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"content": "\u003cfigure id=\"attachment_38778\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\" alt=\"iStock\" width=\"640\" height=\"960\" class=\"size-full wp-image-38778\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In medicine, the placebo effect is well known, but still mysterious. Through some unknown connection between mind and body, placebos produce changes in brain states, immune systems, blood pressure and hormone levels. Although most of us think of a placebo as a sugar pill, in fact it’s any intervention in which beliefs produce measurable changes in physiology, and thus performance.\u003c/p>\n\u003cp>Here’s a typical \u003ca href=\"http://www.nytimes.com/2014/10/26/magazine/what-if-age-is-nothing-but-a-mind-set.html\">example\u003c/a>: When adults enter a flight simulator and take on the role of Air Force pilots flying a plane, their eyesight improves 40 percent more than adults who just \"pretend\" to fly a plane in a broken simulator. Something in the belief system shifts the body.\u003c/p>\n\u003cp>Results from research into the \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\">growth mindset\u003c/a> tell us that placebos have finally hit the classroom. When students are informed that it’s possible to improve their IQ, they respond by \u003cem>improving their IQ\u003c/em>. A simple message of possibility opens the door to an improvement in brain function. When distance-learning students in west Texas used an avatar from Second Life to attend virtual meetings, their new personas gave them permission to change their behavior. They turned into noticeably different and more attentive students than in person.\u003c/p>\n\u003cp>[contextly_sidebar id=\"H8nKqJI5A4rW9DPibjMl7QHTlaIq7Wkn\"]\u003c/p>\n\u003cp>What’s the takeaway from the placebo phenomenon? More than anything, the results tell us that \u003cem>beliefs\u003c/em> matter, perhaps much more than we realize. In many cases, the chief message of placebo research is that focusing on using the mind and beliefs to power up the brain and body is the key to better learning in the future. This approach requires that we take more seriously the latest research showing that intentional, placebo-like interventions also work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This \"open\" placebo research is the realm of \u003ca href=\"http://www.positivepsychology.org/\">positive psychology\u003c/a>, mindfulness, studies on kindness and so forth. That is, powerful, \u003ca href=\"http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_2001.pdf\">positive beliefs\u003c/a> openly transmitted to others result in positive thinking, brighter attitudes, a greater sense of well-being and other indicators of a more alert, resilient, and balanced individual. While it’s difficult to track the corresponding brain changes, we can be sure that a student exhibiting these qualities is NOT in a flight or fight, stressful mode. Rather, the brain is freed to invent, solve and investigate.\u003c/p>\n\u003cp>To get at this kind of depth in teaching is not difficult, except for the awkward fact that education has yet to escape the \"empty vessel\" metaphor. We continue to insist that filling up students with information constitutes good learning. That’s why moving to a more inquiry-based, personalized and student-driven system — the face of the future — feels slow and fitful. But every teacher can begin to import this new thinking into the classroom by conveying the primary message that \u003cem>relationships matter\u003c/em> in ways that far exceed our prior beliefs. Here’s why:\u003c/p>\n\u003cp>\u003cstrong>The invisible connection. \u003c/strong>Beliefs and attitudes are transmitted through words, body language and facial expressions. But that’s the obvious part, and it’s increasingly clear that connections go deeper than science can capture. Neuroplasticity studies show that the brain is a dynamic organ in constant flux, and is exquisitely responsive to nuance. Neuronal networks are being built or discarded in the course of one conversation. The neurons themselves each contain 2-3 feet of DNA that control gene expression, meaning that culture and conversation ultimately have permanent effects on the brain. And the deeper work on consciousness by leading scientists points to ever-changing quantum activity at the subcellular level generated by beliefs and thoughts.\u003c/p>\n\u003cp>\u003cstrong>Positive, sincere beliefs matter. \u003c/strong>This is territory virtually unexplored in education, but the latest research is clear: The body and brain respond favorably to care, sincerity and unconditional acceptance, which are relayed through the heart and vagal system to the brain. So it’s not enough to smile (fake smiles don’t work, anyway) and say the right words unless you believe them wholeheartedly. Inquiry and innovation rely on a high-functioning brain activated by care and acceptance.\u003c/p>\n\u003cp>\u003cstrong>The Fifth \"C\" is critical. \u003c/strong>Currently, we intend to deliver the Big Four 21\u003csup>st\u003c/sup> century skills (collaboration, communication, critical thinking and creativity) much like we teach the photosynthesis cycle or the causes of the Civil War. They’re outcomes of an instructional process. This is magical thinking. These skills are deeply rooted in attitude, confidence, empathy, openness, and curiosity — the province of \u003cem>character\u003c/em>. How do we move upstream, get as close to the source as possible and elicit these qualities?\u003c/p>\n\u003cp>Studies on resiliency point the way. Resiliency is commonly viewed as an antidote to stress or an intervention for at-risk students. But in a chaotic, 21\u003csup>st\u003c/sup> century world, resiliency becomes a broader term that encompasses balance, persistence and awareness. And the research is clear: These aspects of character are evoked in students through a strong mentor relationship with an adult who cares, listens and offers nonjudgmental coaching and feedback.\u003c/p>\n\u003cp>In other words, if we want to get to skills, we’ll have to start with personal strengths. That means that 21\u003csup>st\u003c/sup> century teachers must put powerful, positive relationships at the center of their mission.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, school redesign consultant and the author of the\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website,\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> \u003c/em>\u003cem>or tweet him @thommarkham\u003cem>.\u003c/em>\u003c/em>\u003c/p>\n\n",
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"headline": "What Believing in the Possibilities Can Do For Learning and Teaching",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38778\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\" alt=\"iStock\" width=\"640\" height=\"960\" class=\"size-full wp-image-38778\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In medicine, the placebo effect is well known, but still mysterious. Through some unknown connection between mind and body, placebos produce changes in brain states, immune systems, blood pressure and hormone levels. Although most of us think of a placebo as a sugar pill, in fact it’s any intervention in which beliefs produce measurable changes in physiology, and thus performance.\u003c/p>\n\u003cp>Here’s a typical \u003ca href=\"http://www.nytimes.com/2014/10/26/magazine/what-if-age-is-nothing-but-a-mind-set.html\">example\u003c/a>: When adults enter a flight simulator and take on the role of Air Force pilots flying a plane, their eyesight improves 40 percent more than adults who just \"pretend\" to fly a plane in a broken simulator. Something in the belief system shifts the body.\u003c/p>\n\u003cp>Results from research into the \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\">growth mindset\u003c/a> tell us that placebos have finally hit the classroom. When students are informed that it’s possible to improve their IQ, they respond by \u003cem>improving their IQ\u003c/em>. A simple message of possibility opens the door to an improvement in brain function. When distance-learning students in west Texas used an avatar from Second Life to attend virtual meetings, their new personas gave them permission to change their behavior. They turned into noticeably different and more attentive students than in person.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>What’s the takeaway from the placebo phenomenon? More than anything, the results tell us that \u003cem>beliefs\u003c/em> matter, perhaps much more than we realize. In many cases, the chief message of placebo research is that focusing on using the mind and beliefs to power up the brain and body is the key to better learning in the future. This approach requires that we take more seriously the latest research showing that intentional, placebo-like interventions also work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This \"open\" placebo research is the realm of \u003ca href=\"http://www.positivepsychology.org/\">positive psychology\u003c/a>, mindfulness, studies on kindness and so forth. That is, powerful, \u003ca href=\"http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_2001.pdf\">positive beliefs\u003c/a> openly transmitted to others result in positive thinking, brighter attitudes, a greater sense of well-being and other indicators of a more alert, resilient, and balanced individual. While it’s difficult to track the corresponding brain changes, we can be sure that a student exhibiting these qualities is NOT in a flight or fight, stressful mode. Rather, the brain is freed to invent, solve and investigate.\u003c/p>\n\u003cp>To get at this kind of depth in teaching is not difficult, except for the awkward fact that education has yet to escape the \"empty vessel\" metaphor. We continue to insist that filling up students with information constitutes good learning. That’s why moving to a more inquiry-based, personalized and student-driven system — the face of the future — feels slow and fitful. But every teacher can begin to import this new thinking into the classroom by conveying the primary message that \u003cem>relationships matter\u003c/em> in ways that far exceed our prior beliefs. Here’s why:\u003c/p>\n\u003cp>\u003cstrong>The invisible connection. \u003c/strong>Beliefs and attitudes are transmitted through words, body language and facial expressions. But that’s the obvious part, and it’s increasingly clear that connections go deeper than science can capture. Neuroplasticity studies show that the brain is a dynamic organ in constant flux, and is exquisitely responsive to nuance. Neuronal networks are being built or discarded in the course of one conversation. The neurons themselves each contain 2-3 feet of DNA that control gene expression, meaning that culture and conversation ultimately have permanent effects on the brain. And the deeper work on consciousness by leading scientists points to ever-changing quantum activity at the subcellular level generated by beliefs and thoughts.\u003c/p>\n\u003cp>\u003cstrong>Positive, sincere beliefs matter. \u003c/strong>This is territory virtually unexplored in education, but the latest research is clear: The body and brain respond favorably to care, sincerity and unconditional acceptance, which are relayed through the heart and vagal system to the brain. So it’s not enough to smile (fake smiles don’t work, anyway) and say the right words unless you believe them wholeheartedly. Inquiry and innovation rely on a high-functioning brain activated by care and acceptance.\u003c/p>\n\u003cp>\u003cstrong>The Fifth \"C\" is critical. \u003c/strong>Currently, we intend to deliver the Big Four 21\u003csup>st\u003c/sup> century skills (collaboration, communication, critical thinking and creativity) much like we teach the photosynthesis cycle or the causes of the Civil War. They’re outcomes of an instructional process. This is magical thinking. These skills are deeply rooted in attitude, confidence, empathy, openness, and curiosity — the province of \u003cem>character\u003c/em>. How do we move upstream, get as close to the source as possible and elicit these qualities?\u003c/p>\n\u003cp>Studies on resiliency point the way. Resiliency is commonly viewed as an antidote to stress or an intervention for at-risk students. But in a chaotic, 21\u003csup>st\u003c/sup> century world, resiliency becomes a broader term that encompasses balance, persistence and awareness. And the research is clear: These aspects of character are evoked in students through a strong mentor relationship with an adult who cares, listens and offers nonjudgmental coaching and feedback.\u003c/p>\n\u003cp>In other words, if we want to get to skills, we’ll have to start with personal strengths. That means that 21\u003csup>st\u003c/sup> century teachers must put powerful, positive relationships at the center of their mission.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, school redesign consultant and the author of the\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website,\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> \u003c/em>\u003cem>or tweet him @thommarkham\u003cem>.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_38623\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/DNA-Brain-thinking.gif\">\u003cimg class=\"size-full wp-image-38623\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/DNA-Brain-thinking.gif\" alt=\"iStock\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">\u003cem>The following excerpt is from “\u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Authentic-Learning-in-the-Digital-Age.aspx\">Authentic Learning in the Digital Age: Engaging Students Through Inquiry\u003c/a>,” by Larissa Pahomov. This excerpt is from the chapter entitled “Making Reflection Relevant.”\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cb>Characteristics of Meaningful Reflection\u003c/b>\u003c/p>\n\u003cp class=\"p3\">For student reflection to be meaningful, it must be \u003ci>metacognitive, applicable, \u003c/i>and \u003ci>shared \u003c/i>with others. Let’s look at each of these characteristics in turn.\u003c/p>\n\u003cp class=\"p4\">\u003cb>Metacognitive\u003c/b>\u003c/p>\n\u003cp class=\"p3\">Although it’s something of a buzz word, “metacognition” is a state of mind that can be useful for all the core values presented in this book. If students are metacognitive about inquiry, then they’re thinking about exactly how they are going to phrase that question; if they’re metacognitive about collaboration, then they’re considering how their introvert or extrovert personality will affect the group. Metacognition is essentially reflection on the micro level, an awareness of our own thought processes as we complete them. So what does metacognitive reflection look like?\u003c/p>\n\u003caside class=\"pullquote alignleft\">By sharing their reflections on their academic work, students can both advise and seek help from their peers. Sharing their achievements helps those who struggled with that particular task, and sharing their weak spots helps them troubleshoot as they work through a problem set or have a peer edit a rough draft.\u003c/aside>\n\u003cp>When children are first learning to reflect on their work, their educators use simple prompts to get them thinking: \u003ci>Do you like what you made? Did you do a good job? \u003c/i>Eventually, they are also asked to consider the process: \u003ci>What did you learn from this task\u003c/i>? Usually these questions are posed by an outsider—a parent or a preschool teacher, for example—who asks the learner for a simple assessment of the outcome. Metacognitive reflection, however, takes this process to the next level because it is concerned not with assessment, but with self-improvement: \u003ci>Could this be better? How? What steps should you take? \u003c/i>As a result, metacognitive reflection can be used to develop resilience in the face of a challenge. Many young children (and some adults) will throw down their work when they become frustrated with it, unable to transcend the struggle. By contrast, a student who has learned the value of metacognitive reflection will recognize frustration as a signal to pause and think through the situation instead of plowing ahead with the same approach or giving up entirely.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p3\">Of course, there’s a danger of this metacognition turning into a kind of feedback loop: \u003ci>Am I reflecting adequately on my reflection? \u003c/i>The better question to keep in mind is, \u003ci>How is this reflection going to help me in the future? \u003c/i>In many cases, “the future” is just a few minutes away, but this mindset can also apply to cumulative reflection over a unit, a school year, or a lifetime.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">➤\u003c/span> \u003cb>The digital connection. \u003c/b>Students who are not naturally inclined to stop and think need explicit practices to nudge themselves toward quality reflection—and digital tools to make it easier. Keeping a log of tasks and habits, for example, gives students a rich source of data to mine when reflecting on their progress, and there are many apps that will collect and aggregate this information in accessible and attractive ways. The myriad of daily journals, goal-setting programs, and “productivity” apps help to create a regular time and place for reflection, which students can use toward academic or personal projects. Even using a simple timer can help students chunk out their work so they take a reflective break, and some programs have breaks built into the timer cycle, so that a pause from the work is guaranteed.\u003c/p>\n\u003cp class=\"p4\">\u003cb>Applicable\u003c/b>\u003c/p>\n\u003cp class=\"p3\">The reflective question in the SLA admissions interview is a great tool for getting to know the student, but it doesn’t do much to actually serve their learning process. It’s completely divorced from the setting where the student actually did the work, and besides, the student already completed the project.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Y4YNmOOldpYACcuXUKwY1gc9FMwuz6cz\"]\u003c/p>\n\u003cp class=\"p3\">This kind of isolated, after-the-fact reflection dominates our understanding of the process. When asked to imagine a person reflecting, you probably conjure up an image of an individual alone, in a comfortable place, staring off into the distance, plaintively contemplating some earlier life event. This scene is likely set at the end of a calendar year, or at the end of a lifetime—or, if you imagined a professional setting, at a retirement party. These kinds of personal reflections contribute to the richness of life, because through them we are able to appreciate how our path has shaped our existence. But what about the life that is still to be lived and the work that is still to be done? Unfortunately, this sentimental notion of reflection for reflection’s sake keeps the practice from being used for active improvement in the here and now. Academic reflections, for example, often take place at the very end of the course, when both the professor and the student will be moving on to other courses and teaching loads. Students are not typically asked to consider how their performance evolves over the years either. Even though teachers often have a very clear notion of how the curriculum builds on itself and how students must develop their skills in a particular sequence, they often keep this structure hidden from their students. Occupied with the daily grind of delivering curriculum, it often doesn’t occur to them that their students might benefit from seeing the big picture.\u003c/p>\n\u003cp class=\"p3\">If this structure is revealed to students, though, then they suddenly have a framework for assessing how their past performance will influence their future work. By being transparent about future tasks and assignments, teachers remind students that they’re going to have to use at least some of these skills again, so there’s no sense in making the same mistakes. Reflection suddenly has a real and immediate purpose: You know where this course is going, so how are you going to improve the quality of your own journey?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Authentic-Learning-in-the-digital-age-engaging-students-through-inquiry.png\">\u003cimg class=\"alignleft size-medium wp-image-38624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Authentic-Learning-in-the-digital-age-engaging-students-through-inquiry-300x449.png\" alt=\"Authentic Learning in the digital age engaging students through inquiry\" width=\"300\" height=\"449\">\u003c/a>\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">➤\u003c/span> \u003cb>The digital connection. \u003c/b>If students are going to really benefit from their reflections and apply them to future work, those thoughts have to get out of their heads and into some form of documentation. Proximity here is key; reviewing a previous reflection can be most instructive when students are working on the next task, so their reflection should be stored wherever that work is happening. Paper portfolios can approximate this, although that method forces students to carry a year’s worth of work and reflection with them at all times (which is why most teachers choose to keep portfolios in the classroom—logical, but limiting). By contrast, online homes for student reflection are universally accessible and can be organized to accompany student work, so that the past reflection is right in front of students as they start a new task. Digital tools also provide different mediums for students to capture their thoughts—they can type or tag, or talk into the microphone or camera.\u003c/p>\n\u003cp class=\"p3\">Electronic tools of analysis can also play a big role here. Just as athletes track their physical performance using a specific set of metrics, students may benefit from reviewing their academic achievements in different areas, like the categories of a rubric or a list of discrete skills. When used by outside forces as the exclusive criteria for judging a school, this kind of “data-driven” approach can be myopic, but when used by students as one of several tools for measuring success, the process can be empowering. The standards-based grading movement has a multitude of resources available online, including free online grade books for teachers. By tying a numerical score to specific skills, students are naturally encouraged to reflect on their past performance so that they can improve the work, not just the grade.\u003c/p>\n\u003cp class=\"p4\">\u003cb>Shared\u003c/b>\u003c/p>\n\u003cp class=\"p3\">Let’s go back to that image of the lone person lost in reflection. Once they are done collecting their thoughts, who are they going to share them with? Most likely a trusted confidant or private journal—a safe place with no chance of betrayal. This tendency toward secrecy is natural. In the interest of keeping up appearances, we don’t really like to share our weaknesses and past failures (although we do love gawking at the problems and misfortunes of others). But if we are really seeking to take action based on our reflections, then we will likely need some help, and that means we have to own up about what needs work. To make students comfortable with this practice, the classroom has to become a place where each student is recognized as being on an individual path of improvement—and, an important point, no student has reached the end of the path, because \u003ci>there is no end. \u003c/i>And if there is no finish line, it becomes more difficult for students to compare their relative positions on the journey.\u003c/p>\n\u003cp class=\"p3\">Once that culture has been established, the classroom can become a place of collective support instead of individual competition. By sharing their reflections on their academic work, students can both advise and seek help from their peers. Sharing their achievements helps those who struggled with that particular task, and sharing their weak spots helps them troubleshoot as they work through a problem set or have a peer edit a rough draft.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">➤\u003c/span> \u003cb>The digital connection. \u003c/b>Just as electronic tools make reflections easy to access for an individual, so, too, do they make it easy to share. Sharing becomes instantaneous when material is available online; the collection of commentary from an entire class can also be indexed, searched, and organized by theme—a feature that may be of great use for the teacher, who will want to look at both individual goals and the class’s experience as a whole. If students are sensitive about sharing their reflections, the work can also be posted anonymously. Like writing in to an advice column with a pseudonym, the practice allows them to receive guidance and support without embarrassing themselves.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p3\">\u003cem>Larissa Pahomov teaches students English and Journalism at the\u003ca href=\"https://www.scienceleadership.org/\"> Science Leadership Academy\u003c/a> in Philadelphia, an inquiry-driven, project-based, 1:1 laptop school.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38623\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/DNA-Brain-thinking.gif\">\u003cimg class=\"size-full wp-image-38623\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/DNA-Brain-thinking.gif\" alt=\"iStock\" width=\"1280\" height=\"720\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">\u003cem>The following excerpt is from “\u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Authentic-Learning-in-the-Digital-Age.aspx\">Authentic Learning in the Digital Age: Engaging Students Through Inquiry\u003c/a>,” by Larissa Pahomov. This excerpt is from the chapter entitled “Making Reflection Relevant.”\u003c/em>\u003c/p>\n\u003cp class=\"p2\">\u003cb>Characteristics of Meaningful Reflection\u003c/b>\u003c/p>\n\u003cp class=\"p3\">For student reflection to be meaningful, it must be \u003ci>metacognitive, applicable, \u003c/i>and \u003ci>shared \u003c/i>with others. Let’s look at each of these characteristics in turn.\u003c/p>\n\u003cp class=\"p4\">\u003cb>Metacognitive\u003c/b>\u003c/p>\n\u003cp class=\"p3\">Although it’s something of a buzz word, “metacognition” is a state of mind that can be useful for all the core values presented in this book. If students are metacognitive about inquiry, then they’re thinking about exactly how they are going to phrase that question; if they’re metacognitive about collaboration, then they’re considering how their introvert or extrovert personality will affect the group. Metacognition is essentially reflection on the micro level, an awareness of our own thought processes as we complete them. So what does metacognitive reflection look like?\u003c/p>\n\u003caside class=\"pullquote alignleft\">By sharing their reflections on their academic work, students can both advise and seek help from their peers. Sharing their achievements helps those who struggled with that particular task, and sharing their weak spots helps them troubleshoot as they work through a problem set or have a peer edit a rough draft.\u003c/aside>\n\u003cp>When children are first learning to reflect on their work, their educators use simple prompts to get them thinking: \u003ci>Do you like what you made? Did you do a good job? \u003c/i>Eventually, they are also asked to consider the process: \u003ci>What did you learn from this task\u003c/i>? Usually these questions are posed by an outsider—a parent or a preschool teacher, for example—who asks the learner for a simple assessment of the outcome. Metacognitive reflection, however, takes this process to the next level because it is concerned not with assessment, but with self-improvement: \u003ci>Could this be better? How? What steps should you take? \u003c/i>As a result, metacognitive reflection can be used to develop resilience in the face of a challenge. Many young children (and some adults) will throw down their work when they become frustrated with it, unable to transcend the struggle. By contrast, a student who has learned the value of metacognitive reflection will recognize frustration as a signal to pause and think through the situation instead of plowing ahead with the same approach or giving up entirely.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p3\">Of course, there’s a danger of this metacognition turning into a kind of feedback loop: \u003ci>Am I reflecting adequately on my reflection? \u003c/i>The better question to keep in mind is, \u003ci>How is this reflection going to help me in the future? \u003c/i>In many cases, “the future” is just a few minutes away, but this mindset can also apply to cumulative reflection over a unit, a school year, or a lifetime.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">➤\u003c/span> \u003cb>The digital connection. \u003c/b>Students who are not naturally inclined to stop and think need explicit practices to nudge themselves toward quality reflection—and digital tools to make it easier. Keeping a log of tasks and habits, for example, gives students a rich source of data to mine when reflecting on their progress, and there are many apps that will collect and aggregate this information in accessible and attractive ways. The myriad of daily journals, goal-setting programs, and “productivity” apps help to create a regular time and place for reflection, which students can use toward academic or personal projects. Even using a simple timer can help students chunk out their work so they take a reflective break, and some programs have breaks built into the timer cycle, so that a pause from the work is guaranteed.\u003c/p>\n\u003cp class=\"p4\">\u003cb>Applicable\u003c/b>\u003c/p>\n\u003cp class=\"p3\">The reflective question in the SLA admissions interview is a great tool for getting to know the student, but it doesn’t do much to actually serve their learning process. It’s completely divorced from the setting where the student actually did the work, and besides, the student already completed the project.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"p3\">This kind of isolated, after-the-fact reflection dominates our understanding of the process. When asked to imagine a person reflecting, you probably conjure up an image of an individual alone, in a comfortable place, staring off into the distance, plaintively contemplating some earlier life event. This scene is likely set at the end of a calendar year, or at the end of a lifetime—or, if you imagined a professional setting, at a retirement party. These kinds of personal reflections contribute to the richness of life, because through them we are able to appreciate how our path has shaped our existence. But what about the life that is still to be lived and the work that is still to be done? Unfortunately, this sentimental notion of reflection for reflection’s sake keeps the practice from being used for active improvement in the here and now. Academic reflections, for example, often take place at the very end of the course, when both the professor and the student will be moving on to other courses and teaching loads. Students are not typically asked to consider how their performance evolves over the years either. Even though teachers often have a very clear notion of how the curriculum builds on itself and how students must develop their skills in a particular sequence, they often keep this structure hidden from their students. Occupied with the daily grind of delivering curriculum, it often doesn’t occur to them that their students might benefit from seeing the big picture.\u003c/p>\n\u003cp class=\"p3\">If this structure is revealed to students, though, then they suddenly have a framework for assessing how their past performance will influence their future work. By being transparent about future tasks and assignments, teachers remind students that they’re going to have to use at least some of these skills again, so there’s no sense in making the same mistakes. Reflection suddenly has a real and immediate purpose: You know where this course is going, so how are you going to improve the quality of your own journey?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Authentic-Learning-in-the-digital-age-engaging-students-through-inquiry.png\">\u003cimg class=\"alignleft size-medium wp-image-38624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Authentic-Learning-in-the-digital-age-engaging-students-through-inquiry-300x449.png\" alt=\"Authentic Learning in the digital age engaging students through inquiry\" width=\"300\" height=\"449\">\u003c/a>\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">➤\u003c/span> \u003cb>The digital connection. \u003c/b>If students are going to really benefit from their reflections and apply them to future work, those thoughts have to get out of their heads and into some form of documentation. Proximity here is key; reviewing a previous reflection can be most instructive when students are working on the next task, so their reflection should be stored wherever that work is happening. Paper portfolios can approximate this, although that method forces students to carry a year’s worth of work and reflection with them at all times (which is why most teachers choose to keep portfolios in the classroom—logical, but limiting). By contrast, online homes for student reflection are universally accessible and can be organized to accompany student work, so that the past reflection is right in front of students as they start a new task. Digital tools also provide different mediums for students to capture their thoughts—they can type or tag, or talk into the microphone or camera.\u003c/p>\n\u003cp class=\"p3\">Electronic tools of analysis can also play a big role here. Just as athletes track their physical performance using a specific set of metrics, students may benefit from reviewing their academic achievements in different areas, like the categories of a rubric or a list of discrete skills. When used by outside forces as the exclusive criteria for judging a school, this kind of “data-driven” approach can be myopic, but when used by students as one of several tools for measuring success, the process can be empowering. The standards-based grading movement has a multitude of resources available online, including free online grade books for teachers. By tying a numerical score to specific skills, students are naturally encouraged to reflect on their past performance so that they can improve the work, not just the grade.\u003c/p>\n\u003cp class=\"p4\">\u003cb>Shared\u003c/b>\u003c/p>\n\u003cp class=\"p3\">Let’s go back to that image of the lone person lost in reflection. Once they are done collecting their thoughts, who are they going to share them with? Most likely a trusted confidant or private journal—a safe place with no chance of betrayal. This tendency toward secrecy is natural. In the interest of keeping up appearances, we don’t really like to share our weaknesses and past failures (although we do love gawking at the problems and misfortunes of others). But if we are really seeking to take action based on our reflections, then we will likely need some help, and that means we have to own up about what needs work. To make students comfortable with this practice, the classroom has to become a place where each student is recognized as being on an individual path of improvement—and, an important point, no student has reached the end of the path, because \u003ci>there is no end. \u003c/i>And if there is no finish line, it becomes more difficult for students to compare their relative positions on the journey.\u003c/p>\n\u003cp class=\"p3\">Once that culture has been established, the classroom can become a place of collective support instead of individual competition. By sharing their reflections on their academic work, students can both advise and seek help from their peers. Sharing their achievements helps those who struggled with that particular task, and sharing their weak spots helps them troubleshoot as they work through a problem set or have a peer edit a rough draft.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">➤\u003c/span> \u003cb>The digital connection. \u003c/b>Just as electronic tools make reflections easy to access for an individual, so, too, do they make it easy to share. Sharing becomes instantaneous when material is available online; the collection of commentary from an entire class can also be indexed, searched, and organized by theme—a feature that may be of great use for the teacher, who will want to look at both individual goals and the class’s experience as a whole. If students are sensitive about sharing their reflections, the work can also be posted anonymously. Like writing in to an advice column with a pseudonym, the practice allows them to receive guidance and support without embarrassing themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p3\">\u003cem>Larissa Pahomov teaches students English and Journalism at the\u003ca href=\"https://www.scienceleadership.org/\"> Science Leadership Academy\u003c/a> in Philadelphia, an inquiry-driven, project-based, 1:1 laptop school.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Project-Based Learning Close Gaps in Science Education? ",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte-640x360.png\" alt=\"Stockbyte\" width=\"640\" height=\"360\" class=\"alignnone size-large wp-image-37926\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Putting kids to work on meaningful projects can transform classrooms into beehives of inquiry and discovery, but relatively few rigorous studies have examined how well this teaching method actually works. An \u003ca href=\"http://www.sri.com/blog/how-curriculum-materials-make-difference-next-generation-science-learning\">encouraging new report \u003c/a>describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum. \u003c/p>\n\u003caside class=\"pullquote alignleft\">Students participate in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids.\u003c/aside>\n\u003cp>When researchers analyzed test scores from those classrooms by students’ gender and ethnicity, there were no differences in learning performance. That’s a preliminary indication that high-quality project-based curricula might be able to help narrow the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/\">science education achievement gap\u003c/a> in children from low-income backgrounds or other groups that are underrepresented in STEM fields. The project-based science lessons “seem to work for all kinds of kids,” said report co-author Christopher Harris, a senior researcher at SRI International in Menlo Park, California. “Girls and boys learned at similar rates in this study.” He believes that the personal engagement in meaningful classroom activities that teachers can create through such curriculum materials “makes a difference.”\u003c/p>\n\u003cp>How well the benefits hold up or grow in the second year of implementation remains to be seen. But the researchers see \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\">project-based inquiry learning\u003c/a> as a promising strategy for helping school systems move toward \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">new U.S. science education standards\u003c/a> that were released last year.\u003c/p>\n\u003cp>Access to good science curriculum materials is a “vexing issue,” Harris said. In urban public schools, science textbooks are often 10 years old and the standard curricula “provide very few opportunities for students to really engage in the science, beyond emphasizing the scientific canon or the knowledge that's been developed over time,” he said. “They typically don't have a hands-on approach.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To move beyond the rote memorization of disconnected science facts that traditional instruction tends to emphasize, in 2011 the U.S. National Research Council laid out a \u003ca href=\"http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm\">new framework for revamping K-12 science education\u003c/a>. The \u003ca href=\"http://www.nextgenscience.org/next-generation-science-standards\">Next Generation Science Standards\u003c/a> embody that framework and aim to teach kids some of the core thought processes and practices that scientists and engineers use to investigate natural phenomena and solve problems.\u003c/p>\n\u003cp>Meeting those new standards will likely require a considerable shift in how schools teach science. Project-based inquiry learning programs seem well suited to be part of the solution: They get students to participate in educational projects in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids, Harris said.\u003c/p>\n\u003cp>\u003cstrong>Putting Project-Based Science Classes to the Test\u003c/strong>\u003c/p>\n\u003cp>One such curriculum for grades 6-8 is Project-Based Inquiry Science (PBIS). Originally developed in the ‘90s at several universities with funding from the National Science Foundation (NSF), it incorporated the latest research knowledge on how students learn and how teachers can best teach them. An education publishing company named It's About Time brought \u003ca href=\"http://www.iat.com/courses/middle-school-science/project-based-inquiry-science/?type=introduction\">the curriculum\u003c/a> to the commercial market. \u003c/p>\n\u003cp>Currently, PBIS is one of the few curricula available that are fully aligned with the new science standards, and its structured activities emphasize core practices such as carrying out investigations, constructing science explanations and developing and using models. For instance, one physics project poses the driving question, “Why should I wear a helmet when I ride my bike?” – an inquiry that’s compelling because it connects directly to kids’ everyday lives, Harris said. To answer it, students work on a series of activities leading them to explore related questions that build their knowledge of the principles of force, motion, acceleration and gravity, so that they can grasp how a helmet would protect their heads from the impact of a potential collision. With guidance from their teacher, “they're conducting investigations, but there's also supports for kids to collect data, organize it, analyze it, share it, debate it, argue about it”—similar to how real-life scientists work, he said.\u003c/p>\n\u003cp>In an SRI research effort funded with a $5 million NSF grant, Harris recently conducted a randomized controlled trial of whether the PBIS materials are effective. Project collaborators included William Penuel of the University of Colorado and Joseph Krajcik, a Michigan State University professor who helped develop the new U.S. science standards as well as the original PBIS curriculum.\u003c/p>\n\u003cp>[contextly_auto_sidebar id=\"2MxgnbzA3Fn23YAcONABzumhuxn6n168\"]\u003cbr>\nThe experiment took place in sixth-grade science classes at 42 middle schools in a large, ethnically diverse urban public school district during the 2012-2014 academic years. About 55 percent of the pupils were eligible for free or reduced-price lunches. Half of those schools adopted PBIS curriculum units for physical science and earth science, with their teachers going through professional development training (provided by It’s About Time) in project-based teaching and the next-generation science standards. The rest of the schools taught science the traditional way, but their instructors also received training in the new standards. Almost 100 teachers and more than 3,000 students participated.\u003c/p>\n\u003cp>On average, kids in the project-based physical science classes performed roughly 8 percent better on an end-of-unit learning assessment than the kids in traditional classes. (Because the course content was new, the researchers also had to create entirely new assessment tests, which required a lot more demonstration of critical thinking skills than standard multiple-choice science tests.) That’s an improvement that would lift a student who scored in the 50th percentile on the test to the 58th percentile – a gain that “is actually really good for an education intervention,” Harris said. Pupils in the PBIS earth science classes showed a similar trend toward stronger scores, but that increase wasn’t statistically significant. \u003c/p>\n\u003cp>“It takes at least two years for teachers to become comfortable with new curriculum materials,” Harris noted. Nonetheless, instructors in year one of the trial were able to use the project-based materials “relatively effectively to support the kind of science learning called for in the new standards. We are very interested to see what the analysis will show for year two.”\u003c/p>\n\u003cp>\u003cstrong>Barriers Ahead – and the Potential Payoff \u003c/strong>\u003c/p>\n\u003cp>The research team is now analyzing data from year two and will evaluate how well teachers implemented the project-based curriculum. While the approach clearly \u003ca href=\"http://www.iat.com/testimonials/30/\">engages students \u003c/a>more, potential barriers to its wide adoption include the fact that it is resource intensive, Harris said. School districts have to buy not just the book and teacher’s guide but also the materials for classroom activities. Each PBIS unit costs roughly $23 per student.\u003c/p>\n\u003cp>And teachers need substantial training, including support throughout the school year, to learn how to coordinate kids to collaborate well on projects, and to ensure that important scientific concepts bubble up and get discussed. So project-based learning is generally a huge investment for school districts and more work for the teachers, but many of them “find that the hard work pays off,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Harris hopes to see more project-based science curricula coming out that are keyed to the new standards and grounded in research on learning. Such materials are badly needed in elementary schools, because too many children don’t get exposed to good science instruction on a consistent basis until middle school, he said. Catching kids earlier to help them see the big picture of what science is about could spark their excitement – and perhaps inspire new generations of young scientists from diverse backgrounds that STEM disciplines are greatly in want of.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte-640x360.png\" alt=\"Stockbyte\" width=\"640\" height=\"360\" class=\"alignnone size-large wp-image-37926\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Putting kids to work on meaningful projects can transform classrooms into beehives of inquiry and discovery, but relatively few rigorous studies have examined how well this teaching method actually works. An \u003ca href=\"http://www.sri.com/blog/how-curriculum-materials-make-difference-next-generation-science-learning\">encouraging new report \u003c/a>describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum. \u003c/p>\n\u003caside class=\"pullquote alignleft\">Students participate in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids.\u003c/aside>\n\u003cp>When researchers analyzed test scores from those classrooms by students’ gender and ethnicity, there were no differences in learning performance. That’s a preliminary indication that high-quality project-based curricula might be able to help narrow the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/\">science education achievement gap\u003c/a> in children from low-income backgrounds or other groups that are underrepresented in STEM fields. The project-based science lessons “seem to work for all kinds of kids,” said report co-author Christopher Harris, a senior researcher at SRI International in Menlo Park, California. “Girls and boys learned at similar rates in this study.” He believes that the personal engagement in meaningful classroom activities that teachers can create through such curriculum materials “makes a difference.”\u003c/p>\n\u003cp>How well the benefits hold up or grow in the second year of implementation remains to be seen. But the researchers see \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\">project-based inquiry learning\u003c/a> as a promising strategy for helping school systems move toward \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">new U.S. science education standards\u003c/a> that were released last year.\u003c/p>\n\u003cp>Access to good science curriculum materials is a “vexing issue,” Harris said. In urban public schools, science textbooks are often 10 years old and the standard curricula “provide very few opportunities for students to really engage in the science, beyond emphasizing the scientific canon or the knowledge that's been developed over time,” he said. “They typically don't have a hands-on approach.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To move beyond the rote memorization of disconnected science facts that traditional instruction tends to emphasize, in 2011 the U.S. National Research Council laid out a \u003ca href=\"http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm\">new framework for revamping K-12 science education\u003c/a>. The \u003ca href=\"http://www.nextgenscience.org/next-generation-science-standards\">Next Generation Science Standards\u003c/a> embody that framework and aim to teach kids some of the core thought processes and practices that scientists and engineers use to investigate natural phenomena and solve problems.\u003c/p>\n\u003cp>Meeting those new standards will likely require a considerable shift in how schools teach science. Project-based inquiry learning programs seem well suited to be part of the solution: They get students to participate in educational projects in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids, Harris said.\u003c/p>\n\u003cp>\u003cstrong>Putting Project-Based Science Classes to the Test\u003c/strong>\u003c/p>\n\u003cp>One such curriculum for grades 6-8 is Project-Based Inquiry Science (PBIS). Originally developed in the ‘90s at several universities with funding from the National Science Foundation (NSF), it incorporated the latest research knowledge on how students learn and how teachers can best teach them. An education publishing company named It's About Time brought \u003ca href=\"http://www.iat.com/courses/middle-school-science/project-based-inquiry-science/?type=introduction\">the curriculum\u003c/a> to the commercial market. \u003c/p>\n\u003cp>Currently, PBIS is one of the few curricula available that are fully aligned with the new science standards, and its structured activities emphasize core practices such as carrying out investigations, constructing science explanations and developing and using models. For instance, one physics project poses the driving question, “Why should I wear a helmet when I ride my bike?” – an inquiry that’s compelling because it connects directly to kids’ everyday lives, Harris said. To answer it, students work on a series of activities leading them to explore related questions that build their knowledge of the principles of force, motion, acceleration and gravity, so that they can grasp how a helmet would protect their heads from the impact of a potential collision. With guidance from their teacher, “they're conducting investigations, but there's also supports for kids to collect data, organize it, analyze it, share it, debate it, argue about it”—similar to how real-life scientists work, he said.\u003c/p>\n\u003cp>In an SRI research effort funded with a $5 million NSF grant, Harris recently conducted a randomized controlled trial of whether the PBIS materials are effective. Project collaborators included William Penuel of the University of Colorado and Joseph Krajcik, a Michigan State University professor who helped develop the new U.S. science standards as well as the original PBIS curriculum.\u003c/p>\n\u003cp>[contextly_auto_sidebar id=\"2MxgnbzA3Fn23YAcONABzumhuxn6n168\"]\u003cbr>\nThe experiment took place in sixth-grade science classes at 42 middle schools in a large, ethnically diverse urban public school district during the 2012-2014 academic years. About 55 percent of the pupils were eligible for free or reduced-price lunches. Half of those schools adopted PBIS curriculum units for physical science and earth science, with their teachers going through professional development training (provided by It’s About Time) in project-based teaching and the next-generation science standards. The rest of the schools taught science the traditional way, but their instructors also received training in the new standards. Almost 100 teachers and more than 3,000 students participated.\u003c/p>\n\u003cp>On average, kids in the project-based physical science classes performed roughly 8 percent better on an end-of-unit learning assessment than the kids in traditional classes. (Because the course content was new, the researchers also had to create entirely new assessment tests, which required a lot more demonstration of critical thinking skills than standard multiple-choice science tests.) That’s an improvement that would lift a student who scored in the 50th percentile on the test to the 58th percentile – a gain that “is actually really good for an education intervention,” Harris said. Pupils in the PBIS earth science classes showed a similar trend toward stronger scores, but that increase wasn’t statistically significant. \u003c/p>\n\u003cp>“It takes at least two years for teachers to become comfortable with new curriculum materials,” Harris noted. Nonetheless, instructors in year one of the trial were able to use the project-based materials “relatively effectively to support the kind of science learning called for in the new standards. We are very interested to see what the analysis will show for year two.”\u003c/p>\n\u003cp>\u003cstrong>Barriers Ahead – and the Potential Payoff \u003c/strong>\u003c/p>\n\u003cp>The research team is now analyzing data from year two and will evaluate how well teachers implemented the project-based curriculum. While the approach clearly \u003ca href=\"http://www.iat.com/testimonials/30/\">engages students \u003c/a>more, potential barriers to its wide adoption include the fact that it is resource intensive, Harris said. School districts have to buy not just the book and teacher’s guide but also the materials for classroom activities. Each PBIS unit costs roughly $23 per student.\u003c/p>\n\u003cp>And teachers need substantial training, including support throughout the school year, to learn how to coordinate kids to collaborate well on projects, and to ensure that important scientific concepts bubble up and get discussed. So project-based learning is generally a huge investment for school districts and more work for the teachers, but many of them “find that the hard work pays off,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Harris hopes to see more project-based science curricula coming out that are keyed to the new standards and grounded in research on learning. Such materials are badly needed in elementary schools, because too many children don’t get exposed to good science instruction on a consistent basis until middle school, he said. Catching kids earlier to help them see the big picture of what science is about could spark their excitement – and perhaps inspire new generations of young scientists from diverse backgrounds that STEM disciplines are greatly in want of.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Reinvent Project Based Learning to Be More Meaningful",
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"headTitle": "PROJECT BASED LEARNING | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34630\" class=\"wp-caption center\" style=\"max-width: 638px\">\u003ca href=\"http://www.flickr.com/photos/michale/2857917490/sizes/z/\">\u003cimg class=\"size-full wp-image-34630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176.jpg\" alt=\"2857917490_ec823748d8_z\" width=\"638\" height=\"430\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176-320x216.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">This is a crucial time for education. Every system in every country is in the process of figuring out how to reboot education to teach skills, application, and attitude in addition to recall and understanding. Helping students be able to grapple with increased problem solving and inquiry, be better critical and creative thinkers, show greater independence and engagement, and exhibit skills as presenters and collaborators is the challenge of the moment.\u003c/p>\n\u003cp>That's why so many educators are using the project based learning (PBL) model. PBL has proven to be a means for setting up the kind of problem-solving challenges that engage students in deeper learning and critical inquiry. It requires students to research, collaborate, decide on the value of information and evidence, accept feedback, design solutions, and present findings in a public space—all factors that create the conditions under which high performance and mastery are most likely to emerge. The rise of PBL, in fact, is a success story for education.\u003c/p>\n\u003cp>However, it’s also time to reboot PBL. It continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s plagued by misunderstandings about when it \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">should be used, and when not\u003c/a>, and to what extent it can fulfill the mandate of a standards-based system. Too often, it ends with enthusiastic students delivering mediocre work — and teachers aren’t sure what went wrong or right.\u003c/p>\n\u003cp>If PBL is to become a powerful, accepted model of instruction in the future, a vocabulary change may be in order -- preferably to the term \u003cem>project based inquiry\u003c/em>. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing. Here are thoughts about five areas in which PBL needs to move forward.\u003c/p>\n\u003ch3>1. Put PBL on a continuum of inquiry.\u003c/h3>\n\u003cp>Infusing inquiry into the curriculum is the goal, so that instruction starts with questions rather than broadcasting content. But PBL is only one way to do that. Good teachers use many methods to help students observe, pose questions, engage in experimentation and error, and learn to analyze and reason. So it’s not necessary to use PBL 24/7 across all subjects. Instead:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>First, think skills.\u003c/strong> A coherent approach to inquiry begins with knowing that skills, not content, underlie the inquiry process. To link PBL with other parts of the school, have all teachers to sign onto the two chief skills required in PBL, teamwork and presentation. Use school-wide rubrics to assess the skills. Think of projects as the time when students really practice those skills at a high level for public consumption.\u003c/p>\n\u003cp>\u003cstrong>Think strategically.\u003c/strong> Plan for PBL over the course of the year, but don’t expect every teacher to do a project. For instance, step back and analyze an entire ninth-grade class. How many projects will they experience in the course of the year? Who will conduct the projects? If students participate in three or four projects every year, they will get what they need.\u003c/p>\n\u003cp>\u003cstrong>Use PBL for entrepreneurial inquiry.\u003c/strong> When teachers want students to go deep into an important topic, grapple with a community issue, or experience the persistence and intellectual rigor necessary to dig in to something meaningful, that’s the perfect time for PBL. Otherwise, normal inquiry gets the job done.\u003c/p>\n\u003cp>\u003cstrong>Differentiate subjects.\u003c/strong> Not all subjects fit PBL in the same way. Courses such as AP Calculus and Physics may use a shorter, more contained problem-based approach, or a more activity-based approach. Humanities projects may take on community issues. Both approaches are valid and use similar design principles, but have different objectives.\u003c/p>\n\u003ch3>2. Blend surface knowledge and deeper learning.\u003c/h3>\n\u003cp>It is impossible at this historical juncture to figure out how much students need to put into hard-wired long term memory versus how much information they simply download, pass through, and apply. Google is ruining the curriculum, no doubt about it. On the other hand, you have to know in order to think. But in the zeal to expand the constructivist side of PBL, we’re losing the knowing—the kind of facts, terms, and vocabulary of the discipline that allow a student to express knowledge coherently. This is not a matter of test preparation as much as a design issue to make sure students have a sufficient knowledge base. Some solutions:\u003c/p>\n\u003cp>[contextly_sidebar id=\"972d38da16bb1880fe85920c8dfe3242\"]\u003c/p>\n\u003cp>\u003cstrong>Let go of theory.\u003c/strong> In theory, a question or challenge posed in PBL is so compelling that students will learn all essential facts necessary to answer the question. In practice, this doesn’t work. Teachers must make an intentional effort to design surface knowledge into a project. This is not so easy, because PBL focuses on authentic questions that lead to open ended problem solving. Content can get lost, and often does.\u003c/p>\n\u003cp>\u003cstrong>Analyze the project.\u003c/strong> Start a project design with a creative challenge and end with an authentic product, but carefully analyze the design to make sure essential facts and concepts will be taught. If students require certain facts and concepts for tests, but those facts don’t fit into the design, take a breath and just teach them. The project won’t fail because you took one day to ‘cover’ material.\u003c/p>\n\u003cp>\u003cstrong>Use direct instruction.\u003c/strong> Direct instruction is not the same as boring lectures—and it’s time to distinguish them. Direct instruction works quite well when dosed with questioning and small group discussions. Use it to transmit essential information efficiently and quickly during the course of a project.\u003c/p>\n\u003ch3>3. Start with a sophisticated student-centered culture.\u003c/h3>\n\u003cp>The greatest number of failures in PBL occurs in schools that attempt to graft PBL onto a traditional, row-centered, front of the room classroom culture. A teacher-centered system and a student-centered system are different life forms. One is focused on content delivery and a \"hand it in, hand it back\" approach; the other requires openness, coaching, and an \"errors are fine\" philosophy. Unless a teacher uses the tools of a positive culture and high performance, students don’t engage at the level necessary to persist, investigate, and hold themselves accountable for mastery. Creating this culture requires more than liking your students. Instead, it is necessary for educators to intentionally teach students to perform skillfully and learn to coach those skills at a high level. Some steps:\u003c/p>\n\u003cp>\u003cstrong>Reflect.\u003c/strong> Your personality and attitude, particularly listening skills and openness, will directly affect the quality of the project. System wide, remember that PBL is personality driven. If certain teachers don’t embrace PBL, but do a good job of stimulating inquiry, let them be. Everyone will be happier.\u003c/p>\n\u003cp>\u003cstrong>Build student capacity.\u003c/strong> Prior to projects, take time for students to reflect on their skills and attitudes, practice team building, setting norms, and examining responsibilities and aspirations. For PBL to succeed, the entire pace of instruction must be slowed.\u003c/p>\n\u003cp>\u003cstrong>Know the neuroscience.\u003c/strong> Every study shows the same results: Your attitude, beliefs, and hidden expectations are communicated to students—and change their brain. Take care with messaging.\u003c/p>\n\u003ch3>4. Make collaboration as powerful in school as it is in life.\u003c/h3>\n\u003cp>Group work and cooperative learning are giving PBL a hangover. It is time to make a fundamental shift in the direction of teamwork. In a relationship-driven world, the era of the individual scholar is coming to an end. PBL is a perfect method for helping reveal how peers will work together in the future to create and analyze content. Teachers can speed this process.\u003c/p>\n\u003cp>\u003cstrong>Make collaboration the foundational skill.\u003c/strong> Instead of seeing 21st-century skills as a laundry list, prioritize by making teamwork the basis for academic work, particularly in projects. Move from the loose language of \"groups\" to the more accountable language of teams and cohorts.\u003c/p>\n\u003cp>\u003cstrong>Make teams purposeful.\u003c/strong> Bring \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\" target=\"_blank\">teams together for the purpose of creating better products\u003c/a>, not just discussing and brainstorming.\u003c/p>\n\u003cp>\u003cstrong>Require teams to participate deeply in the design process.\u003c/strong> Have them regularly and frequently exchange design ideas, test prototypes, follow protocols, use the vocabulary of the discipline, and exhibit mature responses to feedback from peers.\u003c/p>\n\u003cp>\u003cstrong>Make peer review the norm.\u003c/strong> Don’t look at any student work until it has gone through a peer review process that pushes students to present their best work for your evaluation and feedback.\u003c/p>\n\u003ch3>5. Understand that PBL cannot be done alone.\u003c/h3>\n\u003cp>PBL is a complex form of teaching, with many moving parts and a creative element. Teachers will benefit enormously, and grow their expertise much faster, if they can discuss and refine their projects together. The opposite is true, also; if schools continue to limit collaborative time to Monday mornings between 8 am and 9 am, or something similar, PBL will fail. Inquiry simply demands more depth and conversation than the traditional system allows. Many changes are required here, but the step with the greatest leverage? Try this.\u003c/p>\n\u003cp>\u003cstrong>Institutionalize Critical Friends Protocols.\u003c/strong> A 25 minute protocol, in which teachers present ideas to peers and receive feedback about a project in a respectful, professional environment, is a game changer. It sets a higher bar for discourse, encourages teachers to think more deeply, and takes education away from its familiar staples of \"neat\" ideas and endless inputs. The protocols work well in department meetings, staff meetings, or at PD days.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/thom@thommarkham.com\">Thom Markham\u003c/a> is a psychologist, school redesign consultant, and the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website, \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a>.\u003cbr>\n\u003c/em>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34630\" class=\"wp-caption center\" style=\"max-width: 638px\">\u003ca href=\"http://www.flickr.com/photos/michale/2857917490/sizes/z/\">\u003cimg class=\"size-full wp-image-34630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176.jpg\" alt=\"2857917490_ec823748d8_z\" width=\"638\" height=\"430\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/2857917490_ec823748d8_z-e1395254848176-320x216.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">This is a crucial time for education. Every system in every country is in the process of figuring out how to reboot education to teach skills, application, and attitude in addition to recall and understanding. Helping students be able to grapple with increased problem solving and inquiry, be better critical and creative thinkers, show greater independence and engagement, and exhibit skills as presenters and collaborators is the challenge of the moment.\u003c/p>\n\u003cp>That's why so many educators are using the project based learning (PBL) model. PBL has proven to be a means for setting up the kind of problem-solving challenges that engage students in deeper learning and critical inquiry. It requires students to research, collaborate, decide on the value of information and evidence, accept feedback, design solutions, and present findings in a public space—all factors that create the conditions under which high performance and mastery are most likely to emerge. The rise of PBL, in fact, is a success story for education.\u003c/p>\n\u003cp>However, it’s also time to reboot PBL. It continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s plagued by misunderstandings about when it \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">should be used, and when not\u003c/a>, and to what extent it can fulfill the mandate of a standards-based system. Too often, it ends with enthusiastic students delivering mediocre work — and teachers aren’t sure what went wrong or right.\u003c/p>\n\u003cp>If PBL is to become a powerful, accepted model of instruction in the future, a vocabulary change may be in order -- preferably to the term \u003cem>project based inquiry\u003c/em>. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing. Here are thoughts about five areas in which PBL needs to move forward.\u003c/p>\n\u003ch3>1. Put PBL on a continuum of inquiry.\u003c/h3>\n\u003cp>Infusing inquiry into the curriculum is the goal, so that instruction starts with questions rather than broadcasting content. But PBL is only one way to do that. Good teachers use many methods to help students observe, pose questions, engage in experimentation and error, and learn to analyze and reason. So it’s not necessary to use PBL 24/7 across all subjects. Instead:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>First, think skills.\u003c/strong> A coherent approach to inquiry begins with knowing that skills, not content, underlie the inquiry process. To link PBL with other parts of the school, have all teachers to sign onto the two chief skills required in PBL, teamwork and presentation. Use school-wide rubrics to assess the skills. Think of projects as the time when students really practice those skills at a high level for public consumption.\u003c/p>\n\u003cp>\u003cstrong>Think strategically.\u003c/strong> Plan for PBL over the course of the year, but don’t expect every teacher to do a project. For instance, step back and analyze an entire ninth-grade class. How many projects will they experience in the course of the year? Who will conduct the projects? If students participate in three or four projects every year, they will get what they need.\u003c/p>\n\u003cp>\u003cstrong>Use PBL for entrepreneurial inquiry.\u003c/strong> When teachers want students to go deep into an important topic, grapple with a community issue, or experience the persistence and intellectual rigor necessary to dig in to something meaningful, that’s the perfect time for PBL. Otherwise, normal inquiry gets the job done.\u003c/p>\n\u003cp>\u003cstrong>Differentiate subjects.\u003c/strong> Not all subjects fit PBL in the same way. Courses such as AP Calculus and Physics may use a shorter, more contained problem-based approach, or a more activity-based approach. Humanities projects may take on community issues. Both approaches are valid and use similar design principles, but have different objectives.\u003c/p>\n\u003ch3>2. Blend surface knowledge and deeper learning.\u003c/h3>\n\u003cp>It is impossible at this historical juncture to figure out how much students need to put into hard-wired long term memory versus how much information they simply download, pass through, and apply. Google is ruining the curriculum, no doubt about it. On the other hand, you have to know in order to think. But in the zeal to expand the constructivist side of PBL, we’re losing the knowing—the kind of facts, terms, and vocabulary of the discipline that allow a student to express knowledge coherently. This is not a matter of test preparation as much as a design issue to make sure students have a sufficient knowledge base. Some solutions:\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Let go of theory.\u003c/strong> In theory, a question or challenge posed in PBL is so compelling that students will learn all essential facts necessary to answer the question. In practice, this doesn’t work. Teachers must make an intentional effort to design surface knowledge into a project. This is not so easy, because PBL focuses on authentic questions that lead to open ended problem solving. Content can get lost, and often does.\u003c/p>\n\u003cp>\u003cstrong>Analyze the project.\u003c/strong> Start a project design with a creative challenge and end with an authentic product, but carefully analyze the design to make sure essential facts and concepts will be taught. If students require certain facts and concepts for tests, but those facts don’t fit into the design, take a breath and just teach them. The project won’t fail because you took one day to ‘cover’ material.\u003c/p>\n\u003cp>\u003cstrong>Use direct instruction.\u003c/strong> Direct instruction is not the same as boring lectures—and it’s time to distinguish them. Direct instruction works quite well when dosed with questioning and small group discussions. Use it to transmit essential information efficiently and quickly during the course of a project.\u003c/p>\n\u003ch3>3. Start with a sophisticated student-centered culture.\u003c/h3>\n\u003cp>The greatest number of failures in PBL occurs in schools that attempt to graft PBL onto a traditional, row-centered, front of the room classroom culture. A teacher-centered system and a student-centered system are different life forms. One is focused on content delivery and a \"hand it in, hand it back\" approach; the other requires openness, coaching, and an \"errors are fine\" philosophy. Unless a teacher uses the tools of a positive culture and high performance, students don’t engage at the level necessary to persist, investigate, and hold themselves accountable for mastery. Creating this culture requires more than liking your students. Instead, it is necessary for educators to intentionally teach students to perform skillfully and learn to coach those skills at a high level. Some steps:\u003c/p>\n\u003cp>\u003cstrong>Reflect.\u003c/strong> Your personality and attitude, particularly listening skills and openness, will directly affect the quality of the project. System wide, remember that PBL is personality driven. If certain teachers don’t embrace PBL, but do a good job of stimulating inquiry, let them be. Everyone will be happier.\u003c/p>\n\u003cp>\u003cstrong>Build student capacity.\u003c/strong> Prior to projects, take time for students to reflect on their skills and attitudes, practice team building, setting norms, and examining responsibilities and aspirations. For PBL to succeed, the entire pace of instruction must be slowed.\u003c/p>\n\u003cp>\u003cstrong>Know the neuroscience.\u003c/strong> Every study shows the same results: Your attitude, beliefs, and hidden expectations are communicated to students—and change their brain. Take care with messaging.\u003c/p>\n\u003ch3>4. Make collaboration as powerful in school as it is in life.\u003c/h3>\n\u003cp>Group work and cooperative learning are giving PBL a hangover. It is time to make a fundamental shift in the direction of teamwork. In a relationship-driven world, the era of the individual scholar is coming to an end. PBL is a perfect method for helping reveal how peers will work together in the future to create and analyze content. Teachers can speed this process.\u003c/p>\n\u003cp>\u003cstrong>Make collaboration the foundational skill.\u003c/strong> Instead of seeing 21st-century skills as a laundry list, prioritize by making teamwork the basis for academic work, particularly in projects. Move from the loose language of \"groups\" to the more accountable language of teams and cohorts.\u003c/p>\n\u003cp>\u003cstrong>Make teams purposeful.\u003c/strong> Bring \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\" target=\"_blank\">teams together for the purpose of creating better products\u003c/a>, not just discussing and brainstorming.\u003c/p>\n\u003cp>\u003cstrong>Require teams to participate deeply in the design process.\u003c/strong> Have them regularly and frequently exchange design ideas, test prototypes, follow protocols, use the vocabulary of the discipline, and exhibit mature responses to feedback from peers.\u003c/p>\n\u003cp>\u003cstrong>Make peer review the norm.\u003c/strong> Don’t look at any student work until it has gone through a peer review process that pushes students to present their best work for your evaluation and feedback.\u003c/p>\n\u003ch3>5. Understand that PBL cannot be done alone.\u003c/h3>\n\u003cp>PBL is a complex form of teaching, with many moving parts and a creative element. Teachers will benefit enormously, and grow their expertise much faster, if they can discuss and refine their projects together. The opposite is true, also; if schools continue to limit collaborative time to Monday mornings between 8 am and 9 am, or something similar, PBL will fail. Inquiry simply demands more depth and conversation than the traditional system allows. Many changes are required here, but the step with the greatest leverage? Try this.\u003c/p>\n\u003cp>\u003cstrong>Institutionalize Critical Friends Protocols.\u003c/strong> A 25 minute protocol, in which teachers present ideas to peers and receive feedback about a project in a respectful, professional environment, is a game changer. It sets a higher bar for discourse, encourages teachers to think more deeply, and takes education away from its familiar staples of \"neat\" ideas and endless inputs. The protocols work well in department meetings, staff meetings, or at PD days.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_32753\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32753\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/IMG_8823-640x426.jpg\" alt=\"IMG_8823\" width=\"640\" height=\"426\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">So far, the challenges of transforming education into a system capable of inspiring students to become skillful, creative, knowledgeable problem-solvers fall into familiar territory: What types of curriculum, standards, skills, strategies, and adaptations to classroom teaching methods will be necessary to do this?\u003c/p>\n\u003cp>But it’s likely these will prove to be secondary questions. As education crosses the divide between a transmission model and an inquiry model, a more pressing issue will be apparent: How do we identify, attract, nurture, and train teachers who have an \"inquiry-friendly\" personality?\u003c/p>\n\u003cp>The issue already is in view. When a teacher comes out from behind the lectern, leaves the front of the room, kneels beside a student to coach them through a problem, offers feedback designed to promote confidence and perseverance, and becomes a true partner in the learning process, the relationship between teacher and student automatically shifts. It’s no longer about \u003cem>telling\u003c/em>; it’s about listening, observing, and creating the channel of trust that opens up a personal connection between two individuals.\u003c/p>\n\u003cp>These are trainable skills. The basics of good coaching can be learned, especially if it’s aimed at helping a student master a math problem, write a better essay, or give a more polished presentation. In fact, if that’s all the inquiry-based system of the future was expected to do, a natural evolution of teacher skill sets would easily take place, reinforced by a new course requirement in every credential program: \u003cem>How to be a guide on the side\u003c/em>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By itself, this would be a valuable step. But scientific advances tell us that training teachers in techniques alone won’t be sufficient. Instead, they reveal that the personality traits of the teacher will matter more than the coaching methods or the curriculum.\u003c/p>\n\u003cp>Primarily, the interconnected nature of cognition is now visible. Whether titled \u003ca href=\"http://drdansiegel.com/about/interpersonal_neurobiology/\">interpersonal neurobiology\u003c/a> or \u003ca href=\"http://psychology.uchicago.edu/people/faculty/cacioppo/lab.shtml\">social neuroscience\u003c/a>, leading edge science in the areas of \u003ca href=\"http://www.positivityratio.com/\">positive emotions\u003c/a> and \u003ca href=\"http://www.youtube.com/watch?v=tFbm3jL7CDI\">neuroplasticity\u003c/a> confirms that the emotional messages exchanged between people affect the physiological processes and biological structures of the brain and body. The \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0022103111001983\">embodied rapport\u003c/a> between individuals causes shifts in neural networks, frontal lobe functioning, stress levels, even genetic expression. The recent emphasis on inducing a \u003ca href=\"http://mindsetonline.com/whatisit/about/\">growth mindset\u003c/a> in students, including a measurable shift in IQ, is a first step in understanding how the relationship between teacher and student is fundamental to performance.[contextly_sidebar id=\"cde074d602e5909da837c66d5735c467\"]\u003c/p>\n\u003cp>This research is critical to understanding how inquiry-based teachers will need to engage students. In the coming system, attitude trumps rote learning. Whether students engage, persevere, and open their mind to novel solutions depends on their resiliency, grit, curiosity, creativity, and empathy. Psychologists refer to these as \"personal assets,\" but they’re far more mysterious than a bank account, and they don’t originate in a textbook, so how do we teach them?\u003c/p>\n\u003cp>A first clue has been around for more than 20 years. Although overlooked as an inconvenient truth by industrial education, compelling evidence from the fields of adolescent development and resiliency studies show that \u003ca href=\"https://byrne.rutgers.edu/seminars/courses/the-power-of-one-understanding-resilience-and-relationships\">caring relationships\u003c/a> are the key factor in helping young people \u003cem>flourish\u003c/em>—a term that encompasses the core attitudes necessary for successful inquiry and deeper learning. Now science has provided the missing link and observable evidence: Emotional interactions between teacher and student drive physiological changes, and thus performance.\u003c/p>\n\u003cp>This tells us that a teacher’s personality counts, but one additional new fact changes the game even further. Under the deficit model (one of the hidden assumptions of today’s system), the usual approach to emotions is to emphasize the limitations: How judgments and penalties diminish learning. But increasingly, social neuroscience is disruptive to this view. It appears that the connective powers of a relationship only manifest in the presence of sincere care. Love is expressed and conveyed \u003ca href=\"http://www.stephenporges.com/index.php?option=com_content&view=article&id=9:love-an-emergent-property-of-the-mammalian-autonomic-nervous-system&catid=1:publications&Itemid=3\">emotionally and physiologically\u003c/a>, with unconditional acceptance bestowing the greatest benefits.\u003c/p>\n\u003cp>The takeaway is humbling, but inescapable: If an inquiry-based system is to succeed, we’ll need human beings in the classroom who know their field, but who also radiate the kind of positive, non-judgmental love that helps students open their minds and hearts. That’s a tall order for most of us, and where it originates, we don’t know. But the foundation of sincere care will be essential, and it will manifest through the deep personality attributes of the teacher in a variety of ways in the classroom. Every teacher, for example, might reflect on the following:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are you optimistic?\u003c/em>\u003c/strong>\u003cem> \u003c/em>Viewing the world as damaged or the future as bleak shuts down the brain by transmitting fear. Maintaining an optimistic attitude is an expression of love, inspiring curiosity and hope, and fostering emotional and physical health. Optimism is essential to teaching: Without hope, the reason to learn disappears.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are you open? \u003c/em>\u003c/strong>The world is being refreshed and powered by divergent thinking. Outcomes are unclear, even dangerous. But faith in the flexible thinking of the human mind can support young people as they sort out their new world and have the freedom to discover solutions not yet visible. An open attitude activates the frontal lobes, the place of flow and creativity.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are you appreciative?\u003c/em>\u003c/strong>\u003cem> \u003c/em>Deep appreciation gives permission for failure, rather than penalizing for the \"wrong\" answer. It honors the stops and starts of human development. It conveys the ultimate message of a communal world: We are in this together.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are you flexible? \u003c/em>\u003c/strong>In inquiry, the journey matters as much as the destination. Constant reflection is a necessity to improving thinking and doing. Metacognition encourages wisdom, the ultimate goal of any worthy education system. Flexibility tells the brain and heart to keep working, keep going—you’re getting there.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are you purposeful?\u003c/em>\u003c/strong> Purpose binds teacher and student into the high-minded pursuit of solutions that matter. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By itself, this would be a valuable step. But scientific advances tell us that training teachers in techniques alone won’t be sufficient. Instead, they reveal that the personality traits of the teacher will matter more than the coaching methods or the curriculum.\u003c/p>\n\u003cp>Primarily, the interconnected nature of cognition is now visible. 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"content": "\u003cfigure id=\"attachment_31282\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31282\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg\" alt=\"lightbulbs\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A grave miscalculation exists in the minds of many educators: That inquiry-based learning, project based learning, and 21\u003csup>st\u003c/sup> century competencies can flourish in industrial model schools. Under this world view, the inquiry goals of the Common Core State Standards are \"strategies\" to be added to the existing list of classroom techniques, while skills like collaboration, communication, or creativity can be taught despite 43-minute periods, desks in rows, and pacing guides set in stone.\u003c/p>\n\u003cp>In other words, reaching the top of Bloom’s Taxonomy is important, but less so than maintaining regimental order.\u003c/p>\n\u003cp>But what we know—from industry and neuroscience—is that organizational structure, environment, and human performance are deeply intertwined. It is inevitable that schools must be completely redesigned if society wants to tap the wellsprings of creativity and exploration that the industrial system subdues.\u003c/p>\n\u003cp>This redesign issue looms large. A small number of schools around the country that began life as charters or academies have developed successful inquiry-based systems. But spurred by the Common Core and the urgency to teach 21\u003csup>st\u003c/sup> century competencies, a huge wave of settlers is now trying to emulate the pioneers by becoming \"inquiry-based\" schools. By and large, this group is composed of well-performing K–12 schools—neighborhood schools with solid test scores, a traditional approach, and a winning formula that makes them resistant to change. To ramp up, they usually sponsor a few days of professional development in project-based learning or Common Core instruction, but don’t address the backbone of the school organization or culture. The results for project based learning have been predictable. High-quality, engaging project-based work has thrived in a few classrooms, but failed to establish itself and flourish. The breakthrough behaviors seen in the pioneering schools haven’t occurred. Teachers shrug, and carry on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But a historical moment has arrived. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-educators-can-address-parents-confusion-about-common-core/\">Confusion over the Common Core\u003c/a> and uncertainty about the role of standards in general, explosive technologies that have finally reached and overwhelmed brick-and-mortar processes in schools, and the panicky recognition that competency in today’s world requires skills and resiliency in addition to a degree—these and other factors have suddenly fractured the industrial model beyond repair.\u003c/p>\n\u003cp>For all of us, as citizens and educators, in this country and others, it’s way past time for school \"improvement,\" and high time to invent fresh organizations \u003cem>designed \u003c/em>for inquiry— the ecosystem for inquiry, in which all elements of the environment act holistically to grow, nurture, and sustain the qualities of heart and mind necessary for students \u003cem>and\u003c/em> teachers to learn to ask good questions instead of finding right answers. That’s a very high bar, but that’s the ultimate goal of 21\u003csup>st\u003c/sup> century learning.\u003c/p>\n\u003cp>How to develop this ecosystem? Only two qualities are required: Imagination and bravery. The first is the least difficult. Schools that facilitate brightness and joy in young people have solved the initial mysteries of organizing learning around inquiry. There are models to emulate. But transforming an entire system under the pressure of future shock takes collective courage and a powerful foundation of collaboration, trust, and openness. Machiavelli, despite a negative reputation, was an astute observer of his own era. “The times are too big for our brains,” he said. So it is now. Disruption is hard. To work your way through it requires many minds and a shared commitment.\u003c/p>\n\u003cp>Beyond that, the ecosystem metaphor works. Inquiry grows with the right combination of soil, sun, and water. You start with a seed, and remove every barrier on its path to a flower. This is the reverse, of course, of the usual school redesign process, in which the child must fit the system. The great shift in our own thinking, in this age of Google and breathtaking events, is that the system must be fitted to the child.\u003c/p>\n\u003cp>So bravery and imagination might need an ally: \u003cem>Deep inquiry\u003c/em> of our own. In fact, if we as educators want deep learning, we’ll need to enter into the same process as students. What deep questions can we ask ourselves to start the process right? Here are a few ideas:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we moving towards personalized care for students? \u003c/em>\u003c/strong>Debating the efficacy of the Common Core is a sidebar conversation. Deeper learning and\u003cstrong>\u003cem> \u003c/em>\u003c/strong>inquiry happen in the presence of engagement, transcending lists of standards. Engagement is muted by teacher talk, disrespectful communications, too many \"thou shall not\" signs, classroom rules designed to enforce compliance rather than collaboration, a laundry list of outcomes, and a thousand other remnants of industrial herding. Experience in high-performing organizational cultures—and now neuroscience itself—tells us that fear and control limits the brain. Inquiry flows out of the frontal part of the brain—the place of wondering, questioning, and creativity—a part of the brain activated by the feeling of \"connectedness\" and stimulated by mentorship and communal care.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we empowering ourselves as teachers? \u003c/em>\u003c/strong>In this day and age, change is peer-driven and crowd-sourced. Teachers need to see themselves as the leaders of change, not the tools of Superintendents or Departments of Education. This requires disruption on two levels. Conversations among teachers must range far beyond ordering new textbooks, deciding on a curriculum, or reviewing the tardy policy. Traditional structures, such as department meetings and grade-level teams, encourage this limited agenda. Professional Learning Networks offer a great structure, but must be energized by conversations oriented toward a meta-cognitive view of the organization rather than rearranging deck chairs. And, to make the collaboration deep and meaningful, the conversation must become more personal. Every teacher should be willing to share hopes and fears, examine biases, and reveal attitudes. This is the kind of ‘open space’ that develops the necessary momentum for shifting systems by linking people emotionally to a common mission.\u003c/p>\n\u003cp>\u003cstrong>\u003cem> Are we probing our mission and values? \u003c/em>\u003c/strong>Schools must fulfill their \u003cem>in loco parentis\u003c/em> responsibilities and have orderly processes for managing the learning of hundreds of young people. But the combination of seat time, instructional minutes, five-minute passing periods, zero periods, and other encrusted structures more often resemble a well-designed holding pen than the open architecture that meshes mind and surroundings to create joyful inquiry. A good place to start is to examine, collaboratively and sincerely, the District mission and values statements. Most of the statements are actually quite good; it’s just that industrial education hasn’t taken them seriously. But start there and ask: If this is what we promise, how do we do it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we making 21\u003csup>st\u003c/sup> century competencies the centerpiece of instruction?\u003c/em>\u003c/strong> Often overlooked, even by experts in project based learning, is that inquiry isn’t designed to teach information; it’s designed to set up the conditions under which students become more \u003cem>skillful\u003c/em>. That’s why it’s inherently student-centered. Successful inquiry requires skillful competencies, which are a deep amalgam of habits, personality, and an experiential knowledge base. Schools of the future will always be just plain \u003cem>teaching\u003c/em> information, but it’s time for all schools to weave skills, subjects, and academic achievement into a seamless whole that defines expectations for students. How do schools begin to make skills central? Agree that every teacher, of every subject, shares equal responsibility for teaching and evaluating skills. Draw up standardized performance rubrics that gauge and reinforce the competencies in students. Make skills 60% of the grade. Those three steps alone will put any school on the path to creating an ecosystem for inquiry.\u003c/p>\n\u003cp>\u003ca href=\"http://www.thommarkham.com/\">Thom Markham\u003c/a> is a speaker, writer, psychologist, and internationally respected consultant in the critical areas of inquiry based education, project based learning, and creativity. Thom is the author of the best selling \u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_2_title_1_per?s=books&ie=UTF8&qid=1373643076&sr=1-2&keywords=project+based+learning\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for K-12 educators.\u003c/a> Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Can inquiry-based and project-based learning exist in a traditional industrial-age school? It may be time for schools to invent fresh ecosystems designed specifically for inquiry.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31282\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31282\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg\" alt=\"lightbulbs\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/lightbulbs-e1378920601726-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A grave miscalculation exists in the minds of many educators: That inquiry-based learning, project based learning, and 21\u003csup>st\u003c/sup> century competencies can flourish in industrial model schools. Under this world view, the inquiry goals of the Common Core State Standards are \"strategies\" to be added to the existing list of classroom techniques, while skills like collaboration, communication, or creativity can be taught despite 43-minute periods, desks in rows, and pacing guides set in stone.\u003c/p>\n\u003cp>In other words, reaching the top of Bloom’s Taxonomy is important, but less so than maintaining regimental order.\u003c/p>\n\u003cp>But what we know—from industry and neuroscience—is that organizational structure, environment, and human performance are deeply intertwined. It is inevitable that schools must be completely redesigned if society wants to tap the wellsprings of creativity and exploration that the industrial system subdues.\u003c/p>\n\u003cp>This redesign issue looms large. A small number of schools around the country that began life as charters or academies have developed successful inquiry-based systems. But spurred by the Common Core and the urgency to teach 21\u003csup>st\u003c/sup> century competencies, a huge wave of settlers is now trying to emulate the pioneers by becoming \"inquiry-based\" schools. By and large, this group is composed of well-performing K–12 schools—neighborhood schools with solid test scores, a traditional approach, and a winning formula that makes them resistant to change. To ramp up, they usually sponsor a few days of professional development in project-based learning or Common Core instruction, but don’t address the backbone of the school organization or culture. The results for project based learning have been predictable. High-quality, engaging project-based work has thrived in a few classrooms, but failed to establish itself and flourish. The breakthrough behaviors seen in the pioneering schools haven’t occurred. Teachers shrug, and carry on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But a historical moment has arrived. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-educators-can-address-parents-confusion-about-common-core/\">Confusion over the Common Core\u003c/a> and uncertainty about the role of standards in general, explosive technologies that have finally reached and overwhelmed brick-and-mortar processes in schools, and the panicky recognition that competency in today’s world requires skills and resiliency in addition to a degree—these and other factors have suddenly fractured the industrial model beyond repair.\u003c/p>\n\u003cp>For all of us, as citizens and educators, in this country and others, it’s way past time for school \"improvement,\" and high time to invent fresh organizations \u003cem>designed \u003c/em>for inquiry— the ecosystem for inquiry, in which all elements of the environment act holistically to grow, nurture, and sustain the qualities of heart and mind necessary for students \u003cem>and\u003c/em> teachers to learn to ask good questions instead of finding right answers. That’s a very high bar, but that’s the ultimate goal of 21\u003csup>st\u003c/sup> century learning.\u003c/p>\n\u003cp>How to develop this ecosystem? Only two qualities are required: Imagination and bravery. The first is the least difficult. Schools that facilitate brightness and joy in young people have solved the initial mysteries of organizing learning around inquiry. There are models to emulate. But transforming an entire system under the pressure of future shock takes collective courage and a powerful foundation of collaboration, trust, and openness. Machiavelli, despite a negative reputation, was an astute observer of his own era. “The times are too big for our brains,” he said. So it is now. Disruption is hard. To work your way through it requires many minds and a shared commitment.\u003c/p>\n\u003cp>Beyond that, the ecosystem metaphor works. Inquiry grows with the right combination of soil, sun, and water. You start with a seed, and remove every barrier on its path to a flower. This is the reverse, of course, of the usual school redesign process, in which the child must fit the system. The great shift in our own thinking, in this age of Google and breathtaking events, is that the system must be fitted to the child.\u003c/p>\n\u003cp>So bravery and imagination might need an ally: \u003cem>Deep inquiry\u003c/em> of our own. In fact, if we as educators want deep learning, we’ll need to enter into the same process as students. What deep questions can we ask ourselves to start the process right? Here are a few ideas:\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we moving towards personalized care for students? \u003c/em>\u003c/strong>Debating the efficacy of the Common Core is a sidebar conversation. Deeper learning and\u003cstrong>\u003cem> \u003c/em>\u003c/strong>inquiry happen in the presence of engagement, transcending lists of standards. Engagement is muted by teacher talk, disrespectful communications, too many \"thou shall not\" signs, classroom rules designed to enforce compliance rather than collaboration, a laundry list of outcomes, and a thousand other remnants of industrial herding. Experience in high-performing organizational cultures—and now neuroscience itself—tells us that fear and control limits the brain. Inquiry flows out of the frontal part of the brain—the place of wondering, questioning, and creativity—a part of the brain activated by the feeling of \"connectedness\" and stimulated by mentorship and communal care.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we empowering ourselves as teachers? \u003c/em>\u003c/strong>In this day and age, change is peer-driven and crowd-sourced. Teachers need to see themselves as the leaders of change, not the tools of Superintendents or Departments of Education. This requires disruption on two levels. Conversations among teachers must range far beyond ordering new textbooks, deciding on a curriculum, or reviewing the tardy policy. Traditional structures, such as department meetings and grade-level teams, encourage this limited agenda. Professional Learning Networks offer a great structure, but must be energized by conversations oriented toward a meta-cognitive view of the organization rather than rearranging deck chairs. And, to make the collaboration deep and meaningful, the conversation must become more personal. Every teacher should be willing to share hopes and fears, examine biases, and reveal attitudes. This is the kind of ‘open space’ that develops the necessary momentum for shifting systems by linking people emotionally to a common mission.\u003c/p>\n\u003cp>\u003cstrong>\u003cem> Are we probing our mission and values? \u003c/em>\u003c/strong>Schools must fulfill their \u003cem>in loco parentis\u003c/em> responsibilities and have orderly processes for managing the learning of hundreds of young people. But the combination of seat time, instructional minutes, five-minute passing periods, zero periods, and other encrusted structures more often resemble a well-designed holding pen than the open architecture that meshes mind and surroundings to create joyful inquiry. A good place to start is to examine, collaboratively and sincerely, the District mission and values statements. Most of the statements are actually quite good; it’s just that industrial education hasn’t taken them seriously. But start there and ask: If this is what we promise, how do we do it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Are we making 21\u003csup>st\u003c/sup> century competencies the centerpiece of instruction?\u003c/em>\u003c/strong> Often overlooked, even by experts in project based learning, is that inquiry isn’t designed to teach information; it’s designed to set up the conditions under which students become more \u003cem>skillful\u003c/em>. That’s why it’s inherently student-centered. Successful inquiry requires skillful competencies, which are a deep amalgam of habits, personality, and an experiential knowledge base. Schools of the future will always be just plain \u003cem>teaching\u003c/em> information, but it’s time for all schools to weave skills, subjects, and academic achievement into a seamless whole that defines expectations for students. How do schools begin to make skills central? Agree that every teacher, of every subject, shares equal responsibility for teaching and evaluating skills. Draw up standardized performance rubrics that gauge and reinforce the competencies in students. Make skills 60% of the grade. Those three steps alone will put any school on the path to creating an ecosystem for inquiry.\u003c/p>\n\u003cp>\u003ca href=\"http://www.thommarkham.com/\">Thom Markham\u003c/a> is a speaker, writer, psychologist, and internationally respected consultant in the critical areas of inquiry based education, project based learning, and creativity. Thom is the author of the best selling \u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_2_title_1_per?s=books&ie=UTF8&qid=1373643076&sr=1-2&keywords=project+based+learning\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for K-12 educators.\u003c/a> Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How to Trigger Students' Inquiry Through Projects",
"title": "How to Trigger Students' Inquiry Through Projects",
"headTitle": "PROJECT BASED LEARNING | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29973\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29973\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/PBLInquiry.jpg\" alt=\"PBLInquiry\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp align=\"left\">\u003cstrong>By Jane Krauss and Suzie Boss\u003c/strong>\u003c/p>\n\u003cp align=\"left\">\u003cem>Excerpt from \u003ca href=\"http://www.sagepub.com/booksProdDesc.nav?prodId=Book237204\">Thinking Through Project-Based Learning: Guiding Deeper Inquiry\u003c/a>, published by Corwin, 2013.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. Unfortunately, not all projects live up to their potential. Sometimes the problem lies in the design process. It's easy to jump directly into planning the activities students will engage in without addressing important elements that will affect the overall quality of the project.\u003c/p>\n\u003cp>With more intentional planning, we can design projects that get at the universal themes that have explicit value to our students and to others. We can design projects to be rigorous, so students' actions mirror the efforts of accomplished adults. They will feel the burn as they learn and build up their fitness for learning challenges to come.\u003c/p>\n\u003cp>There are several ways to start designing projects. One is to select among learning objectives described in the curriculum and textbooks that guide your teaching and to plan learning experiences based on these. Another is to \"back in\" to the standards, starting with a compelling idea and then mapping it to objectives to ensure there is a fit with what students are expected to learn. The second method can be more generative, as any overarching and enduring concept is likely to support underlying objectives in the core subject matter and in associated disciplines, too. Either way you begin, the first step is to identify a project-worthy idea.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We have condensed the project design process into six steps. After outlining the steps briefly below, we offer examples that show how one might use these steps to develop a germ of an idea into a project plan that emphasizes inquiry. Read the steps and examples all the way through before digging in to your own plan.\u003c/p>\n\u003ch3>Step 1—Identify Project-worthy Concepts\u003c/h3>\n\u003cp>Ask yourself: What important and enduring concepts are fundamental to the subjects I teach? Identify four or five BIG concepts for each subject.\u003c/p>\n\u003ch3>Step 2—Explore Their Significance and Relevance\u003c/h3>\n\u003cp>Now, think: Why do these topics or concepts matter\u003cem>?\u003c/em> What should students remember about this topic in 5 years? For a lifetime? Think beyond school and ask: In what ways are they important and enduring? What is their relevance in different people’s lives? In different parts of the world? Explore each concept, rejecting and adding ideas until you arrive at a short list of meaningful topics.\u003c/p>\n\u003ch3>Step 3—Find Real-Life Contexts\u003c/h3>\n\u003cp>Look back to three or four concepts you explored and think about real-life contexts. Who engages in these topics? Who are the people for whom these topics are central to their work? See if you can list five to seven professions for each concept.\u003c/p>\n\u003cp>With that done, now think: What are the interdisciplinary connections? In what ways might the topic extend beyond my subject matter? For example, if your subject specialty was math and you imagined an entrepreneur taking a product to market, the central work might involve investment, expense, and profit analyses. The project might also involve supply chains and transportation (geography), writing a prospectus for a venture capitalist (language arts), and designing a marketing campaign (language arts, graphic design, technology).\u003c/p>\n\u003ch3>Step 4—Engage Critical Thinking\u003c/h3>\n\u003cp>As you begin to imagine these topics in the context of a project, ask yourself, what might you ask of students? How might you push past rote learning into investigation, analysis, and synthesis? Consider how you can engage critical thinking in a project by asking students to:\u003c/p>\n\u003cul>\n\u003cli>Compare and contrast\u003c/li>\n\u003cli>Predict\u003c/li>\n\u003cli>Make a well-founded judgment or informed decision\u003c/li>\n\u003cli>Understand causal relationships (cause and effect)\u003c/li>\n\u003cli>Determine how parts relate to the whole (systems)\u003c/li>\n\u003cli>Identify patterns or trends\u003c/li>\n\u003cli>Examine perspectives and alternate points of view\u003c/li>\n\u003cli>Extrapolate to create something new\u003c/li>\n\u003cli>Evaluate reliability of sources\u003c/li>\n\u003c/ul>\n\u003ch3>Step 5—Write a Project Sketch\u003c/h3>\n\u003cp>Now, step back and write a project sketch—or two or three. For each, give an overview of the project. Describe the scenario and the activities students are likely to engage in. Anyone reading it should be able to tell what students will learn by doing the project. The process of writing will help you refine your ideas. There are dozens of project sketches in this book (and all are included in the Project Library in the Appendix). Use them as a guide.\u003c/p>\n\u003ch3>Step 6—Plan the Setup\u003c/h3>\n\u003cp>Three small but useful elements are left, and together with the project sketch, they provide a framework for the project. Write a title, entry event, and driving question for your project.\u003c/p>\n\u003cp>Project title.\u003cem> \u003c/em>A good title goes a long way toward anchoring the project in the minds of your school community. A short and memorable title is best.\u003c/p>\n\u003cp>Teachers at Birkdale School in New Zealand take their projects seriously. They not only provide them with proper names but also fly a special flag in the school’s entry when a new project begins. You might not need to go this far, but a good title conveys a sense of importance and helps make a project memorable. Let these project titles inspire you.\u003c/p>\n\u003cul>\n\u003cli>Lest We Forget—A project involving war memorials in New Zealand\u003c/li>\n\u003cli>Mingling at the Renaissance Ball—A social studies investigation that culminates in a celebration of human achievement\u003c/li>\n\u003cli>Lessons from the Gulf—A collection of collaborative projects by schools concerned about U.S. Gulf Coast devastation\u003c/li>\n\u003cli>AD 1095 and All That—Time-traveling students intervene to stop religious wars in medieval Europe.\u003c/li>\n\u003cli>Risk and Reward—Students acting as financial counselors present stock information to clients and advise on investments.\u003c/li>\n\u003cli>Stay or Leave?—Students examine economic factors that influence people’s decisions about where they live.\u003c/li>\n\u003cli>YouVille—Students explore past civilizations to design their own utopias.\u003c/li>\n\u003c/ul>\n\u003cp>Entry event.\u003cem> \u003c/em>Plan to start off the project with a “grabber,” a mysterious letter, jarring “news,” a provocative video, or other attention-getting event. As we discussed in Chapter 4, make sure it is novel (to make students alert) and has emotional significance (to make them care). Read these examples and imagine how your students might respond. Then plan an entry event for your project.\u003c/p>\n\u003cul>\n\u003cli>A newspaper article describes hazards associated with a clinic’s use of poorly refurbished X-ray machines.\u003c/li>\n\u003cli>Distraught warrior king Gilgamesh appears in class and appeals to his “subjects” to help him learn why an enemy’s technological prowess in battle outstrips his own.\u003c/li>\n\u003cli>A process server slaps student “witnesses” with subpoenas, compelling them to testify in an upcoming trial.\u003c/li>\n\u003cli>A letter from an elder describes her desire to capture stories before she and other storytellers are no more.\u003c/li>\n\u003cli>A television news story on “designer” babies kicks off an investigation about the ethical implications of genetic manipulation.\u003c/li>\n\u003cli>A forest owlet from a wildlife rescue center visits school bringing Owl Mail and asks students to investigate hazards to its survival.\u003c/li>\n\u003c/ul>\n\u003cp>Driving question.\u003cem> \u003c/em>Kick off your project with a research question students will feel compelled to investigate. Imagine a driving question that leads to more questions, which, in their answering, contribute to greater understanding. Good questions grab student interest (they are provocative, intriguing, or urgent), are open ended (you can’t Google your way to an answer), and connect to key learning goals.\u003c/p>\n\u003cp>Consider how to write a good question based on these “remodeled” examples (Larmer, 2009):\u003c/p>\n\u003cul>\n\u003cli>What are archetypes in literature? à To \u003cspan style=\"text-decoration: underline\">increase relevance\u003c/span>, you might ask à How do archetypes inform our culture today?\u003c/li>\n\u003cli>What causes tornadoes? à To \u003cspan style=\"text-decoration: underline\">add\u003c/span> \u003cspan style=\"text-decoration: underline\">context\u003c/span>, you might ask à How can we prepare for a natural disaster in our region?\u003c/li>\n\u003cli>What are the requirements to sustain life? à To \u003cspan style=\"text-decoration: underline\">add interest\u003c/span>, you might ask àHow can we design a biome that is self-sustaining?\u003c/li>\n\u003cli>How can we purify water? à To \u003cspan style=\"text-decoration: underline\">increase challenge\u003c/span>, you might ask à How can we advise a village in the developing world to choose an inexpensive water purification system?\u003c/li>\n\u003c/ul>\n\u003ch3>One Last Step\u003c/h3>\n\u003cp>Workshop your project idea, especially at steps 5 and 6. Colleagues, students, parents, and subject matter experts will ask questions that will clarify your thinking and contribute ideas you might not have considered.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For more about the book, check out Suzie Boss's \u003ca href=\"http://www.slideshare.net/mikegwaltney/deeper-inquiry-in-pbl-iste-2013-suzie-boss-and-mike-gwaltney\">ISTE presentation\u003c/a>.\u003c/p>\n\n",
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"excerpt": "When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. There are several ways to start designing projects. Here are six steps that will help you get started.\r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29973\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29973\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/PBLInquiry.jpg\" alt=\"PBLInquiry\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/PBLInquiry-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp align=\"left\">\u003cstrong>By Jane Krauss and Suzie Boss\u003c/strong>\u003c/p>\n\u003cp align=\"left\">\u003cem>Excerpt from \u003ca href=\"http://www.sagepub.com/booksProdDesc.nav?prodId=Book237204\">Thinking Through Project-Based Learning: Guiding Deeper Inquiry\u003c/a>, published by Corwin, 2013.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. Unfortunately, not all projects live up to their potential. Sometimes the problem lies in the design process. It's easy to jump directly into planning the activities students will engage in without addressing important elements that will affect the overall quality of the project.\u003c/p>\n\u003cp>With more intentional planning, we can design projects that get at the universal themes that have explicit value to our students and to others. We can design projects to be rigorous, so students' actions mirror the efforts of accomplished adults. They will feel the burn as they learn and build up their fitness for learning challenges to come.\u003c/p>\n\u003cp>There are several ways to start designing projects. One is to select among learning objectives described in the curriculum and textbooks that guide your teaching and to plan learning experiences based on these. Another is to \"back in\" to the standards, starting with a compelling idea and then mapping it to objectives to ensure there is a fit with what students are expected to learn. The second method can be more generative, as any overarching and enduring concept is likely to support underlying objectives in the core subject matter and in associated disciplines, too. Either way you begin, the first step is to identify a project-worthy idea.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We have condensed the project design process into six steps. After outlining the steps briefly below, we offer examples that show how one might use these steps to develop a germ of an idea into a project plan that emphasizes inquiry. Read the steps and examples all the way through before digging in to your own plan.\u003c/p>\n\u003ch3>Step 1—Identify Project-worthy Concepts\u003c/h3>\n\u003cp>Ask yourself: What important and enduring concepts are fundamental to the subjects I teach? Identify four or five BIG concepts for each subject.\u003c/p>\n\u003ch3>Step 2—Explore Their Significance and Relevance\u003c/h3>\n\u003cp>Now, think: Why do these topics or concepts matter\u003cem>?\u003c/em> What should students remember about this topic in 5 years? For a lifetime? Think beyond school and ask: In what ways are they important and enduring? What is their relevance in different people’s lives? In different parts of the world? Explore each concept, rejecting and adding ideas until you arrive at a short list of meaningful topics.\u003c/p>\n\u003ch3>Step 3—Find Real-Life Contexts\u003c/h3>\n\u003cp>Look back to three or four concepts you explored and think about real-life contexts. Who engages in these topics? Who are the people for whom these topics are central to their work? See if you can list five to seven professions for each concept.\u003c/p>\n\u003cp>With that done, now think: What are the interdisciplinary connections? In what ways might the topic extend beyond my subject matter? For example, if your subject specialty was math and you imagined an entrepreneur taking a product to market, the central work might involve investment, expense, and profit analyses. The project might also involve supply chains and transportation (geography), writing a prospectus for a venture capitalist (language arts), and designing a marketing campaign (language arts, graphic design, technology).\u003c/p>\n\u003ch3>Step 4—Engage Critical Thinking\u003c/h3>\n\u003cp>As you begin to imagine these topics in the context of a project, ask yourself, what might you ask of students? How might you push past rote learning into investigation, analysis, and synthesis? Consider how you can engage critical thinking in a project by asking students to:\u003c/p>\n\u003cul>\n\u003cli>Compare and contrast\u003c/li>\n\u003cli>Predict\u003c/li>\n\u003cli>Make a well-founded judgment or informed decision\u003c/li>\n\u003cli>Understand causal relationships (cause and effect)\u003c/li>\n\u003cli>Determine how parts relate to the whole (systems)\u003c/li>\n\u003cli>Identify patterns or trends\u003c/li>\n\u003cli>Examine perspectives and alternate points of view\u003c/li>\n\u003cli>Extrapolate to create something new\u003c/li>\n\u003cli>Evaluate reliability of sources\u003c/li>\n\u003c/ul>\n\u003ch3>Step 5—Write a Project Sketch\u003c/h3>\n\u003cp>Now, step back and write a project sketch—or two or three. For each, give an overview of the project. Describe the scenario and the activities students are likely to engage in. Anyone reading it should be able to tell what students will learn by doing the project. The process of writing will help you refine your ideas. There are dozens of project sketches in this book (and all are included in the Project Library in the Appendix). Use them as a guide.\u003c/p>\n\u003ch3>Step 6—Plan the Setup\u003c/h3>\n\u003cp>Three small but useful elements are left, and together with the project sketch, they provide a framework for the project. Write a title, entry event, and driving question for your project.\u003c/p>\n\u003cp>Project title.\u003cem> \u003c/em>A good title goes a long way toward anchoring the project in the minds of your school community. A short and memorable title is best.\u003c/p>\n\u003cp>Teachers at Birkdale School in New Zealand take their projects seriously. They not only provide them with proper names but also fly a special flag in the school’s entry when a new project begins. You might not need to go this far, but a good title conveys a sense of importance and helps make a project memorable. Let these project titles inspire you.\u003c/p>\n\u003cul>\n\u003cli>Lest We Forget—A project involving war memorials in New Zealand\u003c/li>\n\u003cli>Mingling at the Renaissance Ball—A social studies investigation that culminates in a celebration of human achievement\u003c/li>\n\u003cli>Lessons from the Gulf—A collection of collaborative projects by schools concerned about U.S. Gulf Coast devastation\u003c/li>\n\u003cli>AD 1095 and All That—Time-traveling students intervene to stop religious wars in medieval Europe.\u003c/li>\n\u003cli>Risk and Reward—Students acting as financial counselors present stock information to clients and advise on investments.\u003c/li>\n\u003cli>Stay or Leave?—Students examine economic factors that influence people’s decisions about where they live.\u003c/li>\n\u003cli>YouVille—Students explore past civilizations to design their own utopias.\u003c/li>\n\u003c/ul>\n\u003cp>Entry event.\u003cem> \u003c/em>Plan to start off the project with a “grabber,” a mysterious letter, jarring “news,” a provocative video, or other attention-getting event. As we discussed in Chapter 4, make sure it is novel (to make students alert) and has emotional significance (to make them care). Read these examples and imagine how your students might respond. Then plan an entry event for your project.\u003c/p>\n\u003cul>\n\u003cli>A newspaper article describes hazards associated with a clinic’s use of poorly refurbished X-ray machines.\u003c/li>\n\u003cli>Distraught warrior king Gilgamesh appears in class and appeals to his “subjects” to help him learn why an enemy’s technological prowess in battle outstrips his own.\u003c/li>\n\u003cli>A process server slaps student “witnesses” with subpoenas, compelling them to testify in an upcoming trial.\u003c/li>\n\u003cli>A letter from an elder describes her desire to capture stories before she and other storytellers are no more.\u003c/li>\n\u003cli>A television news story on “designer” babies kicks off an investigation about the ethical implications of genetic manipulation.\u003c/li>\n\u003cli>A forest owlet from a wildlife rescue center visits school bringing Owl Mail and asks students to investigate hazards to its survival.\u003c/li>\n\u003c/ul>\n\u003cp>Driving question.\u003cem> \u003c/em>Kick off your project with a research question students will feel compelled to investigate. Imagine a driving question that leads to more questions, which, in their answering, contribute to greater understanding. Good questions grab student interest (they are provocative, intriguing, or urgent), are open ended (you can’t Google your way to an answer), and connect to key learning goals.\u003c/p>\n\u003cp>Consider how to write a good question based on these “remodeled” examples (Larmer, 2009):\u003c/p>\n\u003cul>\n\u003cli>What are archetypes in literature? à To \u003cspan style=\"text-decoration: underline\">increase relevance\u003c/span>, you might ask à How do archetypes inform our culture today?\u003c/li>\n\u003cli>What causes tornadoes? à To \u003cspan style=\"text-decoration: underline\">add\u003c/span> \u003cspan style=\"text-decoration: underline\">context\u003c/span>, you might ask à How can we prepare for a natural disaster in our region?\u003c/li>\n\u003cli>What are the requirements to sustain life? à To \u003cspan style=\"text-decoration: underline\">add interest\u003c/span>, you might ask àHow can we design a biome that is self-sustaining?\u003c/li>\n\u003cli>How can we purify water? à To \u003cspan style=\"text-decoration: underline\">increase challenge\u003c/span>, you might ask à How can we advise a village in the developing world to choose an inexpensive water purification system?\u003c/li>\n\u003c/ul>\n\u003ch3>One Last Step\u003c/h3>\n\u003cp>Workshop your project idea, especially at steps 5 and 6. Colleagues, students, parents, and subject matter experts will ask questions that will clarify your thinking and contribute ideas you might not have considered.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For more about the book, check out Suzie Boss's \u003ca href=\"http://www.slideshare.net/mikegwaltney/deeper-inquiry-in-pbl-iste-2013-suzie-boss-and-mike-gwaltney\">ISTE presentation\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Challenges and Realities of Inquiry-Based Learning",
"title": "The Challenges and Realities of Inquiry-Based Learning",
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"content": "\u003cfigure id=\"attachment_29719\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29719\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/163861447.jpg\" alt=\"163861447\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Teachers in a rural southeast Michigan high school were recently discussing the odd behavior of the senior class. It seems the 12\u003csup>th\u003c/sup> graders were acting more civilly toward the junior class in the hallways. The prom was also quieter and more well-mannered than in previous years. More perplexing, prom was over, it was mid-May, and the seniors were still engaged in learning.\u003c/p>\n\u003cp>The teachers’ explanation: \u003cem>Project-based learning\u003c/em>.\u003c/p>\n\u003cp>Here’s the back story. All seniors at this school spend one half of their day hard at work on interdisciplinary projects, in an expansive new space designed to encourage relationships, collaboration, self-management, deeper inquiry, and an easy interface between students and teachers. A year in this environment matured the seniors beyond the usual. Acting out was no longer required.\u003c/p>\n\u003cp>Stories like this are about to become more important to educators. As education continues the march toward a student-driven, project-oriented approach that values intelligent solutions to open-ended problems, it won’t be sufficient to focus on the wonderful discoveries and authentic work that result from an inquiry-based system. Instead, a far more difficult issue will come to the fore: How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is a steep challenge because it forces education to cross a philosophic divide. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/inquiry-learning-vs-standardized-content-can-they-coexist/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29\">Inquiry-based learning is disruptive to test-based standards\u003c/a> and, by extension, the industrialized system itself. Tests reward the right answer, and even brief essays are expected to abide by the perimeters of known knowledge and standardized terms. But open-ended problems result in idiosyncratic solutions, derived from a process of exploration in which students practice evidence-finding, thoughtful exchange, and creative design. During that process, they change and grow as people, not just as test-takers. It will take thoughtful development of new metrics, some strange to education, to develop an assessment system that captures the richness of inquiry-based education.\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">DIG INTO INQUIRY LEARNING\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>Standardizing Valuable Skills \u003c/strong>\u003c/p>\n\u003cp>To put a new system in place, a first key step is to disseminate and train every teacher on a clear set of performance standards to assess skills required for effective inquiry, such as communication, collaboration, critical thinking, and creativity. Replacing one set of standards with these \u003ca href=\"http://www.edleader21.com/\">4C’s\u003c/a> may not sound progressive, but right now rubrics are generally created by individual classroom teachers, rarely shared school-wide, and often poorly written. The goal is to adopt world class rubrics for use at every grade level, in every class, in every district. This sends a message to students that inquiry is a standards-based \u003cem>process\u003c/em>. Plus, rubrics are an essential training tool. Students graded against good performance rubrics will perform better over time as they assimilate the new requirements for skills-based learning.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Right now, a standards-based environment forces teachers to straddle the inquiry process. Most projects employ performance assessment tools, but a majority of projects end up designed more for academic coverage than exploration and invention, which means they lack power and depth. And a more difficult issue looms: It is likely to prove impossible to objectively measure the more subterranean aspects of inquiry, such as creativity and critical thinking.\u003c/p>\n\u003cp>\u003cstrong>Assessing Collaborative Learning\u003c/strong>\u003c/p>\n\u003cp>The iconic model of the individual scholar has been replaced by team-based inquiry. In industry, team members are assessed for individual accountability and performance, as well as overall team productivity. Teachers will need to learn to easily navigate between teams and team member performance, engage high end students accustomed to book work, use effective coaching for reluctant students, and take greater care to assess individual mastery during presentations.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Effective collaborative inquiry requires that students learn how to perform in a team, not a \"group.\" New scaffolds include listening, brainstorming, and appropriate body language. But the skills issue is secondary. Teams depend on positive relationships fostered through communication, openness, and shared values. Team building will have to be built into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>Making Depth of Thinking Evident\u003c/strong>\u003c/p>\n\u003cp>Thinking is very difficult to evaluate, but key signs include use of appropriate vocabulary, the ability to exchange ideas in a protocol-based format, and the ultimate skill of delivering a cogent solution supported by explanation, insight, and evidence. In inquiry-based education, all of these become assessable items. But each requires well thought out criteria that education has only begun to identify.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: In inquiry, process is as critical as the product. This shifts the grading process. Formative assessments will take on new meaning as teachers look for ways to give targeted feedback as students move through a problem, and to credit students with insights as they grapple with potential solutions.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Turning Engagement from Metaphor to Metric \u003c/strong>\u003c/p>\n\u003cp>The traditional model of information management stresses knowledge, skills, and attitude as the qualities required to perform in a job. A relationship-driven, information-based world turns the formula around: Performance begins with attitude and manifests as skills and achievement, a lesson evident in the behavior of the 12\u003csup>th\u003c/sup> graders in the Michigan high school, whose year began with two weeks of teamwork and ‘attitude adjustment’ exercises. Over the year, their attitude shift resulted in noticeable engagement and deeper learning. Education will need to develop consistent methods for assessing engagement, using qualitative tools such as reflection tools, problem logs, Socratic discussion, and regular school climate surveys.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Since attitude is self-referenced and personal, this is highly disruptive to schools, which are used to defining how students ‘should’ feel about their education. But inquiry shifts the terrain. Inescapably, schools will have to move toward pleasing the customer rather than directing the show.\u003c/p>\n\u003cp>\u003cstrong>Overcoming Reductive Notions of Cognition\u003c/strong>\u003c/p>\n\u003cp>The engagement issue is really a buoy marking deeper waters. The old proxies for educational management—IQ, the ‘high level’ kids, standardized tests, academic intervention strategies—will come under increasing assault from the values and personal strengths that fuel good inquiry, such as perseverance, self-management, flexibility, resilience, and creativity. These qualities are not the exclusive domain of cognition and, in fact, will be delayed by continuing the \u003ca href=\"http://www.edweek.org/ew/articles/2013/01/16/17rose_ep.h32.html\">reductive approach\u003c/a> to learning. This requires not only a personalized learning environment but a personalized assessment system. A portfolio system is the prototype for this kind of assessment, but portfolios that stick to academic and career basics won’t be sufficient.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Inquiry is intimately connected to character, social meaning, and aspects of emotional intelligence associated with personality. None of these are well understood, even by neuroscientists. It is likely, in fact, that inquiry will be accompanied by dramatic shifts in our explanation of intelligence itself.\u003c/p>\n\u003cp>\u003cstrong>Figuring Out Knowledge\u003c/strong>\u003c/p>\n\u003cp>This is the elephant in the room. Both brain research and common sense tells us that powerful inquiry requires a foundation of facts, concepts, and a knowledge base. This means that the standardized curriculum and conventional teaching methods will not disappear, nor should they. But the already heated arguments over the Common Core State Standards point to intense discussion over the next few years about the scope and nature of standards. How much do we teach young people, and what do we leave to inquiry?\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: The inquiry approach is nested in the more transformational issue of the \u003ca href=\"http://www.universityworldnews.com/article.php?story=20130524144726593\">changing nature of global knowledge\u003c/a> itself. At some point, it will be difficult to pinpoint exactly what an ‘educated’ person should know. Where inquiry will lead us then, it’s hard to predict. But it would be best to have inquiry-based assessments in place before that time arrives.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=tmm_pap_title_0?ie=UTF8&qid=1371313898&sr=8-2\">author\u003c/a>, speaker, educator, and consultant to schools and districts focused on project based learning, 21\u003csup>st\u003c/sup> century skills, and school redesign. Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\n",
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"excerpt": "As education continues the march toward a student-driven, project-oriented approach that values intelligent solutions to open-ended problems, it won’t be sufficient to focus on the wonderful discoveries and authentic work that result from an inquiry-based system. Instead, a far more difficult issue will come to the fore: How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better attitude, apply?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29719\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29719\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/163861447.jpg\" alt=\"163861447\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/163861447-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"text-align: left\" align=\"center\">\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Teachers in a rural southeast Michigan high school were recently discussing the odd behavior of the senior class. It seems the 12\u003csup>th\u003c/sup> graders were acting more civilly toward the junior class in the hallways. The prom was also quieter and more well-mannered than in previous years. More perplexing, prom was over, it was mid-May, and the seniors were still engaged in learning.\u003c/p>\n\u003cp>The teachers’ explanation: \u003cem>Project-based learning\u003c/em>.\u003c/p>\n\u003cp>Here’s the back story. All seniors at this school spend one half of their day hard at work on interdisciplinary projects, in an expansive new space designed to encourage relationships, collaboration, self-management, deeper inquiry, and an easy interface between students and teachers. A year in this environment matured the seniors beyond the usual. Acting out was no longer required.\u003c/p>\n\u003cp>Stories like this are about to become more important to educators. As education continues the march toward a student-driven, project-oriented approach that values intelligent solutions to open-ended problems, it won’t be sufficient to focus on the wonderful discoveries and authentic work that result from an inquiry-based system. Instead, a far more difficult issue will come to the fore: How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is a steep challenge because it forces education to cross a philosophic divide. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/inquiry-learning-vs-standardized-content-can-they-coexist/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29\">Inquiry-based learning is disruptive to test-based standards\u003c/a> and, by extension, the industrialized system itself. Tests reward the right answer, and even brief essays are expected to abide by the perimeters of known knowledge and standardized terms. But open-ended problems result in idiosyncratic solutions, derived from a process of exploration in which students practice evidence-finding, thoughtful exchange, and creative design. During that process, they change and grow as people, not just as test-takers. It will take thoughtful development of new metrics, some strange to education, to develop an assessment system that captures the richness of inquiry-based education.\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">DIG INTO INQUIRY LEARNING\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>Standardizing Valuable Skills \u003c/strong>\u003c/p>\n\u003cp>To put a new system in place, a first key step is to disseminate and train every teacher on a clear set of performance standards to assess skills required for effective inquiry, such as communication, collaboration, critical thinking, and creativity. Replacing one set of standards with these \u003ca href=\"http://www.edleader21.com/\">4C’s\u003c/a> may not sound progressive, but right now rubrics are generally created by individual classroom teachers, rarely shared school-wide, and often poorly written. The goal is to adopt world class rubrics for use at every grade level, in every class, in every district. This sends a message to students that inquiry is a standards-based \u003cem>process\u003c/em>. Plus, rubrics are an essential training tool. Students graded against good performance rubrics will perform better over time as they assimilate the new requirements for skills-based learning.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Right now, a standards-based environment forces teachers to straddle the inquiry process. Most projects employ performance assessment tools, but a majority of projects end up designed more for academic coverage than exploration and invention, which means they lack power and depth. And a more difficult issue looms: It is likely to prove impossible to objectively measure the more subterranean aspects of inquiry, such as creativity and critical thinking.\u003c/p>\n\u003cp>\u003cstrong>Assessing Collaborative Learning\u003c/strong>\u003c/p>\n\u003cp>The iconic model of the individual scholar has been replaced by team-based inquiry. In industry, team members are assessed for individual accountability and performance, as well as overall team productivity. Teachers will need to learn to easily navigate between teams and team member performance, engage high end students accustomed to book work, use effective coaching for reluctant students, and take greater care to assess individual mastery during presentations.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Effective collaborative inquiry requires that students learn how to perform in a team, not a \"group.\" New scaffolds include listening, brainstorming, and appropriate body language. But the skills issue is secondary. Teams depend on positive relationships fostered through communication, openness, and shared values. Team building will have to be built into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>Making Depth of Thinking Evident\u003c/strong>\u003c/p>\n\u003cp>Thinking is very difficult to evaluate, but key signs include use of appropriate vocabulary, the ability to exchange ideas in a protocol-based format, and the ultimate skill of delivering a cogent solution supported by explanation, insight, and evidence. In inquiry-based education, all of these become assessable items. But each requires well thought out criteria that education has only begun to identify.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: In inquiry, process is as critical as the product. This shifts the grading process. Formative assessments will take on new meaning as teachers look for ways to give targeted feedback as students move through a problem, and to credit students with insights as they grapple with potential solutions.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will we know if inquiry-based learning is successful, and what non-standardized measures of achievement, like better \u003cem>attitude,\u003c/em> apply?\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Turning Engagement from Metaphor to Metric \u003c/strong>\u003c/p>\n\u003cp>The traditional model of information management stresses knowledge, skills, and attitude as the qualities required to perform in a job. A relationship-driven, information-based world turns the formula around: Performance begins with attitude and manifests as skills and achievement, a lesson evident in the behavior of the 12\u003csup>th\u003c/sup> graders in the Michigan high school, whose year began with two weeks of teamwork and ‘attitude adjustment’ exercises. Over the year, their attitude shift resulted in noticeable engagement and deeper learning. Education will need to develop consistent methods for assessing engagement, using qualitative tools such as reflection tools, problem logs, Socratic discussion, and regular school climate surveys.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Since attitude is self-referenced and personal, this is highly disruptive to schools, which are used to defining how students ‘should’ feel about their education. But inquiry shifts the terrain. Inescapably, schools will have to move toward pleasing the customer rather than directing the show.\u003c/p>\n\u003cp>\u003cstrong>Overcoming Reductive Notions of Cognition\u003c/strong>\u003c/p>\n\u003cp>The engagement issue is really a buoy marking deeper waters. The old proxies for educational management—IQ, the ‘high level’ kids, standardized tests, academic intervention strategies—will come under increasing assault from the values and personal strengths that fuel good inquiry, such as perseverance, self-management, flexibility, resilience, and creativity. These qualities are not the exclusive domain of cognition and, in fact, will be delayed by continuing the \u003ca href=\"http://www.edweek.org/ew/articles/2013/01/16/17rose_ep.h32.html\">reductive approach\u003c/a> to learning. This requires not only a personalized learning environment but a personalized assessment system. A portfolio system is the prototype for this kind of assessment, but portfolios that stick to academic and career basics won’t be sufficient.\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: Inquiry is intimately connected to character, social meaning, and aspects of emotional intelligence associated with personality. None of these are well understood, even by neuroscientists. It is likely, in fact, that inquiry will be accompanied by dramatic shifts in our explanation of intelligence itself.\u003c/p>\n\u003cp>\u003cstrong>Figuring Out Knowledge\u003c/strong>\u003c/p>\n\u003cp>This is the elephant in the room. Both brain research and common sense tells us that powerful inquiry requires a foundation of facts, concepts, and a knowledge base. This means that the standardized curriculum and conventional teaching methods will not disappear, nor should they. But the already heated arguments over the Common Core State Standards point to intense discussion over the next few years about the scope and nature of standards. How much do we teach young people, and what do we leave to inquiry?\u003c/p>\n\u003cp>\u003cem>The challenge\u003c/em>: The inquiry approach is nested in the more transformational issue of the \u003ca href=\"http://www.universityworldnews.com/article.php?story=20130524144726593\">changing nature of global knowledge\u003c/a> itself. At some point, it will be difficult to pinpoint exactly what an ‘educated’ person should know. Where inquiry will lead us then, it’s hard to predict. But it would be best to have inquiry-based assessments in place before that time arrives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=tmm_pap_title_0?ie=UTF8&qid=1371313898&sr=8-2\">author\u003c/a>, speaker, educator, and consultant to schools and districts focused on project based learning, 21\u003csup>st\u003c/sup> century skills, and school redesign. Reach him through \u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> or tweet him @thommarkham.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Inquiry Learning Vs. Standardized Content: Can They Coexist?",
"title": "Inquiry Learning Vs. Standardized Content: Can They Coexist?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_28904\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/umjanedoan/497411105/\">\u003cimg class=\"size-full wp-image-28904\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg\" alt=\"497411105_60c65df8ba_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Thom Markham\u003c/h5>\n\u003cp class=\"dropcap\">As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem that educators are arguing over whether the CCSS will roll out as a substitute No Child Left Behind curriculum or as an innovative guide to encourage inquiry rather than rote learning. In reality, as time will prove, we’re arguing over whether content standards are still appropriate.\u003c/p>\n\u003cp>Everyday there is less standardization of information, making it nearly impossible to decide what a tenth-grader should know. Beyond the core literacies of reading, writing, computation, and research, the world-wide culture of innovation, discovery, multi-polarity, interdisciplinary thinking, and rapid change depends on the explosive potential of the human mind, not entombed truths from the past. Increasingly, any standards-based curriculum is at odds with the outside world.\u003c/p>\n\u003cp>There is only one resolution to the debate. Sooner or later, inquiry-standards will take precedence over content-based standards. Education’s core task is to prepare young people to generate new ideas, filter them through a net of critical analysis and reflection, and move the ideas through a design process to create a quality product, either as an idea or a material object. Students need information, facts, and specific knowledge for a successful outcome. But that information must be gathered during the process of creation, in a usable, just-in-time format not found in \"subjects.\"\u003c/p>\n\u003cp>If you’re a teacher in tune with the needs of your students, you sense the disconnect between the curriculum and reality. You’d like the freedom to respond more directly to student needs, but standardized information and testing remains a barrier to innovative teaching.\u003c/p>\n\u003cp>So how can you, as a teacher, help move the dialogue forward? First, you can focus on becoming a highly-effective project based learning (PBL) teacher. When done well, PBL is the most effective method education has at the moment to introduce and practice inquiry-based education.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But PBL is the near-term solution. The ultimate destination is to align education with the requirements of a process-based world. This means we need to invent and agree on a set of clearly prescribed methods that promote inquiry, permeate the learning environment, and become as embedded in education as the current content standards. The move to integrate 21\u003csup>st\u003c/sup> century skills into the curriculum is a start. But to really advance the cause, the following ideas will need to take root.\u003c/p>\n\u003cp>\u003cstrong>REDEFINE RIGOR. \u003c/strong>As the Google-age fully blossoms, the fundamental shift is from information to attitude. The instant, ubiquitous availability of knowledge puts enormous responsibility on the individual, as they try to sift through, discern, apply, and share information. This is not a simple cognitive exercise. Success in this environment requires a mix of self-awareness, empathy, and collaborative skills, as well as grit and self-direction. Eventually, the measure of student performance will be the demonstrated ability to use personal strengths to move gracefully through a connected world. We’ve started along this path, by the way. Portfolios measure personal growth and achievement; the best collaboration and teamwork rubrics assess empathy; many PBL teachers have found work ethic rubrics to be a great tool for measuring attitude and productivity.\u003cbr>\n\u003cstrong>BLEND CRITICAL THINKING, SOCIAL-EMOTIONAL LEARNING, AND OTHER VALUABLE SKILLS. \u003c/strong>In the search for better inquiry methods, the gaming industry has much to teach education. A case in point is a recent article by \u003cspan style=\"color: #000000\">\u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Our-Brains-Extended.aspx\">\u003cspan style=\"color: #000000\">Mark Prensky,\u003c/span>\u003c/a> a leading games and learning advocate, who suggests reorganizing the curriculum into four areas that blend inquiry and performance. Let's call these the 4 E’s: Effective Accomplishment, including portfolios, content mastery, tests, and assessment; Effective Action, including goal setting, persistence, and work ethic; Effective Relationships, including communication, teamwork, and empathy; and Effective Thinking, including critical thinking, creativity, and content acquisition. There are several advantages to developing this framework, chief of which it recognizes that the foundation for today’s skills is emotional balance and self-awareness, and it integrates valuable skills into the curriculum core, rather than extending their current status as an add on to academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>TEACH INQUIRY SKILLS. \u003c/strong>Creativity, problem-solving, design thinking, and critical analysis are learnable skills that benefit from intentional instruction. The options are many, starting with exercises in creativity and brainstorming, regular use of protocols to practice sharing and giving feedback on divergent ideas; and consistent assessment of the inquiry process using high quality performance rubrics for problem solving, design or creativity. We’ve also made inroads here. The eight Mathematical Practices accompanying the CCSS math sequence is an impressive guide to inquiry skills. But so far it's been difficult to locate a missing link: A performance rubric for students that defines their level of performance on each practice.\u003c/p>\n\u003cp>\u003cstrong>MAKE COHORTS AND TEAMS THE PRACTICE, NOT THE EXCEPTION. \u003c/strong>Probably the most deeply embedded norm of industrial education, originating from the 15\u003csup>th \u003c/sup>century, is the ideal of the individual scholar. The default mode is to aim teaching at a single student, and assess and recognize accomplishments gained through individual performance. But we must shift this\u003cspan style=\"color: #000000\"> towards \u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">5 Tools to Help Students Learn How to Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: Ways Into Inquiry Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\">How to Teach Innovation\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"color: #000000\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\">\u003cspan style=\"color: #000000\">team learning\u003c/span>\u003c/a>. The collaborative world succeeds through interaction and exchange, and it's important to move towards deep, peer-driven learning and performance. A supportive team that meets regularly during the course of a unit will provide feedback and help each student produce a better individual product. In an inquiry-based classroom, this should be standard practice.\u003c/span> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>SEE THE BALANCE BETWEEN INQUIRY AND CONTENT AS A DYNAMIC. \u003c/strong>This dilemma—<Should I teach content or turn students loose to figure out things on their own?—is at the heart of the debate over teacher preparation for the CCSS. Knowing when to teach directly, or allow for problem solving, is a high art. But that is what inquiry-based education demands. For some content, the best choice is <just teach it. Other topics can’t be taught, but must be learned through discovery, trial and error, or prototyping—all of which require more time. In an inquiry-based world, lesson design allows for fluidity, mini-lessons, and ample time for process. Success relies on whether teachers have the ability—and give themselves permission—to move back and forth between content and process.\u003c/p>\n\u003cp>\u003cstrong>THE CIRCLE OF CONTROL. \u003c/strong>The chief obstacle to an inquiry-based system is us. To give up a content-based curriculum, with its deep traditions, proven techniques for controlling behavior and outcomes, and dominating, standardized regimen, feels like giving a 14-year old the keys to the car and a full tank of gas. It’s scary. The shift into the next, non-industrial phase of schooling is a psychological issue, not just a logistical one. The world that is opening up requires faith that something new, and better, is being born, but in the short term, it can feel like it’s falling apart. But I’ll leave you with two thoughts. First, it’s happening, whether we agree or not. Second, we’ll need good minds to figure it out, meaning more of those young people in your classroom who have been well trained in the art and skill of inquiry.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Thom Markham is a speaker, writer, psychologist, school redesign consultant, and the author of the \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. To download the tools for inquiry, go to the PBL tools page on \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.thommarkham.com/\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">www.thommarkham.com\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. \u003c/span>\u003c/span>\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "Everyday there is less standardization of information, making it nearly impossible to decide what a student should know. Are sticking to content standards still appropriate?\r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28904\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/umjanedoan/497411105/\">\u003cimg class=\"size-full wp-image-28904\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg\" alt=\"497411105_60c65df8ba_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/497411105_60c65df8ba_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Thom Markham\u003c/h5>\n\u003cp class=\"dropcap\">As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem that educators are arguing over whether the CCSS will roll out as a substitute No Child Left Behind curriculum or as an innovative guide to encourage inquiry rather than rote learning. In reality, as time will prove, we’re arguing over whether content standards are still appropriate.\u003c/p>\n\u003cp>Everyday there is less standardization of information, making it nearly impossible to decide what a tenth-grader should know. Beyond the core literacies of reading, writing, computation, and research, the world-wide culture of innovation, discovery, multi-polarity, interdisciplinary thinking, and rapid change depends on the explosive potential of the human mind, not entombed truths from the past. Increasingly, any standards-based curriculum is at odds with the outside world.\u003c/p>\n\u003cp>There is only one resolution to the debate. Sooner or later, inquiry-standards will take precedence over content-based standards. Education’s core task is to prepare young people to generate new ideas, filter them through a net of critical analysis and reflection, and move the ideas through a design process to create a quality product, either as an idea or a material object. Students need information, facts, and specific knowledge for a successful outcome. But that information must be gathered during the process of creation, in a usable, just-in-time format not found in \"subjects.\"\u003c/p>\n\u003cp>If you’re a teacher in tune with the needs of your students, you sense the disconnect between the curriculum and reality. You’d like the freedom to respond more directly to student needs, but standardized information and testing remains a barrier to innovative teaching.\u003c/p>\n\u003cp>So how can you, as a teacher, help move the dialogue forward? First, you can focus on becoming a highly-effective project based learning (PBL) teacher. When done well, PBL is the most effective method education has at the moment to introduce and practice inquiry-based education.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But PBL is the near-term solution. The ultimate destination is to align education with the requirements of a process-based world. This means we need to invent and agree on a set of clearly prescribed methods that promote inquiry, permeate the learning environment, and become as embedded in education as the current content standards. The move to integrate 21\u003csup>st\u003c/sup> century skills into the curriculum is a start. But to really advance the cause, the following ideas will need to take root.\u003c/p>\n\u003cp>\u003cstrong>REDEFINE RIGOR. \u003c/strong>As the Google-age fully blossoms, the fundamental shift is from information to attitude. The instant, ubiquitous availability of knowledge puts enormous responsibility on the individual, as they try to sift through, discern, apply, and share information. This is not a simple cognitive exercise. Success in this environment requires a mix of self-awareness, empathy, and collaborative skills, as well as grit and self-direction. Eventually, the measure of student performance will be the demonstrated ability to use personal strengths to move gracefully through a connected world. We’ve started along this path, by the way. Portfolios measure personal growth and achievement; the best collaboration and teamwork rubrics assess empathy; many PBL teachers have found work ethic rubrics to be a great tool for measuring attitude and productivity.\u003cbr>\n\u003cstrong>BLEND CRITICAL THINKING, SOCIAL-EMOTIONAL LEARNING, AND OTHER VALUABLE SKILLS. \u003c/strong>In the search for better inquiry methods, the gaming industry has much to teach education. A case in point is a recent article by \u003cspan style=\"color: #000000\">\u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Our-Brains-Extended.aspx\">\u003cspan style=\"color: #000000\">Mark Prensky,\u003c/span>\u003c/a> a leading games and learning advocate, who suggests reorganizing the curriculum into four areas that blend inquiry and performance. Let's call these the 4 E’s: Effective Accomplishment, including portfolios, content mastery, tests, and assessment; Effective Action, including goal setting, persistence, and work ethic; Effective Relationships, including communication, teamwork, and empathy; and Effective Thinking, including critical thinking, creativity, and content acquisition. There are several advantages to developing this framework, chief of which it recognizes that the foundation for today’s skills is emotional balance and self-awareness, and it integrates valuable skills into the curriculum core, rather than extending their current status as an add on to academic work.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>TEACH INQUIRY SKILLS. \u003c/strong>Creativity, problem-solving, design thinking, and critical analysis are learnable skills that benefit from intentional instruction. The options are many, starting with exercises in creativity and brainstorming, regular use of protocols to practice sharing and giving feedback on divergent ideas; and consistent assessment of the inquiry process using high quality performance rubrics for problem solving, design or creativity. We’ve also made inroads here. The eight Mathematical Practices accompanying the CCSS math sequence is an impressive guide to inquiry skills. But so far it's been difficult to locate a missing link: A performance rubric for students that defines their level of performance on each practice.\u003c/p>\n\u003cp>\u003cstrong>MAKE COHORTS AND TEAMS THE PRACTICE, NOT THE EXCEPTION. \u003c/strong>Probably the most deeply embedded norm of industrial education, originating from the 15\u003csup>th \u003c/sup>century, is the ideal of the individual scholar. The default mode is to aim teaching at a single student, and assess and recognize accomplishments gained through individual performance. But we must shift this\u003cspan style=\"color: #000000\"> towards \u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">5 Tools to Help Students Learn How to Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: Ways Into Inquiry Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\">How to Teach Innovation\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"color: #000000\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/how-to-foster-collaboration-and-team-spirit/\">\u003cspan style=\"color: #000000\">team learning\u003c/span>\u003c/a>. The collaborative world succeeds through interaction and exchange, and it's important to move towards deep, peer-driven learning and performance. A supportive team that meets regularly during the course of a unit will provide feedback and help each student produce a better individual product. In an inquiry-based classroom, this should be standard practice.\u003c/span> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>SEE THE BALANCE BETWEEN INQUIRY AND CONTENT AS A DYNAMIC. \u003c/strong>This dilemma—<Should I teach content or turn students loose to figure out things on their own?—is at the heart of the debate over teacher preparation for the CCSS. Knowing when to teach directly, or allow for problem solving, is a high art. But that is what inquiry-based education demands. For some content, the best choice is <just teach it. Other topics can’t be taught, but must be learned through discovery, trial and error, or prototyping—all of which require more time. In an inquiry-based world, lesson design allows for fluidity, mini-lessons, and ample time for process. Success relies on whether teachers have the ability—and give themselves permission—to move back and forth between content and process.\u003c/p>\n\u003cp>\u003cstrong>THE CIRCLE OF CONTROL. \u003c/strong>The chief obstacle to an inquiry-based system is us. To give up a content-based curriculum, with its deep traditions, proven techniques for controlling behavior and outcomes, and dominating, standardized regimen, feels like giving a 14-year old the keys to the car and a full tank of gas. It’s scary. The shift into the next, non-industrial phase of schooling is a psychological issue, not just a logistical one. The world that is opening up requires faith that something new, and better, is being born, but in the short term, it can feel like it’s falling apart. But I’ll leave you with two thoughts. First, it’s happening, whether we agree or not. Second, we’ll need good minds to figure it out, meaning more of those young people in your classroom who have been well trained in the art and skill of inquiry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Thom Markham is a speaker, writer, psychologist, school redesign consultant, and the author of the \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. To download the tools for inquiry, go to the PBL tools page on \u003c/span>\u003c/span>\u003c/span>\u003cspan style=\"color: #0000ff\">\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.thommarkham.com/\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">www.thommarkham.com\u003c/span>\u003c/span>\u003c/a>\u003c/span>\u003c/span>\u003cspan style=\"color: #333333\">\u003cspan style=\"font-family: Helvetica,sans-serif\">\u003cspan style=\"font-size: small\">. \u003c/span>\u003c/span>\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Creating Classrooms We Need: 8 Ways Into Inquiry Learning",
"title": "Creating Classrooms We Need: 8 Ways Into Inquiry Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_27623\" class=\"wp-caption center\" style=\"max-width: 616px\">\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27623\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg\" alt=\"7171535345_65369bbb0b_z\" width=\"616\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg 616w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-400x205.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-320x164.jpg 320w\" sizes=\"(max-width: 616px) 100vw, 616px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?\u003c/p>\n\u003cp>\"Our whole reason for showing up for school has changed, but infrastructure has stayed behind,\" said Diana Laufenberg, who taught history at the progressive public school \u003ca href=\"http://www.scienceleadership.org/http://\">Science Leadership Academy\u003c/a> for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP14151\">SXSWEdu\u003c/a> last week.\u003c/p>\n\u003cp>\u003cstrong>1. BE FLEXIBLE.\u003c/strong>\u003cbr>\nThe less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. \"That's a scary proposition for teachers,\" Laufenberg said. \"'What do you mean I'm going to have 60 kids doing 60 different projects,' teachers might say. But that's exactly the way for kids to do interesting, high-end work that they're invested in.\"\u003c/p>\n\u003cp>Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented -- with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she'd ever seen: a \u003ca href=\"http://www.schooltube.com/video/31acc2c8a0044660b2b9/There%27s%20A%20Pill%20For%20That:%20A%20Nation%20Of%20Pill-Poppers\">well-produced, polished video \u003c/a>about Americans' dependence on pharmaceutical drugs that was dense with facts backed up by students' research. \"And I almost killed this project,\" she said. \"There are vastly creative minds that are \u003c!--more-->capable of doing intensely wonderful things with their learning but often we don't let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.\"\u003c/p>\n\u003cp>\u003cstrong>2. FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.\u003c/strong>\u003cbr>\nTeachers always come up to Laufenberg wanting to learn more about her progressive pedagogy -- and they invariably ask, \"But when do you just tell them things? Don't you have to just tell them sometimes?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Laufenberg's answer: Get them curious enough in the subject to do research on their own.\u003cbr>\n\"Kids don't come to class just burning to know about the War of 1812,\" she said. \"And you just saying they have to know the facts is not good enough. But here's your chance to bring them along as a person and get them to learn about it.\"\u003c/p>\n\u003cp>For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words \"greedy\" and \"ignorant\" -- a trend she saw echoed throughout many of her classes during her years teaching at SLA. \"I got a clear vision of where my students were,\" she said.\u003c/p>\n\u003cp>She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.\u003c/p>\n\u003cp>\"Rather than saying, 'We're going to study immigration,' I took them through a process where they become interested in it themselves,\" she said.\u003c/p>\n\u003cp>\u003cstrong>3. DESIGN ARCHITECTURE FOR PARTICIPATION.\u003c/strong>\u003cbr>\n\"There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,\" Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.\u003c/p>\n\u003cp>Example: Laufenberg asked her students to watch President Obama's State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Though some goofed around a bit with comments (\"Our school is so cool, we're tweeting the State of the Union\"), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school's Facebook page.)\u003c/p>\n\u003cp>Laufenberg was not surprised with the high quality of responses she saw from her students. \"Does Obama have the power to reform and adjust how the other branches work?\" one student tweeted. \"He's not touching on Iran issue… not a good sign,\" another posted. \"High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,\" wrote yet another.\u003c/p>\n\u003cp>\"I could have them face off against any pundit the next day,\" she said. \"They understood it. None of it went over their head -- they were making meaning of it. They were offering their own opinions, participating in the conversation.\"\u003c/p>\n\u003cp>Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.\u003c/p>\n\u003cp>\u003cstrong>4. TEACHERS TEACH KIDS, NOT SUBJECTS.\u003c/strong>\u003cbr>\nAs most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students' disposition can help students achieve more. \"You can't ask kids to take risks if they don't trust that you care about them,\" Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.\u003c/strong>\u003cbr>\nDuring the weeks and months that led up to the election, Laufenberg's students got into the neighborhoods and brought back stories from voters at the polls. Though they didn't always feel comfortable asking strangers questions, they went ahead with their assignments anyway. \"If none of it is ever real to them, if it's only in books, it lacks interest,\" she said. \"They \u003cem>want\u003c/em> to do real stuff, but we are perpetually underestimating what kids can do.\"\u003c/p>\n\u003cp>\u003cstrong>6. EMBRACE FAILURE.\u003c/strong>\u003cbr>\nLaufenberg made a point of defining the difference between \"blameworthy\" and \"praiseworthy\" failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.\u003c/p>\n\u003cp>\"No one talks about cancer research as blameworthy failure,\" she said. \"We don't expect a five-year-old to be able to shoot free-throws immediately. It's a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines -- they're human beings in the process of becoming.\"\u003c/p>\n\u003cp>In the engineering industry, for example, there are \"failure festivals\" and \"failure reports\" during which engineers discuss the processes they've tried that didn't work. \"We need to have kids do that with their own learning,\" she said. \"Be self-aware enough to do something with that information.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T BE BORING.\u003c/strong>\u003cbr>\n\"I always told my kids, if I got boring, they should let me know, and if they got boring, I'd let them know,\" Laufenberg said. But here's the twist: kids may actually choose boring because it's easier, it's known, it's quantifiable. \"They know what they need to do to get a good score,\" she said. When it's not boring, when the answer is not predictable, that's when kids are actually challenged more.\u003c/p>\n\u003cp>\u003cstrong>8. FOSTER JOY.\u003c/strong>\u003cbr>\nFor a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.\u003c/p>\n\u003cp>\"It's incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,\" she said.\u003c/p>\n\u003cp>Above all, what she wants to instill in her students is a sense of self-sufficiency.\u003c/p>\n\u003cp>\"If by the end of the year, they still need me, I haven't done my job,\" she said. \"I'm not coming with them to college. They have to be self-driven, independent thinkers.\"\u003c/p>\n\u003cp>Watch Laufenberg's fascinating TED Talk \u003ca href=\"http://www.ted.com/talks/lang/en/diana_laufenberg_3_ways_to_teach.html\">\"How to Learn? From Mistakes.\"\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/diana_laufenberg_3_ways_to_teach.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\n",
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"description": "If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution? "Our whole reason for showing up for school has changed, but infrastructure has stayed behind," said Diana Laufenberg, who taught history at the progressive",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27623\" class=\"wp-caption center\" style=\"max-width: 616px\">\u003ca href=\"http://www.flickr.com/photos/scratchpost/7171535345/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27623\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg\" alt=\"7171535345_65369bbb0b_z\" width=\"616\" height=\"316\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z.jpg 616w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-400x205.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/7171535345_65369bbb0b_z-320x164.jpg 320w\" sizes=\"(max-width: 616px) 100vw, 616px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?\u003c/p>\n\u003cp>\"Our whole reason for showing up for school has changed, but infrastructure has stayed behind,\" said Diana Laufenberg, who taught history at the progressive public school \u003ca href=\"http://www.scienceleadership.org/http://\">Science Leadership Academy\u003c/a> for many years. Laufenberg provided some insight into how she guided students to find their own learning paths at school, and enumerated some of these ideas at \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP14151\">SXSWEdu\u003c/a> last week.\u003c/p>\n\u003cp>\u003cstrong>1. BE FLEXIBLE.\u003c/strong>\u003cbr>\nThe less educators try to control what kids learn, the more students' voices will be heard and, eventually, their ability to drive their own learning. But that requires a flexible mindset on the part of the teacher. \"That's a scary proposition for teachers,\" Laufenberg said. \"'What do you mean I'm going to have 60 kids doing 60 different projects,' teachers might say. But that's exactly the way for kids to do interesting, high-end work that they're invested in.\"\u003c/p>\n\u003cp>Laufenberg recalled a group of tenacious students who continued to ask permission to focus their video project on the subject of drugs, despite her repeated objections. She finally relented -- with the caveat that they not resort to cliches. In turn, the students turned in one of the best video projects she'd ever seen: a \u003ca href=\"http://www.schooltube.com/video/31acc2c8a0044660b2b9/There%27s%20A%20Pill%20For%20That:%20A%20Nation%20Of%20Pill-Poppers\">well-produced, polished video \u003c/a>about Americans' dependence on pharmaceutical drugs that was dense with facts backed up by students' research. \"And I almost killed this project,\" she said. \"There are vastly creative minds that are \u003c!--more-->capable of doing intensely wonderful things with their learning but often we don't let that live and breathe. Thankfully I got out of their way and let them do the work they were capable of.\"\u003c/p>\n\u003cp>\u003cstrong>2. FOSTER INQUIRY BY SCAFFOLDING CURIOSITY.\u003c/strong>\u003cbr>\nTeachers always come up to Laufenberg wanting to learn more about her progressive pedagogy -- and they invariably ask, \"But when do you just tell them things? Don't you have to just tell them sometimes?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Laufenberg's answer: Get them curious enough in the subject to do research on their own.\u003cbr>\n\"Kids don't come to class just burning to know about the War of 1812,\" she said. \"And you just saying they have to know the facts is not good enough. But here's your chance to bring them along as a person and get them to learn about it.\"\u003c/p>\n\u003cp>For example, in exploring the subject of American identity with her history students, Laufenberg asked them to come up with words that convey to them the abstract idea of America, or what it means to be American. Many of her students came up with the words \"greedy\" and \"ignorant\" -- a trend she saw echoed throughout many of her classes during her years teaching at SLA. \"I got a clear vision of where my students were,\" she said.\u003c/p>\n\u003cp>She asked her students to find images that epitomized America, then asked them to talk about their ideas with their peers, studying data about immigration, taking the American citizenship test themselves (most received an average score of 3, across the board regardless of age), so they could understand the processes and become personally invested in the subject.\u003c/p>\n\u003cp>\"Rather than saying, 'We're going to study immigration,' I took them through a process where they become interested in it themselves,\" she said.\u003c/p>\n\u003cp>\u003cstrong>3. DESIGN ARCHITECTURE FOR PARTICIPATION.\u003c/strong>\u003cbr>\n\"There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,\" Laufenberg said. It may be hard to do with 140 students, but if you consider all the available tools at your disposal, ideas can start to take shape.\u003c/p>\n\u003cp>Example: Laufenberg asked her students to watch President Obama's State of the Union address and respond to what they watched and heard. She gave her students the option to either post comments on Twitter (fully public), Facebook (semi-public), Moodle (walled garden) or for low-tech participants, play Bingo with key words the students anticipated they might hear.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">Why Inquiry Learning is Worth the Trouble\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Though some goofed around a bit with comments (\"Our school is so cool, we're tweeting the State of the Union\"), at the end of the speech, students had posted a total of 438 tweets and 18 pages of Moodle chat. (Interestingly, no one went on Facebook, though she had set up a separate conversation on the school's Facebook page.)\u003c/p>\n\u003cp>Laufenberg was not surprised with the high quality of responses she saw from her students. \"Does Obama have the power to reform and adjust how the other branches work?\" one student tweeted. \"He's not touching on Iran issue… not a good sign,\" another posted. \"High school dropout laws, rebuilding jobs in our country, and more equipment in schools… me gusta,\" wrote yet another.\u003c/p>\n\u003cp>\"I could have them face off against any pundit the next day,\" she said. \"They understood it. None of it went over their head -- they were making meaning of it. They were offering their own opinions, participating in the conversation.\"\u003c/p>\n\u003cp>Laufenberg used every tool she had at her disposal as a framework for her students to build their learning around.\u003c/p>\n\u003cp>\u003cstrong>4. TEACHERS TEACH KIDS, NOT SUBJECTS.\u003c/strong>\u003cbr>\nAs most teachers know, when students recognize that teachers are personally invested in their success, they do better, and that affirmation of students' disposition can help students achieve more. \"You can't ask kids to take risks if they don't trust that you care about them,\" Laufenberg said.\u003c/p>\n\u003cp>\u003cstrong>5. PROVIDE OPPORTUNITIES FOR EXPERIENTIAL LEARNING.\u003c/strong>\u003cbr>\nDuring the weeks and months that led up to the election, Laufenberg's students got into the neighborhoods and brought back stories from voters at the polls. Though they didn't always feel comfortable asking strangers questions, they went ahead with their assignments anyway. \"If none of it is ever real to them, if it's only in books, it lacks interest,\" she said. \"They \u003cem>want\u003c/em> to do real stuff, but we are perpetually underestimating what kids can do.\"\u003c/p>\n\u003cp>\u003cstrong>6. EMBRACE FAILURE.\u003c/strong>\u003cbr>\nLaufenberg made a point of defining the difference between \"blameworthy\" and \"praiseworthy\" failure. Blameworthy failure is when the student just decided not to participate in a project. But praiseworthy failure is quite different: kids take risks and experiments knowing that they might not get it right the first time.\u003c/p>\n\u003cp>\"No one talks about cancer research as blameworthy failure,\" she said. \"We don't expect a five-year-old to be able to shoot free-throws immediately. It's a process, and we value it in other things, but not when it comes to school. Kids are not coming in as perfect little products or machines -- they're human beings in the process of becoming.\"\u003c/p>\n\u003cp>In the engineering industry, for example, there are \"failure festivals\" and \"failure reports\" during which engineers discuss the processes they've tried that didn't work. \"We need to have kids do that with their own learning,\" she said. \"Be self-aware enough to do something with that information.\"\u003c/p>\n\u003cp>\u003cstrong>7. DON'T BE BORING.\u003c/strong>\u003cbr>\n\"I always told my kids, if I got boring, they should let me know, and if they got boring, I'd let them know,\" Laufenberg said. But here's the twist: kids may actually choose boring because it's easier, it's known, it's quantifiable. \"They know what they need to do to get a good score,\" she said. When it's not boring, when the answer is not predictable, that's when kids are actually challenged more.\u003c/p>\n\u003cp>\u003cstrong>8. FOSTER JOY.\u003c/strong>\u003cbr>\nFor a government history teacher, this last directive has been a tall order. But Laufenberg made a point of trying to create a space where her students were valued, where creativity was paramount, and their voices were allowed to shine through.\u003c/p>\n\u003cp>\"It's incredibly taxing work, but one of the most exciting and meaningful ways to create transformative spaces,\" she said.\u003c/p>\n\u003cp>Above all, what she wants to instill in her students is a sense of self-sufficiency.\u003c/p>\n\u003cp>\"If by the end of the year, they still need me, I haven't done my job,\" she said. \"I'm not coming with them to college. They have to be self-driven, independent thinkers.\"\u003c/p>\n\u003cp>Watch Laufenberg's fascinating TED Talk \u003ca href=\"http://www.ted.com/talks/lang/en/diana_laufenberg_3_ways_to_teach.html\">\"How to Learn? From Mistakes.\"\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_26820\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jonnygoldstein/5615147628/in/photostream/\">\u003cimg class=\"size-large wp-image-26820\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5615147628_9f6d390e99_z-620x307.jpg\" alt=\"Visualization of SLA principal Chris Lehmann's talk about guiding kids toward thinking about how they think.\" width=\"620\" height=\"307\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of SLA principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nearly seven years after first opening its doors, the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards.\u003c/p>\n\u003cp>But in a talk this past weekend at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a>, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs.\u003c/p>\n\u003cp>“This is not easy. This is not perfect,” Lehmann told a crowd of devotees stuffed inside one of the Center City school’s second-floor science classrooms on Sunday. “There are really challenging pieces of this, and we should be OK with this.”\u003c/p>\n\u003cp>Lehmann’s \u003ca href=\"http://www.youtube.com/watch?v=_U5ycR5yPSQ&feature=plcp\">90-minute question-and-answer session\u003c/a> tackled coming to terms with the impact of a shift to inquiry-driven learning by defining three steps: the enigmatic meaning of inquiry-based learning; the visible changes that signal a shift to that approach; and the potential drawbacks that shift may surface.\u003c/p>\n\u003cp>\u003cstrong>INQUIRING ABOUT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lehmann said it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/strong>\u003c/aside>\n\u003cp>For example, adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups.\u003c/p>\n\u003cp>In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a \u003c!--more-->two-year-old child who has graduated from “yes” and “no” and proceeded onto an endless string of “why's.”\u003c/p>\n\u003cp>“To me it comes down to process,” Lehmann said. “Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/p>\n\u003cp>\u003cstrong>SIGNS YOU’RE ON THE RIGHT TRACK\u003c/strong>\u003c/p>\n\u003cp>Although nailing down inquiry-based learning is a bit like trying to define the human soul, there are some indicators Lehmann and his audience both agreed signaled progress down the right path.\u003c/p>\n\u003cp>To paraphrase one teacher, a classroom where students are empowered to direct and control their own learning is one sign. Feeling tension between the direction of a course and the material covered on a standardized final examination may be another, said a second teacher.\u003c/p>\n\u003cp>“Oh God, yeah,” Lehmann said in response to the latter teacher. “There’s a reason we don’t offer [\u003ca href=\"http://apcentral.collegeboard.com/apc/Controller.jpf\">Advanced Placement\u003c/a>] Classes here. If we are a truly inquiry-based school, why would our highest-level classes end in a test?”\u003c/p>\n\u003cp>Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled.\u003c/p>\n\u003cp>Lastly, good inquiry-based learning should include a means for publication and communication, whether through blogs, printed reports, multimedia packages, etc. But Lehmann also said, in some cases, students should have the right to decide whether to publish their work.\u003c/p>\n\u003cp>“One of the scariest things about inquiry-based learning is the blank page,” Lehmann said. “When you’re toying with the ideas at first, sometimes your ideas don’t have to be social to the world.”\u003c/p>\n\u003cp>\u003cstrong>ACCEPTING THE DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities, Lehmann said. But it may also hinder lesson planning, covering content benchmarks, and assessing student progress.\u003c/p>\n\u003cp>In a school that asks students to seize some autonomy over the course of their studies, the teachers most comfortable at the Science Leadership Academy are often the teachers most capable of improvising and deviating from a lesson plan, or even entering a class period without a lesson plan at all.\u003c/p>\n\u003cp>Further, while Lehmann believes the approach leaves students with the analytical tools they need to succeed on English/language arts standardized tests, he acknowledges that both teaching mathematics in general, and teaching it so students succeed on state and national benchmarks, is harder to do in an inquiry-driven fashion.\u003c/p>\n\u003cp>“Math is a little harder, and I own that,” said Lehmann.\u003c/p>\n\u003cp>Creating teacher-administered assessments that accurately measure progress, in an environment where the path is often long and winding, is also difficult.\u003c/p>\n\u003cp>“That could probably be 10 sessions of EduCon,” Lehmann quipped. “’What are we authentically assessing when we assess?’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*[CLARIFICATION: Science Leadership Academy is a public magnet school, not a charter, as previously written.]\u003c/em>\u003c/p>\n\n",
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"description": "Nearly seven years after first opening its doors, the Science Leadership Academy public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards. But in a talk this past weekend at EduCon 2.5, the school’s sixth-annual conference devoted to sharing its",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26820\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jonnygoldstein/5615147628/in/photostream/\">\u003cimg class=\"size-large wp-image-26820\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5615147628_9f6d390e99_z-620x307.jpg\" alt=\"Visualization of SLA principal Chris Lehmann's talk about guiding kids toward thinking about how they think.\" width=\"620\" height=\"307\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of SLA principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nearly seven years after first opening its doors, the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards.\u003c/p>\n\u003cp>But in a talk this past weekend at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a>, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs.\u003c/p>\n\u003cp>“This is not easy. This is not perfect,” Lehmann told a crowd of devotees stuffed inside one of the Center City school’s second-floor science classrooms on Sunday. “There are really challenging pieces of this, and we should be OK with this.”\u003c/p>\n\u003cp>Lehmann’s \u003ca href=\"http://www.youtube.com/watch?v=_U5ycR5yPSQ&feature=plcp\">90-minute question-and-answer session\u003c/a> tackled coming to terms with the impact of a shift to inquiry-driven learning by defining three steps: the enigmatic meaning of inquiry-based learning; the visible changes that signal a shift to that approach; and the potential drawbacks that shift may surface.\u003c/p>\n\u003cp>\u003cstrong>INQUIRING ABOUT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lehmann said it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/strong>\u003c/aside>\n\u003cp>For example, adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups.\u003c/p>\n\u003cp>In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a \u003c!--more-->two-year-old child who has graduated from “yes” and “no” and proceeded onto an endless string of “why's.”\u003c/p>\n\u003cp>“To me it comes down to process,” Lehmann said. “Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/p>\n\u003cp>\u003cstrong>SIGNS YOU’RE ON THE RIGHT TRACK\u003c/strong>\u003c/p>\n\u003cp>Although nailing down inquiry-based learning is a bit like trying to define the human soul, there are some indicators Lehmann and his audience both agreed signaled progress down the right path.\u003c/p>\n\u003cp>To paraphrase one teacher, a classroom where students are empowered to direct and control their own learning is one sign. Feeling tension between the direction of a course and the material covered on a standardized final examination may be another, said a second teacher.\u003c/p>\n\u003cp>“Oh God, yeah,” Lehmann said in response to the latter teacher. “There’s a reason we don’t offer [\u003ca href=\"http://apcentral.collegeboard.com/apc/Controller.jpf\">Advanced Placement\u003c/a>] Classes here. If we are a truly inquiry-based school, why would our highest-level classes end in a test?”\u003c/p>\n\u003cp>Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled.\u003c/p>\n\u003cp>Lastly, good inquiry-based learning should include a means for publication and communication, whether through blogs, printed reports, multimedia packages, etc. But Lehmann also said, in some cases, students should have the right to decide whether to publish their work.\u003c/p>\n\u003cp>“One of the scariest things about inquiry-based learning is the blank page,” Lehmann said. “When you’re toying with the ideas at first, sometimes your ideas don’t have to be social to the world.”\u003c/p>\n\u003cp>\u003cstrong>ACCEPTING THE DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities, Lehmann said. But it may also hinder lesson planning, covering content benchmarks, and assessing student progress.\u003c/p>\n\u003cp>In a school that asks students to seize some autonomy over the course of their studies, the teachers most comfortable at the Science Leadership Academy are often the teachers most capable of improvising and deviating from a lesson plan, or even entering a class period without a lesson plan at all.\u003c/p>\n\u003cp>Further, while Lehmann believes the approach leaves students with the analytical tools they need to succeed on English/language arts standardized tests, he acknowledges that both teaching mathematics in general, and teaching it so students succeed on state and national benchmarks, is harder to do in an inquiry-driven fashion.\u003c/p>\n\u003cp>“Math is a little harder, and I own that,” said Lehmann.\u003c/p>\n\u003cp>Creating teacher-administered assessments that accurately measure progress, in an environment where the path is often long and winding, is also difficult.\u003c/p>\n\u003cp>“That could probably be 10 sessions of EduCon,” Lehmann quipped. “’What are we authentically assessing when we assess?’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*[CLARIFICATION: Science Leadership Academy is a public magnet school, not a charter, as previously written.]\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
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