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"title": "Two groups of scholars revive the debate over inquiry vs. direct instruction",
"headTitle": "Two groups of scholars revive the debate over inquiry vs. direct instruction | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Educators have long debated the best way to teach, especially the subjects of science and math. One side favors direct instruction, where teachers tell students what they need to know or students read it from textbooks. Some call it explicit or traditional instruction. The other side favors inquiry, where students conduct experiments and figure out the answers themselves like a scientist would. It’s also known as exploration, discovery learning or simply “scientific practices.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The debate reignited among university professors during the pandemic with the 2021 online publication of a commentary in the journal Educational Psychology Review. Combatively titled “\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-021-09646-1#Sec9\">\u003cspan style=\"font-weight: 400\">There is an Evidence Crisis in Science Educational Policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” four experts in science education argued that the evidence for inquiry instruction is weak and that proponents of inquiry “exclude” or “mark as irrelevant” high-quality studies, particularly controlled trials, that “overwhelmingly show minimal support” for inquiry learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the authors is the prominent Australian psychologist \u003c/span>\u003ca href=\"https://www.unsw.edu.au/staff/john-sweller\">\u003cspan style=\"font-weight: 400\">John Sweller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who formulated cognitive load theory, the widely accepted idea that our working memory can process only so much information at once. Other academics took notice. Traditionalists applauded it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweller and his co-authors’ complaints date back to an influential \u003c/span>\u003ca href=\"https://www.google.com/books/edition/National_Science_Education_Standards/WprSjvDW0dAC?hl=en&gbpv=1&pg=PA1&printsec=frontcover\">\u003cspan style=\"font-weight: 400\">1996 report of the National Research Council\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arm of the National Academies of Sciences that shapes science education policy. The report encouraged science teachers to adopt an inquiry-based approach, and it was followed by similar calls from other policymakers. But the authors of the 2021 article said the council’s references for this policy change were “theoretical ideas packaged in conceptual articles rather than empirical evidence.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The critics say that much of the positive evidence for inquiry comes from classroom studies where there are no control or comparison groups, making it impossible to know if inquiry is really better than alternatives. And they say that this research frequently lumps together inquiry instruction with other teaching practices and interventions, making it hard to disentangle how much the use of inquiry is making a difference. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after, another group of prominent education researchers issued a rebuttal. In March 2023, 13 scholars led by a Dutch researcher, Ton de Jong, took on the debate in the academic journal Educational Research Review. Titled “\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000295#bib106\">\u003cspan style=\"font-weight: 400\">Let’s talk evidence – The case for combining inquiry-based and direct instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” their article acknowledged that the research is complicated and doesn’t unequivocally point to the superiority of inquiry-based learning. Some studies show inquiry is better. Some studies show direct instruction is better. Many show that students learn the same amount either way. (As they walked through a series of meta-analyses that summarized hundreds of studies, they pointedly noted that inquiry critics also ignored or mischaracterized some of the research.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their bottom line: “Inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How could two groups of scholars look at the same body of research and come to opposite conclusions?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing to notice is that the two groups of scholars are arguing about two different things. The inquiry critics pointed out that inquiry wasn’t great at helping students learn content and skills. The inquiry defenders emphasize that inquiry is better at helping students develop conceptual understandings. Different teaching methods may be better for different learning goals.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second takeaway is that even this group of 13 inquiry defenders argue that teachers should use both approaches, inquiry and direct instruction. That’s because students also need to learn content and procedural skills, which are best taught through direct instruction, and in part because it would be boring to learn only one way all the time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, even the critics of inquiry instruction noted that inquiry lessons and exercises may be better at sparking a love of science. Students often say they enjoy science more or become more interested in the field after an inquiry lesson. Changing students’ attitudes about science is certainly not a compelling reason to teach this way all the time, as students need to learn content too, but even traditionalists admit there’s something to be gained from fun exploration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My third observation is that the inquiry defenders listed a bunch of caveats about when inquiry learning has proven to be most effective. Unstructured inquiry lessons where students groped in the dark weren’t successful in building any kind of understanding.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 1:\u003c/strong> Students need a strong foundation of knowledge and skills in order for inquiry learning to be successful. In other words, students need some facts and the ability to calculate things in different ways to take advantage of inquiry learning and arrive at deeper conceptual understandings. Complete mastery isn’t a prerequisite, but some familiarity is. The authors suggested, for example, that it can be beneficial to start with some direct instruction before launching into an inquiry lesson. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 2:\u003c/strong> Inquiry learning is far more effective when students receive a lot of guidance and feedback from their teacher during an inquiry lesson. Sometimes the most appropriate guidance is a clear explanation, the authors said, which is the same as direct instruction. (My brain started to hurt, thinking about how direct instruction could be woven into inquiry-based learning. Is it really inquiry learning if you’re also telling students what they need to do or know? At some point, shouldn’t we be labeling it direct instruction with hands-on activities?) \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 13 authors admitted that each student needs different amounts and types of guidance during an inquiry lesson. Low-achieving students appear to benefit more from guidance than middle- or high-achieving students. But low-achieving students also need more of it. And that can be tough, if not impossible for a single teacher to manage. I began to wonder if effective inquiry teaching is humanly possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only can inquiry include a lot of direct instruction, but sometimes direct instruction can resemble an inquiry classroom. While many people may imagine that direct instruction means that students are passively absorbing information through lectures or books, the inquiry defenders explained that students can and should be engaged in activities even when a teacher is practicing direct instruction. Students still solve problems, practice new things independently, build projects and conduct experiments. The core difference can be a subtle one and hinge upon whether the teacher explains the theory to the students first or shows examples before students try it themselves (direct), or if the teacher asks students to figure out the theories and the procedures themselves, but gives them explicit guidance along the way (inquiry).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like all long-standing academic debates, this one is far from resolved. Some educators prefer inquiry; some prefer direct instruction. Depending upon your biases, you’re likely to see a complicated, mixed body of research as glass half full or glass half empty.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In December 2023, Sweller and the inquiry critics wrote a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000775\">\u003cspan style=\"font-weight: 400\">response to the rebuttal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the same Educational Research Review journal. Beyond the academic sniping and nitpicking, the two sides seem to have found some common ground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our view… is that explicit instruction is essential for novices” but that as students gain knowledge, there should be “an increasing emphasis on independent problem-solving practice,” Sweller and his camp wrote. “To the extent that De Jong et al. (2023) agree that explicit instruction can be important, we appear to have reached some level of agreement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The real test will be watching to see whether that consensus makes it to the classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction/\">\u003ci>\u003cspan style=\"font-weight: 400\">inquiry versus direct instruction\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators have long debated the best way to teach, especially the subjects of science and math. One side favors direct instruction, where teachers tell students what they need to know or students read it from textbooks. Some call it explicit or traditional instruction. The other side favors inquiry, where students conduct experiments and figure out the answers themselves like a scientist would. It’s also known as exploration, discovery learning or simply “scientific practices.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The debate reignited among university professors during the pandemic with the 2021 online publication of a commentary in the journal Educational Psychology Review. Combatively titled “\u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-021-09646-1#Sec9\">\u003cspan style=\"font-weight: 400\">There is an Evidence Crisis in Science Educational Policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” four experts in science education argued that the evidence for inquiry instruction is weak and that proponents of inquiry “exclude” or “mark as irrelevant” high-quality studies, particularly controlled trials, that “overwhelmingly show minimal support” for inquiry learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the authors is the prominent Australian psychologist \u003c/span>\u003ca href=\"https://www.unsw.edu.au/staff/john-sweller\">\u003cspan style=\"font-weight: 400\">John Sweller\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who formulated cognitive load theory, the widely accepted idea that our working memory can process only so much information at once. Other academics took notice. Traditionalists applauded it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sweller and his co-authors’ complaints date back to an influential \u003c/span>\u003ca href=\"https://www.google.com/books/edition/National_Science_Education_Standards/WprSjvDW0dAC?hl=en&gbpv=1&pg=PA1&printsec=frontcover\">\u003cspan style=\"font-weight: 400\">1996 report of the National Research Council\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arm of the National Academies of Sciences that shapes science education policy. The report encouraged science teachers to adopt an inquiry-based approach, and it was followed by similar calls from other policymakers. But the authors of the 2021 article said the council’s references for this policy change were “theoretical ideas packaged in conceptual articles rather than empirical evidence.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The critics say that much of the positive evidence for inquiry comes from classroom studies where there are no control or comparison groups, making it impossible to know if inquiry is really better than alternatives. And they say that this research frequently lumps together inquiry instruction with other teaching practices and interventions, making it hard to disentangle how much the use of inquiry is making a difference. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after, another group of prominent education researchers issued a rebuttal. In March 2023, 13 scholars led by a Dutch researcher, Ton de Jong, took on the debate in the academic journal Educational Research Review. Titled “\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000295#bib106\">\u003cspan style=\"font-weight: 400\">Let’s talk evidence – The case for combining inquiry-based and direct instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” their article acknowledged that the research is complicated and doesn’t unequivocally point to the superiority of inquiry-based learning. Some studies show inquiry is better. Some studies show direct instruction is better. Many show that students learn the same amount either way. (As they walked through a series of meta-analyses that summarized hundreds of studies, they pointedly noted that inquiry critics also ignored or mischaracterized some of the research.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their bottom line: “Inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How could two groups of scholars look at the same body of research and come to opposite conclusions?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing to notice is that the two groups of scholars are arguing about two different things. The inquiry critics pointed out that inquiry wasn’t great at helping students learn content and skills. The inquiry defenders emphasize that inquiry is better at helping students develop conceptual understandings. Different teaching methods may be better for different learning goals.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second takeaway is that even this group of 13 inquiry defenders argue that teachers should use both approaches, inquiry and direct instruction. That’s because students also need to learn content and procedural skills, which are best taught through direct instruction, and in part because it would be boring to learn only one way all the time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, even the critics of inquiry instruction noted that inquiry lessons and exercises may be better at sparking a love of science. Students often say they enjoy science more or become more interested in the field after an inquiry lesson. Changing students’ attitudes about science is certainly not a compelling reason to teach this way all the time, as students need to learn content too, but even traditionalists admit there’s something to be gained from fun exploration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My third observation is that the inquiry defenders listed a bunch of caveats about when inquiry learning has proven to be most effective. Unstructured inquiry lessons where students groped in the dark weren’t successful in building any kind of understanding.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 1:\u003c/strong> Students need a strong foundation of knowledge and skills in order for inquiry learning to be successful. In other words, students need some facts and the ability to calculate things in different ways to take advantage of inquiry learning and arrive at deeper conceptual understandings. Complete mastery isn’t a prerequisite, but some familiarity is. The authors suggested, for example, that it can be beneficial to start with some direct instruction before launching into an inquiry lesson. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003cstrong>Caveat 2:\u003c/strong> Inquiry learning is far more effective when students receive a lot of guidance and feedback from their teacher during an inquiry lesson. Sometimes the most appropriate guidance is a clear explanation, the authors said, which is the same as direct instruction. (My brain started to hurt, thinking about how direct instruction could be woven into inquiry-based learning. Is it really inquiry learning if you’re also telling students what they need to do or know? At some point, shouldn’t we be labeling it direct instruction with hands-on activities?) \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 13 authors admitted that each student needs different amounts and types of guidance during an inquiry lesson. Low-achieving students appear to benefit more from guidance than middle- or high-achieving students. But low-achieving students also need more of it. And that can be tough, if not impossible for a single teacher to manage. I began to wonder if effective inquiry teaching is humanly possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not only can inquiry include a lot of direct instruction, but sometimes direct instruction can resemble an inquiry classroom. While many people may imagine that direct instruction means that students are passively absorbing information through lectures or books, the inquiry defenders explained that students can and should be engaged in activities even when a teacher is practicing direct instruction. Students still solve problems, practice new things independently, build projects and conduct experiments. The core difference can be a subtle one and hinge upon whether the teacher explains the theory to the students first or shows examples before students try it themselves (direct), or if the teacher asks students to figure out the theories and the procedures themselves, but gives them explicit guidance along the way (inquiry).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like all long-standing academic debates, this one is far from resolved. Some educators prefer inquiry; some prefer direct instruction. Depending upon your biases, you’re likely to see a complicated, mixed body of research as glass half full or glass half empty.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In December 2023, Sweller and the inquiry critics wrote a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1747938X23000775\">\u003cspan style=\"font-weight: 400\">response to the rebuttal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the same Educational Research Review journal. Beyond the academic sniping and nitpicking, the two sides seem to have found some common ground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our view… is that explicit instruction is essential for novices” but that as students gain knowledge, there should be “an increasing emphasis on independent problem-solving practice,” Sweller and his camp wrote. “To the extent that De Jong et al. (2023) agree that explicit instruction can be important, we appear to have reached some level of agreement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The real test will be watching to see whether that consensus makes it to the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-two-groups-of-scholars-revive-the-debate-over-inquiry-vs-direct-instruction/\">\u003ci>\u003cspan style=\"font-weight: 400\">inquiry versus direct instruction\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "A tale of two science classrooms: How different approaches to participation shape learning",
"headTitle": "A tale of two science classrooms: How different approaches to participation shape learning | KQED",
"content": "\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n",
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"excerpt": "The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement. David Stroupe explores two examples from science classes in an excerpt from his book, \"Growing and Sustaining Student-Centered Science Classrooms.\"",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry",
"title": "How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This article was originally published by \u003ca href=\"http://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/\" target=\"_blank\" rel=\"noopener\">Canadian School Libraries\u003c/a>, a registered non-profit charitable organization dedicated to professional research and development in the field of the school library learning commons in Canada. It is republished here with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>We teachers are constantly reflecting on our practice and professional growth. We want to make sure we are doing the best for our students despite the demands of constant assessment, unanticipated curricular changes and continually changing student needs and demographics. Combined with our own desire for excellence, this is so overwhelming. I’ve attended really inspiring professional development, only to figure out that teaching materials, specialized training and additional technology are out of reach for most school budgets. Where can teaching professionals go for support as we try to improve?\u003c/p>\n\u003cp>I have discovered rich support and learning in my own backyard when I have collaborated with my teacher-librarian. This \u003ca href=\"https://www.kqed.org/mindshift/38735/how-can-your-librarian-help-bolster-brain-based-teaching-practices\" target=\"_blank\" rel=\"noopener\">educational professional is often under-utilized\u003c/a> in a school environment. Many teachers see the librarian interact only with students, but they are invaluable resources for teachers as well.\u003c/p>\n\u003cp>Collaboration with a teacher-librarian creates a rich inquiry practice for classroom teachers that can easily be implemented with students. If we develop the habit of accessing this great resource as a regular class routine throughout the year, we will see the kind of progress and success we are looking for.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Have More Flexible Schedules\u003c/strong>\u003c/p>\n\u003cp>The librarian’s schedule and workday provide more flexibility so they can be available to help teachers. The door is open, why not come in? Also, it is my experience that teacher-librarians love having discussions with teaching colleagues–they get to play an active role in student progress and success. I have often stopped by the library unannounced, with the intention of just asking a quick question. What starts out as a two minute query ends up in a rich, inspiring discourse that goes well beyond \"a quick question.\"\u003c/p>\n\u003cp>Sometimes I have an underdeveloped idea for an inquiry project and I need a sounding board. How do I figure out a starting point? What will be our goal? What steps should we take to get there? How do I keep things student-centered? During our conversation, the teacher-librarian is willing to listen to me, assess my students’ needs, reflect on an array of resources and learning materials to support us, and then supply them in a timely and easy manner. They ask questions I hadn’t yet thought of, and they direct me toward objectives I had not previously considered. They want to make realizing my lesson goals as easy and seamless as possible.\u003c/p>\n\u003cp>This type of personalized help makes me feel supported when I sometimes feel like I’m teaching \"on an island.\" The Teacher-librarians' unique training gives them a way to assist me in my teaching goals and help me in ways I had not previously envisioned. The flexibility continues. As our inquiry work progresses, the teacher-librarian follows up with us, visiting our classroom to see how the work is coming along, asking questions, making observations, and offering up next steps of support. Students begin to see the teacher-librarian as a “learning partner” — a more authentic support of what’s happening in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Strengthen Support\u003c/strong>\u003c/p>\n\u003cp>As committed as I am to the inquiry method of learning, and though I have \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">published work to help teachers in the practice\u003c/a>, I still have areas of weakness. Mine in particular is the research component. This is where the teacher-librarian is a great partner. They develop a collaborative alliance with me and discover my teaching strengths and weaknesses objectively, without judgement. Because of their training, they have a knack of offering up just the right support in ways that lift up or elevate my teaching practice. They complement my instruction with their own when working with students to assist in the research phase of inquiry.\u003c/p>\n\u003cp>Teacher-librarians employ their unique expertise as they walk students through the learning library and demonstrate how to navigate databases and locate resources. They also sharpen research skills by helping students\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\" target=\"_blank\" rel=\"noopener\"> understand the validity of information\u003c/a> and evaluate it by recognizing bias and persuasion in various sources. This is difficult for both teachers and students to master. I have been so thankful to have teacher-librarians who offer help in this area that I find extremely challenging. It balances out the inquiry experience for my students and provides them (and me) with the support necessary to follow through with our big ideas and meet our learning goals.\u003c/p>\n\u003cp>\u003cstrong>A True Teaching Partner\u003c/strong>\u003c/p>\n\u003cp>The teacher-librarian is truly a second teacher in inquiry, an additional support for all of my students as we embark on more personalized learning structures and objectives. The more I include my teacher-librarian, the more I find that they are able to help students with inquiry: the collaboration becomes a powerful cycle of support that gains momentum and benefits the students, the teacher, and the culture of learning in the school.\u003c/p>\n\u003cp>Students can also visit the library to seek out support from the teacher-librarian on their own time outside of class, because they now see that person as \"in on the learning\" and someone who understands the inquiry and can provide support and help. The teacher-librarian knows the resources in the library, how to locate them, and how to empower students in this process. Students then become more competent independent researchers and learners themselves.\u003c/p>\n\u003cp>Just as I intentionally nurture a culture of inquiry that \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">gradually releases control over learning to the student\u003c/a>, so too does the teacher-librarian partner with the teacher in their support of the student. Now there is a collaborative team dedicated to meeting the needs of the students. Each learner has access to learning and materials based on their learning strengths challenges. The teacher-librarian also gets to know each learner’s topic and can help personalize inquiry much better than I could if I worked alone. The end result is a collaborative team that reinforces independent learning.\u003c/p>\n\u003cp>Teachers everywhere struggle with meeting student needs even though we have few resources. We also struggle with the breadth of our own learning and practice. \u003ca href=\"https://www.kqed.org/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching\" target=\"_blank\" rel=\"noopener\">We have to get creative\u003c/a>. But what if a truly great resource is at our own school, right under our noses? A teacher-librarian is the ideal partner for inquiry – they are flexible and can make time for us and our students. They are a great sounding board to help inquiry projects take shape, make authentic progress and meet meaningful objectives. They build meaningful relationships with students and help them hone their inquiry skills while taking responsibility for their own learning.\u003c/p>\n\u003cp>Teachers do not need to teach \"on an island\" with little support when there is such a rich resource in the library–not just for us, but for our students as well. Teachers also don’t have to know everything about a practice from the start: they can learn with their students along the way. It will make them better teachers. Students do better in general when they have more adults on campus they know have concern for them. The teacher-librarian can become a valuable support for teacher practice and student academic growth, as well as their emotional health. Why not make use of this amazing school asset?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003cimg class=\"alignleft wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized.jpg\" alt=\"\" width=\"250\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is the author of \u003cem>\u003ca href=\"https://www.trevormackenzie.com/dive-into-inquiry\" target=\"_blank\" rel=\"noopener\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>\u003c/em> as well as \u003cem>\u003ca href=\"https://www.trevormackenzie.com/inquiry-mindset\" target=\"_blank\" rel=\"noopener\">Inquiry Mindset: Nurturing the Dreams, Wonders and Curiosities of our Youngest Learners\u003c/a>\u003c/em>, co-authored with \u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was originally published by \u003ca href=\"http://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/\" target=\"_blank\" rel=\"noopener\">Canadian School Libraries\u003c/a>, a registered non-profit charitable organization dedicated to professional research and development in the field of the school library learning commons in Canada. It is republished here with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>We teachers are constantly reflecting on our practice and professional growth. We want to make sure we are doing the best for our students despite the demands of constant assessment, unanticipated curricular changes and continually changing student needs and demographics. Combined with our own desire for excellence, this is so overwhelming. I’ve attended really inspiring professional development, only to figure out that teaching materials, specialized training and additional technology are out of reach for most school budgets. Where can teaching professionals go for support as we try to improve?\u003c/p>\n\u003cp>I have discovered rich support and learning in my own backyard when I have collaborated with my teacher-librarian. This \u003ca href=\"https://www.kqed.org/mindshift/38735/how-can-your-librarian-help-bolster-brain-based-teaching-practices\" target=\"_blank\" rel=\"noopener\">educational professional is often under-utilized\u003c/a> in a school environment. Many teachers see the librarian interact only with students, but they are invaluable resources for teachers as well.\u003c/p>\n\u003cp>Collaboration with a teacher-librarian creates a rich inquiry practice for classroom teachers that can easily be implemented with students. If we develop the habit of accessing this great resource as a regular class routine throughout the year, we will see the kind of progress and success we are looking for.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Have More Flexible Schedules\u003c/strong>\u003c/p>\n\u003cp>The librarian’s schedule and workday provide more flexibility so they can be available to help teachers. The door is open, why not come in? Also, it is my experience that teacher-librarians love having discussions with teaching colleagues–they get to play an active role in student progress and success. I have often stopped by the library unannounced, with the intention of just asking a quick question. What starts out as a two minute query ends up in a rich, inspiring discourse that goes well beyond \"a quick question.\"\u003c/p>\n\u003cp>Sometimes I have an underdeveloped idea for an inquiry project and I need a sounding board. How do I figure out a starting point? What will be our goal? What steps should we take to get there? How do I keep things student-centered? During our conversation, the teacher-librarian is willing to listen to me, assess my students’ needs, reflect on an array of resources and learning materials to support us, and then supply them in a timely and easy manner. They ask questions I hadn’t yet thought of, and they direct me toward objectives I had not previously considered. They want to make realizing my lesson goals as easy and seamless as possible.\u003c/p>\n\u003cp>This type of personalized help makes me feel supported when I sometimes feel like I’m teaching \"on an island.\" The Teacher-librarians' unique training gives them a way to assist me in my teaching goals and help me in ways I had not previously envisioned. The flexibility continues. As our inquiry work progresses, the teacher-librarian follows up with us, visiting our classroom to see how the work is coming along, asking questions, making observations, and offering up next steps of support. Students begin to see the teacher-librarian as a “learning partner” — a more authentic support of what’s happening in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Strengthen Support\u003c/strong>\u003c/p>\n\u003cp>As committed as I am to the inquiry method of learning, and though I have \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">published work to help teachers in the practice\u003c/a>, I still have areas of weakness. Mine in particular is the research component. This is where the teacher-librarian is a great partner. They develop a collaborative alliance with me and discover my teaching strengths and weaknesses objectively, without judgement. Because of their training, they have a knack of offering up just the right support in ways that lift up or elevate my teaching practice. They complement my instruction with their own when working with students to assist in the research phase of inquiry.\u003c/p>\n\u003cp>Teacher-librarians employ their unique expertise as they walk students through the learning library and demonstrate how to navigate databases and locate resources. They also sharpen research skills by helping students\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\" target=\"_blank\" rel=\"noopener\"> understand the validity of information\u003c/a> and evaluate it by recognizing bias and persuasion in various sources. This is difficult for both teachers and students to master. I have been so thankful to have teacher-librarians who offer help in this area that I find extremely challenging. It balances out the inquiry experience for my students and provides them (and me) with the support necessary to follow through with our big ideas and meet our learning goals.\u003c/p>\n\u003cp>\u003cstrong>A True Teaching Partner\u003c/strong>\u003c/p>\n\u003cp>The teacher-librarian is truly a second teacher in inquiry, an additional support for all of my students as we embark on more personalized learning structures and objectives. The more I include my teacher-librarian, the more I find that they are able to help students with inquiry: the collaboration becomes a powerful cycle of support that gains momentum and benefits the students, the teacher, and the culture of learning in the school.\u003c/p>\n\u003cp>Students can also visit the library to seek out support from the teacher-librarian on their own time outside of class, because they now see that person as \"in on the learning\" and someone who understands the inquiry and can provide support and help. The teacher-librarian knows the resources in the library, how to locate them, and how to empower students in this process. Students then become more competent independent researchers and learners themselves.\u003c/p>\n\u003cp>Just as I intentionally nurture a culture of inquiry that \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">gradually releases control over learning to the student\u003c/a>, so too does the teacher-librarian partner with the teacher in their support of the student. Now there is a collaborative team dedicated to meeting the needs of the students. Each learner has access to learning and materials based on their learning strengths challenges. The teacher-librarian also gets to know each learner’s topic and can help personalize inquiry much better than I could if I worked alone. The end result is a collaborative team that reinforces independent learning.\u003c/p>\n\u003cp>Teachers everywhere struggle with meeting student needs even though we have few resources. We also struggle with the breadth of our own learning and practice. \u003ca href=\"https://www.kqed.org/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching\" target=\"_blank\" rel=\"noopener\">We have to get creative\u003c/a>. But what if a truly great resource is at our own school, right under our noses? A teacher-librarian is the ideal partner for inquiry – they are flexible and can make time for us and our students. They are a great sounding board to help inquiry projects take shape, make authentic progress and meet meaningful objectives. They build meaningful relationships with students and help them hone their inquiry skills while taking responsibility for their own learning.\u003c/p>\n\u003cp>Teachers do not need to teach \"on an island\" with little support when there is such a rich resource in the library–not just for us, but for our students as well. Teachers also don’t have to know everything about a practice from the start: they can learn with their students along the way. It will make them better teachers. Students do better in general when they have more adults on campus they know have concern for them. The teacher-librarian can become a valuable support for teacher practice and student academic growth, as well as their emotional health. Why not make use of this amazing school asset?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003cimg class=\"alignleft wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized.jpg\" alt=\"\" width=\"250\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is the author of \u003cem>\u003ca href=\"https://www.trevormackenzie.com/dive-into-inquiry\" target=\"_blank\" rel=\"noopener\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>\u003c/em> as well as \u003cem>\u003ca href=\"https://www.trevormackenzie.com/inquiry-mindset\" target=\"_blank\" rel=\"noopener\">Inquiry Mindset: Nurturing the Dreams, Wonders and Curiosities of our Youngest Learners\u003c/a>\u003c/em>, co-authored with \u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Five Guidelines to Make School Innovation Successful",
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"content": "\u003cp>Eleven years ago Chris Lehmann and a committed team of educators started \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public magnet school in Philadelphia that focuses on student inquiry through projects in a community that cultivates a culture of care. The school has been so successful over the last decade that the district has \u003ca href=\"http://thenotebook.org/articles/2015/07/08/sla-s-lehmann-named-to-head-innovative-schools-network\" target=\"_blank\">tapped Lehmann\u003c/a> to help other schools get started or transform themselves.\u003c/p>\n\u003cp>“We’ve learned a lot and it’s been fascinating for me thinking about what it was like to go through the SLA process and then working with people who have different missions, different visions,” Lehmann told a room full of educators at the school’s yearly conference, EduCon. SLA is now part of an Innovation Network of eight district schools that each have their own take on transforming the traditional model of education. Throughout the process of opening or transforming schools, training staff and sustaining the work, Lehmann and others working on the \u003ca href=\"https://apps1.philasd.org/onlinedirectory/onlinedirectory.do?handler=org.philasd.onlinedirectory.handler.GetLocationDetailHandler&adLoc=true&page_next=locDetails.jsp&page_error=regionList.jsp&ulcs=3530\" target=\"_blank\">Innovative Schools Network \u003c/a>have gained some clarity on five areas that leaders need to consider for change to be successful.\u003c/p>\n\u003cp>\u003cstrong>1. Simplicity Matters\u003c/strong>\u003c/p>\n\u003cp>Often the vision and mission statements of schools are written by committee and read more like a wish list than a statement of purpose. While many of the ideas expressed in those statements are valuable, Lehmann says if the mission and vision aren’t a guiding star, they end up meaning nothing. The \u003ca href=\"https://scienceleadership.org/pages/Mission_and_Vision\" target=\"_blank\">Science Leadership Academy mission reads\u003c/a>: “Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.”\u003c/p>\n\u003cp>Every year the staff at SLA revisit these five core values to talk about what they mean in the current moment and how the staff envisions them, but “we’ve never taken a 90-degree turn,” Lehmann said. This laserlike focus on a simple mission and vision can help make sure every person in the building is focused on putting into daily practice the things the school says it values.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Common Language Matters\u003c/strong>\u003c/p>\n\u003cp>In some ways this is an extension of a clear mission and vision statement, but extended down to the level of the words used by educators in the building. Every teacher at SLA has the same understanding of what constitutes a project and how inquiry works. When education \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">catchphrases like “personalized learning”\u003c/a> are thrown into mission statements, make sure everyone in the building and the wider community of parents know what that means.\u003c/p>\n\u003cp>But Lehmann would argue the mission statement shouldn’t have a lot of jargon in it because those terms obscure the meat of teaching and learning. And because change work is hard, every teacher and student needs to know what values guide the work. “If your ideas don’t add up, if you’ve got beautiful flowery language, but it doesn’t serve anything,” then you’re doing nothing, Lehmann said. And worse, students usually see through inconsistencies like those and choose not to buy in.\u003c/p>\n\u003cp>\u003cstrong>3. Operations Matter\u003c/strong>\u003c/p>\n\u003cp>The values set out by teachers and leaders should be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\">infused into everything the school does\u003c/a>, whether it’s academics, discipline or school safety. As a public school in Philadelphia, SLA has a security guard, but she understands the core values as well as classroom teachers and practices a culture of care with students, too.\u003c/p>\n\u003cp>The values also extend to the adults in the building -- inquiry, research, projects, collaboration, reflection and a culture of care don’t exist only for students. They are part of how teachers interact with one another and how they go about their work, and they are central to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">how leadership treats teachers\u003c/a>.\u003c/p>\n\u003cp>“You’ve got to love your teachers as much as you want your teachers to love your kids,” Lehmann said. He acknowledged that much of what happens in school is a negotiation between the needs of students and the needs of teachers, and that’s fine. But he doesn’t think schools should hide that fact, and they should be transparent about how tricky that balance can be.\u003c/p>\n\u003cp>\u003cstrong>4. Culture, Talent and Instruction Must Align\u003c/strong>\u003c/p>\n\u003cp>Any great school has a strong school culture, talented teachers and a powerful instructional program that all \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">overlap to create a sweet spot for learning\u003c/a>. If a school has a strong culture and talented staff but no instructional consistency, then school is a place kids like to be, but they may not be learning much. If there’s a strong culture and great instructional design, but the teachers aren’t supported to do their best work, then the implementation can go awry. And if talented teachers are working with a great instructional program, but there’s not a strong school culture, then students won’t feel safe taking risks. Cultivating all three of these areas in tandem has been crucial to successful transformations in the Innovative Schools Network.\u003c/p>\n\u003cp>\u003cstrong>5. Startup Is Hard, But So Is Sustainability\u003c/strong>\u003c/p>\n\u003cp>Anyone who has started a new school or tried to transform an existing one knows that the work can take over life. Sometimes the all-encompassing nature of the work is OK because passionate people are excited at its potential and know it will end at some point. But Lehmann said the schools that have been successful in their transitions intentionally plan for the moment when the \u003ca href=\"http://practicaltheory.org/blog/2016/03/22/schools-are-fragile/\" target=\"_blank\">hectic startup mode turns to sustainability mode\u003c/a>. That roadmap helps ensure staff doesn’t burn out, but maintains the urgency necessary to sustain what was started.\u003c/p>\n\u003cp>“What I’ve learned the most is we need time to do the work,” said Alexa Dunn, who heads up professional learning for the Innovation Network. “If we want to make strides, and we want to improve the model, and we want to make teaching and learning meaningful for teachers and students, we need time.”\u003c/p>\n\u003cp>All the schools in the Innovative Schools Network have staff meetings once a week and find ways to bank time to comply with union work rules. Teachers need that collaborative time to figure out how to teach in ways that can feel uncomfortable and to reflect on how their everyday practice sustains the mission and vision statements. “When adults in the building feel supported they want to take more risks,” Dunn said.\u003c/p>\n\u003cp>Visiting SLA and talking to teachers there, it is clear that even though they open their doors to visitors from all over the country and share their approach at this annual conference, they don’t feel finished or all-knowing. Teachers here are constantly pushing to improve, try new things, and balance the demands of school with a fulfilling personal life.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Eleven years later we actually believe these things more than when we started,” Lehmann said. Helping other passionate people start schools that aren’t exactly like SLA has only reaffirmed that there are some core tenets of change work that must be present, no matter the model or philosophy.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eleven years ago Chris Lehmann and a committed team of educators started \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>, a public magnet school in Philadelphia that focuses on student inquiry through projects in a community that cultivates a culture of care. The school has been so successful over the last decade that the district has \u003ca href=\"http://thenotebook.org/articles/2015/07/08/sla-s-lehmann-named-to-head-innovative-schools-network\" target=\"_blank\">tapped Lehmann\u003c/a> to help other schools get started or transform themselves.\u003c/p>\n\u003cp>“We’ve learned a lot and it’s been fascinating for me thinking about what it was like to go through the SLA process and then working with people who have different missions, different visions,” Lehmann told a room full of educators at the school’s yearly conference, EduCon. SLA is now part of an Innovation Network of eight district schools that each have their own take on transforming the traditional model of education. Throughout the process of opening or transforming schools, training staff and sustaining the work, Lehmann and others working on the \u003ca href=\"https://apps1.philasd.org/onlinedirectory/onlinedirectory.do?handler=org.philasd.onlinedirectory.handler.GetLocationDetailHandler&adLoc=true&page_next=locDetails.jsp&page_error=regionList.jsp&ulcs=3530\" target=\"_blank\">Innovative Schools Network \u003c/a>have gained some clarity on five areas that leaders need to consider for change to be successful.\u003c/p>\n\u003cp>\u003cstrong>1. Simplicity Matters\u003c/strong>\u003c/p>\n\u003cp>Often the vision and mission statements of schools are written by committee and read more like a wish list than a statement of purpose. While many of the ideas expressed in those statements are valuable, Lehmann says if the mission and vision aren’t a guiding star, they end up meaning nothing. The \u003ca href=\"https://scienceleadership.org/pages/Mission_and_Vision\" target=\"_blank\">Science Leadership Academy mission reads\u003c/a>: “Students at SLA learn in a project-based environment where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.”\u003c/p>\n\u003cp>Every year the staff at SLA revisit these five core values to talk about what they mean in the current moment and how the staff envisions them, but “we’ve never taken a 90-degree turn,” Lehmann said. This laserlike focus on a simple mission and vision can help make sure every person in the building is focused on putting into daily practice the things the school says it values.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Common Language Matters\u003c/strong>\u003c/p>\n\u003cp>In some ways this is an extension of a clear mission and vision statement, but extended down to the level of the words used by educators in the building. Every teacher at SLA has the same understanding of what constitutes a project and how inquiry works. When education \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">catchphrases like “personalized learning”\u003c/a> are thrown into mission statements, make sure everyone in the building and the wider community of parents know what that means.\u003c/p>\n\u003cp>But Lehmann would argue the mission statement shouldn’t have a lot of jargon in it because those terms obscure the meat of teaching and learning. And because change work is hard, every teacher and student needs to know what values guide the work. “If your ideas don’t add up, if you’ve got beautiful flowery language, but it doesn’t serve anything,” then you’re doing nothing, Lehmann said. And worse, students usually see through inconsistencies like those and choose not to buy in.\u003c/p>\n\u003cp>\u003cstrong>3. Operations Matter\u003c/strong>\u003c/p>\n\u003cp>The values set out by teachers and leaders should be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\">infused into everything the school does\u003c/a>, whether it’s academics, discipline or school safety. As a public school in Philadelphia, SLA has a security guard, but she understands the core values as well as classroom teachers and practices a culture of care with students, too.\u003c/p>\n\u003cp>The values also extend to the adults in the building -- inquiry, research, projects, collaboration, reflection and a culture of care don’t exist only for students. They are part of how teachers interact with one another and how they go about their work, and they are central to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">how leadership treats teachers\u003c/a>.\u003c/p>\n\u003cp>“You’ve got to love your teachers as much as you want your teachers to love your kids,” Lehmann said. He acknowledged that much of what happens in school is a negotiation between the needs of students and the needs of teachers, and that’s fine. But he doesn’t think schools should hide that fact, and they should be transparent about how tricky that balance can be.\u003c/p>\n\u003cp>\u003cstrong>4. Culture, Talent and Instruction Must Align\u003c/strong>\u003c/p>\n\u003cp>Any great school has a strong school culture, talented teachers and a powerful instructional program that all \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">overlap to create a sweet spot for learning\u003c/a>. If a school has a strong culture and talented staff but no instructional consistency, then school is a place kids like to be, but they may not be learning much. If there’s a strong culture and great instructional design, but the teachers aren’t supported to do their best work, then the implementation can go awry. And if talented teachers are working with a great instructional program, but there’s not a strong school culture, then students won’t feel safe taking risks. Cultivating all three of these areas in tandem has been crucial to successful transformations in the Innovative Schools Network.\u003c/p>\n\u003cp>\u003cstrong>5. Startup Is Hard, But So Is Sustainability\u003c/strong>\u003c/p>\n\u003cp>Anyone who has started a new school or tried to transform an existing one knows that the work can take over life. Sometimes the all-encompassing nature of the work is OK because passionate people are excited at its potential and know it will end at some point. But Lehmann said the schools that have been successful in their transitions intentionally plan for the moment when the \u003ca href=\"http://practicaltheory.org/blog/2016/03/22/schools-are-fragile/\" target=\"_blank\">hectic startup mode turns to sustainability mode\u003c/a>. That roadmap helps ensure staff doesn’t burn out, but maintains the urgency necessary to sustain what was started.\u003c/p>\n\u003cp>“What I’ve learned the most is we need time to do the work,” said Alexa Dunn, who heads up professional learning for the Innovation Network. “If we want to make strides, and we want to improve the model, and we want to make teaching and learning meaningful for teachers and students, we need time.”\u003c/p>\n\u003cp>All the schools in the Innovative Schools Network have staff meetings once a week and find ways to bank time to comply with union work rules. Teachers need that collaborative time to figure out how to teach in ways that can feel uncomfortable and to reflect on how their everyday practice sustains the mission and vision statements. “When adults in the building feel supported they want to take more risks,” Dunn said.\u003c/p>\n\u003cp>Visiting SLA and talking to teachers there, it is clear that even though they open their doors to visitors from all over the country and share their approach at this annual conference, they don’t feel finished or all-knowing. Teachers here are constantly pushing to improve, try new things, and balance the demands of school with a fulfilling personal life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Eleven years later we actually believe these things more than when we started,” Lehmann said. Helping other passionate people start schools that aren’t exactly like SLA has only reaffirmed that there are some core tenets of change work that must be present, no matter the model or philosophy.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Jerry Smith became a principal six years ago he had been teaching for 22 years, so his administrative style is firmly rooted in the belief that the important stuff goes on in classrooms. When he took over \u003ca href=\"http://schoolwires.henry.k12.ga.us/domain/4816\" target=\"_blank\">Luella High School \u003c/a>outside Atlanta, he began thinking about how he could propel fundamental change in what was then a traditional comprehensive high school. When a third of the students and a big chunk of the staff relocated to a new high school the district opened to ease crowding at Luella, Smith knew the moment was ripe for even bigger shifts.\u003c/p>\n\u003cp>“We said we’re going to put anything and everything on the table and try to do this differently,” Smith said. He was appalled that the current system prioritized churning out graduates, many of whom weren’t actually “college and career ready -- life ready,” as the school’s mission statement boldly pronounces. And, the school certainly wasn’t doing a good job by its gifted students or those who were struggling, Smith said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If we don’t match our minutes to our mission, [teachers are] not going to shift.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>“If you are truly going to reach every student you have to see education as a personal thing for every person who walks into the building, including the adults,” Smith said. He and a team of teachers set out to try to reconfigure how this big high school could structurally put student relationships with teachers at the center, and value mastery of content above all else. The school ultimately \u003ca href=\"http://griffinjournal.com/henry-county-schools-awarded-continued-funding-for-personalized-learning-p13324-403.htm\" target=\"_blank\">won a Next Generation Systems Initiative grant\u003c/a> from the Bill & Melinda Gates Foundation to jump-start their efforts.\u003c/p>\n\u003cp>It soon became clear that one of the biggest obstacles to instructional changes of the sort Smith and his team were trying to engineer was the school schedule itself. Comprehensive high schools like Luella offer a wide variety of classes, everything from Advanced Placement courses to art, band, career and technical courses. All the choices is one of the strong suits of high school right now. But the variety of classes and the teachers required to teach them, along with contractual barriers to how many periods a teacher can instruct in a row without a break, and things like lunch and bus schedules, make altering the schedule a huge challenge.\u003c/p>\n\u003cp>“Our schedule is a function of what we’re trying to create,” said Diana Laufenberg, executive director of \u003ca href=\"http://inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a> and a former high school history teacher at Science Leadership Academy. Laufenberg is working with schools across the country to transform pedagogical models toward more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/21/10-tips-for-launching-an-inquiry-based-classroom/\">inquiry-driven approaches\u003c/a>. She says what Smith and his team in Georgia are trying to do is some of the hardest work in education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are plenty of charter networks and magnet programs gaining acclaim for their innovative teaching models, but most school-age children go to existing public schools. Laufenberg compares the situation to city building. A city can’t modernize by constructing new buildings but ignoring the underlying infrastructure. When a road is rutted, it doesn’t work to just build a new road. The original road must be fixed. In the educational context, existing schools need system-level change if the system as a whole is going to shift.\u003c/p>\n\u003cp>“When you are trying to do a transformation, if you don’t have some kind of major lever, you have varying levels of success of your program,” Laufenberg said. Changing the master schedule, while difficult, is a major signal to everyone connected to the school that pedagogy is shifting. “If we don’t match our minutes to our mission, [teachers are] not going to shift.”\u003c/p>\n\u003cp>\u003cstrong>LUELLA'S SHIFT\u003c/strong>\u003c/p>\n\u003cp>At Luella High, three teachers of the same subject, sophomore English, for example, all teach during the same period. The students in those three sections can then rotate between teachers, depending on their individual needs. For example, one teacher might lead a literature discussion with a larger group of students while another teacher helps a smaller group with their writing and a third is working with students applying their knowledge in a project.\u003c/p>\n\u003cp>“What’s different for us is that we’ve designed a model that is basically a rotational model, but it doesn’t look the same in math as it does in foreign language, as it does in English,” Smith said. It's like the \"station rotation model\" in elementary school, but it changes depending on the grade level, content, discipline and the needs of the students in that cohort.\u003c/p>\n\u003cp>“What we’re not going to do is say we’re a personalized learning school and say one model works for everyone,” Smith said. “That’s crazy.” He has designated personal learning coaches moving between cohorts to help teachers identify student needs and to think through how the professional learning community of teachers working together might improve the model.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Society has taught children to be spoon-fed and if it doesn't work out someone is going to rescue you. Well, we're not doing that.'\u003ccite>Jerry Smith, Principal Luella High School\u003c/cite>\u003c/aside>\n\u003cp>“The rotational model is meant to give kids some choice and to let them be in different settings, because we all know we perform differently in different settings,” Smith said. The other big part of the model is constant formative assessment to determine how well students are picking up knowledge and skills. And every four weeks students take a summative assessment designed by teachers and tied to the standards. That assessment gives the instructional team a snapshot of where each student stands at that moment in time and where students need more work. The rotation and groups can be adjusted accordingly.\u003c/p>\n\u003cp>“It’s sloppy, but hell, life is sloppy,” Smith said. His team is slowly changing the instructional approach grade by grade. They started with ninth grade and are now working to modify 11th grade. Smith says this model requires that students take ownership of their own learning, and that transition has been one of the hardest to make at Luella.\u003c/p>\n\u003cp>“That’s probably the most difficult and weakest area we have because society has taught children to be spoon-fed and if it doesn’t work out someone is going to rescue you,” Smith said. “Well, we’re not doing that.”\u003c/p>\n\u003cp>In addition to a schedule that allows for the rotation model, Smith also wanted to create opportunities for interdisciplinary work and was trying to be mindful of how many exams students would be taking at the same time. He also wanted to keep all of the 19 AP courses Luella offers, including the section of BC Calculus that only had eight students enrolled.\u003c/p>\n\u003cp>To achieve a schedule that accommodates all these competing priorities, Smith has had to give up some things, and he’s planning to hand schedule the entire building next year. Existing scheduling software isn’t designed to handle the priorities Smith wanted and would “break the pedagogical model” if relied upon to do the scheduling.\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/GD-QhNjQlFE\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>WHAT IT TAKES\u003c/strong>\u003c/p>\n\u003cp>Leading a school transformation like this one is hard work and requires constantly pushing toward the vision. When Luella started this work Smith said he got reactions from across the spectrum. Some parents were distrustful of the changes, while others thought they sounded like a good idea. Some teachers left because they didn’t agree with the new pedagogical focus, but others have thrived and led the changes. Smith said he tries to be as transparent as possible with the community about why decisions are being made, while always holding firm to his central principle -- the school should be serving all its students better.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I see a lot of people really turning into everything that's new is better and everything that's old is bad, which it's not.'\u003ccite>Diana Laufenberg\u003c/cite>\u003c/aside>\n\u003cp>“The systems of schools are so habitual, shifting practice has to be as concerted as quitting smoking,” Laufenberg said. “You need to have a plan for your bad day.” She said there are days when even the teachers most committed to inquiry-based teaching are going to want to lecture. And that’s the equivalent of sneaking out for a cigarette. Changing is hard and when people get tired they will want to return to the status quo. She’s worked with teachers at Luella to develop inquiry-based lessons to keep in their back pockets when it gets tough.\u003c/p>\n\u003cp>Laufenberg has watched many schools start a school transformation project with energy and vigor, but when leaders run into outside pressures from the district or can’t pick their way through the complex system they run out of momentum. It’s a common story, so common that many \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\">teachers expect new programs and approaches to fail in a few years\u003c/a>, or to die out when the superintendent takes a new job. And, since change is uncomfortable, many just wait it out. That’s why it’s important not to toss away good teaching practices just because they’ve been around for years.\u003c/p>\n\u003cp>“I see a lot of people really turning into everything that’s new is better and everything that’s old is bad, which it’s not,” Laufenberg said. For example, inquiry is currently in the spotlight, but it’s not a new idea. Similarly, advisory is an old idea that works. It’s always a good idea to provide a care structure for kids as they move through school. “We don’t need to get rid of that just because it’s old,” Laufenberg said.\u003c/p>\n\u003cp>For his part, Smith doesn’t expect this work to ever become easy because it revolves around people, and people are messy. “What we see as order is really chaos and what we see as chaos is really order,” Smith said. He doesn’t want it to become orderly because that’s not the natural state of human systems.\u003c/p>\n\u003cp>Individual success stories of students are what help keep him going. One boy with severe autism had been educated on his own in a rubber room in seventh grade. His mom didn’t think he could handle a big high school, but Smith wanted to give him a shot. The student turned out to be incredibly gifted at math and loved playing in the band. A clear moment demonstrating his growth came when he asked to direct the band at the last home football game, a step outside his comfort zone that was uncharacteristic.\u003c/p>\n\u003cp>“When he walked across the stage [at graduation], we had taken a child who was in a rubber room in seventh grade and had given him a shot at life,” Smith said. Many adults worked hard to get that student to graduation and they all felt a victory when he was successful.\u003c/p>\n\u003cp>On the other end of the spectrum, Smith will always remember a young woman who seemed to be perfect from the outside: good grades, cheerleader, the class valedictorian. But unbeknown to many of her friends and teachers, she had a very difficult home life. For her valedictorian speech she decided to talk publicly about her depression and bulimia in hopes of changing someone else’s reality.\u003c/p>\n\u003cp>“We've got a long way to go in this work, but we are making progress and people are seeing that we’re making progress,” Smith said. He’s seen an uptick in ACT and SAT scores, attendance is better and discipline referrals are down. Those are all traditional markers of school improvement, but Smith isn’t kidding himself that those things necessarily mean students are leaving school prepared for college, career and a good life. Every year he surveys seniors about how prepared they feel for those three things as they leave his care.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>On a five-point scale, 30 percent of seniors rate life preparedness as a one or two. While some people might just see that as a matter of perception, Smith sees that as an indicator that he and his staff need to keep working to do better by students at Luella High.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Jerry Smith became a principal six years ago he had been teaching for 22 years, so his administrative style is firmly rooted in the belief that the important stuff goes on in classrooms. When he took over \u003ca href=\"http://schoolwires.henry.k12.ga.us/domain/4816\" target=\"_blank\">Luella High School \u003c/a>outside Atlanta, he began thinking about how he could propel fundamental change in what was then a traditional comprehensive high school. When a third of the students and a big chunk of the staff relocated to a new high school the district opened to ease crowding at Luella, Smith knew the moment was ripe for even bigger shifts.\u003c/p>\n\u003cp>“We said we’re going to put anything and everything on the table and try to do this differently,” Smith said. He was appalled that the current system prioritized churning out graduates, many of whom weren’t actually “college and career ready -- life ready,” as the school’s mission statement boldly pronounces. And, the school certainly wasn’t doing a good job by its gifted students or those who were struggling, Smith said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If we don’t match our minutes to our mission, [teachers are] not going to shift.'\u003ccite>Diana Laufenberg, Executive Director of Inquiry Schools\u003c/cite>\u003c/aside>\n\u003cp>“If you are truly going to reach every student you have to see education as a personal thing for every person who walks into the building, including the adults,” Smith said. He and a team of teachers set out to try to reconfigure how this big high school could structurally put student relationships with teachers at the center, and value mastery of content above all else. The school ultimately \u003ca href=\"http://griffinjournal.com/henry-county-schools-awarded-continued-funding-for-personalized-learning-p13324-403.htm\" target=\"_blank\">won a Next Generation Systems Initiative grant\u003c/a> from the Bill & Melinda Gates Foundation to jump-start their efforts.\u003c/p>\n\u003cp>It soon became clear that one of the biggest obstacles to instructional changes of the sort Smith and his team were trying to engineer was the school schedule itself. Comprehensive high schools like Luella offer a wide variety of classes, everything from Advanced Placement courses to art, band, career and technical courses. All the choices is one of the strong suits of high school right now. But the variety of classes and the teachers required to teach them, along with contractual barriers to how many periods a teacher can instruct in a row without a break, and things like lunch and bus schedules, make altering the schedule a huge challenge.\u003c/p>\n\u003cp>“Our schedule is a function of what we’re trying to create,” said Diana Laufenberg, executive director of \u003ca href=\"http://inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a> and a former high school history teacher at Science Leadership Academy. Laufenberg is working with schools across the country to transform pedagogical models toward more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/21/10-tips-for-launching-an-inquiry-based-classroom/\">inquiry-driven approaches\u003c/a>. She says what Smith and his team in Georgia are trying to do is some of the hardest work in education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are plenty of charter networks and magnet programs gaining acclaim for their innovative teaching models, but most school-age children go to existing public schools. Laufenberg compares the situation to city building. A city can’t modernize by constructing new buildings but ignoring the underlying infrastructure. When a road is rutted, it doesn’t work to just build a new road. The original road must be fixed. In the educational context, existing schools need system-level change if the system as a whole is going to shift.\u003c/p>\n\u003cp>“When you are trying to do a transformation, if you don’t have some kind of major lever, you have varying levels of success of your program,” Laufenberg said. Changing the master schedule, while difficult, is a major signal to everyone connected to the school that pedagogy is shifting. “If we don’t match our minutes to our mission, [teachers are] not going to shift.”\u003c/p>\n\u003cp>\u003cstrong>LUELLA'S SHIFT\u003c/strong>\u003c/p>\n\u003cp>At Luella High, three teachers of the same subject, sophomore English, for example, all teach during the same period. The students in those three sections can then rotate between teachers, depending on their individual needs. For example, one teacher might lead a literature discussion with a larger group of students while another teacher helps a smaller group with their writing and a third is working with students applying their knowledge in a project.\u003c/p>\n\u003cp>“What’s different for us is that we’ve designed a model that is basically a rotational model, but it doesn’t look the same in math as it does in foreign language, as it does in English,” Smith said. It's like the \"station rotation model\" in elementary school, but it changes depending on the grade level, content, discipline and the needs of the students in that cohort.\u003c/p>\n\u003cp>“What we’re not going to do is say we’re a personalized learning school and say one model works for everyone,” Smith said. “That’s crazy.” He has designated personal learning coaches moving between cohorts to help teachers identify student needs and to think through how the professional learning community of teachers working together might improve the model.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Society has taught children to be spoon-fed and if it doesn't work out someone is going to rescue you. Well, we're not doing that.'\u003ccite>Jerry Smith, Principal Luella High School\u003c/cite>\u003c/aside>\n\u003cp>“The rotational model is meant to give kids some choice and to let them be in different settings, because we all know we perform differently in different settings,” Smith said. The other big part of the model is constant formative assessment to determine how well students are picking up knowledge and skills. And every four weeks students take a summative assessment designed by teachers and tied to the standards. That assessment gives the instructional team a snapshot of where each student stands at that moment in time and where students need more work. The rotation and groups can be adjusted accordingly.\u003c/p>\n\u003cp>“It’s sloppy, but hell, life is sloppy,” Smith said. His team is slowly changing the instructional approach grade by grade. They started with ninth grade and are now working to modify 11th grade. Smith says this model requires that students take ownership of their own learning, and that transition has been one of the hardest to make at Luella.\u003c/p>\n\u003cp>“That’s probably the most difficult and weakest area we have because society has taught children to be spoon-fed and if it doesn’t work out someone is going to rescue you,” Smith said. “Well, we’re not doing that.”\u003c/p>\n\u003cp>In addition to a schedule that allows for the rotation model, Smith also wanted to create opportunities for interdisciplinary work and was trying to be mindful of how many exams students would be taking at the same time. He also wanted to keep all of the 19 AP courses Luella offers, including the section of BC Calculus that only had eight students enrolled.\u003c/p>\n\u003cp>To achieve a schedule that accommodates all these competing priorities, Smith has had to give up some things, and he’s planning to hand schedule the entire building next year. Existing scheduling software isn’t designed to handle the priorities Smith wanted and would “break the pedagogical model” if relied upon to do the scheduling.\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/GD-QhNjQlFE\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>WHAT IT TAKES\u003c/strong>\u003c/p>\n\u003cp>Leading a school transformation like this one is hard work and requires constantly pushing toward the vision. When Luella started this work Smith said he got reactions from across the spectrum. Some parents were distrustful of the changes, while others thought they sounded like a good idea. Some teachers left because they didn’t agree with the new pedagogical focus, but others have thrived and led the changes. Smith said he tries to be as transparent as possible with the community about why decisions are being made, while always holding firm to his central principle -- the school should be serving all its students better.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I see a lot of people really turning into everything that's new is better and everything that's old is bad, which it's not.'\u003ccite>Diana Laufenberg\u003c/cite>\u003c/aside>\n\u003cp>“The systems of schools are so habitual, shifting practice has to be as concerted as quitting smoking,” Laufenberg said. “You need to have a plan for your bad day.” She said there are days when even the teachers most committed to inquiry-based teaching are going to want to lecture. And that’s the equivalent of sneaking out for a cigarette. Changing is hard and when people get tired they will want to return to the status quo. She’s worked with teachers at Luella to develop inquiry-based lessons to keep in their back pockets when it gets tough.\u003c/p>\n\u003cp>Laufenberg has watched many schools start a school transformation project with energy and vigor, but when leaders run into outside pressures from the district or can’t pick their way through the complex system they run out of momentum. It’s a common story, so common that many \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\">teachers expect new programs and approaches to fail in a few years\u003c/a>, or to die out when the superintendent takes a new job. And, since change is uncomfortable, many just wait it out. That’s why it’s important not to toss away good teaching practices just because they’ve been around for years.\u003c/p>\n\u003cp>“I see a lot of people really turning into everything that’s new is better and everything that’s old is bad, which it’s not,” Laufenberg said. For example, inquiry is currently in the spotlight, but it’s not a new idea. Similarly, advisory is an old idea that works. It’s always a good idea to provide a care structure for kids as they move through school. “We don’t need to get rid of that just because it’s old,” Laufenberg said.\u003c/p>\n\u003cp>For his part, Smith doesn’t expect this work to ever become easy because it revolves around people, and people are messy. “What we see as order is really chaos and what we see as chaos is really order,” Smith said. He doesn’t want it to become orderly because that’s not the natural state of human systems.\u003c/p>\n\u003cp>Individual success stories of students are what help keep him going. One boy with severe autism had been educated on his own in a rubber room in seventh grade. His mom didn’t think he could handle a big high school, but Smith wanted to give him a shot. The student turned out to be incredibly gifted at math and loved playing in the band. A clear moment demonstrating his growth came when he asked to direct the band at the last home football game, a step outside his comfort zone that was uncharacteristic.\u003c/p>\n\u003cp>“When he walked across the stage [at graduation], we had taken a child who was in a rubber room in seventh grade and had given him a shot at life,” Smith said. Many adults worked hard to get that student to graduation and they all felt a victory when he was successful.\u003c/p>\n\u003cp>On the other end of the spectrum, Smith will always remember a young woman who seemed to be perfect from the outside: good grades, cheerleader, the class valedictorian. But unbeknown to many of her friends and teachers, she had a very difficult home life. For her valedictorian speech she decided to talk publicly about her depression and bulimia in hopes of changing someone else’s reality.\u003c/p>\n\u003cp>“We've got a long way to go in this work, but we are making progress and people are seeing that we’re making progress,” Smith said. He’s seen an uptick in ACT and SAT scores, attendance is better and discipline referrals are down. Those are all traditional markers of school improvement, but Smith isn’t kidding himself that those things necessarily mean students are leaving school prepared for college, career and a good life. Every year he surveys seniors about how prepared they feel for those three things as they leave his care.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On a five-point scale, 30 percent of seniors rate life preparedness as a one or two. While some people might just see that as a matter of perception, Smith sees that as an indicator that he and his staff need to keep working to do better by students at Luella High.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work. At \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a>, a public magnet school in Philadelphia, all ninth-graders take a one-semester introduction-to-engineering course to help them learn how to tackle big projects. That’s a skill they will need in every high school class going forward at this project-based, inquiry-centered school.\u003c/p>\n\u003cp>SLA teachers see engineering as the perfect vehicle to get students practicing the transferable skills of breaking work down into manageable pieces, working together and learning from failed attempts. By introducing students to the built world and giving some simple ways to think about problems, they’ve also empowered students to design and build improvements for the physical school environment. And that freedom to make an impact has in turn attracted a more diverse set of students to the school’s elective advanced engineering classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I don't like engineering because of engineering. I like engineering because of what it does for the rest of my life.'\u003ccite>Javier, Science Leadership Academy senior\u003c/cite>\u003c/aside>\n\u003cp>The engineering programs at SLA’s two campuses are run by two teachers who used to work in the industry and remember exactly which skills they were lacking coming out of college and starting their first engineering jobs. “I felt like I didn’t know how to make enough stuff,” said Chris Pilla, the engineering teacher at \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">SLA Beeber\u003c/a> (a second campus that opened two years ago).\u003c/p>\n\u003cp>Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,” he told educators gathered at the school’s annual \u003ca href=\"http://2016.educon.org/\" target=\"_blank\">EduCon conference\u003c/a>. That’s what he tries to give his students in high school.\u003c/p>\n\u003cp>SLA Beeber is co-located with a middle school in a big old building that doesn’t have any of the open collaborative spaces teachers and students would like to have. But rather than seeing that as an insurmountable barrier, Pilla has incorporated the challenge of changing the physical spaces around the school into the engineering program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They started by building a makerspace to house all their tools and provide workshop space for various ambitious projects going on around the building. “There was a huge advantage of doing that over paying an architect to design and build everything,” Pilla said. Every Wednesday afternoon from 1 to 5 p.m., Pilla and a handful of committed students worked on building the makerspace into exactly what they wanted. It took six to eight months and over 1,000 hours of manpower. But because students were so involved in its design and construction, they care a lot about keeping it neat and functioning, and want to help other students learn about it.\u003c/p>\n\u003cfigure id=\"attachment_43699\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43699\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber3-1440x810.jpg\" alt=\"The SLA Beeber makerspace is in a converted classroom.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The SLA Beeber makerspace is in a converted classroom. \u003ccite>(Courtesy Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s slow, but it’s tremendous for them because they know they’re building something that will be used by the school,” Pilla said.\u003c/p>\n\u003cp>The team intentionally built big glass doors into the makerspace so students walking by get curious about what’s going on inside and drop in to find out. The students who were most involved in constructing the makerspace are now so competent with the tools and protocols of the space that they are teaching assistants for Pilla. When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.\u003c/p>\n\u003cp>“We want to make sure that they can take control of the physical environment where they go to school,” Pilla said. That’s a radical idea, but it has been a tremendous way to engage students who might not otherwise be interested in engineering.\u003c/p>\n\u003cp>“It’s bringing in new people who might not have been into building the makerspace itself, but now they found a need in the building and are starting to get more involved,” Pilla said. Two girls who showed no interest in making or engineering before came to him with an idea to build a reading loft. They had identified a lack of quiet reading space as a school need and are now building it. They’re also taking engineering as an elective.\u003c/p>\n\u003cp>When kids are excited about what they can design and build, it makes it easier to excite them about more traditional engineering topics, too, Pilla said. Early on in his teaching, he tried to teach students about circuits. They gave up quickly and lost interest because it wasn't connected to anything. But after they'd had a chance to prototype their own projects, build them, fail and try again, they had much more appetite for harder engineering challenges put forward by their teacher.\u003c/p>\n\u003cp>The SLA Beeber students and teachers have a lot of space to repurpose, which is both a lot of work and a luxury. At the Center City SLA campus space is tighter, but engineering teacher John Kamal still encourages his students to solve problems of design they see around the building.\u003c/p>\n\u003cp>“We’re just taking over any little places we can find,” Kamal said. Students noticed a hallway outside one classroom wasn’t being used for much, so they put up double doors and turned it into a storage room for some making equipment. Kamal and his students also converted a chemistry lab into a machine shop, putting the big equipment in the center of the room where the tables used to be and having students sit at the countertops in the back for times when direct instruction is necessary.\u003c/p>\n\u003cp>Using an engineering lens as a way of thinking about problem-solving and then letting students actually design and build solutions to those problems has made engineering a much more approachable subject to many students. Kamal said his goal has always been to draw more minority and female students into the discipline. Two years ago 70 percent of the engineering students were boys, partly because the courses were all electives. Now 41 percent of students in the program are women, up from 30 percent.\u003c/p>\n\u003cfigure id=\"attachment_43700\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber2-1440x810.jpg\" alt=\"SLA Beeber students working on projects in the makerspace.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SLA Beeber students working on projects in the makerspace. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I come from a family where everyone builds and what-not, but I was never really involved in it,” said Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.\u003c/p>\n\u003cp>“It’s really cool because I’m a female and I’m teaching all the guys to do stuff,” Bell said.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON CORE SKILLS\u003c/strong>\u003c/p>\n\u003cp>Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later. When they ask industry experts the core skills required for good employees, no one mentions the ability to do differential equations. Instead, the qualities experts list look a lot more like what every teacher in every subject wants to see from students.\u003c/p>\n\u003cp>The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.” One project the SLA teachers have devised to help students work on all these skills is a massive Rube Goldberg machine with 70 moving parts designed by 30 people working together. There are lots of opportunities to fail on this project, but Pilla said he’s going to let the project continue until students have some success.\u003c/p>\n\u003cp>“I realized I wasn’t giving kids enough time to succeed after they failed,” Pilla said. He likes this project because it requires a lot of communication and careful design, as well as the ability to break a big project down into its many pieces and work on them step-by-step.\u003c/p>\n\u003cfigure id=\"attachment_43701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber4-1440x810.jpg\" alt=\"The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As students move into higher-level engineering electives at SLA (robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming), they get more and more control over the problems they’ll tackle, which is a challenge in and of itself. “We are so used to coming in and having our engineering teacher giving us a problem and a set of restraints,” said Javier, a senior at SLA Center City. In the advanced engineering class, the seniors run the whole class themselves, with Kamal playing more of a coaching role.\u003c/p>\n\u003cp>“We realized this is our class, it’s not his class, and he didn’t chime in until the very end to reflect,” Javier said. He’s found it to be good practice to sit down with peers and push one another to do the best work possible. Currently they’re working on designing a solar cooker that can be built out of materials in Madagascar, since it’s too expensive to ship parts.\u003c/p>\n\u003cp>“I don’t like engineering because of engineering,” Javier said. “I like engineering because of what it does for the rest of my life.” This multitalented young man is a self-described painter, writer and endurance runner. He says when he finishes a tough calculus problem that unlocks some part of an engineering challenge, it gives him confidence that he can finish a long run.\u003c/p>\n\u003cp>“To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,” Javier said. There was a collective sigh of longing and admiration from the educators in the room when he said that. What teacher doesn’t want his or her students to feel that way?\u003c/p>\n\u003cp>“We as educators are trying to develop whole people and that love of learning and that connectedness across the whole of life,” Kamal said. At both SLA campuses, engineering has been woven into the fabric of the school and has become a way for this community of people to come together and devise solutions that affect everyone.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And they’re taking it beyond the school walls. Pilla says his students’ next challenge is to transform a swath of concrete outside their school into a playground and community garden for neighbors to enjoy.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work. At \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a>, a public magnet school in Philadelphia, all ninth-graders take a one-semester introduction-to-engineering course to help them learn how to tackle big projects. That’s a skill they will need in every high school class going forward at this project-based, inquiry-centered school.\u003c/p>\n\u003cp>SLA teachers see engineering as the perfect vehicle to get students practicing the transferable skills of breaking work down into manageable pieces, working together and learning from failed attempts. By introducing students to the built world and giving some simple ways to think about problems, they’ve also empowered students to design and build improvements for the physical school environment. And that freedom to make an impact has in turn attracted a more diverse set of students to the school’s elective advanced engineering classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I don't like engineering because of engineering. I like engineering because of what it does for the rest of my life.'\u003ccite>Javier, Science Leadership Academy senior\u003c/cite>\u003c/aside>\n\u003cp>The engineering programs at SLA’s two campuses are run by two teachers who used to work in the industry and remember exactly which skills they were lacking coming out of college and starting their first engineering jobs. “I felt like I didn’t know how to make enough stuff,” said Chris Pilla, the engineering teacher at \u003ca href=\"http://slabeeber.org/\" target=\"_blank\">SLA Beeber\u003c/a> (a second campus that opened two years ago).\u003c/p>\n\u003cp>Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,” he told educators gathered at the school’s annual \u003ca href=\"http://2016.educon.org/\" target=\"_blank\">EduCon conference\u003c/a>. That’s what he tries to give his students in high school.\u003c/p>\n\u003cp>SLA Beeber is co-located with a middle school in a big old building that doesn’t have any of the open collaborative spaces teachers and students would like to have. But rather than seeing that as an insurmountable barrier, Pilla has incorporated the challenge of changing the physical spaces around the school into the engineering program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They started by building a makerspace to house all their tools and provide workshop space for various ambitious projects going on around the building. “There was a huge advantage of doing that over paying an architect to design and build everything,” Pilla said. Every Wednesday afternoon from 1 to 5 p.m., Pilla and a handful of committed students worked on building the makerspace into exactly what they wanted. It took six to eight months and over 1,000 hours of manpower. But because students were so involved in its design and construction, they care a lot about keeping it neat and functioning, and want to help other students learn about it.\u003c/p>\n\u003cfigure id=\"attachment_43699\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43699\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber3-1440x810.jpg\" alt=\"The SLA Beeber makerspace is in a converted classroom.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber3-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The SLA Beeber makerspace is in a converted classroom. \u003ccite>(Courtesy Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s slow, but it’s tremendous for them because they know they’re building something that will be used by the school,” Pilla said.\u003c/p>\n\u003cp>The team intentionally built big glass doors into the makerspace so students walking by get curious about what’s going on inside and drop in to find out. The students who were most involved in constructing the makerspace are now so competent with the tools and protocols of the space that they are teaching assistants for Pilla. When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.\u003c/p>\n\u003cp>“We want to make sure that they can take control of the physical environment where they go to school,” Pilla said. That’s a radical idea, but it has been a tremendous way to engage students who might not otherwise be interested in engineering.\u003c/p>\n\u003cp>“It’s bringing in new people who might not have been into building the makerspace itself, but now they found a need in the building and are starting to get more involved,” Pilla said. Two girls who showed no interest in making or engineering before came to him with an idea to build a reading loft. They had identified a lack of quiet reading space as a school need and are now building it. They’re also taking engineering as an elective.\u003c/p>\n\u003cp>When kids are excited about what they can design and build, it makes it easier to excite them about more traditional engineering topics, too, Pilla said. Early on in his teaching, he tried to teach students about circuits. They gave up quickly and lost interest because it wasn't connected to anything. But after they'd had a chance to prototype their own projects, build them, fail and try again, they had much more appetite for harder engineering challenges put forward by their teacher.\u003c/p>\n\u003cp>The SLA Beeber students and teachers have a lot of space to repurpose, which is both a lot of work and a luxury. At the Center City SLA campus space is tighter, but engineering teacher John Kamal still encourages his students to solve problems of design they see around the building.\u003c/p>\n\u003cp>“We’re just taking over any little places we can find,” Kamal said. Students noticed a hallway outside one classroom wasn’t being used for much, so they put up double doors and turned it into a storage room for some making equipment. Kamal and his students also converted a chemistry lab into a machine shop, putting the big equipment in the center of the room where the tables used to be and having students sit at the countertops in the back for times when direct instruction is necessary.\u003c/p>\n\u003cp>Using an engineering lens as a way of thinking about problem-solving and then letting students actually design and build solutions to those problems has made engineering a much more approachable subject to many students. Kamal said his goal has always been to draw more minority and female students into the discipline. Two years ago 70 percent of the engineering students were boys, partly because the courses were all electives. Now 41 percent of students in the program are women, up from 30 percent.\u003c/p>\n\u003cfigure id=\"attachment_43700\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber2-1440x810.jpg\" alt=\"SLA Beeber students working on projects in the makerspace.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber2-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SLA Beeber students working on projects in the makerspace. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I come from a family where everyone builds and what-not, but I was never really involved in it,” said Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.\u003c/p>\n\u003cp>“It’s really cool because I’m a female and I’m teaching all the guys to do stuff,” Bell said.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON CORE SKILLS\u003c/strong>\u003c/p>\n\u003cp>Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later. When they ask industry experts the core skills required for good employees, no one mentions the ability to do differential equations. Instead, the qualities experts list look a lot more like what every teacher in every subject wants to see from students.\u003c/p>\n\u003cp>The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.” One project the SLA teachers have devised to help students work on all these skills is a massive Rube Goldberg machine with 70 moving parts designed by 30 people working together. There are lots of opportunities to fail on this project, but Pilla said he’s going to let the project continue until students have some success.\u003c/p>\n\u003cp>“I realized I wasn’t giving kids enough time to succeed after they failed,” Pilla said. He likes this project because it requires a lot of communication and careful design, as well as the ability to break a big project down into its many pieces and work on them step-by-step.\u003c/p>\n\u003cfigure id=\"attachment_43701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-43701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Beeber4-1440x810.jpg\" alt=\"The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Beeber4-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The makerspace has been an important way for students who are still learning English to make friends and participate in the school community. These boys are recent immigrants from Ethiopia. \u003ccite>(Courtesy of Chris Pilla/Science Leadership Academy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As students move into higher-level engineering electives at SLA (robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming), they get more and more control over the problems they’ll tackle, which is a challenge in and of itself. “We are so used to coming in and having our engineering teacher giving us a problem and a set of restraints,” said Javier, a senior at SLA Center City. In the advanced engineering class, the seniors run the whole class themselves, with Kamal playing more of a coaching role.\u003c/p>\n\u003cp>“We realized this is our class, it’s not his class, and he didn’t chime in until the very end to reflect,” Javier said. He’s found it to be good practice to sit down with peers and push one another to do the best work possible. Currently they’re working on designing a solar cooker that can be built out of materials in Madagascar, since it’s too expensive to ship parts.\u003c/p>\n\u003cp>“I don’t like engineering because of engineering,” Javier said. “I like engineering because of what it does for the rest of my life.” This multitalented young man is a self-described painter, writer and endurance runner. He says when he finishes a tough calculus problem that unlocks some part of an engineering challenge, it gives him confidence that he can finish a long run.\u003c/p>\n\u003cp>“To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,” Javier said. There was a collective sigh of longing and admiration from the educators in the room when he said that. What teacher doesn’t want his or her students to feel that way?\u003c/p>\n\u003cp>“We as educators are trying to develop whole people and that love of learning and that connectedness across the whole of life,” Kamal said. At both SLA campuses, engineering has been woven into the fabric of the school and has become a way for this community of people to come together and devise solutions that affect everyone.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And they’re taking it beyond the school walls. Pilla says his students’ next challenge is to transform a swath of concrete outside their school into a playground and community garden for neighbors to enjoy.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Bring 'More Beautiful' Questions Back to School",
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"content": "\u003cp>In the age of information, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/31/how-are-students-roles-changing-in-the-new-economy-of-information/\" target=\"_blank\">factual answers are easy to find\u003c/a>. Want to know who signed the Declaration of Independence? Google it. Curious about the plot of Nathaniel Hawthorne's famous novel, \"The Scarlet Letter\"? A quick Internet search will easily jog your memory. But while computers are great at spitting out answers, they aren’t very good at asking questions. But luckily, that’s where humans can excel.\u003c/p>\n\u003cp>Curiosity is baked into the human experience. Between the ages of 2 and 5, kids ask on average 40,000 questions, said Warren Berger, author of \u003ca href=\"http://amorebeautifulquestion.com/book-on-questioning-by-warren-berger/\" target=\"_blank\">\"A More Beautiful Question,\"\u003c/a> at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=107259&\" target=\"_blank\">Innovative Learning Conference\u003c/a> hosted at the Nueva School. Young kids encounter something new, learn a little bit about it, get curious and then continue to add on a little more information with each new discovery. Warren says that’s where curiosity happens, in the gap between learning something and being exposed to something new.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are a questioner, you are going against the grain. That could appeal to young people.'\u003ccite>Warren Berger, author of '\u003cem>A More Beautiful Question'\u003c/em>\u003c/cite>\u003c/aside>\n\u003cp>“Kids are lighting up their pleasure zones and getting dopamine hits every time they learn something that solves something they were curious about,” Berger said. He contends that questioning is a highly valued skill. Companies are looking for people who can ask \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">deep questions that will solve real problems\u003c/a> and lead to profitable solutions. Equally important, it’s up to an informed citizenry to ask questions about the world, policies and the actions of our government.\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/dey1Rm5gUxw\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Luckily, kids are hard-wired for that kind of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/04/how-the-power-of-interest-drives-learning/\" target=\"_blank\">generative curiosity\u003c/a>. Unfortunately, “right around age 5 or 6, questioning drops off a cliff,” Berger said. Paradoxically, when kids go to school they stop asking so many questions. “Children enter school as question marks and leave schools as periods,” Berger said, quoting Neil Postman.* But why?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are a lot of understandable reasons why questioning drops off in school. Foremost among them is time. “Time really conspires against questioning,” Berger said. “In the classroom there often isn’t time to let kids ask their questions.” And really good, deep questions often take a lot of time to unravel -- more time than a harried teacher trying to cover all the curriculum often feels she can afford. And while time pressure is a very real part of teaching, not making time for questioning says a lot about how valuable it is to us. People make time for the things they value.\u003c/p>\n\u003cp>But knowledge can also be the enemy of questioning. “As we know more, or feel we know more, we may be less inclined to question,” Berger said. Sometimes answers can close down other avenues of thinking or ways of seeing a problem, but that all depends on how teachers treat knowledge. When treated as a life-long endeavor, learning a little bit about something opens up space to learn more.\u003c/p>\n\u003cp>And of course there are social barriers to questioning. Many kids don’t see asking questions as “cool.” And the perception that question askers are suck-ups or dorks probably also comes from fear. Many people feel vulnerable admitting they don’t know something. They are afraid to offer a window into their inner world by wondering out loud.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>These barriers to questioning are real and challenging, but there are lots of ways parents and teachers can work to make questioning a normal part of school and life. One of the primary ways adults can support questioning, Berger said, is to model curiosity and to value questions. Instead of asking a child, “What did you learn at school today,” a parent might ask, “What great question did you ask today?” Or, when a child asks one of those great, deep questions that gets at why humans are even here, parents could dive in and explore the question with their child.\u003c/p>\n\u003cp>“You don’t have to have the answers. You just have to have the interest,” Berger said. Instead of trying to close off questioning by providing a pat answer or a terse “I don’t know,” parents might say, “If you were going to start answering that question, where would you start?”\u003c/p>\n\u003cp>“We want their questions to be large and expanded instead of being diminished and eventually going away,” Berger said. That philosophy should apply to school as well.\u003c/p>\n\u003cp>\u003cstrong>5 WAYS TO HELP STUDENTS BECOME BETTER QUESTIONERS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Make It Safe:\u003c/strong> “I think this might be the most important one,” Berger said. Many kids won’t raise their hand in front of the whole class to ask a question because they’re shy or nervous. “Fear kills curiosity,” Berger said. “The two things do not exist very well together.” But a student that might be afraid to question in front of the whole group may be willing to ask questions in a smaller group or to write a question down. Teachers can help make small groups even safer by laying out protective rules like “no question can be edited or judged.”\u003c/p>\n\u003cp>“The key thing is it makes questioning the point of the activity, and that is rarely the case,” Berger said. “The point is always to get to the answer.” Asking good questions takes practice. The Right Question Institute \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">offers protocols\u003c/a> to get students questioning, but teachers shouldn’t expect kids to immediately be good at it.\u003c/p>\n\u003cp>\u003cstrong>2. Make it Cool:\u003c/strong> Berger suggests convincing kids that good questions lead to cool stuff and make the world a better place. Furthermore, people who ask good questions are cool people, even rebellious people sometimes. “The people who are really breaking new ground are the people asking questions,” Berger said. “Questioners are the explorers, the mavericks.”\u003c/p>\n\u003cp>And questions can make people uncomfortable, especially when they hit on something true. “If you are a questioner, you are going against the grain,” Berger said. “That could appeal to young people.”\u003c/p>\n\u003cp>\u003cstrong>3. Make It Fun:\u003c/strong> Turning questioning into a game can be a great way to make the process more lighthearted and fun. Frame the process as being a detective, solving riddles or puzzles. One possible game to get kids started is to take closed questions and turn them into open questions and visa versa. This helps kids really understand the difference and what makes a strong question.\u003c/p>\n\u003cp>Students could also approach the issue with \"why\" questions to dig into it, then start asking “what if” questions to open up their imaginations and finally “how might we” questions to begin coming up with solutions. “How might we” is a more invigorating and creative questioning tact that “how could we” or “how should we” prompts, which tend to have more judgment in them.\u003c/p>\n\u003cp>\u003cstrong>4. Make It Rewarding:\u003c/strong> Many students are used to empty praise from their teachers. When students venture a deep question, they commonly hear, “That’s a great question, let’s move on.” But an educator’s genuine interest in the question will be much more powerful than any praise.\u003c/p>\n\u003cp>Additionally, teachers can create structures in their classes to reward questioning. Perhaps there is a best question of the week, where students get to vote on one another’s questions. Or maybe there’s a bonus question on a test that is itself a question: “What question should have been on this test, but wasn’t?”\u003c/p>\n\u003cp>\u003cstrong>5. Make It Stick:\u003c/strong> Questioning has to be a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\">regular part of the school day\u003c/a> for it to become a student habit. The famous comedian George Carlin used to talk about “vuja de,” that none of this has ever happened before. He was joking, but he also credited his ability to look at familiar situations in fresh ways as a key to his success.\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/B7LBSDQ14eA\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Educators could follow Carlin’s lead and spend some time one day a week looking at a common object or idea and pushing students to ask questions about it as if they’ve never seen it before. “If you can instill this habit of mind in kids, this is the key to success for innovators,” Berger said.\u003c/p>\n\u003cp>If educators can find the precious minutes to foster these habits, Berger believes it could go a long way to developing critical thinkers. “I know that often times it doesn’t feel like there’s room to do some of these things under the current schedules and demands, but I feel like what needs to be done is small acts of insurrection,” he told educators and parents gathered at the conference.\u003c/p>\n\u003cp>\u003cstrong>Questioning Is About Power\u003c/strong>\u003c/p>\n\u003cp>Feeling confident to question the systems of power around us is one of the key jobs of an informed citizenry. Kids need to learn during their time at school that they have the right to know, to challenge assumptions and to dig deeper. Fostering this mentality in students can be challenging for teachers who are often complicit in systems of control over students. But often when teachers open the space for these questions, value them and explore them with students, a deep trust is built.\u003c/p>\n\u003cp>“I also think questioning matters because questions open up a dialogue instead of shutting it down,” Berger said. He says it’s the honest, thoughtful, respectful questions that start really good discussions. And ultimately could lead to the equity that so many educators and students are striving toward.\u003c/p>\n\u003cp>It’s also important to note that questioning makes a student vulnerable, and every student has a different relationship and experience with standing up to authority. “It’s very possible that there could be some groups of kids who would be more worried about how questioning is going to make them look,” Berger said. “That kid has more at stake,” and teachers need to recognize that.\u003c/p>\n\u003cp>These equity questions are the next topic Berger wants to explore. One study he read showed that upper-income families encouraged questioning in school, while lower-income families told their children to fit in and not rock the boat.\u003c/p>\n\u003cp>“Just because they’re not asking a question doesn’t mean they won’t have them,” Berger said. He’s researching how people are making questioning safe for everyone. Ultimately, questioning and reflecting are the keys to self-growth, something educators want for all their students.\u003c/p>\n\u003cp>“It’s OK to ask ambitious questions about yourself, your life, and that you won’t have the answer right away,” Berger said. Often people don’t ask those kinds of questions because they’re afraid they won’t have the answer. But if questioning deeply has always been part of the learning process, perhaps the next generation of citizens won’t be so afraid to sit with those hard questions.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this story did not properly attribute this quote to Neil Postman. We regret this error.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the age of information, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/31/how-are-students-roles-changing-in-the-new-economy-of-information/\" target=\"_blank\">factual answers are easy to find\u003c/a>. Want to know who signed the Declaration of Independence? Google it. Curious about the plot of Nathaniel Hawthorne's famous novel, \"The Scarlet Letter\"? A quick Internet search will easily jog your memory. But while computers are great at spitting out answers, they aren’t very good at asking questions. But luckily, that’s where humans can excel.\u003c/p>\n\u003cp>Curiosity is baked into the human experience. Between the ages of 2 and 5, kids ask on average 40,000 questions, said Warren Berger, author of \u003ca href=\"http://amorebeautifulquestion.com/book-on-questioning-by-warren-berger/\" target=\"_blank\">\"A More Beautiful Question,\"\u003c/a> at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=107259&\" target=\"_blank\">Innovative Learning Conference\u003c/a> hosted at the Nueva School. Young kids encounter something new, learn a little bit about it, get curious and then continue to add on a little more information with each new discovery. Warren says that’s where curiosity happens, in the gap between learning something and being exposed to something new.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are a questioner, you are going against the grain. That could appeal to young people.'\u003ccite>Warren Berger, author of '\u003cem>A More Beautiful Question'\u003c/em>\u003c/cite>\u003c/aside>\n\u003cp>“Kids are lighting up their pleasure zones and getting dopamine hits every time they learn something that solves something they were curious about,” Berger said. He contends that questioning is a highly valued skill. Companies are looking for people who can ask \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">deep questions that will solve real problems\u003c/a> and lead to profitable solutions. Equally important, it’s up to an informed citizenry to ask questions about the world, policies and the actions of our government.\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/dey1Rm5gUxw\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Luckily, kids are hard-wired for that kind of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/04/how-the-power-of-interest-drives-learning/\" target=\"_blank\">generative curiosity\u003c/a>. Unfortunately, “right around age 5 or 6, questioning drops off a cliff,” Berger said. Paradoxically, when kids go to school they stop asking so many questions. “Children enter school as question marks and leave schools as periods,” Berger said, quoting Neil Postman.* But why?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are a lot of understandable reasons why questioning drops off in school. Foremost among them is time. “Time really conspires against questioning,” Berger said. “In the classroom there often isn’t time to let kids ask their questions.” And really good, deep questions often take a lot of time to unravel -- more time than a harried teacher trying to cover all the curriculum often feels she can afford. And while time pressure is a very real part of teaching, not making time for questioning says a lot about how valuable it is to us. People make time for the things they value.\u003c/p>\n\u003cp>But knowledge can also be the enemy of questioning. “As we know more, or feel we know more, we may be less inclined to question,” Berger said. Sometimes answers can close down other avenues of thinking or ways of seeing a problem, but that all depends on how teachers treat knowledge. When treated as a life-long endeavor, learning a little bit about something opens up space to learn more.\u003c/p>\n\u003cp>And of course there are social barriers to questioning. Many kids don’t see asking questions as “cool.” And the perception that question askers are suck-ups or dorks probably also comes from fear. Many people feel vulnerable admitting they don’t know something. They are afraid to offer a window into their inner world by wondering out loud.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>These barriers to questioning are real and challenging, but there are lots of ways parents and teachers can work to make questioning a normal part of school and life. One of the primary ways adults can support questioning, Berger said, is to model curiosity and to value questions. Instead of asking a child, “What did you learn at school today,” a parent might ask, “What great question did you ask today?” Or, when a child asks one of those great, deep questions that gets at why humans are even here, parents could dive in and explore the question with their child.\u003c/p>\n\u003cp>“You don’t have to have the answers. You just have to have the interest,” Berger said. Instead of trying to close off questioning by providing a pat answer or a terse “I don’t know,” parents might say, “If you were going to start answering that question, where would you start?”\u003c/p>\n\u003cp>“We want their questions to be large and expanded instead of being diminished and eventually going away,” Berger said. That philosophy should apply to school as well.\u003c/p>\n\u003cp>\u003cstrong>5 WAYS TO HELP STUDENTS BECOME BETTER QUESTIONERS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Make It Safe:\u003c/strong> “I think this might be the most important one,” Berger said. Many kids won’t raise their hand in front of the whole class to ask a question because they’re shy or nervous. “Fear kills curiosity,” Berger said. “The two things do not exist very well together.” But a student that might be afraid to question in front of the whole group may be willing to ask questions in a smaller group or to write a question down. Teachers can help make small groups even safer by laying out protective rules like “no question can be edited or judged.”\u003c/p>\n\u003cp>“The key thing is it makes questioning the point of the activity, and that is rarely the case,” Berger said. “The point is always to get to the answer.” Asking good questions takes practice. The Right Question Institute \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">offers protocols\u003c/a> to get students questioning, but teachers shouldn’t expect kids to immediately be good at it.\u003c/p>\n\u003cp>\u003cstrong>2. Make it Cool:\u003c/strong> Berger suggests convincing kids that good questions lead to cool stuff and make the world a better place. Furthermore, people who ask good questions are cool people, even rebellious people sometimes. “The people who are really breaking new ground are the people asking questions,” Berger said. “Questioners are the explorers, the mavericks.”\u003c/p>\n\u003cp>And questions can make people uncomfortable, especially when they hit on something true. “If you are a questioner, you are going against the grain,” Berger said. “That could appeal to young people.”\u003c/p>\n\u003cp>\u003cstrong>3. Make It Fun:\u003c/strong> Turning questioning into a game can be a great way to make the process more lighthearted and fun. Frame the process as being a detective, solving riddles or puzzles. One possible game to get kids started is to take closed questions and turn them into open questions and visa versa. This helps kids really understand the difference and what makes a strong question.\u003c/p>\n\u003cp>Students could also approach the issue with \"why\" questions to dig into it, then start asking “what if” questions to open up their imaginations and finally “how might we” questions to begin coming up with solutions. “How might we” is a more invigorating and creative questioning tact that “how could we” or “how should we” prompts, which tend to have more judgment in them.\u003c/p>\n\u003cp>\u003cstrong>4. Make It Rewarding:\u003c/strong> Many students are used to empty praise from their teachers. When students venture a deep question, they commonly hear, “That’s a great question, let’s move on.” But an educator’s genuine interest in the question will be much more powerful than any praise.\u003c/p>\n\u003cp>Additionally, teachers can create structures in their classes to reward questioning. Perhaps there is a best question of the week, where students get to vote on one another’s questions. Or maybe there’s a bonus question on a test that is itself a question: “What question should have been on this test, but wasn’t?”\u003c/p>\n\u003cp>\u003cstrong>5. Make It Stick:\u003c/strong> Questioning has to be a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\">regular part of the school day\u003c/a> for it to become a student habit. The famous comedian George Carlin used to talk about “vuja de,” that none of this has ever happened before. He was joking, but he also credited his ability to look at familiar situations in fresh ways as a key to his success.\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/B7LBSDQ14eA\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Educators could follow Carlin’s lead and spend some time one day a week looking at a common object or idea and pushing students to ask questions about it as if they’ve never seen it before. “If you can instill this habit of mind in kids, this is the key to success for innovators,” Berger said.\u003c/p>\n\u003cp>If educators can find the precious minutes to foster these habits, Berger believes it could go a long way to developing critical thinkers. “I know that often times it doesn’t feel like there’s room to do some of these things under the current schedules and demands, but I feel like what needs to be done is small acts of insurrection,” he told educators and parents gathered at the conference.\u003c/p>\n\u003cp>\u003cstrong>Questioning Is About Power\u003c/strong>\u003c/p>\n\u003cp>Feeling confident to question the systems of power around us is one of the key jobs of an informed citizenry. Kids need to learn during their time at school that they have the right to know, to challenge assumptions and to dig deeper. Fostering this mentality in students can be challenging for teachers who are often complicit in systems of control over students. But often when teachers open the space for these questions, value them and explore them with students, a deep trust is built.\u003c/p>\n\u003cp>“I also think questioning matters because questions open up a dialogue instead of shutting it down,” Berger said. He says it’s the honest, thoughtful, respectful questions that start really good discussions. And ultimately could lead to the equity that so many educators and students are striving toward.\u003c/p>\n\u003cp>It’s also important to note that questioning makes a student vulnerable, and every student has a different relationship and experience with standing up to authority. “It’s very possible that there could be some groups of kids who would be more worried about how questioning is going to make them look,” Berger said. “That kid has more at stake,” and teachers need to recognize that.\u003c/p>\n\u003cp>These equity questions are the next topic Berger wants to explore. One study he read showed that upper-income families encouraged questioning in school, while lower-income families told their children to fit in and not rock the boat.\u003c/p>\n\u003cp>“Just because they’re not asking a question doesn’t mean they won’t have them,” Berger said. He’s researching how people are making questioning safe for everyone. Ultimately, questioning and reflecting are the keys to self-growth, something educators want for all their students.\u003c/p>\n\u003cp>“It’s OK to ask ambitious questions about yourself, your life, and that you won’t have the answer right away,” Berger said. Often people don’t ask those kinds of questions because they’re afraid they won’t have the answer. But if questioning deeply has always been part of the learning process, perhaps the next generation of citizens won’t be so afraid to sit with those hard questions.\u003c/p>\n\u003cp>\u003cem>*An earlier version of this story did not properly attribute this quote to Neil Postman. We regret this error.\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Take a look at this question: How do modern novels represent the characteristics of humanity?\u003c/p>\n\u003cp>If you were tasked with answering it, what would your first step be? Would you scribble down your thoughts — or would you Google it?\u003c/p>\n\u003cp>Terry Heick, a former English teacher in Kentucky, had a surprising revelation when his eighth- and ninth-grade students quickly turned to Google.\u003c/p>\n\u003cp>\"What they would do is they would start Googling the question, 'How does a novel represent humanity?' \" Heick says. \"That was a real eye-opener to me.\"\u003c/p>\n\u003cp>For those of us who grew up with search engines, especially Google, at our fingertips — looking at all of you millennials and post-millennials — this might seem intuitive. We grew up having our questions instantly answered as long as we had access to the Internet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, with the advent of personal assistants like Siri and Google Now that aim to serve up information \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2014/03/17/290125070/computers-that-know-what-you-need-before-you-ask\">before you even know you need it\u003c/a>, you don't even need to type the questions. Just say the words and you'll have your answer.\u003c/p>\n\u003cp>But with so much information easily available, does it make us smarter? Compared to the generations before who had to adapt to the Internet, how are those who grew up using the Internet — the so-called \"Google generation\" — different?\u003c/p>\n\u003cp>Heick had intended for his students to take a moment to think, figure out what type of information they needed, how to evaluate the data and how to reconcile conflicting viewpoints. He did not intend for them to immediately Google the question, word by word — eliminating the process of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>More Space To \u003c/strong>\u003cstrong>Think Or Less \u003c/strong>\u003cstrong>Time To Think?\u003c/strong>\u003c/p>\n\u003cp>There is a relative lack of research available examining the effect of search engines on our brains even as the technology is rapidly dominating our lives. Of the studies available, the answers are sometimes unclear.\u003c/p>\n\u003cp>Some argue that with easy access to information, we have more space in our brain to engage in creative activities, as humans have in the past.\u003c/p>\n\u003cp>Whenever new technology emerges — including newspapers and television — discussions about how it will threaten our brainpower always crops up, Harvard psychology professor Steven Pinker \u003ca href=\"http://www.nytimes.com/2010/06/11/opinion/11Pinker.html\">wrote in a 2010 op-ed\u003c/a> in \u003cem>The New York Times. \u003c/em>Instead of making us stupid, he wrote, the Internet and technology \"are the only things that will keep us smart.\"\u003c/p>\n\u003cp>\u003ca href=\"http://web.b.ebscohost.com/ehost/detail/detail?sid=c3559fa5-e2a8-4845-a422-fa7d9c02f21e%40sessionmgr113&vid=0&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=57775611&db=a9h\">Daphne Bavelier\u003c/a>, a professor at the University of Geneva, wrote in 2011 that we may have lost the ability for oral memorization valued by the Greeks when writing was invented, but we gained additional skills of reading and text analysis.\u003c/p>\n\u003cp>Writer Nicholas Carr contends that the Internet will take away our ability for contemplation due to the plasticity of our brains. He wrote about the subject in a 2008 article for \u003cem>The Atlantic \u003c/em>titled \"\u003ca href=\"http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/\">Is Google Making Us Stupid\u003c/a>.\"\u003c/p>\n\u003cp>\"... what the [Internet] seems to be doing is chipping away my capacity for concentration and contemplation,\" Carr wrote.\u003c/p>\n\u003cp>The few studies available, however, do not seem to bode well for the Google generation.\u003c/p>\n\u003cp>A 2008 study commissioned by the \u003ca href=\"http://www.webarchive.org.uk/wayback/archive/20140614113419/http:/www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf\">British Library\u003c/a> found that young people go through information online very quickly without evaluating it for accuracy.\u003c/p>\n\u003cp>A \u003ca href=\"http://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">2011 study\u003c/a> in the journal \u003cem>Science\u003c/em> showed that when people know they have future access to information, they tend to have a better memory of how and where to find the information — instead of recalling the information itself.\u003c/p>\n\u003cp>That phenomenon is similar to not remembering your friend's birthday because you know you can find it on Facebook. When we know that we can access this information whenever we want, we are not motivated to remember it.\u003c/p>\n\u003cp>\u003cstrong>'I'm Always On My Computer'\u003c/strong>\u003c/p>\n\u003cp>Michele Nelson, an art teacher at Estes Hills Elementary School in Chapel Hill, N.C., seems to share Carr's concerns. Nelson, who has been teaching for more than nine years, says it was obvious with her middle school students and even her 15-year-old daughter that they are unable to read long texts anymore.\u003c/p>\n\u003cp>\"They just had a really hard time comprehending if they went to a website that had a lot of information,\" Nelson says. \"They couldn't grasp it, they couldn't figure out what the important thing was.\"\u003c/p>\n\u003cp>Nelson says she struggles with the same problem.\u003c/p>\n\u003cp>\"I'm always on my computer. ... I don't read books as much as I used to,\" she says. \"It's a lot harder for my brain to get to a place where I can follow and enjoy the reading, and I get distracted very easily.\"\u003c/p>\n\u003cp>The bright side lies in a \u003ca href=\"https://www.psychologytoday.com/files/attachments/5230/136.pdf\">2009 study\u003c/a> conducted by Gary Small, the director of \u003ca href=\"https://www.semel.ucla.edu/longevity\">University of California Los Angeles' Longevity Center\u003c/a>, that explored brain activity when older adults used search engines. He found that among older people who have experience using the Internet, their brains are two times more active than those who don't when conducting Internet searches.\u003c/p>\n\u003cp>Internet searching, Small says, is like a brain exercise that can be good for our mental health.\u003c/p>\n\u003cp>\"If somebody has normal memory when they're older, I always encourage them to use the computer,\" he says. \"It enhances our lives.\"\u003c/p>\n\u003cp>For Small, the problem for younger people is the overuse of the technology that leads to distraction. Otherwise, he is excited for the new innovations in technology.\u003c/p>\n\u003cp>\"We tend to be economical in terms of how we use our brain, so if you know you don't have to memorize the directions to a certain place because you have a GPS in your car, you're not going to bother with that,\" Small says. \"You're going to use your mind to remember other kinds of information.\"\u003c/p>\n\u003cp>\u003cstrong>How To Teach Digital Natives?\u003c/strong>\u003c/p>\n\u003cp>Heick has since left teaching to start \u003ca href=\"http://www.teachthought.com/about/\">TeachThought\u003c/a>, a company that produces content to support teachers in \"innovation in teaching and learning for a 21st century audience.\"\u003c/p>\n\u003cp>To him, the Internet holds great potential for education — but curriculum must change accordingly. Since content is so readily available, teachers should not merely dole out information and instead focus on cultivating critical thinking, he says.\u003c/p>\n\u003cp>\"Classroom walls and school building walls are transparent, with technology essentially bringing the outside world to the classroom and vice versa,\" he says.\u003c/p>\n\u003cp>Heick says his company recently started working with schools and organizations in a few states, including North Carolina, Texas and New York, to develop lesson plans.\u003c/p>\n\u003cp>\"Google really lubricates that access to information and while that is fantastic, it makes us have to change a bit the way we think about things,\" Heick says. \"Because we're so busy, we have this false security that we understand something because we Googled it. Now we're moving on to the next thing instead of really rolling around with this idea and trying to understand it.\"\u003c/p>\n\u003cp>One of his recommendations is to make questions \"Google-proof.\"\u003c/p>\n\u003cp>\"Design it so that Google is crucial to creating a response rather than finding one,\" \u003ca href=\"http://www.teachthought.com/pedagogy/10-ways-teacher-planning-adjust-google-generation/\">he writes in his company's blog\u003c/a>. \"If students can Google answers — stumble on (what) you want them to remember in a few clicks — there's a problem with the instructional design.\"\u003c/p>\n\u003cp>Meanwhile, teenagers are also aware of how the Internet is taking ahold of their lives. Caitlyn Nelson, teacher Michele Nelson's daughter, finds it hard to focus when she is forced to do readings or even exams online. Like most teenagers, sometimes she finds herself surfing the Web when she's supposed to be reading PowerPoint slides in class.\u003c/p>\n\u003cp>Caitlyn talks about a video they watched in English class about the impact of technology.\u003c/p>\n\u003cp>\"We talked about how technology is changing ... how most people are basically becoming zombies and slaves to the Internet because that's all we can do,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I feel really bad that I'm connected to my phone all the time instead of talking to my mom. But she's also addicted to her phone.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=OK%2C+Google%2C+Where+Did+I+Put+My+Thinking+Cap%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Take a look at this question: How do modern novels represent the characteristics of humanity?\u003c/p>\n\u003cp>If you were tasked with answering it, what would your first step be? Would you scribble down your thoughts — or would you Google it?\u003c/p>\n\u003cp>Terry Heick, a former English teacher in Kentucky, had a surprising revelation when his eighth- and ninth-grade students quickly turned to Google.\u003c/p>\n\u003cp>\"What they would do is they would start Googling the question, 'How does a novel represent humanity?' \" Heick says. \"That was a real eye-opener to me.\"\u003c/p>\n\u003cp>For those of us who grew up with search engines, especially Google, at our fingertips — looking at all of you millennials and post-millennials — this might seem intuitive. We grew up having our questions instantly answered as long as we had access to the Internet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, with the advent of personal assistants like Siri and Google Now that aim to serve up information \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2014/03/17/290125070/computers-that-know-what-you-need-before-you-ask\">before you even know you need it\u003c/a>, you don't even need to type the questions. Just say the words and you'll have your answer.\u003c/p>\n\u003cp>But with so much information easily available, does it make us smarter? Compared to the generations before who had to adapt to the Internet, how are those who grew up using the Internet — the so-called \"Google generation\" — different?\u003c/p>\n\u003cp>Heick had intended for his students to take a moment to think, figure out what type of information they needed, how to evaluate the data and how to reconcile conflicting viewpoints. He did not intend for them to immediately Google the question, word by word — eliminating the process of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>More Space To \u003c/strong>\u003cstrong>Think Or Less \u003c/strong>\u003cstrong>Time To Think?\u003c/strong>\u003c/p>\n\u003cp>There is a relative lack of research available examining the effect of search engines on our brains even as the technology is rapidly dominating our lives. Of the studies available, the answers are sometimes unclear.\u003c/p>\n\u003cp>Some argue that with easy access to information, we have more space in our brain to engage in creative activities, as humans have in the past.\u003c/p>\n\u003cp>Whenever new technology emerges — including newspapers and television — discussions about how it will threaten our brainpower always crops up, Harvard psychology professor Steven Pinker \u003ca href=\"http://www.nytimes.com/2010/06/11/opinion/11Pinker.html\">wrote in a 2010 op-ed\u003c/a> in \u003cem>The New York Times. \u003c/em>Instead of making us stupid, he wrote, the Internet and technology \"are the only things that will keep us smart.\"\u003c/p>\n\u003cp>\u003ca href=\"http://web.b.ebscohost.com/ehost/detail/detail?sid=c3559fa5-e2a8-4845-a422-fa7d9c02f21e%40sessionmgr113&vid=0&hid=124&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=57775611&db=a9h\">Daphne Bavelier\u003c/a>, a professor at the University of Geneva, wrote in 2011 that we may have lost the ability for oral memorization valued by the Greeks when writing was invented, but we gained additional skills of reading and text analysis.\u003c/p>\n\u003cp>Writer Nicholas Carr contends that the Internet will take away our ability for contemplation due to the plasticity of our brains. He wrote about the subject in a 2008 article for \u003cem>The Atlantic \u003c/em>titled \"\u003ca href=\"http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/\">Is Google Making Us Stupid\u003c/a>.\"\u003c/p>\n\u003cp>\"... what the [Internet] seems to be doing is chipping away my capacity for concentration and contemplation,\" Carr wrote.\u003c/p>\n\u003cp>The few studies available, however, do not seem to bode well for the Google generation.\u003c/p>\n\u003cp>A 2008 study commissioned by the \u003ca href=\"http://www.webarchive.org.uk/wayback/archive/20140614113419/http:/www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf\">British Library\u003c/a> found that young people go through information online very quickly without evaluating it for accuracy.\u003c/p>\n\u003cp>A \u003ca href=\"http://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">2011 study\u003c/a> in the journal \u003cem>Science\u003c/em> showed that when people know they have future access to information, they tend to have a better memory of how and where to find the information — instead of recalling the information itself.\u003c/p>\n\u003cp>That phenomenon is similar to not remembering your friend's birthday because you know you can find it on Facebook. When we know that we can access this information whenever we want, we are not motivated to remember it.\u003c/p>\n\u003cp>\u003cstrong>'I'm Always On My Computer'\u003c/strong>\u003c/p>\n\u003cp>Michele Nelson, an art teacher at Estes Hills Elementary School in Chapel Hill, N.C., seems to share Carr's concerns. Nelson, who has been teaching for more than nine years, says it was obvious with her middle school students and even her 15-year-old daughter that they are unable to read long texts anymore.\u003c/p>\n\u003cp>\"They just had a really hard time comprehending if they went to a website that had a lot of information,\" Nelson says. \"They couldn't grasp it, they couldn't figure out what the important thing was.\"\u003c/p>\n\u003cp>Nelson says she struggles with the same problem.\u003c/p>\n\u003cp>\"I'm always on my computer. ... I don't read books as much as I used to,\" she says. \"It's a lot harder for my brain to get to a place where I can follow and enjoy the reading, and I get distracted very easily.\"\u003c/p>\n\u003cp>The bright side lies in a \u003ca href=\"https://www.psychologytoday.com/files/attachments/5230/136.pdf\">2009 study\u003c/a> conducted by Gary Small, the director of \u003ca href=\"https://www.semel.ucla.edu/longevity\">University of California Los Angeles' Longevity Center\u003c/a>, that explored brain activity when older adults used search engines. He found that among older people who have experience using the Internet, their brains are two times more active than those who don't when conducting Internet searches.\u003c/p>\n\u003cp>Internet searching, Small says, is like a brain exercise that can be good for our mental health.\u003c/p>\n\u003cp>\"If somebody has normal memory when they're older, I always encourage them to use the computer,\" he says. \"It enhances our lives.\"\u003c/p>\n\u003cp>For Small, the problem for younger people is the overuse of the technology that leads to distraction. Otherwise, he is excited for the new innovations in technology.\u003c/p>\n\u003cp>\"We tend to be economical in terms of how we use our brain, so if you know you don't have to memorize the directions to a certain place because you have a GPS in your car, you're not going to bother with that,\" Small says. \"You're going to use your mind to remember other kinds of information.\"\u003c/p>\n\u003cp>\u003cstrong>How To Teach Digital Natives?\u003c/strong>\u003c/p>\n\u003cp>Heick has since left teaching to start \u003ca href=\"http://www.teachthought.com/about/\">TeachThought\u003c/a>, a company that produces content to support teachers in \"innovation in teaching and learning for a 21st century audience.\"\u003c/p>\n\u003cp>To him, the Internet holds great potential for education — but curriculum must change accordingly. Since content is so readily available, teachers should not merely dole out information and instead focus on cultivating critical thinking, he says.\u003c/p>\n\u003cp>\"Classroom walls and school building walls are transparent, with technology essentially bringing the outside world to the classroom and vice versa,\" he says.\u003c/p>\n\u003cp>Heick says his company recently started working with schools and organizations in a few states, including North Carolina, Texas and New York, to develop lesson plans.\u003c/p>\n\u003cp>\"Google really lubricates that access to information and while that is fantastic, it makes us have to change a bit the way we think about things,\" Heick says. \"Because we're so busy, we have this false security that we understand something because we Googled it. Now we're moving on to the next thing instead of really rolling around with this idea and trying to understand it.\"\u003c/p>\n\u003cp>One of his recommendations is to make questions \"Google-proof.\"\u003c/p>\n\u003cp>\"Design it so that Google is crucial to creating a response rather than finding one,\" \u003ca href=\"http://www.teachthought.com/pedagogy/10-ways-teacher-planning-adjust-google-generation/\">he writes in his company's blog\u003c/a>. \"If students can Google answers — stumble on (what) you want them to remember in a few clicks — there's a problem with the instructional design.\"\u003c/p>\n\u003cp>Meanwhile, teenagers are also aware of how the Internet is taking ahold of their lives. Caitlyn Nelson, teacher Michele Nelson's daughter, finds it hard to focus when she is forced to do readings or even exams online. Like most teenagers, sometimes she finds herself surfing the Web when she's supposed to be reading PowerPoint slides in class.\u003c/p>\n\u003cp>Caitlyn talks about a video they watched in English class about the impact of technology.\u003c/p>\n\u003cp>\"We talked about how technology is changing ... how most people are basically becoming zombies and slaves to the Internet because that's all we can do,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Transforming teaching practices is a long, slow road. But increasingly schools and teachers experiencing success are sharing their ideas online and in-person. \u003ca href=\"https://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> opened as a public magnet school almost ten years ago in Philadelphia. The educators that make up the school community have spent nearly half that time sharing best practices through a school-run conference each year and more recently by opening a second school in Philadelphia. Diana Laufenberg was one of the first SLA teachers and has gone on to help foster inquiry at schools around the country, most recently by starting the non-profit \u003ca href=\"http://inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a>.\u003c/p>\n\u003cp>It takes time to build up a strong inquiry-based teaching practice, to learn how to direct student questions with other questions, and to get comfortable in a guiding role. But when Laufenberg talks about what it takes, she makes it sound easy. We've broken her advice down into digestible tips for anyone ready to jump in and try for themselves.\u003c/p>\n\u003cp>\u003cstrong>1. Don’t teach the content standards; help kids find their own path towards the information they need to know.\u003c/strong>\u003c/p>\n\u003cp>Every teacher has a “bucket” of stuff she is responsible for teaching her students, known as standards. The best way to get students to understand and remember that content is to help them \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/\" target=\"_blank\">build their own path of questions towards the information\u003c/a> they need to know.\u003c/p>\n\u003cp>“The brain is so primed for questions,” said Laufenberg, managing director of Inquiry Schools and a former 11th and 12th grade history teacher at SLA. “It learns better that way and remembers better that way.” Unfortunately, many educators and schools are so focused on achieving standardized outcomes that they don’t leverage the best tool at their disposal -- students’ natural curiosity. School is full of questions, but for the most part those questions imply students should only know more about what teachers are asking them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“At the end of it they may have consumed less content, but remember more of the sum total,” Laufenberg said. “And they end up in a better place.”\u003c/p>\n\u003cp>\u003cstrong>2. Don’t tell students what they should know; create the structure for them to experience it on their own.\u003c/strong>\u003c/p>\n\u003cp>“Inquiry at its best happens when the teacher is doing very little other than creating the architecture for the experience to happen,” Laufenberg said. “It’s asking the first question, putting up the provocative primary document or playing the two minute video.” After that, the room should be full of kid questions. And if a student gets truly stumped and asks for help from the teacher, her job is to ask another question that pushes the students’ thinking forward or raises new questions for the student to investigate.\u003c/p>\n\u003cp>Laufenberg has worked with well-intentioned, hard working teachers all over the country to infuse more inquiry into their teaching. Many of them find this model destabilizing because for a long time they believed their job was to teach content. To make inquiry-based learning work, teachers have to instead become experts at \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">listening to how a student is thinking\u003c/a> and then ask the one question that will “un-stick” the students’ thinking and set them off and running again.\u003c/p>\n\u003cp>“You know it’s happening when there’s very little telling of things, but rather leading of questions and experiences so the students discover those on their own,” Laufenberg said.\u003c/p>\n\u003cp>[ted id=1034]\u003c/p>\n\u003cp>\u003cstrong>3. Use class time to make connections between pieces of information.\u003c/strong>\u003c/p>\n\u003cp>Especially with AP classes, students are motivated or else they wouldn’t be there. So give them a list of questions, tell them what to study and let them do so outside of class. They can use the textbook, the Internet and many other sources to find that information more efficiently and effectively than a lecture.\u003c/p>\n\u003cp>“Inside of class, use that time to make connections between information,” Laufenberg said. After all, what good are facts if they aren’t connected to anything else? “Give them [students] compelling things to do that have them analyze and talk to each other, and grapple with the difficulty of what’s going on in whatever it is you happen to be teaching. But stop using your minutes in class to just tell them things.” Teachers have the tremendously important role of helping students make sense of the facts they’ve learned and see connections to other issues.\u003c/p>\n\u003cp>\u003cstrong>4. Many kids struggle with reading, so hook them with the non-written word.\u003c/strong>\u003c/p>\n\u003cp>When Laufenberg taught at Science Leadership Academy she had a student in her class who was an advanced analytical processor, a great critical thinker and a wonderful problem solver, but she struggled to read and write because of learning differences. Laufenberg wanted her to be able to engage with the class content at the high level of which she was capable, and not be limited by her second grade reading level. She developed the habit of introducing lessons with something visual so the student wouldn’t be left out.\u003c/p>\n\u003cp>“I needed to do this because there was an acute situation I wanted to handle, but what it was doing was inviting all the kids to the table with a level playing field of comprehension, not putting the barrier in front of them to start with, which is the written word for comprehension,” Laufenberg said. She would show students something interesting or puzzling, even using 90 second videos to grab their attention. This strategy got students wondering and gave them a little background so that even if they were doing the reading Laufenberg assigned, they came to it with their own questions.\u003c/p>\n\u003cp>“Your reluctant readers are more likely to make an attempt,” Laufenberg said, because they are curious to find the answer to their questions. Laufenberg would often try to give students the baseline information they need to know in the quickest way possible. “We would background build, but it wouldn’t be, ‘I’m going to tell you a few things today,’” Laufenberg said.\u003c/p>\n\u003cp>If a complex idea can be imparted through a short video or other means, Laufenberg uses it so the majority of class time can be spent diving into deeper questions and analysis. Laufenberg always got at the background information through questions; she never just told students information.\u003c/p>\n\u003cp>“It isn’t less reading; it’s less reading of the least interesting information to yield the more in-depth reading and invested reading,” Laufenberg said. She still requires students to read, but if they aren’t reading for the background information then they can be engaging more complex and interesting texts.\u003c/p>\n\u003cp>\u003cstrong>5. Stop giving struggling kids the most boring version of the work to repeat over and over again.\u003c/strong>\u003c/p>\n\u003cp>“We do a really interesting thing in American education; when kids are struggling with something, we just give them the most boring version of it and more of it, over and over and over again,” Laufenberg said. There’s no way that tactic is going to get students excited about the subject they struggle to understand.\u003c/p>\n\u003cp>Math teachers commonly say they have to get through some basics in order to get to the interesting content. But if students aren’t interested in knowing, they’ll never get to the good stuff. “Getting kids to understand that math is not just computation, that math is this whole other thought process and way of thinking about the world, and really trying to understand the bigger picture of math,” is the key Laufenberg said. Kids have to care. “Give them a puzzle to figure out to then lead them towards the math that they need to know,” Laufenberg said. They need to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/03/math-and-inquiry-the-importance-of-letting-students-stumble/\" target=\"_blank\">figure it out on their own, or at least grapple\u003c/a> with it to care.\u003c/p>\n\u003cp>She doesn’t think it’s that different from history. If the goal of teaching history is for kids to chronologically place events on a timeline, we’ve missed the full potential for the learning experience. If the purpose of math is only to compute, we’ve missed something.\u003c/p>\n\u003cp>And with reading, don’t give reluctant readers boring passages to read. Let them read whatever they want. No one wants to read things that are boring to them.\u003c/p>\n\u003cp>\u003cstrong>6. Surprise students.\u003c/strong>\u003c/p>\n\u003cp>Laufenberg would often start class by putting a primary source document up on the screen with no context. Students would come in and immediately get to work trying to figure out what the document was and where it came from. She says it was a great window into their thinking and questioning skills.\u003c/p>\n\u003cp>“Sometimes you can use really little projects to get their minds spinning on all the ways of knowing, and then model those for each other,” Laufenberg said. Not all the students will find the answer, but they’ll be curious to know how others did. Laufenberg calls activities like this “micro bursts of inquiry.”\u003c/p>\n\u003cp>\u003cstrong>7. The traditional model of imparting knowledge isn’t working very well, so don’t be afraid to try out inquiry.\u003c/strong>\u003c/p>\n\u003cp>“When people don’t want to do it I always tell them to pick the unit you know always falls flat,” Laufenberg said. “You’re not going to lose; they’re already not with you.” It’s a safe place to start because it can’t get worse and maybe some learnings will come out of the experiment that can inform other lessons.\u003c/p>\n\u003cp>\u003cstrong>8. Find the “bend” in the outcomes and abandon the prescriptive path.\u003c/strong>\u003c/p>\n\u003cp>Laufenberg recommends finding “the bend” by paring down the content to the most essential pieces and focusing on them thematically. That will help open up as many paths as possible for students to arrive at the big ideas that kids need to learn. When teachers assign a “project” that follows the pacing guide, has a definable outcome and which results in 30 assignments that all look the same, it’s not inquiry. SLA principal Chris Lehmann calls that “the recipe.” In a true inquiry-based assignment students will travel different paths to and produce different products, but learn along the way.\u003c/p>\n\u003cp>“In a non-inquiry classroom the kids will all walk the same path because the teacher has decided where everybody is going and nothing that anybody says all day long will alter that,” Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>9. Indulge interesting student questions even if it doesn’t fit the pacing guide.\u003c/strong>\u003c/p>\n\u003cp>Laufenberg has seen classrooms where a student asks a fascinating question that the teacher brushes off because there’s not enough time. Kids know when there’s nothing they can do to influence the direction of the lesson, a distinctly disempowering experience.\u003c/p>\n\u003cp>“Who that child is isn’t informing the path and that’s the most devastating part,” Laufenberg said. Listening to student questions and validating them by asking them of the whole group has the added value of building student confidence and highlighting the value of wondering.\u003c/p>\n\u003cp>\u003cstrong>10. Approach the practice of teaching with inquiry and use that meta-practice to improve.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Most professional development has not asked the teachers to examine their own practice with inquiry,” Laufenberg said. But using inquiry to create inquiry-based practices is a great tactic to think through the essential questions teachers face.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Transforming teaching practices is a long, slow road. But increasingly schools and teachers experiencing success are sharing their ideas online and in-person. \u003ca href=\"https://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> opened as a public magnet school almost ten years ago in Philadelphia. The educators that make up the school community have spent nearly half that time sharing best practices through a school-run conference each year and more recently by opening a second school in Philadelphia. Diana Laufenberg was one of the first SLA teachers and has gone on to help foster inquiry at schools around the country, most recently by starting the non-profit \u003ca href=\"http://inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a>.\u003c/p>\n\u003cp>It takes time to build up a strong inquiry-based teaching practice, to learn how to direct student questions with other questions, and to get comfortable in a guiding role. But when Laufenberg talks about what it takes, she makes it sound easy. We've broken her advice down into digestible tips for anyone ready to jump in and try for themselves.\u003c/p>\n\u003cp>\u003cstrong>1. Don’t teach the content standards; help kids find their own path towards the information they need to know.\u003c/strong>\u003c/p>\n\u003cp>Every teacher has a “bucket” of stuff she is responsible for teaching her students, known as standards. The best way to get students to understand and remember that content is to help them \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/\" target=\"_blank\">build their own path of questions towards the information\u003c/a> they need to know.\u003c/p>\n\u003cp>“The brain is so primed for questions,” said Laufenberg, managing director of Inquiry Schools and a former 11th and 12th grade history teacher at SLA. “It learns better that way and remembers better that way.” Unfortunately, many educators and schools are so focused on achieving standardized outcomes that they don’t leverage the best tool at their disposal -- students’ natural curiosity. School is full of questions, but for the most part those questions imply students should only know more about what teachers are asking them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“At the end of it they may have consumed less content, but remember more of the sum total,” Laufenberg said. “And they end up in a better place.”\u003c/p>\n\u003cp>\u003cstrong>2. Don’t tell students what they should know; create the structure for them to experience it on their own.\u003c/strong>\u003c/p>\n\u003cp>“Inquiry at its best happens when the teacher is doing very little other than creating the architecture for the experience to happen,” Laufenberg said. “It’s asking the first question, putting up the provocative primary document or playing the two minute video.” After that, the room should be full of kid questions. And if a student gets truly stumped and asks for help from the teacher, her job is to ask another question that pushes the students’ thinking forward or raises new questions for the student to investigate.\u003c/p>\n\u003cp>Laufenberg has worked with well-intentioned, hard working teachers all over the country to infuse more inquiry into their teaching. Many of them find this model destabilizing because for a long time they believed their job was to teach content. To make inquiry-based learning work, teachers have to instead become experts at \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">listening to how a student is thinking\u003c/a> and then ask the one question that will “un-stick” the students’ thinking and set them off and running again.\u003c/p>\n\u003cp>“You know it’s happening when there’s very little telling of things, but rather leading of questions and experiences so the students discover those on their own,” Laufenberg said.\u003c/p>\n\u003cp>[ted id=1034]\u003c/p>\n\u003cp>\u003cstrong>3. Use class time to make connections between pieces of information.\u003c/strong>\u003c/p>\n\u003cp>Especially with AP classes, students are motivated or else they wouldn’t be there. So give them a list of questions, tell them what to study and let them do so outside of class. They can use the textbook, the Internet and many other sources to find that information more efficiently and effectively than a lecture.\u003c/p>\n\u003cp>“Inside of class, use that time to make connections between information,” Laufenberg said. After all, what good are facts if they aren’t connected to anything else? “Give them [students] compelling things to do that have them analyze and talk to each other, and grapple with the difficulty of what’s going on in whatever it is you happen to be teaching. But stop using your minutes in class to just tell them things.” Teachers have the tremendously important role of helping students make sense of the facts they’ve learned and see connections to other issues.\u003c/p>\n\u003cp>\u003cstrong>4. Many kids struggle with reading, so hook them with the non-written word.\u003c/strong>\u003c/p>\n\u003cp>When Laufenberg taught at Science Leadership Academy she had a student in her class who was an advanced analytical processor, a great critical thinker and a wonderful problem solver, but she struggled to read and write because of learning differences. Laufenberg wanted her to be able to engage with the class content at the high level of which she was capable, and not be limited by her second grade reading level. She developed the habit of introducing lessons with something visual so the student wouldn’t be left out.\u003c/p>\n\u003cp>“I needed to do this because there was an acute situation I wanted to handle, but what it was doing was inviting all the kids to the table with a level playing field of comprehension, not putting the barrier in front of them to start with, which is the written word for comprehension,” Laufenberg said. She would show students something interesting or puzzling, even using 90 second videos to grab their attention. This strategy got students wondering and gave them a little background so that even if they were doing the reading Laufenberg assigned, they came to it with their own questions.\u003c/p>\n\u003cp>“Your reluctant readers are more likely to make an attempt,” Laufenberg said, because they are curious to find the answer to their questions. Laufenberg would often try to give students the baseline information they need to know in the quickest way possible. “We would background build, but it wouldn’t be, ‘I’m going to tell you a few things today,’” Laufenberg said.\u003c/p>\n\u003cp>If a complex idea can be imparted through a short video or other means, Laufenberg uses it so the majority of class time can be spent diving into deeper questions and analysis. Laufenberg always got at the background information through questions; she never just told students information.\u003c/p>\n\u003cp>“It isn’t less reading; it’s less reading of the least interesting information to yield the more in-depth reading and invested reading,” Laufenberg said. She still requires students to read, but if they aren’t reading for the background information then they can be engaging more complex and interesting texts.\u003c/p>\n\u003cp>\u003cstrong>5. Stop giving struggling kids the most boring version of the work to repeat over and over again.\u003c/strong>\u003c/p>\n\u003cp>“We do a really interesting thing in American education; when kids are struggling with something, we just give them the most boring version of it and more of it, over and over and over again,” Laufenberg said. There’s no way that tactic is going to get students excited about the subject they struggle to understand.\u003c/p>\n\u003cp>Math teachers commonly say they have to get through some basics in order to get to the interesting content. But if students aren’t interested in knowing, they’ll never get to the good stuff. “Getting kids to understand that math is not just computation, that math is this whole other thought process and way of thinking about the world, and really trying to understand the bigger picture of math,” is the key Laufenberg said. Kids have to care. “Give them a puzzle to figure out to then lead them towards the math that they need to know,” Laufenberg said. They need to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/03/math-and-inquiry-the-importance-of-letting-students-stumble/\" target=\"_blank\">figure it out on their own, or at least grapple\u003c/a> with it to care.\u003c/p>\n\u003cp>She doesn’t think it’s that different from history. If the goal of teaching history is for kids to chronologically place events on a timeline, we’ve missed the full potential for the learning experience. If the purpose of math is only to compute, we’ve missed something.\u003c/p>\n\u003cp>And with reading, don’t give reluctant readers boring passages to read. Let them read whatever they want. No one wants to read things that are boring to them.\u003c/p>\n\u003cp>\u003cstrong>6. Surprise students.\u003c/strong>\u003c/p>\n\u003cp>Laufenberg would often start class by putting a primary source document up on the screen with no context. Students would come in and immediately get to work trying to figure out what the document was and where it came from. She says it was a great window into their thinking and questioning skills.\u003c/p>\n\u003cp>“Sometimes you can use really little projects to get their minds spinning on all the ways of knowing, and then model those for each other,” Laufenberg said. Not all the students will find the answer, but they’ll be curious to know how others did. Laufenberg calls activities like this “micro bursts of inquiry.”\u003c/p>\n\u003cp>\u003cstrong>7. The traditional model of imparting knowledge isn’t working very well, so don’t be afraid to try out inquiry.\u003c/strong>\u003c/p>\n\u003cp>“When people don’t want to do it I always tell them to pick the unit you know always falls flat,” Laufenberg said. “You’re not going to lose; they’re already not with you.” It’s a safe place to start because it can’t get worse and maybe some learnings will come out of the experiment that can inform other lessons.\u003c/p>\n\u003cp>\u003cstrong>8. Find the “bend” in the outcomes and abandon the prescriptive path.\u003c/strong>\u003c/p>\n\u003cp>Laufenberg recommends finding “the bend” by paring down the content to the most essential pieces and focusing on them thematically. That will help open up as many paths as possible for students to arrive at the big ideas that kids need to learn. When teachers assign a “project” that follows the pacing guide, has a definable outcome and which results in 30 assignments that all look the same, it’s not inquiry. SLA principal Chris Lehmann calls that “the recipe.” In a true inquiry-based assignment students will travel different paths to and produce different products, but learn along the way.\u003c/p>\n\u003cp>“In a non-inquiry classroom the kids will all walk the same path because the teacher has decided where everybody is going and nothing that anybody says all day long will alter that,” Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>9. Indulge interesting student questions even if it doesn’t fit the pacing guide.\u003c/strong>\u003c/p>\n\u003cp>Laufenberg has seen classrooms where a student asks a fascinating question that the teacher brushes off because there’s not enough time. Kids know when there’s nothing they can do to influence the direction of the lesson, a distinctly disempowering experience.\u003c/p>\n\u003cp>“Who that child is isn’t informing the path and that’s the most devastating part,” Laufenberg said. Listening to student questions and validating them by asking them of the whole group has the added value of building student confidence and highlighting the value of wondering.\u003c/p>\n\u003cp>\u003cstrong>10. Approach the practice of teaching with inquiry and use that meta-practice to improve.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Teachers who are interested in shifting their classrooms often don’t know where to start. It can be overwhelming, frightening, and even discouraging, especially when no one else around you seems to think the system is broken.\u003c/p>\n\u003cp>A question I’m asked often is, “Where should a teacher begin?” Should teachers just let students go or is there a process to good student-centered inquiry? I’ve reflected on this a fair amount, and I think small strategic steps are the key. I think letting students “go” without any structure will likely create failure, especially if students haven’t spent much time collaborating. Skills need to be modeled.\u003c/p>\n\u003caside class=\"pullquote alignright\">Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003c/aside>\n\u003cp>Many teachers have likely engaged in some type of inquiry or project-based learning, but with frustrating or dismal results. I hear things like, “students weren’t on task,” “one student bossed most of the kids around,” “the end product wasn’t very good,” and many more. I’ve had these same experiences. What I’ve come to realize when I see these “behaviors” for lack of a better term, it’s likely telling me students are missing skills, or a structure to help them through the learning process. It’s my job to ask kids questions to find out what’s really going on.\u003c/p>\n\u003cp>When I start with a new group of students, the design is tight. Choice is given, but I often pick the topic and options for student voice. I model skills like collaboration, thinking out loud about my learning, and explicating integrating tech and why it’s being used. I also add particular group activities that help kids develop these skills, and use rubrics, like those found on the \u003ca href=\"https://bie.org/\" target=\"_blank\">Buck Institute for Education\u003c/a> website, to help them assess their own ability to collaborate, etc.\u003c/p>\n\u003cp>I’ve also discovered I need to teach the difference between collaboration and cooperation. Most students have been taught to cooperate. “Play nice in the sandbox.” Collaboration is an entirely different thing. Many adults don’t know how to collaborate well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. START WITH ONE UNIT\u003c/strong>\u003c/p>\n\u003cp>Start with creating one inquiry unit in one subject. You can jump in and change everything at once like I did, but that’s slightly crazy. Instead, if you design one unit in one subject, at the end of each day, or week, you can analyze what worked and what didn’t. While teaching doesn’t always leave a lot of time for luxuries like reflection, it really is the key to figuring out inquiry learning, and as the teacher, it’s one of your most important roles.\u003c/p>\n\u003cp>Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003cbr>\nTwo of the best resources I’ve found for creating an inquiry classroom are \u003ca href=\"http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm\" target=\"_blank\">Carol Kuhlthau’s work\u003c/a> and \u003ca href=\"http://education.alberta.ca/media/313361/focusoninquiry.pdf\" target=\"_blank\">Alberta Learning’s Guide to Inquiry Learning\u003c/a>.\u003c/p>\n\u003cp>If you don’t know how to create an inquiry classroom, ask me. I’m happy to help. You can begin by posting comments here. If you need resources, I can probably point you to some. Over the past year, I’ve had the opportunity to email, Skype and, if distance allows, have teachers, administrators and superintendents visit my classroom to see what we do.\u003c/p>\n\u003cp>\u003cstrong>2. TALK ABOUT LEARNING\u003c/strong>\u003c/p>\n\u003cp>Talk to your students about their learning — a lot. Especially in the beginning, I talk to my students about why my classroom is structured differently than every other class in our school. I show them \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/27/sir-ken-robinson-changes-the-paradigm/\" target=\"_blank\">Ken Robinson’s talk\u003c/a> about how the 20th century school system doesn’t really prepare students anymore. I also show them Chris Lehmann’s TEDx talk emphasizing \u003ca href=\"https://www.youtube.com/watch?v=tS2IPfWZQM4\" target=\"_blank\">how education is broken \u003c/a>and Karl Fisch’s \u003ca href=\"https://www.youtube.com/watch?v=cL9Wu2kWwSY\" target=\"_blank\">Did You Know?\u003c/a>\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/tS2IPfWZQM4?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>I tell my students that essentially I’m preparing them for jobs that don’t currently exist, that will use technology which hasn’t been invented yet, to fix problems we’re not currently aware of. They get the point. It’s about developing skills and habits of learning, and we use content to do that.\u003c/p>\n\u003cp>But I also talk to my students about stuff like how their brain works, and how neural connections need to be made. That often, in order for students to learn something new, it needs to be attached to things they already know. Just before the recent break, during the last week of school, we talked about cognitive dissonance and Vygotsky’s \u003ca href=\"https://en.wikipedia.org/wiki/Zone_of_proximal_development\" target=\"_blank\">zone of proximal development\u003c/a>. They like to know there’s a reason for the way they feel when they don’t “get it.” And they like to know that everyone’s zone of development is different. In fact, they were amazed to find out everyone’s brain is different.\u003c/p>\n\u003cp>And, yes, I use the big words. I simply explain what they mean. I don’t use them to sound smart. I use them because it makes my students feel smart; most of our society doesn’t treat our students like they’re capable of understanding or doing much. I do.\u003c/p>\n\u003cp>\u003cstrong>3. MAKE TECH WORK FOR YOU\u003c/strong>\u003c/p>\n\u003cp>Embed technology in ways that are authentic to the learning process. The first tools that I teach my students are Google Docs, Diigo or Delicious to bookmark their research, and Symbaloo to house their tools.\u003c/p>\n\u003cp>Experience has taught me that the first day I introduce a class to Google Docs, we will get nothing done. To them, it’s the most amazing thing ever. They usually spend most of the class typing back and forth to each other in the doc. No big deal. However, eventually, my students open Google Docs without me telling them to. I have students who literally use them for every lab, essay, and assignment. And the ability for a group to work on and edit the same document at the same time, more than makes up for the initial class we lose.\u003c/p>\n\u003cp>The social media tools we used to show our learning in our \u003ca href=\"http://plpnetwork.com/2011/11/30/life-in-a-inquiry-driven-technology-embedded-connected-classroom-english/\" target=\"_blank\">slavery unit\u003c/a> seemed like the most natural and logical tools to use. As a learning community, we want our learning to extend beyond the four walls of our classroom. So we have a discussion, or likely multiple discussions, about what that should look like. We also want our projects to have “real world” implications. What’s more real world than advocacy against modern-day slavery using social media?\u003c/p>\n\u003cp>Essentially these are the two criteria we use to assess the product we’re going to create. How do we extend our learning beyond our classroom — and how can what we do here make a difference to the real world? Our tool selection is guided by the answers to these questions.\u003c/p>\n\u003cp>\u003cstrong>4. EXPECT TO HIT THE WALL\u003c/strong>\u003c/p>\n\u003cp>Remember that inquiry learning is an emotional process. Each stage of learning has specific emotions attached to it, and at some point, you and your students will likely hit the wall. That’s normal.\u003c/p>\n\u003cp>I’ve found that we need to talk more as an inquiry class. My role is to be well aware of how my students are doing emotionally, especially when we’re dealing with a weighty, overwhelming topic like slavery. While this may not matter much in a traditional classroom, it can completely blow apart a community learning through inquiry.\u003c/p>\n\u003cp>I won’t promise you that any of this will be easy. It’s not. You’ll likely have days when you wonder why you ever started it. But trust me, it’s worth it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article originally appeared on Shelley Wright's blog \u003ca href=\"https://shelleywright.wordpress.com/\" target=\"_blank\">Wright's Room\u003c/a> where she explores her experiences in the classroom and ruminations on the future of learning. Wright teaches high school in Moose Jaw, Saskatchewan.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers who are interested in shifting their classrooms often don’t know where to start. It can be overwhelming, frightening, and even discouraging, especially when no one else around you seems to think the system is broken.\u003c/p>\n\u003cp>A question I’m asked often is, “Where should a teacher begin?” Should teachers just let students go or is there a process to good student-centered inquiry? I’ve reflected on this a fair amount, and I think small strategic steps are the key. I think letting students “go” without any structure will likely create failure, especially if students haven’t spent much time collaborating. Skills need to be modeled.\u003c/p>\n\u003caside class=\"pullquote alignright\">Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003c/aside>\n\u003cp>Many teachers have likely engaged in some type of inquiry or project-based learning, but with frustrating or dismal results. I hear things like, “students weren’t on task,” “one student bossed most of the kids around,” “the end product wasn’t very good,” and many more. I’ve had these same experiences. What I’ve come to realize when I see these “behaviors” for lack of a better term, it’s likely telling me students are missing skills, or a structure to help them through the learning process. It’s my job to ask kids questions to find out what’s really going on.\u003c/p>\n\u003cp>When I start with a new group of students, the design is tight. Choice is given, but I often pick the topic and options for student voice. I model skills like collaboration, thinking out loud about my learning, and explicating integrating tech and why it’s being used. I also add particular group activities that help kids develop these skills, and use rubrics, like those found on the \u003ca href=\"https://bie.org/\" target=\"_blank\">Buck Institute for Education\u003c/a> website, to help them assess their own ability to collaborate, etc.\u003c/p>\n\u003cp>I’ve also discovered I need to teach the difference between collaboration and cooperation. Most students have been taught to cooperate. “Play nice in the sandbox.” Collaboration is an entirely different thing. Many adults don’t know how to collaborate well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1. START WITH ONE UNIT\u003c/strong>\u003c/p>\n\u003cp>Start with creating one inquiry unit in one subject. You can jump in and change everything at once like I did, but that’s slightly crazy. Instead, if you design one unit in one subject, at the end of each day, or week, you can analyze what worked and what didn’t. While teaching doesn’t always leave a lot of time for luxuries like reflection, it really is the key to figuring out inquiry learning, and as the teacher, it’s one of your most important roles.\u003c/p>\n\u003cp>Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003cbr>\nTwo of the best resources I’ve found for creating an inquiry classroom are \u003ca href=\"http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm\" target=\"_blank\">Carol Kuhlthau’s work\u003c/a> and \u003ca href=\"http://education.alberta.ca/media/313361/focusoninquiry.pdf\" target=\"_blank\">Alberta Learning’s Guide to Inquiry Learning\u003c/a>.\u003c/p>\n\u003cp>If you don’t know how to create an inquiry classroom, ask me. I’m happy to help. You can begin by posting comments here. If you need resources, I can probably point you to some. Over the past year, I’ve had the opportunity to email, Skype and, if distance allows, have teachers, administrators and superintendents visit my classroom to see what we do.\u003c/p>\n\u003cp>\u003cstrong>2. TALK ABOUT LEARNING\u003c/strong>\u003c/p>\n\u003cp>Talk to your students about their learning — a lot. Especially in the beginning, I talk to my students about why my classroom is structured differently than every other class in our school. I show them \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/27/sir-ken-robinson-changes-the-paradigm/\" target=\"_blank\">Ken Robinson’s talk\u003c/a> about how the 20th century school system doesn’t really prepare students anymore. I also show them Chris Lehmann’s TEDx talk emphasizing \u003ca href=\"https://www.youtube.com/watch?v=tS2IPfWZQM4\" target=\"_blank\">how education is broken \u003c/a>and Karl Fisch’s \u003ca href=\"https://www.youtube.com/watch?v=cL9Wu2kWwSY\" target=\"_blank\">Did You Know?\u003c/a>\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/tS2IPfWZQM4?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>I tell my students that essentially I’m preparing them for jobs that don’t currently exist, that will use technology which hasn’t been invented yet, to fix problems we’re not currently aware of. They get the point. It’s about developing skills and habits of learning, and we use content to do that.\u003c/p>\n\u003cp>But I also talk to my students about stuff like how their brain works, and how neural connections need to be made. That often, in order for students to learn something new, it needs to be attached to things they already know. Just before the recent break, during the last week of school, we talked about cognitive dissonance and Vygotsky’s \u003ca href=\"https://en.wikipedia.org/wiki/Zone_of_proximal_development\" target=\"_blank\">zone of proximal development\u003c/a>. They like to know there’s a reason for the way they feel when they don’t “get it.” And they like to know that everyone’s zone of development is different. In fact, they were amazed to find out everyone’s brain is different.\u003c/p>\n\u003cp>And, yes, I use the big words. I simply explain what they mean. I don’t use them to sound smart. I use them because it makes my students feel smart; most of our society doesn’t treat our students like they’re capable of understanding or doing much. I do.\u003c/p>\n\u003cp>\u003cstrong>3. MAKE TECH WORK FOR YOU\u003c/strong>\u003c/p>\n\u003cp>Embed technology in ways that are authentic to the learning process. The first tools that I teach my students are Google Docs, Diigo or Delicious to bookmark their research, and Symbaloo to house their tools.\u003c/p>\n\u003cp>Experience has taught me that the first day I introduce a class to Google Docs, we will get nothing done. To them, it’s the most amazing thing ever. They usually spend most of the class typing back and forth to each other in the doc. No big deal. However, eventually, my students open Google Docs without me telling them to. I have students who literally use them for every lab, essay, and assignment. And the ability for a group to work on and edit the same document at the same time, more than makes up for the initial class we lose.\u003c/p>\n\u003cp>The social media tools we used to show our learning in our \u003ca href=\"http://plpnetwork.com/2011/11/30/life-in-a-inquiry-driven-technology-embedded-connected-classroom-english/\" target=\"_blank\">slavery unit\u003c/a> seemed like the most natural and logical tools to use. As a learning community, we want our learning to extend beyond the four walls of our classroom. So we have a discussion, or likely multiple discussions, about what that should look like. We also want our projects to have “real world” implications. What’s more real world than advocacy against modern-day slavery using social media?\u003c/p>\n\u003cp>Essentially these are the two criteria we use to assess the product we’re going to create. How do we extend our learning beyond our classroom — and how can what we do here make a difference to the real world? Our tool selection is guided by the answers to these questions.\u003c/p>\n\u003cp>\u003cstrong>4. EXPECT TO HIT THE WALL\u003c/strong>\u003c/p>\n\u003cp>Remember that inquiry learning is an emotional process. Each stage of learning has specific emotions attached to it, and at some point, you and your students will likely hit the wall. That’s normal.\u003c/p>\n\u003cp>I’ve found that we need to talk more as an inquiry class. My role is to be well aware of how my students are doing emotionally, especially when we’re dealing with a weighty, overwhelming topic like slavery. While this may not matter much in a traditional classroom, it can completely blow apart a community learning through inquiry.\u003c/p>\n\u003cp>I won’t promise you that any of this will be easy. It’s not. You’ll likely have days when you wonder why you ever started it. But trust me, it’s worth it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This article originally appeared on Shelley Wright's blog \u003ca href=\"https://shelleywright.wordpress.com/\" target=\"_blank\">Wright's Room\u003c/a> where she explores her experiences in the classroom and ruminations on the future of learning. Wright teaches high school in Moose Jaw, Saskatchewan.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It’s easy to focus on academics and college transcripts when children become tweens and teens, but retaining the agency and creativity inherent in play is crucial for them, too. But what is the high school equivalent for the kind of inquisitive learning that happens when little kids play in the sandbox, finger-paint, build with blocks or play make-believe?\u003c/p>\n\u003cp>\"When your 4-year-old is dipping his hand in the rice table, he's learning really important things about tactile touch,\" said Denise Pope, senior lecturer at Stanford's Graduate School of Education and co-founder of \u003ca href=\"http://www.challengesuccess.org/\">Challenge Success\u003c/a>. \"Older kids need those same tactile, hands-on experiences to learn as well.\"\u003c/p>\n\u003cp>Teenagers need creative outlets, just like elementary school children. Those experiences help open their brains in different ways, get them excited about learning and allow them to have fun. Playful learning can in turn lead to deeper engagement with school, better retention of learning and a stronger motivation to persist all the way through school.\u003c/p>\n\u003cp>There are several ways to encourage teenagers to learn playfully.\u003c/p>\n\u003cp>\u003cstrong>Free Choice Time: Student-Directed Learning\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>During free-choice time in preschool, kids are encouraged to choose their own activity: dressing-up corner, painting at an easel or even just reading a book. Older kids also like having choice built into their learning experience.\u003c/p>\n\u003cp>\"In the first book I wrote, 'Doing School,' there was a kid I was shadowing and she wanted to write a novel, and her teacher was like, 'Well, that’s great, but I can't give you credit, it can't count for a grade or anything,' \" Pope said. \"She was really discouraged.\"\u003c/p>\n\u003cp>Allowing that student to write a novel for credit would have been a chance to encourage her to connect to her classes, Pope said. It’s much easier for students to learn deeply when they see the tasks as meaningful and the content as valuable to their future lives.\u003c/p>\n\u003cp>Sandra Russ, professor of psychology at Case Western Reserve University, has researched the role of pretend play in child development. She agrees choice is important for teenagers.\u003c/p>\n\u003cp>\"It's important that they're doing it for its own sake. They're not doing it for a reward, they're doing it because they love it. Especially for teenagers, who are under a lot of stress,\" Russ said.\u003c/p>\n\u003cfigure id=\"attachment_41281\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41281\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Arduino.jpg\" alt=\"Arduino For Total Newbies workshop at STGO Maker Space Santiago, Chile\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1400x788.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Arduino For Total Newbies workshop at STGO Maker Space Santiago, Chile \u003ccite>(Mitch Altman/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Blocks and Legos: Maker Spaces and Fab Labs\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teenagers love the opportunity to invent, design and build things. At the makerspaces and \"fab labs\" that some high schools now have, students make jewelry, build guitars out of cigar boxes, design robots or lanterns, even sew their own clothes. A project that starts in physics class might end up in the fab lab, where students can actually see the theories applied in life.\u003c/p>\n\u003cp>Makerspaces give teenagers a place to learn through exploration and imagination, while working collaboratively -- many of the same principles behind preschool play.\u003c/p>\n\u003cp>Though makerspaces often use technology, they don't have to. Many successful spaces are stocked with scraps of wood, soda bottles, soldering irons, PVC pipe and other easy-to-find supplies.\u003c/p>\n\u003cp>\"You're learning about Michelangelo, and to understand the context of his innovations, you may actually make one the way he made it, using wood and glue and old-fashioned tools like he used,\" Pope said.\u003c/p>\n\u003cp>And when technology does make an appearance in a makerspace, it's still important to use it creatively.\u003c/p>\n\u003cp>\"If they're taught to use technology as a medium, just like someone would use a paintbrush, it's different than if they're using technology as a means to the end,\" says Mariah Bruehl of Playful Learning. \"Give them technology, give them hammers, give them wood, give them real problems to solve, with lots of different tools to meet that challenge.\"\u003c/p>\n\u003cp>\u003cstrong>Playground: Pickup Sports and Jam Sessions\u003c/strong>\u003c/p>\n\u003cp>Often, play for older kids takes the form of games, either video or computer games or traditional sports. But these kinds of games are often competitive and don't always foster creativity the way free play does.\u003c/p>\n\u003cp>Encouraging teens to play more informal games, like pickup sports, or to play music with each other just for fun can be ways to let them play without emphasizing competition.\u003c/p>\n\u003cp>\"Extracurricular has become much more focused on winning or performing professionally,\" Pope said. \"There is something to be learned from being in a professional production or a fully competitive orchestra. But there’s also something to be learned from putting together a garage band and jamming with your friends, or doing improv for fun.\"\u003c/p>\n\u003cp>\u003cstrong>Finger-Painting: Arts Integration\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\"Adolescent imagination is really different than kid imagination,\" says psychology professor Sandra Russ. \"What they really need are creative outlets, which is really what pretend play is for children.\"\u003c/p>\n\u003cp>Some teachers find that integrating the arts -- like fiction writing, dance, drama, graphic design, music, drawing, painting or ceramics -- into all subjects helps kids learn. Arts integration is more often done in elementary schools, but high school teachers can do it, too.\u003c/p>\n\u003cp>\"Teenagers need to find their talents and their interests,\" Russ said. \"They need to see what they like, what they're good at. They need to see where their talents and enjoyment go together, so they need to try different things.\"\u003c/p>\n\u003cp>\u003cstrong>Make-Believe: Problem-Based Learning\u003c/strong>\u003c/p>\n\u003cp>Little kids use imaginary play to pretend to be grown-ups and prepare for life. In middle and high school, educators can give students real-world experiences and problems, and allow them to work alongside real-world experts.\u003c/p>\n\u003cp>[contextly_sidebar id=\"4uVDFoOZkiv7R4dxv4rBBxpi3K56s0Eh\"]\u003c/p>\n\u003cp>\"Go beyond the walls of the school. Make-believe is them wanting to be engaged in the real world. That's where the magic happens for them,\" Playful Learning’s Bruehl said.\u003c/p>\n\u003cp>At Quest to Learn middle and upper schools in New York City, students solve real-world problems, said Arana Shapiro, former co-director of the school and current director of school design at the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>. In one unit, students are challenged to come up with the design of their own restaurant, complete with budget, menu and brand. In another, students come into class and get news that their teacher has been kidnapped, and they have to collect fingerprints and look for clues. High school students are asked to come up with solutions for big problems like global warming.\u003c/p>\n\u003cp>When putting real-world play into the classroom, students are more motivated when the projects are expansive, big ideas. The most successful teachers first think critically about the big ideas they want students to walk away with, and then find where those big ideas live in the real world, Shapiro said.\u003c/p>\n\u003cp>\"If you can figure that out, it’s easier to create situations and problems for kids to grapple with,\" said Shapiro. \"When you start with content, and then you think about play, you often think about a game like 'Jeopardy' and the facts that kids need to know. If you can really dig deeper into the understandings you want kids to have five or 10 years down the road, those are almost always real situations.\"\u003c/p>\n\u003cp>\u003cstrong>Rice Tables and Sandboxes: Science Through Inquiry\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Little kids learn science best when they're using their hands and bodies and exploring for themselves. That's the idea behind inquiry-based science education at all ages. The \u003ca href=\"http://www.exploratorium.edu/ifi/\">Exploratorium's Institute of Inquiry\u003c/a> defines the methodology this way: \"asking questions, making discoveries, and testing those discoveries in the search for new understanding.\"\u003c/p>\n\u003cp>In other words, students should be following the same processes real scientists use.\u003c/p>\n\u003cp>\"Some of the best scientists we know will say it's much more about creativity and innovation than understanding the basics of science. You have to know the basics, but you also have to have that creative bar to design an exciting experiment,\" Pope said.\u003c/p>\n\u003cp>\u003cstrong>Play Resources\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Student-directed Learning\u003c/strong>\u003cbr>\nJackie Gerstein's blog \u003ca href=\"https://usergeneratededucation.wordpress.com/\">User-Generated Education\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Maker Spaces and Fab Labs\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.fabfoundation.org/fab-labs/setting-up-a-fab-lab/\">How to start a Fab Lab\u003c/a>\u003cbr>\n\u003ca href=\"http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf\">Makerspace Playbook\u003c/a>\u003cbr>\n\u003ca href=\"http://makered.org/resources/projects-learning/\">Maker Project Ideas\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Science Through Inquiry\u003c/strong>\u003cbr>\nThe Institute of Inquiry offers \u003ca href=\"http://www.exploratorium.edu/ifi/workshops/fundamentals/index.html\">workshops and online curriculum ideas\u003c/a> for teachers to incorporate inquiry into their science classrooms.\u003cbr>\n\u003ca href=\"http://www.exploratorium.edu/ifi/docs/IFI_pathways_essay.pdf\">The Inquiry Approach to Learning Science\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Arts Integration\u003c/strong>\u003cbr>\nChicago Arts Partnerships in Education has some \u003ca href=\"http://www.capeweb.org/what-we-do/curriculum-units\">examples of how high school teachers have integrated arts into their lessons\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Problem-Based Learning\u003c/strong>\u003cbr>\nThe Institute of Play offers \u003ca href=\"http://www.instituteofplay.org/work/projects/teacherquest-2/\">professional development for teachers.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/quest-curriculum/mission-pack-shark-tank/\">Shark Tank Mission Pack\u003c/a>: example of a ninth-grade math mission at Quest to Learn, where students develop business plans and pitch them to potential investors.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/quest-curriculum/mission-pack-self-on-the-stand/\">Self on the Stand\u003c/a>: example of a ninth-grade language arts mission at Quest to Learn, where students contribute to TeenInk magazine's Discovering Identity series.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s easy to focus on academics and college transcripts when children become tweens and teens, but retaining the agency and creativity inherent in play is crucial for them, too. But what is the high school equivalent for the kind of inquisitive learning that happens when little kids play in the sandbox, finger-paint, build with blocks or play make-believe?\u003c/p>\n\u003cp>\"When your 4-year-old is dipping his hand in the rice table, he's learning really important things about tactile touch,\" said Denise Pope, senior lecturer at Stanford's Graduate School of Education and co-founder of \u003ca href=\"http://www.challengesuccess.org/\">Challenge Success\u003c/a>. \"Older kids need those same tactile, hands-on experiences to learn as well.\"\u003c/p>\n\u003cp>Teenagers need creative outlets, just like elementary school children. Those experiences help open their brains in different ways, get them excited about learning and allow them to have fun. Playful learning can in turn lead to deeper engagement with school, better retention of learning and a stronger motivation to persist all the way through school.\u003c/p>\n\u003cp>There are several ways to encourage teenagers to learn playfully.\u003c/p>\n\u003cp>\u003cstrong>Free Choice Time: Student-Directed Learning\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>During free-choice time in preschool, kids are encouraged to choose their own activity: dressing-up corner, painting at an easel or even just reading a book. Older kids also like having choice built into their learning experience.\u003c/p>\n\u003cp>\"In the first book I wrote, 'Doing School,' there was a kid I was shadowing and she wanted to write a novel, and her teacher was like, 'Well, that’s great, but I can't give you credit, it can't count for a grade or anything,' \" Pope said. \"She was really discouraged.\"\u003c/p>\n\u003cp>Allowing that student to write a novel for credit would have been a chance to encourage her to connect to her classes, Pope said. It’s much easier for students to learn deeply when they see the tasks as meaningful and the content as valuable to their future lives.\u003c/p>\n\u003cp>Sandra Russ, professor of psychology at Case Western Reserve University, has researched the role of pretend play in child development. She agrees choice is important for teenagers.\u003c/p>\n\u003cp>\"It's important that they're doing it for its own sake. They're not doing it for a reward, they're doing it because they love it. Especially for teenagers, who are under a lot of stress,\" Russ said.\u003c/p>\n\u003cfigure id=\"attachment_41281\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41281\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Arduino.jpg\" alt=\"Arduino For Total Newbies workshop at STGO Maker Space Santiago, Chile\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1400x788.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Arduino-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Arduino For Total Newbies workshop at STGO Maker Space Santiago, Chile \u003ccite>(Mitch Altman/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Blocks and Legos: Maker Spaces and Fab Labs\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teenagers love the opportunity to invent, design and build things. At the makerspaces and \"fab labs\" that some high schools now have, students make jewelry, build guitars out of cigar boxes, design robots or lanterns, even sew their own clothes. A project that starts in physics class might end up in the fab lab, where students can actually see the theories applied in life.\u003c/p>\n\u003cp>Makerspaces give teenagers a place to learn through exploration and imagination, while working collaboratively -- many of the same principles behind preschool play.\u003c/p>\n\u003cp>Though makerspaces often use technology, they don't have to. Many successful spaces are stocked with scraps of wood, soda bottles, soldering irons, PVC pipe and other easy-to-find supplies.\u003c/p>\n\u003cp>\"You're learning about Michelangelo, and to understand the context of his innovations, you may actually make one the way he made it, using wood and glue and old-fashioned tools like he used,\" Pope said.\u003c/p>\n\u003cp>And when technology does make an appearance in a makerspace, it's still important to use it creatively.\u003c/p>\n\u003cp>\"If they're taught to use technology as a medium, just like someone would use a paintbrush, it's different than if they're using technology as a means to the end,\" says Mariah Bruehl of Playful Learning. \"Give them technology, give them hammers, give them wood, give them real problems to solve, with lots of different tools to meet that challenge.\"\u003c/p>\n\u003cp>\u003cstrong>Playground: Pickup Sports and Jam Sessions\u003c/strong>\u003c/p>\n\u003cp>Often, play for older kids takes the form of games, either video or computer games or traditional sports. But these kinds of games are often competitive and don't always foster creativity the way free play does.\u003c/p>\n\u003cp>Encouraging teens to play more informal games, like pickup sports, or to play music with each other just for fun can be ways to let them play without emphasizing competition.\u003c/p>\n\u003cp>\"Extracurricular has become much more focused on winning or performing professionally,\" Pope said. \"There is something to be learned from being in a professional production or a fully competitive orchestra. But there’s also something to be learned from putting together a garage band and jamming with your friends, or doing improv for fun.\"\u003c/p>\n\u003cp>\u003cstrong>Finger-Painting: Arts Integration\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\"Adolescent imagination is really different than kid imagination,\" says psychology professor Sandra Russ. \"What they really need are creative outlets, which is really what pretend play is for children.\"\u003c/p>\n\u003cp>Some teachers find that integrating the arts -- like fiction writing, dance, drama, graphic design, music, drawing, painting or ceramics -- into all subjects helps kids learn. Arts integration is more often done in elementary schools, but high school teachers can do it, too.\u003c/p>\n\u003cp>\"Teenagers need to find their talents and their interests,\" Russ said. \"They need to see what they like, what they're good at. They need to see where their talents and enjoyment go together, so they need to try different things.\"\u003c/p>\n\u003cp>\u003cstrong>Make-Believe: Problem-Based Learning\u003c/strong>\u003c/p>\n\u003cp>Little kids use imaginary play to pretend to be grown-ups and prepare for life. In middle and high school, educators can give students real-world experiences and problems, and allow them to work alongside real-world experts.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"Go beyond the walls of the school. Make-believe is them wanting to be engaged in the real world. That's where the magic happens for them,\" Playful Learning’s Bruehl said.\u003c/p>\n\u003cp>At Quest to Learn middle and upper schools in New York City, students solve real-world problems, said Arana Shapiro, former co-director of the school and current director of school design at the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>. In one unit, students are challenged to come up with the design of their own restaurant, complete with budget, menu and brand. In another, students come into class and get news that their teacher has been kidnapped, and they have to collect fingerprints and look for clues. High school students are asked to come up with solutions for big problems like global warming.\u003c/p>\n\u003cp>When putting real-world play into the classroom, students are more motivated when the projects are expansive, big ideas. The most successful teachers first think critically about the big ideas they want students to walk away with, and then find where those big ideas live in the real world, Shapiro said.\u003c/p>\n\u003cp>\"If you can figure that out, it’s easier to create situations and problems for kids to grapple with,\" said Shapiro. \"When you start with content, and then you think about play, you often think about a game like 'Jeopardy' and the facts that kids need to know. If you can really dig deeper into the understandings you want kids to have five or 10 years down the road, those are almost always real situations.\"\u003c/p>\n\u003cp>\u003cstrong>Rice Tables and Sandboxes: Science Through Inquiry\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Little kids learn science best when they're using their hands and bodies and exploring for themselves. That's the idea behind inquiry-based science education at all ages. The \u003ca href=\"http://www.exploratorium.edu/ifi/\">Exploratorium's Institute of Inquiry\u003c/a> defines the methodology this way: \"asking questions, making discoveries, and testing those discoveries in the search for new understanding.\"\u003c/p>\n\u003cp>In other words, students should be following the same processes real scientists use.\u003c/p>\n\u003cp>\"Some of the best scientists we know will say it's much more about creativity and innovation than understanding the basics of science. You have to know the basics, but you also have to have that creative bar to design an exciting experiment,\" Pope said.\u003c/p>\n\u003cp>\u003cstrong>Play Resources\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Student-directed Learning\u003c/strong>\u003cbr>\nJackie Gerstein's blog \u003ca href=\"https://usergeneratededucation.wordpress.com/\">User-Generated Education\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Maker Spaces and Fab Labs\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.fabfoundation.org/fab-labs/setting-up-a-fab-lab/\">How to start a Fab Lab\u003c/a>\u003cbr>\n\u003ca href=\"http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf\">Makerspace Playbook\u003c/a>\u003cbr>\n\u003ca href=\"http://makered.org/resources/projects-learning/\">Maker Project Ideas\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Science Through Inquiry\u003c/strong>\u003cbr>\nThe Institute of Inquiry offers \u003ca href=\"http://www.exploratorium.edu/ifi/workshops/fundamentals/index.html\">workshops and online curriculum ideas\u003c/a> for teachers to incorporate inquiry into their science classrooms.\u003cbr>\n\u003ca href=\"http://www.exploratorium.edu/ifi/docs/IFI_pathways_essay.pdf\">The Inquiry Approach to Learning Science\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Arts Integration\u003c/strong>\u003cbr>\nChicago Arts Partnerships in Education has some \u003ca href=\"http://www.capeweb.org/what-we-do/curriculum-units\">examples of how high school teachers have integrated arts into their lessons\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Problem-Based Learning\u003c/strong>\u003cbr>\nThe Institute of Play offers \u003ca href=\"http://www.instituteofplay.org/work/projects/teacherquest-2/\">professional development for teachers.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/quest-curriculum/mission-pack-shark-tank/\">Shark Tank Mission Pack\u003c/a>: example of a ninth-grade math mission at Quest to Learn, where students develop business plans and pitch them to potential investors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_39046\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kevharb/5466662990\">\u003cimg class=\"size-full wp-image-39046\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Kevin-Harber-Ask-a-Librarian-5466662990_426144a1da_o.gif\" alt=\"Flickr/Kevin Harber\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Kevin Harber\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Inquiry-based learning has been around in education circles for a long time, but many teachers and schools gradually moved away from it during the heyday of No Child Left Behind. The pendulum is beginning to swing back towards an inquiry-based approach to instruction thanks to standards such as Common Core State Standards for math and English Language Arts, the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">Next Generation Science Standards\u003c/a> and the \u003ca href=\"http://www.socialstudies.org/c3\" target=\"_blank\">College, Career and Civic Life (C3) Framework for Social Studies State Standards\u003c/a>. Transitioning to this style of teaching requires students to take a more active role and asks teachers to step back into a supportive position. It can be a tough transition for many students and their teachers, but turning to the school librarian for support could make the transition a little easier.\u003c/p>\n\u003cp>“This is so new for teachers, whereas librarians have been doing this for ten years,” said Paige Jaeger, a school librarian turned administrator and co-author of \u003ca href=\"http://www.amazon.com/Think-Tank-Library-Brain-Based-Standards/dp/1610699904\" target=\"_blank\">Think Tank Library: Brain-Based Learning Plans for New Standards\u003c/a>. According to Jaeger, librarians were some of the first educators to realize that the Internet made finding information (their bread and butter) much easier. But they also recognized that kids would need help synthesizing and analyzing the vast amounts of information at their fingertips. This realization naturally led them to inquiry-based approaches. “The emphasis went away from being taught how to find it and went towards how to assess what you’re finding and what you’re going to do with it,” Jaeger said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Swaying education towards an attempt to get kids to remember lots of stuff that is talked at them doesn't work.'\u003c/aside>\n\u003cp>As grade level and content-specific teachers begin to incorporate inquiry-based approaches into their classrooms, they should look to collaborate on lesson planning with their librarian, Jaeger said. Jaeger and her co-author Mary Ratzer want to align teaching strategies to the research on how the brain learns best, which they believe fits perfectly with inquiry learning.\u003c/p>\n\u003cp>“The inquiry process is brain-based from beginning to end,” said Ratzer, a former teacher, current librarian and adjunct professor in an edWeb webinar. She and Jaeger are eager for educators to understand how the brain works and why traditional school tactics ignore what neuroscience teaches about how kids learn.\u003c/p>\n\u003cp>\u003cstrong>HOW THE BRAIN WORKS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If your brain could talk it would say, ‘I’m lazy and I delete what’s not important,’” Ratzer said. “If the kid doesn’t have rigor and the ability to consolidate and hard wire ideas, he’ll revert to the lazy behavior. You want an essential question that immediately says: this is important.”\u003c/p>\n\u003cp>To snag students’ attention early, Jaeger and Ratzer suggest developing essential questions that connect the standards to the real world. Connecting learning to the experience of the learner makes it more relevant and allows students to manipulate and apply their learning in ways that they can see. This approach focuses students’ attention and immediately distinguishes the learning from a simple bureaucratic task that they just have to get through. “In this process, you have an active learner with an engaged brain,” Jaeger said.\u003c/p>\n\u003cp>After introducing an essential question, let students research, think alone, talk with others and use the information they’ve found to construct answers. “In the middle of this process, you’ve got a learner who will benefit from working with peers,” Ratzer said. The teacher’s job is to help make both learning and misperceptions visible, to coach when a student is stuck and provide formative assessment followed by suggestions. Teachers are invaluable at helping students to see connections between pieces of information and to scaffold their experience of building a big idea out of all the information they’ve gathered.\u003c/p>\n\u003cp>[contextly_sidebar id=\"SxxHxwWXNJ7Y06o7MiczGhN2cSteufHa\"]\u003c/p>\n\u003cp>“He will not make a step towards synthesis until he has taken and successfully consolidated ideas into a schema of big ideas,” Ratzer said. At the end of the process Jaeger and Ratzer describe, the student should have created something new out of their learning that goes far beyond a teacher transferring knowledge to a student. The knowledge has become part of the learner, attached to their prior experiences and emotions, acting to reinforce the child’s sense of efficacy.\u003c/p>\n\u003cp>“We have a limited capacity for short term recall,” Ratzer said. “Swaying education towards an attempt to get kids to remember lots of stuff that is talked at them, doesn’t work.” In fact, she maintains that the average brain forgets most of what was learned in a rote fashion within two weeks. So cramming information into students’ heads that will be tested on Friday isn’t an effective way to ensure the learning sticks.\u003c/p>\n\u003cp>“A kid doesn’t just pick this up from the grass,” Ratzer said, “they have to learn to become expert thinkers.” She’s boiled this process down into a bit of formula, but cautions that connecting new information to emotions or prior experience is the crucial part of making meaning. That process can’t be codified since it will be different for every child.\u003c/p>\n\u003cp>\u003cem>The inquiry learning formula:\u003c/em>\u003c/p>\n\u003cp>\u003cem>Authentic problem + compelling question + interesting text (all kinds) + thinking, conclusion and synthesis = deep, lasting learning.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES IT LOOK LIKE\u003c/strong>\u003c/p>\n\u003cp>Researching and writing state reports is a common assignment across the country. Usually students are asked to look up information like the state bird, flower, capital etc. A more inquiry-based approach would be to ask a question like, “How has your state contributed to the good of the country?” Jaeger and Ratzer argue this is a much more compelling question and while students will have to research the facts and issues pertaining to the state, they will also have to synthesize that information to create a reasoned argument based on fact.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"We really have a generation that’s almost out of touch with their ability to function in this way,” Ratzer said, “they’re waiting for you to fill in the blank.\" In a time of easy access to information, teachers must focus on helping students evaluate and synthesize the facts throughout all levels of school. “We are underestimating very young children,” Ratzer said. “They really can do some pretty high-end thinking, some complex thought processes.” The problem is they often aren’t asked to do so and they go through their school careers without developing these important life skills.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If your brain could talk it would say, ‘I’m lazy and I delete what’s not important,’” Ratzer said. “If the kid doesn’t have rigor and the ability to consolidate and hard wire ideas, he’ll revert to the lazy behavior. You want an essential question that immediately says: this is important.”\u003c/p>\n\u003cp>To snag students’ attention early, Jaeger and Ratzer suggest developing essential questions that connect the standards to the real world. Connecting learning to the experience of the learner makes it more relevant and allows students to manipulate and apply their learning in ways that they can see. This approach focuses students’ attention and immediately distinguishes the learning from a simple bureaucratic task that they just have to get through. “In this process, you have an active learner with an engaged brain,” Jaeger said.\u003c/p>\n\u003cp>After introducing an essential question, let students research, think alone, talk with others and use the information they’ve found to construct answers. “In the middle of this process, you’ve got a learner who will benefit from working with peers,” Ratzer said. The teacher’s job is to help make both learning and misperceptions visible, to coach when a student is stuck and provide formative assessment followed by suggestions. Teachers are invaluable at helping students to see connections between pieces of information and to scaffold their experience of building a big idea out of all the information they’ve gathered.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“He will not make a step towards synthesis until he has taken and successfully consolidated ideas into a schema of big ideas,” Ratzer said. At the end of the process Jaeger and Ratzer describe, the student should have created something new out of their learning that goes far beyond a teacher transferring knowledge to a student. The knowledge has become part of the learner, attached to their prior experiences and emotions, acting to reinforce the child’s sense of efficacy.\u003c/p>\n\u003cp>“We have a limited capacity for short term recall,” Ratzer said. “Swaying education towards an attempt to get kids to remember lots of stuff that is talked at them, doesn’t work.” In fact, she maintains that the average brain forgets most of what was learned in a rote fashion within two weeks. So cramming information into students’ heads that will be tested on Friday isn’t an effective way to ensure the learning sticks.\u003c/p>\n\u003cp>“A kid doesn’t just pick this up from the grass,” Ratzer said, “they have to learn to become expert thinkers.” She’s boiled this process down into a bit of formula, but cautions that connecting new information to emotions or prior experience is the crucial part of making meaning. That process can’t be codified since it will be different for every child.\u003c/p>\n\u003cp>\u003cem>The inquiry learning formula:\u003c/em>\u003c/p>\n\u003cp>\u003cem>Authentic problem + compelling question + interesting text (all kinds) + thinking, conclusion and synthesis = deep, lasting learning.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES IT LOOK LIKE\u003c/strong>\u003c/p>\n\u003cp>Researching and writing state reports is a common assignment across the country. Usually students are asked to look up information like the state bird, flower, capital etc. A more inquiry-based approach would be to ask a question like, “How has your state contributed to the good of the country?” Jaeger and Ratzer argue this is a much more compelling question and while students will have to research the facts and issues pertaining to the state, they will also have to synthesize that information to create a reasoned argument based on fact.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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},
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/bbc-world-service",
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"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
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"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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"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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},
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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",
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"officialWebsiteLink": "https://www.cityarts.net/",
"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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"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"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.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"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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"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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"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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},
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"id": "fresh-air",
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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": {
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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"
},
"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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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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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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"officialWebsiteLink": "/podcasts/jerrybrown",
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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/",
"meta": {
"site": "news",
"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"
}
},
"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": {
"site": "radio",
"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": {
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