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"content": "\u003cp>Cynicism is all around us; it’s contagious, and it can permeate an entire generation’s thinking quickly. Young people today are faced with mental health, physical health, social, democracy and climate crises in the classroom. And when crisis is all around us, it can be easy to fall into patterns of cynicism.\u003c/p>\n\u003cp>According to Jamil Zaki, a professor of psychology at Stanford University, Gen Z is the most cynical generation and this is learned behavior. An \u003ca href=\"https://www.kqed.org/mindshift/64886/the-benefits-of-raising-hopeful-kids-in-cynical-times\">uptick in cynicism\u003c/a> has also led to a glamorization of a cynical mindset or the illusion of the “cynical genius,” said Zaki at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain\u003c/a> conference earlier this year. Cynicism isn’t isolated to our attitudes; it can lead to chronic stress, earlier mortality, social division and extremism, and broken social relationships, Zaki added.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/12022760/wired-for-connection-what-science-tells-us-about-why-we-should-be-hopeful-even-in-hard-times\">But there’s hope\u003c/a> – or at least, the science of hope, a measurable ability to set goals, push forward and track your own path to completion of those goals, according to \u003ca href=\"https://www.uttyler.edu/directory/som-student-affairs/crystal-bryce.php\">Crystal Bryce\u003c/a>, an associate professor and assistant dean at The University of Texas at Tyler, who also presented at this year’s conference.\u003c/p>\n\u003cp>It wasn’t until Bryce was in the early stages of her career that she realized that hope could be measured. Previously, Bryce had done research focused on how to promote hope by studying the benefits of having a caring teacher, positive peer interactions and student motivation. But as it turns out, hope is tangible, “and it is something that we can teach,” Bryce told me.\u003c/p>\n\u003cp>This isn’t the type of hope that we use to define blanket optimism in our everyday life; this type of hope is a cognitive skill, Bryce continued, and it “helps us reach our goals by helping us identify how we get there.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Using \u003ca href=\"https://ppc.sas.upenn.edu/resources/questionnaires-researchers/adult-hope-scale\">Snyder’s Adult Hope Scale\u003c/a>, Bryce and her team were able to measure pathway thinking, which helps people get from a to b, and agency thinking, which demonstrates a person’s belief in their ability to reach their goals. Bryce’s team found that increased hope outcomes were related to greater academic achievement, reduced stress and anxiety; and for college students, increased hope was related to \u003ca href=\"https://www.npr.org/2023/06/17/1182941164/to-improve-student-retention-some-colleges-consider-ungrading\">higher retention rates\u003c/a> from their first to their second year of college.\u003c/p>\n\u003cp>Then, her team applied \u003ca href=\"https://www.kqed.org/mindshift/38827/why-understanding-obstacles-is-essential-to-achieving-goals\">WOOP\u003c/a> — wish, outcome, obstacle, plan — which creates a framework for hope in the classroom. Developed by psychologist Gabriele Oettingen, the WOOP method allows educators to guide students throughout an effective \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">goal-setting\u003c/a> process. The wish and outcome steps of WOOP are self explanatory; a basic scaffold for a project, lesson, or the school year can be created by having students state their goal and desired outcome.\u003c/p>\n\u003cp>According to Bryce, the obstacle and planning steps of the WOOP method are the most important. Identifying potential obstacles during goal setting allows students to think about the future and build extra scaffolding to help them reach their goals and desired outcomes. And planning practice helps to build students’ self-confidence — increasing their hopefulness, and strengthening their ability to pivot when faced with barriers.\u003c/p>\n\u003ch2>\u003cstrong>Extending Hope Into Later Years\u003c/strong>\u003c/h2>\n\u003cp>Hope isn’t just a scientific practice; it can also come organically. Young children are really good at having hope, said Bryce. Take a 4-year-old attempting and failing to climb to the top of a structure at the playground. They might fall, but they believe in their ability to reach their goal and will naturally get up to try again, and maybe even try again in a different way. As kids get older, Bryce continued, they start to doubt themselves and their ability to reach their goals. Bryce suggested that this could be due to growing cynicism in early adolescence, or a dwindling support system.\u003c/p>\n\u003cp>Bryce and fellow researchers have found that there is a marked decline in hope for adolescents in eighth grade. And this finding was consistent across countries. While there is no definitive answer for why the decline exists for this particular age group, Bryce postulated that the decrease could be related to a combination of puberty, developmental changes, and the generally difficult \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">transitional period between seventh and ninth grades\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, having a peer or older adult as a sounding board can help combat cynicism and keep you looking forward to the future, said Bryce. That sounding board isn’t necessarily there to commiserate or ruminate. “They’re going to say, ‘yeah let’s keep going; what is the next step?’” according to Bryce.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Cynicism is all around us; it’s contagious, and it can permeate an entire generation’s thinking quickly. Young people today are faced with mental health, physical health, social, democracy and climate crises in the classroom. And when crisis is all around us, it can be easy to fall into patterns of cynicism.\u003c/p>\n\u003cp>According to Jamil Zaki, a professor of psychology at Stanford University, Gen Z is the most cynical generation and this is learned behavior. An \u003ca href=\"https://www.kqed.org/mindshift/64886/the-benefits-of-raising-hopeful-kids-in-cynical-times\">uptick in cynicism\u003c/a> has also led to a glamorization of a cynical mindset or the illusion of the “cynical genius,” said Zaki at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain\u003c/a> conference earlier this year. Cynicism isn’t isolated to our attitudes; it can lead to chronic stress, earlier mortality, social division and extremism, and broken social relationships, Zaki added.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/12022760/wired-for-connection-what-science-tells-us-about-why-we-should-be-hopeful-even-in-hard-times\">But there’s hope\u003c/a> – or at least, the science of hope, a measurable ability to set goals, push forward and track your own path to completion of those goals, according to \u003ca href=\"https://www.uttyler.edu/directory/som-student-affairs/crystal-bryce.php\">Crystal Bryce\u003c/a>, an associate professor and assistant dean at The University of Texas at Tyler, who also presented at this year’s conference.\u003c/p>\n\u003cp>It wasn’t until Bryce was in the early stages of her career that she realized that hope could be measured. Previously, Bryce had done research focused on how to promote hope by studying the benefits of having a caring teacher, positive peer interactions and student motivation. But as it turns out, hope is tangible, “and it is something that we can teach,” Bryce told me.\u003c/p>\n\u003cp>This isn’t the type of hope that we use to define blanket optimism in our everyday life; this type of hope is a cognitive skill, Bryce continued, and it “helps us reach our goals by helping us identify how we get there.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Using \u003ca href=\"https://ppc.sas.upenn.edu/resources/questionnaires-researchers/adult-hope-scale\">Snyder’s Adult Hope Scale\u003c/a>, Bryce and her team were able to measure pathway thinking, which helps people get from a to b, and agency thinking, which demonstrates a person’s belief in their ability to reach their goals. Bryce’s team found that increased hope outcomes were related to greater academic achievement, reduced stress and anxiety; and for college students, increased hope was related to \u003ca href=\"https://www.npr.org/2023/06/17/1182941164/to-improve-student-retention-some-colleges-consider-ungrading\">higher retention rates\u003c/a> from their first to their second year of college.\u003c/p>\n\u003cp>Then, her team applied \u003ca href=\"https://www.kqed.org/mindshift/38827/why-understanding-obstacles-is-essential-to-achieving-goals\">WOOP\u003c/a> — wish, outcome, obstacle, plan — which creates a framework for hope in the classroom. Developed by psychologist Gabriele Oettingen, the WOOP method allows educators to guide students throughout an effective \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">goal-setting\u003c/a> process. The wish and outcome steps of WOOP are self explanatory; a basic scaffold for a project, lesson, or the school year can be created by having students state their goal and desired outcome.\u003c/p>\n\u003cp>According to Bryce, the obstacle and planning steps of the WOOP method are the most important. Identifying potential obstacles during goal setting allows students to think about the future and build extra scaffolding to help them reach their goals and desired outcomes. And planning practice helps to build students’ self-confidence — increasing their hopefulness, and strengthening their ability to pivot when faced with barriers.\u003c/p>\n\u003ch2>\u003cstrong>Extending Hope Into Later Years\u003c/strong>\u003c/h2>\n\u003cp>Hope isn’t just a scientific practice; it can also come organically. Young children are really good at having hope, said Bryce. Take a 4-year-old attempting and failing to climb to the top of a structure at the playground. They might fall, but they believe in their ability to reach their goal and will naturally get up to try again, and maybe even try again in a different way. As kids get older, Bryce continued, they start to doubt themselves and their ability to reach their goals. Bryce suggested that this could be due to growing cynicism in early adolescence, or a dwindling support system.\u003c/p>\n\u003cp>Bryce and fellow researchers have found that there is a marked decline in hope for adolescents in eighth grade. And this finding was consistent across countries. While there is no definitive answer for why the decline exists for this particular age group, Bryce postulated that the decrease could be related to a combination of puberty, developmental changes, and the generally difficult \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">transitional period between seventh and ninth grades\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, having a peer or older adult as a sounding board can help combat cynicism and keep you looking forward to the future, said Bryce. That sounding board isn’t necessarily there to commiserate or ruminate. “They’re going to say, ‘yeah let’s keep going; what is the next step?’” according to Bryce.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Georgia State University professor G. Sue Kasun taught a new course this summer, she used generative artificial intelligence to help her brainstorm.\u003c/p>\n\u003cp>Kasun, a professor of language, culture and education, teaches current and future language educators. And she used Gemini — Google’s generative AI chatbot — to come up with ideas for readings and activities for a course on integrating identity and culture in language education.\u003c/p>\n\u003cp>“There were suggestions of offering different choices like having students generate an image, having students write a poem. And these are things that I could maybe think of but we have limits on our time, which is probably our most valuable resource as faculty.”\u003c/p>\n\u003cp>Kasun also uses Gemini to create grading rubrics. She says she always checks to make sure that what it generates is accurate “and importantly representative of what my learning objectives are.”\u003c/p>\n\u003cp>It’s a massive time-saver, she says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kasun is one of an increasing number of higher education faculty using generative AI models in their work.\u003c/p>\n\u003cp>One \u003ca href=\"https://tytonpartners.com/time-for-class-2025/\" target=\"_blank\" rel=\"noopener\">national survey\u003c/a> of more than 1,800 higher education staff members conducted by consulting firm Tyton Partners earlier this year found that about 40% of administrators and 30% of instructions use generative AI daily or weekly — that’s up from just 2% and 4%, respectively, in the spring of 2023.\u003c/p>\n\u003cp>\u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-educators-use-claude\" target=\"_blank\" rel=\"noopener\">New research\u003c/a> from Anthropic — the company behind the AI chatbot Claude — suggests professors around the world are using AI for curriculum development, designing lessons, conducting research, writing grant proposals, managing budgets, grading student work and designing their own interactive learning tools, among other uses.\u003c/p>\n\u003cp>“When we looked into the data late last year, we saw that of all the ways people were using Claude, education made up two out of the top four use cases,” says Drew Bent, education lead at Anthropic and one of the researchers who led the study.\u003c/p>\n\u003cp>That includes both students and professors. Bent says those findings inspired a report on \u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-university-students-use-claude\" target=\"_blank\" rel=\"noopener\">how university students use the AI chatbot\u003c/a> and the most recent research on professor use of Claude.\u003c/p>\n\u003ch2>\u003cstrong>How professors are using AI \u003c/strong>\u003c/h2>\n\u003cp>Anthropic’s report is based on roughly 74,000 conversations that users with higher education email addresses had with Claude over an 11-day period in late May and early June of this year. The company used an automated tool to analyze the conversations.\u003c/p>\n\u003cp>The majority — or 57% of the conversations analyzed — related to curriculum development, like designing lesson plans and assignments. Bent says one of the more surprising findings was professors using Claude to develop interactive simulations for students, like web-based games.\u003c/p>\n\u003cp>“It’s helping write the code so that you can have an interactive simulation that you as an educator can share with students in your class for them to help understand a concept,” Bent says.\u003c/p>\n\u003cp>The second most common way professors used Claude was for academic research — this comprised 13% of conversations. Educators also used the AI chatbot to complete administrative tasks, including budget plans, drafting letters of recommendation and creating meeting agendas.\u003c/p>\n\u003cp>Their analysis suggests professors tend to automate more tedious and routine work, including financial and administrative tasks.\u003c/p>\n\u003cp>“But for other areas like teaching and lesson design, it was much more of a collaborative process, where the educators and the AI assistant are going back and forth and collaborating on it together,” Bent says.\u003c/p>\n\u003cp>The data comes with caveats – Anthropic \u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-educators-use-claude\" target=\"_blank\" rel=\"noopener\">published its findings\u003c/a> but did not release the full data behind them – including how many professors were in the analysis.\u003c/p>\n\u003cp>And the research captured a snapshot in time; the period studied encompassed the tail end of the academic year. Had they analyzed an 11-day period in October, Bent says, for example, the results could have been different.\u003c/p>\n\u003ch2>\u003cstrong>Grading student work with AI\u003c/strong>\u003c/h2>\n\u003cp>About 7% of the conversations Anthropic analyzed were about grading student work.\u003c/p>\n\u003cp>“When educators use AI for grading, they often automate a lot of it away, and they have AI do significant parts of the grading,” Bent says.\u003c/p>\n\u003cp>The company partnered with Northeastern University on this research – surveying 22 faculty members about how and why they use Claude. In their survey responses, university faculty said grading student work was the task the chatbot was least effective at.\u003c/p>\n\u003cp>It’s not clear whether any of the assessments Claude produced actually factored into the grades and feedback students received.\u003c/p>\n\u003cp>Nevertheless, Marc Watkins, a lecturer and researcher at the University of Mississippi, fears that Anthropic’s findings signal a disturbing trend. Watkins studies the impact of AI on higher education.\u003c/p>\n\u003cp>“This sort of nightmare scenario that we might be running into is students using AI to write papers and teachers using AI to grade the same papers. If that’s the case, then what’s the purpose of education?”\u003c/p>\n\u003cp>Watkins says he’s also alarmed by the use of AI in ways that he says, devalue professor-student relationships.\u003c/p>\n\u003cp>“If you’re just using this to automate some portion of your life, whether that’s writing emails to students, letters of recommendation, grading or providing feedback, I’m really against that,” he says.\u003c/p>\n\u003ch2>\u003cstrong>Professors and faculty need guidance \u003c/strong>\u003c/h2>\n\u003cp>Kasun — the professor from Georgia State — also doesn’t believe professors should use AI for grading.\u003c/p>\n\u003cp>She wishes colleges and universities had more support and guidance on how best to use this new technology.\u003c/p>\n\u003cp>“We are here, sort of alone in the forest, fending for ourselves,” Kasun says.\u003c/p>\n\u003cp>Drew Bent, with Anthropic, says \u003ca href=\"https://www.anthropic.com/news/anthropic-higher-education-initiatives\" target=\"_blank\" rel=\"noopener\">companies like his should partner\u003c/a> with higher education institutions. He cautions: “Us as a tech company, telling educators what to do or what not to do is not the right way.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But educators and those working in AI, like Bent, agree that the decisions made now over how to incorporate AI in college and university courses will impact students for years to come.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Georgia State University professor G. Sue Kasun taught a new course this summer, she used generative artificial intelligence to help her brainstorm.\u003c/p>\n\u003cp>Kasun, a professor of language, culture and education, teaches current and future language educators. And she used Gemini — Google’s generative AI chatbot — to come up with ideas for readings and activities for a course on integrating identity and culture in language education.\u003c/p>\n\u003cp>“There were suggestions of offering different choices like having students generate an image, having students write a poem. And these are things that I could maybe think of but we have limits on our time, which is probably our most valuable resource as faculty.”\u003c/p>\n\u003cp>Kasun also uses Gemini to create grading rubrics. She says she always checks to make sure that what it generates is accurate “and importantly representative of what my learning objectives are.”\u003c/p>\n\u003cp>It’s a massive time-saver, she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kasun is one of an increasing number of higher education faculty using generative AI models in their work.\u003c/p>\n\u003cp>One \u003ca href=\"https://tytonpartners.com/time-for-class-2025/\" target=\"_blank\" rel=\"noopener\">national survey\u003c/a> of more than 1,800 higher education staff members conducted by consulting firm Tyton Partners earlier this year found that about 40% of administrators and 30% of instructions use generative AI daily or weekly — that’s up from just 2% and 4%, respectively, in the spring of 2023.\u003c/p>\n\u003cp>\u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-educators-use-claude\" target=\"_blank\" rel=\"noopener\">New research\u003c/a> from Anthropic — the company behind the AI chatbot Claude — suggests professors around the world are using AI for curriculum development, designing lessons, conducting research, writing grant proposals, managing budgets, grading student work and designing their own interactive learning tools, among other uses.\u003c/p>\n\u003cp>“When we looked into the data late last year, we saw that of all the ways people were using Claude, education made up two out of the top four use cases,” says Drew Bent, education lead at Anthropic and one of the researchers who led the study.\u003c/p>\n\u003cp>That includes both students and professors. Bent says those findings inspired a report on \u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-university-students-use-claude\" target=\"_blank\" rel=\"noopener\">how university students use the AI chatbot\u003c/a> and the most recent research on professor use of Claude.\u003c/p>\n\u003ch2>\u003cstrong>How professors are using AI \u003c/strong>\u003c/h2>\n\u003cp>Anthropic’s report is based on roughly 74,000 conversations that users with higher education email addresses had with Claude over an 11-day period in late May and early June of this year. The company used an automated tool to analyze the conversations.\u003c/p>\n\u003cp>The majority — or 57% of the conversations analyzed — related to curriculum development, like designing lesson plans and assignments. Bent says one of the more surprising findings was professors using Claude to develop interactive simulations for students, like web-based games.\u003c/p>\n\u003cp>“It’s helping write the code so that you can have an interactive simulation that you as an educator can share with students in your class for them to help understand a concept,” Bent says.\u003c/p>\n\u003cp>The second most common way professors used Claude was for academic research — this comprised 13% of conversations. Educators also used the AI chatbot to complete administrative tasks, including budget plans, drafting letters of recommendation and creating meeting agendas.\u003c/p>\n\u003cp>Their analysis suggests professors tend to automate more tedious and routine work, including financial and administrative tasks.\u003c/p>\n\u003cp>“But for other areas like teaching and lesson design, it was much more of a collaborative process, where the educators and the AI assistant are going back and forth and collaborating on it together,” Bent says.\u003c/p>\n\u003cp>The data comes with caveats – Anthropic \u003ca href=\"https://www.anthropic.com/news/anthropic-education-report-how-educators-use-claude\" target=\"_blank\" rel=\"noopener\">published its findings\u003c/a> but did not release the full data behind them – including how many professors were in the analysis.\u003c/p>\n\u003cp>And the research captured a snapshot in time; the period studied encompassed the tail end of the academic year. Had they analyzed an 11-day period in October, Bent says, for example, the results could have been different.\u003c/p>\n\u003ch2>\u003cstrong>Grading student work with AI\u003c/strong>\u003c/h2>\n\u003cp>About 7% of the conversations Anthropic analyzed were about grading student work.\u003c/p>\n\u003cp>“When educators use AI for grading, they often automate a lot of it away, and they have AI do significant parts of the grading,” Bent says.\u003c/p>\n\u003cp>The company partnered with Northeastern University on this research – surveying 22 faculty members about how and why they use Claude. In their survey responses, university faculty said grading student work was the task the chatbot was least effective at.\u003c/p>\n\u003cp>It’s not clear whether any of the assessments Claude produced actually factored into the grades and feedback students received.\u003c/p>\n\u003cp>Nevertheless, Marc Watkins, a lecturer and researcher at the University of Mississippi, fears that Anthropic’s findings signal a disturbing trend. Watkins studies the impact of AI on higher education.\u003c/p>\n\u003cp>“This sort of nightmare scenario that we might be running into is students using AI to write papers and teachers using AI to grade the same papers. If that’s the case, then what’s the purpose of education?”\u003c/p>\n\u003cp>Watkins says he’s also alarmed by the use of AI in ways that he says, devalue professor-student relationships.\u003c/p>\n\u003cp>“If you’re just using this to automate some portion of your life, whether that’s writing emails to students, letters of recommendation, grading or providing feedback, I’m really against that,” he says.\u003c/p>\n\u003ch2>\u003cstrong>Professors and faculty need guidance \u003c/strong>\u003c/h2>\n\u003cp>Kasun — the professor from Georgia State — also doesn’t believe professors should use AI for grading.\u003c/p>\n\u003cp>She wishes colleges and universities had more support and guidance on how best to use this new technology.\u003c/p>\n\u003cp>“We are here, sort of alone in the forest, fending for ourselves,” Kasun says.\u003c/p>\n\u003cp>Drew Bent, with Anthropic, says \u003ca href=\"https://www.anthropic.com/news/anthropic-higher-education-initiatives\" target=\"_blank\" rel=\"noopener\">companies like his should partner\u003c/a> with higher education institutions. He cautions: “Us as a tech company, telling educators what to do or what not to do is not the right way.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But educators and those working in AI, like Bent, agree that the decisions made now over how to incorporate AI in college and university courses will impact students for years to come.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>Teacher Ivy Mitchell has spent two decades helping students understand how government works. But recently, her \u003ca href=\"https://www.kqed.org/mindshift/58660/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap\">eighth-grade civics students \u003c/a>didn’t see a clear role for themselves in democracy, particularly because they were learning within the confines of the classroom.\u003c/p>\n\u003cp>So, she tried something new – she invited \u003ca href=\"https://secure.smore.com/n/x2yqe\">older adults into her classroom to participate on a panel to answer a basic question\u003c/a>, “Why do we have civics?”\u003c/p>\n\u003cp>Panelists shared first-hand stories about the Vietnam War, the Civil Rights Movement and women’s rights, which brought history to life for students in a way textbooks rarely do. In turn, the older adults asked students about their views on \u003ca href=\"https://www.kqed.org/mindshift/65296/with-ai-changing-everything-heres-how-teachers-can-shape-the-new-culture-of-learning\">artificial intelligence\u003c/a> and whether they were interested in civic life and volunteering.\u003c/p>\n\u003cp>Her hope for both the older adults and students was that they would connect with one another through learning about each other and start building community connections.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC6728408/\">Research shows intergenerational programs\u003c/a> can improve students’ empathy, literacy and\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\"> civic engagement\u003c/a>, but developing those relationships outside of the home are hard to come by.\u003c/p>\n\u003cfigure id=\"attachment_65780\" class=\"wp-caption alignright\" style=\"max-width: 249px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-65780\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780.jpg\" alt=\"\" width=\"249\" height=\"311\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780-160x200.jpg 160w\" sizes=\"auto, (max-width: 249px) 100vw, 249px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mitchell has spent two decades helping students understand how government works.\u003c/figcaption>\u003c/figure>\n\u003cp>“We are the \u003ca href=\"https://cogenerate.org/wp-content/uploads/2023/02/Beyond-Passing-The-Torch.pdf\">most age segregated society,” said Mitchell.\u003c/a> “There’s a lot of research out there on how seniors are dealing with their lack of connection to the community, because a lot of those community resources have eroded over time.”\u003c/p>\n\u003cp>While some schools like \u003ca href=\"https://www.jenksps.org/o/west-elementary/page/grace-skilled-nursing-and-therapy-center\">Jenks West Elementary in Oklahoma\u003c/a> have built daily intergenerational interaction into their infrastructure, Mitchell shows that powerful learning experiences can happen within a single classroom. Her approach to intergenerational learning is supported by four takeaways.\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 24px; color: #2b2b2b;\">1. Have Conversations With Students Before An Event\u003c/strong>\u003cbr>\nBefore the panel, Mitchell guided students through a structured \u003ca href=\"https://www.kqed.org/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions\">question-generating process\u003c/a>. She gave them broad topics to brainstorm around and encouraged them to think about what they were genuinely curious to ask someone from an older generation. After reviewing their suggestions, she selected the questions that would work best for the event and assigned student volunteers to ask them.\u003c/p>\n\u003cp>To help the older adult panelists feel comfortable, Mitchell also hosted a brunch before the event. It gave panelists a chance to meet each other and ease into the school environment before stepping in front of a room full of eighth graders.\u003c/p>\n\u003cp>That kind of preparation makes a big difference, said Ruby Belle Booth, a researcher from the \u003ca href=\"https://circle.tufts.edu/\">Center for Information and Research on Civic Learning and Engagement\u003c/a> at Tufts University. “Having really clear goals and expectations is one of the easiest ways to facilitate this process for young people or for older adults,” she said. When students know what to expect, they’re more confident stepping into unfamiliar conversations.\u003c/p>\n\u003cp>That scaffolding helped students ask thoughtful, big-picture questions like: “What were the major civic issues of your life?” and “What was it like to be in a country at war?”\u003c/p>\n\u003ch2>\u003cstrong>2. Build Connections Into Work You’re Already Doing\u003c/strong>\u003c/h2>\n\u003cp>Mitchell didn’t start from scratch. In the past, she had assigned students to interview older adults. But she noticed those conversations often stayed surface level. “How’s school? How’s soccer?” Mitchell said, summarizing the questions often asked. “The moment for reflecting on your life and sharing that is pretty rare.”\u003c/p>\n\u003cp>She saw an opportunity to go deeper. By bringing those intergenerational conversations into her civics class, Mitchell hoped students would hear first-hand how older adults experienced civic life and begin to see themselves as future voters and engaged citizens. “\u003ca href=\"https://www.democraticknowledgeproject.org/\">[A majority] of baby boomers believe that democracy is the best system\u003c/a>,” she said. “But a third of young people are like, ‘Yeah, we don’t really have to vote.’”\u003c/p>\n\u003cp>Integrating this work into existing curriculum can be practical and powerful. “Thinking about how you can start with what you have is a really great way to implement this kind of intergenerational learning without fully reinventing the wheel,” said Booth.\u003c/p>\n\u003cp>That could mean taking a guest speaker visit and building in time for students to ask questions or even inviting the speaker to ask questions of the students. The key, said Booth, is shifting from one-way learning to a more reciprocal exchange. “Start to think about little places where you can implement this, or where these intergenerational connections might already be happening, and try to enhance the benefits and learning outcomes,” she said.\u003c/p>\n\u003cfigure id=\"attachment_65769\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65769 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2-768x432.jpg 768w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\">\u003cfigcaption class=\"wp-caption-text\">Panelists from Ivy Mitchell’s intergenerational event shared first-hand stories about the Vietnam War, the Civil Rights Movement and women’s rights.\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>3. Don’t Get Into Divisive Issues Off The Bat\u003c/strong>\u003c/h2>\n\u003cp>For the first event, Mitchell and her students intentionally stayed away from \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">controversial topics\u003c/a>. That decision helped create a space where both panelists and students could feel more at ease. Booth agreed that it’s important to start slow. “You don’t want to jump headfirst into some of these more sensitive issues,” she said.\u003ca href=\"https://www.kqed.org/mindshift/65502/how-better-conversations-can-help-fight-misinformation-and-build-media-literacy\"> A structured conversation\u003c/a> can help build comfort and trust, which lays the groundwork for deeper, more challenging discussions down the line.\u003c/p>\n\u003cp>It’s also important to prepare older adults for how certain topics may be deeply personal to students. “A big one that we see divides with between generations is \u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">LGBTQ identities\u003c/a>,” said Booth. “Being a young person with one of those identities in the classroom and then talking to older adults who may not have this similar understanding of the expansiveness of gender identity or sexuality can be challenging.”\u003c/p>\n\u003cp>Even without diving into the most divisive topics, Mitchell felt the panel sparked rich and meaningful conversation.\u003c/p>\n\u003ch2>\u003cstrong>4. Leave Time For Reflection Afterwards\u003c/strong>\u003c/h2>\n\u003cp>Leaving \u003ca href=\"https://www.kqed.org/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits\">space for students to reflect\u003c/a> after an intergenerational event is crucial, said Booth. “Talking about how it went — not just about the things you talked about, but the process of having this intergenerational conversation — is vital,” she said. “It helps cement and deepen the learnings and takeaways.”\u003c/p>\n\u003cp>Mitchell could tell the event resonated with her students in real time. “In our auditorium, the chairs are squeaky,” she said. “Whenever we have an event they’re not interested in, the squeaking starts and you know they’re not focused. And we didn’t have that.”\u003c/p>\n\u003cp>Afterward, Mitchell invited students to write thank-you notes to the senior panelists and reflect on the experience. The feedback was overwhelmingly positive with one common theme. “All my students said consistently, ‘We wish we had more time,’” Mitchell said. “‘And we wish we’d been able to have a more authentic conversation with them.’” That feedback is shaping how Mitchell plans her next event. She wants to loosen the structure and give students more space to guide the dialogue.\u003c/p>\n\u003cp>For Mitchell, the impact is clear. “The intergenerational voice brings so much more value and deepens the meaning of what you’re trying to do,” she said. “It makes civics come alive when you bring in people who have lived a civic life to talk about the things they’ve done and the ways they’ve connected to their community. And that can inspire kids to also connect to their community.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2332768897\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s 10am at Grace Skilled Nursing Facility in Oklahoma and a cluster of 4- and 5-year-olds bounce with excitement, their sneakers squeaking on the linoleum floor of the rec room. Around them, seniors in wheelchairs and armchairs follow along as a teacher counts off stretches. They shake out limb by limb and every once in a while a kid adds a silly flair to one of the movements and everyone cracks a little smile as they try and keep up.\u003c/p>\n\u003cp data-start=\"633\" data-end=\"678\">\u003cem data-start=\"633\" data-end=\"676\">[Audio of teacher counting with students]\u003c/em>\u003c/p>\n\u003cp data-start=\"680\" data-end=\"786\">\u003cstrong data-start=\"680\" data-end=\"696\">Nimah Gobir:\u003c/strong> Kids and seniors are moving together in rhythm. This is just another Wednesday morning.\u003c/p>\n\u003cp data-start=\"788\" data-end=\"820\">\u003cem data-start=\"788\" data-end=\"818\">[Audio of grands exercising]\u003c/em>\u003c/p>\n\u003cp data-start=\"822\" data-end=\"1094\">\u003cstrong data-start=\"822\" data-end=\"838\">Nimah Gobir:\u003c/strong> These preschoolers and kindergartners go to school here, inside of the senior living facility. The children are here every day—learning their ABCs, doing art projects, and eating snacks alongside the senior residents of Grace – who they call the grands.\u003c/p>\n\u003cp data-start=\"1096\" data-end=\"1390\">\u003cstrong data-start=\"1096\" data-end=\"1113\">Amanda Moore:\u003c/strong> When it originally started, it was the nursing home. And beside the nursing home was an early childhood center, which was like a daycare that was tied to our district. And so the residents and the students there at our early childhood center started making some connections.\u003c/p>\n\u003cp data-start=\"1392\" data-end=\"1694\">\u003cstrong data-start=\"1392\" data-end=\"1408\">Nimah Gobir:\u003c/strong> This is Amanda Moore, the principal of Jenks West Elementary, the school inside of Grace. In the early days, the childhood center noticed the bonds that were forming between the youngest and oldest members of the community. The owners of Grace saw how much it meant to the residents.\u003c/p>\n\u003cp data-start=\"1696\" data-end=\"1784\">\u003cstrong data-start=\"1696\" data-end=\"1713\">Amanda Moore:\u003c/strong> They decided, okay, what can we do to make this a full-time program?\u003c/p>\n\u003cp data-start=\"1786\" data-end=\"1930\">\u003cstrong data-start=\"1786\" data-end=\"1803\">Amanda Moore:\u003c/strong> They did a renovation and they built on space so that we could have our students there housed in the nursing home every day.\u003c/p>\n\u003cp data-start=\"1953\" data-end=\"2075\">\u003cstrong data-start=\"1953\" data-end=\"1969\">Nimah Gobir:\u003c/strong> This is MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir. Today we’ll explore how intergenerational learning works and why it might be exactly what schools need more of.\u003c/p>\n\u003cp data-start=\"2300\" data-end=\"2518\">\u003cstrong data-start=\"2300\" data-end=\"2316\">Nimah Gobir:\u003c/strong> Book Buddies is one of the regular activities students at Jenks West Elementary do with the grands. Every other week, kids walk in an orderly line through the facility to meet their reading partners.\u003c/p>\n\u003cp data-start=\"2520\" data-end=\"2660\">\u003cstrong data-start=\"2520\" data-end=\"2536\">Nimah Gobir:\u003c/strong> Katy Wilson, a Kindergarten teacher at the school, says just being around older adults changes how students move and act.\u003c/p>\n\u003cp data-start=\"2662\" data-end=\"2742\">\u003cstrong data-start=\"2662\" data-end=\"2678\">Katy Wilson:\u003c/strong> They start to learn body control more than a typical student.\u003c/p>\n\u003cp data-start=\"2744\" data-end=\"2933\">\u003cstrong data-start=\"2744\" data-end=\"2760\">Katy Wilson:\u003c/strong> We know we can’t run out there with the grands. We know it’s not safe. We could trip somebody. They could get hurt. We learn that balance more because it’s higher stakes.\u003c/p>\n\u003cp data-start=\"2935\" data-end=\"2987\">\u003cem data-start=\"2935\" data-end=\"2985\">[Mariah giving students their grands assignment]\u003c/em>\u003c/p>\n\u003cp data-start=\"2989\" data-end=\"3098\">\u003cstrong data-start=\"2989\" data-end=\"3005\">Nimah Gobir:\u003c/strong> In the common room, kids settle in at tables. A teacher pairs students up with the grands.\u003c/p>\n\u003cp data-start=\"3208\" data-end=\"3276\">\u003cstrong data-start=\"3208\" data-end=\"3224\">Nimah Gobir:\u003c/strong> Sometimes the kids read. Sometimes the grands do.\u003c/p>\n\u003cp data-start=\"3278\" data-end=\"3351\">\u003cstrong data-start=\"3278\" data-end=\"3294\">Nimah Gobir:\u003c/strong> Either way, it’s one-on-one time with a trusted adult.\u003c/p>\n\u003cp data-start=\"3377\" data-end=\"3528\">\u003cstrong data-start=\"3377\" data-end=\"3393\">Katy Wilson:\u003c/strong> And that’s something that I couldn’t accomplish in a typical classroom without all those tutors essentially built in to the program.\u003c/p>\n\u003cp data-start=\"3530\" data-end=\"3701\">\u003cstrong data-start=\"3530\" data-end=\"3546\">Nimah Gobir:\u003c/strong> And it’s working. Jenks West has tracked student progress. Kids who go through the program tend to score higher on reading assessments than their peers.\u003c/p>\n\u003cp data-start=\"3703\" data-end=\"3952\">\u003cstrong data-start=\"3703\" data-end=\"3719\">Katy Wilson:\u003c/strong> They get to read books that maybe we don’t cover on the academic side that are more fun books, which is great because they get to read about what they’re interested in that maybe we wouldn’t have time for in the typical classroom.\u003c/p>\n\u003cp data-start=\"3954\" data-end=\"4020\">\u003cstrong data-start=\"3954\" data-end=\"3970\">Nimah Gobir:\u003c/strong> Grandma Margaret enjoys her time with the kids.\u003c/p>\n\u003cp data-start=\"4022\" data-end=\"4191\">\u003cstrong data-start=\"4022\" data-end=\"4043\">Grandma Margaret:\u003c/strong> I get to work with the children, and you’ll go down to read a book. Sometimes they’ll read it to you because they’ve got it memorized. Life would be kind of boring without them.\u003c/p>\n\u003cp data-start=\"4262\" data-end=\"4409\">\u003cstrong data-start=\"4262\" data-end=\"4278\">Nimah Gobir:\u003c/strong> There’s also research that kids in these types of programs are more likely to have better attendance and stronger social skills. One of the long-term benefits is that students become more comfortable being around people who are different from them. Like a grand in a wheelchair, or one who doesn’t communicate easily.\u003c/p>\n\u003cp data-start=\"4624\" data-end=\"4740\">\u003cstrong data-start=\"4624\" data-end=\"4640\">Nimah Gobir:\u003c/strong> Amanda told me a story about a student who left Jenks West and later attended a different school.\u003c/p>\n\u003cp data-start=\"4742\" data-end=\"5230\">\u003cstrong data-start=\"4742\" data-end=\"4759\">Amanda Moore:\u003c/strong> There were some students in her class that were in wheelchairs. She said her daughter naturally befriended these students and the teacher had actually recognized that and told the mom that. And she said, I truly believe it was the interactions that she had with the residents at Grace that helped her to have that understanding and empathy and not feel like there was anything that she needed to be worried about or afraid of, that it was just a part of her every day.\u003c/p>\n\u003cp data-start=\"5232\" data-end=\"5418\">\u003cstrong data-start=\"5232\" data-end=\"5248\">Nimah Gobir:\u003c/strong> The program benefits the grands too. There’s evidence that older adults experience improved mental health and less social isolation when they spend time with children.\u003c/p>\n\u003cp data-start=\"5467\" data-end=\"5628\">\u003cstrong data-start=\"5467\" data-end=\"5483\">Nimah Gobir:\u003c/strong> Even the grands who are bedbound benefit. Just having kids in the building—hearing their laughter and songs in the hallway—makes a difference.\u003c/p>\n\u003cp data-start=\"5630\" data-end=\"5694\">\u003cstrong data-start=\"5630\" data-end=\"5646\">Nimah Gobir:\u003c/strong> So why don’t more places have these programs?\u003c/p>\n\u003cp data-start=\"5696\" data-end=\"5759\">\u003cstrong data-start=\"5696\" data-end=\"5713\">Amanda Moore:\u003c/strong> You really have to have everybody on board.\u003c/p>\n\u003cp data-start=\"5761\" data-end=\"5800\">\u003cstrong data-start=\"5761\" data-end=\"5777\">Nimah Gobir:\u003c/strong> Here’s Amanda again.\u003c/p>\n\u003cp data-start=\"5802\" data-end=\"5908\">\u003cstrong data-start=\"5802\" data-end=\"5819\">Amanda Moore:\u003c/strong> Because both sides saw the benefits, we were able to create that partnership together.\u003c/p>\n\u003cp data-start=\"5910\" data-end=\"5989\">\u003cstrong data-start=\"5910\" data-end=\"5926\">Nimah Gobir:\u003c/strong> It’s likely not something that a school could do on its own.\u003c/p>\n\u003cp data-start=\"5991\" data-end=\"6200\">\u003cstrong data-start=\"5991\" data-end=\"6008\">Amanda Moore:\u003c/strong> Because it is expensive. They maintain that facility for us. If anything goes wrong in the rooms, they’re the ones that are taking care of all of that. They built a playground there for us.\u003c/p>\n\u003cp data-start=\"6202\" data-end=\"6335\">\u003cstrong data-start=\"6202\" data-end=\"6218\">Nimah Gobir:\u003c/strong> Grace even employs a full-time liaison, who is in charge of communication between the nursing home and the school.\u003c/p>\n\u003cp data-start=\"6337\" data-end=\"6503\">\u003cstrong data-start=\"6337\" data-end=\"6354\">Amanda Moore:\u003c/strong> She is always there and she helps organize our activities. We meet monthly to plan out the activities residents are going to do with the students.\u003c/p>\n\u003cp data-start=\"6526\" data-end=\"6814\">\u003cstrong data-start=\"6526\" data-end=\"6542\">Nimah Gobir:\u003c/strong> Younger people interacting with older people has tons of advantages. But what if your school doesn’t have the resources to build a senior center? After the break, we look at how a middle school is making intergenerational learning work in a different way. Stay with us.\u003c/p>\n\u003cp data-start=\"6856\" data-end=\"7206\">\u003cstrong data-start=\"6856\" data-end=\"6872\">Nimah Gobir:\u003c/strong> Before the break we learned about how intergenerational learning can boost literacy and empathy in younger children, not to mention a bunch of benefits for older adults. In a middle school classroom, those same ideas are being used in a new way—to help strengthen something that many people worry is on shaky ground: our democracy.\u003c/p>\n\u003cp data-start=\"7229\" data-end=\"7319\">\u003cstrong data-start=\"7229\" data-end=\"7246\">Ivy Mitchell:\u003c/strong> My name is Ivy Mitchell. I teach eighth grade civics in Massachusetts.\u003c/p>\n\u003cp data-start=\"7321\" data-end=\"7642\">\u003cstrong data-start=\"7321\" data-end=\"7337\">Nimah Gobir:\u003c/strong> In Ivy’s civics class, students learn how to be active members of the community. They also learn that they’ll need to work with people of all ages. After more than 20 years of teaching, Ivy noticed that older and younger generations don’t often get a chance to talk to each other—unless they’re family.\u003c/p>\n\u003cp data-start=\"7644\" data-end=\"7949\">\u003cstrong data-start=\"7644\" data-end=\"7661\">Ivy Mitchell:\u003c/strong> We are the most age-segregated society. This is the time when our age segregation has been the most extreme. There’s a lot of research out there on how seniors are dealing with their lack of connection to the community, because a lot of those community resources have eroded over time.\u003c/p>\n\u003cp data-start=\"7974\" data-end=\"8047\">\u003cstrong data-start=\"7974\" data-end=\"7990\">Nimah Gobir:\u003c/strong> When kids do talk to adults, it’s often surface level.\u003c/p>\n\u003cp data-start=\"8049\" data-end=\"8168\">\u003cstrong data-start=\"8049\" data-end=\"8066\">Ivy Mitchell:\u003c/strong> How’s school? How’s soccer? The moment for reflecting on your life and sharing that is pretty rare.\u003c/p>\n\u003cp data-start=\"8170\" data-end=\"8567\">\u003cstrong data-start=\"8170\" data-end=\"8186\">Nimah Gobir:\u003c/strong> That’s a missed opportunity for all kinds of reasons. But as a civics teacher Ivy is especially concerned about one thing: cultivating students who are interested in voting when they get older. She believes that having deeper conversations with older adults about their experiences can help students better understand the past—and maybe feel more invested in shaping the future.\u003c/p>\n\u003cp data-start=\"8569\" data-end=\"8764\">\u003cstrong data-start=\"8569\" data-end=\"8586\">Ivy Mitchell:\u003c/strong> Ninety percent of baby boomers believe that democracy is the best way, the only best way. Whereas like a third of young people are like, yeah, you know, we don’t have to vote.\u003c/p>\n\u003cp data-start=\"8766\" data-end=\"8839\">\u003cstrong data-start=\"8766\" data-end=\"8782\">Nimah Gobir:\u003c/strong> Ivy wants to close that gap by connecting generations.\u003c/p>\n\u003cp data-start=\"8862\" data-end=\"9109\">\u003cstrong data-start=\"8862\" data-end=\"8879\">Ivy Mitchell:\u003c/strong> Democracy is a very valuable thing. And the only place my students are hearing it is in my classroom. And if I could bring more voices in to say no, democracy has its flaws, but it’s still the best system we’ve ever discovered.\u003c/p>\n\u003cp data-start=\"9111\" data-end=\"9228\">\u003cstrong data-start=\"9111\" data-end=\"9127\">Nimah Gobir:\u003c/strong> The idea that civic learning can come from cross-generational relationships is backed by research.\u003c/p>\n\u003cp data-start=\"9230\" data-end=\"9421\">\u003cstrong data-start=\"9230\" data-end=\"9250\">Ruby Belle Booth:\u003c/strong> I do a lot of thinking about youth voice and institutions, youth civic development, and how young people can be more involved in our democracy and in their communities.\u003c/p>\n\u003cp data-start=\"9446\" data-end=\"9525\">\u003cstrong data-start=\"9446\" data-end=\"9462\">Nimah Gobir:\u003c/strong> Ruby Belle Booth wrote a report about youth civic engagement. In it she says together young people and older adults can tackle big challenges facing our democracy—like polarization, culture wars, extremism, and misinformation. But sometimes, misunderstandings between generations get in the way.\u003c/p>\n\u003cp data-start=\"9764\" data-end=\"10137\">\u003cstrong data-start=\"9764\" data-end=\"9784\">Ruby Belle Booth:\u003c/strong> Young people, I think, tend to look at older generations as having sort of antiquated views on everything. And that’s largely in part because younger generations have different views on issues. They have different experiences. They have different understandings of modern technology. And as a result, they sort of judge older generations accordingly.\u003c/p>\n\u003cp data-start=\"10139\" data-end=\"10249\">\u003cstrong data-start=\"10139\" data-end=\"10155\">Nimah Gobir:\u003c/strong> Young people’s feelings towards older generations can be summed up in two dismissive words.\u003c/p>\n\u003cp data-start=\"10272\" data-end=\"10375\">\u003cstrong data-start=\"10272\" data-end=\"10288\">Nimah Gobir:\u003c/strong> “OK, Boomer,” which is often said in response to an older person being out of touch.\u003c/p>\n\u003cp data-start=\"10377\" data-end=\"10506\">\u003cstrong data-start=\"10377\" data-end=\"10397\">Ruby Belle Booth:\u003c/strong> There’s a lot of humor and sass and attitude that young people bring to that relationship and that divide.\u003c/p>\n\u003cp data-start=\"10508\" data-end=\"10698\">\u003cstrong data-start=\"10508\" data-end=\"10528\">Ruby Belle Booth:\u003c/strong> It speaks to the challenges that young people face in feeling like they have a voice and they feel like they’re often dismissed by older people—because often they are.\u003c/p>\n\u003cp data-start=\"10700\" data-end=\"10780\">\u003cstrong data-start=\"10700\" data-end=\"10716\">Nimah Gobir:\u003c/strong> And older people have thoughts about younger generations too.\u003c/p>\n\u003cp data-start=\"10782\" data-end=\"10890\">\u003cstrong data-start=\"10782\" data-end=\"10802\">Ruby Belle Booth:\u003c/strong> Sometimes older generations are like, okay, it’s all good. Gen Z is going to save us.\u003c/p>\n\u003cp data-start=\"10892\" data-end=\"11053\">\u003cstrong data-start=\"10892\" data-end=\"10912\">Ruby Belle Booth:\u003c/strong> That puts a lot of pressure on the very small group of Gen Z who is really activist and engaged and trying to make a lot of social change.\u003c/p>\n\u003cp data-start=\"11055\" data-end=\"11255\">\u003cstrong data-start=\"11055\" data-end=\"11071\">Nimah Gobir:\u003c/strong> One of the big challenges that educators face in creating intergenerational learning opportunities is the power imbalance between adults and students. And schools only amplify that.\u003c/p>\n\u003cp data-start=\"11257\" data-end=\"11611\">\u003cstrong data-start=\"11257\" data-end=\"11277\">Ruby Belle Booth:\u003c/strong> When you move that already existing age dynamic into a school setting where all the adults in the room are holding additional power—teachers giving out grades, principals calling students to their office and having disciplinary powers—it makes it so that those already entrenched age dynamics are even more challenging to overcome.\u003c/p>\n\u003cp data-start=\"11636\" data-end=\"11839\">\u003cstrong data-start=\"11636\" data-end=\"11652\">Nimah Gobir:\u003c/strong> One way to offset this power imbalance could be bringing people from outside of the school into the classroom, which is exactly what Ivy Mitchell, our teacher in Boston, decided to do.\u003c/p>\n\u003cp data-start=\"11841\" data-end=\"11896\">\u003cstrong data-start=\"11841\" data-end=\"11866\">Ivy Mitchell :\u003c/strong> Thank you for coming today.\u003c/p>\n\u003cp data-start=\"11898\" data-end=\"12021\">\u003cstrong data-start=\"11898\" data-end=\"11914\">Nimah Gobir:\u003c/strong> Her students came up with a list of questions, and Ivy assembled a panel of older adults to answer them.\u003c/p>\n\u003cp data-start=\"12023\" data-end=\"12377\">\u003cstrong data-start=\"12023\" data-end=\"12048\">Ivy Mitchell (event):\u003c/strong> The idea behind this event is I saw a problem and I’m trying to solve it. And the idea is to bring the generations together to help answer the question, why do we have civics? I know a lot of you wonder about that. And also to have them share their life experience and start building community connections, which are so vital.\u003c/p>\n\u003cp data-start=\"12379\" data-end=\"12510\">\u003cstrong data-start=\"12379\" data-end=\"12395\">Nimah Gobir:\u003c/strong> One by one, students took the mic and asked questions to Berta, Steve, Tony, Eileen, and Jane. Questions like…\u003c/p>\n\u003cp data-start=\"12512\" data-end=\"12570\">\u003cstrong data-start=\"12512\" data-end=\"12524\">Student:\u003c/strong> Do any of you think it’s hard to pay taxes?\u003c/p>\n\u003cp data-start=\"12572\" data-end=\"12655\">\u003cstrong data-start=\"12572\" data-end=\"12584\">Student:\u003c/strong> What is it like to be in a country at war, either at home or abroad?\u003c/p>\n\u003cp data-start=\"12657\" data-end=\"12774\">\u003cstrong data-start=\"12657\" data-end=\"12669\">Student:\u003c/strong> What were the major civic issues of your life, and what experiences shaped your views on these issues?\u003c/p>\n\u003cp data-start=\"12776\" data-end=\"12844\">\u003cstrong data-start=\"12776\" data-end=\"12792\">Nimah Gobir:\u003c/strong> And one by one they gave answers to the students.\u003c/p>\n\u003cp data-start=\"12846\" data-end=\"13001\">\u003cstrong data-start=\"12846\" data-end=\"12865\">Steve Humphrey:\u003c/strong> I mean, I think for me, the Vietnam War, for example, was a huge issue in my lifetime, and, you know, still is. I mean, it shaped us.\u003c/p>\n\u003cp data-start=\"13003\" data-end=\"13311\">\u003cstrong data-start=\"13003\" data-end=\"13018\">Tony Surge:\u003c/strong> Yeah, we had, in our generation, we had a lot going on at once. We also had a big civil rights movement, Martin Luther King, that you probably will study, all very historical, if you go back and look at that. So during our generation, we saw a lot of major changes inside the United States.\u003c/p>\n\u003cp data-start=\"13313\" data-end=\"13546\">\u003cstrong data-start=\"13313\" data-end=\"13329\">Eileen Hill:\u003c/strong> The one that I kind of remember, I was young during the Vietnam War, but women’s rights. So back in ‘74 is when women could actually get a credit card without—if they were married—without their husband’s signature.\u003c/p>\n\u003cp data-start=\"13548\" data-end=\"13648\">\u003cstrong data-start=\"13548\" data-end=\"13564\">Nimah Gobir:\u003c/strong> And then they flipped the panel around so elders could ask questions to students.\u003c/p>\n\u003cp data-start=\"13650\" data-end=\"13728\">\u003cstrong data-start=\"13650\" data-end=\"13666\">Eileen Hill:\u003c/strong> What are the concerns that those of you in school have now?\u003c/p>\n\u003cp data-start=\"13730\" data-end=\"13897\">\u003cstrong data-start=\"13730\" data-end=\"13746\">Eileen Hill:\u003c/strong> I mean, especially with computers and AI—does the AI scare any of you? Or do you feel that this is something you can really adapt to and understand?\u003c/p>\n\u003cp data-start=\"13899\" data-end=\"14200\">\u003cstrong data-start=\"13899\" data-end=\"13911\">Student:\u003c/strong> AI is starting to do new things. It can start to take over people’s jobs, which is concerning. There’s AI music now and my dad’s a musician, and that’s concerning because it’s not good right now, but it’s starting to get better. And it could end up taking over people’s jobs eventually.\u003c/p>\n\u003cp data-start=\"14202\" data-end=\"14416\">\u003cstrong data-start=\"14202\" data-end=\"14214\">Student:\u003c/strong> I think it really depends on how you’re using it. Like, it can definitely be used for good and helpful things, but if you’re using it to fake images of people or things that they said, it’s not good.\u003c/p>\n\u003cp data-start=\"14439\" data-end=\"14607\">\u003cstrong data-start=\"14439\" data-end=\"14455\">Nimah Gobir:\u003c/strong> When Ivy debriefed with students after the event, they had overwhelmingly positive things to say. But there was one piece of feedback that stood out.\u003c/p>\n\u003cp data-start=\"14609\" data-end=\"14764\">\u003cstrong data-start=\"14609\" data-end=\"14626\">Ivy Mitchell:\u003c/strong> All my students said consistently, we wish we had more time and we wish we’d been able to have a more authentic conversation with them.\u003c/p>\n\u003cp data-start=\"14766\" data-end=\"14840\">\u003cstrong data-start=\"14766\" data-end=\"14783\">Ivy Mitchell:\u003c/strong> They wanted to be able to talk, to really get into it.\u003c/p>\n\u003cp data-start=\"14842\" data-end=\"14950\">\u003cstrong data-start=\"14842\" data-end=\"14858\">Nimah Gobir:\u003c/strong> Next time, she’s planning to loosen the reins and make space for more authentic dialogue.\u003c/p>\n\u003cp data-start=\"14952\" data-end=\"15115\">Some of Ruby Belle Booth’s research inspired Ivy’s project. She noted some things that make intergenerational activities a success. Ivy did a lot of these things!\u003c/p>\n\u003cp data-start=\"15117\" data-end=\"15341\">\u003cstrong data-start=\"15117\" data-end=\"15133\">Nimah Gobir:\u003c/strong> One: Ivy had conversations with her students where they came up with questions and talked about the event with students and older folks. This can make everyone feel a lot more comfortable and less nervous.\u003c/p>\n\u003cp data-start=\"15343\" data-end=\"15500\">\u003cstrong data-start=\"15343\" data-end=\"15363\">Ruby Belle Booth:\u003c/strong> Having really clear goals and expectations is one of the easiest ways to facilitate this process for young people or for older adults.\u003c/p>\n\u003cp data-start=\"15502\" data-end=\"15681\">\u003cstrong data-start=\"15502\" data-end=\"15518\">Nimah Gobir:\u003c/strong> Two: They didn’t get into tough and divisive questions during this first event. Maybe you don’t want to jump headfirst into some of these more sensitive issues.\u003c/p>\n\u003cp data-start=\"15683\" data-end=\"15919\">\u003cstrong data-start=\"15683\" data-end=\"15699\">Nimah Gobir:\u003c/strong> Three: Ivy built these connections into the work she was already doing. Ivy had assigned students to interview older adults before, but she wanted to take it further. So she made those conversations part of her class.\u003c/p>\n\u003cp data-start=\"15921\" data-end=\"16124\">\u003cstrong data-start=\"15921\" data-end=\"15941\">Ruby Belle Booth:\u003c/strong> Thinking about how you can start with what you have I think is a really great way to start to implement this kind of intergenerational learning without fully reinventing the wheel.\u003c/p>\n\u003cp data-start=\"16126\" data-end=\"16202\">\u003cstrong data-start=\"16126\" data-end=\"16142\">Nimah Gobir:\u003c/strong> Four: Ivy had time for reflection and feedback afterward.\u003c/p>\n\u003cp data-start=\"16204\" data-end=\"16472\">\u003cstrong data-start=\"16204\" data-end=\"16224\">Ruby Belle Booth:\u003c/strong> Talking about how it went—not just about the things you talked about, but the process of having this intergenerational conversation for both parties—is vital to really cement, deepen, and further the learnings and takeaways from the opportunity.\u003c/p>\n\u003cp data-start=\"16474\" data-end=\"16641\">\u003cstrong data-start=\"16474\" data-end=\"16490\">Nimah Gobir:\u003c/strong> Ruby doesn’t say that intergenerational connections are the only solution for the problems our democracy faces. In fact, on its own it’s not enough.\u003c/p>\n\u003cp data-start=\"16664\" data-end=\"17207\">\u003cstrong data-start=\"16664\" data-end=\"16684\">Ruby Belle Booth:\u003c/strong> I think that when we’re thinking about the long-term health of democracy, it needs to be grounded in communities and connection and reciprocity. A piece of that, when we’re thinking about including more young people in democracy—having more young people turn out to vote, having more young people who see a pathway to create change in their communities—we have to be thinking about what an inclusive democracy looks like, what a democracy that welcomes young voices looks like. Our democracy has to be intergenerational.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp data-start=\"17209\" data-end=\"17477\">\u003cstrong data-start=\"17209\" data-end=\"17225\">Nimah Gobir:\u003c/strong> For the students, having conversations with older adults can help make history feel personal. And for the older adults, it’s a chance to share their stories and maybe even see the future a little more clearly through the eyes of the next generation.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>Teacher Ivy Mitchell has spent two decades helping students understand how government works. But recently, her \u003ca href=\"https://www.kqed.org/mindshift/58660/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap\">eighth-grade civics students \u003c/a>didn’t see a clear role for themselves in democracy, particularly because they were learning within the confines of the classroom.\u003c/p>\n\u003cp>So, she tried something new – she invited \u003ca href=\"https://secure.smore.com/n/x2yqe\">older adults into her classroom to participate on a panel to answer a basic question\u003c/a>, “Why do we have civics?”\u003c/p>\n\u003cp>Panelists shared first-hand stories about the Vietnam War, the Civil Rights Movement and women’s rights, which brought history to life for students in a way textbooks rarely do. In turn, the older adults asked students about their views on \u003ca href=\"https://www.kqed.org/mindshift/65296/with-ai-changing-everything-heres-how-teachers-can-shape-the-new-culture-of-learning\">artificial intelligence\u003c/a> and whether they were interested in civic life and volunteering.\u003c/p>\n\u003cp>Her hope for both the older adults and students was that they would connect with one another through learning about each other and start building community connections.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC6728408/\">Research shows intergenerational programs\u003c/a> can improve students’ empathy, literacy and\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\"> civic engagement\u003c/a>, but developing those relationships outside of the home are hard to come by.\u003c/p>\n\u003cfigure id=\"attachment_65780\" class=\"wp-caption alignright\" style=\"max-width: 249px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-65780\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780.jpg\" alt=\"\" width=\"249\" height=\"311\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/0780-160x200.jpg 160w\" sizes=\"auto, (max-width: 249px) 100vw, 249px\">\u003cfigcaption class=\"wp-caption-text\">Ivy Mitchell has spent two decades helping students understand how government works.\u003c/figcaption>\u003c/figure>\n\u003cp>“We are the \u003ca href=\"https://cogenerate.org/wp-content/uploads/2023/02/Beyond-Passing-The-Torch.pdf\">most age segregated society,” said Mitchell.\u003c/a> “There’s a lot of research out there on how seniors are dealing with their lack of connection to the community, because a lot of those community resources have eroded over time.”\u003c/p>\n\u003cp>While some schools like \u003ca href=\"https://www.jenksps.org/o/west-elementary/page/grace-skilled-nursing-and-therapy-center\">Jenks West Elementary in Oklahoma\u003c/a> have built daily intergenerational interaction into their infrastructure, Mitchell shows that powerful learning experiences can happen within a single classroom. Her approach to intergenerational learning is supported by four takeaways.\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 24px; color: #2b2b2b;\">1. Have Conversations With Students Before An Event\u003c/strong>\u003cbr>\nBefore the panel, Mitchell guided students through a structured \u003ca href=\"https://www.kqed.org/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions\">question-generating process\u003c/a>. She gave them broad topics to brainstorm around and encouraged them to think about what they were genuinely curious to ask someone from an older generation. After reviewing their suggestions, she selected the questions that would work best for the event and assigned student volunteers to ask them.\u003c/p>\n\u003cp>To help the older adult panelists feel comfortable, Mitchell also hosted a brunch before the event. It gave panelists a chance to meet each other and ease into the school environment before stepping in front of a room full of eighth graders.\u003c/p>\n\u003cp>That kind of preparation makes a big difference, said Ruby Belle Booth, a researcher from the \u003ca href=\"https://circle.tufts.edu/\">Center for Information and Research on Civic Learning and Engagement\u003c/a> at Tufts University. “Having really clear goals and expectations is one of the easiest ways to facilitate this process for young people or for older adults,” she said. When students know what to expect, they’re more confident stepping into unfamiliar conversations.\u003c/p>\n\u003cp>That scaffolding helped students ask thoughtful, big-picture questions like: “What were the major civic issues of your life?” and “What was it like to be in a country at war?”\u003c/p>\n\u003ch2>\u003cstrong>2. Build Connections Into Work You’re Already Doing\u003c/strong>\u003c/h2>\n\u003cp>Mitchell didn’t start from scratch. In the past, she had assigned students to interview older adults. But she noticed those conversations often stayed surface level. “How’s school? How’s soccer?” Mitchell said, summarizing the questions often asked. “The moment for reflecting on your life and sharing that is pretty rare.”\u003c/p>\n\u003cp>She saw an opportunity to go deeper. By bringing those intergenerational conversations into her civics class, Mitchell hoped students would hear first-hand how older adults experienced civic life and begin to see themselves as future voters and engaged citizens. “\u003ca href=\"https://www.democraticknowledgeproject.org/\">[A majority] of baby boomers believe that democracy is the best system\u003c/a>,” she said. “But a third of young people are like, ‘Yeah, we don’t really have to vote.’”\u003c/p>\n\u003cp>Integrating this work into existing curriculum can be practical and powerful. “Thinking about how you can start with what you have is a really great way to implement this kind of intergenerational learning without fully reinventing the wheel,” said Booth.\u003c/p>\n\u003cp>That could mean taking a guest speaker visit and building in time for students to ask questions or even inviting the speaker to ask questions of the students. The key, said Booth, is shifting from one-way learning to a more reciprocal exchange. “Start to think about little places where you can implement this, or where these intergenerational connections might already be happening, and try to enhance the benefits and learning outcomes,” she said.\u003c/p>\n\u003cfigure id=\"attachment_65769\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65769 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/09/Ivy-Mitchel-2-768x432.jpg 768w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\">\u003cfigcaption class=\"wp-caption-text\">Panelists from Ivy Mitchell’s intergenerational event shared first-hand stories about the Vietnam War, the Civil Rights Movement and women’s rights.\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>3. Don’t Get Into Divisive Issues Off The Bat\u003c/strong>\u003c/h2>\n\u003cp>For the first event, Mitchell and her students intentionally stayed away from \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">controversial topics\u003c/a>. That decision helped create a space where both panelists and students could feel more at ease. Booth agreed that it’s important to start slow. “You don’t want to jump headfirst into some of these more sensitive issues,” she said.\u003ca href=\"https://www.kqed.org/mindshift/65502/how-better-conversations-can-help-fight-misinformation-and-build-media-literacy\"> A structured conversation\u003c/a> can help build comfort and trust, which lays the groundwork for deeper, more challenging discussions down the line.\u003c/p>\n\u003cp>It’s also important to prepare older adults for how certain topics may be deeply personal to students. “A big one that we see divides with between generations is \u003ca href=\"https://www.kqed.org/mindshift/61031/teen-girls-and-lgbtq-youth-plagued-by-violence-and-trauma-survey-says\">LGBTQ identities\u003c/a>,” said Booth. “Being a young person with one of those identities in the classroom and then talking to older adults who may not have this similar understanding of the expansiveness of gender identity or sexuality can be challenging.”\u003c/p>\n\u003cp>Even without diving into the most divisive topics, Mitchell felt the panel sparked rich and meaningful conversation.\u003c/p>\n\u003ch2>\u003cstrong>4. Leave Time For Reflection Afterwards\u003c/strong>\u003c/h2>\n\u003cp>Leaving \u003ca href=\"https://www.kqed.org/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits\">space for students to reflect\u003c/a> after an intergenerational event is crucial, said Booth. “Talking about how it went — not just about the things you talked about, but the process of having this intergenerational conversation — is vital,” she said. “It helps cement and deepen the learnings and takeaways.”\u003c/p>\n\u003cp>Mitchell could tell the event resonated with her students in real time. “In our auditorium, the chairs are squeaky,” she said. “Whenever we have an event they’re not interested in, the squeaking starts and you know they’re not focused. And we didn’t have that.”\u003c/p>\n\u003cp>Afterward, Mitchell invited students to write thank-you notes to the senior panelists and reflect on the experience. The feedback was overwhelmingly positive with one common theme. “All my students said consistently, ‘We wish we had more time,’” Mitchell said. “‘And we wish we’d been able to have a more authentic conversation with them.’” That feedback is shaping how Mitchell plans her next event. She wants to loosen the structure and give students more space to guide the dialogue.\u003c/p>\n\u003cp>For Mitchell, the impact is clear. “The intergenerational voice brings so much more value and deepens the meaning of what you’re trying to do,” she said. “It makes civics come alive when you bring in people who have lived a civic life to talk about the things they’ve done and the ways they’ve connected to their community. And that can inspire kids to also connect to their community.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2332768897\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s 10am at Grace Skilled Nursing Facility in Oklahoma and a cluster of 4- and 5-year-olds bounce with excitement, their sneakers squeaking on the linoleum floor of the rec room. Around them, seniors in wheelchairs and armchairs follow along as a teacher counts off stretches. They shake out limb by limb and every once in a while a kid adds a silly flair to one of the movements and everyone cracks a little smile as they try and keep up.\u003c/p>\n\u003cp data-start=\"633\" data-end=\"678\">\u003cem data-start=\"633\" data-end=\"676\">[Audio of teacher counting with students]\u003c/em>\u003c/p>\n\u003cp data-start=\"680\" data-end=\"786\">\u003cstrong data-start=\"680\" data-end=\"696\">Nimah Gobir:\u003c/strong> Kids and seniors are moving together in rhythm. This is just another Wednesday morning.\u003c/p>\n\u003cp data-start=\"788\" data-end=\"820\">\u003cem data-start=\"788\" data-end=\"818\">[Audio of grands exercising]\u003c/em>\u003c/p>\n\u003cp data-start=\"822\" data-end=\"1094\">\u003cstrong data-start=\"822\" data-end=\"838\">Nimah Gobir:\u003c/strong> These preschoolers and kindergartners go to school here, inside of the senior living facility. The children are here every day—learning their ABCs, doing art projects, and eating snacks alongside the senior residents of Grace – who they call the grands.\u003c/p>\n\u003cp data-start=\"1096\" data-end=\"1390\">\u003cstrong data-start=\"1096\" data-end=\"1113\">Amanda Moore:\u003c/strong> When it originally started, it was the nursing home. And beside the nursing home was an early childhood center, which was like a daycare that was tied to our district. And so the residents and the students there at our early childhood center started making some connections.\u003c/p>\n\u003cp data-start=\"1392\" data-end=\"1694\">\u003cstrong data-start=\"1392\" data-end=\"1408\">Nimah Gobir:\u003c/strong> This is Amanda Moore, the principal of Jenks West Elementary, the school inside of Grace. In the early days, the childhood center noticed the bonds that were forming between the youngest and oldest members of the community. The owners of Grace saw how much it meant to the residents.\u003c/p>\n\u003cp data-start=\"1696\" data-end=\"1784\">\u003cstrong data-start=\"1696\" data-end=\"1713\">Amanda Moore:\u003c/strong> They decided, okay, what can we do to make this a full-time program?\u003c/p>\n\u003cp data-start=\"1786\" data-end=\"1930\">\u003cstrong data-start=\"1786\" data-end=\"1803\">Amanda Moore:\u003c/strong> They did a renovation and they built on space so that we could have our students there housed in the nursing home every day.\u003c/p>\n\u003cp data-start=\"1953\" data-end=\"2075\">\u003cstrong data-start=\"1953\" data-end=\"1969\">Nimah Gobir:\u003c/strong> This is MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir. Today we’ll explore how intergenerational learning works and why it might be exactly what schools need more of.\u003c/p>\n\u003cp data-start=\"2300\" data-end=\"2518\">\u003cstrong data-start=\"2300\" data-end=\"2316\">Nimah Gobir:\u003c/strong> Book Buddies is one of the regular activities students at Jenks West Elementary do with the grands. Every other week, kids walk in an orderly line through the facility to meet their reading partners.\u003c/p>\n\u003cp data-start=\"2520\" data-end=\"2660\">\u003cstrong data-start=\"2520\" data-end=\"2536\">Nimah Gobir:\u003c/strong> Katy Wilson, a Kindergarten teacher at the school, says just being around older adults changes how students move and act.\u003c/p>\n\u003cp data-start=\"2662\" data-end=\"2742\">\u003cstrong data-start=\"2662\" data-end=\"2678\">Katy Wilson:\u003c/strong> They start to learn body control more than a typical student.\u003c/p>\n\u003cp data-start=\"2744\" data-end=\"2933\">\u003cstrong data-start=\"2744\" data-end=\"2760\">Katy Wilson:\u003c/strong> We know we can’t run out there with the grands. We know it’s not safe. We could trip somebody. They could get hurt. We learn that balance more because it’s higher stakes.\u003c/p>\n\u003cp data-start=\"2935\" data-end=\"2987\">\u003cem data-start=\"2935\" data-end=\"2985\">[Mariah giving students their grands assignment]\u003c/em>\u003c/p>\n\u003cp data-start=\"2989\" data-end=\"3098\">\u003cstrong data-start=\"2989\" data-end=\"3005\">Nimah Gobir:\u003c/strong> In the common room, kids settle in at tables. A teacher pairs students up with the grands.\u003c/p>\n\u003cp data-start=\"3208\" data-end=\"3276\">\u003cstrong data-start=\"3208\" data-end=\"3224\">Nimah Gobir:\u003c/strong> Sometimes the kids read. Sometimes the grands do.\u003c/p>\n\u003cp data-start=\"3278\" data-end=\"3351\">\u003cstrong data-start=\"3278\" data-end=\"3294\">Nimah Gobir:\u003c/strong> Either way, it’s one-on-one time with a trusted adult.\u003c/p>\n\u003cp data-start=\"3377\" data-end=\"3528\">\u003cstrong data-start=\"3377\" data-end=\"3393\">Katy Wilson:\u003c/strong> And that’s something that I couldn’t accomplish in a typical classroom without all those tutors essentially built in to the program.\u003c/p>\n\u003cp data-start=\"3530\" data-end=\"3701\">\u003cstrong data-start=\"3530\" data-end=\"3546\">Nimah Gobir:\u003c/strong> And it’s working. Jenks West has tracked student progress. Kids who go through the program tend to score higher on reading assessments than their peers.\u003c/p>\n\u003cp data-start=\"3703\" data-end=\"3952\">\u003cstrong data-start=\"3703\" data-end=\"3719\">Katy Wilson:\u003c/strong> They get to read books that maybe we don’t cover on the academic side that are more fun books, which is great because they get to read about what they’re interested in that maybe we wouldn’t have time for in the typical classroom.\u003c/p>\n\u003cp data-start=\"3954\" data-end=\"4020\">\u003cstrong data-start=\"3954\" data-end=\"3970\">Nimah Gobir:\u003c/strong> Grandma Margaret enjoys her time with the kids.\u003c/p>\n\u003cp data-start=\"4022\" data-end=\"4191\">\u003cstrong data-start=\"4022\" data-end=\"4043\">Grandma Margaret:\u003c/strong> I get to work with the children, and you’ll go down to read a book. Sometimes they’ll read it to you because they’ve got it memorized. Life would be kind of boring without them.\u003c/p>\n\u003cp data-start=\"4262\" data-end=\"4409\">\u003cstrong data-start=\"4262\" data-end=\"4278\">Nimah Gobir:\u003c/strong> There’s also research that kids in these types of programs are more likely to have better attendance and stronger social skills. One of the long-term benefits is that students become more comfortable being around people who are different from them. Like a grand in a wheelchair, or one who doesn’t communicate easily.\u003c/p>\n\u003cp data-start=\"4624\" data-end=\"4740\">\u003cstrong data-start=\"4624\" data-end=\"4640\">Nimah Gobir:\u003c/strong> Amanda told me a story about a student who left Jenks West and later attended a different school.\u003c/p>\n\u003cp data-start=\"4742\" data-end=\"5230\">\u003cstrong data-start=\"4742\" data-end=\"4759\">Amanda Moore:\u003c/strong> There were some students in her class that were in wheelchairs. She said her daughter naturally befriended these students and the teacher had actually recognized that and told the mom that. And she said, I truly believe it was the interactions that she had with the residents at Grace that helped her to have that understanding and empathy and not feel like there was anything that she needed to be worried about or afraid of, that it was just a part of her every day.\u003c/p>\n\u003cp data-start=\"5232\" data-end=\"5418\">\u003cstrong data-start=\"5232\" data-end=\"5248\">Nimah Gobir:\u003c/strong> The program benefits the grands too. There’s evidence that older adults experience improved mental health and less social isolation when they spend time with children.\u003c/p>\n\u003cp data-start=\"5467\" data-end=\"5628\">\u003cstrong data-start=\"5467\" data-end=\"5483\">Nimah Gobir:\u003c/strong> Even the grands who are bedbound benefit. Just having kids in the building—hearing their laughter and songs in the hallway—makes a difference.\u003c/p>\n\u003cp data-start=\"5630\" data-end=\"5694\">\u003cstrong data-start=\"5630\" data-end=\"5646\">Nimah Gobir:\u003c/strong> So why don’t more places have these programs?\u003c/p>\n\u003cp data-start=\"5696\" data-end=\"5759\">\u003cstrong data-start=\"5696\" data-end=\"5713\">Amanda Moore:\u003c/strong> You really have to have everybody on board.\u003c/p>\n\u003cp data-start=\"5761\" data-end=\"5800\">\u003cstrong data-start=\"5761\" data-end=\"5777\">Nimah Gobir:\u003c/strong> Here’s Amanda again.\u003c/p>\n\u003cp data-start=\"5802\" data-end=\"5908\">\u003cstrong data-start=\"5802\" data-end=\"5819\">Amanda Moore:\u003c/strong> Because both sides saw the benefits, we were able to create that partnership together.\u003c/p>\n\u003cp data-start=\"5910\" data-end=\"5989\">\u003cstrong data-start=\"5910\" data-end=\"5926\">Nimah Gobir:\u003c/strong> It’s likely not something that a school could do on its own.\u003c/p>\n\u003cp data-start=\"5991\" data-end=\"6200\">\u003cstrong data-start=\"5991\" data-end=\"6008\">Amanda Moore:\u003c/strong> Because it is expensive. They maintain that facility for us. If anything goes wrong in the rooms, they’re the ones that are taking care of all of that. They built a playground there for us.\u003c/p>\n\u003cp data-start=\"6202\" data-end=\"6335\">\u003cstrong data-start=\"6202\" data-end=\"6218\">Nimah Gobir:\u003c/strong> Grace even employs a full-time liaison, who is in charge of communication between the nursing home and the school.\u003c/p>\n\u003cp data-start=\"6337\" data-end=\"6503\">\u003cstrong data-start=\"6337\" data-end=\"6354\">Amanda Moore:\u003c/strong> She is always there and she helps organize our activities. We meet monthly to plan out the activities residents are going to do with the students.\u003c/p>\n\u003cp data-start=\"6526\" data-end=\"6814\">\u003cstrong data-start=\"6526\" data-end=\"6542\">Nimah Gobir:\u003c/strong> Younger people interacting with older people has tons of advantages. But what if your school doesn’t have the resources to build a senior center? After the break, we look at how a middle school is making intergenerational learning work in a different way. Stay with us.\u003c/p>\n\u003cp data-start=\"6856\" data-end=\"7206\">\u003cstrong data-start=\"6856\" data-end=\"6872\">Nimah Gobir:\u003c/strong> Before the break we learned about how intergenerational learning can boost literacy and empathy in younger children, not to mention a bunch of benefits for older adults. In a middle school classroom, those same ideas are being used in a new way—to help strengthen something that many people worry is on shaky ground: our democracy.\u003c/p>\n\u003cp data-start=\"7229\" data-end=\"7319\">\u003cstrong data-start=\"7229\" data-end=\"7246\">Ivy Mitchell:\u003c/strong> My name is Ivy Mitchell. I teach eighth grade civics in Massachusetts.\u003c/p>\n\u003cp data-start=\"7321\" data-end=\"7642\">\u003cstrong data-start=\"7321\" data-end=\"7337\">Nimah Gobir:\u003c/strong> In Ivy’s civics class, students learn how to be active members of the community. They also learn that they’ll need to work with people of all ages. After more than 20 years of teaching, Ivy noticed that older and younger generations don’t often get a chance to talk to each other—unless they’re family.\u003c/p>\n\u003cp data-start=\"7644\" data-end=\"7949\">\u003cstrong data-start=\"7644\" data-end=\"7661\">Ivy Mitchell:\u003c/strong> We are the most age-segregated society. This is the time when our age segregation has been the most extreme. There’s a lot of research out there on how seniors are dealing with their lack of connection to the community, because a lot of those community resources have eroded over time.\u003c/p>\n\u003cp data-start=\"7974\" data-end=\"8047\">\u003cstrong data-start=\"7974\" data-end=\"7990\">Nimah Gobir:\u003c/strong> When kids do talk to adults, it’s often surface level.\u003c/p>\n\u003cp data-start=\"8049\" data-end=\"8168\">\u003cstrong data-start=\"8049\" data-end=\"8066\">Ivy Mitchell:\u003c/strong> How’s school? How’s soccer? The moment for reflecting on your life and sharing that is pretty rare.\u003c/p>\n\u003cp data-start=\"8170\" data-end=\"8567\">\u003cstrong data-start=\"8170\" data-end=\"8186\">Nimah Gobir:\u003c/strong> That’s a missed opportunity for all kinds of reasons. But as a civics teacher Ivy is especially concerned about one thing: cultivating students who are interested in voting when they get older. She believes that having deeper conversations with older adults about their experiences can help students better understand the past—and maybe feel more invested in shaping the future.\u003c/p>\n\u003cp data-start=\"8569\" data-end=\"8764\">\u003cstrong data-start=\"8569\" data-end=\"8586\">Ivy Mitchell:\u003c/strong> Ninety percent of baby boomers believe that democracy is the best way, the only best way. Whereas like a third of young people are like, yeah, you know, we don’t have to vote.\u003c/p>\n\u003cp data-start=\"8766\" data-end=\"8839\">\u003cstrong data-start=\"8766\" data-end=\"8782\">Nimah Gobir:\u003c/strong> Ivy wants to close that gap by connecting generations.\u003c/p>\n\u003cp data-start=\"8862\" data-end=\"9109\">\u003cstrong data-start=\"8862\" data-end=\"8879\">Ivy Mitchell:\u003c/strong> Democracy is a very valuable thing. And the only place my students are hearing it is in my classroom. And if I could bring more voices in to say no, democracy has its flaws, but it’s still the best system we’ve ever discovered.\u003c/p>\n\u003cp data-start=\"9111\" data-end=\"9228\">\u003cstrong data-start=\"9111\" data-end=\"9127\">Nimah Gobir:\u003c/strong> The idea that civic learning can come from cross-generational relationships is backed by research.\u003c/p>\n\u003cp data-start=\"9230\" data-end=\"9421\">\u003cstrong data-start=\"9230\" data-end=\"9250\">Ruby Belle Booth:\u003c/strong> I do a lot of thinking about youth voice and institutions, youth civic development, and how young people can be more involved in our democracy and in their communities.\u003c/p>\n\u003cp data-start=\"9446\" data-end=\"9525\">\u003cstrong data-start=\"9446\" data-end=\"9462\">Nimah Gobir:\u003c/strong> Ruby Belle Booth wrote a report about youth civic engagement. In it she says together young people and older adults can tackle big challenges facing our democracy—like polarization, culture wars, extremism, and misinformation. But sometimes, misunderstandings between generations get in the way.\u003c/p>\n\u003cp data-start=\"9764\" data-end=\"10137\">\u003cstrong data-start=\"9764\" data-end=\"9784\">Ruby Belle Booth:\u003c/strong> Young people, I think, tend to look at older generations as having sort of antiquated views on everything. And that’s largely in part because younger generations have different views on issues. They have different experiences. They have different understandings of modern technology. And as a result, they sort of judge older generations accordingly.\u003c/p>\n\u003cp data-start=\"10139\" data-end=\"10249\">\u003cstrong data-start=\"10139\" data-end=\"10155\">Nimah Gobir:\u003c/strong> Young people’s feelings towards older generations can be summed up in two dismissive words.\u003c/p>\n\u003cp data-start=\"10272\" data-end=\"10375\">\u003cstrong data-start=\"10272\" data-end=\"10288\">Nimah Gobir:\u003c/strong> “OK, Boomer,” which is often said in response to an older person being out of touch.\u003c/p>\n\u003cp data-start=\"10377\" data-end=\"10506\">\u003cstrong data-start=\"10377\" data-end=\"10397\">Ruby Belle Booth:\u003c/strong> There’s a lot of humor and sass and attitude that young people bring to that relationship and that divide.\u003c/p>\n\u003cp data-start=\"10508\" data-end=\"10698\">\u003cstrong data-start=\"10508\" data-end=\"10528\">Ruby Belle Booth:\u003c/strong> It speaks to the challenges that young people face in feeling like they have a voice and they feel like they’re often dismissed by older people—because often they are.\u003c/p>\n\u003cp data-start=\"10700\" data-end=\"10780\">\u003cstrong data-start=\"10700\" data-end=\"10716\">Nimah Gobir:\u003c/strong> And older people have thoughts about younger generations too.\u003c/p>\n\u003cp data-start=\"10782\" data-end=\"10890\">\u003cstrong data-start=\"10782\" data-end=\"10802\">Ruby Belle Booth:\u003c/strong> Sometimes older generations are like, okay, it’s all good. Gen Z is going to save us.\u003c/p>\n\u003cp data-start=\"10892\" data-end=\"11053\">\u003cstrong data-start=\"10892\" data-end=\"10912\">Ruby Belle Booth:\u003c/strong> That puts a lot of pressure on the very small group of Gen Z who is really activist and engaged and trying to make a lot of social change.\u003c/p>\n\u003cp data-start=\"11055\" data-end=\"11255\">\u003cstrong data-start=\"11055\" data-end=\"11071\">Nimah Gobir:\u003c/strong> One of the big challenges that educators face in creating intergenerational learning opportunities is the power imbalance between adults and students. And schools only amplify that.\u003c/p>\n\u003cp data-start=\"11257\" data-end=\"11611\">\u003cstrong data-start=\"11257\" data-end=\"11277\">Ruby Belle Booth:\u003c/strong> When you move that already existing age dynamic into a school setting where all the adults in the room are holding additional power—teachers giving out grades, principals calling students to their office and having disciplinary powers—it makes it so that those already entrenched age dynamics are even more challenging to overcome.\u003c/p>\n\u003cp data-start=\"11636\" data-end=\"11839\">\u003cstrong data-start=\"11636\" data-end=\"11652\">Nimah Gobir:\u003c/strong> One way to offset this power imbalance could be bringing people from outside of the school into the classroom, which is exactly what Ivy Mitchell, our teacher in Boston, decided to do.\u003c/p>\n\u003cp data-start=\"11841\" data-end=\"11896\">\u003cstrong data-start=\"11841\" data-end=\"11866\">Ivy Mitchell :\u003c/strong> Thank you for coming today.\u003c/p>\n\u003cp data-start=\"11898\" data-end=\"12021\">\u003cstrong data-start=\"11898\" data-end=\"11914\">Nimah Gobir:\u003c/strong> Her students came up with a list of questions, and Ivy assembled a panel of older adults to answer them.\u003c/p>\n\u003cp data-start=\"12023\" data-end=\"12377\">\u003cstrong data-start=\"12023\" data-end=\"12048\">Ivy Mitchell (event):\u003c/strong> The idea behind this event is I saw a problem and I’m trying to solve it. And the idea is to bring the generations together to help answer the question, why do we have civics? I know a lot of you wonder about that. And also to have them share their life experience and start building community connections, which are so vital.\u003c/p>\n\u003cp data-start=\"12379\" data-end=\"12510\">\u003cstrong data-start=\"12379\" data-end=\"12395\">Nimah Gobir:\u003c/strong> One by one, students took the mic and asked questions to Berta, Steve, Tony, Eileen, and Jane. Questions like…\u003c/p>\n\u003cp data-start=\"12512\" data-end=\"12570\">\u003cstrong data-start=\"12512\" data-end=\"12524\">Student:\u003c/strong> Do any of you think it’s hard to pay taxes?\u003c/p>\n\u003cp data-start=\"12572\" data-end=\"12655\">\u003cstrong data-start=\"12572\" data-end=\"12584\">Student:\u003c/strong> What is it like to be in a country at war, either at home or abroad?\u003c/p>\n\u003cp data-start=\"12657\" data-end=\"12774\">\u003cstrong data-start=\"12657\" data-end=\"12669\">Student:\u003c/strong> What were the major civic issues of your life, and what experiences shaped your views on these issues?\u003c/p>\n\u003cp data-start=\"12776\" data-end=\"12844\">\u003cstrong data-start=\"12776\" data-end=\"12792\">Nimah Gobir:\u003c/strong> And one by one they gave answers to the students.\u003c/p>\n\u003cp data-start=\"12846\" data-end=\"13001\">\u003cstrong data-start=\"12846\" data-end=\"12865\">Steve Humphrey:\u003c/strong> I mean, I think for me, the Vietnam War, for example, was a huge issue in my lifetime, and, you know, still is. I mean, it shaped us.\u003c/p>\n\u003cp data-start=\"13003\" data-end=\"13311\">\u003cstrong data-start=\"13003\" data-end=\"13018\">Tony Surge:\u003c/strong> Yeah, we had, in our generation, we had a lot going on at once. We also had a big civil rights movement, Martin Luther King, that you probably will study, all very historical, if you go back and look at that. So during our generation, we saw a lot of major changes inside the United States.\u003c/p>\n\u003cp data-start=\"13313\" data-end=\"13546\">\u003cstrong data-start=\"13313\" data-end=\"13329\">Eileen Hill:\u003c/strong> The one that I kind of remember, I was young during the Vietnam War, but women’s rights. So back in ‘74 is when women could actually get a credit card without—if they were married—without their husband’s signature.\u003c/p>\n\u003cp data-start=\"13548\" data-end=\"13648\">\u003cstrong data-start=\"13548\" data-end=\"13564\">Nimah Gobir:\u003c/strong> And then they flipped the panel around so elders could ask questions to students.\u003c/p>\n\u003cp data-start=\"13650\" data-end=\"13728\">\u003cstrong data-start=\"13650\" data-end=\"13666\">Eileen Hill:\u003c/strong> What are the concerns that those of you in school have now?\u003c/p>\n\u003cp data-start=\"13730\" data-end=\"13897\">\u003cstrong data-start=\"13730\" data-end=\"13746\">Eileen Hill:\u003c/strong> I mean, especially with computers and AI—does the AI scare any of you? Or do you feel that this is something you can really adapt to and understand?\u003c/p>\n\u003cp data-start=\"13899\" data-end=\"14200\">\u003cstrong data-start=\"13899\" data-end=\"13911\">Student:\u003c/strong> AI is starting to do new things. It can start to take over people’s jobs, which is concerning. There’s AI music now and my dad’s a musician, and that’s concerning because it’s not good right now, but it’s starting to get better. And it could end up taking over people’s jobs eventually.\u003c/p>\n\u003cp data-start=\"14202\" data-end=\"14416\">\u003cstrong data-start=\"14202\" data-end=\"14214\">Student:\u003c/strong> I think it really depends on how you’re using it. Like, it can definitely be used for good and helpful things, but if you’re using it to fake images of people or things that they said, it’s not good.\u003c/p>\n\u003cp data-start=\"14439\" data-end=\"14607\">\u003cstrong data-start=\"14439\" data-end=\"14455\">Nimah Gobir:\u003c/strong> When Ivy debriefed with students after the event, they had overwhelmingly positive things to say. But there was one piece of feedback that stood out.\u003c/p>\n\u003cp data-start=\"14609\" data-end=\"14764\">\u003cstrong data-start=\"14609\" data-end=\"14626\">Ivy Mitchell:\u003c/strong> All my students said consistently, we wish we had more time and we wish we’d been able to have a more authentic conversation with them.\u003c/p>\n\u003cp data-start=\"14766\" data-end=\"14840\">\u003cstrong data-start=\"14766\" data-end=\"14783\">Ivy Mitchell:\u003c/strong> They wanted to be able to talk, to really get into it.\u003c/p>\n\u003cp data-start=\"14842\" data-end=\"14950\">\u003cstrong data-start=\"14842\" data-end=\"14858\">Nimah Gobir:\u003c/strong> Next time, she’s planning to loosen the reins and make space for more authentic dialogue.\u003c/p>\n\u003cp data-start=\"14952\" data-end=\"15115\">Some of Ruby Belle Booth’s research inspired Ivy’s project. She noted some things that make intergenerational activities a success. Ivy did a lot of these things!\u003c/p>\n\u003cp data-start=\"15117\" data-end=\"15341\">\u003cstrong data-start=\"15117\" data-end=\"15133\">Nimah Gobir:\u003c/strong> One: Ivy had conversations with her students where they came up with questions and talked about the event with students and older folks. This can make everyone feel a lot more comfortable and less nervous.\u003c/p>\n\u003cp data-start=\"15343\" data-end=\"15500\">\u003cstrong data-start=\"15343\" data-end=\"15363\">Ruby Belle Booth:\u003c/strong> Having really clear goals and expectations is one of the easiest ways to facilitate this process for young people or for older adults.\u003c/p>\n\u003cp data-start=\"15502\" data-end=\"15681\">\u003cstrong data-start=\"15502\" data-end=\"15518\">Nimah Gobir:\u003c/strong> Two: They didn’t get into tough and divisive questions during this first event. Maybe you don’t want to jump headfirst into some of these more sensitive issues.\u003c/p>\n\u003cp data-start=\"15683\" data-end=\"15919\">\u003cstrong data-start=\"15683\" data-end=\"15699\">Nimah Gobir:\u003c/strong> Three: Ivy built these connections into the work she was already doing. Ivy had assigned students to interview older adults before, but she wanted to take it further. So she made those conversations part of her class.\u003c/p>\n\u003cp data-start=\"15921\" data-end=\"16124\">\u003cstrong data-start=\"15921\" data-end=\"15941\">Ruby Belle Booth:\u003c/strong> Thinking about how you can start with what you have I think is a really great way to start to implement this kind of intergenerational learning without fully reinventing the wheel.\u003c/p>\n\u003cp data-start=\"16126\" data-end=\"16202\">\u003cstrong data-start=\"16126\" data-end=\"16142\">Nimah Gobir:\u003c/strong> Four: Ivy had time for reflection and feedback afterward.\u003c/p>\n\u003cp data-start=\"16204\" data-end=\"16472\">\u003cstrong data-start=\"16204\" data-end=\"16224\">Ruby Belle Booth:\u003c/strong> Talking about how it went—not just about the things you talked about, but the process of having this intergenerational conversation for both parties—is vital to really cement, deepen, and further the learnings and takeaways from the opportunity.\u003c/p>\n\u003cp data-start=\"16474\" data-end=\"16641\">\u003cstrong data-start=\"16474\" data-end=\"16490\">Nimah Gobir:\u003c/strong> Ruby doesn’t say that intergenerational connections are the only solution for the problems our democracy faces. In fact, on its own it’s not enough.\u003c/p>\n\u003cp data-start=\"16664\" data-end=\"17207\">\u003cstrong data-start=\"16664\" data-end=\"16684\">Ruby Belle Booth:\u003c/strong> I think that when we’re thinking about the long-term health of democracy, it needs to be grounded in communities and connection and reciprocity. A piece of that, when we’re thinking about including more young people in democracy—having more young people turn out to vote, having more young people who see a pathway to create change in their communities—we have to be thinking about what an inclusive democracy looks like, what a democracy that welcomes young voices looks like. Our democracy has to be intergenerational.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>(Note: This is the second piece in a two-part series on absenteeism in schools. Read the \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-7-insights-chronic-absenteeism/\">\u003cem>first part\u003c/em>\u003c/a>\u003cem>, on seven insights from researchers.)\u003c/em>\u003c/p>\n\u003cp>Chronic absenteeism, when students miss 10 percent or more of the school year, is 50 percent higher across the nation than before the pandemic. Researchers say it’s difficult for schools to address the problem because it is both so intense, with students missing huge chunks of the school year, and so extensive, affecting both rich and poor students and even high achievers. And the reasons vary widely, from asthma and bullying to transportation problems and the feeling that school is boring.\u003c/p>\n\u003cp>“It’s hard to know where and when to target resources,” said Sam Hollon, a data analyst at the American Enterprise Institute, which hosted a symposium on the problem in May. “Who do you help when every student potentially can be a candidate for help?”\u003c/p>\n\u003cp>The Trump administration’s \u003ca href=\"https://hechingerreport.org/they-crossed-the-border-for-better-schools-now-some-families-are-leaving-the-us/\">immigration enforcement\u003c/a> is exacerbating the problem. A \u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/ai25-1202.pdf\">June draft paper\u003c/a> by Stanford University professor Thomas Dee calculated that recent raids coincided with a 22 percent increase in daily student absences with particularly large increases in absenteeism among the youngest students.\u003c/p>\n\u003cp>Talking about the problem isn’t enough. Researchers say they want to study more schools that are making headway. It remains unclear if there are broadly applicable fixes or if each school or even each student needs individual solutions. Some underlying root causes for skipping school are more complex than others, requiring psychotherapy or housing assistance, which schools can’t provide. Here are a few examples of how very different communities are tackling the problem.\u003c/p>\n\u003ch2>\u003cstrong>Providence: Bus stops and weekend food bags\u003c/strong>\u003c/h2>\n\u003cp>Principal W. Jackson Reilly of Nathanael Greene Middle School in Providence, Rhode Island, said that when he arrived in April 2023, half of his 900 students in grades six to eight were chronically absent, up from 30 percent of students before the pandemic. Thirty percent of his teachers were also chronically absent. Achievement scores were in the state’s bottom 1 percent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Reilly managed to slash his chronic absenteeism rate in half to 25 percent this past 2024-25 year. That’s still high. One in four students missed more than 18 days of school a year. But, it’s better.\u003c/p>\n\u003cp>He began by identifying 150 kids who were just over the threshold for chronic absenteeism, those who missed between 18 and 35 days, hoping that these kids would be easier to lure back to school than those who were more disengaged. Reilly and a group of administrators and guidance counselors each took 10 to 15 students and showed their families how much school they had missed and how low their grades were. His team asked, “What do you need in order for your kid to be coming to school?’”\u003c/p>\n\u003cp>The two most common replies: transportation and food.\u003c/p>\n\u003cp>Many students lived only a mile away, too close to school to qualify for bus service. Yet the walk deterred many, especially if it was raining or snowing. Yellow buses often passed these children’s homes as they were transporting children who lived farther out, and Reilly convinced the district to add stops for these chronically absent children.\u003c/p>\n\u003cp>Ninety percent of his students come from families who are poor enough to qualify for the federal free or reduced-price lunch program and 80 percent are Hispanic. Although many children were fed breakfast and lunch at school, their families admitted that their kids would get so hungry over the weekend that they didn’t want to wake up and come to school on Mondays. Reilly partnered with a food pantry and sent bags of meat and pasta home with students on Fridays.\u003c/p>\n\u003cp>Individual attention also helped. At the start of each school day, Reilly and his team check in with their assigned students. Kids who show up get five “green bucks” to spend on snacks and prizes. Administrators call the homes of those who didn’t come to school. “If they did not answer the phone, we’d make a home visit,” said Reilly.\u003c/p>\n\u003cp>The most dramatic overhaul was scheduling. Reilly scrapped individual schedules for students and assigned four teachers to every 104 students. The kids now move in pods of 26 that take all their classes together, rotating through the same four teachers throughout the day. The classrooms are right near each other, creating a smaller community within the school.\u003c/p>\n\u003cp>“It’s all about relationship building,” said Reilly. When students look forward to seeing their classmates and teachers, he said, they’re more motivated to come to school.\u003c/p>\n\u003cp>Researchers say fostering relationships is effective. Hedy Chang, executive director of Attendance Works, a nonprofit organization that advises schools on how to boost attendance rates, said it’s still a battle to persuade school leaders (and school board members) that making school a more welcoming place is more productive than punishing kids and families for skipping school.\u003c/p>\n\u003cp>Reilly said his school now posts the lowest student and teacher chronic absenteeism rates in Providence. And he said his school is the highest performing middle school in the city and among the highest statewide in reading.\u003c/p>\n\u003ch2>\u003cstrong>New York City: Catching the butterflies\u003c/strong>\u003c/h2>\n\u003cp>A cluster of New York City high schools are taking a more data-driven approach, guided by New Visions, a consulting organization that supports 71 city high schools.\u003c/p>\n\u003cp>After some experimentation, New Visions staff saw strong improvement in attendance in one subgroup of students who were on the cusp of missing 10 percent of school days, but had not yet crossed the chronic absenteeism threshold. These are students who might miss a day or two every week or every other week but were relatively engaged at school. Jonathan Green, a New Visions school improvement coach who is spearheading this effort, calls them “butterflies.” “They would flutter in and out every week,” he said.\u003c/p>\n\u003cp>Green suggested that someone at school meet weekly with these butterflies and show them their attendance data, set goals for the coming week and explain how their attendance was leading to better grades. The intervention took two to five minutes. “There were marked changes in attendance,” said Green.\u003c/p>\n\u003cp>New Visions built a website where school administrators could print out two-page documents for each student so the data, including monthly attendance and tardiness, appeared in an easy-to-digest format. The quick meetings took place for eight to 10 weeks during the final grading period for the semester. “That’s when there’s the most opportunity to turn those potentially failing grades into passing grades,” said Green. “We were finding these sweet spots within the school calendar to do this very high resource, high-energy intensive weekly check-in. It’s not something that anyone can easily scale across a school.”\u003c/p>\n\u003cp>Staff had to figure out the bell schedule for each child and intercept them between classes. One succeeded in holding their entire caseload of students below the chronic absenteeism threshold. Not everyone thought it was a good idea: Some school administrators questioned why so much effort should go into students who weren’t yet chronically absent rather than students in greater trouble.\u003c/p>\n\u003cp>The dramatic results help answer that question. Among schools in the Bronx that volunteered to participate in the butterfly intervention, chronic absenteeism rates dropped 15 percentage points from 47 percent in 2021 to 32 percent in 2025, still high. But other Bronx high schools in the New Visions network that didn’t try this butterfly intervention still had a chronic absenteeism rate of 46 percent.\u003c/p>\n\u003cp>Green said this solution wouldn’t work for other high schoolers. Some have trouble organizing their study time, he said, and need more intensive help from teachers. “Two- to five-minute check-ins aren’t going to help them,” said Green.\u003c/p>\n\u003ch2>\u003cstrong>Indianapolis: Biscuits and gravy\u003c/strong>\u003c/h2>\n\u003cp>The leader of an Indiana charter school told me he used a system of rewards and punishments that reduced the chronic absenteeism rate among his kindergarten through eighth graders from 64 percent in 2021-22 to 10 percent in 2024-25.\u003c/p>\n\u003cp>Jordan Habayeb, the chief operating officer of Adelante Schools, said he used federal funds for the school breakfast and lunch program to create a \u003ca href=\"https://www.indystar.com/story/news/education/2023/12/29/patachou-for-school-lunch-heres-what-these-students-get-to-eat/71758197007/\">made-from-scratch restaurant-style cafeteria\u003c/a>. “Fun fact: On homemade biscuit and gravy days, we saw the lowest rates of tardies,” he said.\u003c/p>\n\u003cp>Researchers recommend avoiding punishment because it doesn’t bring students back to school. But Habayeb said he adheres strictly to state law that requires schools to report 10 absences to the state Department of Child Services and to file a report with the county prosecutor. Habayeb told me his school accounted for a fifth of truancy referrals to the county prosecutor.\u003c/p>\n\u003cp>The school created an automated warning system after five absences rather than waiting for the critical 10-day loss. And Habayeb said he dispatched the safety and attendance officer in a van to have “real conversations with families rather than being buried in paperwork.” Meanwhile, students who did show up received a constant stream of rewards, from locker decorations to T-shirts.\u003c/p>\n\u003cp>Parent education was also important. During mandatory family orientations, the school illustrated how regular attendance matters for even young children. “We shared what a child might miss during a three-day stretch in a unit on ‘Charlotte’s Web’ — showing how easily a student could leave with a completely different understanding of the book,” said Habayeb. “This helped shift perspectives and brought urgency to the issue.”\u003c/p>\n\u003ch2>\u003cstrong>Kansas City: Candy and notes\u003c/strong>\u003c/h2>\n\u003cp>School leaders in Kansas City, Kansas, shared some tips that have worked for them during a webinar earlier this month hosted by Attendance Works. One elementary school reduced its chronic absenteeism from 55 percent in 2021 to 38 percent in 2024 by assigning all 300 students to an adult in the building, encouraging them to build an “authentic” relationship. Teachers were given a list of ideas but were free to do what seemed natural. One teacher left candy and notes on their assigned students’ desks. A preschooler proudly pasted his note, which said he was a “genius,” on the front door of his house. “The smiles kids have on their faces are amazing,” said Zaneta Boles, the principal of Silver City Elementary School.\u003c/p>\n\u003cp>When students do miss school, Boles said educators try to take a “non-blaming approach” so that families are more likely to divulge what is going on. That helps the school refer them to other community agencies for assistance.\u003c/p>\n\u003ch2>\u003cstrong>Albuquerque: A shining example regroups \u003c/strong>\u003c/h2>\n\u003cp>Alamosa Elementary School in Albuquerque, New Mexico, was once a shining example of a school that persuaded more families to send their kids to class. Chronic absenteeism fell as low as 1 in 4 students in 2018, when \u003ca href=\"https://hechingerreport.org/students-cant-learn-dont-show-school/\">The Hechinger Report wrote about the school\u003c/a>.\u003c/p>\n\u003cp>But Alamosa has not been immune from the surge of absenteeism that has plagued schools around the nation. Chronic absenteeism spiked to 64 percent of students during the 2021-22 school year, when Covid variants were still circulating. And it remained shockingly high with 38 percent of students missing more than 10 percent of the 2024-25 school year — exactly matching the 50 percent increase in chronic absenteeism across the country since 2019.\u003c/p>\n\u003cp>“We were on a roll. Then life happened,” said Daphne Strader, Albuquerque Public Schools’ director of coordinated school health, who works to reduce absenteeism.\u003c/p>\n\u003cp>Strader said Alamosa and other Albuquerque schools have made some successful changes to how they’re tackling the problem. But the volume of absenteeism remains overwhelming. “There’s so many kids who have needs,” Starder said. “We need more staff on board.”\u003c/p>\n\u003cp>Strader said attendance interventions had been “too siloed” and they’re focusing more on the “whole child.” She’s encouraging schools to integrate attendance efforts with other initiatives to boost academic achievement and improve student behavior. “Students are hungry, they’re dysregulated, they don’t have grit,” said Strader, and all of these issues are contributing to absenteeism. But she also concedes that some students have more severe needs, and it’s unclear who in the system can address them.\u003c/p>\n\u003cp>Her biggest advice for schools is to focus on relationships. “Relationships drive everything,” said Strader. “One of the major consequences of the pandemic was the isolation. If I feel a sense of belonging, I’m more likely to come to school.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-tackle-absenteeism/\"> \u003cem>how schools are tackling absenteeism\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for\u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\"> \u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>(Note: This is the second piece in a two-part series on absenteeism in schools. Read the \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-7-insights-chronic-absenteeism/\">\u003cem>first part\u003c/em>\u003c/a>\u003cem>, on seven insights from researchers.)\u003c/em>\u003c/p>\n\u003cp>Chronic absenteeism, when students miss 10 percent or more of the school year, is 50 percent higher across the nation than before the pandemic. Researchers say it’s difficult for schools to address the problem because it is both so intense, with students missing huge chunks of the school year, and so extensive, affecting both rich and poor students and even high achievers. And the reasons vary widely, from asthma and bullying to transportation problems and the feeling that school is boring.\u003c/p>\n\u003cp>“It’s hard to know where and when to target resources,” said Sam Hollon, a data analyst at the American Enterprise Institute, which hosted a symposium on the problem in May. “Who do you help when every student potentially can be a candidate for help?”\u003c/p>\n\u003cp>The Trump administration’s \u003ca href=\"https://hechingerreport.org/they-crossed-the-border-for-better-schools-now-some-families-are-leaving-the-us/\">immigration enforcement\u003c/a> is exacerbating the problem. A \u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/ai25-1202.pdf\">June draft paper\u003c/a> by Stanford University professor Thomas Dee calculated that recent raids coincided with a 22 percent increase in daily student absences with particularly large increases in absenteeism among the youngest students.\u003c/p>\n\u003cp>Talking about the problem isn’t enough. Researchers say they want to study more schools that are making headway. It remains unclear if there are broadly applicable fixes or if each school or even each student needs individual solutions. Some underlying root causes for skipping school are more complex than others, requiring psychotherapy or housing assistance, which schools can’t provide. Here are a few examples of how very different communities are tackling the problem.\u003c/p>\n\u003ch2>\u003cstrong>Providence: Bus stops and weekend food bags\u003c/strong>\u003c/h2>\n\u003cp>Principal W. Jackson Reilly of Nathanael Greene Middle School in Providence, Rhode Island, said that when he arrived in April 2023, half of his 900 students in grades six to eight were chronically absent, up from 30 percent of students before the pandemic. Thirty percent of his teachers were also chronically absent. Achievement scores were in the state’s bottom 1 percent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Reilly managed to slash his chronic absenteeism rate in half to 25 percent this past 2024-25 year. That’s still high. One in four students missed more than 18 days of school a year. But, it’s better.\u003c/p>\n\u003cp>He began by identifying 150 kids who were just over the threshold for chronic absenteeism, those who missed between 18 and 35 days, hoping that these kids would be easier to lure back to school than those who were more disengaged. Reilly and a group of administrators and guidance counselors each took 10 to 15 students and showed their families how much school they had missed and how low their grades were. His team asked, “What do you need in order for your kid to be coming to school?’”\u003c/p>\n\u003cp>The two most common replies: transportation and food.\u003c/p>\n\u003cp>Many students lived only a mile away, too close to school to qualify for bus service. Yet the walk deterred many, especially if it was raining or snowing. Yellow buses often passed these children’s homes as they were transporting children who lived farther out, and Reilly convinced the district to add stops for these chronically absent children.\u003c/p>\n\u003cp>Ninety percent of his students come from families who are poor enough to qualify for the federal free or reduced-price lunch program and 80 percent are Hispanic. Although many children were fed breakfast and lunch at school, their families admitted that their kids would get so hungry over the weekend that they didn’t want to wake up and come to school on Mondays. Reilly partnered with a food pantry and sent bags of meat and pasta home with students on Fridays.\u003c/p>\n\u003cp>Individual attention also helped. At the start of each school day, Reilly and his team check in with their assigned students. Kids who show up get five “green bucks” to spend on snacks and prizes. Administrators call the homes of those who didn’t come to school. “If they did not answer the phone, we’d make a home visit,” said Reilly.\u003c/p>\n\u003cp>The most dramatic overhaul was scheduling. Reilly scrapped individual schedules for students and assigned four teachers to every 104 students. The kids now move in pods of 26 that take all their classes together, rotating through the same four teachers throughout the day. The classrooms are right near each other, creating a smaller community within the school.\u003c/p>\n\u003cp>“It’s all about relationship building,” said Reilly. When students look forward to seeing their classmates and teachers, he said, they’re more motivated to come to school.\u003c/p>\n\u003cp>Researchers say fostering relationships is effective. Hedy Chang, executive director of Attendance Works, a nonprofit organization that advises schools on how to boost attendance rates, said it’s still a battle to persuade school leaders (and school board members) that making school a more welcoming place is more productive than punishing kids and families for skipping school.\u003c/p>\n\u003cp>Reilly said his school now posts the lowest student and teacher chronic absenteeism rates in Providence. And he said his school is the highest performing middle school in the city and among the highest statewide in reading.\u003c/p>\n\u003ch2>\u003cstrong>New York City: Catching the butterflies\u003c/strong>\u003c/h2>\n\u003cp>A cluster of New York City high schools are taking a more data-driven approach, guided by New Visions, a consulting organization that supports 71 city high schools.\u003c/p>\n\u003cp>After some experimentation, New Visions staff saw strong improvement in attendance in one subgroup of students who were on the cusp of missing 10 percent of school days, but had not yet crossed the chronic absenteeism threshold. These are students who might miss a day or two every week or every other week but were relatively engaged at school. Jonathan Green, a New Visions school improvement coach who is spearheading this effort, calls them “butterflies.” “They would flutter in and out every week,” he said.\u003c/p>\n\u003cp>Green suggested that someone at school meet weekly with these butterflies and show them their attendance data, set goals for the coming week and explain how their attendance was leading to better grades. The intervention took two to five minutes. “There were marked changes in attendance,” said Green.\u003c/p>\n\u003cp>New Visions built a website where school administrators could print out two-page documents for each student so the data, including monthly attendance and tardiness, appeared in an easy-to-digest format. The quick meetings took place for eight to 10 weeks during the final grading period for the semester. “That’s when there’s the most opportunity to turn those potentially failing grades into passing grades,” said Green. “We were finding these sweet spots within the school calendar to do this very high resource, high-energy intensive weekly check-in. It’s not something that anyone can easily scale across a school.”\u003c/p>\n\u003cp>Staff had to figure out the bell schedule for each child and intercept them between classes. One succeeded in holding their entire caseload of students below the chronic absenteeism threshold. Not everyone thought it was a good idea: Some school administrators questioned why so much effort should go into students who weren’t yet chronically absent rather than students in greater trouble.\u003c/p>\n\u003cp>The dramatic results help answer that question. Among schools in the Bronx that volunteered to participate in the butterfly intervention, chronic absenteeism rates dropped 15 percentage points from 47 percent in 2021 to 32 percent in 2025, still high. But other Bronx high schools in the New Visions network that didn’t try this butterfly intervention still had a chronic absenteeism rate of 46 percent.\u003c/p>\n\u003cp>Green said this solution wouldn’t work for other high schoolers. Some have trouble organizing their study time, he said, and need more intensive help from teachers. “Two- to five-minute check-ins aren’t going to help them,” said Green.\u003c/p>\n\u003ch2>\u003cstrong>Indianapolis: Biscuits and gravy\u003c/strong>\u003c/h2>\n\u003cp>The leader of an Indiana charter school told me he used a system of rewards and punishments that reduced the chronic absenteeism rate among his kindergarten through eighth graders from 64 percent in 2021-22 to 10 percent in 2024-25.\u003c/p>\n\u003cp>Jordan Habayeb, the chief operating officer of Adelante Schools, said he used federal funds for the school breakfast and lunch program to create a \u003ca href=\"https://www.indystar.com/story/news/education/2023/12/29/patachou-for-school-lunch-heres-what-these-students-get-to-eat/71758197007/\">made-from-scratch restaurant-style cafeteria\u003c/a>. “Fun fact: On homemade biscuit and gravy days, we saw the lowest rates of tardies,” he said.\u003c/p>\n\u003cp>Researchers recommend avoiding punishment because it doesn’t bring students back to school. But Habayeb said he adheres strictly to state law that requires schools to report 10 absences to the state Department of Child Services and to file a report with the county prosecutor. Habayeb told me his school accounted for a fifth of truancy referrals to the county prosecutor.\u003c/p>\n\u003cp>The school created an automated warning system after five absences rather than waiting for the critical 10-day loss. And Habayeb said he dispatched the safety and attendance officer in a van to have “real conversations with families rather than being buried in paperwork.” Meanwhile, students who did show up received a constant stream of rewards, from locker decorations to T-shirts.\u003c/p>\n\u003cp>Parent education was also important. During mandatory family orientations, the school illustrated how regular attendance matters for even young children. “We shared what a child might miss during a three-day stretch in a unit on ‘Charlotte’s Web’ — showing how easily a student could leave with a completely different understanding of the book,” said Habayeb. “This helped shift perspectives and brought urgency to the issue.”\u003c/p>\n\u003ch2>\u003cstrong>Kansas City: Candy and notes\u003c/strong>\u003c/h2>\n\u003cp>School leaders in Kansas City, Kansas, shared some tips that have worked for them during a webinar earlier this month hosted by Attendance Works. One elementary school reduced its chronic absenteeism from 55 percent in 2021 to 38 percent in 2024 by assigning all 300 students to an adult in the building, encouraging them to build an “authentic” relationship. Teachers were given a list of ideas but were free to do what seemed natural. One teacher left candy and notes on their assigned students’ desks. A preschooler proudly pasted his note, which said he was a “genius,” on the front door of his house. “The smiles kids have on their faces are amazing,” said Zaneta Boles, the principal of Silver City Elementary School.\u003c/p>\n\u003cp>When students do miss school, Boles said educators try to take a “non-blaming approach” so that families are more likely to divulge what is going on. That helps the school refer them to other community agencies for assistance.\u003c/p>\n\u003ch2>\u003cstrong>Albuquerque: A shining example regroups \u003c/strong>\u003c/h2>\n\u003cp>Alamosa Elementary School in Albuquerque, New Mexico, was once a shining example of a school that persuaded more families to send their kids to class. Chronic absenteeism fell as low as 1 in 4 students in 2018, when \u003ca href=\"https://hechingerreport.org/students-cant-learn-dont-show-school/\">The Hechinger Report wrote about the school\u003c/a>.\u003c/p>\n\u003cp>But Alamosa has not been immune from the surge of absenteeism that has plagued schools around the nation. Chronic absenteeism spiked to 64 percent of students during the 2021-22 school year, when Covid variants were still circulating. And it remained shockingly high with 38 percent of students missing more than 10 percent of the 2024-25 school year — exactly matching the 50 percent increase in chronic absenteeism across the country since 2019.\u003c/p>\n\u003cp>“We were on a roll. Then life happened,” said Daphne Strader, Albuquerque Public Schools’ director of coordinated school health, who works to reduce absenteeism.\u003c/p>\n\u003cp>Strader said Alamosa and other Albuquerque schools have made some successful changes to how they’re tackling the problem. But the volume of absenteeism remains overwhelming. “There’s so many kids who have needs,” Starder said. “We need more staff on board.”\u003c/p>\n\u003cp>Strader said attendance interventions had been “too siloed” and they’re focusing more on the “whole child.” She’s encouraging schools to integrate attendance efforts with other initiatives to boost academic achievement and improve student behavior. “Students are hungry, they’re dysregulated, they don’t have grit,” said Strader, and all of these issues are contributing to absenteeism. But she also concedes that some students have more severe needs, and it’s unclear who in the system can address them.\u003c/p>\n\u003cp>Her biggest advice for schools is to focus on relationships. “Relationships drive everything,” said Strader. “One of the major consequences of the pandemic was the isolation. If I feel a sense of belonging, I’m more likely to come to school.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-tackle-absenteeism/\"> \u003cem>how schools are tackling absenteeism\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for\u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\"> \u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>Jessica Lifshitz noticed a shift in the writing stamina of her fifth graders in recent years. Students weren’t connecting to text-heavy personal narratives in the way that they used to.\u003c/p>\n\u003cp>She couldn’t pinpoint the reason for this steady decline in writing stamina, but the disconnect was clear. “Our kids are just having a harder time writing longer pieces compared to what they used to be able to do,” said Lifshitz, who has been teaching for 21 years.\u003c/p>\n\u003cp>Looking at examples of writing and storytelling is an important element of building students’ literacy and writing skills. Since her students were struggling with the existing material, she decided to do something different: have her students rely on themselves and their voices for that narrative.\u003c/p>\n\u003cp>Last fall, Lifshitz decided to introduce the first writing unit of the year using “\u003ca href=\"https://themoth.org/\">The Moth\u003c/a>,” the popular podcast, public radio program and event.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students spent six weeks listening to, watching, developing, writing and eventually recording their own stories. The unit was a success; it sparked the young readers’ and writers’ storytelling abilities and offered lessons in empathy, courage and multi-modal literacy.\u003c/p>\n\u003cp>“We certainly practice [responding to prompts about short readings] in other ways, but I also wanted to just bring the joy of storytelling back to kids,” said Lifshitz.\u003c/p>\n\u003cp>In an age where writing in school is often focused on fulfilling standardized test requirements, personal narrative writing units can offer a more personalized approach to literacy.\u003c/p>\n\u003cp>\u003cstrong>Personal Narrative Unit\u003c/strong>\u003c/p>\n\u003cp>Lifshitz starts the unit by introducing her students to examples of personal narratives from The Moth’s archives. The fifth graders then sample more of the pre-approved stories on their own. As the students listened to the stories, watched the videos and read the transcripts, they worked on annotating the text and answered questions like: What is this story about? How can this story help others?\u003c/p>\n\u003cp>Then students brainstormed stories from their own lives and shared these stories with their peers. Lifshitz said the energy from her students during the brainstorming was palpable and resulted in stories with titles like, “When Petsitting Goes Wrong,” “The Hardest Math Problem” and “Grandpa and Grandma Day.”\u003c/p>\n\u003cp>Once each student landed on a story they wanted to develop further, they mapped them out using a graphic organizer and studied four storytelling strategies. “Snapshots” describe in detail things that could be seen; “Thought-shots” describe the thoughts and emotions that the writer was experiencing; “Exploding important moments” magnified significant parts of the story; And “Adding in reflection” encouraged students to share a lesson that their story could teach.\u003c/p>\n\u003cp>Additionally, Lifshitz reflected on her own journey using The Moth in our latest episode of the MindShift Podcast. She describes the community of teachers she developed as she started sharing her own teaching stories with the world, and the difference it made in reigniting her excitement with teaching.\u003c/p>\n\u003cp>“As my voice found an audience, as our stories formed the basis for a strong community, my teaching began to change and I began to grow, and writing was such a huge part of that for me,” Lifshitz said in the podcast. “Maybe that is why storytelling is so important to me, because it was this storytelling that allowed me to connect with audiences, to develop community, to be challenged, to be exposed to others in the world.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8799077194\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>The Moth Model\u003c/strong>\u003c/p>\n\u003cp>While Lifshitz developed her own unit, \u003ca href=\"https://themoth.org/the-moths-education-program\">The Moth has a curriculum for K-12 teachers\u003c/a> who are a part of their Teacher’s Lounge program. The Moth also hosts in-person afterschool and summer programs for teens, as well as virtual workshops.\u003c/p>\n\u003cp>It’s rare for teens to find a space where they are free to tell their own stories, uninterrupted, for five minutes “unless you’re talking to the internet in a void,” said Ana Stern, The Moth’s senior manager of education. At the end of the eight-week sessions, the teens share their stories for the whole group. The “slam,” as they call it, is also recorded. The recordings are given to each student and they get to decide what they want to do with them.\u003c/p>\n\u003cp>Some teens perform their story at the slam and never look at the recording again, said Stern, and that’s okay.\u003c/p>\n\u003cp>According to Stern, building a community comes first because storytelling can be a vulnerable experience. “We really spend a lot of time concentrating on building as brave and as safe a space as possible,” she said. And the program encourages students to lead with curiosity and withhold judgement when giving peer-to-peer feedback, she continued. Often, by the end of the eight-week program Stern hears feedback from students like, “I never thought my story would matter” and “I never thought I had anything to say.”\u003c/p>\n\u003cp>“Through the workshop, they’re realizing not only do they have something to say, but they have folks who want to hear them as well,” said Stern.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8799077194\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Ki Sung, and with me today is MindShift reporter Marlena Jackson-Retondo.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Hi, Ki.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>Hi, Marlena. So you have a story today that’s about writing, but it’s really about something else. Tell us more.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I’m here to tell you about a teacher named Jessica Lifshitz. Jessica has been teaching for two decades, but over time, she began to notice a shift in the writing stamina of her fifth graders. They were petering out and not really interested in writing.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Struggling with student engagement, that sounds like a really familiar problem teachers have, especially post pandemic.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Yeah, students weren’t connecting to traditional writing prompts for personal narratives in the way that they used to. Like how did the student spend their summer? What was their favorite memory? Something was missing, both from the text prompts and the student assignments, so she out an idea from the moth. In the moth, adults perform their stories in front of a live audience, usually about three stories per episode, and these stories are grouped by themes like timeless love, football, and grocery trips.\u003c/p>\n\u003cp>Jess’s students read their moth-style stories about fifth grade stuff, with titles like When Pet Sitting Goes Wrong.\u003c/p>\n\u003cp>\u003cstrong>Speaker: \u003c/strong>When I got into the backyard, I couldn’t find the pit bull. I was just like, oh my god, oh god, oh my God, oh God, Oh my God.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo\u003c/strong>: Grandpa and grandma day.\u003c/p>\n\u003cp>\u003cstrong>Speaker: \u003c/strong>Grandma always makes the best lunches. Cucumbers, mango, watermelon, tuna, croissants, grapes. I would put it all on my plate and start making food monsters.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo\u003c/strong>: And the hardest math problem.\u003c/p>\n\u003cp>\u003cstrong>Speaker:\u003c/strong> Once, when I was doing math, my teacher introduced me to an indescribably hard math problem. If my head had a fuse, like where a bomb would be, it would blow.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We’ll tell you why Jessica wanted to do this after the break.\u003c/p>\n\u003cp>\u003cstrong>Announcer: \u003c/strong>Support for MindShift comes from Landmark College. Landmark college’s fully online certificate in learning differences and neurodiversity provides educators with research-based skills and strategies that improve learning outcomes for neurodivergent students. Earn up to 15 graduate level credits and specialize in one of the following areas, post-secondary disability services, executive function, or autism on campus or online. Learn more at landmark.edu slash certificate.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Teacher Jessica Lifshitz does something special in her classroom. Instead of having her students respond to boring writing prompts on paper, she has them tell stories about their lives to each other.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Okay Marlena, that sounds great. So what’s the real reason Jess has her students do this?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Well, I thought we’d get a little meta, so I asked Jess Lifshitz to do something a little different for you, our listeners. I asked just to tell the story of why she came to teach her students about narrative storytelling all of the month. She performed her piece in front of a tiny audience live near Chicago. Please welcome Jess Lifshitz.\u003c/p>\n\u003cp>\u003cstrong>Jess Lifshitz:\u003c/strong> My students are storytellers.\u003c/p>\n\u003cp>Their stories fill the spaces in which we learn. And when I think of my storytellers, I think of one student in particular. She is a master storyteller and her name is Lucy. Every morning we begin our days with a check-in question, a quick way to ease into our morning, a way for everyone to have their voice heard before we dig into the harder work of the day.\u003c/p>\n\u003cp>The questions are simple. What is the thing you are most proud of or what is your biggest fear?\u003c/p>\n\u003cp>And Lucy, she turns every answer into an adventure. Like the time when the question asked about your scariest moment. And Lucy launched into the ordeal that ensued when her dog ran away and she searched her entire neighborhood to find her only to return home and find her dog waiting for her in the backyard. Or the time she was answering a question about the worst injury you’ve ever had and it turned into a five minute retelling. Or the time she was wrapped in a mermaid blanket and turned over in her bed and fell directly onto her humidifier, smacking her face and leaving her with a permanent scar on her cheek.\u003c/p>\n\u003cp>There is rarely a day that goes by where she doesn’t give us all a good story.\u003c/p>\n\u003cp>Now I’ve been a teacher for more than 20 years. In those 20 years, I have heard my share of childhood adventures told through the dramatic voices of my students. But in those 20 years, I have also had to read the often dry words of those same students as they write in response to the boring prompts that we are required to assign from time to time. You know the kind. Prompts like, ‘What is something you did this summer?’ Or ‘What is an important moment you spent with someone you love?’\u003c/p>\n\u003cp>I don’t know what it is, but something about those prompts just sucks the soul out of a story. All that heart, all that voice that students like Lucy naturally pour into their stories seems to disappear when they are asked to write those same stories out for an assignment.\u003c/p>\n\u003cp>And after 20 years of watching the joy slip out of a story, I decided that I needed to do something to try to recapture the energy that filled my students’ stories when they were not writing for an an assignment, I wanted their classroom writing to be filled with the same kind of energy that filled every one of Lucy’s stories.\u003c/p>\n\u003cp>As I began to wrestle with how to bring this joy back to my students and to their stories, I started to think about my own history with writing. When I was a kid, I never saw myself as a writer. I saw writing as something I had to do, a task that I had complete. But at a certain point in my life, that changed. At some point, writing became a way for me to process the world.\u003c/p>\n\u003cp>Writing brought me peace. Writing became so much more than a task. It became a way to connect with myself and with others. Writing become a way for me to form community.\u003c/p>\n\u003cp>So when did that happen? For me, that transformation occurred when I started to write about my life as a fifth grade literacy teacher. This was in the days when the internet was a kinder place, when blogging wasn’t a career, when we weren’t worried about being influencers.\u003c/p>\n\u003cp>And this amazing thing happened through my writing. In a time when I felt isolated as a teacher, stagnant and bored with the teaching I was doing, I found others who opened up a whole new world for me through the sharing of their stories. I read the stories of others and they inspired me to think about teaching in a whole way.\u003c/p>\n\u003cp>As my voice found an audience, as our stories formed the basis for a strong community, my teaching began to change and I began to grow. And writing was such a huge part of that for me. Maybe that is why storytelling is so important to me, because it was this storytelling that allowed me to connect with audiences, to develop community, to be challenged, to be exposed to others in the world.\u003c/p>\n\u003cp>I was fine until I learned what else was out there. And then I became better because of it.\u003c/p>\n\u003cp>That is what I wanted for my students. I wanted my students to see storytelling as a way to connect with others. As a way to feel less alone in this world.\u003c/p>\n\u003cp>So I started to think about how to cultivate the same kind of experience for my students. And I kept thinking about the role that an audience plays in our storytelling. When our stories have a place to land, a place where they matter and can cause others to see the world in a new or different way, that is when our stories feel the most worthwhile.\u003c/p>\n\u003cp>And in all those boring writing prompts, the only audience my students saw for their stories was me, their teacher.\u003c/p>\n\u003cp>I needed to find a way to give them an audience beyond just me and to make their stories matter. And as I started to think about telling stories for an audience, my mind began to wander to one of my favorite public radio podcasts, the Moth Radio Hour.\u003c/p>\n\u003cp>How many times did I sat in my car at the end of a long day needing to hear the end of a Moth radio hour story? Sometimes those driveway moments were filled with laughter and sometimes with tears, but every one of those moments had one thing in common, a compelling story told in front of an audience that caused me to feel something in connection with the person telling the story.\u003c/p>\n\u003cp>It was those thoughts of the purpose of storytelling and of the Moth radio hour that led me to the realization that this year, my fifth graders and I would start our writing year with our very own Moth story hour. We would find a way to tell our stories, to use our stories to connect us, to learn from one another’s stories and to build our classroom community on the foundation of the stories that we would share.\u003c/p>\n\u003cp>I have a lot of hopes for my students and I had a lot hopes of what a Moth Story Hour might be able to do for my student and for me.\u003c/p>\n\u003cp>Let me share a few of those hopes with you.\u003c/p>\n\u003cp>Hope number one. In a world where far too much of the writing we ask our students to do in school is connected to the tests that they will take, it is my hope that my students can find a way to use writing to connect us to each other instead.\u003c/p>\n\u003cp>Hope number two, it is hope that if my students are able to feel the ways in which writing can serve a genuine purpose, that it can make them better, they will see the other benefits of writing on their own.\u003c/p>\n\u003cp>And finally, hope number three is really a hope for myself and my fellow educators. In order for our students to be able to feel the ways in which writing can serve these genuine purposes, we as educators must have the freedom to craft for our student the kinds of writing experiences that cultivate those possibilities.\u003c/p>\n\u003cp>And for me and for my fifth grade students, the Moth story hour was just that kind of experience.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> That was Jess Lifshitz, a fifth grade teacher near Chicago. When I talked with her earlier this year, she said that this revamped writing unit not only allowed her students to connect with their own stories, but also help them develop empathy for one another. And who doesn’t love that?\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>Sounds like a happy ending. Thanks Marlena for sharing that story with us.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> You’re welcome.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>That was MindShift reporter Marlena Jackson-Retondo. We’ll bring you more ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing. The MindShift team includes me, Ki Sung, Nima Gobier, Marlena Jackson- Retondo, and Marnette Federis. Our editor is Chris Hambrick. Seth Samuel is our sound designer. Additional support from Jen Chien, Katie Sprenger, and Maha Sanad. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Some members of the KQED podcast team are represented by the Screen Actors Guild American Federation of Television and Radio Artists, San Francisco, Northern California Local. Thanks for listening.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>Jessica Lifshitz noticed a shift in the writing stamina of her fifth graders in recent years. Students weren’t connecting to text-heavy personal narratives in the way that they used to.\u003c/p>\n\u003cp>She couldn’t pinpoint the reason for this steady decline in writing stamina, but the disconnect was clear. “Our kids are just having a harder time writing longer pieces compared to what they used to be able to do,” said Lifshitz, who has been teaching for 21 years.\u003c/p>\n\u003cp>Looking at examples of writing and storytelling is an important element of building students’ literacy and writing skills. Since her students were struggling with the existing material, she decided to do something different: have her students rely on themselves and their voices for that narrative.\u003c/p>\n\u003cp>Last fall, Lifshitz decided to introduce the first writing unit of the year using “\u003ca href=\"https://themoth.org/\">The Moth\u003c/a>,” the popular podcast, public radio program and event.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students spent six weeks listening to, watching, developing, writing and eventually recording their own stories. The unit was a success; it sparked the young readers’ and writers’ storytelling abilities and offered lessons in empathy, courage and multi-modal literacy.\u003c/p>\n\u003cp>“We certainly practice [responding to prompts about short readings] in other ways, but I also wanted to just bring the joy of storytelling back to kids,” said Lifshitz.\u003c/p>\n\u003cp>In an age where writing in school is often focused on fulfilling standardized test requirements, personal narrative writing units can offer a more personalized approach to literacy.\u003c/p>\n\u003cp>\u003cstrong>Personal Narrative Unit\u003c/strong>\u003c/p>\n\u003cp>Lifshitz starts the unit by introducing her students to examples of personal narratives from The Moth’s archives. The fifth graders then sample more of the pre-approved stories on their own. As the students listened to the stories, watched the videos and read the transcripts, they worked on annotating the text and answered questions like: What is this story about? How can this story help others?\u003c/p>\n\u003cp>Then students brainstormed stories from their own lives and shared these stories with their peers. Lifshitz said the energy from her students during the brainstorming was palpable and resulted in stories with titles like, “When Petsitting Goes Wrong,” “The Hardest Math Problem” and “Grandpa and Grandma Day.”\u003c/p>\n\u003cp>Once each student landed on a story they wanted to develop further, they mapped them out using a graphic organizer and studied four storytelling strategies. “Snapshots” describe in detail things that could be seen; “Thought-shots” describe the thoughts and emotions that the writer was experiencing; “Exploding important moments” magnified significant parts of the story; And “Adding in reflection” encouraged students to share a lesson that their story could teach.\u003c/p>\n\u003cp>Additionally, Lifshitz reflected on her own journey using The Moth in our latest episode of the MindShift Podcast. She describes the community of teachers she developed as she started sharing her own teaching stories with the world, and the difference it made in reigniting her excitement with teaching.\u003c/p>\n\u003cp>“As my voice found an audience, as our stories formed the basis for a strong community, my teaching began to change and I began to grow, and writing was such a huge part of that for me,” Lifshitz said in the podcast. “Maybe that is why storytelling is so important to me, because it was this storytelling that allowed me to connect with audiences, to develop community, to be challenged, to be exposed to others in the world.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8799077194\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>The Moth Model\u003c/strong>\u003c/p>\n\u003cp>While Lifshitz developed her own unit, \u003ca href=\"https://themoth.org/the-moths-education-program\">The Moth has a curriculum for K-12 teachers\u003c/a> who are a part of their Teacher’s Lounge program. The Moth also hosts in-person afterschool and summer programs for teens, as well as virtual workshops.\u003c/p>\n\u003cp>It’s rare for teens to find a space where they are free to tell their own stories, uninterrupted, for five minutes “unless you’re talking to the internet in a void,” said Ana Stern, The Moth’s senior manager of education. At the end of the eight-week sessions, the teens share their stories for the whole group. The “slam,” as they call it, is also recorded. The recordings are given to each student and they get to decide what they want to do with them.\u003c/p>\n\u003cp>Some teens perform their story at the slam and never look at the recording again, said Stern, and that’s okay.\u003c/p>\n\u003cp>According to Stern, building a community comes first because storytelling can be a vulnerable experience. “We really spend a lot of time concentrating on building as brave and as safe a space as possible,” she said. And the program encourages students to lead with curiosity and withhold judgement when giving peer-to-peer feedback, she continued. Often, by the end of the eight-week program Stern hears feedback from students like, “I never thought my story would matter” and “I never thought I had anything to say.”\u003c/p>\n\u003cp>“Through the workshop, they’re realizing not only do they have something to say, but they have folks who want to hear them as well,” said Stern.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8799077194\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Ki Sung, and with me today is MindShift reporter Marlena Jackson-Retondo.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Hi, Ki.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>Hi, Marlena. So you have a story today that’s about writing, but it’s really about something else. Tell us more.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>Yeah, I’m here to tell you about a teacher named Jessica Lifshitz. Jessica has been teaching for two decades, but over time, she began to notice a shift in the writing stamina of her fifth graders. They were petering out and not really interested in writing.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Struggling with student engagement, that sounds like a really familiar problem teachers have, especially post pandemic.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Yeah, students weren’t connecting to traditional writing prompts for personal narratives in the way that they used to. Like how did the student spend their summer? What was their favorite memory? Something was missing, both from the text prompts and the student assignments, so she out an idea from the moth. In the moth, adults perform their stories in front of a live audience, usually about three stories per episode, and these stories are grouped by themes like timeless love, football, and grocery trips.\u003c/p>\n\u003cp>Jess’s students read their moth-style stories about fifth grade stuff, with titles like When Pet Sitting Goes Wrong.\u003c/p>\n\u003cp>\u003cstrong>Speaker: \u003c/strong>When I got into the backyard, I couldn’t find the pit bull. I was just like, oh my god, oh god, oh my God, oh God, Oh my God.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo\u003c/strong>: Grandpa and grandma day.\u003c/p>\n\u003cp>\u003cstrong>Speaker: \u003c/strong>Grandma always makes the best lunches. Cucumbers, mango, watermelon, tuna, croissants, grapes. I would put it all on my plate and start making food monsters.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo\u003c/strong>: And the hardest math problem.\u003c/p>\n\u003cp>\u003cstrong>Speaker:\u003c/strong> Once, when I was doing math, my teacher introduced me to an indescribably hard math problem. If my head had a fuse, like where a bomb would be, it would blow.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo: \u003c/strong>We’ll tell you why Jessica wanted to do this after the break.\u003c/p>\n\u003cp>\u003cstrong>Announcer: \u003c/strong>Support for MindShift comes from Landmark College. Landmark college’s fully online certificate in learning differences and neurodiversity provides educators with research-based skills and strategies that improve learning outcomes for neurodivergent students. Earn up to 15 graduate level credits and specialize in one of the following areas, post-secondary disability services, executive function, or autism on campus or online. Learn more at landmark.edu slash certificate.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Teacher Jessica Lifshitz does something special in her classroom. Instead of having her students respond to boring writing prompts on paper, she has them tell stories about their lives to each other.\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003c/strong> Okay Marlena, that sounds great. So what’s the real reason Jess has her students do this?\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> Well, I thought we’d get a little meta, so I asked Jess Lifshitz to do something a little different for you, our listeners. I asked just to tell the story of why she came to teach her students about narrative storytelling all of the month. She performed her piece in front of a tiny audience live near Chicago. Please welcome Jess Lifshitz.\u003c/p>\n\u003cp>\u003cstrong>Jess Lifshitz:\u003c/strong> My students are storytellers.\u003c/p>\n\u003cp>Their stories fill the spaces in which we learn. And when I think of my storytellers, I think of one student in particular. She is a master storyteller and her name is Lucy. Every morning we begin our days with a check-in question, a quick way to ease into our morning, a way for everyone to have their voice heard before we dig into the harder work of the day.\u003c/p>\n\u003cp>The questions are simple. What is the thing you are most proud of or what is your biggest fear?\u003c/p>\n\u003cp>And Lucy, she turns every answer into an adventure. Like the time when the question asked about your scariest moment. And Lucy launched into the ordeal that ensued when her dog ran away and she searched her entire neighborhood to find her only to return home and find her dog waiting for her in the backyard. Or the time she was answering a question about the worst injury you’ve ever had and it turned into a five minute retelling. Or the time she was wrapped in a mermaid blanket and turned over in her bed and fell directly onto her humidifier, smacking her face and leaving her with a permanent scar on her cheek.\u003c/p>\n\u003cp>There is rarely a day that goes by where she doesn’t give us all a good story.\u003c/p>\n\u003cp>Now I’ve been a teacher for more than 20 years. In those 20 years, I have heard my share of childhood adventures told through the dramatic voices of my students. But in those 20 years, I have also had to read the often dry words of those same students as they write in response to the boring prompts that we are required to assign from time to time. You know the kind. Prompts like, ‘What is something you did this summer?’ Or ‘What is an important moment you spent with someone you love?’\u003c/p>\n\u003cp>I don’t know what it is, but something about those prompts just sucks the soul out of a story. All that heart, all that voice that students like Lucy naturally pour into their stories seems to disappear when they are asked to write those same stories out for an assignment.\u003c/p>\n\u003cp>And after 20 years of watching the joy slip out of a story, I decided that I needed to do something to try to recapture the energy that filled my students’ stories when they were not writing for an an assignment, I wanted their classroom writing to be filled with the same kind of energy that filled every one of Lucy’s stories.\u003c/p>\n\u003cp>As I began to wrestle with how to bring this joy back to my students and to their stories, I started to think about my own history with writing. When I was a kid, I never saw myself as a writer. I saw writing as something I had to do, a task that I had complete. But at a certain point in my life, that changed. At some point, writing became a way for me to process the world.\u003c/p>\n\u003cp>Writing brought me peace. Writing became so much more than a task. It became a way to connect with myself and with others. Writing become a way for me to form community.\u003c/p>\n\u003cp>So when did that happen? For me, that transformation occurred when I started to write about my life as a fifth grade literacy teacher. This was in the days when the internet was a kinder place, when blogging wasn’t a career, when we weren’t worried about being influencers.\u003c/p>\n\u003cp>And this amazing thing happened through my writing. In a time when I felt isolated as a teacher, stagnant and bored with the teaching I was doing, I found others who opened up a whole new world for me through the sharing of their stories. I read the stories of others and they inspired me to think about teaching in a whole way.\u003c/p>\n\u003cp>As my voice found an audience, as our stories formed the basis for a strong community, my teaching began to change and I began to grow. And writing was such a huge part of that for me. Maybe that is why storytelling is so important to me, because it was this storytelling that allowed me to connect with audiences, to develop community, to be challenged, to be exposed to others in the world.\u003c/p>\n\u003cp>I was fine until I learned what else was out there. And then I became better because of it.\u003c/p>\n\u003cp>That is what I wanted for my students. I wanted my students to see storytelling as a way to connect with others. As a way to feel less alone in this world.\u003c/p>\n\u003cp>So I started to think about how to cultivate the same kind of experience for my students. And I kept thinking about the role that an audience plays in our storytelling. When our stories have a place to land, a place where they matter and can cause others to see the world in a new or different way, that is when our stories feel the most worthwhile.\u003c/p>\n\u003cp>And in all those boring writing prompts, the only audience my students saw for their stories was me, their teacher.\u003c/p>\n\u003cp>I needed to find a way to give them an audience beyond just me and to make their stories matter. And as I started to think about telling stories for an audience, my mind began to wander to one of my favorite public radio podcasts, the Moth Radio Hour.\u003c/p>\n\u003cp>How many times did I sat in my car at the end of a long day needing to hear the end of a Moth radio hour story? Sometimes those driveway moments were filled with laughter and sometimes with tears, but every one of those moments had one thing in common, a compelling story told in front of an audience that caused me to feel something in connection with the person telling the story.\u003c/p>\n\u003cp>It was those thoughts of the purpose of storytelling and of the Moth radio hour that led me to the realization that this year, my fifth graders and I would start our writing year with our very own Moth story hour. We would find a way to tell our stories, to use our stories to connect us, to learn from one another’s stories and to build our classroom community on the foundation of the stories that we would share.\u003c/p>\n\u003cp>I have a lot of hopes for my students and I had a lot hopes of what a Moth Story Hour might be able to do for my student and for me.\u003c/p>\n\u003cp>Let me share a few of those hopes with you.\u003c/p>\n\u003cp>Hope number one. In a world where far too much of the writing we ask our students to do in school is connected to the tests that they will take, it is my hope that my students can find a way to use writing to connect us to each other instead.\u003c/p>\n\u003cp>Hope number two, it is hope that if my students are able to feel the ways in which writing can serve a genuine purpose, that it can make them better, they will see the other benefits of writing on their own.\u003c/p>\n\u003cp>And finally, hope number three is really a hope for myself and my fellow educators. In order for our students to be able to feel the ways in which writing can serve these genuine purposes, we as educators must have the freedom to craft for our student the kinds of writing experiences that cultivate those possibilities.\u003c/p>\n\u003cp>And for me and for my fifth grade students, the Moth story hour was just that kind of experience.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> That was Jess Lifshitz, a fifth grade teacher near Chicago. When I talked with her earlier this year, she said that this revamped writing unit not only allowed her students to connect with their own stories, but also help them develop empathy for one another. And who doesn’t love that?\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>Sounds like a happy ending. Thanks Marlena for sharing that story with us.\u003c/p>\n\u003cp>\u003cstrong>Marlena Jackson-Retondo:\u003c/strong> You’re welcome.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung: \u003c/strong>That was MindShift reporter Marlena Jackson-Retondo. We’ll bring you more ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing. The MindShift team includes me, Ki Sung, Nima Gobier, Marlena Jackson- Retondo, and Marnette Federis. Our editor is Chris Hambrick. Seth Samuel is our sound designer. Additional support from Jen Chien, Katie Sprenger, and Maha Sanad. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Some members of the KQED podcast team are represented by the Screen Actors Guild American Federation of Television and Radio Artists, San Francisco, Northern California Local. Thanks for listening.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Scores of speech therapists across the country erupted last month when their leading professional association said it was considering dropping language calling for diversity, equity and inclusion and “cultural competence” in their certification standards. Those values could be replaced in some standards with a much more amorphous emphasis on “person-centered care.”\u003c/p>\n\u003cp>“The decision to propose these modifications was not made lightly,” wrote officials of the American Speech-Language-Hearing Association (ASHA) in a \u003ca href=\"https://view.mail.asha.org/?qs=b0e3d526e5292d67d3def9ec5a7e57ad1e82f2ea5df60f70bf28bad547b370aab1ae6a006ae85e517c601f74fa61f581a3e16e9c3b3930e7f03c8371e4b63afd9693dcc138dbfd929c91eb7be243f9e4\">June letter\u003c/a> to members. They noted that due to recent executive orders related to DEI, even terminology that “is lawfully applied and considered essential for clinical practice … could put ASHA’s certification programs at risk.”\u003c/p>\n\u003cp>Yet in the eyes of experts and some speech pathologists, the change would further imperil getting quality help to a group that’s long been grossly underserved: young children with speech delays who live in households where English is not the primary language spoken.\u003c/p>\n\u003cp>“This is going to have long-term impacts on communities who already struggle to get services for their needs,” said Joshuaa Allison-Burbank, a speech language pathologist and Navajo member who works on the Navajo Nation in New Mexico where the tribal language is dominant in many homes.\u003c/p>\n\u003cp>Across the country, speech therapists have been in short supply for many years. Then, after the pandemic lockdown, the \u003ca href=\"https://knowledge.komodohealth.com/hubfs/2023/Speech_Pathology_Research_Brief.pdf\">number of young children diagnosed annually with a speech delay more than doubled\u003c/a>. Amid that broad crisis in capacity, multilingual learners are among those \u003ca href=\"https://journals.sagepub.com/stoken/default+domain/FDMMAW82RH7RZDFKGHUF/full\">most at risk\u003c/a> of falling through the cracks. \u003ca href=\"https://www.asha.org/siteassets/surveys/demographic-profile-bilingual-spanish-service-members.pdf\">Less than 10 percent of speech therapists are bilingual\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A shift away from DEI and cultural competence — which involves understanding and trying to respond to differences in children’s language, culture and home environment — could have a devastating effect at a time when more of both are needed to reach and help multilingual learners, several experts and speech pathologists said.\u003c/p>\n\u003cp>They told me about a few promising strategies for strengthening speech services for multilingual infants, toddlers and preschool-age children with speech delays — each of which involves a heavy reliance on DEI and cultural competence.\u003c/p>\n\u003ch2>Embrace creative staffing\u003c/h2>\n\u003cp>The Navajo Nation faces severe shortages of trained personnel to evaluate and work with young children with developmental delays, including speech. So in 2022, Allison-Burbank and his research team began providing training in speech evaluation and therapy to Native family coaches who are already working with families through a tribal home visiting program. The family coaches provide speech support until a more permanent solution can be found, said Allison-Burbank.\u003c/p>\n\u003cp>Home visiting programs are “an untapped resource for people like me who are trying to have a wider reach to identify these kids and get interim services going,” he said. (The existence of both the home visiting program and speech therapy are under serious threat because of federal cuts, including to Medicaid.)\u003c/p>\n\u003ch2>Use language tests that have been designed for multilingual populations\u003c/h2>\n\u003cp>Decades ago, few if any of the exams used to diagnose speech delays had been “normed” — or pretested to establish expectations and benchmarks — on non-English-speaking populations.\u003c/p>\n\u003cp>For example, early childhood intervention programs in Texas were required several years ago to use a single tool that relied on English norms to diagnose Spanish-speaking children, said Ellen Kester, the founder and president of Bilinguistics Speech and Language Services in Austin, which provides both direct services to families and training to school districts. “We saw a rise in diagnosis of very young (Spanish-speaking) kids,” she said. That isn’t because all of the kids had speech delays, but due to fundamental differences between the two languages that were not reflected in the test’s design and scoring. (In Spanish, for instance, the ‘z’ sound is pronounced like an English ‘s.’)\u003c/p>\n\u003cp>There are now more options than ever before of screeners and tools normed on multilingual, diverse populations; states, agencies and school districts should be selective, and informed, in seeking them out, and pushing for continued refinement.\u003c/p>\n\u003ch2>\u003cstrong>Expand training — formal and self-initiated — for speech therapists in the best ways to work with diverse populations\u003c/strong>\u003c/h2>\n\u003cp>In the long-term, the best way to help more bilingual children is to hire more bilingual speech therapists through robust DEI efforts. But in the short term, speech therapists can’t rely solely on interpreters — if one is even available — to connect with multilingual children.\u003c/p>\n\u003cp>That means using resources that break down the major differences in structure, pronunciation and usage between English and the language spoken by the family, said Kester. “As therapists, we need to know the patterns of the languages and what’s to be expected and what’s not to be expected,” Kester said.\u003c/p>\n\u003cp>It’s also crucial that therapists understand how cultural norms may vary, especially as they coach parents and caregivers in how best to support their kids, said Katharine Zuckerman, professor and associate division head of general pediatrics at Oregon Health & Science University.\u003c/p>\n\u003cp>“This idea that parents sit on the floor and play with the kid and teach them how to talk is a very American cultural idea,” she said. “In many communities, it doesn’t work quite that way.”\u003c/p>\n\u003cp>In other words, to help the child, therapists have to embrace an idea that’s suddenly under siege: cultural competence,\u003c/p>\n\u003ch2>\u003cstrong>Quick take: Relevant research\u003c/strong>\u003c/h2>\n\u003cp>In recent years, several studies have homed in on how state early intervention systems, which serve children with developmental delays ages birth through 3, shortchange multilingual children with speech challenges. One \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0013189X221120262\">study\u003c/a> based out of Oregon, and co-authored by Zuckerman, found that speech diagnoses for Spanish-speaking children were often less specific than for English speakers. Instead of pinpointing a particular challenge, the Spanish speakers tended to get the general “language delay” designation. That made it harder to connect families to the most tailored and beneficial therapies.\u003c/p>\n\u003cp>A second \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0021992424000662\">study\u003c/a> found that speech pathologists routinely miss critical steps when evaluating multilingual children for early intervention. That can lead to overdiagnosis, underdiagnosis and inappropriate help. “These findings point to the critical need for increased preparation at preprofessional levels and strong advocacy … to ensure evidence-based EI assessments and family-centered, culturally responsive intervention for children from all backgrounds,” the authors concluded.\u003c/p>\n\u003cp>\u003cem>Carr is a fellow at New America, focused on reporting on early childhood issues. \u003c/em>\u003c/p>\n\u003cp>\u003cem>Contact the editor of this story, Christina Samuels, at 212-678-3635, via Signal at cas.37 or \u003c/em>\u003ca href=\"mailto:samuels@hechingerreport.org\">\u003cem>samuels@hechingerreport.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about the speech therapists association was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/weeklynewsletter/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Scores of speech therapists across the country erupted last month when their leading professional association said it was considering dropping language calling for diversity, equity and inclusion and “cultural competence” in their certification standards. Those values could be replaced in some standards with a much more amorphous emphasis on “person-centered care.”\u003c/p>\n\u003cp>“The decision to propose these modifications was not made lightly,” wrote officials of the American Speech-Language-Hearing Association (ASHA) in a \u003ca href=\"https://view.mail.asha.org/?qs=b0e3d526e5292d67d3def9ec5a7e57ad1e82f2ea5df60f70bf28bad547b370aab1ae6a006ae85e517c601f74fa61f581a3e16e9c3b3930e7f03c8371e4b63afd9693dcc138dbfd929c91eb7be243f9e4\">June letter\u003c/a> to members. They noted that due to recent executive orders related to DEI, even terminology that “is lawfully applied and considered essential for clinical practice … could put ASHA’s certification programs at risk.”\u003c/p>\n\u003cp>Yet in the eyes of experts and some speech pathologists, the change would further imperil getting quality help to a group that’s long been grossly underserved: young children with speech delays who live in households where English is not the primary language spoken.\u003c/p>\n\u003cp>“This is going to have long-term impacts on communities who already struggle to get services for their needs,” said Joshuaa Allison-Burbank, a speech language pathologist and Navajo member who works on the Navajo Nation in New Mexico where the tribal language is dominant in many homes.\u003c/p>\n\u003cp>Across the country, speech therapists have been in short supply for many years. Then, after the pandemic lockdown, the \u003ca href=\"https://knowledge.komodohealth.com/hubfs/2023/Speech_Pathology_Research_Brief.pdf\">number of young children diagnosed annually with a speech delay more than doubled\u003c/a>. Amid that broad crisis in capacity, multilingual learners are among those \u003ca href=\"https://journals.sagepub.com/stoken/default+domain/FDMMAW82RH7RZDFKGHUF/full\">most at risk\u003c/a> of falling through the cracks. \u003ca href=\"https://www.asha.org/siteassets/surveys/demographic-profile-bilingual-spanish-service-members.pdf\">Less than 10 percent of speech therapists are bilingual\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A shift away from DEI and cultural competence — which involves understanding and trying to respond to differences in children’s language, culture and home environment — could have a devastating effect at a time when more of both are needed to reach and help multilingual learners, several experts and speech pathologists said.\u003c/p>\n\u003cp>They told me about a few promising strategies for strengthening speech services for multilingual infants, toddlers and preschool-age children with speech delays — each of which involves a heavy reliance on DEI and cultural competence.\u003c/p>\n\u003ch2>Embrace creative staffing\u003c/h2>\n\u003cp>The Navajo Nation faces severe shortages of trained personnel to evaluate and work with young children with developmental delays, including speech. So in 2022, Allison-Burbank and his research team began providing training in speech evaluation and therapy to Native family coaches who are already working with families through a tribal home visiting program. The family coaches provide speech support until a more permanent solution can be found, said Allison-Burbank.\u003c/p>\n\u003cp>Home visiting programs are “an untapped resource for people like me who are trying to have a wider reach to identify these kids and get interim services going,” he said. (The existence of both the home visiting program and speech therapy are under serious threat because of federal cuts, including to Medicaid.)\u003c/p>\n\u003ch2>Use language tests that have been designed for multilingual populations\u003c/h2>\n\u003cp>Decades ago, few if any of the exams used to diagnose speech delays had been “normed” — or pretested to establish expectations and benchmarks — on non-English-speaking populations.\u003c/p>\n\u003cp>For example, early childhood intervention programs in Texas were required several years ago to use a single tool that relied on English norms to diagnose Spanish-speaking children, said Ellen Kester, the founder and president of Bilinguistics Speech and Language Services in Austin, which provides both direct services to families and training to school districts. “We saw a rise in diagnosis of very young (Spanish-speaking) kids,” she said. That isn’t because all of the kids had speech delays, but due to fundamental differences between the two languages that were not reflected in the test’s design and scoring. (In Spanish, for instance, the ‘z’ sound is pronounced like an English ‘s.’)\u003c/p>\n\u003cp>There are now more options than ever before of screeners and tools normed on multilingual, diverse populations; states, agencies and school districts should be selective, and informed, in seeking them out, and pushing for continued refinement.\u003c/p>\n\u003ch2>\u003cstrong>Expand training — formal and self-initiated — for speech therapists in the best ways to work with diverse populations\u003c/strong>\u003c/h2>\n\u003cp>In the long-term, the best way to help more bilingual children is to hire more bilingual speech therapists through robust DEI efforts. But in the short term, speech therapists can’t rely solely on interpreters — if one is even available — to connect with multilingual children.\u003c/p>\n\u003cp>That means using resources that break down the major differences in structure, pronunciation and usage between English and the language spoken by the family, said Kester. “As therapists, we need to know the patterns of the languages and what’s to be expected and what’s not to be expected,” Kester said.\u003c/p>\n\u003cp>It’s also crucial that therapists understand how cultural norms may vary, especially as they coach parents and caregivers in how best to support their kids, said Katharine Zuckerman, professor and associate division head of general pediatrics at Oregon Health & Science University.\u003c/p>\n\u003cp>“This idea that parents sit on the floor and play with the kid and teach them how to talk is a very American cultural idea,” she said. “In many communities, it doesn’t work quite that way.”\u003c/p>\n\u003cp>In other words, to help the child, therapists have to embrace an idea that’s suddenly under siege: cultural competence,\u003c/p>\n\u003ch2>\u003cstrong>Quick take: Relevant research\u003c/strong>\u003c/h2>\n\u003cp>In recent years, several studies have homed in on how state early intervention systems, which serve children with developmental delays ages birth through 3, shortchange multilingual children with speech challenges. One \u003ca href=\"https://journals.sagepub.com/doi/10.3102/0013189X221120262\">study\u003c/a> based out of Oregon, and co-authored by Zuckerman, found that speech diagnoses for Spanish-speaking children were often less specific than for English speakers. Instead of pinpointing a particular challenge, the Spanish speakers tended to get the general “language delay” designation. That made it harder to connect families to the most tailored and beneficial therapies.\u003c/p>\n\u003cp>A second \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0021992424000662\">study\u003c/a> found that speech pathologists routinely miss critical steps when evaluating multilingual children for early intervention. That can lead to overdiagnosis, underdiagnosis and inappropriate help. “These findings point to the critical need for increased preparation at preprofessional levels and strong advocacy … to ensure evidence-based EI assessments and family-centered, culturally responsive intervention for children from all backgrounds,” the authors concluded.\u003c/p>\n\u003cp>\u003cem>Carr is a fellow at New America, focused on reporting on early childhood issues. \u003c/em>\u003c/p>\n\u003cp>\u003cem>Contact the editor of this story, Christina Samuels, at 212-678-3635, via Signal at cas.37 or \u003c/em>\u003ca href=\"mailto:samuels@hechingerreport.org\">\u003cem>samuels@hechingerreport.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about the speech therapists association was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/weeklynewsletter/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Like many schools across the country, Burlington High School in Burlington, Massachusetts began using iPads as one-to-one devices in 2011. In the years following, the school’s small IT department needed a boost, according to LeRoy Wong, who has been Burlington High School’s digital learning coach since 2016. The solution? A help-desk elective was created to teach students the basics of tech support.\u003c/p>\n\u003cp>The class is still going strong today, thirteen years later, but it has evolved. “I found that students want to kind of go beyond [troubleshooting] and just learn more about different types of technology,” said Wong, who also teaches computer science at the school.\u003c/p>\n\u003cp>Tech support for digital natives, it turns out, can be a great way to ignite a deeper interest in STEM and self-led learning.\u003c/p>\n\u003ch2>\u003cstrong>Student-led Learning \u003c/strong>\u003c/h2>\n\u003cp>The students in Wong’s help-desk elective still provide tech support as needed to the school, but they also explore topics like robotics, video game design, music and sound production. There’s no previous knowledge of tech required for the elective. According to Wong, some students come in with little prior knowledge wanting to learn more, while others who have had previous exposure come into the elective with a project in mind.\u003c/p>\n\u003cp>The school’s video game design program was started after students in the help-desk elective took interest in the subject. Wong was able to create a program that quickly surpassed his own experience and understanding of the subject, he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-65351\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg\" alt=\"\" width=\"1920\" height=\"1940\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-800x808.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1020x1031.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-160x162.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-768x776.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1520x1536.jpg 1520w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>Gati Aher, who graduated from Burlington High School in 2019, was drawn to the help-desk elective in her junior year after she developed an interest in computer science. Aher, who went on to get a degree in engineering and is now a PhD candidate in the machine learning department at Carnegie Mellon, credits her early exposure to tech in Mr. Wong’s class for sparking her career in generative AI for use in project-based and hands-on learning.\u003c/p>\n\u003ch2>\u003cstrong>Multidisciplinary Approaches and Real-World Dilemmas \u003c/strong>\u003c/h2>\n\u003cp>In 2018 Wong and his students tested and implemented a drone lab – a project that Aher was involved with – for one of Burlington’s ELL physics classes when mini-drones were relatively novel. The help-desk students and Wong helped the physics class download necessary apps and demonstrated drone usage.\u003c/p>\n\u003cp>Multidisciplinary approaches to learning, like the physics drone lab, not only allow for meaningful connections between students, but also provide an opportunity for real world work, said Wong.\u003c/p>\n\u003cp>In 2016 Sean Musselman, a K-5 science and social studies specialist for Burlington School District, was developing a new earth surface and landforms unit. The new unit included a field trip to Massachusetts’ Plum Islands, an ecosystem experiencing \u003ca href=\"https://www.plumislanderosion.com/2013-03-05-13-05-49/the-problem-in-a-nutshell.html\">significant erosion\u003c/a>. However, Musselman needed to find a supplemental at-school interactive activity because the field trip had limited capacity.\u003c/p>\n\u003cp>Inspired by \u003ca href=\"https://web.cs.ucdavis.edu/~okreylos/ResDev/SARndbox/\">UC Davis’s augmented reality sandbox\u003c/a>, presented at the National Science Teachers Association Conference in 2016, Mussleman proposed that one of Wong’s students build a portable version for use across the district. Edmund Reis, a high school student at the time, was on board.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vAjQ9jTOHEs\u003c/p>\n\u003cp>Guided by instructions published by UC Davis and with support from Wong and Musselman, Reis built a portable AR sandbox from scratch. This included building the computer, installing the operating system and adapting the source code.\u003c/p>\n\u003cp>For Reis, who now works in tech, the trial and error of building the AR sandbox as a teen helped him to develop important creative and collaborative skills that he’s used both in higher education and in his professional life.\u003c/p>\n\u003ch2>\u003cstrong>Climate Literacy for Young Learners \u003c/strong>\u003c/h2>\n\u003cp>Designed to educate second graders about watersheds and interconnected geography, the portable AR sandbox provided an engaging alternative to the Plum Islands field trip. The AR sandbox helped the district’s second graders to understand the impacts of water systems in a world that is increasingly affected by climate change.\u003c/p>\n\u003cp>Today, because of fallout from the pandemic, the students no longer go on the field trip, but the AR sandbox lessons have remained.\u003c/p>\n\u003cp>In groups of about seven students, Musselman conducts a 15-minute lesson with the AR sandbox. During these lessons, the students develop a foundational awareness of general climate and their surrounding environment.\u003c/p>\n\u003cp>The AR sandbox provides “a really wonderful visual, interactive, dynamic model for [students] to explore and ask questions,” said Musselman.\u003c/p>\n\u003cp>Students are given an opportunity to build their own landscape and place monopoly houses in the sandbox. Rain is then simulated, and students watch as erosion manipulates their landscape. “They would see their houses tumble, which is exactly what’s happening in Plum Island,” said Musselman.\u003c/p>\n\u003cp>“There is not a student that isn’t completely enraptured with what is taking place at that table,” Musselman continued. “It’s 100% engagement.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students walk away from these lessons with greater climate literacy and understanding of how climate can impact their own environment. Musselman makes sure to explain to the second graders that scientists use models like the AR sandbox to understand weather impacts and climate change. And that understanding from the AR sandbox was enabled by exposing a high school student to the benefits of providing tech support and having agency over their learning.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like many schools across the country, Burlington High School in Burlington, Massachusetts began using iPads as one-to-one devices in 2011. In the years following, the school’s small IT department needed a boost, according to LeRoy Wong, who has been Burlington High School’s digital learning coach since 2016. The solution? A help-desk elective was created to teach students the basics of tech support.\u003c/p>\n\u003cp>The class is still going strong today, thirteen years later, but it has evolved. “I found that students want to kind of go beyond [troubleshooting] and just learn more about different types of technology,” said Wong, who also teaches computer science at the school.\u003c/p>\n\u003cp>Tech support for digital natives, it turns out, can be a great way to ignite a deeper interest in STEM and self-led learning.\u003c/p>\n\u003ch2>\u003cstrong>Student-led Learning \u003c/strong>\u003c/h2>\n\u003cp>The students in Wong’s help-desk elective still provide tech support as needed to the school, but they also explore topics like robotics, video game design, music and sound production. There’s no previous knowledge of tech required for the elective. According to Wong, some students come in with little prior knowledge wanting to learn more, while others who have had previous exposure come into the elective with a project in mind.\u003c/p>\n\u003cp>The school’s video game design program was started after students in the help-desk elective took interest in the subject. Wong was able to create a program that quickly surpassed his own experience and understanding of the subject, he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-65351\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg\" alt=\"\" width=\"1920\" height=\"1940\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-800x808.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1020x1031.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-160x162.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-768x776.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Gati_Aher_LearnLab_Poster-1-scaled-e1742836426267-1520x1536.jpg 1520w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>Gati Aher, who graduated from Burlington High School in 2019, was drawn to the help-desk elective in her junior year after she developed an interest in computer science. Aher, who went on to get a degree in engineering and is now a PhD candidate in the machine learning department at Carnegie Mellon, credits her early exposure to tech in Mr. Wong’s class for sparking her career in generative AI for use in project-based and hands-on learning.\u003c/p>\n\u003ch2>\u003cstrong>Multidisciplinary Approaches and Real-World Dilemmas \u003c/strong>\u003c/h2>\n\u003cp>In 2018 Wong and his students tested and implemented a drone lab – a project that Aher was involved with – for one of Burlington’s ELL physics classes when mini-drones were relatively novel. The help-desk students and Wong helped the physics class download necessary apps and demonstrated drone usage.\u003c/p>\n\u003cp>Multidisciplinary approaches to learning, like the physics drone lab, not only allow for meaningful connections between students, but also provide an opportunity for real world work, said Wong.\u003c/p>\n\u003cp>In 2016 Sean Musselman, a K-5 science and social studies specialist for Burlington School District, was developing a new earth surface and landforms unit. The new unit included a field trip to Massachusetts’ Plum Islands, an ecosystem experiencing \u003ca href=\"https://www.plumislanderosion.com/2013-03-05-13-05-49/the-problem-in-a-nutshell.html\">significant erosion\u003c/a>. However, Musselman needed to find a supplemental at-school interactive activity because the field trip had limited capacity.\u003c/p>\n\u003cp>Inspired by \u003ca href=\"https://web.cs.ucdavis.edu/~okreylos/ResDev/SARndbox/\">UC Davis’s augmented reality sandbox\u003c/a>, presented at the National Science Teachers Association Conference in 2016, Mussleman proposed that one of Wong’s students build a portable version for use across the district. Edmund Reis, a high school student at the time, was on board.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vAjQ9jTOHEs'\n title='//www.youtube.com/embed/vAjQ9jTOHEs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Guided by instructions published by UC Davis and with support from Wong and Musselman, Reis built a portable AR sandbox from scratch. This included building the computer, installing the operating system and adapting the source code.\u003c/p>\n\u003cp>For Reis, who now works in tech, the trial and error of building the AR sandbox as a teen helped him to develop important creative and collaborative skills that he’s used both in higher education and in his professional life.\u003c/p>\n\u003ch2>\u003cstrong>Climate Literacy for Young Learners \u003c/strong>\u003c/h2>\n\u003cp>Designed to educate second graders about watersheds and interconnected geography, the portable AR sandbox provided an engaging alternative to the Plum Islands field trip. The AR sandbox helped the district’s second graders to understand the impacts of water systems in a world that is increasingly affected by climate change.\u003c/p>\n\u003cp>Today, because of fallout from the pandemic, the students no longer go on the field trip, but the AR sandbox lessons have remained.\u003c/p>\n\u003cp>In groups of about seven students, Musselman conducts a 15-minute lesson with the AR sandbox. During these lessons, the students develop a foundational awareness of general climate and their surrounding environment.\u003c/p>\n\u003cp>The AR sandbox provides “a really wonderful visual, interactive, dynamic model for [students] to explore and ask questions,” said Musselman.\u003c/p>\n\u003cp>Students are given an opportunity to build their own landscape and place monopoly houses in the sandbox. Rain is then simulated, and students watch as erosion manipulates their landscape. “They would see their houses tumble, which is exactly what’s happening in Plum Island,” said Musselman.\u003c/p>\n\u003cp>“There is not a student that isn’t completely enraptured with what is taking place at that table,” Musselman continued. “It’s 100% engagement.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students walk away from these lessons with greater climate literacy and understanding of how climate can impact their own environment. Musselman makes sure to explain to the second graders that scientists use models like the AR sandbox to understand weather impacts and climate change. And that understanding from the AR sandbox was enabled by exposing a high school student to the benefits of providing tech support and having agency over their learning.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>During the height of the pandemic, Christina Scheffel, a high school English teacher in Delaware, was desperate for ways to get students engaged in her presentations. As a solution, she started adding embellishments to her slide presentations, including cactus themed slides with cactus borders, font and arrows. “Every single cactus emoji that I could find got put somewhere on these slides and I really did think it was a way to bring some joy into the classroom,” said Scheffel.\u003c/p>\n\u003cp>Students enjoyed the novelty, but later, when Scheffel asked them to recall information from the presentation, one student said something that made her rethink the way that she made all of her presentations going forward. ”One of my students looked at me and said, ‘All I remember from the last lesson is the cactuses on the slides,’” she recalled.\u003c/p>\n\u003cp>Designing visually appealing materials, like slides and worksheets, is easier than ever. However, Scheffel noted that too much decoration can \u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">distract from learning\u003c/a>. She invited teachers to consider the \u003ca href=\"https://www.kqed.org/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway\">universal design for learning\u003c/a> principle of \u003ca href=\"https://udlguidelines.cast.org/representation/\">representation\u003c/a> that asks teachers to present information in a way that makes it \u003ca href=\"https://www.kqed.org/mindshift/46880/why-designing-for-disability-leads-to-better-solutions-for-everyone\">accessible to all learners\u003c/a>. Scheffel provided useful tips for keeping classroom materials clear, accessible and focused on learning goals at the \u003ca href=\"https://conference.iste.org/2024/\">International Society for Technology in Education 2024 Conference\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Choose a design that works for students\u003c/strong>\u003c/h2>\n\u003cp>Scheffel emphasized the importance of reducing cognitive load, the amount of information students can process at a given time. When slides have too many distractions like GIFs or irrelevant images, “we are asking students to take that extra processing step and therefore we are increasing their cognitive load,” said Scheffel. For that reason, teachers may want to be especially attuned to how they format slides with important information. Jeff Kilner, a technology integration specialist for Indian River School District in Delaware, said he benefited from putting the most important information in the foreground of slides so students have a clear idea of what to prioritize.\u003c/p>\n\u003cp>Scheffel also suggested checking design choices to ensure they support learning. Teachers can make sure that the font style and size is easily readable for all students in the room. Additionally, teachers can check to see if the color combinations in their materials are easy to read by using a \u003ca href=\"https://accessibleweb.com/color-contrast-checker/\">contrast checker guide\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Limit text on slides\u003c/strong>\u003c/h2>\n\u003cp>Slides packed with information can overwhelm students. “The language center of the brain doesn’t work that way. You can’t read information and listen to information and process both at the same time,” said Scheffel. “If our students are overloaded, they can’t learn effectively.” Grouping together related information can ensure that students are not being asked to do or learn too much at once. This approach, also called chunking, makes it easier for students to \u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">move new information into their long term memory\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Classroom resources can be accessed\u003ca href=\"https://www.kqed.org/mindshift/56205/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable\"> outside of the classroom\u003c/a> and it isn’t unusual for teachers to post the materials they used in class on a learning management system like Google Classroom or Canvas. Scheffel suggested using minimal text on the slides used in class and sharing another more text-heavy version online for students to access later. Alternatively, teachers can also post a video of them talking over the slides they used in class.\u003c/p>\n\u003ch2>\u003cstrong>Provide multiple forms of media\u003c/strong>\u003c/h2>\n\u003cp>Using different media types can help reach diverse learners. “Our learners differ in the ways that they perceive and comprehend information that is presented to them. And there is no one perfect means of representation that’s optimal for all learners. So we need to provide options,” Scheffel said.\u003c/p>\n\u003cp>Using videos, audio, visuals and text provides multiple avenues for understanding. Scheffel encouraged teachers to include captions or transcripts with videos, many of which can be generated automatically. “All of this needs to be \u003ca href=\"https://www.kqed.org/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need\">incorporated in our planning\u003c/a> and not as an afterthought,” Scheffel said, acknowledging the time constraints teachers face. “Take it one step at a time.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all materials need to be plain and dull, Scheffel explained. “There is a time and a place for those fun, creative, cute things,” she said, suggesting that these designs work well for non-instructional content. For example, a teacher may choose to use a fun format during a check in, by providing students with a selection of emojis or graphics and asking them to choose which one they feel represents their current mood. “Not every student is going to get thrown off by a wordy slide or a rogue cactus, but some are,” Scheffel said. “We need to design with all of our students in mind.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>During the height of the pandemic, Christina Scheffel, a high school English teacher in Delaware, was desperate for ways to get students engaged in her presentations. As a solution, she started adding embellishments to her slide presentations, including cactus themed slides with cactus borders, font and arrows. “Every single cactus emoji that I could find got put somewhere on these slides and I really did think it was a way to bring some joy into the classroom,” said Scheffel.\u003c/p>\n\u003cp>Students enjoyed the novelty, but later, when Scheffel asked them to recall information from the presentation, one student said something that made her rethink the way that she made all of her presentations going forward. ”One of my students looked at me and said, ‘All I remember from the last lesson is the cactuses on the slides,’” she recalled.\u003c/p>\n\u003cp>Designing visually appealing materials, like slides and worksheets, is easier than ever. However, Scheffel noted that too much decoration can \u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">distract from learning\u003c/a>. She invited teachers to consider the \u003ca href=\"https://www.kqed.org/mindshift/61731/how-universal-design-for-learning-helps-students-merge-onto-the-learning-expressway\">universal design for learning\u003c/a> principle of \u003ca href=\"https://udlguidelines.cast.org/representation/\">representation\u003c/a> that asks teachers to present information in a way that makes it \u003ca href=\"https://www.kqed.org/mindshift/46880/why-designing-for-disability-leads-to-better-solutions-for-everyone\">accessible to all learners\u003c/a>. Scheffel provided useful tips for keeping classroom materials clear, accessible and focused on learning goals at the \u003ca href=\"https://conference.iste.org/2024/\">International Society for Technology in Education 2024 Conference\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Choose a design that works for students\u003c/strong>\u003c/h2>\n\u003cp>Scheffel emphasized the importance of reducing cognitive load, the amount of information students can process at a given time. When slides have too many distractions like GIFs or irrelevant images, “we are asking students to take that extra processing step and therefore we are increasing their cognitive load,” said Scheffel. For that reason, teachers may want to be especially attuned to how they format slides with important information. Jeff Kilner, a technology integration specialist for Indian River School District in Delaware, said he benefited from putting the most important information in the foreground of slides so students have a clear idea of what to prioritize.\u003c/p>\n\u003cp>Scheffel also suggested checking design choices to ensure they support learning. Teachers can make sure that the font style and size is easily readable for all students in the room. Additionally, teachers can check to see if the color combinations in their materials are easy to read by using a \u003ca href=\"https://accessibleweb.com/color-contrast-checker/\">contrast checker guide\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Limit text on slides\u003c/strong>\u003c/h2>\n\u003cp>Slides packed with information can overwhelm students. “The language center of the brain doesn’t work that way. You can’t read information and listen to information and process both at the same time,” said Scheffel. “If our students are overloaded, they can’t learn effectively.” Grouping together related information can ensure that students are not being asked to do or learn too much at once. This approach, also called chunking, makes it easier for students to \u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">move new information into their long term memory\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Classroom resources can be accessed\u003ca href=\"https://www.kqed.org/mindshift/56205/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable\"> outside of the classroom\u003c/a> and it isn’t unusual for teachers to post the materials they used in class on a learning management system like Google Classroom or Canvas. Scheffel suggested using minimal text on the slides used in class and sharing another more text-heavy version online for students to access later. Alternatively, teachers can also post a video of them talking over the slides they used in class.\u003c/p>\n\u003ch2>\u003cstrong>Provide multiple forms of media\u003c/strong>\u003c/h2>\n\u003cp>Using different media types can help reach diverse learners. “Our learners differ in the ways that they perceive and comprehend information that is presented to them. And there is no one perfect means of representation that’s optimal for all learners. So we need to provide options,” Scheffel said.\u003c/p>\n\u003cp>Using videos, audio, visuals and text provides multiple avenues for understanding. Scheffel encouraged teachers to include captions or transcripts with videos, many of which can be generated automatically. “All of this needs to be \u003ca href=\"https://www.kqed.org/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need\">incorporated in our planning\u003c/a> and not as an afterthought,” Scheffel said, acknowledging the time constraints teachers face. “Take it one step at a time.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all materials need to be plain and dull, Scheffel explained. “There is a time and a place for those fun, creative, cute things,” she said, suggesting that these designs work well for non-instructional content. For example, a teacher may choose to use a fun format during a check in, by providing students with a selection of emojis or graphics and asking them to choose which one they feel represents their current mood. “Not every student is going to get thrown off by a wordy slide or a rogue cactus, but some are,” Scheffel said. “We need to design with all of our students in mind.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Chris Knight started teaching in 2011, overhead projectors were being replaced by smartboards and teachers could finally project slides directly to the whiteboard from their laptops. Technology was emphasized as a utility in the classroom, said Knight. But a decade later in 2021, when in-person classes resumed after a year online, Knight noticed a big cultural shift in his classroom, one that he attributes in part to his students’ relationship to technology.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/artificial-intelligence\">Artificial intelligence\u003c/a> certainly wasn’t a novelty in 2021, but in the years leading up to the pandemic, AI — touted as a \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">tool of efficiency\u003c/a> — quickly progressed beyond spellcheck. Public access to long awaited generative AI tools like Dall-E, and the release of large language models like ChatGPT in 2022, took the world by storm and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">schools were not immune to these advances\u003c/a>.\u003c/p>\n\u003cp>For Knight, who teaches at a high school in Albany, California, education technology used to feel thoughtful and make his life as a teacher easier. But these days, “we have this ecosystem of stuff that makes our lives as teachers actually harder,” he said, since students, with the help of AI, can forgo doing much of their own work and miss out on their own learning as a result.\u003c/p>\n\u003cp>However, the presence of AI might also provide something beyond efficiency: a welcome opportunity to deepen knowledge, and encourage critical thinking, according to \u003ca href=\"https://search.asu.edu/profile/1980815\">Steve Graham\u003c/a>, a professor of teaching and learning innovation at Arizona State University. Yet in order to reap these benefits with AI, one must apply the skills traditionally acquired from doing the hard work of learning how to read and write well. But this process is what AI can so easily bypass.\u003c/p>\n\u003cp>“If you’re going to be skilled at using AI for writing, you actually need to know more” than if you didn’t use AI, said Graham.\u003c/p>\n\u003ch2>\u003cstrong>What happens when AI writes for us? \u003c/strong>\u003c/h2>\n\u003cp>ChatGPT has raised alarms in schools since it was first released in 2022. Concerns of cheating and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">diminished learning\u003c/a> were shared amongst teachers. But what happens to learning and literacy when AI writes for us?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to Graham, reading and writing are deeply intertwined; you can’t have one without the other. Reading and writing make and communicate meaning, and they both draw upon some of the same processes in the brain, said Graham. He studies the development of writing and the effectiveness of digital tools that support writing for K-12 students.\u003c/p>\n\u003cp>“Reading and writing are great tools for learning,” Graham said. But when an AI tool does the “thinking” for students, such as generating large and complex portions of text, some of that learning goes away. Take an essay outline for example. Outlining a paper requires thinking about information, making decisions about what information to include and exclude, and organizing that information to make an argument, said Graham.\u003c/p>\n\u003cp>“If we disengage our thinking, then we’re less likely to learn as much and examine the material we’re writing about in as much depth,” he said.\u003c/p>\n\u003cp>According to Graham, revision is an important process of writing development and learning. “When we write, new ideas come to us…and when we revise, the same kind of thing happens,” he said. When AI tools are used to bypass some of these important steps in writing development like an essay outline or revisions, the “\u003ca href=\"https://www.kqed.org/mindshift/34196/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn\">struggle\u003c/a>” of learning is also taken away.\u003c/p>\n\u003cp>But, according to Graham, there is a right way to use AI as a “writing partner.” When you write, you make small adjustments as you go, he said. For example, you might write a sentence and wonder if you need to make a different word choice, or change the punctuation. When you use ChatGPT to suggest alternative sentences to one that you’ve already written, you are required to do “wholesale evaluations” of the material, Graham continued.\u003c/p>\n\u003cp>Using AI to assist with writing can become a metacognitive practice rather than a time-saving strategy. Rather than adjusting your own writing, consider using AI to generate alternative sentences. But you still need to be able to determine the “best” sentence.\u003c/p>\n\u003cp>“I think one of the biggest challenges for writing at high school level or any level right now is basically time. Very little time is devoted to writing,” said Graham.\u003c/p>\n\u003cp>Unfortunately, on a good learning day, time is tight. When time has to be used in order to address other issues in the classroom, like student apathy and learning loss, having enough time can seem like an impossibility.\u003c/p>\n\u003ch2>\u003cstrong>The pandemic changed everything \u003c/strong>\u003c/h2>\n\u003cp>It wasn’t until in-person classes resumed in the 2021-22 school year that Knight noticed a change in his students and the technology. “Something really didn’t work” during virtual school, he said. It wasn’t necessarily a shift in the types of technology available to students, but a shift in students’ relationship to that technology, Knight continued.\u003c/p>\n\u003cp>For the past four school years, Knight has witnessed his students’ social regulation skills decline. He and his colleagues now give students a five-minute break during 90-minute block periods, a practice that didn’t exist before the pandemic. And although he works hard to creatively engage his students in classroom activities, Knight often finds that they quickly blow past what he calls the “sweet spot of social engagement.” A socially engaging learning activity now quickly morphs into excess energy not conducive to learning, said Knight.\u003c/p>\n\u003cp>His first interaction with newer AI tech in the classroom was negative. Some of Knight’s students used ChatGPT to cheat on an essay. So Knight decided to begin using AI detection software, but the pendulum swung too far, and he falsely accused a student of cheating. The result was a \u003ca href=\"https://www.kqed.org/mindshift/65255/relationship-repairing-skills-every-adult-should-learn-to-help-the-kids-in-their-lives\">damaged relationship\u003c/a> with his student.\u003c/p>\n\u003cp>For the 2024-25 school year, Knight prefers \u003ca href=\"https://www.kqed.org/mindshift/64992/taking-exams-in-blue-books-its-back-to-help-curb-ai-use-and-rampant-cheating\">paper and pencil\u003c/a>, and doesn’t assign open-ended written response work on laptops or computers. He no longer uses AI detection software either.\u003c/p>\n\u003ch2>\u003cstrong>Schools’ ongoing response to AI technology \u003c/strong>\u003c/h2>\n\u003cp>Investments in technology like generative AI aren’t necessarily the only way or even the best way to improve student learning, according to Justin Reich of MIT’s Teaching System Labs. “Sometimes schools chose technology, and sometimes they chose other things,” he said.\u003c/p>\n\u003cp>The pandemic forced all K-12 schools, regardless of their prior technology philosophy, to aggressively adopt and adapt to extensive technological changes at lightning speed, said Reich. This accelerated the move and exposure to certain technologies before a lot of teachers and students were ready to, he continued.\u003c/p>\n\u003cp>And less preparation can sometimes spell a harder road to success, especially during a time of less connectivity and more social isolation.\u003c/p>\n\u003cp>It’s easy to spiral when thinking about the possibilities and disruptions that the advancement of AI might be capable of in the classroom. But remember, “it is quite common over the last century for people to invent technologies that bypass student thinking,” said Reich. At one point in time, encyclopedias provided a shortcut to students assigned “to summarize a topic based on multiple sources,” he said, and “calculators did the same kind of thing in math class; a more recent example might be Google Translate.”\u003c/p>\n\u003cp>Reich uses these earlier technological advancements that changed the culture of learning at the time they were introduced to students and teachers – but are now used quite commonly – as a reminder that “as a field, we know something about dealing with and managing technologies,” he said.\u003c/p>\n\u003cp>In the past couple of years, some schools have experienced high levels of students using large language models or generative AI to feed them answers to homework or essay questions. When these numbers reach a “crisis” level, and a lot of students are asking a machine to do a lot of their work without their teachers knowing, the pace of classes becomes accelerated “because the teacher thinks [students] understand stuff, but they’re just feeding him answers out of ChatGPT,” said Reich.\u003c/p>\n\u003ch2>\u003cstrong>Where are we now?\u003c/strong>\u003c/h2>\n\u003cp>The good news is that the AI’s predicted exponentially sophisticated growth when ChatGPT 3.5 was released has fallen flat, according to Reich. “That’s a good thing for schools,” he continued. In his conversations and surveys of students, Reich said that, in general, young people understand that they – not AI – should be doing the work. But most students agree that they use AI when they’re pressed for time, are stuck on a problem or have determined that the work that they’ve been given isn’t of value, Reich added.\u003c/p>\n\u003cp>Reich and his colleagues recommend that teachers encourage students to think of AI tools as helping with small portions of their work rather than assisting with the whole of their work. “So if you get stuck, don’t ask machines to do your assignment. Ask the machine to give you some help with what the next step is,” he said.\u003c/p>\n\u003cp>Ultimately, one solution does not fit all. Some schools and teachers, like Knight, might decide that it’s best for their learning environment and students if they return to pencil and paper, while other educational spaces adopt AI tools and discussions with students surrounding them, said Reich.\u003c/p>\n\u003cp>Instead of thinking about AI as an efficiency tool, Graham likes to think about AI as a means for \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\">deeper learning\u003c/a>. “How can it help us do the things that we want to do in a way that doesn’t impede learning and is also beneficial to a broad range of kids?” said Graham. This sounds like a daunting task, but there are some reasonable ways to implement AI as a tool that both benefits the teacher and the student in the classroom and promotes learning.\u003c/p>\n\u003cp>For example, Graham spoke with a teacher who used ChatGPT to produce a writing sample with some of the most common miscues used by students in that class. The class looked at the AI generated “student” example and deepened their understanding of their own writing without the embarrassment of singling out an individual students’ writing.\u003c/p>\n\u003cp>Although it is widely understood that AI detection software isn’t reliable, \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">AI has been shown to be\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">pretty good at giving feedback\u003c/a>, said Graham. This doesn’t mean that AI is better at giving feedback than humans are, but AI is able to replicate feedback that is similarly good and similarly bad to human generated feedback, Graham continued. But AI feedback gives us tools that aren’t often used when teacher feedback is given, and that is skepticism.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While some teachers give open-ended feedback to student work, other teachers give \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">feedback\u003c/a> that assumes the student takes that feedback directly. “I think with AI, it opens the possibility— because we’re suspicious of what it is going to say to us —to be more critical about the feedback,” said Graham, and therefore promoting an important skill for all students to have: critical thinking.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Chris Knight started teaching in 2011, overhead projectors were being replaced by smartboards and teachers could finally project slides directly to the whiteboard from their laptops. Technology was emphasized as a utility in the classroom, said Knight. But a decade later in 2021, when in-person classes resumed after a year online, Knight noticed a big cultural shift in his classroom, one that he attributes in part to his students’ relationship to technology.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/artificial-intelligence\">Artificial intelligence\u003c/a> certainly wasn’t a novelty in 2021, but in the years leading up to the pandemic, AI — touted as a \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">tool of efficiency\u003c/a> — quickly progressed beyond spellcheck. Public access to long awaited generative AI tools like Dall-E, and the release of large language models like ChatGPT in 2022, took the world by storm and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">schools were not immune to these advances\u003c/a>.\u003c/p>\n\u003cp>For Knight, who teaches at a high school in Albany, California, education technology used to feel thoughtful and make his life as a teacher easier. But these days, “we have this ecosystem of stuff that makes our lives as teachers actually harder,” he said, since students, with the help of AI, can forgo doing much of their own work and miss out on their own learning as a result.\u003c/p>\n\u003cp>However, the presence of AI might also provide something beyond efficiency: a welcome opportunity to deepen knowledge, and encourage critical thinking, according to \u003ca href=\"https://search.asu.edu/profile/1980815\">Steve Graham\u003c/a>, a professor of teaching and learning innovation at Arizona State University. Yet in order to reap these benefits with AI, one must apply the skills traditionally acquired from doing the hard work of learning how to read and write well. But this process is what AI can so easily bypass.\u003c/p>\n\u003cp>“If you’re going to be skilled at using AI for writing, you actually need to know more” than if you didn’t use AI, said Graham.\u003c/p>\n\u003ch2>\u003cstrong>What happens when AI writes for us? \u003c/strong>\u003c/h2>\n\u003cp>ChatGPT has raised alarms in schools since it was first released in 2022. Concerns of cheating and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">diminished learning\u003c/a> were shared amongst teachers. But what happens to learning and literacy when AI writes for us?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to Graham, reading and writing are deeply intertwined; you can’t have one without the other. Reading and writing make and communicate meaning, and they both draw upon some of the same processes in the brain, said Graham. He studies the development of writing and the effectiveness of digital tools that support writing for K-12 students.\u003c/p>\n\u003cp>“Reading and writing are great tools for learning,” Graham said. But when an AI tool does the “thinking” for students, such as generating large and complex portions of text, some of that learning goes away. Take an essay outline for example. Outlining a paper requires thinking about information, making decisions about what information to include and exclude, and organizing that information to make an argument, said Graham.\u003c/p>\n\u003cp>“If we disengage our thinking, then we’re less likely to learn as much and examine the material we’re writing about in as much depth,” he said.\u003c/p>\n\u003cp>According to Graham, revision is an important process of writing development and learning. “When we write, new ideas come to us…and when we revise, the same kind of thing happens,” he said. When AI tools are used to bypass some of these important steps in writing development like an essay outline or revisions, the “\u003ca href=\"https://www.kqed.org/mindshift/34196/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn\">struggle\u003c/a>” of learning is also taken away.\u003c/p>\n\u003cp>But, according to Graham, there is a right way to use AI as a “writing partner.” When you write, you make small adjustments as you go, he said. For example, you might write a sentence and wonder if you need to make a different word choice, or change the punctuation. When you use ChatGPT to suggest alternative sentences to one that you’ve already written, you are required to do “wholesale evaluations” of the material, Graham continued.\u003c/p>\n\u003cp>Using AI to assist with writing can become a metacognitive practice rather than a time-saving strategy. Rather than adjusting your own writing, consider using AI to generate alternative sentences. But you still need to be able to determine the “best” sentence.\u003c/p>\n\u003cp>“I think one of the biggest challenges for writing at high school level or any level right now is basically time. Very little time is devoted to writing,” said Graham.\u003c/p>\n\u003cp>Unfortunately, on a good learning day, time is tight. When time has to be used in order to address other issues in the classroom, like student apathy and learning loss, having enough time can seem like an impossibility.\u003c/p>\n\u003ch2>\u003cstrong>The pandemic changed everything \u003c/strong>\u003c/h2>\n\u003cp>It wasn’t until in-person classes resumed in the 2021-22 school year that Knight noticed a change in his students and the technology. “Something really didn’t work” during virtual school, he said. It wasn’t necessarily a shift in the types of technology available to students, but a shift in students’ relationship to that technology, Knight continued.\u003c/p>\n\u003cp>For the past four school years, Knight has witnessed his students’ social regulation skills decline. He and his colleagues now give students a five-minute break during 90-minute block periods, a practice that didn’t exist before the pandemic. And although he works hard to creatively engage his students in classroom activities, Knight often finds that they quickly blow past what he calls the “sweet spot of social engagement.” A socially engaging learning activity now quickly morphs into excess energy not conducive to learning, said Knight.\u003c/p>\n\u003cp>His first interaction with newer AI tech in the classroom was negative. Some of Knight’s students used ChatGPT to cheat on an essay. So Knight decided to begin using AI detection software, but the pendulum swung too far, and he falsely accused a student of cheating. The result was a \u003ca href=\"https://www.kqed.org/mindshift/65255/relationship-repairing-skills-every-adult-should-learn-to-help-the-kids-in-their-lives\">damaged relationship\u003c/a> with his student.\u003c/p>\n\u003cp>For the 2024-25 school year, Knight prefers \u003ca href=\"https://www.kqed.org/mindshift/64992/taking-exams-in-blue-books-its-back-to-help-curb-ai-use-and-rampant-cheating\">paper and pencil\u003c/a>, and doesn’t assign open-ended written response work on laptops or computers. He no longer uses AI detection software either.\u003c/p>\n\u003ch2>\u003cstrong>Schools’ ongoing response to AI technology \u003c/strong>\u003c/h2>\n\u003cp>Investments in technology like generative AI aren’t necessarily the only way or even the best way to improve student learning, according to Justin Reich of MIT’s Teaching System Labs. “Sometimes schools chose technology, and sometimes they chose other things,” he said.\u003c/p>\n\u003cp>The pandemic forced all K-12 schools, regardless of their prior technology philosophy, to aggressively adopt and adapt to extensive technological changes at lightning speed, said Reich. This accelerated the move and exposure to certain technologies before a lot of teachers and students were ready to, he continued.\u003c/p>\n\u003cp>And less preparation can sometimes spell a harder road to success, especially during a time of less connectivity and more social isolation.\u003c/p>\n\u003cp>It’s easy to spiral when thinking about the possibilities and disruptions that the advancement of AI might be capable of in the classroom. But remember, “it is quite common over the last century for people to invent technologies that bypass student thinking,” said Reich. At one point in time, encyclopedias provided a shortcut to students assigned “to summarize a topic based on multiple sources,” he said, and “calculators did the same kind of thing in math class; a more recent example might be Google Translate.”\u003c/p>\n\u003cp>Reich uses these earlier technological advancements that changed the culture of learning at the time they were introduced to students and teachers – but are now used quite commonly – as a reminder that “as a field, we know something about dealing with and managing technologies,” he said.\u003c/p>\n\u003cp>In the past couple of years, some schools have experienced high levels of students using large language models or generative AI to feed them answers to homework or essay questions. When these numbers reach a “crisis” level, and a lot of students are asking a machine to do a lot of their work without their teachers knowing, the pace of classes becomes accelerated “because the teacher thinks [students] understand stuff, but they’re just feeding him answers out of ChatGPT,” said Reich.\u003c/p>\n\u003ch2>\u003cstrong>Where are we now?\u003c/strong>\u003c/h2>\n\u003cp>The good news is that the AI’s predicted exponentially sophisticated growth when ChatGPT 3.5 was released has fallen flat, according to Reich. “That’s a good thing for schools,” he continued. In his conversations and surveys of students, Reich said that, in general, young people understand that they – not AI – should be doing the work. But most students agree that they use AI when they’re pressed for time, are stuck on a problem or have determined that the work that they’ve been given isn’t of value, Reich added.\u003c/p>\n\u003cp>Reich and his colleagues recommend that teachers encourage students to think of AI tools as helping with small portions of their work rather than assisting with the whole of their work. “So if you get stuck, don’t ask machines to do your assignment. Ask the machine to give you some help with what the next step is,” he said.\u003c/p>\n\u003cp>Ultimately, one solution does not fit all. Some schools and teachers, like Knight, might decide that it’s best for their learning environment and students if they return to pencil and paper, while other educational spaces adopt AI tools and discussions with students surrounding them, said Reich.\u003c/p>\n\u003cp>Instead of thinking about AI as an efficiency tool, Graham likes to think about AI as a means for \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\">deeper learning\u003c/a>. “How can it help us do the things that we want to do in a way that doesn’t impede learning and is also beneficial to a broad range of kids?” said Graham. This sounds like a daunting task, but there are some reasonable ways to implement AI as a tool that both benefits the teacher and the student in the classroom and promotes learning.\u003c/p>\n\u003cp>For example, Graham spoke with a teacher who used ChatGPT to produce a writing sample with some of the most common miscues used by students in that class. The class looked at the AI generated “student” example and deepened their understanding of their own writing without the embarrassment of singling out an individual students’ writing.\u003c/p>\n\u003cp>Although it is widely understood that AI detection software isn’t reliable, \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">AI has been shown to be\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">pretty good at giving feedback\u003c/a>, said Graham. This doesn’t mean that AI is better at giving feedback than humans are, but AI is able to replicate feedback that is similarly good and similarly bad to human generated feedback, Graham continued. But AI feedback gives us tools that aren’t often used when teacher feedback is given, and that is skepticism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While some teachers give open-ended feedback to student work, other teachers give \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">feedback\u003c/a> that assumes the student takes that feedback directly. “I think with AI, it opens the possibility— because we’re suspicious of what it is going to say to us —to be more critical about the feedback,” said Graham, and therefore promoting an important skill for all students to have: critical thinking.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"order": 10
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"airtime": "SUN 7:30pm-8pm",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"live-from-here-highlights": {
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"title": "Live from Here Highlights",
"info": "Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.",
"airtime": "SAT 6pm-8pm, SUN 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Live-From-Here-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"link": "/radio/program/live-from-here-highlights",
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"rss": "https://feeds.publicradio.org/public_feeds/a-prairie-home-companion-highlights/rss/rss"
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 13
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"onourwatch": {
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"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",
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"order": 12
},
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"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",
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"our-body-politic": {
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"title": "Our Body Politic",
"info": "Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.",
"airtime": "SAT 6pm-7pm, SUN 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/our-body-politic",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw",
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},
"perspectives": {
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"officialWebsiteLink": "/perspectives/",
"meta": {
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"order": 15
},
"link": "/perspectives",
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"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",
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"politicalbreakdown": {
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