-credentialing model. He gives teachers the option of attending a two-hour workshop on a specific skill and then asks them to use that skill in their classrooms. Clark observes and gives feedback. Teachers get one micro-credential for this cycle and Clark is working to have micro-credentials recognized for advancement in the district’s salary scale.\u003c/p>\n\u003cp>“It just seemed like a really good way to address one of my main concerns, which is that there is a widespread support network for all of our teachers, which means tapping into the expertise that our teachers have,” Clark said. The NGSS represents a substantial shift in how teachers develop science lessons, and teachers need practice engaging students with content through interesting real-world phenomena. Clark sees micro-credentials as a way to recognize teachers’ hard work to develop their teaching practice in key areas, and hopes those who have been through the process will become resources for other teachers in their buildings. Ultimately, he hopes the science department across the district will be a cooperative, teamlike environment that will make teachers want to stay in the district.\u003c/p>\n\u003cp>Tennessee is currently \u003ca href=\"http://tn.gov/assets/entities/education/attachments/Personalized_Learning_Task_Force_Report.pdf\" target=\"_blank\">piloting micro-credentials\u003c/a> as a pathway toward relicensure with 60 teachers. The state is in the early stages of its program, but is working with stakeholders across the state to address issues of quality, assessment and the experiences of teachers earning micro-credentials. Advocates of micro-credentials hope that if Tennessee’s pilot progresses smoothly, it could be the first state to formalize micro-credentials in this way.\u003c/p>\n\u003cp>Seminole County Public Schools is also looking at how micro-credentials could shake up existing models of professional development after surveying its educators and finding that 70 percent of respondents were dissatisfied with workshops where they show up to “sit and get.” Teachers want more follow-up, and help putting ideas into practice. While there is no district micro-credentialing program yet, 85 teachers in the district are currently working on one designed by the \u003ca href=\"http://www.leonschools.net/cms/lib7/FL01903265/Centricity/Domain/262/Growth%20Mindset%20Micro-credential%20District%20Information%20Sheet.pdf\" target=\"_blank\">Florida Department of Education and Digital Promise\u003c/a>.\u003c/p>\n\u003cp>Seminole County is also working to build a network of Central Florida districts that recognize micro-credentials before jumping in feet first, said Ryan Peetz, who manages blended learning and digital learning implementation for the district. “We shouldn't be creating something that isn’t going to apply to the other districts around us,” Peetz said. That way, if a teacher moves to a new district, he or she can go knowing their hard work will be recognized elsewhere.\u003c/p>\n\u003cp>These are just a few of the initiatives happening around the country.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The micro-credential movement is still quite small, and many districts are still exploring how it might fit into existing pay, licensing and evaluation structures. Digital Promise has been trying to ensure that the micro-credentials that do exist are high quality by emphasizing that they should be \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/how-it-works/\" target=\"_blank\">research-based, evidence-based and assessment-based\u003c/a>. Advocates hope that \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/03/micro-credentialsforimpact.pdf\" target=\"_blank\">setting standards for high-quality micro-credentials\u003c/a> early will provide a strong foundation as more companies and nonprofits begin offering them.\u003c/p>\n\u003cp>If the movement grows, keeping the offerings high quality will be essential to their success, but it’s also an expensive endeavor. So far, organizations like Center for Teaching Quality and Digital Promise have shouldered those costs using philanthropic dollars, but reviewing micro-credential submissions takes capacity and could be quite expensive. Kettle Moraine uses its own teachers to evaluate district-initiated micro-credentials and pays them for that work. Two reviewers look at the evidence a teacher submits, and if they don’t agree a third person breaks the tie. Superintendent Deklotz says being a reviewer is great professional learning in and of itself.\u003c/p>\n\u003cp>“Everyone who is sitting on that review would tell you they are a better teacher because of their understanding of the system. They will rave about what they have learned simply by reviewing,” Deklotz said. Other districts, like Seminole County, aren’t so sure about having teachers evaluate their own peers. They are considering peer reviews by teachers from other districts.\u003c/p>\n\u003cp>Moving forward, the question of high-level rigorous review will be an important one. Leaders in this movement don’t want micro-credentials to be confused with digital badges, essentially a gold star without a lot behind it, or a rubber stamp. Instead, they hope the ecosystem will evolve so that states and districts will be able to identify high-quality courses from the rest and the micro-credential itself will be a form of currency for teachers to demonstrate their knowledge and skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Riddles are a fun way to get students thinking logically and tackling problems that can seem overwhelming at first. In this\u003ca href=\"https://ed.ted.com/lessons/can-you-solve-the-counterfeit-coin-riddle-jennifer-lu\"> TED-Ed riddle\u003c/a>, students are put in the position of a famous mathematician who has been jailed by his king, but has a chance at freedom if he can figure out which of 12 seemingly identical coins has been counterfeited by a corrupt official. The video sets up the conditions of the riddle at the beginning and the answer comes at 1:18.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=tE2dZLDJSjA\u003c/p>\n\u003cp>This \u003ca href=\"https://ed.ted.com/lessons/can-you-solve-the-river-crossing-riddle-lisa-winer\">second riddle\u003c/a> is a classic river crossing problem with unique limitations that force students to think through various options. The video even offers some problem solving strategies, that could be used as clues. The answer comes at 1:04 in this video.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ADR7dUoVh_c\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>PITTSBURGH — At Forest Grove Elementary School, along the Ohio River just northwest of Pittsburgh, the Rust Belt is giving way to educational innovation. In a windowless room in the library, first- and second-graders experiment with a strange teaching device that’s half computer and half wooden play table. A giant computer screen looms over the table, and a touch-screen tablet is built into the table’s surface. A dancing cartoon gorilla appears on both screens, while a disembodied female voice commands two students to erect towers. The children reach into two bins of colorful wooden blocks and oversized Legos and build.\u003c/p>\n\u003cp>Suddenly the table shakes wildly. The towers fall. Laughter ensues.\u003c/p>\n\u003cp>The kids rebuild. The table shakes. The blocks topple again.\u003c/p>\n\u003cp>The gorilla voice asks the children to place two different shapes on the earthquake table and guess which will fall first when the table shakes. A boy named Damon taps the picture of the smaller tower on the right side of the tablet screen. When the table shakes, the small tower remains standing.\u003c/p>\n\u003cp>“Uh-oh, your prediction was not quite right,” the computer voice responds. “The left tower fell first. Why do you think this tower fell first? Because it is taller, because it has a thinner base, because it has more weight on top than bottom, because it is not symmetrical or same on both sides?”\u003c/p>\n\u003cfigure id=\"attachment_47297\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/Jill-Barshay-Pittsburgh-Data-Geeks4-1-e1483992946762.jpg\" alt=\"A prototype of Nesra Yannier's "mixed-reality" teaching machine in a laboratory of Carnegie Mellon University. \" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">A prototype of Nesra Yannier's \"mixed-reality\" teaching machine in a laboratory of Carnegie Mellon University. \u003ccite>(Jill Barshay)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Damon’s classmate Lauren quickly taps the first of the four choices on the tablet screen without discussion, eager to get her hands on some blocks to start building again.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Good job,” the voice responds. “It fell first because it was taller than the other tower. Click ‘continue’ to play again.”\u003c/p>\n\u003cp>About 20 minutes into these amusing build-and-bust cycles, the voice develops a broken-record speech impediment: “Because it. Because it. Because it …”\u003c/p>\n\u003cp>Nesra Yannier, the inventor of this teaching machine, confidently smiles. She’s a postdoctoral student at nearby Carnegie Mellon University in a new field called “Human-Computer Interaction.” A computer scientist, she opens a door in the table’s guts where a laptop computer is hidden, types on its keyboard and, within seconds, the animated gorilla is back to her pedagogical self again. “Please clear the old towers off table,” the voice instructs, “Place these towers on the table. Good job.”\u003c/p>\n\u003cp>Yannier’s research experiment is part of a partnership between Forest Grove’s school district and Carnegie Mellon to see if high-tech ideas can improve teaching and learning. Yannier calls her machine “mixed reality” — part digital and part analog at the same time. Her work is one of several research efforts to let children take advantage of the instant feedback that computerized instruction offers without losing the tactile joys and social interactions of the real world.\u003c/p>\n\u003cp>Some tech companies are also trying to mix hands-on play with digital learning. A company called Sphero, for example, has successfully marketed a ball to teach coding, geometry and genetics. Toymail has invented a two-way communications device that can be used to transmit lessons. Most of these efforts are essentially cute toys with educational uses. Yannier’s invention, by contrast, is a giant piece of furniture intended for schools and museums.\u003c/p>\n\u003cp>With it, she joins a debate in education about whether or not very young children should be taught through computers at school, even some of the time. Advocates like the way that educational software can alert kids to their mistakes right away and help to fix them more quickly. Sophisticated programs can adjust to each student’s needs and pace, like a personal tutor. Teachers can get real-time feedback on what students are struggling with. Plus, video game animations can be so adorably entertaining. Kids love them.\u003c/p>\n\u003cfigure id=\"attachment_47294\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47294\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/Jill-Barshay-Pittsburgh-Data-Geeks3-e1483992900159.jpg\" alt=\"Nesra Yannier reacts to student responses during an experiment at Forest Grove Elementary School \" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Nesra Yannier reacts to student responses during an experiment at Forest Grove Elementary School \u003ccite>(Jill Barshay)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Several years ago, after obtaining a master’s degree in learning design and technology at Stanford University, Yannier had misgivings about her career path. “Most technology is so isolating,” she said. “I didn’t want that.”\u003c/p>\n\u003cp>Yannier was deeply affected by a robotics competition in her native Turkey, where she coached underprivileged students to build and program a wheelchair. Her team won, and the motivating power of group work left an impression on her. She didn’t want to spend her career designing software that would result in students sitting silently with headphones in front of computers.\u003c/p>\n\u003cp>So when she arrived as a Ph.D. student at Carnegie Mellon, Yannier decided to invent a new kind of educational machine with which kids could learn together. Hers would use a real table with real blocks — and a computer at the heart of it that uses motion sensors to “see” what students are doing. A camera transmits a near-infrared light to the objects on the table, and when the light bounces back, like sonar, it sends information back to the transmitter, which forms a 3-D image of what is on the table. Thus, the computer can “see” what shape the block towers are taking and whether or not they’re still standing.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>In 2015 she began testing her shaking table contraption to see how well young kids, ages 6 through 8, could learn basic physics principles from it. Yannier began with two lesson plans: one given to kids only on the computer; and one given to a different group of kids using her mixed-reality contraption. Both lessons guided students to discover concepts through a series of questions, rather than just teaching kids to memorize and regurgitate facts. She had the children take a test before and after the lesson to gauge how much they learned. She found that students learned five times as much using her machine as they did from solely using software on a flat computer screen.\u003c/p>\n\u003cp>The astounding result surprised Yannier’s dissertation advisor, Ken Koedinger, because other Carnegie Mellon researchers had failed to find educational benefits from teaching middle-schoolers with actual objects (such as a stretchy spring) compared to computerized simulations. Koedinger speculated that older kids might be better able to process information on a flat screen than younger kids. “I do think our brains take some time to process a 2-D display,” Koedinger said.\u003c/p>\n\u003cp>To develop her prototype, Yannier tried various combinations of the physical and virtual. Instead of a real earthquake table that actually shakes, she had students shake a tablet to see if a virtual tower would fall. That didn’t work too well. “Shaking a tablet wasn’t improving learning or enjoyment,” she said. “You need the physical trigger.”\u003c/p>\n\u003cp>In her pilot tests, she also experimented with just how much of the physical world to mix with the technological world, and found that kids went off task more often as the pendulum swung toward the physical. “If you have a really great teacher, maybe you can guide them,” she said. “It’s hard to keep the kids from going off task.” (It’s an open question whether a human teacher could get just as strong outcomes with these youngsters as Yannier’s contraption; Yannier hasn’t checked that, and doesn’t plan to do so.)\u003c/p>\n\u003cfigure id=\"attachment_47293\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47293\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/Jill-Barshay-Pittsburgh-Data-Geeks2-e1483992853110.jpg\" alt=\"A tower of blocks on Nesra Yannier's earthquake table during an experiment at Forest Grove Elementary School.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">A tower of blocks on Nesra Yannier's earthquake table during an experiment at Forest Grove Elementary School. \u003ccite>(Jill Barshay)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the elementary school, the gorilla voice keeps Damon and Lauren on task, asking them to find wooden blocks that match the ones pictured on the screen and place them on the earthquake table. One is shaped like a lowercase ‘t,’ and the other is the same, but upside-down. Which one will fall?\u003c/p>\n\u003cp>This turns out to be one of the hardest questions in the lesson. Koedinger, the professor, admits he got this one wrong when he tried it. He imagined his daughter’s arms extended out on the high beam to maintain balance in gymnastics class. But Damon and Lauren correctly guess that the upside-down ‘t’ will survive the tremors.\u003c/p>\n\u003cp>“Good job,” the computer table says.\u003c/p>\n\u003cp>In an earlier experiment with her machine, Yannier tested another long-debated educational theory: Do kids learn best individually, or collaboratively in pairs? She found that some students collaborated productively and had great learning gains. But others just distracted each other. When averaged, the two canceled each other out, and her results showed that, overall, collaborative learning was no better than solitary learning.\u003c/p>\n\u003cp>But, Yannier explained, “the teacher feedback was that they liked the productive dialogue. The teachers and parents liked it, so I kept it.”\u003c/p>\n\u003cp>In fact, a school district leader said that his favorite part of Yannier’s experiments was that they require students to work collaboratively, something he thinks will better prepare students for the workforce.\u003c/p>\n\u003cp>So far, Yannier’s earthquake table seems like a joyful way to learn about centers of gravity, symmetry and balance. Could it be adapted to teach anything else, such as fractions? Yannier said she’s working on creating a table with a two-armed balance scale, which will be more conducive to math and physics instruction. Whether it will be as engaging as earthquakes and toppling blocks is another question.\u003c/p>\n\u003cp>Another problem is size. The table and screen together are more than six feet wide, deep and tall. The machine looks more like a museum installation than classroom equipment.\u003c/p>\n\u003cp>Moreover, it’s not a very efficient teacher, since only two kids can build towers at a time, and, at the moment, it requires an adult’s constant presence to set things up and deal with technical glitches.\u003c/p>\n\u003cp>Yannier has added wheels and folding wings to her contraption to make it portable, so that it can be used in a classroom as kids rotate through different stations. And she wants to add an intelligent tutoring system, to personalize instruction so that more advanced kids can be given more advanced tasks and challenges.\u003c/p>\n\u003cp>Despite the fact that Yannier’s invention is still a work in progress, with a lack of clarity over what it can and cannot teach, there’s already interest in commercializing it. Both the Fred Rogers Foundation and Carnegie Mellon University awarded her grants to spin her idea off into a company, which she is launching alongside her research work. (Yannier said she’s going to call it NoRILLA, which memorably rhymes with gorilla, but is an acronym for this mouthful: Novel Research-based Intelligent Lifelong Learning Apparatus.)\u003c/p>\n\u003cp>Yannier might be onto something. After more than an hour of lessons, and pre-tests and post-tests, Damon and Lauren don’t want to leave the table.\u003c/p>\n\u003cp>“Me have great idea,” Damon says in an Elmo voice, and asks if they can keep building. The two build an enormous structure with a giant cantilever arm. It falls before the earthquake even hits. Then they tinker some more and build another beast — still with a cantilever arm, but this time with a much larger base. It miraculously withstands six seconds of shakes.\u003c/p>\n\u003cp>“It’s cool,” Damon declares. Indeed, it is.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our newsletter to get a weekly update on \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">blended learning\u003c/a>\u003cstrong>. \u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>PITTSBURGH — At Forest Grove Elementary School, along the Ohio River just northwest of Pittsburgh, the Rust Belt is giving way to educational innovation. In a windowless room in the library, first- and second-graders experiment with a strange teaching device that’s half computer and half wooden play table. A giant computer screen looms over the table, and a touch-screen tablet is built into the table’s surface. A dancing cartoon gorilla appears on both screens, while a disembodied female voice commands two students to erect towers. The children reach into two bins of colorful wooden blocks and oversized Legos and build.\u003c/p>\n\u003cp>Suddenly the table shakes wildly. The towers fall. Laughter ensues.\u003c/p>\n\u003cp>The kids rebuild. The table shakes. The blocks topple again.\u003c/p>\n\u003cp>The gorilla voice asks the children to place two different shapes on the earthquake table and guess which will fall first when the table shakes. A boy named Damon taps the picture of the smaller tower on the right side of the tablet screen. When the table shakes, the small tower remains standing.\u003c/p>\n\u003cp>“Uh-oh, your prediction was not quite right,” the computer voice responds. “The left tower fell first. Why do you think this tower fell first? Because it is taller, because it has a thinner base, because it has more weight on top than bottom, because it is not symmetrical or same on both sides?”\u003c/p>\n\u003cfigure id=\"attachment_47297\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/Jill-Barshay-Pittsburgh-Data-Geeks4-1-e1483992946762.jpg\" alt=\"A prototype of Nesra Yannier's "mixed-reality" teaching machine in a laboratory of Carnegie Mellon University. \" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">A prototype of Nesra Yannier's \"mixed-reality\" teaching machine in a laboratory of Carnegie Mellon University. \u003ccite>(Jill Barshay)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Damon’s classmate Lauren quickly taps the first of the four choices on the tablet screen without discussion, eager to get her hands on some blocks to start building again.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Good job,” the voice responds. “It fell first because it was taller than the other tower. Click ‘continue’ to play again.”\u003c/p>\n\u003cp>About 20 minutes into these amusing build-and-bust cycles, the voice develops a broken-record speech impediment: “Because it. Because it. Because it …”\u003c/p>\n\u003cp>Nesra Yannier, the inventor of this teaching machine, confidently smiles. She’s a postdoctoral student at nearby Carnegie Mellon University in a new field called “Human-Computer Interaction.” A computer scientist, she opens a door in the table’s guts where a laptop computer is hidden, types on its keyboard and, within seconds, the animated gorilla is back to her pedagogical self again. “Please clear the old towers off table,” the voice instructs, “Place these towers on the table. Good job.”\u003c/p>\n\u003cp>Yannier’s research experiment is part of a partnership between Forest Grove’s school district and Carnegie Mellon to see if high-tech ideas can improve teaching and learning. Yannier calls her machine “mixed reality” — part digital and part analog at the same time. Her work is one of several research efforts to let children take advantage of the instant feedback that computerized instruction offers without losing the tactile joys and social interactions of the real world.\u003c/p>\n\u003cp>Some tech companies are also trying to mix hands-on play with digital learning. A company called Sphero, for example, has successfully marketed a ball to teach coding, geometry and genetics. Toymail has invented a two-way communications device that can be used to transmit lessons. Most of these efforts are essentially cute toys with educational uses. Yannier’s invention, by contrast, is a giant piece of furniture intended for schools and museums.\u003c/p>\n\u003cp>With it, she joins a debate in education about whether or not very young children should be taught through computers at school, even some of the time. Advocates like the way that educational software can alert kids to their mistakes right away and help to fix them more quickly. Sophisticated programs can adjust to each student’s needs and pace, like a personal tutor. Teachers can get real-time feedback on what students are struggling with. Plus, video game animations can be so adorably entertaining. Kids love them.\u003c/p>\n\u003cfigure id=\"attachment_47294\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47294\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/Jill-Barshay-Pittsburgh-Data-Geeks3-e1483992900159.jpg\" alt=\"Nesra Yannier reacts to student responses during an experiment at Forest Grove Elementary School \" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Nesra Yannier reacts to student responses during an experiment at Forest Grove Elementary School \u003ccite>(Jill Barshay)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Several years ago, after obtaining a master’s degree in learning design and technology at Stanford University, Yannier had misgivings about her career path. “Most technology is so isolating,” she said. “I didn’t want that.”\u003c/p>\n\u003cp>Yannier was deeply affected by a robotics competition in her native Turkey, where she coached underprivileged students to build and program a wheelchair. Her team won, and the motivating power of group work left an impression on her. She didn’t want to spend her career designing software that would result in students sitting silently with headphones in front of computers.\u003c/p>\n\u003cp>So when she arrived as a Ph.D. student at Carnegie Mellon, Yannier decided to invent a new kind of educational machine with which kids could learn together. Hers would use a real table with real blocks — and a computer at the heart of it that uses motion sensors to “see” what students are doing. A camera transmits a near-infrared light to the objects on the table, and when the light bounces back, like sonar, it sends information back to the transmitter, which forms a 3-D image of what is on the table. Thus, the computer can “see” what shape the block towers are taking and whether or not they’re still standing.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>In 2015 she began testing her shaking table contraption to see how well young kids, ages 6 through 8, could learn basic physics principles from it. Yannier began with two lesson plans: one given to kids only on the computer; and one given to a different group of kids using her mixed-reality contraption. Both lessons guided students to discover concepts through a series of questions, rather than just teaching kids to memorize and regurgitate facts. She had the children take a test before and after the lesson to gauge how much they learned. She found that students learned five times as much using her machine as they did from solely using software on a flat computer screen.\u003c/p>\n\u003cp>The astounding result surprised Yannier’s dissertation advisor, Ken Koedinger, because other Carnegie Mellon researchers had failed to find educational benefits from teaching middle-schoolers with actual objects (such as a stretchy spring) compared to computerized simulations. Koedinger speculated that older kids might be better able to process information on a flat screen than younger kids. “I do think our brains take some time to process a 2-D display,” Koedinger said.\u003c/p>\n\u003cp>To develop her prototype, Yannier tried various combinations of the physical and virtual. Instead of a real earthquake table that actually shakes, she had students shake a tablet to see if a virtual tower would fall. That didn’t work too well. “Shaking a tablet wasn’t improving learning or enjoyment,” she said. “You need the physical trigger.”\u003c/p>\n\u003cp>In her pilot tests, she also experimented with just how much of the physical world to mix with the technological world, and found that kids went off task more often as the pendulum swung toward the physical. “If you have a really great teacher, maybe you can guide them,” she said. “It’s hard to keep the kids from going off task.” (It’s an open question whether a human teacher could get just as strong outcomes with these youngsters as Yannier’s contraption; Yannier hasn’t checked that, and doesn’t plan to do so.)\u003c/p>\n\u003cfigure id=\"attachment_47293\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47293\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/Jill-Barshay-Pittsburgh-Data-Geeks2-e1483992853110.jpg\" alt=\"A tower of blocks on Nesra Yannier's earthquake table during an experiment at Forest Grove Elementary School.\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">A tower of blocks on Nesra Yannier's earthquake table during an experiment at Forest Grove Elementary School. \u003ccite>(Jill Barshay)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the elementary school, the gorilla voice keeps Damon and Lauren on task, asking them to find wooden blocks that match the ones pictured on the screen and place them on the earthquake table. One is shaped like a lowercase ‘t,’ and the other is the same, but upside-down. Which one will fall?\u003c/p>\n\u003cp>This turns out to be one of the hardest questions in the lesson. Koedinger, the professor, admits he got this one wrong when he tried it. He imagined his daughter’s arms extended out on the high beam to maintain balance in gymnastics class. But Damon and Lauren correctly guess that the upside-down ‘t’ will survive the tremors.\u003c/p>\n\u003cp>“Good job,” the computer table says.\u003c/p>\n\u003cp>In an earlier experiment with her machine, Yannier tested another long-debated educational theory: Do kids learn best individually, or collaboratively in pairs? She found that some students collaborated productively and had great learning gains. But others just distracted each other. When averaged, the two canceled each other out, and her results showed that, overall, collaborative learning was no better than solitary learning.\u003c/p>\n\u003cp>But, Yannier explained, “the teacher feedback was that they liked the productive dialogue. The teachers and parents liked it, so I kept it.”\u003c/p>\n\u003cp>In fact, a school district leader said that his favorite part of Yannier’s experiments was that they require students to work collaboratively, something he thinks will better prepare students for the workforce.\u003c/p>\n\u003cp>So far, Yannier’s earthquake table seems like a joyful way to learn about centers of gravity, symmetry and balance. Could it be adapted to teach anything else, such as fractions? Yannier said she’s working on creating a table with a two-armed balance scale, which will be more conducive to math and physics instruction. Whether it will be as engaging as earthquakes and toppling blocks is another question.\u003c/p>\n\u003cp>Another problem is size. The table and screen together are more than six feet wide, deep and tall. The machine looks more like a museum installation than classroom equipment.\u003c/p>\n\u003cp>Moreover, it’s not a very efficient teacher, since only two kids can build towers at a time, and, at the moment, it requires an adult’s constant presence to set things up and deal with technical glitches.\u003c/p>\n\u003cp>Yannier has added wheels and folding wings to her contraption to make it portable, so that it can be used in a classroom as kids rotate through different stations. And she wants to add an intelligent tutoring system, to personalize instruction so that more advanced kids can be given more advanced tasks and challenges.\u003c/p>\n\u003cp>Despite the fact that Yannier’s invention is still a work in progress, with a lack of clarity over what it can and cannot teach, there’s already interest in commercializing it. Both the Fred Rogers Foundation and Carnegie Mellon University awarded her grants to spin her idea off into a company, which she is launching alongside her research work. (Yannier said she’s going to call it NoRILLA, which memorably rhymes with gorilla, but is an acronym for this mouthful: Novel Research-based Intelligent Lifelong Learning Apparatus.)\u003c/p>\n\u003cp>Yannier might be onto something. After more than an hour of lessons, and pre-tests and post-tests, Damon and Lauren don’t want to leave the table.\u003c/p>\n\u003cp>“Me have great idea,” Damon says in an Elmo voice, and asks if they can keep building. The two build an enormous structure with a giant cantilever arm. It falls before the earthquake even hits. Then they tinker some more and build another beast — still with a cantilever arm, but this time with a much larger base. It miraculously withstands six seconds of shakes.\u003c/p>\n\u003cp>“It’s cool,” Damon declares. Indeed, it is.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our newsletter to get a weekly update on \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">blended learning\u003c/a>\u003cstrong>. \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Executive Function Is A Vital Stepping-Stone For Kids' Ability to Learn",
"title": "Why Executive Function Is A Vital Stepping-Stone For Kids' Ability to Learn",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Neuroscientists and educational psychologists are constantly learning more about how children learn and the various influences beyond IQ that affect cognition. Some research, like Carol Dweck’s on \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a> or Angela Duckworth’s on \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">grit\u003c/a>, quickly became catch phrases among educators. At the same time, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/05/05/does-the-grit-narrative-blame-students-for-schools-shortcomings/\" target=\"_blank\">critics have pushed back\u003c/a> against the notion that students underperform only because of cognitive deficits, pointing to an equally pressing need for big changes to teaching practice. Many teachers are trying to combine the research about cognitive skills with more effective teaching practices. They are finding that whether students are working on self-directed projects or worksheets, executive functioning skills are important.\u003c/p>\n\u003cp>Bruce Wexler has been studying executive functioning -- a group of \u003ca href=\"http://www.c8sciences.com/about/8ccc/\" target=\"_blank\">cognitive abilities\u003c/a> crucial for managing oneself and information -- for the past 20 years. He first worked with adults, but he began to wonder if he could design interventions specifically for young children to get them started down a positive path before any of the negative secondary qualities associated with under-achievement -- like disengagement, low self-esteem and behavior problems -- began to manifest at school.\u003c/p>\n\u003cp>“The data just keeps coming in about the importance of focus, self-control and working memory for learning and life,” Wexler said in an \u003ca href=\"http://www.edweb.net/brain\" target=\"_blank\">edWeb\u003c/a> webinar. One meta-analysis of six studies found that a child’s executive functioning skills in kindergarten \u003ca href=\"http://eprints.ioe.ac.uk/5971/1/Duckworth2007SchoolReadiness1428.pdf\" target=\"_blank\">predicted reading and math achievement into middle school\u003c/a> and beyond. This research is particularly important because students who have poor executive functioning skills because of trauma, poverty, or diagnosed disorders are missing out on learning. Often these children haven’t had a chance to develop executive functioning skills required for school before arriving there.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4200392/\" target=\"_blank\">Many kinds of interventions can work\u003c/a> to improve executive functioning, another reason researchers feel confident that this cognitive ability is not innate, but rather taught. Martial arts, yoga and exercise, among others, help improve students’ ability to focus and control themselves. Wexler helped design his own intervention, called \u003ca href=\"http://www.c8sciences.com/\" target=\"_blank\">Activate\u003c/a>, which uses a mixture of online games and physical activities to target \u003ca href=\"http://www.c8sciences.com/about/8ccc/sustained-attention/\" target=\"_blank\">focus\u003c/a>, \u003ca href=\"http://www.c8sciences.com/about/8ccc/response-inhibition/\" target=\"_blank\">self-control\u003c/a> and \u003ca href=\"http://www.c8sciences.com/about/8ccc/working-memory/\" target=\"_blank\">working memory\u003c/a>, the skills most closely linked with academic achievement.\u003c/p>\n\u003cp>To test whether the program works Wexler’s company, C8Sciences, took \u003ca href=\"http://www.c8sciences.com/about/nih-toolbox-assessments/\" target=\"_blank\">executive function tests \u003c/a>designed by the National Institutes of Health and made them Web-based so teachers could use them in class. These tests helped Wexler’s team learn about the relative areas of cognitive weaknesses in students before using the Activate program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Soon it became evident that not only did we want that information, but that it was very valuable for teachers,” Wexler said. It’s often hard for a teacher to know when a student isn’t learning something because of a lack of executive functioning capacity, because it hasn’t been taught well enough, or because the student just needs more time with the content. The online diagnostic tests helped give them valuable insight to tailor their teaching.\u003c/p>\n\u003cp>After determining a baseline for students, Wexler’s team asked teachers to use the Activate program and then tested students after four months to see how it affected their cognitive abilities. Early tests showed the training \u003ca href=\"http://www.c8schools.com/bristol-kids-improve-test-scores/\" target=\"_blank\">improved working memory\u003c/a>, but Wexler was more interested in whether the training would carry over into \u003ca href=\"http://www.c8schools.com/academic-outcomes/\" target=\"_blank\">academic achievement\u003c/a>, so he tested third-graders from a low-income school on reading proficiency. In the test group that used Activate, 83 percent of students reached third-grade reading proficiency, compared to 58 percent districtwide. On a first-grade math proficiency test, 92 percent of students in the test group reached proficiency, compared to 63 percent districtwide. In another first-grade class at the same school that did not receive the training, only 53 percent of students reached proficiency.\u003c/p>\n\u003cp>“Training these executive functions leads to improvement in achievement schools,” Wexler concluded. And the effects seemed to last through the summer. Another test showed kindergartners who received the training showed better executive functioning skills when they started first grade than their peers.\u003c/p>\n\u003cp>When Wexler compared the effects he was seeing to other interventions -- like one-on-one tutoring, summer and after-school programming -- improving executive functioning skills had a much bigger effect. “Training a whole classroom in focus, self-control, and memory has a bigger effect on math achievement than providing one-on-one tutoring,” Wexler said. Tutoring had the next strongest effect.\u003c/p>\n\u003cp>Executive functioning training also seems to make a difference regardless of student IQ. “Its effect was four times as big as the differences in IQ,” Wexler said. “Of course IQ is important, but executive functioning is something we can do something about.”\u003c/p>\n\u003cp>\u003cstrong>SCHOOLS FOCUSING ON EXECUTIVE FUNCTIONING\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.carlisleschools.org/\" target=\"_blank\">Carlisle Area School District\u003c/a> has taken the research on executive function and put it into practice, especially in K-5 schools where educators hope to improve these cognitive skills early so students don’t fall behind. District leaders started by educating teachers about different neural pathways and why problems with executive functioning could lead to problems with learning. In trainings they give teachers scenarios, and ask them to identify a student’s cognitive weakness based on behavior, and then design an intervention. They also ask teachers to reflect on their own cognitive weaknesses and where they might be able to identify with a disorganized student or one who has a hard time staying on task.\u003c/p>\n\u003cp>Carlisle teachers also have a long list of strategies they integrate into the day with the whole class that emphasize \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/03/20-strategies-for-motivating-reluctant-learners/\">brain breaks\u003c/a>, exercise and routines. Additionally, some children need more help developing executive functioning, and educators differentiate strategies for them as well. They often talk to students about how their brain works and emphasize that when their “amygdala is hijacked,” they need to stop and think about the next action rather than lashing out.\u003c/p>\n\u003cp>\u003cstrong>STRATEGIES\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Breathing buddies: Students lie down on the floor with a favorite stuffed animal on their chests. They slowly breathe in and out, watching the animal rise and fall. This helps students calm down when they are upset and gives them a strategy to implement when they feel themselves getting worked up.\u003c/li>\n\u003cli>Teachers keep “meta boxes” in their classrooms full of fidget toys students can use to help them pay attention when they feel like they need to move.\u003c/li>\n\u003cli>When transitioning between subjects or recess, teachers often play calming music and let only five kids in at a time to limit the chaos.\u003c/li>\n\u003cli>Many elementary school teachers have had the experience of asking a question, seeing many hands in the air, but then calling on a student who says he forgot. That could be a working memory problem. Some Carlisle teachers are proactively addressing this by letting those kids record their thoughts on paper or a device so they can contribute when they’re called on.\u003c/li>\n\u003cli>Carlisle was an early adopter of Wexler’s Activate program, too. The iPad lessons focus on typical working memory games that require students to remember the order of things, progressively getting harder as the game develops. The physical games reinforce the online learning with social interactions that help embed the memories in movement. Mass ball is one game that requires students to throw a ball in a specific sequence. Students have to juggle paying attention to the order and catching the ball.\u003c/li>\n\u003cli>Carlisle teachers also have students do a lot of balancing games, which help with executive functioning. Teachers might ask students to walk on a line balancing bean bags on their heads or to do the same walk on tiptoe. Teachers also use relay races to get kids moving, since exercise alone helps with executive functioning.\u003c/li>\n\u003c/ul>\n\u003cp>Adults have an attention span of about 12 minutes with a fully developed executive functioning system, so it’s no wonder kids can’t focus without a break. “It cannot be overemphasized that all of us need to be thinking about taking information in smaller chunks,” said Malinda Mikesell, the reading supervisor for the Carlisle Area School District. She said kids need an opportunity to do something with the information on their own before having the chance to reset for the next chunk of information.\u003c/p>\n\u003cp>“We have mature executive function systems as adults, so we have to be careful that we’re not putting our perspective onto very immature executive functioning systems,” Mikesell said. She also emphasized that teachers in her district have successfully involved parents in their effort to improve executive functions, educating the adults about the brain and what cognitive weaknesses look like. Often parents have noticed the same lack of short-term memory, difficulty focusing, and disorganization affecting kids at school, and are happy to learn tips to help their child.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Mikesell said Carlisle is in the early stages of evaluating data on how well their approach is working. Early data showed that kids in the Activate program were outperforming peers not in the program on reading tests. Teachers are also reporting stories about disorganized students improving, who never had what they needed for the day or activity. Now those students are able to follow the classroom routines and are benefiting from checklists and visual organizers that teachers put together to help them with their working memory weaknesses.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Neuroscientists and educational psychologists are constantly learning more about how children learn and the various influences beyond IQ that affect cognition. Some research, like Carol Dweck’s on \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a> or Angela Duckworth’s on \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">grit\u003c/a>, quickly became catch phrases among educators. At the same time, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/05/05/does-the-grit-narrative-blame-students-for-schools-shortcomings/\" target=\"_blank\">critics have pushed back\u003c/a> against the notion that students underperform only because of cognitive deficits, pointing to an equally pressing need for big changes to teaching practice. Many teachers are trying to combine the research about cognitive skills with more effective teaching practices. They are finding that whether students are working on self-directed projects or worksheets, executive functioning skills are important.\u003c/p>\n\u003cp>Bruce Wexler has been studying executive functioning -- a group of \u003ca href=\"http://www.c8sciences.com/about/8ccc/\" target=\"_blank\">cognitive abilities\u003c/a> crucial for managing oneself and information -- for the past 20 years. He first worked with adults, but he began to wonder if he could design interventions specifically for young children to get them started down a positive path before any of the negative secondary qualities associated with under-achievement -- like disengagement, low self-esteem and behavior problems -- began to manifest at school.\u003c/p>\n\u003cp>“The data just keeps coming in about the importance of focus, self-control and working memory for learning and life,” Wexler said in an \u003ca href=\"http://www.edweb.net/brain\" target=\"_blank\">edWeb\u003c/a> webinar. One meta-analysis of six studies found that a child’s executive functioning skills in kindergarten \u003ca href=\"http://eprints.ioe.ac.uk/5971/1/Duckworth2007SchoolReadiness1428.pdf\" target=\"_blank\">predicted reading and math achievement into middle school\u003c/a> and beyond. This research is particularly important because students who have poor executive functioning skills because of trauma, poverty, or diagnosed disorders are missing out on learning. Often these children haven’t had a chance to develop executive functioning skills required for school before arriving there.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4200392/\" target=\"_blank\">Many kinds of interventions can work\u003c/a> to improve executive functioning, another reason researchers feel confident that this cognitive ability is not innate, but rather taught. Martial arts, yoga and exercise, among others, help improve students’ ability to focus and control themselves. Wexler helped design his own intervention, called \u003ca href=\"http://www.c8sciences.com/\" target=\"_blank\">Activate\u003c/a>, which uses a mixture of online games and physical activities to target \u003ca href=\"http://www.c8sciences.com/about/8ccc/sustained-attention/\" target=\"_blank\">focus\u003c/a>, \u003ca href=\"http://www.c8sciences.com/about/8ccc/response-inhibition/\" target=\"_blank\">self-control\u003c/a> and \u003ca href=\"http://www.c8sciences.com/about/8ccc/working-memory/\" target=\"_blank\">working memory\u003c/a>, the skills most closely linked with academic achievement.\u003c/p>\n\u003cp>To test whether the program works Wexler’s company, C8Sciences, took \u003ca href=\"http://www.c8sciences.com/about/nih-toolbox-assessments/\" target=\"_blank\">executive function tests \u003c/a>designed by the National Institutes of Health and made them Web-based so teachers could use them in class. These tests helped Wexler’s team learn about the relative areas of cognitive weaknesses in students before using the Activate program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Soon it became evident that not only did we want that information, but that it was very valuable for teachers,” Wexler said. It’s often hard for a teacher to know when a student isn’t learning something because of a lack of executive functioning capacity, because it hasn’t been taught well enough, or because the student just needs more time with the content. The online diagnostic tests helped give them valuable insight to tailor their teaching.\u003c/p>\n\u003cp>After determining a baseline for students, Wexler’s team asked teachers to use the Activate program and then tested students after four months to see how it affected their cognitive abilities. Early tests showed the training \u003ca href=\"http://www.c8schools.com/bristol-kids-improve-test-scores/\" target=\"_blank\">improved working memory\u003c/a>, but Wexler was more interested in whether the training would carry over into \u003ca href=\"http://www.c8schools.com/academic-outcomes/\" target=\"_blank\">academic achievement\u003c/a>, so he tested third-graders from a low-income school on reading proficiency. In the test group that used Activate, 83 percent of students reached third-grade reading proficiency, compared to 58 percent districtwide. On a first-grade math proficiency test, 92 percent of students in the test group reached proficiency, compared to 63 percent districtwide. In another first-grade class at the same school that did not receive the training, only 53 percent of students reached proficiency.\u003c/p>\n\u003cp>“Training these executive functions leads to improvement in achievement schools,” Wexler concluded. And the effects seemed to last through the summer. Another test showed kindergartners who received the training showed better executive functioning skills when they started first grade than their peers.\u003c/p>\n\u003cp>When Wexler compared the effects he was seeing to other interventions -- like one-on-one tutoring, summer and after-school programming -- improving executive functioning skills had a much bigger effect. “Training a whole classroom in focus, self-control, and memory has a bigger effect on math achievement than providing one-on-one tutoring,” Wexler said. Tutoring had the next strongest effect.\u003c/p>\n\u003cp>Executive functioning training also seems to make a difference regardless of student IQ. “Its effect was four times as big as the differences in IQ,” Wexler said. “Of course IQ is important, but executive functioning is something we can do something about.”\u003c/p>\n\u003cp>\u003cstrong>SCHOOLS FOCUSING ON EXECUTIVE FUNCTIONING\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.carlisleschools.org/\" target=\"_blank\">Carlisle Area School District\u003c/a> has taken the research on executive function and put it into practice, especially in K-5 schools where educators hope to improve these cognitive skills early so students don’t fall behind. District leaders started by educating teachers about different neural pathways and why problems with executive functioning could lead to problems with learning. In trainings they give teachers scenarios, and ask them to identify a student’s cognitive weakness based on behavior, and then design an intervention. They also ask teachers to reflect on their own cognitive weaknesses and where they might be able to identify with a disorganized student or one who has a hard time staying on task.\u003c/p>\n\u003cp>Carlisle teachers also have a long list of strategies they integrate into the day with the whole class that emphasize \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/03/20-strategies-for-motivating-reluctant-learners/\">brain breaks\u003c/a>, exercise and routines. Additionally, some children need more help developing executive functioning, and educators differentiate strategies for them as well. They often talk to students about how their brain works and emphasize that when their “amygdala is hijacked,” they need to stop and think about the next action rather than lashing out.\u003c/p>\n\u003cp>\u003cstrong>STRATEGIES\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Breathing buddies: Students lie down on the floor with a favorite stuffed animal on their chests. They slowly breathe in and out, watching the animal rise and fall. This helps students calm down when they are upset and gives them a strategy to implement when they feel themselves getting worked up.\u003c/li>\n\u003cli>Teachers keep “meta boxes” in their classrooms full of fidget toys students can use to help them pay attention when they feel like they need to move.\u003c/li>\n\u003cli>When transitioning between subjects or recess, teachers often play calming music and let only five kids in at a time to limit the chaos.\u003c/li>\n\u003cli>Many elementary school teachers have had the experience of asking a question, seeing many hands in the air, but then calling on a student who says he forgot. That could be a working memory problem. Some Carlisle teachers are proactively addressing this by letting those kids record their thoughts on paper or a device so they can contribute when they’re called on.\u003c/li>\n\u003cli>Carlisle was an early adopter of Wexler’s Activate program, too. The iPad lessons focus on typical working memory games that require students to remember the order of things, progressively getting harder as the game develops. The physical games reinforce the online learning with social interactions that help embed the memories in movement. Mass ball is one game that requires students to throw a ball in a specific sequence. Students have to juggle paying attention to the order and catching the ball.\u003c/li>\n\u003cli>Carlisle teachers also have students do a lot of balancing games, which help with executive functioning. Teachers might ask students to walk on a line balancing bean bags on their heads or to do the same walk on tiptoe. Teachers also use relay races to get kids moving, since exercise alone helps with executive functioning.\u003c/li>\n\u003c/ul>\n\u003cp>Adults have an attention span of about 12 minutes with a fully developed executive functioning system, so it’s no wonder kids can’t focus without a break. “It cannot be overemphasized that all of us need to be thinking about taking information in smaller chunks,” said Malinda Mikesell, the reading supervisor for the Carlisle Area School District. She said kids need an opportunity to do something with the information on their own before having the chance to reset for the next chunk of information.\u003c/p>\n\u003cp>“We have mature executive function systems as adults, so we have to be careful that we’re not putting our perspective onto very immature executive functioning systems,” Mikesell said. She also emphasized that teachers in her district have successfully involved parents in their effort to improve executive functions, educating the adults about the brain and what cognitive weaknesses look like. Often parents have noticed the same lack of short-term memory, difficulty focusing, and disorganization affecting kids at school, and are happy to learn tips to help their child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
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