window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_33372": {
"type": "attachments",
"id": "mindshift_33372",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "33372",
"found": true
},
"parent": 33358,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project-400x219.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 219
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project-320x175.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 175
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project.jpg",
"width": 640,
"height": 350
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1389320312,
"modified": 1551831007,
"caption": null,
"description": null,
"title": "morris-justice-project",
"credit": "\u003ca href=\"http://morrisjustice.org/\">Morris Justice Project\u003c/a>/Public Science Project",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_33508": {
"type": "attachments",
"id": "mindshift_33508",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "33508",
"found": true
},
"parent": 33503,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/7352097814_a360b91dea_c-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/7352097814_a360b91dea_c-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/7352097814_a360b91dea_c-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/7352097814_a360b91dea_c.jpg",
"width": 800,
"height": 532
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/7352097814_a360b91dea_c-768x511.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 511
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/7352097814_a360b91dea_c-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/7352097814_a360b91dea_c-800x532.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 532
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/7352097814_a360b91dea_c-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/7352097814_a360b91dea_c-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2014/01/7352097814_a360b91dea_c-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1390001981,
"modified": 1390001981,
"caption": null,
"description": null,
"title": "7352097814_a360b91dea_c",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_33129": {
"type": "attachments",
"id": "mindshift_33129",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "33129",
"found": true
},
"parent": 33055,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1387324663,
"modified": 1387324663,
"caption": null,
"description": null,
"title": "erinscott_-7183",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_32712": {
"type": "attachments",
"id": "mindshift_32712",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "32712",
"found": true
},
"parent": 31615,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-400x161.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 161
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-320x129.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 129
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z.jpg",
"width": 640,
"height": 258
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1384800149,
"modified": 1384800149,
"caption": null,
"description": null,
"title": "3333915724_72f7480cca_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_31838": {
"type": "attachments",
"id": "mindshift_31838",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "31838",
"found": true
},
"parent": 31728,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1380823757,
"modified": 1380823757,
"caption": null,
"description": null,
"title": "aspiration",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"katrinaschwartz": {
"type": "authors",
"id": "234",
"meta": {
"index": "authors_1716337520",
"id": "234",
"found": true
},
"name": "Katrina Schwartz",
"firstName": "Katrina",
"lastName": "Schwartz",
"slug": "katrinaschwartz",
"email": "kschwartz@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "Producer",
"bio": "Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.",
"avatar": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twitter": "kschwart",
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Katrina Schwartz | KQED",
"description": "Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/katrinaschwartz"
},
"luba": {
"type": "authors",
"id": "4537",
"meta": {
"index": "authors_1716337520",
"id": "4537",
"found": true
},
"name": "Luba Vangelova",
"firstName": "Luba",
"lastName": "Vangelova",
"slug": "luba",
"email": "luba@catalystcommunicationsllc.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Luba Vangelova’s work has appeared in numerous print, online and broadcast media outlets, including The New York Times, Smithsonian, The Atlantic, and Salon. She is also working on a book about self-directed learning. Her web site is \u003ca title=\"Luba Vangelova\" href=\"http://www.LubaVangelova.com\" target=\"_blank\">www.LubaVangelova.com\u003c/a>. She also posts on \u003ca title=\"@LubaSays\" href=\"http://www.twitter.com/LubaSays\" target=\"_blank\">Twitter\u003c/a> and on her official \u003ca title=\"Facebook - Luba Vangelova\" href=\"http://www.facebook.com/LubaSays\" target=\"_blank\">Facebook\u003c/a> page.",
"avatar": "https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g",
"twitter": "LubaSays",
"facebook": null,
"instagram": null,
"linkedin": "lvangelova",
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Luba Vangelova | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/luba"
}
},
"pagesReducer": {
"mindshift_category_motivation": {
"type": "terms",
"id": "mindshift_20827",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20827",
"score": 13.89212
},
"featImg": null,
"name": "Motivation",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Motivation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20105,
"slug": "motivation",
"isLoading": false,
"title": "Motivation",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 5
},
"blocks": [
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=motivation",
"seeMore": false,
"paginated": true,
"page": 5
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_36446": {
"type": "posts",
"id": "mindshift_36446",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "36446",
"score": null,
"sort": [
1405346440000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1405346440,
"format": "aside",
"disqusTitle": "This Is What a Student-Designed School Looks Like",
"title": "This Is What a Student-Designed School Looks Like",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_36686\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36686\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Independence-640x326.jpg\" alt=\"Independence Project/ image from Charles Tsai's movie\" width=\"640\" height=\"326\">\u003cfigcaption class=\"wp-caption-text\">The Independent Project/ image from Charles Tsai's movie\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Sam Levin was a junior at Monument Mountain Regional High School in Great Barrington, Mass., he realized that two things were in short supply at his school: engagement and mastery. He also noticed that he and his peers were learning plenty of information, but not much about how to gather or create their own data. And he noticed that students were unhappy. So he took it upon himself to design a school where students would feel fully engaged, have an opportunity to develop expertise in something, and learn how to learn.\u003c/p>\n\u003cp>“He came up with a plan where the core areas could still be studied, but in a way where students were more of the driving force,” explains guidance counselor Mike Powell. The administration decided to take a chance on a semester-long pilot project, and The Independent Project debuted in the fall of 2010.\u003c/p>\n\u003cp>The pilot involved eight students — sophomores, juniors and seniors — chosen on the basis of written applications and interviews. “The idea was that it was for students who could manage their time well, were looking for something more than the traditional program, and had a passion for learning,” says Powell, who served as the group’s primary adviser. Academic performance didn’t matter — the group included straight-A students as well as students who were failing many of their classes. The group was fairly diverse in other ways, too, with the students hailing from a range of blue-collar and white-collar family backgrounds.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It really establishes an idea of what self-motivation is. There is critiquing, but it all comes back to you. That’s really valuable.”\u003c/aside>\n\u003cp>Their time, other than daily group meetings, was theirs to manage. “This was pretty unheard of — teens being alone most of the day,” Powell notes.\u003c/p>\n\u003cp>They explored math, science, social science and literature topics that interested them, choosing one question each week, researching it, and presenting their findings to the group. They also chose books to read, discuss and write about in some form; worked on a semester-long individual project on a subject that excited them (the only requirement was that the project require effort, learning and mastery); and collaborated on a three-week-long group endeavor (they decided to\u003ca href=\"https://www.youtube.com/watch?v=MTmH1wS2NJY\"> make a video about education and their project\u003c/a>). They were responsible for giving a final presentation about their project, which helped to give them a specific goal to work toward.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As the adviser, Powell checked in with the group every morning; he also offered logistical support and helped the students locate resources. Three other faculty members — a science teacher, a math teacher and a social science teacher — served as an advisory committee, meeting with the students for one period a day to help them in whatever way was needed, such as to talk through some of the more complex ideas presented in a research book. The students also consulted other teachers and outside experts as needed. When members of the community were asked to share their knowledge, “the vast majority of the time, they came running,” Powell says.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ALONG THE WAY\u003c/strong>\u003c/p>\n\u003cp>The program encountered some bumps. “We struggled with how to do peer-to-peer constructive criticism,” Powell says. “It’s a bit different in a classroom, where there’s a teacher setting boundaries and helping create structure. They found doing that with peers challenging. But that was a big part of the program—they had to be accountable for what they were doing. … They’re teens, so to think that at that age they will always make good choices and manage their time well is not realistic. Even adults aren’t like that.”\u003c/p>\n\u003cp>It was also difficult for some other faculty members to accept that students were earning credit for such an amorphous undertaking. So the group tried to be transparent and made their final presentations — which ran the gamut from performances to cooking a large meal — open to the public.\u003c/p>\n\u003cp>At the end of the semester, “everyone was satisfied - the parents, the students, and the school,” Powell says. The project’s “\u003ca href=\"https://docs.google.com/file/d/0B7amqLdzA9QHMWh1SnhDZld4NHc/edit\" target=\"_blank\">White Paper\u003c/a>” notes that parents “were very aware of what was going on in the program because the kids were talking about school at home much more than they ever had in the past.”\u003c/p>\n\u003cp>“There were so many moments where you could see students being inspired,” Powell says. “And they learned that with that much control comes a great deal of responsibility, to manage time and be accountable.”\u003c/p>\n\u003cfigure id=\"attachment_36688\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36688\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/420637_10150621450629293_1505357092_n-300x452.jpg\" alt=\"Sam Levin, creator of the Independence Project.\" width=\"300\" height=\"452\">\u003cfigcaption class=\"wp-caption-text\">Sam Levin, creator of the Independent Project.\u003c/figcaption>\u003c/figure>\n\u003cp>The school chose to continue the program, which runs for one semester each year and involves nine to 12 students who receive credit and a pass/fail. “It was really risky, because we didn’t know how colleges would interpret this on a transcript,” Powell says. “But so far we’ve had only an overwhelmingly positive response,” including from highly selective colleges, such as Oxford and Williams, that have accepted graduates.\u003c/p>\n\u003cp>Nevertheless, not a lot of students apply to participate in the project. “They know it involves more work [than taking regular classes] and that they have to push themselves to do it,” says science teacher Daniel Gray, who served as the group’s primary adviser this year. (He also had prior experience with this type of model—he had studied democratic education and then helped introduce some of those principles to a public middle school.)\u003c/p>\n\u003cp>Most high school students are neither interested nor ready for such an experience, he says. But he adds: “I think that if they had been given progressively more responsibility over the years, they would be ready. My seventh- and eighth-graders, after a year or two, they got it, and they were more mature than you would expect them to be at that age.”\u003c/p>\n\u003cp>\u003cstrong>APPLYING LESSONS LEARNED\u003c/strong>\u003c/p>\n\u003cp>Although some teachers at Monument Mountain remain skeptical, the majority of them now support the program. Some have even copied elements of it, for example letting English students choose which books to read. It has also spawned “positive” discussions about the most appropriate role for teachers, Powell says.\u003c/p>\n\u003cp>There have been a number of refinements over the years. One has been to hold the program in the spring, to avoid a sudden and tough transition back to taking regular classes where students can no longer control what they’re learning. And the number of faculty assigned to the project was reduced to three and then (for scheduling reasons) two. Each group has also introduced its own twist — this year the students had even more leeway and no subject-area requirements. The constants have been the weekly research question, the books component, and the individual endeavor, which has ranged from vocational pursuits such as building a kayak, to artistic tasks such as writing a novel, to scientific explorations such as examining how Western and Eastern medicine deal differently with Lyme disease.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Securing assistance from teachers sometimes proved challenging. “It’s something most students aren’t used to doing,” says Logan Malik, a just-graduated senior who organized the program this year. “Instead of a teacher telling you what to do, you’re telling the teacher what you’re learning, what you want information on, and when you want to meet. And then they would have to do some prep.” Nevertheless, “teachers were very willing to help us, even if it was on their own time.” (The students also served as “a first-grade support group for each other,” Gray says.)\u003c/p>\n\u003cp>Although he’s heading to college to study pre-med, Logan’s individual endeavor this spring was to learn classical guitar. He watched a YouTube tutorial to learn the proper fingering and then practiced about four hours a day. He says he would never have been able to dive into the activity like this if he’d continued with his rigorous course load, and learning it over a summer wouldn’t have been as productive without a group and some structure. The Independent Project work kept him busy, he says, “but the busy-ness was easier to get through, compared to slaving through something you don’t want to be doing and don’t value as much.”\u003c/p>\n\u003cp>The stress was also less, because the evaluations (other than the final pass/fail) were formative rather than summative — intended not to judge, but to help students improve their work.\u003c/p>\n\u003cp>It was challenging sometimes to stay on task to meet deadlines that were not enforced by authorities, Malik says, “but we did well overall.” The students tried to be flexible and fair, and to account for the natural ebb and flow in people’s attention and motivation levels, as well as unexpected complications. Extensions were granted to students who asked for more time to research a question. “Once the person was given an extra week, they felt they needed to do more, and they worked hard,” Malik notes. Other times individuals were given a pass to give them a chance to get back on track. In the past, when tensions have arisen or the group’s energy has seemed particularly low, the group has literally taken a hike, while discussing their goals and potential improvements to the program.\u003c/p>\n\u003cp>Malik enjoyed many of his regular classes and sees this program as a complement rather than a complete replacement for them. “For a lot of subjects, like chemistry, it’s good to be taught by someone, so the structure of the class helps. And in social science, it’s good to be introduced to ideas by someone who understands those ideas really well.” But The Independent Project offers benefits that aren’t available in an adult-led classroom, he adds. “It really establishes an idea of what self-motivation is. There is critiquing, but it all comes back to you. That’s really valuable.”\u003c/p>\n\u003cp>\u003cstrong>CHANGES IN STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Students who have gone through the program ask more questions and have a greater awareness of how to answer them; construct their questions more carefully; became more thoughtful in the way they consider ideas and evaluate sources; and became better at managing their time.\u003c/p>\n\u003cp>The “White Paper” also notes that the project instills a “sense of ownership of their education has stayed with the students long after the program ended. Although some students have continued to struggle academically, feedback from parents has suggested that they are pursuing more interests outside of school than they were before The Independent Project.”\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>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003cp>It continues: “That is not to say no one will fail; any program or system will contain failure. In fact, in the pilot of the Independent Project one student struggled to complete the work, and did not receive full credit for the program … The goal, then, is to not make The Independent Project so that no one fails, but to make it so fewer people fail than in the current system, and to make success in The Independent Project carry more intellectual meaning than success often does in the current system.”\u003c/p>\n\u003cp>The program doesn’t require a lot of additional resources, and other public schools have visited Monument Valley to find out how to replicate it. (A professional filmmaker has also \u003ca href=\"https://www.youtube.com/watch?v=RElUmGI5gLc\">produced a video about it.\u003c/a>) Powell says it requires administrators who are open to focusing education on students, rather than teachers or a curriculum. But he offers a caution: “Because the focus is on the student, that’s where you need to start. This came from a student and was pushed by him, through all the red tape. A program like this probably won’t be terribly successful if it’s teacher-driven. If a group of adults want to replicate this, ... I would have conversations with the students about it, and see how they respond and where they take it. If students are interested in the concept, it will guide itself.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Meet some of the students in this video created by Charles Tsai.\u003cbr>\n[youtube http://www.youtube.com/watch?v=RElUmGI5gLc]\u003c/p>\n\n",
"disqusIdentifier": "36446 http://blogs.kqed.org/mindshift/?p=36446",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/07/14/this-is-what-a-student-designed-school-looks-like/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2124,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 33
},
"modified": 1464995343,
"excerpt": "The Independent Project is a result of a high school student's mission to create a school where students would feel fully engaged, have an opportunity to develop expertise in something, and learn how to learn.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The Independent Project is a result of a high school student's mission to create a school where students would feel fully engaged, have an opportunity to develop expertise in something, and learn how to learn.",
"title": "This Is What a Student-Designed School Looks Like | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "This Is What a Student-Designed School Looks Like",
"datePublished": "2014-07-14T07:00:40-07:00",
"dateModified": "2016-06-03T16:09:03-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "this-is-what-a-student-designed-school-looks-like",
"status": "publish",
"path": "/mindshift/36446/this-is-what-a-student-designed-school-looks-like",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36686\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-36686\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Independence-640x326.jpg\" alt=\"Independence Project/ image from Charles Tsai's movie\" width=\"640\" height=\"326\">\u003cfigcaption class=\"wp-caption-text\">The Independent Project/ image from Charles Tsai's movie\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Sam Levin was a junior at Monument Mountain Regional High School in Great Barrington, Mass., he realized that two things were in short supply at his school: engagement and mastery. He also noticed that he and his peers were learning plenty of information, but not much about how to gather or create their own data. And he noticed that students were unhappy. So he took it upon himself to design a school where students would feel fully engaged, have an opportunity to develop expertise in something, and learn how to learn.\u003c/p>\n\u003cp>“He came up with a plan where the core areas could still be studied, but in a way where students were more of the driving force,” explains guidance counselor Mike Powell. The administration decided to take a chance on a semester-long pilot project, and The Independent Project debuted in the fall of 2010.\u003c/p>\n\u003cp>The pilot involved eight students — sophomores, juniors and seniors — chosen on the basis of written applications and interviews. “The idea was that it was for students who could manage their time well, were looking for something more than the traditional program, and had a passion for learning,” says Powell, who served as the group’s primary adviser. Academic performance didn’t matter — the group included straight-A students as well as students who were failing many of their classes. The group was fairly diverse in other ways, too, with the students hailing from a range of blue-collar and white-collar family backgrounds.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It really establishes an idea of what self-motivation is. There is critiquing, but it all comes back to you. That’s really valuable.”\u003c/aside>\n\u003cp>Their time, other than daily group meetings, was theirs to manage. “This was pretty unheard of — teens being alone most of the day,” Powell notes.\u003c/p>\n\u003cp>They explored math, science, social science and literature topics that interested them, choosing one question each week, researching it, and presenting their findings to the group. They also chose books to read, discuss and write about in some form; worked on a semester-long individual project on a subject that excited them (the only requirement was that the project require effort, learning and mastery); and collaborated on a three-week-long group endeavor (they decided to\u003ca href=\"https://www.youtube.com/watch?v=MTmH1wS2NJY\"> make a video about education and their project\u003c/a>). They were responsible for giving a final presentation about their project, which helped to give them a specific goal to work toward.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As the adviser, Powell checked in with the group every morning; he also offered logistical support and helped the students locate resources. Three other faculty members — a science teacher, a math teacher and a social science teacher — served as an advisory committee, meeting with the students for one period a day to help them in whatever way was needed, such as to talk through some of the more complex ideas presented in a research book. The students also consulted other teachers and outside experts as needed. When members of the community were asked to share their knowledge, “the vast majority of the time, they came running,” Powell says.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ALONG THE WAY\u003c/strong>\u003c/p>\n\u003cp>The program encountered some bumps. “We struggled with how to do peer-to-peer constructive criticism,” Powell says. “It’s a bit different in a classroom, where there’s a teacher setting boundaries and helping create structure. They found doing that with peers challenging. But that was a big part of the program—they had to be accountable for what they were doing. … They’re teens, so to think that at that age they will always make good choices and manage their time well is not realistic. Even adults aren’t like that.”\u003c/p>\n\u003cp>It was also difficult for some other faculty members to accept that students were earning credit for such an amorphous undertaking. So the group tried to be transparent and made their final presentations — which ran the gamut from performances to cooking a large meal — open to the public.\u003c/p>\n\u003cp>At the end of the semester, “everyone was satisfied - the parents, the students, and the school,” Powell says. The project’s “\u003ca href=\"https://docs.google.com/file/d/0B7amqLdzA9QHMWh1SnhDZld4NHc/edit\" target=\"_blank\">White Paper\u003c/a>” notes that parents “were very aware of what was going on in the program because the kids were talking about school at home much more than they ever had in the past.”\u003c/p>\n\u003cp>“There were so many moments where you could see students being inspired,” Powell says. “And they learned that with that much control comes a great deal of responsibility, to manage time and be accountable.”\u003c/p>\n\u003cfigure id=\"attachment_36688\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36688\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/420637_10150621450629293_1505357092_n-300x452.jpg\" alt=\"Sam Levin, creator of the Independence Project.\" width=\"300\" height=\"452\">\u003cfigcaption class=\"wp-caption-text\">Sam Levin, creator of the Independent Project.\u003c/figcaption>\u003c/figure>\n\u003cp>The school chose to continue the program, which runs for one semester each year and involves nine to 12 students who receive credit and a pass/fail. “It was really risky, because we didn’t know how colleges would interpret this on a transcript,” Powell says. “But so far we’ve had only an overwhelmingly positive response,” including from highly selective colleges, such as Oxford and Williams, that have accepted graduates.\u003c/p>\n\u003cp>Nevertheless, not a lot of students apply to participate in the project. “They know it involves more work [than taking regular classes] and that they have to push themselves to do it,” says science teacher Daniel Gray, who served as the group’s primary adviser this year. (He also had prior experience with this type of model—he had studied democratic education and then helped introduce some of those principles to a public middle school.)\u003c/p>\n\u003cp>Most high school students are neither interested nor ready for such an experience, he says. But he adds: “I think that if they had been given progressively more responsibility over the years, they would be ready. My seventh- and eighth-graders, after a year or two, they got it, and they were more mature than you would expect them to be at that age.”\u003c/p>\n\u003cp>\u003cstrong>APPLYING LESSONS LEARNED\u003c/strong>\u003c/p>\n\u003cp>Although some teachers at Monument Mountain remain skeptical, the majority of them now support the program. Some have even copied elements of it, for example letting English students choose which books to read. It has also spawned “positive” discussions about the most appropriate role for teachers, Powell says.\u003c/p>\n\u003cp>There have been a number of refinements over the years. One has been to hold the program in the spring, to avoid a sudden and tough transition back to taking regular classes where students can no longer control what they’re learning. And the number of faculty assigned to the project was reduced to three and then (for scheduling reasons) two. Each group has also introduced its own twist — this year the students had even more leeway and no subject-area requirements. The constants have been the weekly research question, the books component, and the individual endeavor, which has ranged from vocational pursuits such as building a kayak, to artistic tasks such as writing a novel, to scientific explorations such as examining how Western and Eastern medicine deal differently with Lyme disease.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Securing assistance from teachers sometimes proved challenging. “It’s something most students aren’t used to doing,” says Logan Malik, a just-graduated senior who organized the program this year. “Instead of a teacher telling you what to do, you’re telling the teacher what you’re learning, what you want information on, and when you want to meet. And then they would have to do some prep.” Nevertheless, “teachers were very willing to help us, even if it was on their own time.” (The students also served as “a first-grade support group for each other,” Gray says.)\u003c/p>\n\u003cp>Although he’s heading to college to study pre-med, Logan’s individual endeavor this spring was to learn classical guitar. He watched a YouTube tutorial to learn the proper fingering and then practiced about four hours a day. He says he would never have been able to dive into the activity like this if he’d continued with his rigorous course load, and learning it over a summer wouldn’t have been as productive without a group and some structure. The Independent Project work kept him busy, he says, “but the busy-ness was easier to get through, compared to slaving through something you don’t want to be doing and don’t value as much.”\u003c/p>\n\u003cp>The stress was also less, because the evaluations (other than the final pass/fail) were formative rather than summative — intended not to judge, but to help students improve their work.\u003c/p>\n\u003cp>It was challenging sometimes to stay on task to meet deadlines that were not enforced by authorities, Malik says, “but we did well overall.” The students tried to be flexible and fair, and to account for the natural ebb and flow in people’s attention and motivation levels, as well as unexpected complications. Extensions were granted to students who asked for more time to research a question. “Once the person was given an extra week, they felt they needed to do more, and they worked hard,” Malik notes. Other times individuals were given a pass to give them a chance to get back on track. In the past, when tensions have arisen or the group’s energy has seemed particularly low, the group has literally taken a hike, while discussing their goals and potential improvements to the program.\u003c/p>\n\u003cp>Malik enjoyed many of his regular classes and sees this program as a complement rather than a complete replacement for them. “For a lot of subjects, like chemistry, it’s good to be taught by someone, so the structure of the class helps. And in social science, it’s good to be introduced to ideas by someone who understands those ideas really well.” But The Independent Project offers benefits that aren’t available in an adult-led classroom, he adds. “It really establishes an idea of what self-motivation is. There is critiquing, but it all comes back to you. That’s really valuable.”\u003c/p>\n\u003cp>\u003cstrong>CHANGES IN STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Students who have gone through the program ask more questions and have a greater awareness of how to answer them; construct their questions more carefully; became more thoughtful in the way they consider ideas and evaluate sources; and became better at managing their time.\u003c/p>\n\u003cp>The “White Paper” also notes that the project instills a “sense of ownership of their education has stayed with the students long after the program ended. Although some students have continued to struggle academically, feedback from parents has suggested that they are pursuing more interests outside of school than they were before The Independent Project.”\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>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003cp>It continues: “That is not to say no one will fail; any program or system will contain failure. In fact, in the pilot of the Independent Project one student struggled to complete the work, and did not receive full credit for the program … The goal, then, is to not make The Independent Project so that no one fails, but to make it so fewer people fail than in the current system, and to make success in The Independent Project carry more intellectual meaning than success often does in the current system.”\u003c/p>\n\u003cp>The program doesn’t require a lot of additional resources, and other public schools have visited Monument Valley to find out how to replicate it. (A professional filmmaker has also \u003ca href=\"https://www.youtube.com/watch?v=RElUmGI5gLc\">produced a video about it.\u003c/a>) Powell says it requires administrators who are open to focusing education on students, rather than teachers or a curriculum. But he offers a caution: “Because the focus is on the student, that’s where you need to start. This came from a student and was pushed by him, through all the red tape. A program like this probably won’t be terribly successful if it’s teacher-driven. If a group of adults want to replicate this, ... I would have conversations with the students about it, and see how they respond and where they take it. If students are interested in the concept, it will guide itself.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Meet some of the students in this video created by Charles Tsai.\u003cbr>\n\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/RElUmGI5gLc'\n title='//www.youtube.com/embed/RElUmGI5gLc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/36446/this-is-what-a-student-designed-school-looks-like",
"authors": [
"4537"
],
"categories": [
"mindshift_192",
"mindshift_20827"
],
"tags": [
"mindshift_1040",
"mindshift_797",
"mindshift_20557"
],
"label": "mindshift"
},
"mindshift_33358": {
"type": "posts",
"id": "mindshift_33358",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "33358",
"score": null,
"sort": [
1390402832000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1390402832,
"format": "aside",
"disqusTitle": "Students Conduct Their Own Groundbreaking Research About Learning",
"title": "Students Conduct Their Own Groundbreaking Research About Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_33372\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-33372 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/morris-justice-project.jpg\" alt=\"\" width=\"640\" height=\"350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project-400x219.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project-320x175.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"http://morrisjustice.org/\">Morris Justice Project\u003c/a>/Public Science Project \u003ccite>(\u003ca href=\"http://morrisjustice.org/\">Morris Justice Project\u003c/a>/Public Science Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most education studies involve academic researchers coming into schools trying to figure out the answer to a predetermined question. But what if students themselves helped shape questions about their own school reality -- \u003cem>and\u003c/em> learned the social science tools to research those important questions?\u003c/p>\n\u003cp>That's what the \u003ca href=\"http://publicscienceproject.org/about/what-we-do/\" target=\"_blank\" rel=\"noopener\">Public Science Project\u003c/a> is doing with students. The group, primarily located in New York City, approaches the experiences of students as a crucial kind of expertise that helps inform the research and makes it more authentic. To capture the information, academic researchers train school-aged young people in statistics and research methods so they can participate equally in conducting studies on education.\u003c/p>\n\u003cp>In one iconic project called \u003ca href=\"http://publicscienceproject.org/echoes-of-brown/\" target=\"_blank\" rel=\"noopener\">\u003cem>Echos of Brown 50 Years Later\u003c/em>\u003c/a>, students and researchers delved into the history of Brown vs. Board of Education, interviewed civil rights leaders, and surveyed more than 10,000 youth nationwide about their experiences of subtle segregation in school. The group of 13 students represented various socio-economic levels and came from suburban and urban New York and New Jersey. Together, they created a multimedia expression of how their personal stories fit into the history of inequality, including spoken word, interpretive dance, and an interactive multimedia book that has since been used in teacher training. \u003cem>Echos of Brown \u003c/em>is just one outcome of the \u003ca href=\"http://publicscienceproject.org/opportunity_gap_projec/\" target=\"_blank\" rel=\"noopener\">Opportunity Gap Project\u003c/a>, a longer running effort to involve the area's youth in research about education inequity.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\u003cspan style=\"color: #808080\">\u003cem>\u003cem>and in the classrooms, the imbalance is subtle,\u003cbr>\nundercurrents in hallways.\u003cbr>\nAP classes on the top floor, special ed. in the basement.\u003cbr>\nand although over half the faces in the yearbook\u003cbr>\nare darker than mine,\u003cbr>\non the third floor, everyone looks like me.\u003cbr>\nso it seems glass ceilings are often concrete...\u003c/em>\u003c/em>\u003c/span>\u003c/strong>\u003cstrong>\u003cspan style=\"color: #808080\">\u003cem>although brown faces fill the hallways,\u003c/em>\u003c/span>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cspan style=\"color: #808080\">\u003cem>administrators don’t know their names,\u003c/em>\u003c/span>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cspan style=\"color: #808080\">\u003cem>they are just the free ticket to funding,\u003c/em>\u003c/span>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cspan style=\"color: #808080\">\u003cem>and this is not their school. -- \u003cspan style=\"color: #000000\">Kendra Urdang, Echos of Brown\u003c/span>\u003c/em>\u003c/span>\u003c/strong>\u003c/aside>\n\u003cp>Public Science Project has been enlisting the help of young people and motivating them to engage in research in large part because they value what students bring to the table. Researchers expect students to be equal partners in the task and have found that they rise to that challenge. To understand complicated issues, like how inequality is perpetuated in the school system, the Public Science Project tries to recruit students from diverse ethnic, socio-economic, and religious backgrounds. They're interested in the kids who have dropped out of school as well as the ones struggling to get through it.\u003c/p>\n\u003cp>The organization conducts two-day research camps (usually on weekends) to bring students up to speed on methods training, interviews, focus groups, survey design, and participant observation. Some students receive high school or college credits for their work, while others get paid. This model offers interesting insights for educators struggling to motivate and challenge learners that seem disengaged or disinterested in learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“One of the presumptions of our work is that people actually desire to learn and be engaged,” said \u003ca href=\"http://publicscienceproject.org/michelle_fine/\" target=\"_blank\" rel=\"noopener\">Michelle Fine\u003c/a>, a graduate school professor of social/personality psychology at CUNY Graduate Center and a co-founder of the Public Science Project. She empathizes with teachers stressed out by testing regimes and frustrated by kids who don’t seem to value an education. “If you went to those schools it would be easy to assume that those kids don’t care about learning,” Fine said. But that’s because it's hard to care when no one expects anything from you. “We are under-recognizing that the context is creating those dynamics,” she said.\u003c/p>\n\u003cp>Expecting more from students and giving them the support to meet those expectations results in strong, thoughtful work from students whose teachers have sometimes given up on them. “We believe that expertise is widely distributed, but legitimacy is not,” Fine said at \u003ca href=\"https://www.bigideasfest.org/\" target=\"_blank\" rel=\"noopener\">Big Ideas Fest\u003c/a> 2013. Paying young people for their expertise is a way of validating it, while giving them the chance to make a difference.\u003c/p>\n\u003cp>[contextly_sidebar id=\"46a4fa3bacbddcd604a50f849c6097ab\"]\u003c/p>\n\u003cp>“They’re really into it especially if one of the product is a video or a website or a book for younger kids,” Fine said. “Especially for poor kids, there’s a deep sense of responsibility for the next generation.”\u003c/p>\n\u003cp>Fine and her colleagues find students by connecting with social service organizations that cater to youth in a variety of ways -- everything from schools to homeless shelters. When Public Science Project teams visit schools, her researchers hang around, looking for the kids on the margins, not always the ones the school wants to offer up.\u003c/p>\n\u003cp>Other research the Public Science Project has conducted with students includes documenting racial disparities in both special education classes and disciplinary action, and the negative consequences of high-stakes testing for English Language Learners. Youth researchers even wrote a “\u003ca href=\"http://publicscienceproject.org/131-2/\" target=\"_blank\" rel=\"noopener\">Youth-to-Youth College Guide\u003c/a>.” They've documented a spike in high-school \u003ca href=\"http://publicscienceproject.org/gateway_getaway_project/\" target=\"_blank\" rel=\"noopener\">students seeking GEDs \u003c/a>instead of finishing four-year high school degrees, which they believe is linked to the pressure high stakes testing puts on schools. Poor and minority youth who don't do well on the tests are instead pushed towards the GED, even as its value diminishes.\u003c/p>\n\u003cp>\u003cstrong>INNOVATION RUN AMOK?\u003c/strong>\u003c/p>\n\u003cp>Her extensive work with students who have been let down by school has made Fine apprehensive about the calls for change dominating education discussions. Educators are looking for new and innovative ways to teach, partly because they are inspired and partly because the Common Core State Standards require a different type of teaching. But within this time of change, Fine worries the foundation of community-based, public education will get lost. “I work in the communities where innovations come and go,” Fine said. “Who is accountable when innovation fails?”\u003c/p>\n\u003caside class=\"pullquote alignright\">Expecting more from students and giving them the support to meet those expectations results in strong, thoughtful work from students whose teachers have sometimes given up on them.\u003c/aside>\n\u003cp>For many people, the word innovation connotes positive things: change for the better, new ways of approaching problems, and something different from the status quo. But Fine has been involved in education long enough to have seen many versions of \"innovation\" rise and fall.\u003c/p>\n\u003cp>“Education innovation used to be the small schools movement, where alternatives were developed that were public, that were transparent and that actually took the hardest to educate kids and created very different settings to support their development,” Fine said. Now, the language of innovation has been tweaked to largely reside outside the public sector. “It leaves behind the community, the practitioners and the justice principles that grew it,” she said.\u003c/p>\n\u003cp>“For me innovation should actually have a deep participatory element, a broad perception of expertise, and ultimately should be owned eventually by the people it was designed to help,” Fine said. That definition closely mirrors the principles of her research. She believes that if innovation is more inclusive and respectful of multiple kinds of wisdom, then it won’t become detached from the community and will have a greater chance of sustaining itself.\u003c/p>\n\u003cp>That’s an important message when it comes to scaling good ideas. “When I think about scale, I think about something that can go deep and across so we don’t abandon those communities where they are rooted,” Fine said. She’s adamant that solutions can’t be divorced from local context and that what works in one community might not in another.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Like her research, Fine believes that innovating within schools must be a participatory process and that it will take time. But ultimately the change that can come of a process rooted in community will last longer because its participants will own their successes and be accountable for failures.\u003c/p>\n\n",
"disqusIdentifier": "33358 http://blogs.kqed.org/mindshift/?p=33358",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/01/22/for-more-authentic-research-about-learning-enlist-students-as-partners/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1333,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1551831256,
"excerpt": "Public Science Project has been successful at enlisting the help of young people and motivating them to engage in highly academic work in large part because they value what those youth bring to the table. This model offers interesting insights for educators struggling to motivate and challenge learners that seem disengaged or disinterested in learning.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Public Science Project has been successful at enlisting the help of young people and motivating them to engage in highly academic work in large part because they value what those youth bring to the table. This model offers interesting insights for educators struggling to motivate and challenge learners that seem disengaged or disinterested in learning.",
"title": "Students Conduct Their Own Groundbreaking Research About Learning | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Students Conduct Their Own Groundbreaking Research About Learning",
"datePublished": "2014-01-22T07:00:32-08:00",
"dateModified": "2019-03-05T16:14:16-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "for-more-authentic-research-about-learning-enlist-students-as-partners",
"status": "publish",
"path": "/mindshift/33358/for-more-authentic-research-about-learning-enlist-students-as-partners",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33372\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-33372 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/morris-justice-project.jpg\" alt=\"\" width=\"640\" height=\"350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project-400x219.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/morris-justice-project-320x175.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"http://morrisjustice.org/\">Morris Justice Project\u003c/a>/Public Science Project \u003ccite>(\u003ca href=\"http://morrisjustice.org/\">Morris Justice Project\u003c/a>/Public Science Project)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most education studies involve academic researchers coming into schools trying to figure out the answer to a predetermined question. But what if students themselves helped shape questions about their own school reality -- \u003cem>and\u003c/em> learned the social science tools to research those important questions?\u003c/p>\n\u003cp>That's what the \u003ca href=\"http://publicscienceproject.org/about/what-we-do/\" target=\"_blank\" rel=\"noopener\">Public Science Project\u003c/a> is doing with students. The group, primarily located in New York City, approaches the experiences of students as a crucial kind of expertise that helps inform the research and makes it more authentic. To capture the information, academic researchers train school-aged young people in statistics and research methods so they can participate equally in conducting studies on education.\u003c/p>\n\u003cp>In one iconic project called \u003ca href=\"http://publicscienceproject.org/echoes-of-brown/\" target=\"_blank\" rel=\"noopener\">\u003cem>Echos of Brown 50 Years Later\u003c/em>\u003c/a>, students and researchers delved into the history of Brown vs. Board of Education, interviewed civil rights leaders, and surveyed more than 10,000 youth nationwide about their experiences of subtle segregation in school. The group of 13 students represented various socio-economic levels and came from suburban and urban New York and New Jersey. Together, they created a multimedia expression of how their personal stories fit into the history of inequality, including spoken word, interpretive dance, and an interactive multimedia book that has since been used in teacher training. \u003cem>Echos of Brown \u003c/em>is just one outcome of the \u003ca href=\"http://publicscienceproject.org/opportunity_gap_projec/\" target=\"_blank\" rel=\"noopener\">Opportunity Gap Project\u003c/a>, a longer running effort to involve the area's youth in research about education inequity.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\u003cspan style=\"color: #808080\">\u003cem>\u003cem>and in the classrooms, the imbalance is subtle,\u003cbr>\nundercurrents in hallways.\u003cbr>\nAP classes on the top floor, special ed. in the basement.\u003cbr>\nand although over half the faces in the yearbook\u003cbr>\nare darker than mine,\u003cbr>\non the third floor, everyone looks like me.\u003cbr>\nso it seems glass ceilings are often concrete...\u003c/em>\u003c/em>\u003c/span>\u003c/strong>\u003cstrong>\u003cspan style=\"color: #808080\">\u003cem>although brown faces fill the hallways,\u003c/em>\u003c/span>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cspan style=\"color: #808080\">\u003cem>administrators don’t know their names,\u003c/em>\u003c/span>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cspan style=\"color: #808080\">\u003cem>they are just the free ticket to funding,\u003c/em>\u003c/span>\u003c/strong>\u003cbr>\n\u003cstrong>\u003cspan style=\"color: #808080\">\u003cem>and this is not their school. -- \u003cspan style=\"color: #000000\">Kendra Urdang, Echos of Brown\u003c/span>\u003c/em>\u003c/span>\u003c/strong>\u003c/aside>\n\u003cp>Public Science Project has been enlisting the help of young people and motivating them to engage in research in large part because they value what students bring to the table. Researchers expect students to be equal partners in the task and have found that they rise to that challenge. To understand complicated issues, like how inequality is perpetuated in the school system, the Public Science Project tries to recruit students from diverse ethnic, socio-economic, and religious backgrounds. They're interested in the kids who have dropped out of school as well as the ones struggling to get through it.\u003c/p>\n\u003cp>The organization conducts two-day research camps (usually on weekends) to bring students up to speed on methods training, interviews, focus groups, survey design, and participant observation. Some students receive high school or college credits for their work, while others get paid. This model offers interesting insights for educators struggling to motivate and challenge learners that seem disengaged or disinterested in learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“One of the presumptions of our work is that people actually desire to learn and be engaged,” said \u003ca href=\"http://publicscienceproject.org/michelle_fine/\" target=\"_blank\" rel=\"noopener\">Michelle Fine\u003c/a>, a graduate school professor of social/personality psychology at CUNY Graduate Center and a co-founder of the Public Science Project. She empathizes with teachers stressed out by testing regimes and frustrated by kids who don’t seem to value an education. “If you went to those schools it would be easy to assume that those kids don’t care about learning,” Fine said. But that’s because it's hard to care when no one expects anything from you. “We are under-recognizing that the context is creating those dynamics,” she said.\u003c/p>\n\u003cp>Expecting more from students and giving them the support to meet those expectations results in strong, thoughtful work from students whose teachers have sometimes given up on them. “We believe that expertise is widely distributed, but legitimacy is not,” Fine said at \u003ca href=\"https://www.bigideasfest.org/\" target=\"_blank\" rel=\"noopener\">Big Ideas Fest\u003c/a> 2013. Paying young people for their expertise is a way of validating it, while giving them the chance to make a difference.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“They’re really into it especially if one of the product is a video or a website or a book for younger kids,” Fine said. “Especially for poor kids, there’s a deep sense of responsibility for the next generation.”\u003c/p>\n\u003cp>Fine and her colleagues find students by connecting with social service organizations that cater to youth in a variety of ways -- everything from schools to homeless shelters. When Public Science Project teams visit schools, her researchers hang around, looking for the kids on the margins, not always the ones the school wants to offer up.\u003c/p>\n\u003cp>Other research the Public Science Project has conducted with students includes documenting racial disparities in both special education classes and disciplinary action, and the negative consequences of high-stakes testing for English Language Learners. Youth researchers even wrote a “\u003ca href=\"http://publicscienceproject.org/131-2/\" target=\"_blank\" rel=\"noopener\">Youth-to-Youth College Guide\u003c/a>.” They've documented a spike in high-school \u003ca href=\"http://publicscienceproject.org/gateway_getaway_project/\" target=\"_blank\" rel=\"noopener\">students seeking GEDs \u003c/a>instead of finishing four-year high school degrees, which they believe is linked to the pressure high stakes testing puts on schools. Poor and minority youth who don't do well on the tests are instead pushed towards the GED, even as its value diminishes.\u003c/p>\n\u003cp>\u003cstrong>INNOVATION RUN AMOK?\u003c/strong>\u003c/p>\n\u003cp>Her extensive work with students who have been let down by school has made Fine apprehensive about the calls for change dominating education discussions. Educators are looking for new and innovative ways to teach, partly because they are inspired and partly because the Common Core State Standards require a different type of teaching. But within this time of change, Fine worries the foundation of community-based, public education will get lost. “I work in the communities where innovations come and go,” Fine said. “Who is accountable when innovation fails?”\u003c/p>\n\u003caside class=\"pullquote alignright\">Expecting more from students and giving them the support to meet those expectations results in strong, thoughtful work from students whose teachers have sometimes given up on them.\u003c/aside>\n\u003cp>For many people, the word innovation connotes positive things: change for the better, new ways of approaching problems, and something different from the status quo. But Fine has been involved in education long enough to have seen many versions of \"innovation\" rise and fall.\u003c/p>\n\u003cp>“Education innovation used to be the small schools movement, where alternatives were developed that were public, that were transparent and that actually took the hardest to educate kids and created very different settings to support their development,” Fine said. Now, the language of innovation has been tweaked to largely reside outside the public sector. “It leaves behind the community, the practitioners and the justice principles that grew it,” she said.\u003c/p>\n\u003cp>“For me innovation should actually have a deep participatory element, a broad perception of expertise, and ultimately should be owned eventually by the people it was designed to help,” Fine said. That definition closely mirrors the principles of her research. She believes that if innovation is more inclusive and respectful of multiple kinds of wisdom, then it won’t become detached from the community and will have a greater chance of sustaining itself.\u003c/p>\n\u003cp>That’s an important message when it comes to scaling good ideas. “When I think about scale, I think about something that can go deep and across so we don’t abandon those communities where they are rooted,” Fine said. She’s adamant that solutions can’t be divorced from local context and that what works in one community might not in another.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Like her research, Fine believes that innovating within schools must be a participatory process and that it will take time. But ultimately the change that can come of a process rooted in community will last longer because its participants will own their successes and be accountable for failures.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/33358/for-more-authentic-research-about-learning-enlist-students-as-partners",
"authors": [
"234"
],
"categories": [
"mindshift_192",
"mindshift_20827"
],
"tags": [
"mindshift_1040",
"mindshift_20613",
"mindshift_989",
"mindshift_20557"
],
"featImg": "mindshift_33372",
"label": "mindshift"
},
"mindshift_33503": {
"type": "posts",
"id": "mindshift_33503",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "33503",
"score": null,
"sort": [
1390238415000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1390238415,
"format": "aside",
"disqusTitle": "For Poor Students, Why College Should Be More Than A Path to Upward Mobility",
"title": "For Poor Students, Why College Should Be More Than A Path to Upward Mobility",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Educators often try to motivate students to work hard in school by emphasizing that college is the best path towards economic and social mobility. In \u003ca href=\"http://www.theatlantic.com/education/archive/2014/01/the-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility/283120/\" target=\"_blank\">his Atlantic article,\u003c/a> Andrew Simmons questions whether that should be the motivating factor for students from less-privileged backgrounds. Getting a college education isn't just about earning money in the future, it's also about intellectual passion.\u003c/p>\n\u003cp>\"College should be 'sold' to all students as an opportunity to experience an intellectual awakening. All students should learn that privilege is connected to the pursuit of passions. People are privileged to follow their hearts in life, to spend their time crafting an identity instead of simply surviving. Access to higher education means that your values and interests can govern your choices.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://cdn.theatlantic.com/static/newsroom/img/mt/2014/01/AP070917043021/lead_large.jpg?mzi0cu\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.theatlantic.com/education/archive/2014/01/the-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility/283120/\" target=\"_blank\">The Danger of Telling Poor Kids That College Is the Key to Social Mobility\u003c/a>A 12th-grader wrote a college admissions essay about wanting to pursue a career in oceanography. Let's call her Isabella. A few months ago, we edited it in my classroom during lunch. The writing was good, but plenty of 17-year-olds fantasize about swimming with whales.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.theatlantic.com%2Feducation%2Farchive%2F2014%2F01%2Fthe-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility%2F283120%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.theatlantic.com\" target=\"_blank\">Theatlantic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "33503 http://blogs.kqed.org/mindshift/?p=33503",
"disqusUrl": "https://ww2.kqed.org/mindshift/2014/01/20/for-poor-students-why-college-should-be-more-than-a-path-to-upward-mobility/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 190,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 6
},
"modified": 1390250176,
"excerpt": "Educators often try to motivate students to work hard in school by emphasizing that college is the best path towards economic and social mobility. But getting a college education isn't just about earning money in the future, it's also about intellectual passion.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Educators often try to motivate students to work hard in school by emphasizing that college is the best path towards economic and social mobility. But getting a college education isn't just about earning money in the future, it's also about intellectual passion.",
"title": "For Poor Students, Why College Should Be More Than A Path to Upward Mobility | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "For Poor Students, Why College Should Be More Than A Path to Upward Mobility",
"datePublished": "2014-01-20T09:20:15-08:00",
"dateModified": "2014-01-20T12:36:16-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "for-poor-students-why-college-should-be-more-than-a-path-to-upward-mobility",
"status": "publish",
"path": "/mindshift/33503/for-poor-students-why-college-should-be-more-than-a-path-to-upward-mobility",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators often try to motivate students to work hard in school by emphasizing that college is the best path towards economic and social mobility. In \u003ca href=\"http://www.theatlantic.com/education/archive/2014/01/the-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility/283120/\" target=\"_blank\">his Atlantic article,\u003c/a> Andrew Simmons questions whether that should be the motivating factor for students from less-privileged backgrounds. Getting a college education isn't just about earning money in the future, it's also about intellectual passion.\u003c/p>\n\u003cp>\"College should be 'sold' to all students as an opportunity to experience an intellectual awakening. All students should learn that privilege is connected to the pursuit of passions. People are privileged to follow their hearts in life, to spend their time crafting an identity instead of simply surviving. Access to higher education means that your values and interests can govern your choices.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://cdn.theatlantic.com/static/newsroom/img/mt/2014/01/AP070917043021/lead_large.jpg?mzi0cu\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.theatlantic.com/education/archive/2014/01/the-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility/283120/\" target=\"_blank\">The Danger of Telling Poor Kids That College Is the Key to Social Mobility\u003c/a>A 12th-grader wrote a college admissions essay about wanting to pursue a career in oceanography. Let's call her Isabella. A few months ago, we edited it in my classroom during lunch. The writing was good, but plenty of 17-year-olds fantasize about swimming with whales.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.theatlantic.com%2Feducation%2Farchive%2F2014%2F01%2Fthe-danger-of-telling-poor-kids-that-college-is-the-key-to-social-mobility%2F283120%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.theatlantic.com\" target=\"_blank\">Theatlantic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/33503/for-poor-students-why-college-should-be-more-than-a-path-to-upward-mobility",
"authors": [
"234"
],
"categories": [
"mindshift_20827",
"mindshift_1"
],
"tags": [
"mindshift_68",
"mindshift_20557"
],
"featImg": "mindshift_33508",
"label": "mindshift"
},
"mindshift_33055": {
"type": "posts",
"id": "mindshift_33055",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "33055",
"score": null,
"sort": [
1387378804000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1387378804,
"format": "aside",
"disqusTitle": "2013 Big Ideas in Education",
"title": "2013 Big Ideas in Education",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_33129\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/erinscott_-7183.jpg\" alt=\"erinscott_-7183\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It might feel overwhelming to keep track of the latest education trends, jargon, and ed-tech products. But for many educators -- and most MindShift readers -- the topic of focus that stays top-of-mind above the chatter is \u003cem>learning\u003c/em>. A look through the most popular MindShift posts this year reveals that, despite all the news about iPad rollouts and Common Core, the strongest thread of interest for our readers remains the topic of learning: student-directed learning, inquiry-based approaches to teaching, and the desire to help students learn how to learn in a changing world.\u003c/p>\n\u003cp>\u003cstrong>POSITIVE CONDITIONS FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>Adults can make a big impact on how students view their own learning process and capabilities, as described in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>. Research by Stanford professor Carol Dweck has shown that students who demonstrate a “growth mindset” about their abilities fare much better than those who believe their abilities in any given area are fixed -- that either they're smart or they're not. Educators and parents can help encourage a growth mindset by praising the effort children put into their work, not the byproduct.\u003c/p>\n\u003cp>“What we've shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not,” Dweck said. “It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” Her research also shows that girls are more susceptible to the fixed mindset than boys, especially when it comes to math. Dweck’s research asks educators and parents to think carefully about the messages they're sending to children, even at a young age. The praise a parent gives her child between the ages of one and three affects that child’s ability to overcome challenges five years later.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices.”\u003c/aside>\n\u003cp>Just as adults should be careful how and what they praise, they may also want to spend concentrated time helping kids ignore distractions and focus on a single task. In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">Age of Distraction: Why It's Crucial For Students to Learn How to Focus, \u003c/a>Daniel Goleman presents compelling research suggesting that the ability to focus has more impact on future success than socio-economic background or IQ. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy,” Goleman said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If children don’t learn to tune out distracting deluge of texts and online messages, they may not develop the neural pathways that lead to empathy, as well as the ability to stay on task and self-regulate. “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. Even as he advocates a “digital sabbath,” regular time away from devices to help gain balance, he recognizes devices themselves aren’t the enemy. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices,” Goleman said. “It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\u003cp>The same premise comes up again in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a> The article describes a study that showed that students stayed on task only 65 percent of the time in a 15-minute period -- even with the knowledge that researchers were watching their study habits. That has big consequences for learning. When students multitask while studying, they come away with a shallower and spottier understanding of the material. And while checking a quick text doesn’t seem like a big deal, neuroscientists point out that reading email and texts are complex mental tasks that use the same parts of the brain as listening to a lecture or reading. Neuroscientists don’t believe it’s possible to multitask two complicated tasks at the same time.\u003c/p>\n\u003cp>\u003cstrong>STUDENT INQUIRY AND INTEREST\u003c/strong>\u003c/p>\n\u003cp>Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you inspire them to care about it and draw parallels with their world then they care and remember.”\u003c/aside>\n\u003cp>Perhaps one of the most basic elements of inquiry-based learning -- though a crucial one -- is knowing when to step back, according to educator Diana Laufenberg, the primary source in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/a>. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe,” said Diana Laufenberg who taught history at Science Leadership Academy for many years. “Thankfully I got out of their way and let them do the work they were capable of.”\u003c/p>\n\u003cp>It’s also important to know when to step in. The inquiry process can provoke feelings of uncertainty, optimism, frustration, satisfaction, and disappointment, and in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">Tools to Help Students Learn How to Learn\u003c/a>, it becomes clear that educators are aware of key moments when a small intervention or offer of guidance can help mitigate emotions that might derail the student’s commitment to the project. One of the most difficult things about helping students learn how to learn is recognizing those small shifts in enthusiasm and energy and helping students to get beyond emotional roadblocks.\u003c/p>\n\u003cp>One of the most tried-and-true tactics -- learning through doing -- is the focus of another hugely popular article this year, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And Isn't\u003c/a>. The best kinds of projects, the article argues, allows discovery that's embedded in the project, not offered before it begins or after it ends. Many teachers have found the best way to achieve this goal is by connecting learning to the real-world problems and experiences of students. “If you inspire them to care about it and draw parallels with their world then they care and remember,” said Azul Terronez, eighth-grade Humanities teacher at High Tech High. This process takes a lot of teacher planning, but doesn’t require any “teaching,” just a lot of guidance and an authentic audience as motivation.\u003c/p>\n\u003cp>In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">How Teachers Can Sell Love of Learning to Students\u003c/a>, author Dan Pink says helping student find their own interests and passions resembles the job of a salesman. Pink, the author of \u003cem>To Sell Is Human,\u003c/em> argues against policies that standardize education and erase the power of individuals from the system. Standards-based learning and assessment make it easier for adults to evaluate children, Pink claims, but don’t necessarily lead to learning.\u003c/p>\n\u003cp>Busting open the standardized education system is the focus of another popular article,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/\"> A School With No Teachers, Where Students Teach Themselves.\u003c/a> Launched by telecommunications magnate in France, the school, called 42, is for young people between 18 and 30 and is based on the idea that no educator can foresee problems of the future, so students need to become self-sufficient, independent learners who are used to problem-solving without any parameters. The school hopes to develop creativity and innovative skills by remaining outside the standard French education system, and achieve a more equitable environment by doing so.\u003c/p>\n\u003cp>\u003cstrong>LISTS\u003c/strong>\u003c/p>\n\u003cp>MindShift readers love a meaty, informative list. One of the favorites this year,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\"> 10 Ways To Teach Innovation,\u003c/a> goes into detail about how teachers can inspire students by demonstrating a willingness to innovate themselves, by encouraging teamwork and by emphasizing skills and concepts over facts.\u003c/p>\n\u003cp>And for teachers always on the look-out for tech tools that will foster innovation, inquiry, and creativity, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 Free Web Tools Students and Teachers Should Know About\u003c/a> offers some smart ideas and strategies.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "33055 http://blogs.kqed.org/mindshift/?p=33055",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/12/18/mindshifts-big-ideas-of-2013-focus-on-learning/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1418,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 18
},
"modified": 1387559722,
"excerpt": "A look through the most popular MindShift posts this year reveals a strong interest in student-directed learning, inquiry-based approaches to teaching and the desire to help students learn how to learn in a changing world.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A look through the most popular MindShift posts this year reveals a strong interest in student-directed learning, inquiry-based approaches to teaching and the desire to help students learn how to learn in a changing world.",
"title": "2013 Big Ideas in Education | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "2013 Big Ideas in Education",
"datePublished": "2013-12-18T07:00:04-08:00",
"dateModified": "2013-12-20T09:15:22-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "mindshifts-big-ideas-of-2013-focus-on-learning",
"status": "publish",
"path": "/mindshift/33055/mindshifts-big-ideas-of-2013-focus-on-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33129\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/erinscott_-7183.jpg\" alt=\"erinscott_-7183\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It might feel overwhelming to keep track of the latest education trends, jargon, and ed-tech products. But for many educators -- and most MindShift readers -- the topic of focus that stays top-of-mind above the chatter is \u003cem>learning\u003c/em>. A look through the most popular MindShift posts this year reveals that, despite all the news about iPad rollouts and Common Core, the strongest thread of interest for our readers remains the topic of learning: student-directed learning, inquiry-based approaches to teaching, and the desire to help students learn how to learn in a changing world.\u003c/p>\n\u003cp>\u003cstrong>POSITIVE CONDITIONS FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>Adults can make a big impact on how students view their own learning process and capabilities, as described in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>. Research by Stanford professor Carol Dweck has shown that students who demonstrate a “growth mindset” about their abilities fare much better than those who believe their abilities in any given area are fixed -- that either they're smart or they're not. Educators and parents can help encourage a growth mindset by praising the effort children put into their work, not the byproduct.\u003c/p>\n\u003cp>“What we've shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not,” Dweck said. “It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” Her research also shows that girls are more susceptible to the fixed mindset than boys, especially when it comes to math. Dweck’s research asks educators and parents to think carefully about the messages they're sending to children, even at a young age. The praise a parent gives her child between the ages of one and three affects that child’s ability to overcome challenges five years later.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices.”\u003c/aside>\n\u003cp>Just as adults should be careful how and what they praise, they may also want to spend concentrated time helping kids ignore distractions and focus on a single task. In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">Age of Distraction: Why It's Crucial For Students to Learn How to Focus, \u003c/a>Daniel Goleman presents compelling research suggesting that the ability to focus has more impact on future success than socio-economic background or IQ. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy,” Goleman said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If children don’t learn to tune out distracting deluge of texts and online messages, they may not develop the neural pathways that lead to empathy, as well as the ability to stay on task and self-regulate. “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. Even as he advocates a “digital sabbath,” regular time away from devices to help gain balance, he recognizes devices themselves aren’t the enemy. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices,” Goleman said. “It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\u003cp>The same premise comes up again in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a> The article describes a study that showed that students stayed on task only 65 percent of the time in a 15-minute period -- even with the knowledge that researchers were watching their study habits. That has big consequences for learning. When students multitask while studying, they come away with a shallower and spottier understanding of the material. And while checking a quick text doesn’t seem like a big deal, neuroscientists point out that reading email and texts are complex mental tasks that use the same parts of the brain as listening to a lecture or reading. Neuroscientists don’t believe it’s possible to multitask two complicated tasks at the same time.\u003c/p>\n\u003cp>\u003cstrong>STUDENT INQUIRY AND INTEREST\u003c/strong>\u003c/p>\n\u003cp>Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you inspire them to care about it and draw parallels with their world then they care and remember.”\u003c/aside>\n\u003cp>Perhaps one of the most basic elements of inquiry-based learning -- though a crucial one -- is knowing when to step back, according to educator Diana Laufenberg, the primary source in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/a>. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe,” said Diana Laufenberg who taught history at Science Leadership Academy for many years. “Thankfully I got out of their way and let them do the work they were capable of.”\u003c/p>\n\u003cp>It’s also important to know when to step in. The inquiry process can provoke feelings of uncertainty, optimism, frustration, satisfaction, and disappointment, and in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">Tools to Help Students Learn How to Learn\u003c/a>, it becomes clear that educators are aware of key moments when a small intervention or offer of guidance can help mitigate emotions that might derail the student’s commitment to the project. One of the most difficult things about helping students learn how to learn is recognizing those small shifts in enthusiasm and energy and helping students to get beyond emotional roadblocks.\u003c/p>\n\u003cp>One of the most tried-and-true tactics -- learning through doing -- is the focus of another hugely popular article this year, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And Isn't\u003c/a>. The best kinds of projects, the article argues, allows discovery that's embedded in the project, not offered before it begins or after it ends. Many teachers have found the best way to achieve this goal is by connecting learning to the real-world problems and experiences of students. “If you inspire them to care about it and draw parallels with their world then they care and remember,” said Azul Terronez, eighth-grade Humanities teacher at High Tech High. This process takes a lot of teacher planning, but doesn’t require any “teaching,” just a lot of guidance and an authentic audience as motivation.\u003c/p>\n\u003cp>In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">How Teachers Can Sell Love of Learning to Students\u003c/a>, author Dan Pink says helping student find their own interests and passions resembles the job of a salesman. Pink, the author of \u003cem>To Sell Is Human,\u003c/em> argues against policies that standardize education and erase the power of individuals from the system. Standards-based learning and assessment make it easier for adults to evaluate children, Pink claims, but don’t necessarily lead to learning.\u003c/p>\n\u003cp>Busting open the standardized education system is the focus of another popular article,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/\"> A School With No Teachers, Where Students Teach Themselves.\u003c/a> Launched by telecommunications magnate in France, the school, called 42, is for young people between 18 and 30 and is based on the idea that no educator can foresee problems of the future, so students need to become self-sufficient, independent learners who are used to problem-solving without any parameters. The school hopes to develop creativity and innovative skills by remaining outside the standard French education system, and achieve a more equitable environment by doing so.\u003c/p>\n\u003cp>\u003cstrong>LISTS\u003c/strong>\u003c/p>\n\u003cp>MindShift readers love a meaty, informative list. One of the favorites this year,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\"> 10 Ways To Teach Innovation,\u003c/a> goes into detail about how teachers can inspire students by demonstrating a willingness to innovate themselves, by encouraging teamwork and by emphasizing skills and concepts over facts.\u003c/p>\n\u003cp>And for teachers always on the look-out for tech tools that will foster innovation, inquiry, and creativity, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 Free Web Tools Students and Teachers Should Know About\u003c/a> offers some smart ideas and strategies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/33055/mindshifts-big-ideas-of-2013-focus-on-learning",
"authors": [
"234"
],
"categories": [
"mindshift_192",
"mindshift_20827"
],
"tags": [
"mindshift_1040",
"mindshift_20512",
"mindshift_70",
"mindshift_797",
"mindshift_380",
"mindshift_256",
"mindshift_20557",
"mindshift_125"
],
"featImg": "mindshift_33129",
"label": "mindshift"
},
"mindshift_31615": {
"type": "posts",
"id": "mindshift_31615",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "31615",
"score": null,
"sort": [
1384799664000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1384799664,
"format": "aside",
"disqusTitle": "Choice Equals Power: How to Motivate Students to Learn",
"title": "Choice Equals Power: How to Motivate Students to Learn",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32712\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32712\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/3333915724_72f7480cca_z.jpg\" alt=\"3333915724_72f7480cca_z\" width=\"640\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-400x161.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-320x129.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Everyone is interested in something, it just may not be the thing we want them to be interested in,” said Larry Ferlazzo, an English and Social Studies teacher at Luther Burbank High School in Sacramento, California in a recent conversation with \u003ca href=\"http://www.stevehargadon.com/\">Steve Hargadon\u003c/a> on the \u003ca href=\"http://www.futureofeducation.com/\">Future of Education\u003c/a>. Ferlazzo exemplifies the hardworking public school teacher balancing the demands of high stakes testing with everything else he wants his students to learn. He’s spent a lot of time researching the science of learning and has written several books, the most recent called \u003cem>Self-Driven Learning: Teaching Strategies for Student Motivation\u003c/em>.\u003c/p>\n\u003cp>“One of the key elements of helping students develop more intrinsic motivation is developing relationships, knowing what students are genuinely interested in and being able to connect with that,” Ferlazzo said. He had a student with a long history of academic under-performance. When Ferlazzo asked the class to write a persuasive essay about the most challenging natural disaster in history, the student refused. But when Ferlazzo told him he could write persuasively on why the Raiders are the best football team, he got to work. His success on the assignment inspired him to write another persuasive essay for extra credit and to proudly show his mom his work.\u003c/p>\n\u003cp>“Unfortunately, often times in our schools, the standardization of both testing and lessons do not leave time for trying to help students develop that inner capacity,” Ferlazzo said. “It’s more let’s get through the chapters, whether it’s connected to students’ lives and their vision, or not.” Ferlazzo kept his eye on the goal of writing persuasively and was able to show flexibility that gave the student space to learn on his own terms.\u003c/p>\n\u003cp>\u003cstrong>GIVING STUDENTS GENUINE CHOICE\u003c/strong>\u003c/p>\n\u003cp>Ferlazzo’s school is Title I; all the students qualify for free and reduced lunch. Some of his students don’t know where they will be sleeping each night and life outside of school can feel out of control to many of them. Ferlazzo recognizes the external challenges his students face, but still tries to give them authentic choices within the classroom to help them develop intrinsic motivation to learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"a329dba49f2515fc078577340a6752e3\"]\u003c/p>\n\u003cp>“Clearly the more power students have, the better, assuming they are in a position to use it and they have good judgment when they use it,” Ferlazzo said. He’s a realist and is interested in solutions that work in the world as it exists today, not how they might work in a fantasy school that doesn’t exist yet. In his class, some easy ways to give students genuine choice include discussing the seating chart, allowing them to help decide how misbehavior should be punished or inviting input on the cafeteria menu.\u003c/p>\n\u003cp>“For a lot of our students, having them just involved in deciding what kind of homework to get is a good first step for developing a sense of power,” Ferlazzo said. And when they are given that opportunity to make the learning experience their own they care more. Ferlazzo challenges his students to think about why learning to read and write is important in their lives as they envision it. His students keep “life skills notebooks” to think through how what they learn in school connects to their experience of life.\u003c/p>\n\u003cp>\u003cstrong>DO NO HARM TEST PREP\u003c/strong>\u003c/p>\n\u003cp>Any public school teacher will say that tests loom large in the classroom. No Child Left Behind tied school funding to test scores in math and English Language Arts, subjects that have increasingly dominated classroom time. Preparing students for tests that matter for their advancement and future success is important, but Ferlazzo points to studies showing prolonged focus on test prep produces a short term bump in scores accompanied by a long term deterioration in achievement. Ferlazzo finds that approach unethical and a disservice to his students.\u003c/p>\n\u003cp>He still does test prep, but for only a handful of classes. Instead, he focuses on giving his students strategies to deal with high stakes, high stress situations in the future. “The reality of it is these are high stakes for all of us, and students can develop skills or knowledge about how to be focused in high stakes situations that they can apply to job interviews in the future and other high stakes situations,” Ferlazzo said.\u003c/p>\n\u003cp>Ten minutes before the test, Ferlazzo has his students write about a successful ancestor because research shows recalling a personal success can help increase motivation. He also has students talk to one another about something that interests them because it activates the brain, helping them to be a little more “on.” He also advocates that his students take the tests in a familiar place, somewhere comfortable. His students take the exam in the English classroom with him as their proctor.\u003c/p>\n\u003cp>\u003cstrong>THE REAL PERSONALIZED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Helping students to think about how they learn and to assess themselves is the Ferlazzo's big goal. “We want students to be able to see it in their self-interest to be thinking about their thinking when we’re not around, when they’re not even going to get graded on their meta-cognition and awareness,” he said. If students can do that, they will not only be more motivated, but they will have a deeper skill to take with them beyond the classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This version of personalized learning is quite different from the data-driven computer-based learning dominating education conversations today. Ferlazzo is all for data, but he doesn’t think tech-based data collectors are assessing some of the most critical data points. He’s thinking about the quality of student questions, whether they are relating topics to other things they’ve learned, and if they can effectively help a peer learn. Helping students to identify personal learning styles, tricks to improve research and studying and an awareness of how he or she learners, is much more personalized than any data report spit out by a computer.\u003c/p>\n\n",
"disqusIdentifier": "31615 http://blogs.kqed.org/mindshift/?p=31615",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/11/18/how-to-help-students-develop-the-motivation-to-learn/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1026,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1385427831,
"excerpt": "Public school teacher Larry Ferlazzo shares ideas and tips about how to balance curriculum needs, test prep and the bigger goal of helping students develop the motivation to learn for themselves.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Public school teacher Larry Ferlazzo shares ideas and tips about how to balance curriculum needs, test prep and the bigger goal of helping students develop the motivation to learn for themselves.",
"title": "Choice Equals Power: How to Motivate Students to Learn | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Choice Equals Power: How to Motivate Students to Learn",
"datePublished": "2013-11-18T10:34:24-08:00",
"dateModified": "2013-11-25T17:03:51-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-help-students-develop-the-motivation-to-learn",
"status": "publish",
"path": "/mindshift/31615/how-to-help-students-develop-the-motivation-to-learn",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32712\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32712\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/3333915724_72f7480cca_z.jpg\" alt=\"3333915724_72f7480cca_z\" width=\"640\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-400x161.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/3333915724_72f7480cca_z-320x129.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Everyone is interested in something, it just may not be the thing we want them to be interested in,” said Larry Ferlazzo, an English and Social Studies teacher at Luther Burbank High School in Sacramento, California in a recent conversation with \u003ca href=\"http://www.stevehargadon.com/\">Steve Hargadon\u003c/a> on the \u003ca href=\"http://www.futureofeducation.com/\">Future of Education\u003c/a>. Ferlazzo exemplifies the hardworking public school teacher balancing the demands of high stakes testing with everything else he wants his students to learn. He’s spent a lot of time researching the science of learning and has written several books, the most recent called \u003cem>Self-Driven Learning: Teaching Strategies for Student Motivation\u003c/em>.\u003c/p>\n\u003cp>“One of the key elements of helping students develop more intrinsic motivation is developing relationships, knowing what students are genuinely interested in and being able to connect with that,” Ferlazzo said. He had a student with a long history of academic under-performance. When Ferlazzo asked the class to write a persuasive essay about the most challenging natural disaster in history, the student refused. But when Ferlazzo told him he could write persuasively on why the Raiders are the best football team, he got to work. His success on the assignment inspired him to write another persuasive essay for extra credit and to proudly show his mom his work.\u003c/p>\n\u003cp>“Unfortunately, often times in our schools, the standardization of both testing and lessons do not leave time for trying to help students develop that inner capacity,” Ferlazzo said. “It’s more let’s get through the chapters, whether it’s connected to students’ lives and their vision, or not.” Ferlazzo kept his eye on the goal of writing persuasively and was able to show flexibility that gave the student space to learn on his own terms.\u003c/p>\n\u003cp>\u003cstrong>GIVING STUDENTS GENUINE CHOICE\u003c/strong>\u003c/p>\n\u003cp>Ferlazzo’s school is Title I; all the students qualify for free and reduced lunch. Some of his students don’t know where they will be sleeping each night and life outside of school can feel out of control to many of them. Ferlazzo recognizes the external challenges his students face, but still tries to give them authentic choices within the classroom to help them develop intrinsic motivation to learn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Clearly the more power students have, the better, assuming they are in a position to use it and they have good judgment when they use it,” Ferlazzo said. He’s a realist and is interested in solutions that work in the world as it exists today, not how they might work in a fantasy school that doesn’t exist yet. In his class, some easy ways to give students genuine choice include discussing the seating chart, allowing them to help decide how misbehavior should be punished or inviting input on the cafeteria menu.\u003c/p>\n\u003cp>“For a lot of our students, having them just involved in deciding what kind of homework to get is a good first step for developing a sense of power,” Ferlazzo said. And when they are given that opportunity to make the learning experience their own they care more. Ferlazzo challenges his students to think about why learning to read and write is important in their lives as they envision it. His students keep “life skills notebooks” to think through how what they learn in school connects to their experience of life.\u003c/p>\n\u003cp>\u003cstrong>DO NO HARM TEST PREP\u003c/strong>\u003c/p>\n\u003cp>Any public school teacher will say that tests loom large in the classroom. No Child Left Behind tied school funding to test scores in math and English Language Arts, subjects that have increasingly dominated classroom time. Preparing students for tests that matter for their advancement and future success is important, but Ferlazzo points to studies showing prolonged focus on test prep produces a short term bump in scores accompanied by a long term deterioration in achievement. Ferlazzo finds that approach unethical and a disservice to his students.\u003c/p>\n\u003cp>He still does test prep, but for only a handful of classes. Instead, he focuses on giving his students strategies to deal with high stakes, high stress situations in the future. “The reality of it is these are high stakes for all of us, and students can develop skills or knowledge about how to be focused in high stakes situations that they can apply to job interviews in the future and other high stakes situations,” Ferlazzo said.\u003c/p>\n\u003cp>Ten minutes before the test, Ferlazzo has his students write about a successful ancestor because research shows recalling a personal success can help increase motivation. He also has students talk to one another about something that interests them because it activates the brain, helping them to be a little more “on.” He also advocates that his students take the tests in a familiar place, somewhere comfortable. His students take the exam in the English classroom with him as their proctor.\u003c/p>\n\u003cp>\u003cstrong>THE REAL PERSONALIZED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Helping students to think about how they learn and to assess themselves is the Ferlazzo's big goal. “We want students to be able to see it in their self-interest to be thinking about their thinking when we’re not around, when they’re not even going to get graded on their meta-cognition and awareness,” he said. If students can do that, they will not only be more motivated, but they will have a deeper skill to take with them beyond the classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This version of personalized learning is quite different from the data-driven computer-based learning dominating education conversations today. Ferlazzo is all for data, but he doesn’t think tech-based data collectors are assessing some of the most critical data points. He’s thinking about the quality of student questions, whether they are relating topics to other things they’ve learned, and if they can effectively help a peer learn. Helping students to identify personal learning styles, tricks to improve research and studying and an awareness of how he or she learners, is much more personalized than any data report spit out by a computer.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/31615/how-to-help-students-develop-the-motivation-to-learn",
"authors": [
"234"
],
"categories": [
"mindshift_20827",
"mindshift_193"
],
"tags": [
"mindshift_797",
"mindshift_623",
"mindshift_20557"
],
"featImg": "mindshift_32712",
"label": "mindshift"
},
"mindshift_31728": {
"type": "posts",
"id": "mindshift_31728",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "31728",
"score": null,
"sort": [
1380823812000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1380823812,
"format": "aside",
"disqusTitle": "How to Help Kids Find Their Aspirations",
"title": "How to Help Kids Find Their Aspirations",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_31838\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/aspiration.jpg\" alt=\"aspiration\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Aspiration is often associated with a whimsical sense of dreaming about the future. The \u003ca href=\"http://www.qisa.org/\">Quaglia Institute for Student Aspirations\u003c/a>, an independent non-profit organization, defines aspiration as the ability to set goals for the future while maintaining the inspiration in the present to reach those goals. When a student has dreams for the future and is actively working towards them, she's in the “aspirational zone.” And in that state, student achievement increases.\u003c/p>\n\u003cp>A lot of kids have big dreams about what they want to do as adults -- whether that’s become a professional athlete or a teacher -- but no idea of what it takes to get there. Dreaming about the future is important, but without a plan, it often ends with just that -- a dream. “There is such a disconnect between the kids dreaming and the kids doing,” said Russ Quaglia, president and founder of the Quaglia Institute for Student Aspirations in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. Other students work very hard to complete all their assignments and participate in every group, but they have no vision for where they want that hard work to lead them. The trick is to find the sweet spot – what Quaglia calls the “aspiration state.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/six-ways-motivate-students-to-learn/\">Six Ways to Motivate Students to Learn\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>To do that, Quaglia suggests focusing on three guiding principles: self-worth, engagement, and purpose. Helping students work on these qualities will ultimately help them to feel academic motivation, a clear predictor of academic achievement.\u003c/p>\n\u003cp>\u003cstrong>SELF-WORTH\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s incredibly important for students to know that someone cares about them, that their presence matters. The Quaglia Institute has surveyed almost a million students about their perceptions of school. Fifty percent of students surveyed don’t think their teachers care if they're absent from class. “Half the students in our country don’t think we care if they even show up,” Quaglia said. Only 45 percent of students responded that they feel valued at school. That disconnection, or sense that they don’t fit in at school, is part of why kids drop out.\u003c/p>\n\u003cp>Helping students to feel that they belong and matter could be as simple as asking after a student’s well-being after an absence, or making sure he is caught up on the work. It could also mean being the person a student seeks out when life is particularly hard and also when it’s great. Every student needs at least one person like that in life, and teachers often become that support system.\u003c/p>\n\u003cp>\u003cstrong>ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Making sure kids are paying attention is another crucial factor. “We’re talking about making sure classes are fun and exciting,” said Quaglia. “What I mean is that they’re so engaged that they lose track of time and space.” When kids are engaged, teachers can try to instill and provoke a sense of curiosity and creativity in them. In many classes, this is not the case: 45 percent of students say they are bored in school and the same number say their classes help them understand daily life. Only 34 percent of students say their teachers know their hopes and dreams.\u003c/p>\n\u003cp>A huge part of engagement is getting students to have a spirit of adventure. They need to be willing to risk something and succeed. “We have not made it cool to be successful in school yet,” Quaglia said.\u003c/p>\n\u003cp>\u003cstrong>PURPOSE\u003c/strong>\u003c/p>\n\u003cp>Giving students real responsibility over their education makes them an actor in the school’s community and they begin to care more about what happens in school. If students can develop a sense that they not only matter, but have purpose, it can help them become more academically motivated. In the Qualia Institute survey, 94 percent of students believe they can be successful, but only 74 percent believe their teachers expect them to be successful. “The teacher’s expectations of kids are lower than the kids’ expectations of themselves,” Quaglia said. He finds that statistic especially disturbing.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-will-students-perform-depends-on-teachers-expectations/\">How Will Students Perform? Depends On Teachers' Expectations\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“I promote the notion of student voice, but then I feel like I’m banging my head against the wall when kids say they don’t think their teachers are willing to learn from them,” said Quaglia. Only 52 percent of students say their teachers are willing to learn from them. That disconnect is exactly why it’s so important to give students purpose. If they are genuinely heard by teachers they respect,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-will-students-perform-depends-on-teachers-expectations/\"> it can go a long way towards motivating them\u003c/a>.\u003c/p>\n\u003cp>By focusing on helping students develop a sense of self-worth, engage with school, and find purpose, teachers can nurture academic motivation. When they are motivated, they try to get good grades, put forward their best work and push themselves to improve. Students that responded that they are academically motivated were also likely to be performing better academically.\u003c/p>\n\u003cp>“Most kids are academically motivated, but the longer they’re in school the less academically motivated they become,” Quaglia said. Teachers have the power to reverse that trend, but it takes a recognition that students respond to every action or non-action.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Our choice isn’t whether we are going to be their heroes or not,” Quaglia said. “It’s whether we’re a good one or a bad one. Kids will pick us as heroes and we won’t even know it.” That knowledge doesn’t mean teachers have to become superhuman, but it does mean that building trust with students, learning their names, and sitting down with them can make all the difference.\u003c/p>\n\n",
"disqusIdentifier": "31728 http://blogs.kqed.org/mindshift/?p=31728",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/10/03/how-to-help-kids-find-their-aspirations/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 968,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1380823930,
"excerpt": "A lot of kids have big dreams about what they want to do as adults -- whether that’s become a professional athlete or a teacher -- but no idea of what it takes to get there. Here are ideas on how to help them find their aspirations.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A lot of kids have big dreams about what they want to do as adults -- whether that’s become a professional athlete or a teacher -- but no idea of what it takes to get there. Here are ideas on how to help them find their aspirations.",
"title": "How to Help Kids Find Their Aspirations | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How to Help Kids Find Their Aspirations",
"datePublished": "2013-10-03T11:10:12-07:00",
"dateModified": "2013-10-03T11:12:10-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-help-kids-find-their-aspirations",
"status": "publish",
"path": "/mindshift/31728/how-to-help-kids-find-their-aspirations",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31838\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/aspiration.jpg\" alt=\"aspiration\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/aspiration-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Aspiration is often associated with a whimsical sense of dreaming about the future. The \u003ca href=\"http://www.qisa.org/\">Quaglia Institute for Student Aspirations\u003c/a>, an independent non-profit organization, defines aspiration as the ability to set goals for the future while maintaining the inspiration in the present to reach those goals. When a student has dreams for the future and is actively working towards them, she's in the “aspirational zone.” And in that state, student achievement increases.\u003c/p>\n\u003cp>A lot of kids have big dreams about what they want to do as adults -- whether that’s become a professional athlete or a teacher -- but no idea of what it takes to get there. Dreaming about the future is important, but without a plan, it often ends with just that -- a dream. “There is such a disconnect between the kids dreaming and the kids doing,” said Russ Quaglia, president and founder of the Quaglia Institute for Student Aspirations in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. Other students work very hard to complete all their assignments and participate in every group, but they have no vision for where they want that hard work to lead them. The trick is to find the sweet spot – what Quaglia calls the “aspiration state.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/six-ways-motivate-students-to-learn/\">Six Ways to Motivate Students to Learn\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>To do that, Quaglia suggests focusing on three guiding principles: self-worth, engagement, and purpose. Helping students work on these qualities will ultimately help them to feel academic motivation, a clear predictor of academic achievement.\u003c/p>\n\u003cp>\u003cstrong>SELF-WORTH\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s incredibly important for students to know that someone cares about them, that their presence matters. The Quaglia Institute has surveyed almost a million students about their perceptions of school. Fifty percent of students surveyed don’t think their teachers care if they're absent from class. “Half the students in our country don’t think we care if they even show up,” Quaglia said. Only 45 percent of students responded that they feel valued at school. That disconnection, or sense that they don’t fit in at school, is part of why kids drop out.\u003c/p>\n\u003cp>Helping students to feel that they belong and matter could be as simple as asking after a student’s well-being after an absence, or making sure he is caught up on the work. It could also mean being the person a student seeks out when life is particularly hard and also when it’s great. Every student needs at least one person like that in life, and teachers often become that support system.\u003c/p>\n\u003cp>\u003cstrong>ENGAGEMENT\u003c/strong>\u003c/p>\n\u003cp>Making sure kids are paying attention is another crucial factor. “We’re talking about making sure classes are fun and exciting,” said Quaglia. “What I mean is that they’re so engaged that they lose track of time and space.” When kids are engaged, teachers can try to instill and provoke a sense of curiosity and creativity in them. In many classes, this is not the case: 45 percent of students say they are bored in school and the same number say their classes help them understand daily life. Only 34 percent of students say their teachers know their hopes and dreams.\u003c/p>\n\u003cp>A huge part of engagement is getting students to have a spirit of adventure. They need to be willing to risk something and succeed. “We have not made it cool to be successful in school yet,” Quaglia said.\u003c/p>\n\u003cp>\u003cstrong>PURPOSE\u003c/strong>\u003c/p>\n\u003cp>Giving students real responsibility over their education makes them an actor in the school’s community and they begin to care more about what happens in school. If students can develop a sense that they not only matter, but have purpose, it can help them become more academically motivated. In the Qualia Institute survey, 94 percent of students believe they can be successful, but only 74 percent believe their teachers expect them to be successful. “The teacher’s expectations of kids are lower than the kids’ expectations of themselves,” Quaglia said. He finds that statistic especially disturbing.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-will-students-perform-depends-on-teachers-expectations/\">How Will Students Perform? Depends On Teachers' Expectations\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“I promote the notion of student voice, but then I feel like I’m banging my head against the wall when kids say they don’t think their teachers are willing to learn from them,” said Quaglia. Only 52 percent of students say their teachers are willing to learn from them. That disconnect is exactly why it’s so important to give students purpose. If they are genuinely heard by teachers they respect,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-will-students-perform-depends-on-teachers-expectations/\"> it can go a long way towards motivating them\u003c/a>.\u003c/p>\n\u003cp>By focusing on helping students develop a sense of self-worth, engage with school, and find purpose, teachers can nurture academic motivation. When they are motivated, they try to get good grades, put forward their best work and push themselves to improve. Students that responded that they are academically motivated were also likely to be performing better academically.\u003c/p>\n\u003cp>“Most kids are academically motivated, but the longer they’re in school the less academically motivated they become,” Quaglia said. Teachers have the power to reverse that trend, but it takes a recognition that students respond to every action or non-action.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Our choice isn’t whether we are going to be their heroes or not,” Quaglia said. “It’s whether we’re a good one or a bad one. Kids will pick us as heroes and we won’t even know it.” That knowledge doesn’t mean teachers have to become superhuman, but it does mean that building trust with students, learning their names, and sitting down with them can make all the difference.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/31728/how-to-help-kids-find-their-aspirations",
"authors": [
"234"
],
"categories": [
"mindshift_192",
"mindshift_20827"
],
"tags": [
"mindshift_1040",
"mindshift_20557"
],
"featImg": "mindshift_31838",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"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.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"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",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"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": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"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",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"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.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"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.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"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": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"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",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"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",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"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": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"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",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"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": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"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",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=motivation": {
"isFetching": false,
"latestQuery": {
"from": 48,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 6,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 54,
"relation": "eq"
},
"items": [
"mindshift_36446",
"mindshift_33358",
"mindshift_33503",
"mindshift_33055",
"mindshift_31615",
"mindshift_31728"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_motivation": {
"isLoading": true
},
"mindshift_20827": {
"type": "terms",
"id": "mindshift_20827",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20827",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Motivation",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Motivation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20105,
"slug": "motivation",
"isLoading": false,
"link": "/mindshift/category/motivation"
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_797": {
"type": "terms",
"id": "mindshift_797",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "797",
"found": true
},
"relationships": {},
"featImg": null,
"name": "inquiry learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "inquiry learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 800,
"slug": "inquiry-learning",
"isLoading": false,
"link": "/mindshift/tag/inquiry-learning"
},
"mindshift_20557": {
"type": "terms",
"id": "mindshift_20557",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20557",
"found": true
},
"relationships": {},
"featImg": null,
"name": "student motivation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "student motivation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19834,
"slug": "student-motivation",
"isLoading": false,
"link": "/mindshift/tag/student-motivation"
},
"mindshift_20613": {
"type": "terms",
"id": "mindshift_20613",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20613",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Michelle Fine",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Michelle Fine Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19890,
"slug": "michelle-fine",
"isLoading": false,
"link": "/mindshift/tag/michelle-fine"
},
"mindshift_989": {
"type": "terms",
"id": "mindshift_989",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "989",
"found": true
},
"relationships": {},
"featImg": null,
"name": "participatory learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "participatory learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 994,
"slug": "participatory-learning",
"isLoading": false,
"link": "/mindshift/tag/participatory-learning"
},
"mindshift_1": {
"type": "terms",
"id": "mindshift_1",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Uncategorized",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Uncategorized Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1,
"slug": "uncategorized",
"isLoading": false,
"link": "/mindshift/category/uncategorized"
},
"mindshift_68": {
"type": "terms",
"id": "mindshift_68",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "68",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Higher Education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Higher Education Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 68,
"slug": "higher-education",
"isLoading": false,
"link": "/mindshift/tag/higher-education"
},
"mindshift_20512": {
"type": "terms",
"id": "mindshift_20512",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20512",
"found": true
},
"relationships": {},
"featImg": null,
"name": "growth mindset",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "growth mindset Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19789,
"slug": "growth-mindset",
"isLoading": false,
"link": "/mindshift/tag/growth-mindset"
},
"mindshift_70": {
"type": "terms",
"id": "mindshift_70",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "70",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Innovation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Innovation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 70,
"slug": "innovation",
"isLoading": false,
"link": "/mindshift/tag/innovation"
},
"mindshift_380": {
"type": "terms",
"id": "mindshift_380",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "380",
"found": true
},
"relationships": {},
"featImg": null,
"name": "multitasking",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "multitasking Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 381,
"slug": "multitasking",
"isLoading": false,
"link": "/mindshift/tag/multitasking"
},
"mindshift_256": {
"type": "terms",
"id": "mindshift_256",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "256",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Project Based Learning",
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"title": "Project Based Learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 256,
"slug": "project-based-learning",
"isLoading": false,
"link": "/mindshift/tag/project-based-learning"
},
"mindshift_125": {
"type": "terms",
"id": "mindshift_125",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "125",
"found": true
},
"relationships": {},
"featImg": null,
"name": "tech tools",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "tech tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 125,
"slug": "tech-tools",
"isLoading": false,
"link": "/mindshift/tag/tech-tools"
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_623": {
"type": "terms",
"id": "mindshift_623",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "623",
"found": true
},
"relationships": {},
"featImg": null,
"name": "passion-based learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "passion-based learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 626,
"slug": "passion-based-learning",
"isLoading": false,
"link": "/mindshift/tag/passion-based-learning"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
