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"content": "\u003cp>Early in his career Dr. Robert Brooks became the principal of a school in a locked-door unit at McLean Psychiatric Hospital. He and his staff of teachers worked with children and adolescents who were severely disturbed and whose behavior showed their turmoil. Within the first few months, Brooks felt demoralized and dreaded work each day.\u003c/p>\n\u003cp>“I had a very negative mindset,” Brooks said at a \u003ca href=\"https://www.learningandthebrain.com/\">Learning and the Brain\u003c/a> conference on mindsets in San Francisco. Brooks is now a psychologist on the faculty of Harvard Medical School and is the author of over a dozen books, including \u003cem>\u003ca href=\"http://www.drrobertbrooks.com/products/raising-resilient-children/\" target=\"_blank\">Raising Resilient Children\u003c/a>\u003c/em>. He has spent his career researching how to help develop resilience in children and adults, working extensively with educators in many contexts.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to start with the assumption that everything you do in the classroom can have a major impact on a child's life.'\u003c/aside>\n\u003cp>Brooks' experiences at McLean gave him insight and empathy for how difficult teaching can be, especially when students don’t outwardly appear to want to learn. When faced with so many challenging students, he felt like nothing he or his staff did would make a difference for how much kids learned or their behavior. He began to feel that when they were released from the hospital they would likely end up on drugs, in jail or dead.\u003c/p>\n\u003cp>“What I realized is when you feel you are losing control in a classroom, you become more controlling,” Brooks said. But as he and his staff tried to make their students do exactly as they said, they only behaved worse and learned less.\u003c/p>\n\u003cp>“What changed was a group of courageous educators who totally shifted their mindsets, and when they shifted their mindsets they shifted the practices they were using,” Brooks said.\u003cbr>\n\u003cstrong>\u003cbr>\nRESEARCH ON RESILIENCE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When Brooks speaks with teachers, he always tries to remember how he felt in his lowest moments at McLean. He remembers that he was so emotionally depleted that he probably wouldn’t have been able to hear advice from even the most accomplished experts. But he has found that often discouraged educators respond to his message about helping students to develop mindsets for caring and compassion when they hear about \u003ca href=\"http://www.drrobertbrooks.com/power-of-relationship-and-theories-of-mindset/\" target=\"_blank\">the research\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cdl.org/articles/risk-resilience-and-futurists-the-changing-lives-of-our-children/\" target=\"_blank\">Julius Segal\u003c/a>’s work on the factors that help kids overcome adversity is particularly powerful. He found that the common denominator among kids who’d overcome great hardship to succeed was the presence of a “charismatic adult” in their lives. Segal defined that person as an “adult from whom children gather strength,” and specifically said often that person is a teacher.\u003c/p>\n\u003cp>“We have to start with the assumption that everything you do in the classroom can have a major impact on a child’s life, not only in the classroom but later, too,” Brooks said. He stressed that teachers can have meaningful impact with even small gestures of kindness, dignity and respect for students. Greeting students by name at the door and smiling are two easy things that students themselves identified as making a big difference in creating a welcoming environment. Spending a little time getting to know kids individually also goes a long way.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Once you say a kid is unmotivated or doesn't care, you're already reflecting a mindset in which you’re blaming the child, whether you mean to or not.'\u003c/aside>\n\u003cp>At McLean, Brooks began to notice some important practices that made the most difference for school climate, student motivation and the staff’s ability to build relationships with students. He has since researched many of these early observations and has found that what worked anecdotally in his personal experience was true for many other kids in less severe situations too.\u003c/p>\n\u003cp>“One key ingredient I found is that students will feel more motivated if they have some say over what happens in the classroom,” Brooks said. That doesn’t mean he advocates that teachers give over all their authority to the students, but it could mean creating a student advisory panel in charge of making decisions about space within the school. Or involving students in the process of developing class rules and consequences so that discipline is no longer a long list of “dos and don’ts.”\u003c/p>\n\u003cp>Another major finding: “Kids will be more caring and compassionate and resilient in those environments where they feel they are making a difference,” Brooks said. Sometimes teachers push back against this idea, wondering why students who haven’t finished their own work should be given jobs helping others. Brooks responds that every student should feel like he or she is contributing to the class, and when that type of environment is fostered, motivation flourishes. “Caring leads to resilience,” Brooks said.\u003c/p>\n\u003cp>Brooks also began to realize that part of the reason he had been so negative about his students at McLean was a tendency to focus on their deficits. He began to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">look for their strengths\u003c/a> instead, what he calls “\u003ca href=\"http://www.drrobertbrooks.com/0506/\">islands of competence\u003c/a>.”\u003c/p>\n\u003cp>“If you just focus on what’s wrong with kids and you don’t spend as much time on what their strengths or beauty are, kids know that,” he said. It’s hard for a child to have a resilient mindset when he believes everyone thinks he’s bad.\u003c/p>\n\u003cp>Teachers often complain about a lack of student motivation, but Brooks cautions educators not to jump to conclusions about students. No student wants to fail; humans have a natural “drive for effectiveness,” and the unmotivated affect some students show may really be “avoidance motivation.”\u003c/p>\n\u003cp>“It’s not that they’re not motivated,” Brooks said, “they’re just not motivated to do what we would like them to do.” Instead, they put all their energy into avoiding work that might lead them to fail, or that they don’t find relevant to their lives. There are lots of reasons kids might be motivated to avoid, but calling them lazy or lacking in perseverance or grit is not likely to improve attitudes.\u003c/p>\n\u003cp>“Once you say a kid is unmotivated or doesn’t care, you’re already reflecting a mindset in which you’re blaming the child, whether you mean to or not,” Brooks said. It’s far more productive to ask questions about why a student might be avoiding work. Getting rid of the accusatory stance will actually free educators to think more creatively about how to help students find purpose, make them feel like they belong, and help them see their own strengths.\u003c/p>\n\u003cp>A social worker Brooks knows came up with one such creative solution for five of the most problematic students in the school. She made those five students the committee to study how to improve attendance. She asked them to come up with two or three reasons kids don’t come to school and two to three reasons kids want to come to school. They then pored over attendance data and made it their personal mission to convince specific kids to come to school more often. The attendance committee -- who had themselves been absent the most -- felt like they were contributing, and three months later they hadn’t missed a day of school.\u003c/p>\n\u003cp>\u003cstrong>SUPPORTING TEACHERS TO SHIFT MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Brooks acknowledges that this is not easy work. Some students take a long time to warm up to adults, often pushing a potential ally away just when it seems like progress is being made. And it’s very difficult for teachers not to take behavior personally, to continue reaching out and finding student strengths. Brooks recommends a few activities to help teacher develop \u003ca href=\"http://www.drrobertbrooks.com/changing-mindsets-about-stress/\" target=\"_blank\">“stress hardiness”\u003c/a> and ward against burnout.\u003c/p>\n\u003cp>Reflecting on why they became teachers in the first place can be an effective way to gain perspective. Brooks recommends school principals devote some staff meeting time to reflection on the qualities adults in a school remember about their favorite teachers. These conversations get educators thinking about whether their own students would describe them the same way they are positively describing their favorite teachers. The exercise can sometimes help illuminate ways that a teacher might be more welcoming to a student or offer more opportunities for choice.\u003c/p>\n\u003cp>Resilience in teachers is just as important as it is in students. Teachers who are less stressed are able to see changes in the school as inevitable. They seek opportunities to learn from change, rather than seeing it only as a challenge. Resilient people also tend not to blame other people or themselves when things go wrong. Instead, they look for \u003ca href=\"http://www.drrobertbrooks.com/1209/\">proactive ways to improve the situation\u003c/a>.\u003c/p>\n\u003cp>“Resilient people basically look at what they have control over and they don’t waste time on what they don’t,” Brooks said. So, for example, a teacher has no control over how prepared students are when they enter her classroom, or what kind of experiences they’ve had at home. But she can control how she interacts with those students, so she focuses there.\u003c/p>\n\u003cp>“It’s not easy to change mindsets,” Brooks admits, but he’s optimistic about the power such a shift can have on school culture, and on educators’ ability to grow mindsets of caring and compassion in their students. “One of the most important things you can do is model compassion,” he said. “Do you model caring? Do you make every child feel they belong in the classroom? It’s not that you have a formal lecture on this.”\u003c/p>\n\u003cp>He laments what he views as a false dichotomy between social and emotional skills and academics in classrooms. He often hears from teachers that the strategies he advocates take time away from academics, but he firmly believes students won’t learn without attention to these issues. Increasingly, schools and districts are agreeing with him, putting more emphasis on non-academic skills for school and life success.\u003c/p>\n\u003cp>“You have to have a sense of meaning or purpose because if that’s not there we’re going to have kids who say that achievement and GPA is more important than compassion and caring,” Brooks said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That may already be happening. One \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_7.2.14.pdf\" target=\"_blank\">national survey\u003c/a> of youth across the country found that they valued their own personal achievement above caring for others and they believed that their parents did, too. Brooks hopes that if every educator and parent focuses on helping students develop mindsets for caring, they can reverse that trend.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Early in his career Dr. Robert Brooks became the principal of a school in a locked-door unit at McLean Psychiatric Hospital. He and his staff of teachers worked with children and adolescents who were severely disturbed and whose behavior showed their turmoil. Within the first few months, Brooks felt demoralized and dreaded work each day.\u003c/p>\n\u003cp>“I had a very negative mindset,” Brooks said at a \u003ca href=\"https://www.learningandthebrain.com/\">Learning and the Brain\u003c/a> conference on mindsets in San Francisco. Brooks is now a psychologist on the faculty of Harvard Medical School and is the author of over a dozen books, including \u003cem>\u003ca href=\"http://www.drrobertbrooks.com/products/raising-resilient-children/\" target=\"_blank\">Raising Resilient Children\u003c/a>\u003c/em>. He has spent his career researching how to help develop resilience in children and adults, working extensively with educators in many contexts.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We have to start with the assumption that everything you do in the classroom can have a major impact on a child's life.'\u003c/aside>\n\u003cp>Brooks' experiences at McLean gave him insight and empathy for how difficult teaching can be, especially when students don’t outwardly appear to want to learn. When faced with so many challenging students, he felt like nothing he or his staff did would make a difference for how much kids learned or their behavior. He began to feel that when they were released from the hospital they would likely end up on drugs, in jail or dead.\u003c/p>\n\u003cp>“What I realized is when you feel you are losing control in a classroom, you become more controlling,” Brooks said. But as he and his staff tried to make their students do exactly as they said, they only behaved worse and learned less.\u003c/p>\n\u003cp>“What changed was a group of courageous educators who totally shifted their mindsets, and when they shifted their mindsets they shifted the practices they were using,” Brooks said.\u003cbr>\n\u003cstrong>\u003cbr>\nRESEARCH ON RESILIENCE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When Brooks speaks with teachers, he always tries to remember how he felt in his lowest moments at McLean. He remembers that he was so emotionally depleted that he probably wouldn’t have been able to hear advice from even the most accomplished experts. But he has found that often discouraged educators respond to his message about helping students to develop mindsets for caring and compassion when they hear about \u003ca href=\"http://www.drrobertbrooks.com/power-of-relationship-and-theories-of-mindset/\" target=\"_blank\">the research\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cdl.org/articles/risk-resilience-and-futurists-the-changing-lives-of-our-children/\" target=\"_blank\">Julius Segal\u003c/a>’s work on the factors that help kids overcome adversity is particularly powerful. He found that the common denominator among kids who’d overcome great hardship to succeed was the presence of a “charismatic adult” in their lives. Segal defined that person as an “adult from whom children gather strength,” and specifically said often that person is a teacher.\u003c/p>\n\u003cp>“We have to start with the assumption that everything you do in the classroom can have a major impact on a child’s life, not only in the classroom but later, too,” Brooks said. He stressed that teachers can have meaningful impact with even small gestures of kindness, dignity and respect for students. Greeting students by name at the door and smiling are two easy things that students themselves identified as making a big difference in creating a welcoming environment. Spending a little time getting to know kids individually also goes a long way.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Once you say a kid is unmotivated or doesn't care, you're already reflecting a mindset in which you’re blaming the child, whether you mean to or not.'\u003c/aside>\n\u003cp>At McLean, Brooks began to notice some important practices that made the most difference for school climate, student motivation and the staff’s ability to build relationships with students. He has since researched many of these early observations and has found that what worked anecdotally in his personal experience was true for many other kids in less severe situations too.\u003c/p>\n\u003cp>“One key ingredient I found is that students will feel more motivated if they have some say over what happens in the classroom,” Brooks said. That doesn’t mean he advocates that teachers give over all their authority to the students, but it could mean creating a student advisory panel in charge of making decisions about space within the school. Or involving students in the process of developing class rules and consequences so that discipline is no longer a long list of “dos and don’ts.”\u003c/p>\n\u003cp>Another major finding: “Kids will be more caring and compassionate and resilient in those environments where they feel they are making a difference,” Brooks said. Sometimes teachers push back against this idea, wondering why students who haven’t finished their own work should be given jobs helping others. Brooks responds that every student should feel like he or she is contributing to the class, and when that type of environment is fostered, motivation flourishes. “Caring leads to resilience,” Brooks said.\u003c/p>\n\u003cp>Brooks also began to realize that part of the reason he had been so negative about his students at McLean was a tendency to focus on their deficits. He began to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/23/how-a-strengths-based-approach-to-math-redefines-who-is-smart/\">look for their strengths\u003c/a> instead, what he calls “\u003ca href=\"http://www.drrobertbrooks.com/0506/\">islands of competence\u003c/a>.”\u003c/p>\n\u003cp>“If you just focus on what’s wrong with kids and you don’t spend as much time on what their strengths or beauty are, kids know that,” he said. It’s hard for a child to have a resilient mindset when he believes everyone thinks he’s bad.\u003c/p>\n\u003cp>Teachers often complain about a lack of student motivation, but Brooks cautions educators not to jump to conclusions about students. No student wants to fail; humans have a natural “drive for effectiveness,” and the unmotivated affect some students show may really be “avoidance motivation.”\u003c/p>\n\u003cp>“It’s not that they’re not motivated,” Brooks said, “they’re just not motivated to do what we would like them to do.” Instead, they put all their energy into avoiding work that might lead them to fail, or that they don’t find relevant to their lives. There are lots of reasons kids might be motivated to avoid, but calling them lazy or lacking in perseverance or grit is not likely to improve attitudes.\u003c/p>\n\u003cp>“Once you say a kid is unmotivated or doesn’t care, you’re already reflecting a mindset in which you’re blaming the child, whether you mean to or not,” Brooks said. It’s far more productive to ask questions about why a student might be avoiding work. Getting rid of the accusatory stance will actually free educators to think more creatively about how to help students find purpose, make them feel like they belong, and help them see their own strengths.\u003c/p>\n\u003cp>A social worker Brooks knows came up with one such creative solution for five of the most problematic students in the school. She made those five students the committee to study how to improve attendance. She asked them to come up with two or three reasons kids don’t come to school and two to three reasons kids want to come to school. They then pored over attendance data and made it their personal mission to convince specific kids to come to school more often. The attendance committee -- who had themselves been absent the most -- felt like they were contributing, and three months later they hadn’t missed a day of school.\u003c/p>\n\u003cp>\u003cstrong>SUPPORTING TEACHERS TO SHIFT MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Brooks acknowledges that this is not easy work. Some students take a long time to warm up to adults, often pushing a potential ally away just when it seems like progress is being made. And it’s very difficult for teachers not to take behavior personally, to continue reaching out and finding student strengths. Brooks recommends a few activities to help teacher develop \u003ca href=\"http://www.drrobertbrooks.com/changing-mindsets-about-stress/\" target=\"_blank\">“stress hardiness”\u003c/a> and ward against burnout.\u003c/p>\n\u003cp>Reflecting on why they became teachers in the first place can be an effective way to gain perspective. Brooks recommends school principals devote some staff meeting time to reflection on the qualities adults in a school remember about their favorite teachers. These conversations get educators thinking about whether their own students would describe them the same way they are positively describing their favorite teachers. The exercise can sometimes help illuminate ways that a teacher might be more welcoming to a student or offer more opportunities for choice.\u003c/p>\n\u003cp>Resilience in teachers is just as important as it is in students. Teachers who are less stressed are able to see changes in the school as inevitable. They seek opportunities to learn from change, rather than seeing it only as a challenge. Resilient people also tend not to blame other people or themselves when things go wrong. Instead, they look for \u003ca href=\"http://www.drrobertbrooks.com/1209/\">proactive ways to improve the situation\u003c/a>.\u003c/p>\n\u003cp>“Resilient people basically look at what they have control over and they don’t waste time on what they don’t,” Brooks said. So, for example, a teacher has no control over how prepared students are when they enter her classroom, or what kind of experiences they’ve had at home. But she can control how she interacts with those students, so she focuses there.\u003c/p>\n\u003cp>“It’s not easy to change mindsets,” Brooks admits, but he’s optimistic about the power such a shift can have on school culture, and on educators’ ability to grow mindsets of caring and compassion in their students. “One of the most important things you can do is model compassion,” he said. “Do you model caring? Do you make every child feel they belong in the classroom? It’s not that you have a formal lecture on this.”\u003c/p>\n\u003cp>He laments what he views as a false dichotomy between social and emotional skills and academics in classrooms. He often hears from teachers that the strategies he advocates take time away from academics, but he firmly believes students won’t learn without attention to these issues. Increasingly, schools and districts are agreeing with him, putting more emphasis on non-academic skills for school and life success.\u003c/p>\n\u003cp>“You have to have a sense of meaning or purpose because if that’s not there we’re going to have kids who say that achievement and GPA is more important than compassion and caring,” Brooks said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That may already be happening. One \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_7.2.14.pdf\" target=\"_blank\">national survey\u003c/a> of youth across the country found that they valued their own personal achievement above caring for others and they believed that their parents did, too. Brooks hopes that if every educator and parent focuses on helping students develop mindsets for caring, they can reverse that trend.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Tapping Into the Adolescent Need For Purpose to Motivate Learners",
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"content": "\u003cp>Teenagers can be a prickly bunch, and getting them invested in learning about algebraic equations, metaphor and simile or American History can seem like an impossible task to many teachers required to teach those topics. At the same time, teens are often derided for their \"unformed brains\" that lead them to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/29/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/\" target=\"_blank\">make risky decisions\u003c/a> and make it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/10/why-identity-and-emotion-are-central-to-motivating-the-teen-brain/\" target=\"_blank\">difficult for them to control their emotions\u003c/a>. Much of the writing on adolescents makes this group out to be a nightmare to teach, but the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/21/harnessing-the-incredible-learning-potential-of-the-adolescent-brain/\" target=\"_blank\">more researchers learn\u003c/a> about what drives teens, the more complicated that picture becomes. Amanda Ripley dives into research showing how the teen brain can be a double-edged sword when it comes to decision making and learning in \u003ca href=\"http://mobile.nytimes.com/2016/09/13/upshot/can-teenage-defiance-be-manipulated-for-good.html\" target=\"_blank\">her \u003cem>New York Times\u003c/em> article\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>The brains of adolescents are notoriously more receptive to short-term rewards and peer approval, which can lead to risky behavior. But researchers and educators are noticing that young people are also more sensitive to notions of social justice and autonomy. Teenage rebellion can be virtuous — even wholesome — depending on the situation.\u003c/p>\u003c/blockquote>\n\u003cp>Schools that have found consistent success educating adolescents use this information to craft projects that build academic skills by giving students work that feels purposeful and social justice oriented. When teenagers are working together on something they care about the impulse to resist authority weakens. Ripley gives an example of a middle school project focused on curbing gun violence in Chicago that made a lasting impact on students. She also characterizes many other ways that educators can tap into the adolescent proclivity for rebellion and use it for good.\u003c/p>\n\u003cp>http://mobile.nytimes.com/2016/09/13/upshot/can-teenage-defiance-be-manipulated-for-good.html\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teenagers can be a prickly bunch, and getting them invested in learning about algebraic equations, metaphor and simile or American History can seem like an impossible task to many teachers required to teach those topics. At the same time, teens are often derided for their \"unformed brains\" that lead them to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/29/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/\" target=\"_blank\">make risky decisions\u003c/a> and make it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/10/why-identity-and-emotion-are-central-to-motivating-the-teen-brain/\" target=\"_blank\">difficult for them to control their emotions\u003c/a>. Much of the writing on adolescents makes this group out to be a nightmare to teach, but the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/21/harnessing-the-incredible-learning-potential-of-the-adolescent-brain/\" target=\"_blank\">more researchers learn\u003c/a> about what drives teens, the more complicated that picture becomes. Amanda Ripley dives into research showing how the teen brain can be a double-edged sword when it comes to decision making and learning in \u003ca href=\"http://mobile.nytimes.com/2016/09/13/upshot/can-teenage-defiance-be-manipulated-for-good.html\" target=\"_blank\">her \u003cem>New York Times\u003c/em> article\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>The brains of adolescents are notoriously more receptive to short-term rewards and peer approval, which can lead to risky behavior. But researchers and educators are noticing that young people are also more sensitive to notions of social justice and autonomy. Teenage rebellion can be virtuous — even wholesome — depending on the situation.\u003c/p>\u003c/blockquote>\n\u003cp>Schools that have found consistent success educating adolescents use this information to craft projects that build academic skills by giving students work that feels purposeful and social justice oriented. When teenagers are working together on something they care about the impulse to resist authority weakens. Ripley gives an example of a middle school project focused on curbing gun violence in Chicago that made a lasting impact on students. She also characterizes many other ways that educators can tap into the adolescent proclivity for rebellion and use it for good.\u003c/p>\n\u003cp>http://mobile.nytimes.com/2016/09/13/upshot/can-teenage-defiance-be-manipulated-for-good.html\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"p1\">\u003cem>Excerpted from \"\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">Four-Dimensional Education: The Competencies Learners Need to Succeed\u003c/a>,\" by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, \"Metacognition—Reflecting on Learning Goals, Strategies, and Results.\"\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Metacognition, simply put, is \u003cem>the process of thinking about thinking\u003c/em>. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.\u003c/p>\n\u003cp class=\"p2\">Perhaps the most important reason for developing metacognition is that it can improve the application of knowledge, skills, and character qualities in realms beyond the immediate context in which they were learned. This can result in the transfer of competencies across disciplines—important for students preparing for real-life situations where clear-cut divisions of disciplines fall away and one must select competencies from the entire gamut of their experience to effectively apply them to the challenges at hand. Even within academic settings, it is valuable—and often necessary—to apply principles and methods across disciplinary lines.\u003c/p>\n\u003cp class=\"p2\">Transfer can also be necessary within a discipline, such as when a particular idea or skill was learned with one example, but students must know how to apply it to another task to complete their homework or exams, or to a different context. Transfer is the ultimate goal of all education, as students are expected to internalize what they learn in school and apply it to life.\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright wp-image-46039\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/CCR-Metacognition.png\" alt=\"CCR Metacognition\" width=\"250\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition.png 532w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition-400x483.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">To illustrate the value of metacognition and how it actually plays a role in learning, we can consider an example from mathematics, where it has been shown that metacognition plays a central role in learning and achievement. Specifically, when novice students were compared to seasoned mathematicians, the students selected a seemingly useful strategy and continued to apply it without checking to see if the strategy of choice was actually working well. Thus, a significant amount of time was wasted in fruitless pursuits. The more experienced mathematicians on the other hand, exercised metacognition, monitoring their approach all along the way to see if it was actually leading to a solution or merely to a dead end.\u003cspan class=\"s1\"> \u003c/span>Being aware of how one is engaging with the process of learning influences how the student interprets the task at hand, and what strategies are selected and employed in service of achieving learning goals. It can help optimize the problem-solving experience at a very high level, and is thus applicable across a large range of contexts. These metacognitive strategies are powerful tools for any discipline, inter-discipline or for learning in general.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">\u003cimg class=\"alignright wp-image-46040 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Four-Dimensional-Education-e1470680833109.png\" alt=\"Four Dimensional Education\" width=\"250\" height=\"372\">\u003c/a>Of course, with such an abstract learning goal, it is important for educators to be precise with how they teach it. Traditional methods for improving students’ learning strategies often focus on prescribed procedures (note-taking, self-testing, scheduling, etc.) and typically result in initial motivation and some short-term improvement, but ultimately a reversion to old habits happens. While these tactics may work in the short term (e.g., to cram for an exam), once the context changes, successful transfer of these methods is less likely to occur. More strategic methods that focus on metacognition for deeper learning— such as developing a growth mindset (discussed later), setting and monitoring one’s learning goals, and growing one’s capacity to persist despite difficulties—have been shown to result in more permanent learning gains.\u003c/p>\n\u003cp class=\"p1\">It is important to note that since metacognition involves higher-level thinking overseeing lower-level thoughts, there is actually a range of mental processes that fall under its definition. Effects of metacognitive training vary based on what kind of lower-level thoughts are being overseen, and how they are being overseen. Research has identified three levels of reporting on metacognitive processes:\u003c/p>\n\u003cp class=\"p2\">1. Verbalization of knowledge that is already in a verbal state (such as recalling what happened in a story).\u003c/p>\n\u003cp class=\"p2\">2. Verbalization of nonverbal knowledge (such as recalling how one solved a Rubik’s Cube).\u003c/p>\n\u003cp class=\"p2\">3. Verbalization of explanations of verbal or nonverbal knowledge (such as explaining how one makes use of the rhetorical structures of a story as one reads).\u003c/p>\n\u003cp class=\"p2\">Only this third level of metacognitive process has been linked to improved results in problem solving.\u003c/p>\n\u003cp class=\"p1\">Metacognition can be developed in students in the context of their current goals and can enhance their learning of competencies\u003cspan class=\"s1\"> \u003c/span>as well as transfer of learning, no matter their starting achievement level. In fact, it may be most useful for lower-achieving students, as the higher-achieving students are already employing strategies that have proven successful for them. For learning disabled and low - achieving students, metacognitive training has been shown to improve behavior more effectively than traditional attention-control training.\u003c/p>\n\u003cp class=\"p1\">Students who have higher levels of self-efficacy (more confidence in their ability to achieve their goals) are more likely to engage in metacognition and, in turn, are more likely to perform at higher levels. This strongly indicates a positive feedback loop for high-achieving students—they are more successful by using metacognitive strategies, which increases their confidence and in turn leads them to continue to increase their performance. Metacognition is an integral part of this virtuous learning cycle, and one that is amenable to further improvement through instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://curriculumredesign.org/about/team/\">Charles Fadel \u003c/a>is founder of the Center for Curriculum Redesign, \u003ca href=\"http://www.p21.org/about-us/p21staff/1248-bernie-trilling\">Bernie Trilling\u003c/a> is founder of 21st Century Learning Advisors and \u003ca href=\"http://curriculumredesign.org/about/team/\">Maya Bialik\u003c/a> is researcher at CCR. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \"\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">Four-Dimensional Education: The Competencies Learners Need to Succeed\u003c/a>,\" by Charles Fadel, Bernie Trilling and Maya Bialik. The following is from the section, \"Metacognition—Reflecting on Learning Goals, Strategies, and Results.\"\u003c/em>\u003c/p>\n\u003cp class=\"p1\">Metacognition, simply put, is \u003cem>the process of thinking about thinking\u003c/em>. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats.\u003c/p>\n\u003cp class=\"p2\">Perhaps the most important reason for developing metacognition is that it can improve the application of knowledge, skills, and character qualities in realms beyond the immediate context in which they were learned. This can result in the transfer of competencies across disciplines—important for students preparing for real-life situations where clear-cut divisions of disciplines fall away and one must select competencies from the entire gamut of their experience to effectively apply them to the challenges at hand. Even within academic settings, it is valuable—and often necessary—to apply principles and methods across disciplinary lines.\u003c/p>\n\u003cp class=\"p2\">Transfer can also be necessary within a discipline, such as when a particular idea or skill was learned with one example, but students must know how to apply it to another task to complete their homework or exams, or to a different context. Transfer is the ultimate goal of all education, as students are expected to internalize what they learn in school and apply it to life.\u003c/p>\n\u003cp class=\"p1\">\u003cimg class=\"alignright wp-image-46039\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/CCR-Metacognition.png\" alt=\"CCR Metacognition\" width=\"250\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition.png 532w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/CCR-Metacognition-400x483.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">To illustrate the value of metacognition and how it actually plays a role in learning, we can consider an example from mathematics, where it has been shown that metacognition plays a central role in learning and achievement. Specifically, when novice students were compared to seasoned mathematicians, the students selected a seemingly useful strategy and continued to apply it without checking to see if the strategy of choice was actually working well. Thus, a significant amount of time was wasted in fruitless pursuits. The more experienced mathematicians on the other hand, exercised metacognition, monitoring their approach all along the way to see if it was actually leading to a solution or merely to a dead end.\u003cspan class=\"s1\"> \u003c/span>Being aware of how one is engaging with the process of learning influences how the student interprets the task at hand, and what strategies are selected and employed in service of achieving learning goals. It can help optimize the problem-solving experience at a very high level, and is thus applicable across a large range of contexts. These metacognitive strategies are powerful tools for any discipline, inter-discipline or for learning in general.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/\">\u003cimg class=\"alignright wp-image-46040 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/Four-Dimensional-Education-e1470680833109.png\" alt=\"Four Dimensional Education\" width=\"250\" height=\"372\">\u003c/a>Of course, with such an abstract learning goal, it is important for educators to be precise with how they teach it. Traditional methods for improving students’ learning strategies often focus on prescribed procedures (note-taking, self-testing, scheduling, etc.) and typically result in initial motivation and some short-term improvement, but ultimately a reversion to old habits happens. While these tactics may work in the short term (e.g., to cram for an exam), once the context changes, successful transfer of these methods is less likely to occur. More strategic methods that focus on metacognition for deeper learning— such as developing a growth mindset (discussed later), setting and monitoring one’s learning goals, and growing one’s capacity to persist despite difficulties—have been shown to result in more permanent learning gains.\u003c/p>\n\u003cp class=\"p1\">It is important to note that since metacognition involves higher-level thinking overseeing lower-level thoughts, there is actually a range of mental processes that fall under its definition. Effects of metacognitive training vary based on what kind of lower-level thoughts are being overseen, and how they are being overseen. Research has identified three levels of reporting on metacognitive processes:\u003c/p>\n\u003cp class=\"p2\">1. Verbalization of knowledge that is already in a verbal state (such as recalling what happened in a story).\u003c/p>\n\u003cp class=\"p2\">2. Verbalization of nonverbal knowledge (such as recalling how one solved a Rubik’s Cube).\u003c/p>\n\u003cp class=\"p2\">3. Verbalization of explanations of verbal or nonverbal knowledge (such as explaining how one makes use of the rhetorical structures of a story as one reads).\u003c/p>\n\u003cp class=\"p2\">Only this third level of metacognitive process has been linked to improved results in problem solving.\u003c/p>\n\u003cp class=\"p1\">Metacognition can be developed in students in the context of their current goals and can enhance their learning of competencies\u003cspan class=\"s1\"> \u003c/span>as well as transfer of learning, no matter their starting achievement level. In fact, it may be most useful for lower-achieving students, as the higher-achieving students are already employing strategies that have proven successful for them. For learning disabled and low - achieving students, metacognitive training has been shown to improve behavior more effectively than traditional attention-control training.\u003c/p>\n\u003cp class=\"p1\">Students who have higher levels of self-efficacy (more confidence in their ability to achieve their goals) are more likely to engage in metacognition and, in turn, are more likely to perform at higher levels. This strongly indicates a positive feedback loop for high-achieving students—they are more successful by using metacognitive strategies, which increases their confidence and in turn leads them to continue to increase their performance. Metacognition is an integral part of this virtuous learning cycle, and one that is amenable to further improvement through instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://curriculumredesign.org/about/team/\">Charles Fadel \u003c/a>is founder of the Center for Curriculum Redesign, \u003ca href=\"http://www.p21.org/about-us/p21staff/1248-bernie-trilling\">Bernie Trilling\u003c/a> is founder of 21st Century Learning Advisors and \u003ca href=\"http://curriculumredesign.org/about/team/\">Maya Bialik\u003c/a> is researcher at CCR. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Make Math More Emotionally Engaging For Students",
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"content": "\u003cp>When Jacqui Young studied pre-calculus as a high school junior, she found the experience unexpectedly fulfilling. She didn’t consider herself a “math person,” but pre-calc came more easily to her than it did to most of her peers, and she spent a lot of time helping fellow students grasp the concepts. “It felt good to be able to understand something and then be able to walk someone else through it,” she said. “It was so gratifying, and made me want to stay on top of the subject.”\u003c/p>\n\u003cp>Satisfaction and engagement may not be the most common feelings among students studying introductory calculus. According to Jo Boaler, a professor of math education at Stanford, roughly \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/03/36boaler.h31.html\">50 percent\u003c/a> of the population feels anxious about math. That emotional discomfort often begins in elementary school, lingering over students’ later encounters with algebra and geometry, and tainting the subject with apprehension—or outright loathing.\u003c/p>\n\u003cp>Professor Mary Helen Immordino-Yang, associate professor of education, psychology, and neuroscience at the University of Southern California has explored how emotions are tied to learning. “Emotions are a piece of thinking,” she told me; “we think of anything because our emotions push us that way.” Even subjects widely considered to be outside the realm of emotion, like math, evoke powerful feelings among those studying it, which can then propel or thwart further learning.\u003c/p>\n\u003cp>Is there a way to separate negative emotions from the subject, so that more students experience math with a sense of satisfaction and pleasure? Immordino-Yang believes so. “It’s not about making math ‘fun’,” she added; games and prizes tend to be quick fixes. Instead, it’s about encouraging the sense of accomplishment that comes from deep understanding of difficult concepts. “It’s about making it satisfying, interesting, and fulfilling.”\u003c/p>\n\u003cp>Adam Leaman, who teaches variations of algebra, trigonometry and calculus to high schoolers in Summit, N.J., said that a sense of awe about mathematics drew him to the subject beginning with algebra 2. “There’s something satisfying about knowing there’s an answer and knowing I have the ability to get it,” he said. Today, he sees the same pattern with his students: they are most engaged when they’re figuring out hard problems.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are several ways teachers can replace student fretfulness over math with a sense of appreciation.\u003c/p>\n\u003cp>\u003cstrong>Be clear about why understanding math concepts matters\u003c/strong>. Kids who believe that they must simply endure algebra and calculus until they’re through with school—and that the actual learning is pointless because they’ll never use it again—should be reminded why understanding mathematical concepts is valuable. Most importantly, being able to comprehend a “symbolic, representative system,” Immordino-Yang says, teaches the brain how to think theoretically and logically. “Learning how to think abstractly is a useful ability in all aspects of life,” Immordino-Yang said. In fact, people who have studied complex math in high school tend to have better life outcomes, she said. Teachers who share this information may persuade reluctant math-learners to stay engaged.\u003c/p>\n\u003cp>\u003cstrong>Assign projects that help kids see math’s usefulness\u003c/strong>. Students are more apt to participate if they see a practical application to their studies. “This goes beyond learning how to balance a checkbook,” Immordino-Yang adds. By studying how fast and far vegetable oil spreads on tissue paper, for example, students can learn not only about the math concept of direct variation, but also about how oil spills are measured. Sharing stories from the news where math understanding is featured in the narrative—in a story about price fixing, say, or one on climbing interest rates—also can help students see its usefulness in the real world. \u003ca href=\"https://www.learner.org/\">Learner.org\u003c/a>, a free educational resource from the Annenberg Center, provides such practical lesson plans for math at all levels, including the \u003ca href=\"https://www.learner.org/workshops/algebra/workshop7/lessonplan1.html\">oil spill example\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Discuss mathematical role models, and share how their ideas have changed the world.\u003c/strong> Because math is the foundation of so many other fields—physics, engineering, finance, astronomy, among others—history teems with mathematical virtuosos whose creativity and curiosity shaped the modern world. In addition to the usual suspects of math icons, including Pythagoras, Rene Descartes, and Ptolemy, more contemporary role models might spark student appreciation for the subject. There are many: \u003ca href=\"http://www.bbc.co.uk/timelines/z8bgr82\">Alan Turing\u003c/a>, who’s code-breaking during World War II helped defeat the Axis powers; \u003ca href=\"http://www.computerhistory.org/babbage/adalovelace\">Ada Lovelace\u003c/a>, who created the Analytical Engine, which presaged modern programming; even \u003ca href=\"https://www.actuary.org/files/publications/NateSilver_Bio.pdf\">Nate Silver\u003c/a>, a popular mathematician who uses statistical forecasting to predict outcomes in Major League Baseball and political elections. The humbler discoveries made by annual recipients of the \u003ca href=\"http://www.nsf.gov/news/news_summ.jsp?cntn_id=137709\">Presidential Early Career Awards for Science and Engineering\u003c/a> might also inspire.\u003c/p>\n\u003cp>\u003cstrong>Strive to minimize the sources of fear.\u003c/strong> Math anxiety stifles clear thinking. At those moments when students most need to marshal their intellectual resources—during a test, say, or when called up before class to work a problem—those who fear the subject are apt to panic and shut down. \u003ca href=\"https://news.uchicago.edu/article/2010/09/21/psychologist-shows-why-we-choke-under-pressure-and-how-avoid-it\">Sian Beilock\u003c/a>, a professor of psychology at the University of Chicago, and author of \u003cem>Choke: What the Secrets of the Brain Reveal About Getting it Right When You Have To\u003c/em>, describes the anxious over-reaction to high pressure situations as a “malfunction of the prefrontal cortex.” For nervous students who feel pressure to perform well on a test, that worry causes them to execute beneath their skill level. “Anxiety is robbing you of working memory,” Immordino-Yang explained. “You’re wasting your thought powers,” she added. Math phobic kids need help from teachers to lessen their fear.\u003c/p>\n\u003cp>Keeping the classroom “kid-centric,” Immordino-Yang said, can help. Teachers who act as facilitators, or resident experts, rather than omniscient instructors, invite students to explore without fear of messing up in front of an authority. Freeing up fellow students to explain problems also allows for more personalized instruction. During Jacqui Young’s happy year studying pre-calc, she worked with peers who struggled to keep up with the teacher’s pace. “I think it was better because I’d be working one-on-one or two-on-one with my classmates,” she said. Another way to tamp down dread is to set up class in a roundtable and encourage student-led give-and-take. Known formally as the \u003ca href=\"http://www.exeter.edu/admissions/109_1220_11688.aspx\">Harkness Method\u003c/a> of teaching, this collaborative approach to learning may be especially useful in math subjects.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Returning to older math processes and ideas when introducing new material also works to lessen anxiety about the new learning. While teaching synthetic division to his Algebra 2 class, for example, Adam Leaman reminds students that this “new” concept is a cousin of the factoring they did in Algebra 1. “They have something from the past to draw reference from when tackling this new subject,” he said. Bringing up old material this way also helps students who might have struggled when they learned it the first time. Leaman said that some kids groan when he brings up factoring, but that they often end up understanding it better when going through it a second time, and in relation to a different concept. “Even if they have the perception that they’re not good at it, when we come back to it I have students say, ‘I get it now’.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Jacqui Young studied pre-calculus as a high school junior, she found the experience unexpectedly fulfilling. She didn’t consider herself a “math person,” but pre-calc came more easily to her than it did to most of her peers, and she spent a lot of time helping fellow students grasp the concepts. “It felt good to be able to understand something and then be able to walk someone else through it,” she said. “It was so gratifying, and made me want to stay on top of the subject.”\u003c/p>\n\u003cp>Satisfaction and engagement may not be the most common feelings among students studying introductory calculus. According to Jo Boaler, a professor of math education at Stanford, roughly \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/03/36boaler.h31.html\">50 percent\u003c/a> of the population feels anxious about math. That emotional discomfort often begins in elementary school, lingering over students’ later encounters with algebra and geometry, and tainting the subject with apprehension—or outright loathing.\u003c/p>\n\u003cp>Professor Mary Helen Immordino-Yang, associate professor of education, psychology, and neuroscience at the University of Southern California has explored how emotions are tied to learning. “Emotions are a piece of thinking,” she told me; “we think of anything because our emotions push us that way.” Even subjects widely considered to be outside the realm of emotion, like math, evoke powerful feelings among those studying it, which can then propel or thwart further learning.\u003c/p>\n\u003cp>Is there a way to separate negative emotions from the subject, so that more students experience math with a sense of satisfaction and pleasure? Immordino-Yang believes so. “It’s not about making math ‘fun’,” she added; games and prizes tend to be quick fixes. Instead, it’s about encouraging the sense of accomplishment that comes from deep understanding of difficult concepts. “It’s about making it satisfying, interesting, and fulfilling.”\u003c/p>\n\u003cp>Adam Leaman, who teaches variations of algebra, trigonometry and calculus to high schoolers in Summit, N.J., said that a sense of awe about mathematics drew him to the subject beginning with algebra 2. “There’s something satisfying about knowing there’s an answer and knowing I have the ability to get it,” he said. Today, he sees the same pattern with his students: they are most engaged when they’re figuring out hard problems.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are several ways teachers can replace student fretfulness over math with a sense of appreciation.\u003c/p>\n\u003cp>\u003cstrong>Be clear about why understanding math concepts matters\u003c/strong>. Kids who believe that they must simply endure algebra and calculus until they’re through with school—and that the actual learning is pointless because they’ll never use it again—should be reminded why understanding mathematical concepts is valuable. Most importantly, being able to comprehend a “symbolic, representative system,” Immordino-Yang says, teaches the brain how to think theoretically and logically. “Learning how to think abstractly is a useful ability in all aspects of life,” Immordino-Yang said. In fact, people who have studied complex math in high school tend to have better life outcomes, she said. Teachers who share this information may persuade reluctant math-learners to stay engaged.\u003c/p>\n\u003cp>\u003cstrong>Assign projects that help kids see math’s usefulness\u003c/strong>. Students are more apt to participate if they see a practical application to their studies. “This goes beyond learning how to balance a checkbook,” Immordino-Yang adds. By studying how fast and far vegetable oil spreads on tissue paper, for example, students can learn not only about the math concept of direct variation, but also about how oil spills are measured. Sharing stories from the news where math understanding is featured in the narrative—in a story about price fixing, say, or one on climbing interest rates—also can help students see its usefulness in the real world. \u003ca href=\"https://www.learner.org/\">Learner.org\u003c/a>, a free educational resource from the Annenberg Center, provides such practical lesson plans for math at all levels, including the \u003ca href=\"https://www.learner.org/workshops/algebra/workshop7/lessonplan1.html\">oil spill example\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Discuss mathematical role models, and share how their ideas have changed the world.\u003c/strong> Because math is the foundation of so many other fields—physics, engineering, finance, astronomy, among others—history teems with mathematical virtuosos whose creativity and curiosity shaped the modern world. In addition to the usual suspects of math icons, including Pythagoras, Rene Descartes, and Ptolemy, more contemporary role models might spark student appreciation for the subject. There are many: \u003ca href=\"http://www.bbc.co.uk/timelines/z8bgr82\">Alan Turing\u003c/a>, who’s code-breaking during World War II helped defeat the Axis powers; \u003ca href=\"http://www.computerhistory.org/babbage/adalovelace\">Ada Lovelace\u003c/a>, who created the Analytical Engine, which presaged modern programming; even \u003ca href=\"https://www.actuary.org/files/publications/NateSilver_Bio.pdf\">Nate Silver\u003c/a>, a popular mathematician who uses statistical forecasting to predict outcomes in Major League Baseball and political elections. The humbler discoveries made by annual recipients of the \u003ca href=\"http://www.nsf.gov/news/news_summ.jsp?cntn_id=137709\">Presidential Early Career Awards for Science and Engineering\u003c/a> might also inspire.\u003c/p>\n\u003cp>\u003cstrong>Strive to minimize the sources of fear.\u003c/strong> Math anxiety stifles clear thinking. At those moments when students most need to marshal their intellectual resources—during a test, say, or when called up before class to work a problem—those who fear the subject are apt to panic and shut down. \u003ca href=\"https://news.uchicago.edu/article/2010/09/21/psychologist-shows-why-we-choke-under-pressure-and-how-avoid-it\">Sian Beilock\u003c/a>, a professor of psychology at the University of Chicago, and author of \u003cem>Choke: What the Secrets of the Brain Reveal About Getting it Right When You Have To\u003c/em>, describes the anxious over-reaction to high pressure situations as a “malfunction of the prefrontal cortex.” For nervous students who feel pressure to perform well on a test, that worry causes them to execute beneath their skill level. “Anxiety is robbing you of working memory,” Immordino-Yang explained. “You’re wasting your thought powers,” she added. Math phobic kids need help from teachers to lessen their fear.\u003c/p>\n\u003cp>Keeping the classroom “kid-centric,” Immordino-Yang said, can help. Teachers who act as facilitators, or resident experts, rather than omniscient instructors, invite students to explore without fear of messing up in front of an authority. Freeing up fellow students to explain problems also allows for more personalized instruction. During Jacqui Young’s happy year studying pre-calc, she worked with peers who struggled to keep up with the teacher’s pace. “I think it was better because I’d be working one-on-one or two-on-one with my classmates,” she said. Another way to tamp down dread is to set up class in a roundtable and encourage student-led give-and-take. Known formally as the \u003ca href=\"http://www.exeter.edu/admissions/109_1220_11688.aspx\">Harkness Method\u003c/a> of teaching, this collaborative approach to learning may be especially useful in math subjects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Returning to older math processes and ideas when introducing new material also works to lessen anxiety about the new learning. While teaching synthetic division to his Algebra 2 class, for example, Adam Leaman reminds students that this “new” concept is a cousin of the factoring they did in Algebra 1. “They have something from the past to draw reference from when tackling this new subject,” he said. Bringing up old material this way also helps students who might have struggled when they learned it the first time. Leaman said that some kids groan when he brings up factoring, but that they often end up understanding it better when going through it a second time, and in relation to a different concept. “Even if they have the perception that they’re not good at it, when we come back to it I have students say, ‘I get it now’.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">\u003cstrong>By Paul Tough\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can’t we also agree on the best way to teach grit? In practice, though, it hasn’t been so simple. Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance. But in my reporting for How Children Succeed, I noticed a strange paradox: Many of the educators I encountered who seemed best able to engender noncognitive abilities in their students never said a word about these skills in the classroom.\u003c/p>\n\u003cp class=\"p2\">Take Elizabeth Spiegel, the chess instructor I profiled at length in How Children Succeed. She teaches chess at Intermediate School 318, a traditional, non-magnet public school in Brooklyn that enrolls mostly low-income students of color. As I described in the book, she turned the I.S. 318 chess team into a competitive powerhouse, one that regularly beats better-funded private school teams and wins national championships. It was clear to me, watching her work, that she was teaching her students something more than chess knowledge; she was also conveying to them a sense of belonging and self-confidence and purpose. And among the skills her students were mastering were many that looked exactly like what other educators called character: the students persisted at difficult tasks, overcoming great obstacles; they handled frustration and loss and failure with aplomb and resilience; they devoted themselves to long-term goals that often seemed impossibly distant.\u003c/p>\n\u003cp class=\"p2\">And yet, in all the time I spent watching her teach, I never once heard Elizabeth Spiegel use words like grit or character or self-control. She talked to her students only about chess. She didn’t even really give them pep talks or motivational speeches. Instead, her main pedagogical technique was to intensely analyze their games with them, talking frankly and in detail about the mistakes they had made, helping them see what they could have done differently. Something in her careful and close attention to her students’ work changed not only their chess ability but also their approach to life.\u003c/p>\n\u003cp class=\"p2\">Or take Lanita Reed. She was one of the best teachers of character I met — yet not only did she not talk much about character, she wasn’t even a teacher. She was a hairdresser who owned her own salon, called Gifted Hanz, on the South Side of Chicago, and she worked part-time as a mentor for a group called Youth Advocate Programs, which had been hired by the Chicago schools department to provide intensive mentoring services to students who had been identified as being most at risk of committing or being a victim of gun violence. When I met Reed, she was working with a 17-year-old girl named Keitha Jones, whose childhood had been extremely difficult and painful and who expressed her frustration and anger by starting a fistfight, nearly every morning, with the first student at her high school who looked at her the wrong way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Over the course of several months, Reed spent hours talking with Keitha — at her salon, at fast-food restaurants, at bowling alleys — listening to her troubles and giving her big-sisterly advice. Reed was a fantastic mentor, empathetic and kind but no softy. While she bonded and sympathized with Keitha over the ways Keitha had been mistreated, she also made sure Keitha understood that transforming her life was going to take a lot of hard work. With Reed’s support, Keitha changed in exactly the way character-focused educators would hope: She became more persistent, more resilient, more optimistic, more self-controlled, more willing to forgo short-term gratification for a chance at long-term happiness. And it happened without any explicit talk about noncognitive skills or character strengths.\u003c/p>\n\u003cfigure id=\"attachment_45367\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/PaulTough-c-Paul-Terefenko-The-Lavin-Agency-2-e1464977915366.jpg\" alt=\"Author Paul Tough\" width=\"250\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Author Paul Tough \u003ccite>(Paul Terefenko/The Lavin Agency)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">Though I observed this phenomenon during my reporting, it was only later, after the book was published, that I began to ask whether the teaching paradigm might be the wrong one to use when it comes to helping young people develop noncognitive strengths. Maybe you can’t teach character the way you teach math. It seems axiomatic that you can’t teach the quadratic equation without actually talking about the quadratic equation, and yet it was clear from my reporting that you could make students more self-controlled without ever talking to them about the virtue of self-control. It was also clear that certain pedagogical techniques that work well in math or history are ineffective when it comes to character strengths. No child ever learned curiosity by filling out curiosity worksheets; hearing lectures on perseverance doesn’t seem to have much impact on the extent to which young people persevere.\u003c/p>\n\u003cp class=\"p2\">This dawning understanding led me to some new questions: What if noncognitive capacities are categorically different than cognitive skills? What if they are not primarily the result of training and practice? And what if the process of developing them doesn’t actually look anything like the process of learning stuff like reading and writing and math?\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft wp-image-45371 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/9780544935280_hres-e1464978368196.jpg\" alt=\"How Children Succeed: What Works and Why\" width=\"250\" height=\"378\">Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it’s more accurate and useful to look at them as products of a child’s environment. There is certainly strong evidence that this is true in early childhood; we have in recent years learned a great deal about the effects that adverse environments have on children’s early development. And there is growing evidence that even in middle and high school, children’s noncognitive capacities are primarily a reflection of the environments in which they are embedded, including, centrally, their school environment.\u003c/p>\n\u003cp class=\"p2\">This is big news for those of us who are trying to figure out how to help kids develop these abilities — and, more broadly, it’s important news for those of us seeking to shrink class-based achievement gaps and provide broader avenues of opportunity for children growing up in adversity. If we want to improve a child’s grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">\u003cem>Excerpted from the book \"\u003ca href=\"http://www.paultough.com/\">Helping Children Succeed: What Works and Why\u003c/a>\" by Paul Tough. He is also the author of \"\u003ca href=\"http://www.paultough.com/the-books/how-children-succeed/\">How Children Succeed: Grit, Curiosity, and the Hidden Power of Character\u003c/a>\" and \"\u003ca href=\"http://www.paultough.com/the-books/whatever-it-takes/\">Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America\u003c/a>.\"\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cstrong>By Paul Tough\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Because noncognitive qualities like grit, curiosity, self-control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on. And as the value of noncognitive skills has become more widely acknowledged, demand has grown for a curriculum or a textbook or a teaching strategy to guide us in helping students develop these skills. If we can all agree on the most effective way to teach the Pythagorean theorem, can’t we also agree on the best way to teach grit? In practice, though, it hasn’t been so simple. Some schools have developed comprehensive approaches to teaching character strengths, and in classrooms across the country, teachers are talking to their students more than ever about qualities like grit and perseverance. But in my reporting for How Children Succeed, I noticed a strange paradox: Many of the educators I encountered who seemed best able to engender noncognitive abilities in their students never said a word about these skills in the classroom.\u003c/p>\n\u003cp class=\"p2\">Take Elizabeth Spiegel, the chess instructor I profiled at length in How Children Succeed. She teaches chess at Intermediate School 318, a traditional, non-magnet public school in Brooklyn that enrolls mostly low-income students of color. As I described in the book, she turned the I.S. 318 chess team into a competitive powerhouse, one that regularly beats better-funded private school teams and wins national championships. It was clear to me, watching her work, that she was teaching her students something more than chess knowledge; she was also conveying to them a sense of belonging and self-confidence and purpose. And among the skills her students were mastering were many that looked exactly like what other educators called character: the students persisted at difficult tasks, overcoming great obstacles; they handled frustration and loss and failure with aplomb and resilience; they devoted themselves to long-term goals that often seemed impossibly distant.\u003c/p>\n\u003cp class=\"p2\">And yet, in all the time I spent watching her teach, I never once heard Elizabeth Spiegel use words like grit or character or self-control. She talked to her students only about chess. She didn’t even really give them pep talks or motivational speeches. Instead, her main pedagogical technique was to intensely analyze their games with them, talking frankly and in detail about the mistakes they had made, helping them see what they could have done differently. Something in her careful and close attention to her students’ work changed not only their chess ability but also their approach to life.\u003c/p>\n\u003cp class=\"p2\">Or take Lanita Reed. She was one of the best teachers of character I met — yet not only did she not talk much about character, she wasn’t even a teacher. She was a hairdresser who owned her own salon, called Gifted Hanz, on the South Side of Chicago, and she worked part-time as a mentor for a group called Youth Advocate Programs, which had been hired by the Chicago schools department to provide intensive mentoring services to students who had been identified as being most at risk of committing or being a victim of gun violence. When I met Reed, she was working with a 17-year-old girl named Keitha Jones, whose childhood had been extremely difficult and painful and who expressed her frustration and anger by starting a fistfight, nearly every morning, with the first student at her high school who looked at her the wrong way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Over the course of several months, Reed spent hours talking with Keitha — at her salon, at fast-food restaurants, at bowling alleys — listening to her troubles and giving her big-sisterly advice. Reed was a fantastic mentor, empathetic and kind but no softy. While she bonded and sympathized with Keitha over the ways Keitha had been mistreated, she also made sure Keitha understood that transforming her life was going to take a lot of hard work. With Reed’s support, Keitha changed in exactly the way character-focused educators would hope: She became more persistent, more resilient, more optimistic, more self-controlled, more willing to forgo short-term gratification for a chance at long-term happiness. And it happened without any explicit talk about noncognitive skills or character strengths.\u003c/p>\n\u003cfigure id=\"attachment_45367\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-45367\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/PaulTough-c-Paul-Terefenko-The-Lavin-Agency-2-e1464977915366.jpg\" alt=\"Author Paul Tough\" width=\"250\" height=\"292\">\u003cfigcaption class=\"wp-caption-text\">Author Paul Tough \u003ccite>(Paul Terefenko/The Lavin Agency)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">Though I observed this phenomenon during my reporting, it was only later, after the book was published, that I began to ask whether the teaching paradigm might be the wrong one to use when it comes to helping young people develop noncognitive strengths. Maybe you can’t teach character the way you teach math. It seems axiomatic that you can’t teach the quadratic equation without actually talking about the quadratic equation, and yet it was clear from my reporting that you could make students more self-controlled without ever talking to them about the virtue of self-control. It was also clear that certain pedagogical techniques that work well in math or history are ineffective when it comes to character strengths. No child ever learned curiosity by filling out curiosity worksheets; hearing lectures on perseverance doesn’t seem to have much impact on the extent to which young people persevere.\u003c/p>\n\u003cp class=\"p2\">This dawning understanding led me to some new questions: What if noncognitive capacities are categorically different than cognitive skills? What if they are not primarily the result of training and practice? And what if the process of developing them doesn’t actually look anything like the process of learning stuff like reading and writing and math?\u003c/p>\n\u003cp class=\"p2\">\u003cimg class=\"alignleft wp-image-45371 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/9780544935280_hres-e1464978368196.jpg\" alt=\"How Children Succeed: What Works and Why\" width=\"250\" height=\"378\">Rather than consider noncognitive capacities as skills to be taught, I came to conclude, it’s more accurate and useful to look at them as products of a child’s environment. There is certainly strong evidence that this is true in early childhood; we have in recent years learned a great deal about the effects that adverse environments have on children’s early development. And there is growing evidence that even in middle and high school, children’s noncognitive capacities are primarily a reflection of the environments in which they are embedded, including, centrally, their school environment.\u003c/p>\n\u003cp class=\"p2\">This is big news for those of us who are trying to figure out how to help kids develop these abilities — and, more broadly, it’s important news for those of us seeking to shrink class-based achievement gaps and provide broader avenues of opportunity for children growing up in adversity. If we want to improve a child’s grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">\u003cem>Excerpted from the book \"\u003ca href=\"http://www.paultough.com/\">Helping Children Succeed: What Works and Why\u003c/a>\" by Paul Tough. He is also the author of \"\u003ca href=\"http://www.paultough.com/the-books/how-children-succeed/\">How Children Succeed: Grit, Curiosity, and the Hidden Power of Character\u003c/a>\" and \"\u003ca href=\"http://www.paultough.com/the-books/whatever-it-takes/\">Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America\u003c/a>.\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>What made Mozart great? Or Bobby Fischer? Or Serena Williams?\u003c/p>\n\u003cp>The answer sits somewhere on the scales of human achievement. On one side: natural talent. On the other: hard work. Many would argue that success hangs in some delicate balance between them. But not Anders Ericsson.\u003c/p>\n\u003cp>Ericsson has spent decades studying the power of practice, and in his new book, \u003cem>Peak: Secrets From The New Science Of Expertise\u003c/em>, co-authored with Robert Pool, he argues that \"talent\" is often a story we tell ourselves to justify our own failure or to protect children from the possibility of failure. He writes:\u003c/p>\n\u003cblockquote>\u003cp>This is the dark side of believing in innate talent. It can beget a tendency to assume that some people have a talent for something and others don't and that you can tell the difference early on. If you believe that, you encourage and support the 'talented' ones and discourage the rest, creating the self-fulfilling prophecy. ... The best way to avoid this is to recognize the potential in all of us — and work to find ways to develop it.\u003c/p>\u003c/blockquote>\n\u003cp>To underscore his point, Ericsson engages in a systematic takedown of the myths of famous prodigies, including Mozart and Paganini.\u003c/p>\n\u003cp>Masters of their crafts? To be sure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hard workers? Clearly.\u003c/p>\n\u003cp>Naturally gifted? Not so fast.\u003c/p>\n\u003cp>\"I have made it a hobby to investigate the stories of such prodigies,\" Ericsson writes, \"and I can report with confidence that I have never found a convincing case for anyone developing extraordinary abilities without intense, extended practice.\"\u003c/p>\n\u003cp>Because the word \"practice\" is a big tent capable of hiding habits both good and bad, I spoke with Ericsson, who is on the faculty at Florida State University, about what he considers the path to mastering a craft, whether playing tennis or trombone. He calls it \"deliberate practice.\"\u003c/p>\n\u003cp>\u003cstrong>What is the essence of deliberate practice?\u003c/strong>\u003c/p>\n\u003cp>The most optimal way to improve your performance is to find a teacher who has been teaching other people to reach the level of performance that you want to attain. This basically means that teacher will be able to tell you the most effective ways to improve. A good teacher will also be able to find suitable units of improvement, so you don't push yourself more than you can do.\u003c/p>\n\u003cp>Just start out, 15 or 20 minutes [a day]. Especially if you have a mentor and, ideally, a teacher. That teacher will be able to help you set reasonable expectations.\u003c/p>\n\u003cp>\u003cstrong>I need to ask the question that everyone asks you: Is talent a myth?\u003c/strong>\u003c/p>\n\u003cp>The idea that some people are born with gifts is a very counterproductive view — that your task as a high school student or college student is that you're supposed to go around testing things to find your gift. Because I have yet to find anybody who finds their gift.\u003c/p>\n\u003cp>What Robert and I are arguing is that it's much better to think of something you want to attain and then get the help of teachers and parents to start you on the path of creating that. On that path, you may decide you want to go in a different direction. That's fine. But you haven't simply been waiting around for something that would allow you to instantaneously become good because that's never happening. And I think the process of really seeing how you can improve is something that will transfer even if you try to improve in some other domain.\u003c/p>\n\u003cp>\u003cstrong>You talk about how playing a sport or an instrument doesn't mean the player is improving. What is the difference between playing regularly and deliberate practice that leads to improvement?\u003c/strong>\u003c/p>\n\u003cp>My favorite example is: Say you're playing doubles in tennis. And you just miss a backhand volley. Now, the game will just keep on going, and, if the same situation emerges a couple of hours later, you're not likely to do much better.\u003c/p>\n\u003cp>Now try a thought experiment — practicing with a coach. That coach allows you to stand by the net, ready to do your backhand volley — and then makes it increasingly more difficult. Eventually, he forces you to run up to the net to do it and then embed it in regular rallying. You can improve your performance more in those one or two hours with a coach than in 5 to 10 years of regular practice with your friends.\u003c/p>\n\u003cp>\u003cstrong>This is America, and we are obsessed with the stories of child prodigies. Do you believe they're simply kids who've practiced a lot?\u003c/strong>\u003c/p>\n\u003cp>Well, I've been doing research for over 30 years, and I've been looking for cases where somebody discovered that they just had this innate ability to do something really well. And in every example I've studied, once you look closer at what was happening before, you find a series of practice activities, many of them meeting the criteria of deliberate practice.\u003c/p>\n\u003cp>In Mozart's case, most people aren't aware that Mozart's father was a pioneer at designing training for young children to master musical instruments. He worked intensively with Mozart from age 3. So, when Mozart started to perform, he had been in training for several years and was being trained by someone who was very motivated to help his son reach a high level.\u003c/p>\n\u003cp>\u003cstrong>So practice is key to most prodigies' success — but so are parents?\u003c/strong>\u003c/p>\n\u003cp>Exactly. And that is one thing I would recommend to parents — that it is a pretty unique opportunity to be able to spend time with a child developing some kind of activity together. Now, there are abuses, where parents really push their children to perform. But, if you take the view that you're really trying to help the child develop this ability and become increasingly more able to monitor their own learning so they will eventually become independent, that is something that I think would be very beneficial for the parent and the child.\u003c/p>\n\u003cp>\u003cstrong>In education, there is a lot of attention right now around student \"grit\" or resilience. When you look at prodigies, what is it that motivates these kids to work so hard and reach the levels that they do?\u003c/strong>\u003c/p>\n\u003cp>I think there are some recent biographies — of [Andre] \u003ca href=\"http://www.biography.com/people/andre-agassi-9177078\">Agassi \u003c/a>and others — that really show that, in at least a few of these cases, the parents were putting enormous pressure on these children. And I think that is not appropriate.\u003c/p>\n\u003cp>I believe, however, that there is a way of helping a child get enjoyment from the mastery and the development of an ability. And I would argue that the young musicians who are most likely to succeed as adult musicians are the ones who acquire the ability to enjoy their own music-making. So they can sit down and play music for their own enjoyment.\u003c/p>\n\u003cp>\u003cstrong>So, at some point there is a shift, from 'I'm doing this because I am motivated by the approval or disapproval of a parent' to 'Wow, I am very good at this, and I enjoy doing it'?\u003c/strong>\u003c/p>\n\u003cp>When I've been talking to the parents of prodigies, what's interesting is that the kids really enjoy playing in front of audiences. When they perform well, they get a lot of respect and other social benefits that are key to understanding why they're willing to invest [so much practice time]. It's well known that, before a public performance a child is much more motivated to practice and work on things that will translate into a better performance.\u003c/p>\n\u003cp>In all sorts of activities, there are these sources of motivation and enjoyment that, the more a parent or teacher can help them access, that will provide them with the motivation to master something that may be difficult. But it's only a temporary difficulty, and then they will be able to enjoy the fruits of that effort.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Let's talk about what this means for those of us who, over the years, have convinced ourselves that we're simply not good at something. My editor told me just the other day, 'I'm just not a math person.'\u003c/strong>\u003c/p>\n\u003cp>Let's look at adult activities that are consequential. Say you're starting a new company; being able to make budgets and other things is going to become important to you. When that becomes important, you'll have the motivation and willingness to do the training that will allow you to reach a high level of proficiency.\u003c/p>\n\u003cp>I believe one of the problems with traditional education is that, with certain kinds of math activities it's hard to see how they will actually benefit you as an adult. So, I think education can be transformed into being more skills-based, where students will be able to see how, by learning certain skills, they'll be able to do things that they couldn't do before.\u003c/p>\n\u003cp>\u003cstrong>One lesson of your research seems to be: Schools telling students, \"Take our word for it, you should know this,\" isn't good enough. Because motivation is key to student learning.\u003c/strong>\u003c/p>\n\u003cp>Yes, and once you're repeating facts and procedures, you're not forced to understand and integrate that knowledge in a way that allows you to use it. And I think helping students to see how they can actually use this knowledge in a useful way motivates them to understand it and learn it in a more meaningful way.\u003c/p>\n\u003cp>I remember personally when I was in seventh or eighth grade, I decided I didn't want to memorize things. In history class, that presented problems. The way I solved that was to go to the library and read two or three books on the historical period. That allowed me to answer all the questions without memorizing. I could infer and relate things that were related to me in a meaningful way. That was really important to me.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Practice+Makes+Possible%3A+What+We+Learn+By+Studying+Amazing+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What made Mozart great? Or Bobby Fischer? Or Serena Williams?\u003c/p>\n\u003cp>The answer sits somewhere on the scales of human achievement. On one side: natural talent. On the other: hard work. Many would argue that success hangs in some delicate balance between them. But not Anders Ericsson.\u003c/p>\n\u003cp>Ericsson has spent decades studying the power of practice, and in his new book, \u003cem>Peak: Secrets From The New Science Of Expertise\u003c/em>, co-authored with Robert Pool, he argues that \"talent\" is often a story we tell ourselves to justify our own failure or to protect children from the possibility of failure. He writes:\u003c/p>\n\u003cblockquote>\u003cp>This is the dark side of believing in innate talent. It can beget a tendency to assume that some people have a talent for something and others don't and that you can tell the difference early on. If you believe that, you encourage and support the 'talented' ones and discourage the rest, creating the self-fulfilling prophecy. ... The best way to avoid this is to recognize the potential in all of us — and work to find ways to develop it.\u003c/p>\u003c/blockquote>\n\u003cp>To underscore his point, Ericsson engages in a systematic takedown of the myths of famous prodigies, including Mozart and Paganini.\u003c/p>\n\u003cp>Masters of their crafts? To be sure.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hard workers? Clearly.\u003c/p>\n\u003cp>Naturally gifted? Not so fast.\u003c/p>\n\u003cp>\"I have made it a hobby to investigate the stories of such prodigies,\" Ericsson writes, \"and I can report with confidence that I have never found a convincing case for anyone developing extraordinary abilities without intense, extended practice.\"\u003c/p>\n\u003cp>Because the word \"practice\" is a big tent capable of hiding habits both good and bad, I spoke with Ericsson, who is on the faculty at Florida State University, about what he considers the path to mastering a craft, whether playing tennis or trombone. He calls it \"deliberate practice.\"\u003c/p>\n\u003cp>\u003cstrong>What is the essence of deliberate practice?\u003c/strong>\u003c/p>\n\u003cp>The most optimal way to improve your performance is to find a teacher who has been teaching other people to reach the level of performance that you want to attain. This basically means that teacher will be able to tell you the most effective ways to improve. A good teacher will also be able to find suitable units of improvement, so you don't push yourself more than you can do.\u003c/p>\n\u003cp>Just start out, 15 or 20 minutes [a day]. Especially if you have a mentor and, ideally, a teacher. That teacher will be able to help you set reasonable expectations.\u003c/p>\n\u003cp>\u003cstrong>I need to ask the question that everyone asks you: Is talent a myth?\u003c/strong>\u003c/p>\n\u003cp>The idea that some people are born with gifts is a very counterproductive view — that your task as a high school student or college student is that you're supposed to go around testing things to find your gift. Because I have yet to find anybody who finds their gift.\u003c/p>\n\u003cp>What Robert and I are arguing is that it's much better to think of something you want to attain and then get the help of teachers and parents to start you on the path of creating that. On that path, you may decide you want to go in a different direction. That's fine. But you haven't simply been waiting around for something that would allow you to instantaneously become good because that's never happening. And I think the process of really seeing how you can improve is something that will transfer even if you try to improve in some other domain.\u003c/p>\n\u003cp>\u003cstrong>You talk about how playing a sport or an instrument doesn't mean the player is improving. What is the difference between playing regularly and deliberate practice that leads to improvement?\u003c/strong>\u003c/p>\n\u003cp>My favorite example is: Say you're playing doubles in tennis. And you just miss a backhand volley. Now, the game will just keep on going, and, if the same situation emerges a couple of hours later, you're not likely to do much better.\u003c/p>\n\u003cp>Now try a thought experiment — practicing with a coach. That coach allows you to stand by the net, ready to do your backhand volley — and then makes it increasingly more difficult. Eventually, he forces you to run up to the net to do it and then embed it in regular rallying. You can improve your performance more in those one or two hours with a coach than in 5 to 10 years of regular practice with your friends.\u003c/p>\n\u003cp>\u003cstrong>This is America, and we are obsessed with the stories of child prodigies. Do you believe they're simply kids who've practiced a lot?\u003c/strong>\u003c/p>\n\u003cp>Well, I've been doing research for over 30 years, and I've been looking for cases where somebody discovered that they just had this innate ability to do something really well. And in every example I've studied, once you look closer at what was happening before, you find a series of practice activities, many of them meeting the criteria of deliberate practice.\u003c/p>\n\u003cp>In Mozart's case, most people aren't aware that Mozart's father was a pioneer at designing training for young children to master musical instruments. He worked intensively with Mozart from age 3. So, when Mozart started to perform, he had been in training for several years and was being trained by someone who was very motivated to help his son reach a high level.\u003c/p>\n\u003cp>\u003cstrong>So practice is key to most prodigies' success — but so are parents?\u003c/strong>\u003c/p>\n\u003cp>Exactly. And that is one thing I would recommend to parents — that it is a pretty unique opportunity to be able to spend time with a child developing some kind of activity together. Now, there are abuses, where parents really push their children to perform. But, if you take the view that you're really trying to help the child develop this ability and become increasingly more able to monitor their own learning so they will eventually become independent, that is something that I think would be very beneficial for the parent and the child.\u003c/p>\n\u003cp>\u003cstrong>In education, there is a lot of attention right now around student \"grit\" or resilience. When you look at prodigies, what is it that motivates these kids to work so hard and reach the levels that they do?\u003c/strong>\u003c/p>\n\u003cp>I think there are some recent biographies — of [Andre] \u003ca href=\"http://www.biography.com/people/andre-agassi-9177078\">Agassi \u003c/a>and others — that really show that, in at least a few of these cases, the parents were putting enormous pressure on these children. And I think that is not appropriate.\u003c/p>\n\u003cp>I believe, however, that there is a way of helping a child get enjoyment from the mastery and the development of an ability. And I would argue that the young musicians who are most likely to succeed as adult musicians are the ones who acquire the ability to enjoy their own music-making. So they can sit down and play music for their own enjoyment.\u003c/p>\n\u003cp>\u003cstrong>So, at some point there is a shift, from 'I'm doing this because I am motivated by the approval or disapproval of a parent' to 'Wow, I am very good at this, and I enjoy doing it'?\u003c/strong>\u003c/p>\n\u003cp>When I've been talking to the parents of prodigies, what's interesting is that the kids really enjoy playing in front of audiences. When they perform well, they get a lot of respect and other social benefits that are key to understanding why they're willing to invest [so much practice time]. It's well known that, before a public performance a child is much more motivated to practice and work on things that will translate into a better performance.\u003c/p>\n\u003cp>In all sorts of activities, there are these sources of motivation and enjoyment that, the more a parent or teacher can help them access, that will provide them with the motivation to master something that may be difficult. But it's only a temporary difficulty, and then they will be able to enjoy the fruits of that effort.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Let's talk about what this means for those of us who, over the years, have convinced ourselves that we're simply not good at something. My editor told me just the other day, 'I'm just not a math person.'\u003c/strong>\u003c/p>\n\u003cp>Let's look at adult activities that are consequential. Say you're starting a new company; being able to make budgets and other things is going to become important to you. When that becomes important, you'll have the motivation and willingness to do the training that will allow you to reach a high level of proficiency.\u003c/p>\n\u003cp>I believe one of the problems with traditional education is that, with certain kinds of math activities it's hard to see how they will actually benefit you as an adult. So, I think education can be transformed into being more skills-based, where students will be able to see how, by learning certain skills, they'll be able to do things that they couldn't do before.\u003c/p>\n\u003cp>\u003cstrong>One lesson of your research seems to be: Schools telling students, \"Take our word for it, you should know this,\" isn't good enough. Because motivation is key to student learning.\u003c/strong>\u003c/p>\n\u003cp>Yes, and once you're repeating facts and procedures, you're not forced to understand and integrate that knowledge in a way that allows you to use it. And I think helping students to see how they can actually use this knowledge in a useful way motivates them to understand it and learn it in a more meaningful way.\u003c/p>\n\u003cp>I remember personally when I was in seventh or eighth grade, I decided I didn't want to memorize things. In history class, that presented problems. The way I solved that was to go to the library and read two or three books on the historical period. That allowed me to answer all the questions without memorizing. I could infer and relate things that were related to me in a meaningful way. That was really important to me.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">Emotions, Learning, and the Brain\u003c/a>, (c) 2016 by Mary Helen Immordino-Yang. Used with the permission of the publisher, W. W. Norton & Co.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>By Mary Helen Immordino-Yang\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">T\u003c/span>eachers intuitively know that neither their nor their students’ learning is steady and constant, the same day in and day out and moment to moment, consistent from topic to topic. Rather, we all have good and bad days; moments of excitement, engagement, and inspiration and moments of disappointment, disengagement, and frustration; afternoons just before vacation and mornings just after; some skills and topics that we find interesting and some that we don’t. These differences influence how children learn and how teachers teach; they even affect what students know at a given time. In short, learning is dynamic, social, and context dependent because emotions are, and emotions form a critical piece of how, what, when, and why people think, remember, and learn.\u003c/p>\n\u003cp class=\"p1\">The fundamental role of emotions in learning first became apparent to me during my first professional position after college, as a junior high school science teacher in a highly diverse, urban public school near Boston. The community I lived and worked in had many first-generation Americans, 81 languages total spoken in our school of 1,800, and many students living in underprivileged circumstances. Although I was teaching integrated science, a technical academic subject, I was intrigued that my students’ questions and explanations seemed connected to their friendships, home situations, aesthetic tastes, and cultural values. I was fascinated but unprepared, for example, when the race relations among my seventh graders changed (and improved) dramatically after I taught a unit on hominid evolution that I designed with my former undergraduate professor. The students’ new scientific understanding of natural selection for adaptive traits like dark or light skin seemed to powerfully influence their peer relationships and their own ethnic identities.\u003c/p>\n\u003cp class=\"p1\">Why had the students interpreted the science in such a personal, emotional way? And why, after the classroom turbulence had settled, did so many of my students suddenly seem to take a new interest in science? I brought these questions with me to graduate school, and through my research I still seek satisfying and complete answers to them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">\u003cimg class=\"alignleft wp-image-45304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Emotions-Learning-and-the-Brain-400x604.jpg\" alt=\"Emotions Learning and the Brain\" width=\"250\" height=\"377\">\u003c/a>Scientific understanding of the influence of emotions on thinking and learning has undergone a major transformation in recent years. In particular, a revolution in neuroscience over the past two decades has overturned early notions that emotions interfere with learning, revealing instead that emotion and cognition are supported by interdependent neural processes. It is literally neurobiologically impossible to build memories, engage complex thoughts, or make meaningful decisions without emotion. And after all, this makes sense: the brain is highly metabolically expensive tissue, and evolution would not support wasting energy and oxygen thinking about things that don’t matter to us. Put succinctly, we only think about things we care about. No wonder my seventh graders had taken that science lesson so personally and so seriously. They had found that science could help them make personally relevant meaning of the racial and ethnic diversity and identity issues they encountered in their daily lives.\u003c/p>\n\u003cp class=\"p1\">This insight—that we only think deeply about things we care about—has important implications for education and pedagogy. It opens questions about how, when, and why students learn meaningfully (or just regurgitate facts and deploy procedures and algorithms, or possibly don’t manage even those).\u003c/p>\n\u003cp class=\"p1\">It also raises issues about how technology, culture, and social relationships shape learning and how teachers can understand and leverage emotions more productively in the classroom. It suggests that, for school-based learning to have a hope of motivating students, of producing deep understanding, or of transferring into real-world skills—all hallmarks of meaningful learning, and all essential to producing informed, skilled, ethical, and reflective adults—we need to find ways to leverage the emotional aspects of learning in education.\u003c/p>\n\u003cp class=\"p1\">To leverage emotions, it helps to understand what emotions are. Emotions, and the more biologically primitive drives that undergird them, such as hunger and sex, are action programs that have evolved as extensions of survival mechanisms. Put simply, emotions have evolved to keep us alive. Human beings have basic emotions, such as fear and disgust, to keep us off the edges of cliffs and to make us avoid spoiled food. We have social emotions such as love to make us affiliate, procreate, and care for our children. Thanks to our intelligent, plastic brain, we can also develop emotions that color and steer our intellectual and social endeavors, such as curiosity to make us explore and discover, admiration to make us emulate the virtue of others, and compassion, indignation, interest, and “flow” (Csíkszentmihályi, 1990).\u003c/p>\n\u003cp class=\"p1\">These complex intellectual and social emotions are the subjective behavioral and mental reactions we have to situations and concepts of all sorts— reactions that play out in the body (e.g., through a racing heart) and in the mind through characteristic ways of thinking (e.g., searching for an escape route during fear, moving to help another person during compassion, or narrowing our attentional focus when we find something interesting). The feeling of these emotions organizes our sociality and morality, making us emulate role models, help those in need, or punish those who warrant it. It forms the basis for creativity and invention and for the decisions we make for now and for the future, even in academic contexts. For example, the act of dedicating one’s professional life to teaching is possible only because of our ability to feel these emotions.\u003c/p>\n\u003cp class=\"p1\">So, emotions evolved and are present in all complex creatures because they are essential to managing life. In humans, efficient life management means managing not just our physical survival but our social life and intellectual life. (These ideas derive from my work with Antonio Damasio; for seminal reading, see Damasio [1999] and Damasio and Carvalho [2013].) But where does the neurobiology come in? Among the most poignant and basic insights from affective neuroscience, the neuroscience of emotion, is that the emotions that regulate our sociocultural and intellectual lives appear to have co-opted the same neural systems that manage our survival in the basic biological sense. Just as poets and artists have suspected for millennia, we feel social relationships and appreciate intellectual achievements using the same brain systems that sense and regulate our guts and viscera, adjust our blood chemistry and hormones, and conjure our awareness and consciousness. No wonder our creations, reputations, cultural ideals, and personal relationships, including those in educational contexts, have such amazing psychological power.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright wp-image-45053 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>But emotions have another dimension that is critically relevant to education. Complex emotional feelings, such as interest, inspiration, indignation, and compassion, are active mental constructions—they pertain not to the real physical context (the immediate context that we can see) but to abstract inferences, interpretations, and ideas. They pertain, in other words, to what we think we know about the world at the current time, interpreted in light of our past experiences and our imagined possible futures, using our available skills. When I say that many emotions are “complex,” what I really mean is that they rely on subjective, cognitive interpretations of situations and their accompanying embodied reactions.\u003c/p>\n\u003cp class=\"p1\">Even in academic subjects that are traditionally considered unemotional, such as physics, engineering, or math, deep understanding depends on making emotional connections between concepts. For example, one study using functional magnetic resonance imaging found that when mathematicians see equations that they judge to be “beautiful” and elegantly formulated instead of “ugly” and awkwardly formulated, they activate the same sensory, emotional brain region that activates during experiences of perceptual beauty, such as when admiring a painting (Zeki, Romaya, Benincasa, & Atiyah, 2014). In the Brain and Creativity Institute at the University of Southern California, we have found that this region also activates during experiences of moral beauty, such as those associated with feelings of admiration and compassion (Immordino-Yang, McColl, Damasio, & Damasio, 2009; see Chapter 9 for a description of this experiment). This and other evidence suggests that meaningful learning is actually about helping students to connect their isolated algorithmic skills to abstract, intrinsically emotional, subjective and meaningful experiences. Though supporting students in building these connections is a very hard job, it appears to be essential for the development of truly useful, transferable, intrinsically motivated learning.\u003c/p>\n\u003cp class=\"p1\">In addition, emotions, like cognition, develop with maturity and experience. In this sense, emotions are skills—organized patterns of thoughts and behaviors that we actively construct in the moment and across our life spans to adaptively accommodate to various kinds of circumstances, including academic demands. (These ideas derive from my work with Kurt Fischer; for seminal reading, see Fischer and Bidell [2006].) The emotions of a preschooler are not the same as those of a fifth grader, a teenager, or a young or an older adult. The emotions of a brand new teacher are not the same as those of a veteran teacher. And even two people in the same developmental stage could construct different reactions to the same situation, sometimes substantially so. Why?\u003c/p>\n\u003cfigure id=\"attachment_45305\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-45305\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Mary-Helen-Immordino-Yang_Credit-Steve-Cohn-Photography.jpg\" alt=\"Mary Helen Immordino-Yang\" width=\"250\" height=\"321\">\u003cfigcaption class=\"wp-caption-text\">Mary Helen Immordino-Yang \u003ccite>(Steve Cohn Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">The reasons follow from emotion’s survival-related roots and tie to emotion’s centrality in learning. First, emotions involve automatic mental and bodily reactions to situations, and some people, cultural groups, and age groups are more reactive, or differently reactive, than others. For example, some individuals jump when startled, while others remain much calmer. These tendencies can also be influenced by culture; for instance, in many Asian cultures individuals strive to suppress their outward emotional displays, whereas in many Latino and Mediterranean cultures emotional expressiveness is valued.\u003c/p>\n\u003cp class=\"p1\">These differing ideals for emotion influence individuals’ emotional behavior, including expression or suppression. In turn, our work suggests that by changing the magnitude of bodily reactions, cultural and individual differences in emotional expressiveness may affect what emotions “feel like”—how individuals know how they feel, or the subjective embodied quality of their feelings (Immordino-Yang, Yang, & Damasio, 2014).\u003c/p>\n\u003cp class=\"p1\">Second, people learn through experience how to interpret situations, as well as how to make sense of their emotional reactions. Students’ and teachers’ emotion-laden interpretations and inferences, though often implicit or subconscious, form a central dimension of how they learn. The subjective inferences that individuals make, and their experiences of problem solving within an academic domain, imbue their memories and knowledge with emotional relevance. In the case described above, it was the mathematicians’ subjective experience of thinking and solving problems within the mathematical domain that enabled them to appreciate certain equations as “beautiful.”\u003c/p>\n\u003cp class=\"p1\">Their emotional reactions were possible only with an advanced level of technical expertise. As we can see, understanding the role of emotions in learning goes far beyond recognizing the emotion a student is having about a situation in order to design learning environments that strategically manipulate students’ reactions.\u003c/p>\n\u003cp class=\"p1\">For instance, giving candy to make children want to come to math class will not make students feel the joy of mathematical thinking. Instead, understanding emotions is also (and perhaps even more critically) about the meaning that students are making—that is, the ways in which students and teachers are experiencing or feeling their emotional reactions and how their feelings steer their thoughts and behavior, consciously or not. Emotions are not add-ons that are distinct from cognitive skills. Instead emotions, such as interest, anxiety, frustration, excitement, or a sense of awe in beholding beauty, become a dimension of the skill itself. This is one reason that anxiety can be so debilitating to students’ performance, that interest can precipitate a lifetime commitment to studying a topic, that kids have such trouble applying themselves when they don’t know why they would ever use a skill outside of class, and that offering kids candy will make them like coming to class but will not help them learn to appreciate mathematical thinking.\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://rossier.usc.edu/faculty-and-research/directories/a-z/profile/?id=47\">Mary Helen Immordino-Yang\u003c/a> is a professor at the University of Southern California. This excerpt is from \u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience\u003c/a>, by Mary Helen Immordino-Yang. \u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">Emotions, Learning, and the Brain\u003c/a>, (c) 2016 by Mary Helen Immordino-Yang. Used with the permission of the publisher, W. W. Norton & Co.\u003c/em>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>By Mary Helen Immordino-Yang\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">T\u003c/span>eachers intuitively know that neither their nor their students’ learning is steady and constant, the same day in and day out and moment to moment, consistent from topic to topic. Rather, we all have good and bad days; moments of excitement, engagement, and inspiration and moments of disappointment, disengagement, and frustration; afternoons just before vacation and mornings just after; some skills and topics that we find interesting and some that we don’t. These differences influence how children learn and how teachers teach; they even affect what students know at a given time. In short, learning is dynamic, social, and context dependent because emotions are, and emotions form a critical piece of how, what, when, and why people think, remember, and learn.\u003c/p>\n\u003cp class=\"p1\">The fundamental role of emotions in learning first became apparent to me during my first professional position after college, as a junior high school science teacher in a highly diverse, urban public school near Boston. The community I lived and worked in had many first-generation Americans, 81 languages total spoken in our school of 1,800, and many students living in underprivileged circumstances. Although I was teaching integrated science, a technical academic subject, I was intrigued that my students’ questions and explanations seemed connected to their friendships, home situations, aesthetic tastes, and cultural values. I was fascinated but unprepared, for example, when the race relations among my seventh graders changed (and improved) dramatically after I taught a unit on hominid evolution that I designed with my former undergraduate professor. The students’ new scientific understanding of natural selection for adaptive traits like dark or light skin seemed to powerfully influence their peer relationships and their own ethnic identities.\u003c/p>\n\u003cp class=\"p1\">Why had the students interpreted the science in such a personal, emotional way? And why, after the classroom turbulence had settled, did so many of my students suddenly seem to take a new interest in science? I brought these questions with me to graduate school, and through my research I still seek satisfying and complete answers to them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">\u003cimg class=\"alignleft wp-image-45304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Emotions-Learning-and-the-Brain-400x604.jpg\" alt=\"Emotions Learning and the Brain\" width=\"250\" height=\"377\">\u003c/a>Scientific understanding of the influence of emotions on thinking and learning has undergone a major transformation in recent years. In particular, a revolution in neuroscience over the past two decades has overturned early notions that emotions interfere with learning, revealing instead that emotion and cognition are supported by interdependent neural processes. It is literally neurobiologically impossible to build memories, engage complex thoughts, or make meaningful decisions without emotion. And after all, this makes sense: the brain is highly metabolically expensive tissue, and evolution would not support wasting energy and oxygen thinking about things that don’t matter to us. Put succinctly, we only think about things we care about. No wonder my seventh graders had taken that science lesson so personally and so seriously. They had found that science could help them make personally relevant meaning of the racial and ethnic diversity and identity issues they encountered in their daily lives.\u003c/p>\n\u003cp class=\"p1\">This insight—that we only think deeply about things we care about—has important implications for education and pedagogy. It opens questions about how, when, and why students learn meaningfully (or just regurgitate facts and deploy procedures and algorithms, or possibly don’t manage even those).\u003c/p>\n\u003cp class=\"p1\">It also raises issues about how technology, culture, and social relationships shape learning and how teachers can understand and leverage emotions more productively in the classroom. It suggests that, for school-based learning to have a hope of motivating students, of producing deep understanding, or of transferring into real-world skills—all hallmarks of meaningful learning, and all essential to producing informed, skilled, ethical, and reflective adults—we need to find ways to leverage the emotional aspects of learning in education.\u003c/p>\n\u003cp class=\"p1\">To leverage emotions, it helps to understand what emotions are. Emotions, and the more biologically primitive drives that undergird them, such as hunger and sex, are action programs that have evolved as extensions of survival mechanisms. Put simply, emotions have evolved to keep us alive. Human beings have basic emotions, such as fear and disgust, to keep us off the edges of cliffs and to make us avoid spoiled food. We have social emotions such as love to make us affiliate, procreate, and care for our children. Thanks to our intelligent, plastic brain, we can also develop emotions that color and steer our intellectual and social endeavors, such as curiosity to make us explore and discover, admiration to make us emulate the virtue of others, and compassion, indignation, interest, and “flow” (Csíkszentmihályi, 1990).\u003c/p>\n\u003cp class=\"p1\">These complex intellectual and social emotions are the subjective behavioral and mental reactions we have to situations and concepts of all sorts— reactions that play out in the body (e.g., through a racing heart) and in the mind through characteristic ways of thinking (e.g., searching for an escape route during fear, moving to help another person during compassion, or narrowing our attentional focus when we find something interesting). The feeling of these emotions organizes our sociality and morality, making us emulate role models, help those in need, or punish those who warrant it. It forms the basis for creativity and invention and for the decisions we make for now and for the future, even in academic contexts. For example, the act of dedicating one’s professional life to teaching is possible only because of our ability to feel these emotions.\u003c/p>\n\u003cp class=\"p1\">So, emotions evolved and are present in all complex creatures because they are essential to managing life. In humans, efficient life management means managing not just our physical survival but our social life and intellectual life. (These ideas derive from my work with Antonio Damasio; for seminal reading, see Damasio [1999] and Damasio and Carvalho [2013].) But where does the neurobiology come in? Among the most poignant and basic insights from affective neuroscience, the neuroscience of emotion, is that the emotions that regulate our sociocultural and intellectual lives appear to have co-opted the same neural systems that manage our survival in the basic biological sense. Just as poets and artists have suspected for millennia, we feel social relationships and appreciate intellectual achievements using the same brain systems that sense and regulate our guts and viscera, adjust our blood chemistry and hormones, and conjure our awareness and consciousness. No wonder our creations, reputations, cultural ideals, and personal relationships, including those in educational contexts, have such amazing psychological power.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright wp-image-45053 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>But emotions have another dimension that is critically relevant to education. Complex emotional feelings, such as interest, inspiration, indignation, and compassion, are active mental constructions—they pertain not to the real physical context (the immediate context that we can see) but to abstract inferences, interpretations, and ideas. They pertain, in other words, to what we think we know about the world at the current time, interpreted in light of our past experiences and our imagined possible futures, using our available skills. When I say that many emotions are “complex,” what I really mean is that they rely on subjective, cognitive interpretations of situations and their accompanying embodied reactions.\u003c/p>\n\u003cp class=\"p1\">Even in academic subjects that are traditionally considered unemotional, such as physics, engineering, or math, deep understanding depends on making emotional connections between concepts. For example, one study using functional magnetic resonance imaging found that when mathematicians see equations that they judge to be “beautiful” and elegantly formulated instead of “ugly” and awkwardly formulated, they activate the same sensory, emotional brain region that activates during experiences of perceptual beauty, such as when admiring a painting (Zeki, Romaya, Benincasa, & Atiyah, 2014). In the Brain and Creativity Institute at the University of Southern California, we have found that this region also activates during experiences of moral beauty, such as those associated with feelings of admiration and compassion (Immordino-Yang, McColl, Damasio, & Damasio, 2009; see Chapter 9 for a description of this experiment). This and other evidence suggests that meaningful learning is actually about helping students to connect their isolated algorithmic skills to abstract, intrinsically emotional, subjective and meaningful experiences. Though supporting students in building these connections is a very hard job, it appears to be essential for the development of truly useful, transferable, intrinsically motivated learning.\u003c/p>\n\u003cp class=\"p1\">In addition, emotions, like cognition, develop with maturity and experience. In this sense, emotions are skills—organized patterns of thoughts and behaviors that we actively construct in the moment and across our life spans to adaptively accommodate to various kinds of circumstances, including academic demands. (These ideas derive from my work with Kurt Fischer; for seminal reading, see Fischer and Bidell [2006].) The emotions of a preschooler are not the same as those of a fifth grader, a teenager, or a young or an older adult. The emotions of a brand new teacher are not the same as those of a veteran teacher. And even two people in the same developmental stage could construct different reactions to the same situation, sometimes substantially so. Why?\u003c/p>\n\u003cfigure id=\"attachment_45305\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-45305\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Mary-Helen-Immordino-Yang_Credit-Steve-Cohn-Photography.jpg\" alt=\"Mary Helen Immordino-Yang\" width=\"250\" height=\"321\">\u003cfigcaption class=\"wp-caption-text\">Mary Helen Immordino-Yang \u003ccite>(Steve Cohn Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">The reasons follow from emotion’s survival-related roots and tie to emotion’s centrality in learning. First, emotions involve automatic mental and bodily reactions to situations, and some people, cultural groups, and age groups are more reactive, or differently reactive, than others. For example, some individuals jump when startled, while others remain much calmer. These tendencies can also be influenced by culture; for instance, in many Asian cultures individuals strive to suppress their outward emotional displays, whereas in many Latino and Mediterranean cultures emotional expressiveness is valued.\u003c/p>\n\u003cp class=\"p1\">These differing ideals for emotion influence individuals’ emotional behavior, including expression or suppression. In turn, our work suggests that by changing the magnitude of bodily reactions, cultural and individual differences in emotional expressiveness may affect what emotions “feel like”—how individuals know how they feel, or the subjective embodied quality of their feelings (Immordino-Yang, Yang, & Damasio, 2014).\u003c/p>\n\u003cp class=\"p1\">Second, people learn through experience how to interpret situations, as well as how to make sense of their emotional reactions. Students’ and teachers’ emotion-laden interpretations and inferences, though often implicit or subconscious, form a central dimension of how they learn. The subjective inferences that individuals make, and their experiences of problem solving within an academic domain, imbue their memories and knowledge with emotional relevance. In the case described above, it was the mathematicians’ subjective experience of thinking and solving problems within the mathematical domain that enabled them to appreciate certain equations as “beautiful.”\u003c/p>\n\u003cp class=\"p1\">Their emotional reactions were possible only with an advanced level of technical expertise. As we can see, understanding the role of emotions in learning goes far beyond recognizing the emotion a student is having about a situation in order to design learning environments that strategically manipulate students’ reactions.\u003c/p>\n\u003cp class=\"p1\">For instance, giving candy to make children want to come to math class will not make students feel the joy of mathematical thinking. Instead, understanding emotions is also (and perhaps even more critically) about the meaning that students are making—that is, the ways in which students and teachers are experiencing or feeling their emotional reactions and how their feelings steer their thoughts and behavior, consciously or not. Emotions are not add-ons that are distinct from cognitive skills. Instead emotions, such as interest, anxiety, frustration, excitement, or a sense of awe in beholding beauty, become a dimension of the skill itself. This is one reason that anxiety can be so debilitating to students’ performance, that interest can precipitate a lifetime commitment to studying a topic, that kids have such trouble applying themselves when they don’t know why they would ever use a skill outside of class, and that offering kids candy will make them like coming to class but will not help them learn to appreciate mathematical thinking.\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"https://rossier.usc.edu/faculty-and-research/directories/a-z/profile/?id=47\">Mary Helen Immordino-Yang\u003c/a> is a professor at the University of Southern California. This excerpt is from \u003ca href=\"http://books.wwnorton.com/books/detail.aspx?ID=4294985311\">Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience\u003c/a>, by Mary Helen Immordino-Yang. \u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "14 Books That Connect Students With Valuable Scientists' Struggles",
"title": "14 Books That Connect Students With Valuable Scientists' Struggles",
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"content": "\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">Teens who read about the personal and intellectual struggles of scientists feel more motivated to learn science. That was the finding of a \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of Teachers College, Columbia University and the University of Washington.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why? Many high school students view scientific ability as a \u003c/span>\u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">\u003cspan style=\"font-weight: 400\">fixed trait\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” When students learn about how even famous scientists struggled, they began to see that learning and growing from setbacks is part of a successful professional journey.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers noted that published stories about scientists often focus on achievements but neglect mention challenges scientists faced. When Lisa Brennan, a middle school librarian at St. Christopher’s School in Virginia, read about this study in a recent \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">MindShift article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her initial reaction was, “Wow, that parallels the \u003c/span>\u003ca href=\"http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?_r=2\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the connection between fiction and empathy.” She reached out to her extensive \u003c/span>\u003ca href=\"https://twitter.com/noveltalk/status/730399169580503040\">\u003cspan style=\"font-weight: 400\">Twitter followers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to start gathering titles that cover both the achievements and the struggles of exemplary scientists that could be used with older students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brennan said that read aloud is a powerful tool in the middle and high school classroom, with \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748056?\">\u003cspan style=\"font-weight: 400\">studies suggesting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reading to adolescents increases their motivation to read independently. “The key to reading aloud with older students, in my experience, has been to carefully select brief and meaningful excerpts,” said Brennan. “You'll find that students can actually be captivated by the read aloud experience -- providing your text is targeted and your delivery is authentic.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The list below includes rich picture books that could be read aloud to teens as well as graphic novels, short biographies and collections of biographical sketches that teachers could draw on for excerpts. Brennan, Maggie Knapp (head middle and upper school librarian at Trinity Valley School) and Brooke Williams (a former children’s librarian at New Haven Free Public Library) contributed titles to this list. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Ada-Byron-Lovelace-Thinking-Machine/dp/1939547202\"> \u003cimg class=\"alignleft size-full wp-image-45259\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Ada-Byron-Lovelace.jpg\" alt=\"Ada Byron Lovelace\" width=\"260\" height=\"314\">Ada Byron Lovelace and the Thinking Machine\u003c/a>, \u003c/b>by Laurie Wallmark and April Chu\u003c/p>\n\u003cp>Ada Byron Lovelace was the world’s first computer programmer, creating a coding algorithm years before the modern computer was invented. This picture book biography describes how measles left her temporarily blind and paralyzed and how she overcame society’s negative attitudes towards women in the sciences.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb style=\"line-height: 1.5\">\u003ca href=\"http://www.amazon.com/Rachel-Carson-Book-Changed-World/dp/0823431932/\">\u003cimg class=\"alignleft size-full wp-image-45268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Rachel-Carson-e1464212440471.jpg\" alt=\"Rachel Carson\" width=\"250\" height=\"224\">Rachel Carson and Her Book That Changed the World\u003c/a>,\u003c/b>\u003cspan style=\"line-height: 1.5\"> by Laurie Lawler and Laura Beingessner\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Carson’s writing and research helped launch the modern environmental movement. This picture book shares her struggles growing up in poverty during the Great Depression, the sacrifices her family made to send her to college, and the challenges she faced entering a male-dominated field.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Beam-Light-Story-Albert-Einstein/dp/0811872351/\"> \u003cimg class=\"alignleft size-full wp-image-45266\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/On-a-Beam-of-Light-e1464212495407.jpg\" alt=\"On a Beam of Light\" width=\"250\" height=\"333\">On a Beam of Light\u003c/a>\u003c/b>, by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jennifer Berne and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Vladimir Radunsky \u003c/span>\u003c/p>\n\u003cp>Through simple text and stunning illustrations, this book explores Albert Einstein’s early struggles with learning and school – and how they propelled his later accomplishments. \u003cspan style=\"font-weight: 400\">The New York Times described this book as “\"something of an It Gets Better Project for mathematically precocious children.\" \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Snowflake-Bentley-Jacqueline-Briggs-Martin/dp/0547248296/\"> \u003cimg class=\"alignleft size-full wp-image-45269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Snowflake-Bentley-e1464212559859.jpg\" alt=\"Snowflake Bentley\" width=\"250\" height=\"243\">Snowflake Bentley\u003c/a>, \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jacqueline Briggs Martin and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Mary Azarian \u003c/span>\u003c/p>\n\u003cp>Wilson Bentley was a nature photographer who showed the world that “no two snowflakes are alike.” This picture book describes his unstoppable grit in pursuit of his dream and includes sidebars with more information about the methods and science behind his work.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tree-Lady-Tree-Loving-Changed-Forever/dp/1442414022/\">\u003cb> \u003cimg class=\"alignleft size-full wp-image-45271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/The-Tree-Lady-e1464212624169.jpg\" alt=\"The-Tree-Lady\" width=\"250\" height=\"212\">The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City Forever \u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">by \u003cspan class=\"author notFaded\">H. Joseph Hopkins and\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jill McElmurry \u003c/span>\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Botanist Kate Sessions, the first woman to graduate from the University of California with a science degree, is best known for transforming San Diego from a desert town to a green paradise. The picture book describes obstacles and social taboos that she faced and overcame, utilizing the refrain: “but she did.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Summer-Birds-Butterflies-Maria-Merian/dp/0805089373\"> \u003cimg class=\"alignleft size-full wp-image-45270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/summer-birds-e1464212639406.jpg\" alt=\"summer-birds\" width=\"250\" height=\"250\">Summer Birds: The Butterflies of Maria Merian\u003c/a> \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Margarita Engle and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Julie Paschkis \u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the seventeenth century Europe -- when many thought butterflies were evil creatures that generated spontaneously from mud --entomolygist Maria Merian made her mission to study them. After years of study, she wrote and illustrated a groundbreaking book about the life-cycle of a butterfly. This picture book describes how she conducted much of her work in secret because of the negative perceptions around this insect.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Life-Ocean-Story-Oceanographer-Sylvia/dp/0374380686/\"> \u003cimg class=\"alignleft size-full wp-image-45264\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Life-in-the-Ocean-e1464212677875.jpg\" alt=\"Life in the Ocean\" width=\"250\" height=\"319\">Life in the Ocean: The Story of Oceanographer Sylvia Earle\u003c/a> by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Claire A. Nivola \u003c/span>\u003c/span>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As her biography at National Geographic notes, “\u003c/span>\u003cspan style=\"font-weight: 400\">called ‘Her Deepness’ by the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New Yorker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, ‘Living Legend’ by the Library of Congress, and first ‘Hero for the Planet’ by \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Time\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine, [Sylvia Earle] is an oceanographer, explorer, author, and lecturer.” This beautifully illustrated picture book describes how a difficult move to a new state during her childhood awakened a life-long passion. The author’s note would also make a good read-aloud for teens, describing her scientific work in more depth and how she “defied conventional expectations at every stage of her life.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brief-History-Deckle-Edge-Hardcover/dp/0345535286/\">\u003cimg class=\"alignleft size-full wp-image-45265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/My-brief-history-e1464212668611.jpg\" alt=\"My brief history\" width=\"250\" height=\"369\">My Brief History\u003c/a>, by Stephen Hawking \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At 144 pages, this brief memoir is broken into several small chapters in which theoretical physicist and cosmologist Stephen Hawking writes about his childhood, his research and – of course – his life with ALS, which gradually paralyzed him over the course of decades and required him to develop compensatory methods for engaging in his research. Teachers could use or read aloud excerpts of this compelling autobiography.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Feynman-Jim-Ottaviani/dp/1596438274/\">\u003cimg class=\"alignleft size-full wp-image-45262\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Feynman-e1464212698817.jpg\" alt=\"Feynman\" width=\"250\" height=\"349\">Feynman\u003c/a> (Richard Feynman, physicist), \u003c/b>by Jim Ottaviani and Leland Myrick\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written for teens, this graphic novel vividly portrays the life of the vivacious physicist Richard Feynman. It captures his tenacity in the face of trying circumstances -- from working on the Manhattan project to uncovering the cause of the Challenger explosion to caring for his ailing wife.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Primates-Fearless-Science-Goodall-Galdikas/dp/1250062934/\"> \u003cimg class=\"alignleft size-full wp-image-45267\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Primates-e1464212653802.jpg\" alt=\"Primates\" width=\"250\" height=\"337\">Primates: The Fearless Science of Jane Goodall, Dian Fossey, and Biruté Galdikas\u003c/a> \u003c/b>by Jim Ottaviani and Maris Wicks\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is another graphic novel for teens, tracing the lives of three primatologists who were students of Richard Leakey and who lived among the primates. As the Booklist review notes, “For all the playful mugging and gratifying discoveries, though, Ottaviani doesn’t shy away from the struggles of living and working in the bush.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Breakthrough-People-Changed-Medicine-Forever/dp/0547821832\"> \u003cimg class=\"alignleft size-full wp-image-45260\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Breakthrough-e1464212724298.jpg\" alt=\"Breakthrough!\" width=\"250\" height=\"322\">Breakthrough! How Three People Saved “Blue Babies” and Changed Medicine Forever\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Jim Murphy\u003c/span>\u003c/p>\n\u003cp>Knapp describes this short nonfiction narrative as a “wonderfully written story of a black man, a white man and a woman, who all struggled in different ways (personally and professionally) to pioneer a surgery that saved the lives of ‘blue babies.’”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/What-Color-World-African-American-Inventors/dp/0763664421\"> \u003cimg class=\"alignleft size-full wp-image-45272\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/What-color-is-my-world-e1464212596295.jpeg\" alt=\"What color is my world?\" width=\"250\" height=\"232\">What Color is My World? The Lost History of African-American Inventors\u003c/a>, \u003c/b>by Kareem Abdul-Jabbar and Raymond Obstfeld\u003c/p>\n\u003cp>This collection features several short life-sketches of African-American inventors – from Henry Sampson (who created the gamma-electric cell) to Percy Julian (who synthesized cortisone from soy). The stories emphasize the perseverance of these inventors in the face of racism and other life challenges.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Headstrong-Women-Changed-Science-World/dp/0553446797/\"> \u003cimg class=\"alignleft size-full wp-image-45263\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Headstrong-e1464212687374.jpg\" alt=\"Headstrong\" width=\"250\" height=\"371\">Headstrong: 52 Women Who Changed Science - and the World\u003c/a>, \u003c/b>by Rachel Swaby\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These short biographical sketches average four pages in length – an easy read aloud – and highlight female scientists in the following fields: medicine, biology and the environment, genetics and development, physics, earth and stars, math and technology, and invention. Several stories note obstacles they faced, including gender bias, illness, and family disapproval.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brilliant-Blunders-Einstein-Scientists-Understanding/dp/1439192375/\"> \u003cimg class=\"alignleft size-full wp-image-45261\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Brilliant-Blunders-e1464212713208.jpg\" alt=\"Brilliant Blunders\" width=\"250\" height=\"378\">Brilliant Blunders: From Darwin to Einstein - Colossal Mistakes by Great Scientists That Changed Our Understanding of Life and the Universe\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Mario Livio \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this 300+ page book, astrophysicist Mario Livio draws on the lives of five scientists (Charles Darwin, Lord Kelvin, Linus Pauling, Fred Hoyle, and Albert Einstein) to show how great progress often comes in the wake of “colossal mistakes.” This is a great resource book for high school science teachers who want to infuse their classes with stories about how can setbacks set the stage for progress -- if we let them.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>Bonus Resource: \u003c/b>The PBS/NOVA web-series, \u003ca href=\"http://www.pbs.org/wgbh/nova/secretlife/\">The Secret Life of Scientist\u003c/a> “provides a humanizing snapshot of scientists who are shaping our world.” Each episode profiles a contemporary scientists in three or four discrete, one-to-three minute video clips. The site is searchable by topic and includes blog posts and a teacher's guide.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=B0vGDfuWhfI\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "A study found that students who read about famous scientists' personal and intellectual struggles do better in their science classes. Librarians helped us put together a list of books that detail some of those struggles. ",
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"description": "A study found that students who read about famous scientists' personal and intellectual struggles do better in their science classes. Librarians helped us put together a list of books that detail some of those struggles. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">Teens who read about the personal and intellectual struggles of scientists feel more motivated to learn science. That was the finding of a \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of Teachers College, Columbia University and the University of Washington.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why? Many high school students view scientific ability as a \u003c/span>\u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">\u003cspan style=\"font-weight: 400\">fixed trait\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” When students learn about how even famous scientists struggled, they began to see that learning and growing from setbacks is part of a successful professional journey.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers noted that published stories about scientists often focus on achievements but neglect mention challenges scientists faced. When Lisa Brennan, a middle school librarian at St. Christopher’s School in Virginia, read about this study in a recent \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">MindShift article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her initial reaction was, “Wow, that parallels the \u003c/span>\u003ca href=\"http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?_r=2\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the connection between fiction and empathy.” She reached out to her extensive \u003c/span>\u003ca href=\"https://twitter.com/noveltalk/status/730399169580503040\">\u003cspan style=\"font-weight: 400\">Twitter followers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to start gathering titles that cover both the achievements and the struggles of exemplary scientists that could be used with older students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brennan said that read aloud is a powerful tool in the middle and high school classroom, with \u003c/span>\u003ca href=\"https://www.jstor.org/stable/748056?\">\u003cspan style=\"font-weight: 400\">studies suggesting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reading to adolescents increases their motivation to read independently. “The key to reading aloud with older students, in my experience, has been to carefully select brief and meaningful excerpts,” said Brennan. “You'll find that students can actually be captivated by the read aloud experience -- providing your text is targeted and your delivery is authentic.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The list below includes rich picture books that could be read aloud to teens as well as graphic novels, short biographies and collections of biographical sketches that teachers could draw on for excerpts. Brennan, Maggie Knapp (head middle and upper school librarian at Trinity Valley School) and Brooke Williams (a former children’s librarian at New Haven Free Public Library) contributed titles to this list. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Ada-Byron-Lovelace-Thinking-Machine/dp/1939547202\"> \u003cimg class=\"alignleft size-full wp-image-45259\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Ada-Byron-Lovelace.jpg\" alt=\"Ada Byron Lovelace\" width=\"260\" height=\"314\">Ada Byron Lovelace and the Thinking Machine\u003c/a>, \u003c/b>by Laurie Wallmark and April Chu\u003c/p>\n\u003cp>Ada Byron Lovelace was the world’s first computer programmer, creating a coding algorithm years before the modern computer was invented. This picture book biography describes how measles left her temporarily blind and paralyzed and how she overcame society’s negative attitudes towards women in the sciences.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb style=\"line-height: 1.5\">\u003ca href=\"http://www.amazon.com/Rachel-Carson-Book-Changed-World/dp/0823431932/\">\u003cimg class=\"alignleft size-full wp-image-45268\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Rachel-Carson-e1464212440471.jpg\" alt=\"Rachel Carson\" width=\"250\" height=\"224\">Rachel Carson and Her Book That Changed the World\u003c/a>,\u003c/b>\u003cspan style=\"line-height: 1.5\"> by Laurie Lawler and Laura Beingessner\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Carson’s writing and research helped launch the modern environmental movement. This picture book shares her struggles growing up in poverty during the Great Depression, the sacrifices her family made to send her to college, and the challenges she faced entering a male-dominated field.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Beam-Light-Story-Albert-Einstein/dp/0811872351/\"> \u003cimg class=\"alignleft size-full wp-image-45266\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/On-a-Beam-of-Light-e1464212495407.jpg\" alt=\"On a Beam of Light\" width=\"250\" height=\"333\">On a Beam of Light\u003c/a>\u003c/b>, by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jennifer Berne and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Vladimir Radunsky \u003c/span>\u003c/p>\n\u003cp>Through simple text and stunning illustrations, this book explores Albert Einstein’s early struggles with learning and school – and how they propelled his later accomplishments. \u003cspan style=\"font-weight: 400\">The New York Times described this book as “\"something of an It Gets Better Project for mathematically precocious children.\" \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Snowflake-Bentley-Jacqueline-Briggs-Martin/dp/0547248296/\"> \u003cimg class=\"alignleft size-full wp-image-45269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Snowflake-Bentley-e1464212559859.jpg\" alt=\"Snowflake Bentley\" width=\"250\" height=\"243\">Snowflake Bentley\u003c/a>, \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jacqueline Briggs Martin and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">Mary Azarian \u003c/span>\u003c/p>\n\u003cp>Wilson Bentley was a nature photographer who showed the world that “no two snowflakes are alike.” This picture book describes his unstoppable grit in pursuit of his dream and includes sidebars with more information about the methods and science behind his work.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tree-Lady-Tree-Loving-Changed-Forever/dp/1442414022/\">\u003cb> \u003cimg class=\"alignleft size-full wp-image-45271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/The-Tree-Lady-e1464212624169.jpg\" alt=\"The-Tree-Lady\" width=\"250\" height=\"212\">The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City Forever \u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">by \u003cspan class=\"author notFaded\">H. Joseph Hopkins and\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Jill McElmurry \u003c/span>\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Botanist Kate Sessions, the first woman to graduate from the University of California with a science degree, is best known for transforming San Diego from a desert town to a green paradise. The picture book describes obstacles and social taboos that she faced and overcame, utilizing the refrain: “but she did.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Summer-Birds-Butterflies-Maria-Merian/dp/0805089373\"> \u003cimg class=\"alignleft size-full wp-image-45270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/summer-birds-e1464212639406.jpg\" alt=\"summer-birds\" width=\"250\" height=\"250\">Summer Birds: The Butterflies of Maria Merian\u003c/a> \u003c/b>by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Margarita Engle and\u003c/span>\u003cspan class=\"contribution\">\u003cspan class=\"a-color-secondary\"> \u003c/span>\u003c/span>\u003c/span>\u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Julie Paschkis \u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the seventeenth century Europe -- when many thought butterflies were evil creatures that generated spontaneously from mud --entomolygist Maria Merian made her mission to study them. After years of study, she wrote and illustrated a groundbreaking book about the life-cycle of a butterfly. This picture book describes how she conducted much of her work in secret because of the negative perceptions around this insect.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Life-Ocean-Story-Oceanographer-Sylvia/dp/0374380686/\"> \u003cimg class=\"alignleft size-full wp-image-45264\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Life-in-the-Ocean-e1464212677875.jpg\" alt=\"Life in the Ocean\" width=\"250\" height=\"319\">Life in the Ocean: The Story of Oceanographer Sylvia Earle\u003c/a> by \u003cspan class=\"author notFaded\">\u003cspan class=\"a-declarative\">Claire A. Nivola \u003c/span>\u003c/span>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As her biography at National Geographic notes, “\u003c/span>\u003cspan style=\"font-weight: 400\">called ‘Her Deepness’ by the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New Yorker\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, ‘Living Legend’ by the Library of Congress, and first ‘Hero for the Planet’ by \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Time\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> magazine, [Sylvia Earle] is an oceanographer, explorer, author, and lecturer.” This beautifully illustrated picture book describes how a difficult move to a new state during her childhood awakened a life-long passion. The author’s note would also make a good read-aloud for teens, describing her scientific work in more depth and how she “defied conventional expectations at every stage of her life.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brief-History-Deckle-Edge-Hardcover/dp/0345535286/\">\u003cimg class=\"alignleft size-full wp-image-45265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/My-brief-history-e1464212668611.jpg\" alt=\"My brief history\" width=\"250\" height=\"369\">My Brief History\u003c/a>, by Stephen Hawking \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At 144 pages, this brief memoir is broken into several small chapters in which theoretical physicist and cosmologist Stephen Hawking writes about his childhood, his research and – of course – his life with ALS, which gradually paralyzed him over the course of decades and required him to develop compensatory methods for engaging in his research. Teachers could use or read aloud excerpts of this compelling autobiography.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Feynman-Jim-Ottaviani/dp/1596438274/\">\u003cimg class=\"alignleft size-full wp-image-45262\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Feynman-e1464212698817.jpg\" alt=\"Feynman\" width=\"250\" height=\"349\">Feynman\u003c/a> (Richard Feynman, physicist), \u003c/b>by Jim Ottaviani and Leland Myrick\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written for teens, this graphic novel vividly portrays the life of the vivacious physicist Richard Feynman. It captures his tenacity in the face of trying circumstances -- from working on the Manhattan project to uncovering the cause of the Challenger explosion to caring for his ailing wife.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Primates-Fearless-Science-Goodall-Galdikas/dp/1250062934/\"> \u003cimg class=\"alignleft size-full wp-image-45267\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Primates-e1464212653802.jpg\" alt=\"Primates\" width=\"250\" height=\"337\">Primates: The Fearless Science of Jane Goodall, Dian Fossey, and Biruté Galdikas\u003c/a> \u003c/b>by Jim Ottaviani and Maris Wicks\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is another graphic novel for teens, tracing the lives of three primatologists who were students of Richard Leakey and who lived among the primates. As the Booklist review notes, “For all the playful mugging and gratifying discoveries, though, Ottaviani doesn’t shy away from the struggles of living and working in the bush.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Breakthrough-People-Changed-Medicine-Forever/dp/0547821832\"> \u003cimg class=\"alignleft size-full wp-image-45260\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Breakthrough-e1464212724298.jpg\" alt=\"Breakthrough!\" width=\"250\" height=\"322\">Breakthrough! How Three People Saved “Blue Babies” and Changed Medicine Forever\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Jim Murphy\u003c/span>\u003c/p>\n\u003cp>Knapp describes this short nonfiction narrative as a “wonderfully written story of a black man, a white man and a woman, who all struggled in different ways (personally and professionally) to pioneer a surgery that saved the lives of ‘blue babies.’”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/What-Color-World-African-American-Inventors/dp/0763664421\"> \u003cimg class=\"alignleft size-full wp-image-45272\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/What-color-is-my-world-e1464212596295.jpeg\" alt=\"What color is my world?\" width=\"250\" height=\"232\">What Color is My World? The Lost History of African-American Inventors\u003c/a>, \u003c/b>by Kareem Abdul-Jabbar and Raymond Obstfeld\u003c/p>\n\u003cp>This collection features several short life-sketches of African-American inventors – from Henry Sampson (who created the gamma-electric cell) to Percy Julian (who synthesized cortisone from soy). The stories emphasize the perseverance of these inventors in the face of racism and other life challenges.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Headstrong-Women-Changed-Science-World/dp/0553446797/\"> \u003cimg class=\"alignleft size-full wp-image-45263\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Headstrong-e1464212687374.jpg\" alt=\"Headstrong\" width=\"250\" height=\"371\">Headstrong: 52 Women Who Changed Science - and the World\u003c/a>, \u003c/b>by Rachel Swaby\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These short biographical sketches average four pages in length – an easy read aloud – and highlight female scientists in the following fields: medicine, biology and the environment, genetics and development, physics, earth and stars, math and technology, and invention. Several stories note obstacles they faced, including gender bias, illness, and family disapproval.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003ca href=\"http://www.amazon.com/Brilliant-Blunders-Einstein-Scientists-Understanding/dp/1439192375/\"> \u003cimg class=\"alignleft size-full wp-image-45261\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Brilliant-Blunders-e1464212713208.jpg\" alt=\"Brilliant Blunders\" width=\"250\" height=\"378\">Brilliant Blunders: From Darwin to Einstein - Colossal Mistakes by Great Scientists That Changed Our Understanding of Life and the Universe\u003c/a>, \u003c/b>\u003cspan style=\"font-weight: 400\">by Mario Livio \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this 300+ page book, astrophysicist Mario Livio draws on the lives of five scientists (Charles Darwin, Lord Kelvin, Linus Pauling, Fred Hoyle, and Albert Einstein) to show how great progress often comes in the wake of “colossal mistakes.” This is a great resource book for high school science teachers who want to infuse their classes with stories about how can setbacks set the stage for progress -- if we let them.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>Bonus Resource: \u003c/b>The PBS/NOVA web-series, \u003ca href=\"http://www.pbs.org/wgbh/nova/secretlife/\">The Secret Life of Scientist\u003c/a> “provides a humanizing snapshot of scientists who are shaping our world.” Each episode profiles a contemporary scientists in three or four discrete, one-to-three minute video clips. The site is searchable by topic and includes blog posts and a teacher's guide.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/B0vGDfuWhfI'\n title='//www.youtube.com/embed/B0vGDfuWhfI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>While many educators now recognize that \"noncognitive\" factors that affect how a student thinks about his or her abilities are important to learning academic content, there's little consensus about how teachers can help build those qualities. Some districts are trying to include noncognitive factors in\u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html\"> measures of school effectiveness\u003c/a>, while other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/01/what-character-strengths-should-educators-focus-on-and-how/\">certain character qualities\u003c/a> as part of their mission.\u003c/p>\n\u003cp>Educators are trying to figure out how to motivate students to work hard in school and to help them see the rewards for that hard work as a real possibility. But that work is particularly challenging as the public school population becomes increasingly low income and children often come to school having experienced chronic stress or trauma in their home lives that significantly impact their ability to \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\">regulate emotions\u003c/a>, focus, and deescalate situations.\u003c/p>\n\u003cp>In an \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\">in-depth article\u003c/a> in \u003cem>The Atlantic\u003c/em>, Paul Tough digs into how schools can act on neuroscience and psychology research that reveals a complicated relationship between student motivation, mindsets about belonging and autonomy, and cognitive development. Tough writes:\u003c/p>\n\u003cblockquote>\u003cp>The problem is that when disadvantaged children run into trouble in school, either academically or behaviorally, most schools respond by imposing more control on them, not less. This diminishes their fragile sense of autonomy. As these students fall behind their peers academically, they feel less and less competent. And if their relationships with their teachers are wary or even contentious, they are less likely to experience the kind of relatedness that Deci and Ryan describe as being so powerfully motivating for young people in the classroom. Once students reach that point, no collection of material incentives or punishments is going to motivate them, at least not in a deep or sustained way.\u003c/p>\n\u003cp>All of which brings me back to the question of how to help children develop those mysterious noncognitive capacities. If we want students to act in ways that will maximize their future opportunities—to persevere through challenges, to delay gratification, to control their impulses—we need to consider what might motivate them to take those difficult steps. What Deci and Ryan’s research suggests is that students will be more likely to display these positive academic habits when they are in an environment where they feel a sense of belonging, independence, and growth—or, to use Deci and Ryan’s language, where they experience relatedness, autonomy, and competence.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>While many educators now recognize that \"noncognitive\" factors that affect how a student thinks about his or her abilities are important to learning academic content, there's little consensus about how teachers can help build those qualities. Some districts are trying to include noncognitive factors in\u003ca href=\"http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html\"> measures of school effectiveness\u003c/a>, while other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/01/what-character-strengths-should-educators-focus-on-and-how/\">certain character qualities\u003c/a> as part of their mission.\u003c/p>\n\u003cp>Educators are trying to figure out how to motivate students to work hard in school and to help them see the rewards for that hard work as a real possibility. But that work is particularly challenging as the public school population becomes increasingly low income and children often come to school having experienced chronic stress or trauma in their home lives that significantly impact their ability to \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\">regulate emotions\u003c/a>, focus, and deescalate situations.\u003c/p>\n\u003cp>In an \u003ca href=\"http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\">in-depth article\u003c/a> in \u003cem>The Atlantic\u003c/em>, Paul Tough digs into how schools can act on neuroscience and psychology research that reveals a complicated relationship between student motivation, mindsets about belonging and autonomy, and cognitive development. Tough writes:\u003c/p>\n\u003cblockquote>\u003cp>The problem is that when disadvantaged children run into trouble in school, either academically or behaviorally, most schools respond by imposing more control on them, not less. This diminishes their fragile sense of autonomy. As these students fall behind their peers academically, they feel less and less competent. And if their relationships with their teachers are wary or even contentious, they are less likely to experience the kind of relatedness that Deci and Ryan describe as being so powerfully motivating for young people in the classroom. Once students reach that point, no collection of material incentives or punishments is going to motivate them, at least not in a deep or sustained way.\u003c/p>\n\u003cp>All of which brings me back to the question of how to help children develop those mysterious noncognitive capacities. If we want students to act in ways that will maximize their future opportunities—to persevere through challenges, to delay gratification, to control their impulses—we need to consider what might motivate them to take those difficult steps. What Deci and Ryan’s research suggests is that students will be more likely to display these positive academic habits when they are in an environment where they feel a sense of belonging, independence, and growth—or, to use Deci and Ryan’s language, where they experience relatedness, autonomy, and competence.\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Let's pretend I asked you to run a mile as fast as you can.\u003c/p>\n\u003cp>Now let's pretend I asked you to run a mile as fast as you can, and if you broke nine minutes, you'd get $90.\u003c/p>\n\u003cp>Which mile do you think would be faster?\u003c/p>\n\u003cp>A \u003ca href=\"https://works.bepress.com/jeffrey_livingston/19/\">new study suggests\u003c/a> that students taking a test behave like you or me: They do better with a little incentive. Dollars and cents, that is.\u003c/p>\n\u003cp>Jeff Livingston, the lead author of the study, is a professor of economics at Bentley University in Waltham, Mass. He also happens to be the husband of a high-school teacher, which makes him privy to a lot of discussion about the impact of high-stakes tests on the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I hear my wife and other teacher friends express concerns all the time about teacher evaluation systems which use standardized tests as part of the metric,\" he says. \"They constantly worry that such tests do not accurately measure what their students have learned.\"\u003c/p>\n\u003cp>Livingston set up a randomized, controlled trial. He reasoned that, if test performance increased substantially with a cash incentive, that would mean that typical standardized tests, given without the bonus, don't measure what students really know.\u003c/p>\n\u003cp>His subjects were students in nine middle and elementary schools in Chicago Heights, Ill. They were judged, based on previous performance, to be at risk of scoring below the passing mark on state reading and math tests.\u003c/p>\n\u003cp>The students were given a baseline test, then offered a tutor for about nine weeks. In various conditions of the study, a $90 reward was offered to children, their parents or their tutors, or was split among them.\u003c/p>\n\u003cp>At the end of the trial period, students took a \"probe:\" a test with about 20 questions. They were repeatedly reminded by their tutors, including right before taking the test, about the reward.\u003c/p>\n\u003cp>The test was given within a week of an official district test covering the same material, to which no incentives were attached.\u003c/p>\n\u003cp>Sure enough, students scored \"substantially better\" on the tests for which they, their tutor or their parent stood to gain. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I hear my wife and other teacher friends express concerns all the time about teacher evaluation systems which use standardized tests as part of the metric,\" he says. \"They constantly worry that such tests do not accurately measure what their students have learned.\"\u003c/p>\n\u003cp>Livingston set up a randomized, controlled trial. He reasoned that, if test performance increased substantially with a cash incentive, that would mean that typical standardized tests, given without the bonus, don't measure what students really know.\u003c/p>\n\u003cp>His subjects were students in nine middle and elementary schools in Chicago Heights, Ill. They were judged, based on previous performance, to be at risk of scoring below the passing mark on state reading and math tests.\u003c/p>\n\u003cp>The students were given a baseline test, then offered a tutor for about nine weeks. 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}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"order": 3
},
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},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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},
"link": "/radio/program/bbc-world-service",
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"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
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"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
"link": "/podcasts/closealltabs",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
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