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"content": "\u003cp>When classrooms went online in 2020 during the \u003ca href=\"https://www.kqed.org/mindshift/55771/10-comfort-games-that-encourage-kindness-community-and-well-being\">pandemic, gamified learning opportunities\u003c/a> grew as a quick and easy way to evaluate the general learning that was happening from student to student. Gamified learning applies game-like elements, like point systems, badges or micro-credentialing to incentivize a learning activity. While these activities are easily accessible for teachers and students, there are drawbacks to gamified learning tools like multiple choice games.\u003c/p>\n\u003cp>“It doesn’t evaluate particularly meaningful forms of learning,” according to Antero Godina Garcia, an associate professor at Stanford’s Graduate School of Education.\u003c/p>\n\u003cp>After so many years of gamification, teachers might also be feeling some fatigue with those tools, he said. Constant advertisements from ed-tech companies selling their gamified learning products can be dismissive of a teacher’s pedagogical expertise.\u003c/p>\n\u003cp>“It’s frustrating and exhausting,” he said, for educators who have not seen gamified tools make the classroom better or more manageable.\u003c/p>\n\u003cp>Popular gamified learning platforms like Kahoot are good at motivating students to complete quiz-like tasks, but aren’t necessarily pedagogically innovative, said Tanner Higgin, a senior educational technology researcher at WestEd.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Gamified learning activities can get students engaged really quickly, but these strategies don’t breed the \u003ca href=\"https://www.kqed.org/mindshift/51772/how-data-privacy-lessons-in-alternative-reality-games-can-help-kids-in-real-life\">long-lasting motivation for learning\u003c/a> that most teachers look for, said Higgin. Because gamification is \u003ca href=\"https://www.kqed.org/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it\">extrinsically motivated\u003c/a>, students can tire quickly because the rewards become less and less appealing over time, he said.\u003c/p>\n\u003cp>“I think what teachers are ultimately after is seeing students driving their own learning, and really digging deep into subjects,” which is hard to do with gamified activities that promote quick rewards for simple task completion, said Higgin.\u003c/p>\n\u003cp>There is a rather large distinction between gamification and game-based learning in terms of outcome and execution. \u003ca href=\"https://www.kqed.org/mindshift/35180/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education\">Game-based learning\u003c/a> is useful for teachers and students when used to expand understanding, and gain creative, critical thinking, and communication skills, said Higgin. But, like most pedagogical practices, game-based learning requires a lot of preparation.\u003c/p>\n\u003cp>“Game-based learning works well for any content area or subject if, pedagogically, you’re focused on building skills and conceptual understanding of material,” he said.\u003c/p>\n\u003ch2>\u003cstrong>Game-based Learning in the Classroom\u003c/strong>\u003c/h2>\n\u003cp>Educational gaming platforms like \u003ca href=\"https://www.filamentgames.com/\">Filament Games\u003c/a> align content with learning objectives and require thinking skills, said Higgin. For the most effective games, “the very mechanics of the game are teaching you valuable skills that can be translated into the classroom and that align with teachers’ goals,” Higgin said.\u003c/p>\n\u003cp>Joe Dillon, a teacher and cross-content instructional coach, was an early adopter of digital game-based learning and has used \u003ca href=\"https://education.minecraft.net/en-us\">Minecraft: Education Edition\u003c/a> in the classroom.\u003c/p>\n\u003cp>Dillon first became interested in using digital games as texts nearly two decades ago and was already familiar with game-based learning. He began to \u003ca href=\"https://www.edutopia.org/article/guide-teaching-writing-minecraft/\">explore digital games\u003c/a>, and developed social studies units where students would write their own version of adventure-based games. Dillon began using Minecraft: Education Edition during workshops that helped students develop community building skills. Dillon went on to help design English Language Arts games, and the students at his current school have access to Minecraft: Education Edition.\u003c/p>\n\u003cp>Game-based learning doesn’t have to be digital. According to Higgin, teachers have found success utilizing existing board games. For example, the board game \u003ca href=\"https://www.kqed.org/mindshift/41614/what-do-sixth-graders-say-about-learning-with-games-it-works\">Settlers of Catan\u003c/a> is commonly used by math teachers to exercise applications of probability and decision making, said Higgin. He encouraged teachers to ask students about games that they are interested in and have access to, to drive game-based learning.\u003c/p>\n\u003cp>But game-based learning is easier said than done.\u003c/p>\n\u003cp>Dillon logged countless hours utilizing Minecraft before he was able to introduce it to a classroom with specific and effective learning goals attached. According to Garcia, teachers and schools need to be committed to the pedagogical approach in order to embrace game-based learning. “Game-based learning is about adapting existing games” often for the purpose of developing soft skills like collaboration, teamwork, and leadership, he said. Game-based learning can also serve as a means of content exposure through gameplay.\u003c/p>\n\u003cp>Garcia cautioned against game-based learning when a teacher hasn’t properly prepared. Certain games also include historical simulations which Garcia said can present unintended “dangers around thinking about empathy and issues of gender, racial, and cultural politics” especially if they reproduce “particular kinds of harmful legacies across our history.”\u003c/p>\n\u003cp>There’s a time and place for game-based learning, and it shouldn’t be used for every single learning opportunity in classrooms. “I don’t necessarily think you can use a game to replace literature or particular forms of writing and communication,” said Garcia.\u003c/p>\n\u003ch2>\u003cstrong>Balancing Game-based Learning and Gamification \u003c/strong>\u003c/h2>\n\u003cp>Although there is some skepticism around gamification, it isn’t all bad. “I do think teachers, when they act as designers, can take principles of gamification and do great things,” said Dillon. Embracing a teacher’s own ability to play is important, said Garcia and suggested that teachers guide students through thinking meta-cognitively about gamification activities. Teachers can discuss with students some of the ways “these kinds of gaming systems are shaping the practices in [the] classrooms,” said Garcia. “When you allow kids to kind of see explicitly what schools are expecting of them, you get really powerful conversations where a lot is being learned that might not necessarily be the stated outcome of these gamification tools,” Garcia continued.\u003c/p>\n\u003cp>Although teachers and students might have varying opinions and responses to gamification and game-based learning, gamification can sometimes lack connection to the material being incentivized. If resources and time are limited, as they are with most teachers, there are ways to incorporate the principles of game-based learning without a complete overhaul of existing lessons and curricula.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“What teachers can do instead is look for ways to give students more meaningful [choices] over what they’re doing,” said Higgin. When teachers find “ways to connect students’ curiosity or unique interests to the content,” the pedagogical approach of game-based learning starts to emerge.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When classrooms went online in 2020 during the \u003ca href=\"https://www.kqed.org/mindshift/55771/10-comfort-games-that-encourage-kindness-community-and-well-being\">pandemic, gamified learning opportunities\u003c/a> grew as a quick and easy way to evaluate the general learning that was happening from student to student. Gamified learning applies game-like elements, like point systems, badges or micro-credentialing to incentivize a learning activity. While these activities are easily accessible for teachers and students, there are drawbacks to gamified learning tools like multiple choice games.\u003c/p>\n\u003cp>“It doesn’t evaluate particularly meaningful forms of learning,” according to Antero Godina Garcia, an associate professor at Stanford’s Graduate School of Education.\u003c/p>\n\u003cp>After so many years of gamification, teachers might also be feeling some fatigue with those tools, he said. Constant advertisements from ed-tech companies selling their gamified learning products can be dismissive of a teacher’s pedagogical expertise.\u003c/p>\n\u003cp>“It’s frustrating and exhausting,” he said, for educators who have not seen gamified tools make the classroom better or more manageable.\u003c/p>\n\u003cp>Popular gamified learning platforms like Kahoot are good at motivating students to complete quiz-like tasks, but aren’t necessarily pedagogically innovative, said Tanner Higgin, a senior educational technology researcher at WestEd.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gamified learning activities can get students engaged really quickly, but these strategies don’t breed the \u003ca href=\"https://www.kqed.org/mindshift/51772/how-data-privacy-lessons-in-alternative-reality-games-can-help-kids-in-real-life\">long-lasting motivation for learning\u003c/a> that most teachers look for, said Higgin. Because gamification is \u003ca href=\"https://www.kqed.org/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it\">extrinsically motivated\u003c/a>, students can tire quickly because the rewards become less and less appealing over time, he said.\u003c/p>\n\u003cp>“I think what teachers are ultimately after is seeing students driving their own learning, and really digging deep into subjects,” which is hard to do with gamified activities that promote quick rewards for simple task completion, said Higgin.\u003c/p>\n\u003cp>There is a rather large distinction between gamification and game-based learning in terms of outcome and execution. \u003ca href=\"https://www.kqed.org/mindshift/35180/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education\">Game-based learning\u003c/a> is useful for teachers and students when used to expand understanding, and gain creative, critical thinking, and communication skills, said Higgin. But, like most pedagogical practices, game-based learning requires a lot of preparation.\u003c/p>\n\u003cp>“Game-based learning works well for any content area or subject if, pedagogically, you’re focused on building skills and conceptual understanding of material,” he said.\u003c/p>\n\u003ch2>\u003cstrong>Game-based Learning in the Classroom\u003c/strong>\u003c/h2>\n\u003cp>Educational gaming platforms like \u003ca href=\"https://www.filamentgames.com/\">Filament Games\u003c/a> align content with learning objectives and require thinking skills, said Higgin. For the most effective games, “the very mechanics of the game are teaching you valuable skills that can be translated into the classroom and that align with teachers’ goals,” Higgin said.\u003c/p>\n\u003cp>Joe Dillon, a teacher and cross-content instructional coach, was an early adopter of digital game-based learning and has used \u003ca href=\"https://education.minecraft.net/en-us\">Minecraft: Education Edition\u003c/a> in the classroom.\u003c/p>\n\u003cp>Dillon first became interested in using digital games as texts nearly two decades ago and was already familiar with game-based learning. He began to \u003ca href=\"https://www.edutopia.org/article/guide-teaching-writing-minecraft/\">explore digital games\u003c/a>, and developed social studies units where students would write their own version of adventure-based games. Dillon began using Minecraft: Education Edition during workshops that helped students develop community building skills. Dillon went on to help design English Language Arts games, and the students at his current school have access to Minecraft: Education Edition.\u003c/p>\n\u003cp>Game-based learning doesn’t have to be digital. According to Higgin, teachers have found success utilizing existing board games. For example, the board game \u003ca href=\"https://www.kqed.org/mindshift/41614/what-do-sixth-graders-say-about-learning-with-games-it-works\">Settlers of Catan\u003c/a> is commonly used by math teachers to exercise applications of probability and decision making, said Higgin. He encouraged teachers to ask students about games that they are interested in and have access to, to drive game-based learning.\u003c/p>\n\u003cp>But game-based learning is easier said than done.\u003c/p>\n\u003cp>Dillon logged countless hours utilizing Minecraft before he was able to introduce it to a classroom with specific and effective learning goals attached. According to Garcia, teachers and schools need to be committed to the pedagogical approach in order to embrace game-based learning. “Game-based learning is about adapting existing games” often for the purpose of developing soft skills like collaboration, teamwork, and leadership, he said. Game-based learning can also serve as a means of content exposure through gameplay.\u003c/p>\n\u003cp>Garcia cautioned against game-based learning when a teacher hasn’t properly prepared. Certain games also include historical simulations which Garcia said can present unintended “dangers around thinking about empathy and issues of gender, racial, and cultural politics” especially if they reproduce “particular kinds of harmful legacies across our history.”\u003c/p>\n\u003cp>There’s a time and place for game-based learning, and it shouldn’t be used for every single learning opportunity in classrooms. “I don’t necessarily think you can use a game to replace literature or particular forms of writing and communication,” said Garcia.\u003c/p>\n\u003ch2>\u003cstrong>Balancing Game-based Learning and Gamification \u003c/strong>\u003c/h2>\n\u003cp>Although there is some skepticism around gamification, it isn’t all bad. “I do think teachers, when they act as designers, can take principles of gamification and do great things,” said Dillon. Embracing a teacher’s own ability to play is important, said Garcia and suggested that teachers guide students through thinking meta-cognitively about gamification activities. Teachers can discuss with students some of the ways “these kinds of gaming systems are shaping the practices in [the] classrooms,” said Garcia. “When you allow kids to kind of see explicitly what schools are expecting of them, you get really powerful conversations where a lot is being learned that might not necessarily be the stated outcome of these gamification tools,” Garcia continued.\u003c/p>\n\u003cp>Although teachers and students might have varying opinions and responses to gamification and game-based learning, gamification can sometimes lack connection to the material being incentivized. If resources and time are limited, as they are with most teachers, there are ways to incorporate the principles of game-based learning without a complete overhaul of existing lessons and curricula.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“What teachers can do instead is look for ways to give students more meaningful [choices] over what they’re doing,” said Higgin. When teachers find “ways to connect students’ curiosity or unique interests to the content,” the pedagogical approach of game-based learning starts to emerge.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Imagine you’re a student in high school or college. Class is about to start. You are faced with a notable dilemma: Should you whip out a notebook or a laptop to take notes?\u003c/p>\n\u003cp>The answer is not so simple. A year ago, paper and pen seemed to be the winner when the journal Frontiers in Psychology published a \u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1219945/full\">Norwegian study\u003c/a> that documented how different areas of the brain were communicating more frequently when students were writing by hand. When students were typing, the brain was not nearly so active. This extra brain activity, the neuroscientists wrote, is “beneficial for learning.”\u003c/p>\n\u003cp>The study ricocheted around the world. Almost 200 news stories promoted the idea that we remember things better when we \u003ca href=\"https://www.scientificamerican.com/article/why-writing-by-hand-is-better-for-memory-and-learning/\">write them down by hand\u003c/a> instead of typing. It confirmed what many of us instinctively feel. That’s why I still take notes in a notebook even though I can hardly read my chicken scratch.\u003c/p>\n\u003cp>Yet earlier this month, the same academic journal published a scathing \u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1517235/full\">rebuttal\u003c/a> to the handwriting study. A pair of scientists in Spain and France pointed out that none of the Norwegian college students was asked to learn anything in the laboratory experiment. “Drawing conclusions on learning processes in children in a classroom from a lab study carried out on a group of university students that did not include any type of learning seems slippery at best,” the critics wrote.\u003c/p>\n\u003cp>The Norwegian study asked 36 college students in their early 20s to write words from the game Pictionary using either a digital pen on a touchscreen or typing on a keyboard. The participants wore stretchy hair nets studded with electrodes to capture their brain activity. The scientists documented the differences between the two modes of writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Neither mode approximated real life conditions. The students were instructed to write in cursive without lifting the stylus from the screen. And they were only allowed to type with their right index finger.\u003c/p>\n\u003cp>The critics also questioned whether elevated brain activity is proof of better learning. Increased brain activity could equally be interpreted as a sign that handwriting is slower and more taxing than typing. We don’t know.\u003c/p>\n\u003cp>I contacted Audrey van der Meer, one of the co-authors of the Norwegian study who runs a neuroscience lab at the Norwegian University of Science and Technology in Trondheim. She pointed out that her critics promote the use of keyboards in education, and so they may not be unbiased. But she admitted that her study didn’t test whether students learned anything.\u003c/p>\n\u003cp>Van der Meer is conducting a fresh experiment that involves actual learning with 140 teenagers. She had the high school students watch a recorded lecture. Half of them were randomly assigned to take notes by hand, using a digital pen and touchscreen, and the other half typed their notes. Afterward, they all took the same exam graded by teachers at the school.\u003c/p>\n\u003cp>So far, she’s noticed clear differences in note-taking styles. Those who typed their notes wrote significantly more words, often transcribing parts of the lecture verbatim. They didn’t make any drawings. Those who used a digital pen mainly wrote key words and short sentences and produced two drawings, on average.\u003c/p>\n\u003cp>According to van der Meer, students who use the keyboard are writing down everything the teacher says “because they can.” But, she said in an email, “the information appears to be coming in through the ears and, without any form of processing, going out through the fingertips.” She added that when taking notes by hand, “it is impossible to write down everything, so students have to process the incoming information, summarize it, and link it to knowledge they already have.” That helps the “new information to stick better, resulting in better retention.”\u003c/p>\n\u003cp>Van der Meer said she could not yet share the exam results with me as she is still analyzing them. She explained that there are “many confounding variables” that make it difficult to tell if those who used handwritten notes performed better on the exam.\u003c/p>\n\u003cp>Even the pro-typing scientists admit that handwriting is important. \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC4274624/\">Previous research\u003c/a> has shown that writing letters by hand, compared to typing them, helps \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/15823243/\">young children learn their letters\u003c/a> much better. A \u003ca href=\"https://www.jowr.org/index.php/jowr/article/view/662\">2015 study\u003c/a> found that adults were better able to recall words in a memory game when they wrote them down by hand first instead of typing them. And a \u003ca href=\"https://www.google.com/books/edition/Advances_in_Haptics/MuqODwAAQBAJ?hl=en&gbpv=1&dq=Digitizing+literacy:+reflections+on+the+haptics+of+writing&pg=PA385&printsec=frontcover\">2010 book\u003c/a> chapter documented positive associations between writing words and being able to read them.\u003c/p>\n\u003cp>While there’s fairly compelling evidence that handwriting can help children learn their letters and new words, there’s less proof that handwriting helps us absorb new information and ideas. That’s not to say the Norwegian neuroscientists are wrong. But we still need the proof.\u003c/p>\n\u003cp>I’d also add that not all learning is the same. Learning to write is different from learning Spanish vocabulary. There may be times when typing is the ideal way to learn something and other times when handwriting is. Also, learning something involves far more than either typing or handwriting, and the method we use to take notes might ultimately be of small importance compared to how we study our notes afterwards.\u003c/p>\n\u003cp>In the meantime, where did I put my notebook?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-writing-versus-typing-learning/\">\u003cem>handwriting versus typing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\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>Imagine you’re a student in high school or college. Class is about to start. You are faced with a notable dilemma: Should you whip out a notebook or a laptop to take notes?\u003c/p>\n\u003cp>The answer is not so simple. A year ago, paper and pen seemed to be the winner when the journal Frontiers in Psychology published a \u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1219945/full\">Norwegian study\u003c/a> that documented how different areas of the brain were communicating more frequently when students were writing by hand. When students were typing, the brain was not nearly so active. This extra brain activity, the neuroscientists wrote, is “beneficial for learning.”\u003c/p>\n\u003cp>The study ricocheted around the world. Almost 200 news stories promoted the idea that we remember things better when we \u003ca href=\"https://www.scientificamerican.com/article/why-writing-by-hand-is-better-for-memory-and-learning/\">write them down by hand\u003c/a> instead of typing. It confirmed what many of us instinctively feel. That’s why I still take notes in a notebook even though I can hardly read my chicken scratch.\u003c/p>\n\u003cp>Yet earlier this month, the same academic journal published a scathing \u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1517235/full\">rebuttal\u003c/a> to the handwriting study. A pair of scientists in Spain and France pointed out that none of the Norwegian college students was asked to learn anything in the laboratory experiment. “Drawing conclusions on learning processes in children in a classroom from a lab study carried out on a group of university students that did not include any type of learning seems slippery at best,” the critics wrote.\u003c/p>\n\u003cp>The Norwegian study asked 36 college students in their early 20s to write words from the game Pictionary using either a digital pen on a touchscreen or typing on a keyboard. The participants wore stretchy hair nets studded with electrodes to capture their brain activity. The scientists documented the differences between the two modes of writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Neither mode approximated real life conditions. The students were instructed to write in cursive without lifting the stylus from the screen. And they were only allowed to type with their right index finger.\u003c/p>\n\u003cp>The critics also questioned whether elevated brain activity is proof of better learning. Increased brain activity could equally be interpreted as a sign that handwriting is slower and more taxing than typing. We don’t know.\u003c/p>\n\u003cp>I contacted Audrey van der Meer, one of the co-authors of the Norwegian study who runs a neuroscience lab at the Norwegian University of Science and Technology in Trondheim. She pointed out that her critics promote the use of keyboards in education, and so they may not be unbiased. But she admitted that her study didn’t test whether students learned anything.\u003c/p>\n\u003cp>Van der Meer is conducting a fresh experiment that involves actual learning with 140 teenagers. She had the high school students watch a recorded lecture. Half of them were randomly assigned to take notes by hand, using a digital pen and touchscreen, and the other half typed their notes. Afterward, they all took the same exam graded by teachers at the school.\u003c/p>\n\u003cp>So far, she’s noticed clear differences in note-taking styles. Those who typed their notes wrote significantly more words, often transcribing parts of the lecture verbatim. They didn’t make any drawings. Those who used a digital pen mainly wrote key words and short sentences and produced two drawings, on average.\u003c/p>\n\u003cp>According to van der Meer, students who use the keyboard are writing down everything the teacher says “because they can.” But, she said in an email, “the information appears to be coming in through the ears and, without any form of processing, going out through the fingertips.” She added that when taking notes by hand, “it is impossible to write down everything, so students have to process the incoming information, summarize it, and link it to knowledge they already have.” That helps the “new information to stick better, resulting in better retention.”\u003c/p>\n\u003cp>Van der Meer said she could not yet share the exam results with me as she is still analyzing them. She explained that there are “many confounding variables” that make it difficult to tell if those who used handwritten notes performed better on the exam.\u003c/p>\n\u003cp>Even the pro-typing scientists admit that handwriting is important. \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC4274624/\">Previous research\u003c/a> has shown that writing letters by hand, compared to typing them, helps \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/15823243/\">young children learn their letters\u003c/a> much better. A \u003ca href=\"https://www.jowr.org/index.php/jowr/article/view/662\">2015 study\u003c/a> found that adults were better able to recall words in a memory game when they wrote them down by hand first instead of typing them. And a \u003ca href=\"https://www.google.com/books/edition/Advances_in_Haptics/MuqODwAAQBAJ?hl=en&gbpv=1&dq=Digitizing+literacy:+reflections+on+the+haptics+of+writing&pg=PA385&printsec=frontcover\">2010 book\u003c/a> chapter documented positive associations between writing words and being able to read them.\u003c/p>\n\u003cp>While there’s fairly compelling evidence that handwriting can help children learn their letters and new words, there’s less proof that handwriting helps us absorb new information and ideas. That’s not to say the Norwegian neuroscientists are wrong. But we still need the proof.\u003c/p>\n\u003cp>I’d also add that not all learning is the same. Learning to write is different from learning Spanish vocabulary. There may be times when typing is the ideal way to learn something and other times when handwriting is. Also, learning something involves far more than either typing or handwriting, and the method we use to take notes might ultimately be of small importance compared to how we study our notes afterwards.\u003c/p>\n\u003cp>In the meantime, where did I put my notebook?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-writing-versus-typing-learning/\">\u003cem>handwriting versus typing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\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>In early 2024, initial reports indicated that tutoring might not only help kids catch up academically after the pandemic but could also combat chronic absenteeism. More recent research, however, suggests that prediction may have been overly optimistic.\u003c/p>\n\u003cp>Stanford University researchers have been studying Washington, D.C.’s \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">$33 million\u003c/a> investment in tutoring, which provided extra help to more than 5,000 of the district’s 100,000 students in 2022-23, the second year of a three-year tutoring initiative. When researchers looked at these students’ test scores, they found \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">minimal to modest improvements in reading or math\u003c/a>.\u003c/p>\n\u003cp>“We weren’t seeing a ton of big impacts on achievement,” said Monica Lee, one of the Stanford researchers. “But what we were seeing at that point in time were promising findings that the tutoring might be doing something for attendance.”\u003c/p>\n\u003cp>That is important because \u003ca href=\"https://hechingerreport.org/proof-points-the-chronic-absenteeism-puzzle/\">absenteeism soared\u003c/a> after the pandemic. The \u003ca href=\"https://studentsupportaccelerator.org/about\">National Student Support Accelerator\u003c/a>, a Stanford-based organization that studies, promotes and seeks to improve tutoring, issued a \u003ca href=\"https://studentsupportaccelerator.org/news/early-findings-show-evidence-high-impact-tutoring-increases-student-attendance-dc-schools\">March 2024 press release\u003c/a> proclaiming that tutoring had increased student attendance in Washington, and could potentially address widespread chronic absenteeism, which was a particular scourge in the city. Soon after, Washington Mayor Muriel Bowser \u003ca href=\"https://www.washingtonpost.com/education/2024/03/20/tutoring-budget-schools/\">proposed an additional $4.8 million for tutoring\u003c/a>.\u003c/p>\n\u003cp>The lackluster academic results weren’t mentioned in the March press release or the news coverage, but were disclosed later in an \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">August report\u003c/a> by the National Student Support Accelerator. That same month, a separate group of researchers studying another large-scale tutoring effort in Nashville, Tennessee, also found \u003ca href=\"https://hechingerreport.org/proof-points-tutoring-research-nashville/\">disappointing learning gains for students\u003c/a>. As tutoring expanded to reach thousands of students, the less it helped them in math and reading. Still, its side benefit of re-engaging students in school remained tantalizing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then, in December, Stanford researchers with the National Student Support Accelerator released an academic \u003ca href=\"https://edworkingpapers.com/sites/default/files/ai24-1107.pdf\">paper\u003c/a> with more details about the heralded boost to attendance in Washington. Lee and her research team analyzed tutoring schedules for more than 4,000 of the students and calculated that a student was 7 percent less likely to be absent from school on a day when tutoring was on the schedule, compared with a day when tutoring was not on the schedule. The researchers thought that perhaps students felt like they were learning in these sessions, or enjoyed the personal attention, and looked forward to them.\u003c/p>\n\u003cp>Tutoring schedules ranged from once a week to daily. A student scheduled to receive tutoring three times a week, the recommended minimum for effective catch-up tutoring, would attend a total of 1.3 more days of school, on average, over a 180-day school year.\u003c/p>\n\u003cp>“That feels minimal, just a day or so,” Lee admitted. But she said it was “encouraging to move the needle at all,” with this group of economically disadvantaged students. More than 80 percent of the tutored students were Black. The remainder were largely Hispanic.\u003c/p>\n\u003cp>What struck me was the high average absenteeism rate among the thousands of students selected for tutoring: 17 percent. In other words, these students had missed more than 30 days, not including weekends. A large subset of them – one out of six – were considered to be “extremely absent,” missing more than 30 percent of the school year. That’s about 60 school days. “They’re missing school at an alarming rate,” said Lee.\u003c/p>\n\u003cp>No wonder these children and teens are so far behind. And no wonder Washington’s leaders wanted tutors for these kids, who were at risk of falling further behind and ultimately becoming dropouts.\u003c/p>\n\u003cp>I contacted Hedy Chang, the executive director of Attendance Works, an organization that works with schools to boost attendance, to ask how significant one additional day of school could be for chronically absent students. She said working with kids who are missing 30 days of school is important. “I am a bit concerned that this small change (1.3), while promising, might not be enough to make a difference,” she said in an email.\u003c/p>\n\u003cp>Chang consulted with her research team and they found a bright spot: small gains can add up across a school. For one student, 1.3 days is small, Chang explained. But across 100 students, that’s 130 more days. “It could be a movement towards more stability in classrooms,” Chang said.\u003c/p>\n\u003cp>Averages mask big differences. Some students’ attendance increased by a lot more. Middle school students were the most likely to attend school on a tutoring day, translating to 2.1 additional days of school for a student who was scheduled three times a week. High school students were the least likely to be motivated to attend school. Their attendance wasn’t much different between days with and without tutoring. Tutoring scheduled during the school day was more of a motivator to show up than tutoring scheduled after school. Smaller tutor-to-student ratios of 1-to-1 or 1-to-2 were more effective in reducing absenteeism than larger tutoring groups of three or four students. (All of the tutoring was in-person, not online.)\u003c/p>\n\u003cp>Much of what schools actually try in education is rarely studied and analyzed rigorously. Research like this helps school leaders reflect on what works and what doesn’t. Washington deserves credit for trying tutoring, which had shown strong benefits in \u003ca href=\"https://www.nber.org/papers/w27476\">hundreds of earlier, albeit smaller studies\u003c/a>, and for opening its doors to researchers to study its big rollout.\u003c/p>\n\u003cp>It didn’t work as well as hoped for a variety of reasons. Some of the tutoring wasn’t scheduled as often as the \u003ca href=\"https://hechingerreport.org/proof-points-taking-stock-of-tutoring/\">research advised\u003c/a>, or during the school day when attendance is highest. But the critical lesson we learn from this analysis is that some students may be too disengaged from school to take advantage of even well-designed tutoring programs. It’s useless to hire tutors for students who don’t show up.\u003c/p>\n\u003cp>The Stanford study makes the argument that tutoring itself helps to re-engage kids in school and that any improvement in attendance is worthwhile. But I question the economic value when the benefit is so tiny.\u003c/p>\n\u003cp>I don’t envy school leaders. They are dealing with masses of disengaged students and we don’t have good solutions for them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-tutoring-absenteeism/\">\u003cem>tutoring attendance\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\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>In early 2024, initial reports indicated that tutoring might not only help kids catch up academically after the pandemic but could also combat chronic absenteeism. More recent research, however, suggests that prediction may have been overly optimistic.\u003c/p>\n\u003cp>Stanford University researchers have been studying Washington, D.C.’s \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">$33 million\u003c/a> investment in tutoring, which provided extra help to more than 5,000 of the district’s 100,000 students in 2022-23, the second year of a three-year tutoring initiative. When researchers looked at these students’ test scores, they found \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">minimal to modest improvements in reading or math\u003c/a>.\u003c/p>\n\u003cp>“We weren’t seeing a ton of big impacts on achievement,” said Monica Lee, one of the Stanford researchers. “But what we were seeing at that point in time were promising findings that the tutoring might be doing something for attendance.”\u003c/p>\n\u003cp>That is important because \u003ca href=\"https://hechingerreport.org/proof-points-the-chronic-absenteeism-puzzle/\">absenteeism soared\u003c/a> after the pandemic. The \u003ca href=\"https://studentsupportaccelerator.org/about\">National Student Support Accelerator\u003c/a>, a Stanford-based organization that studies, promotes and seeks to improve tutoring, issued a \u003ca href=\"https://studentsupportaccelerator.org/news/early-findings-show-evidence-high-impact-tutoring-increases-student-attendance-dc-schools\">March 2024 press release\u003c/a> proclaiming that tutoring had increased student attendance in Washington, and could potentially address widespread chronic absenteeism, which was a particular scourge in the city. Soon after, Washington Mayor Muriel Bowser \u003ca href=\"https://www.washingtonpost.com/education/2024/03/20/tutoring-budget-schools/\">proposed an additional $4.8 million for tutoring\u003c/a>.\u003c/p>\n\u003cp>The lackluster academic results weren’t mentioned in the March press release or the news coverage, but were disclosed later in an \u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Implementation%20of%20the%20OSSE%20High%20Impact%20Tutoring%20Initiative.pdf\">August report\u003c/a> by the National Student Support Accelerator. That same month, a separate group of researchers studying another large-scale tutoring effort in Nashville, Tennessee, also found \u003ca href=\"https://hechingerreport.org/proof-points-tutoring-research-nashville/\">disappointing learning gains for students\u003c/a>. As tutoring expanded to reach thousands of students, the less it helped them in math and reading. Still, its side benefit of re-engaging students in school remained tantalizing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then, in December, Stanford researchers with the National Student Support Accelerator released an academic \u003ca href=\"https://edworkingpapers.com/sites/default/files/ai24-1107.pdf\">paper\u003c/a> with more details about the heralded boost to attendance in Washington. Lee and her research team analyzed tutoring schedules for more than 4,000 of the students and calculated that a student was 7 percent less likely to be absent from school on a day when tutoring was on the schedule, compared with a day when tutoring was not on the schedule. The researchers thought that perhaps students felt like they were learning in these sessions, or enjoyed the personal attention, and looked forward to them.\u003c/p>\n\u003cp>Tutoring schedules ranged from once a week to daily. A student scheduled to receive tutoring three times a week, the recommended minimum for effective catch-up tutoring, would attend a total of 1.3 more days of school, on average, over a 180-day school year.\u003c/p>\n\u003cp>“That feels minimal, just a day or so,” Lee admitted. But she said it was “encouraging to move the needle at all,” with this group of economically disadvantaged students. More than 80 percent of the tutored students were Black. The remainder were largely Hispanic.\u003c/p>\n\u003cp>What struck me was the high average absenteeism rate among the thousands of students selected for tutoring: 17 percent. In other words, these students had missed more than 30 days, not including weekends. A large subset of them – one out of six – were considered to be “extremely absent,” missing more than 30 percent of the school year. That’s about 60 school days. “They’re missing school at an alarming rate,” said Lee.\u003c/p>\n\u003cp>No wonder these children and teens are so far behind. And no wonder Washington’s leaders wanted tutors for these kids, who were at risk of falling further behind and ultimately becoming dropouts.\u003c/p>\n\u003cp>I contacted Hedy Chang, the executive director of Attendance Works, an organization that works with schools to boost attendance, to ask how significant one additional day of school could be for chronically absent students. She said working with kids who are missing 30 days of school is important. “I am a bit concerned that this small change (1.3), while promising, might not be enough to make a difference,” she said in an email.\u003c/p>\n\u003cp>Chang consulted with her research team and they found a bright spot: small gains can add up across a school. For one student, 1.3 days is small, Chang explained. But across 100 students, that’s 130 more days. “It could be a movement towards more stability in classrooms,” Chang said.\u003c/p>\n\u003cp>Averages mask big differences. Some students’ attendance increased by a lot more. Middle school students were the most likely to attend school on a tutoring day, translating to 2.1 additional days of school for a student who was scheduled three times a week. High school students were the least likely to be motivated to attend school. Their attendance wasn’t much different between days with and without tutoring. Tutoring scheduled during the school day was more of a motivator to show up than tutoring scheduled after school. Smaller tutor-to-student ratios of 1-to-1 or 1-to-2 were more effective in reducing absenteeism than larger tutoring groups of three or four students. (All of the tutoring was in-person, not online.)\u003c/p>\n\u003cp>Much of what schools actually try in education is rarely studied and analyzed rigorously. Research like this helps school leaders reflect on what works and what doesn’t. Washington deserves credit for trying tutoring, which had shown strong benefits in \u003ca href=\"https://www.nber.org/papers/w27476\">hundreds of earlier, albeit smaller studies\u003c/a>, and for opening its doors to researchers to study its big rollout.\u003c/p>\n\u003cp>It didn’t work as well as hoped for a variety of reasons. Some of the tutoring wasn’t scheduled as often as the \u003ca href=\"https://hechingerreport.org/proof-points-taking-stock-of-tutoring/\">research advised\u003c/a>, or during the school day when attendance is highest. But the critical lesson we learn from this analysis is that some students may be too disengaged from school to take advantage of even well-designed tutoring programs. It’s useless to hire tutors for students who don’t show up.\u003c/p>\n\u003cp>The Stanford study makes the argument that tutoring itself helps to re-engage kids in school and that any improvement in attendance is worthwhile. But I question the economic value when the benefit is so tiny.\u003c/p>\n\u003cp>I don’t envy school leaders. They are dealing with masses of disengaged students and we don’t have good solutions for them.\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-tutoring-absenteeism/\">\u003cem>tutoring attendance\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\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>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When former educator \u003c/span>\u003ca href=\"https://www.daniellebayardjackson.com/home\">\u003cspan style=\"font-weight: 400\">Danielle Bayard Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was called into the principal’s office, she was told to stop reading whole books with her students. She was advised to focus on chapters and summaries instead, in preparation for upcoming standardized tests that emphasized shorter passages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I knew I was being asked to do something that would be a disservice to my kids,” Jackson recalled. She continued to read full books with her students, who later scored well on the standardized tests. Jackson’s experience is common; many teachers face pressure to use excerpts rather than complete works, which aligns with test formats but \u003c/span>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/\">\u003cspan style=\"font-weight: 400\">may impact students’ reading endurance and comprehension\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to journalist Rose Horowitch in The Atlantic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Horowitch’s interviews with college professors reveal concerns about students’ reading skills, even at elite institutions. “Professors were clear-eyed about the fact that students have probably never done all of the reading,” she said. Yet today’s students struggle with vocabulary and understanding a book’s overarching structure, often losing track of plots and complex narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">well-documented benefits of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the focus on testing has pushed many to bypass the unique advantages of full-length books. However, reintroducing full-length texts may unlock the rewards of sustained reading.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making connections and Cultivating Empathy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Full books are particularly effective at fostering empathy in readers and students may miss out on developing these qualities when they only read shorter passages. Additionally, \u003c/span>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC3559433/\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that fiction elicits emotions from readers, who are likely to get “lost” in the narrative and identify with characters. “You could read about somebody and connect with them even if they lived a thousand years ago or far away or had such a different life,” Horowitch said. Discussions about characters and storylines, experts noted, can nurture these skills.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading also enables students to make broader connections to the world, whether it has to do with global events, personal conflicts, or societal dynamics. These connections to real life events are called \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/text-text-text-self-text-world-0\">\u003cspan style=\"font-weight: 400\">text-to-world connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to \u003c/span>\u003ca href=\"https://firstbook.org/solutions/diverse-books-study/\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students engage more deeply when books have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">\u003cspan style=\"font-weight: 400\">diverse characters and relatable topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson recalled teaching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lord of the Flies\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to her high schoolers. “It’s just such a cool and very important book about governing and groupthink,” she said. Through class discussions about personal experiences and acting out sections from the book, her students saw parallels between the characters’ experiences and situations they observe around them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also teach students to recognize how events unfold. “You’re noticing foreshadowing from chapter one, and then seeing it all come together in chapter 16,” Jackson noted as she recalled the excitement students will feel when they recognize a connection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emotional engagement helps students develop skills beyond reading, such as navigating nuanced arguments and reflecting on their own experiences, Horowitch said. \u003c/span>\u003ca href=\"https://virginialibrariesjournal.org/articles/10.21061/valib.v63i1.1474\">\u003cspan style=\"font-weight: 400\">Reading fiction is shown to make people more open to changing their minds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —a valuable trait, especially as empathy-related activities like volunteerism decline and issues such as bullying increase.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Endurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading entire books strengthens students’ endurance and focus, according to Horowitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really a skill to stay on one task for an extended period,” she said, sharing a professor’s observation that some students even struggle to focus on a 14-line sonnet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While technology’s role in diminishing attention spans isn’t definitive, studies suggest people \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study\">\u003cspan style=\"font-weight: 400\">read more deeply in physical books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than on digital devices, which can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400\">distract with notifications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Although students might \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">\u003cspan style=\"font-weight: 400\">read more than ever through social media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the fragmented format doesn’t build reading stamina. “I don’t think anybody’s deep-reading Twitter comments,” Horowitch said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re good at what you practice. And the more time you spend reading these really small snippets of little words, whether it’s an Instagram comment or watching a TikTok video, that’s just what you’re used to,” said Horowitch. She added that sometimes it can be hard to read something that isn’t immediately rewarding the way that social media is. Students also spend \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/03/24/well/family/child-social-media-use.html\">\u003cspan style=\"font-weight: 400\">more time on social media than they ever have before\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving less time for reading for fun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is possible to gain that reading stamina back. Horowitch said that some people have experimented with committing to read a certain amount of pages and then steadily increasing the number of pages they read in one sitting. Danielle also said that it could be helpful for teachers to relate to students’ experiences when they struggle with a text. “When I read this in school, it kind of threw me off, too,” she would say, “But I’ve got you. I’m here with you.”\u003c/span>\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=KQINC2189171731\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift. Where we discuss the future of learning and how we raise our kids. I’m Nimah Gobir. You might’ve heard about The Atlantic article making waves lately. The headline? Some students—even those at elite universities—are struggling to read entire books. Whether you’ve read it yourself or just caught bits of the buzz, we’re here to break it down and get to the core of what’s really going on. Is this a crisis we need to worry about? Or is it just headline hype? Rose Horowitch wrote the article.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> I write primarily about education with some politics and general interest stories mixed in. I kept hearing scattered reports from professors that they were really noticing a change in their students reading habits over the past decade. And I was curious to see, you know, whether this was something that just a few people were experiencing or whether it was a much broader phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Rose talked to professors and learned that it wasn’t that college students don’t know how to read.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Their students are literate, you know, they can decode words and read sentences, but they have much narrower vocabularies than they used to. They really struggle digging into a text, getting through a text that might, you know, be sort of challenging that they kind of reached their limit much earlier, that they struggle to and even deal sort of with the architecture of a book and focus on small details while keeping in mind the overall plot and how they fit together.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And surprisingly, it’s not just books that students are struggling with.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> One thing that was sort of jaw-dropping for me was speaking with the chair of Georgetown University’s English department, and he was saying that he really notices these changes even when students are reading a sonnet and that, you know, it can be you can be reading something that’s 14 lines and it’s still just can be really hard for them to focus on it and get through it and really wrestle with it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I asked Rose about the possible causes, and one was a usual suspect: digital media and technology.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> In speaking with experts, you know, they definitely did think that smartphones and social media played a role. You know, it seems that there was some disagreement over whether smartphones are really kind of rewiring people’s brains.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> There are so many things that affect a person’s attention span, that it’s hard to definitively say tech hurts learning. However, research by the National Library of Medicine shows that some tech is designed to draw people’s attention. These are known as persuasive technologies.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch: \u003c/strong> It’s always engaging, always fun. And so it’s very hard to to kind of read something that’s not immediately rewarding. And another aspect of that is just that it’s like being on your smartphone just takes up so much time that, you know, people also seem to be reading a lot less just for fun because, you know, they’re spending their time on social media instead.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But, on the other hand, some literacy experts say we’re reading more than ever.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Just in shorter bursts and, you know, with less kind of care. I mean, I don’t think anybody’s like deep reading their Twitter comments. Um There’s a lot of research that people sort of do tend to read more deeply when they’re reading on a print page instead of on a screen. Because it is really a skill to just stay on one task for an extended period of time.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> While it’s easy to blame technology, it’s not the only factor here.There’s also the role of schools and teaching. We’re going to take a quick break, and when we’re back, we’ll look at how education might be playing a part in this trend and what teachers can do to help. Stay with us.\u003c/p>\n\u003cp>Nimah Gobir: I thought we could just blame everything on tech and call it a day, but high schools and middle school play a role in students’ reading abilities too. The subtitle on Rose Horowitch’s article in the Atlantic says, “To read a book in college, it helps to have read a book in high school.” And when I saw that I got a little chill because It’s like when the character in a scary movie realizes the call is coming from inside the house… or should i say inside our grade school buildings?\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Professors that I spoke with also thought that the preparation that students were getting was, you know, an equally large, if not, you know, even more significant factor in it. There was a lot of emphasis, too, on, you know, preparing students for these standardized tests, you know, instead and just, you know, reading wasn’t something that was valued as much.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For decades, standardized testing has emphasized shorter passages, encouraging teachers to focus on excerpts rather than full texts. But while this may boost test scores, it may also erode the endurance students need for book-length reading.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong> It started because a teacher came to observe my classroom. She called me down the next day. She told me that she noticed I was reading full books with the students. She asked politely that I not do that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This is Danielle Bayard Jackson, talking about her experience as an English teacher.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong>She suggested, “How about you read a chapter with the students and just summarize the rest? Because we’ve really got to focus on that test.” I think what’s so disturbing is you have teachers who are oftentimes not being treated like the experts that they are. I went to school for that. My degree is in that I know best practices. I know about how to maximize and optimize things for students’ learning.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Danielle decided to push back.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> And it became a matter of personal integrity for me in that moment because I knew I was being asked to do something that would be that would be a disservice to my kids. I began to go to the library on campus and and ask the, you know, media center, you know, librarian, if I could get class sets of different books, one of them being \u003cem>Lord of the Flies\u003c/em>. I mean, that is a classic. And it’s so much fun to read. And so I did that a couple times for months. And she was in on it with me. And I’m pushing the cart to the room and pushing it back so they don’t see class sets in my classroom. And a couple of months later, they called me down and they let me know that my students scored the highest in the school on that assessment. And they asked me, “What did you do? What’s the secret?” And I have goosebumps now even recalling the moment because I told them, I said, “We’ve been reading.”\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This raises the question: what’s lost when students can’t engage with full books? Is it really such a big deal?\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> They don’t get a chance to develop a certain endurance, right, to stick with something over time. So that skill in and of itself is really important and is transferable to a lot of other spaces. It’s not about the book. It’s about all the things that come with journeying through a book. So the first is a certain mental endurance because it’s mentally laborious sometimes to read through a text. They also miss making exciting connections, you know, because maybe it takes us, you know, couple of weeks to read through a book, but it’s really settling in with you more deeply. You’re starting to make connections to it. To the outside world. You can think about things more deeply. You’re noticing foreshadowing from chapter one, something felt a little a little odd. And then we see it all come together in Chapter 16. Character development, right? So we’re watching this person, this character over time and how they change. And we can unpack that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s possible that the shift in reading habits has less to do with skills and more to do with values. Students today are more focused on getting ready to enter the workforce and may feel like they have less time for reading for reading sake. Danielle now has a job that is coveted by young people. She’s a TikTok influencer who makes videos about how women can develop better communication practices. I asked her if reading plays a role in her current work.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> I’m surprised to see that, you know, a lot of my after coming out of the classroom to see the way that my personal career journey has developed, you know, coaching people through friendships, studying friendship research, I didn’t see that for myself. I’m traveling across the country speaking and getting paid for videos on TikTok. I mean, that’s a part of it as a content creator, I suppose. I have to read those contracts, which are lengthy. I have to, you know, read through the research papers that I’m then going and sharing with people. Reading is a part of everything that we do. And you have to have a certain stamina to get through hearty things. You have to have the skill of pausing and to go back and to review and to make sure you’ve got clarity. It’s great that some things are coming in a bite size way, but then other things are are are not going to come in that way. But we need the skill to do both. And a lot of times what we don’t realize is a lot of these things that are coming in these bite sized packages are excerpts from larger things. So even teaching young people about context. So maybe you saw this TikTok video or this little essay or this little article. But a lot of times it’s being pulled from larger texts.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It seems like reading can only benefit students when they enter the workforce, whether they are trying to be a content creator or an educator. Here’s Rose again\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Reading kind of trains you to deal with more nuanced arguments and also to reflect on yourself and and learn lessons about yourself through, you know, reading about someone else. What the professors that I spoke with were most worried about who was just what would what, if anything, would kind of take the place of reading in, in giving us these, you know, kind of, I guess, values or lessons that so far sort of reading has. And it’s not readily clear what what could be a substitute.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is worth remembering that people have been concerned about students’ academic skills for centuries. Even Socrates in 400 BC warned that writing would weaken memory.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> A lot of people brought up that that example of Socrates talking about how writing would destroy memory because people wouldn’t need to use it anymore. Socrates was right. Like I could never memorize \u003cem>The Iliad\u003c/em>, you know, in the way that people who were used to memorizing things all the time could. But at the same time, like, I think it shows that, you know, the way that we read or write, you know, and kind of interface with information really does change. But, you know, you can still find a way to pass those ideas down. No matter what, we’ll potentially adapt to something new but there maybe is room for hope in that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That was Rose Horowitch and Danielle Bayard Jackson. We’ll have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When former educator \u003c/span>\u003ca href=\"https://www.daniellebayardjackson.com/home\">\u003cspan style=\"font-weight: 400\">Danielle Bayard Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was called into the principal’s office, she was told to stop reading whole books with her students. She was advised to focus on chapters and summaries instead, in preparation for upcoming standardized tests that emphasized shorter passages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I knew I was being asked to do something that would be a disservice to my kids,” Jackson recalled. She continued to read full books with her students, who later scored well on the standardized tests. Jackson’s experience is common; many teachers face pressure to use excerpts rather than complete works, which aligns with test formats but \u003c/span>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/\">\u003cspan style=\"font-weight: 400\">may impact students’ reading endurance and comprehension\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to journalist Rose Horowitch in The Atlantic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Horowitch’s interviews with college professors reveal concerns about students’ reading skills, even at elite institutions. “Professors were clear-eyed about the fact that students have probably never done all of the reading,” she said. Yet today’s students struggle with vocabulary and understanding a book’s overarching structure, often losing track of plots and complex narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">well-documented benefits of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the focus on testing has pushed many to bypass the unique advantages of full-length books. However, reintroducing full-length texts may unlock the rewards of sustained reading.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making connections and Cultivating Empathy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Full books are particularly effective at fostering empathy in readers and students may miss out on developing these qualities when they only read shorter passages. Additionally, \u003c/span>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC3559433/\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that fiction elicits emotions from readers, who are likely to get “lost” in the narrative and identify with characters. “You could read about somebody and connect with them even if they lived a thousand years ago or far away or had such a different life,” Horowitch said. Discussions about characters and storylines, experts noted, can nurture these skills.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading also enables students to make broader connections to the world, whether it has to do with global events, personal conflicts, or societal dynamics. These connections to real life events are called \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/text-text-text-self-text-world-0\">\u003cspan style=\"font-weight: 400\">text-to-world connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to \u003c/span>\u003ca href=\"https://firstbook.org/solutions/diverse-books-study/\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students engage more deeply when books have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">\u003cspan style=\"font-weight: 400\">diverse characters and relatable topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson recalled teaching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lord of the Flies\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to her high schoolers. “It’s just such a cool and very important book about governing and groupthink,” she said. Through class discussions about personal experiences and acting out sections from the book, her students saw parallels between the characters’ experiences and situations they observe around them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also teach students to recognize how events unfold. “You’re noticing foreshadowing from chapter one, and then seeing it all come together in chapter 16,” Jackson noted as she recalled the excitement students will feel when they recognize a connection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emotional engagement helps students develop skills beyond reading, such as navigating nuanced arguments and reflecting on their own experiences, Horowitch said. \u003c/span>\u003ca href=\"https://virginialibrariesjournal.org/articles/10.21061/valib.v63i1.1474\">\u003cspan style=\"font-weight: 400\">Reading fiction is shown to make people more open to changing their minds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —a valuable trait, especially as empathy-related activities like volunteerism decline and issues such as bullying increase.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Endurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading entire books strengthens students’ endurance and focus, according to Horowitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really a skill to stay on one task for an extended period,” she said, sharing a professor’s observation that some students even struggle to focus on a 14-line sonnet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While technology’s role in diminishing attention spans isn’t definitive, studies suggest people \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study\">\u003cspan style=\"font-weight: 400\">read more deeply in physical books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than on digital devices, which can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400\">distract with notifications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Although students might \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">\u003cspan style=\"font-weight: 400\">read more than ever through social media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the fragmented format doesn’t build reading stamina. “I don’t think anybody’s deep-reading Twitter comments,” Horowitch said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re good at what you practice. And the more time you spend reading these really small snippets of little words, whether it’s an Instagram comment or watching a TikTok video, that’s just what you’re used to,” said Horowitch. She added that sometimes it can be hard to read something that isn’t immediately rewarding the way that social media is. Students also spend \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/03/24/well/family/child-social-media-use.html\">\u003cspan style=\"font-weight: 400\">more time on social media than they ever have before\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving less time for reading for fun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is possible to gain that reading stamina back. Horowitch said that some people have experimented with committing to read a certain amount of pages and then steadily increasing the number of pages they read in one sitting. Danielle also said that it could be helpful for teachers to relate to students’ experiences when they struggle with a text. “When I read this in school, it kind of threw me off, too,” she would say, “But I’ve got you. I’m here with you.”\u003c/span>\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=KQINC2189171731\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift. Where we discuss the future of learning and how we raise our kids. I’m Nimah Gobir. You might’ve heard about The Atlantic article making waves lately. The headline? Some students—even those at elite universities—are struggling to read entire books. Whether you’ve read it yourself or just caught bits of the buzz, we’re here to break it down and get to the core of what’s really going on. Is this a crisis we need to worry about? Or is it just headline hype? Rose Horowitch wrote the article.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> I write primarily about education with some politics and general interest stories mixed in. I kept hearing scattered reports from professors that they were really noticing a change in their students reading habits over the past decade. And I was curious to see, you know, whether this was something that just a few people were experiencing or whether it was a much broader phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Rose talked to professors and learned that it wasn’t that college students don’t know how to read.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Their students are literate, you know, they can decode words and read sentences, but they have much narrower vocabularies than they used to. They really struggle digging into a text, getting through a text that might, you know, be sort of challenging that they kind of reached their limit much earlier, that they struggle to and even deal sort of with the architecture of a book and focus on small details while keeping in mind the overall plot and how they fit together.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And surprisingly, it’s not just books that students are struggling with.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> One thing that was sort of jaw-dropping for me was speaking with the chair of Georgetown University’s English department, and he was saying that he really notices these changes even when students are reading a sonnet and that, you know, it can be you can be reading something that’s 14 lines and it’s still just can be really hard for them to focus on it and get through it and really wrestle with it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I asked Rose about the possible causes, and one was a usual suspect: digital media and technology.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> In speaking with experts, you know, they definitely did think that smartphones and social media played a role. You know, it seems that there was some disagreement over whether smartphones are really kind of rewiring people’s brains.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> There are so many things that affect a person’s attention span, that it’s hard to definitively say tech hurts learning. However, research by the National Library of Medicine shows that some tech is designed to draw people’s attention. These are known as persuasive technologies.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch: \u003c/strong> It’s always engaging, always fun. And so it’s very hard to to kind of read something that’s not immediately rewarding. And another aspect of that is just that it’s like being on your smartphone just takes up so much time that, you know, people also seem to be reading a lot less just for fun because, you know, they’re spending their time on social media instead.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But, on the other hand, some literacy experts say we’re reading more than ever.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Just in shorter bursts and, you know, with less kind of care. I mean, I don’t think anybody’s like deep reading their Twitter comments. Um There’s a lot of research that people sort of do tend to read more deeply when they’re reading on a print page instead of on a screen. Because it is really a skill to just stay on one task for an extended period of time.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> While it’s easy to blame technology, it’s not the only factor here.There’s also the role of schools and teaching. We’re going to take a quick break, and when we’re back, we’ll look at how education might be playing a part in this trend and what teachers can do to help. Stay with us.\u003c/p>\n\u003cp>Nimah Gobir: I thought we could just blame everything on tech and call it a day, but high schools and middle school play a role in students’ reading abilities too. The subtitle on Rose Horowitch’s article in the Atlantic says, “To read a book in college, it helps to have read a book in high school.” And when I saw that I got a little chill because It’s like when the character in a scary movie realizes the call is coming from inside the house… or should i say inside our grade school buildings?\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Professors that I spoke with also thought that the preparation that students were getting was, you know, an equally large, if not, you know, even more significant factor in it. There was a lot of emphasis, too, on, you know, preparing students for these standardized tests, you know, instead and just, you know, reading wasn’t something that was valued as much.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For decades, standardized testing has emphasized shorter passages, encouraging teachers to focus on excerpts rather than full texts. But while this may boost test scores, it may also erode the endurance students need for book-length reading.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong> It started because a teacher came to observe my classroom. She called me down the next day. She told me that she noticed I was reading full books with the students. She asked politely that I not do that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This is Danielle Bayard Jackson, talking about her experience as an English teacher.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong>She suggested, “How about you read a chapter with the students and just summarize the rest? Because we’ve really got to focus on that test.” I think what’s so disturbing is you have teachers who are oftentimes not being treated like the experts that they are. I went to school for that. My degree is in that I know best practices. I know about how to maximize and optimize things for students’ learning.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Danielle decided to push back.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> And it became a matter of personal integrity for me in that moment because I knew I was being asked to do something that would be that would be a disservice to my kids. I began to go to the library on campus and and ask the, you know, media center, you know, librarian, if I could get class sets of different books, one of them being \u003cem>Lord of the Flies\u003c/em>. I mean, that is a classic. And it’s so much fun to read. And so I did that a couple times for months. And she was in on it with me. And I’m pushing the cart to the room and pushing it back so they don’t see class sets in my classroom. And a couple of months later, they called me down and they let me know that my students scored the highest in the school on that assessment. And they asked me, “What did you do? What’s the secret?” And I have goosebumps now even recalling the moment because I told them, I said, “We’ve been reading.”\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This raises the question: what’s lost when students can’t engage with full books? Is it really such a big deal?\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> They don’t get a chance to develop a certain endurance, right, to stick with something over time. So that skill in and of itself is really important and is transferable to a lot of other spaces. It’s not about the book. It’s about all the things that come with journeying through a book. So the first is a certain mental endurance because it’s mentally laborious sometimes to read through a text. They also miss making exciting connections, you know, because maybe it takes us, you know, couple of weeks to read through a book, but it’s really settling in with you more deeply. You’re starting to make connections to it. To the outside world. You can think about things more deeply. You’re noticing foreshadowing from chapter one, something felt a little a little odd. And then we see it all come together in Chapter 16. Character development, right? So we’re watching this person, this character over time and how they change. And we can unpack that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s possible that the shift in reading habits has less to do with skills and more to do with values. Students today are more focused on getting ready to enter the workforce and may feel like they have less time for reading for reading sake. Danielle now has a job that is coveted by young people. She’s a TikTok influencer who makes videos about how women can develop better communication practices. I asked her if reading plays a role in her current work.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> I’m surprised to see that, you know, a lot of my after coming out of the classroom to see the way that my personal career journey has developed, you know, coaching people through friendships, studying friendship research, I didn’t see that for myself. I’m traveling across the country speaking and getting paid for videos on TikTok. I mean, that’s a part of it as a content creator, I suppose. I have to read those contracts, which are lengthy. I have to, you know, read through the research papers that I’m then going and sharing with people. Reading is a part of everything that we do. And you have to have a certain stamina to get through hearty things. You have to have the skill of pausing and to go back and to review and to make sure you’ve got clarity. It’s great that some things are coming in a bite size way, but then other things are are are not going to come in that way. But we need the skill to do both. And a lot of times what we don’t realize is a lot of these things that are coming in these bite sized packages are excerpts from larger things. So even teaching young people about context. So maybe you saw this TikTok video or this little essay or this little article. But a lot of times it’s being pulled from larger texts.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It seems like reading can only benefit students when they enter the workforce, whether they are trying to be a content creator or an educator. Here’s Rose again\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Reading kind of trains you to deal with more nuanced arguments and also to reflect on yourself and and learn lessons about yourself through, you know, reading about someone else. What the professors that I spoke with were most worried about who was just what would what, if anything, would kind of take the place of reading in, in giving us these, you know, kind of, I guess, values or lessons that so far sort of reading has. And it’s not readily clear what what could be a substitute.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is worth remembering that people have been concerned about students’ academic skills for centuries. Even Socrates in 400 BC warned that writing would weaken memory.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> A lot of people brought up that that example of Socrates talking about how writing would destroy memory because people wouldn’t need to use it anymore. Socrates was right. Like I could never memorize \u003cem>The Iliad\u003c/em>, you know, in the way that people who were used to memorizing things all the time could. But at the same time, like, I think it shows that, you know, the way that we read or write, you know, and kind of interface with information really does change. But, you know, you can still find a way to pass those ideas down. No matter what, we’ll potentially adapt to something new but there maybe is room for hope in that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That was Rose Horowitch and Danielle Bayard Jackson. We’ll have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Spanish teacher Dorie Conlon, like so many teachers, is extremely familiar with hearing phrases from students like, “I don’t remember that” or “you never taught us that.” Conlon generally teaches her students for a few years in a row, so she knows exactly what those students have been taught in her classes.\u003c/p>\n\u003cp>Conlon’s response to those students? “You may not have acquired it, but it was definitely something that has been covered,” she said.\u003c/p>\n\u003cp>While it’s easy to get frustrated, Conlon doesn’t assume that a student is lying when they tell her that she never taught them a certain concept. Instead, she tries to take the perspective of the student and understand what they are trying to tell her.\u003c/p>\n\u003cp>Usually, “the student is actually saying, ‘I need more time with this concept’…and it’s my job as a teacher to provide that,” said Conlon.\u003c/p>\n\u003cp>Oftentimes teachers and other adults can forget what it’s like to be a student learning information for the first time. Additionally, there are other issues that can influence the ability to retain information.\u003c/p>\n\u003ch2>\u003cstrong>How learning new information works\u003c/strong>\u003c/h2>\n\u003cp>“The more you know, the easier it is to learn new things,” said \u003ca href=\"http://www.danielwillingham.com/\">Daniel Willingham\u003c/a>, a professor of psychology at the University of Virginia. When children learn new information, their ability to take in that information is informed by their prior knowledge of a related topic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>However, when students lack the foundational knowledge that they might be able to relate to the new information provided, they may struggle with getting to a good understanding of the material.\u003c/p>\n\u003cp>Additionally, students who are pressed to memorize information without truly understanding the material can stymie their future learning. Why? When students are required to memorize information that they don’t understand, “that’s going to be something you’re going to forget really rapidly,” Willingham continued. “Understanding is really the cornerstone of remembering.”\u003c/p>\n\u003cp>Another reason why students can’t remember what they learned is because people just forget things.\u003c/p>\n\u003cp>Cara Goodwin, a child psychologist, said there is a neurological reason why students may not remember something that they were present for. The prefrontal cortex and hippocampus, the regions of the brain responsible for memory integration and retrieval, are not fully developed until 25 years of age, she said. “Our brain is developing very gradually throughout the course of childhood, so…these memory skills should get better and better as children get older,” she said.\u003c/p>\n\u003cp>According to Willingham, “forgetting is a natural part of memory.”\u003c/p>\n\u003ch2>\u003cstrong>Teaching tools for information retention\u003c/strong>\u003c/h2>\n\u003cp>Despite some forgetting, Conlon has her toolkit of strategies to help her students retain as much information as possible, such as speaking in Spanish for most of the class time to ensure kids have lots of exposure to Spanish. She also makes activities and lessons \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\">emotionally engaging\u003c/a> for her students. “I do think that the more invested they are, the more they are going to be able to learn that language, and really pay attention to the input they’re getting,” said Conlon.\u003c/p>\n\u003cp>For Conlon’s first through fifth graders, emotionally engaged learning is done through play, singing, dancing and reading stories. In Connecticut, where she teaches, \u003ca href=\"https://medicine.yale.edu/news-article/play-is-the-law-in-ct/\">play-based learning is mandated\u003c/a> for preschool and kindergarten, and schools are required to allow teachers to use a play-based learning approach through fifth grade.\u003c/p>\n\u003cp>According to Willingham, one effective strategy for learning is low stakes and ungraded quizzes with immediate feedback. “Going into your memory and trying to find something, even if you fail, is a really good way to cement something into memory that was in there, but kind of fragile,” he said.\u003c/p>\n\u003cp>Context clues can also be very helpful when helping students retrieve information that they think they’ve forgotten. This is also true for adults, said Goodwin. For example, if someone asks you what the capital of Virginia is, you might not remember, but if they give you a context clue like “it starts with the letter ‘R’” you might be able to guess that it’s Richmond, she continued.\u003c/p>\n\u003ch2>\u003cstrong>Year-over-Year Curriculum Alignment and Teacher-to-Teacher Communication\u003c/strong>\u003c/h2>\n\u003cp>Teachers can help students retain knowledge, but these processes need to be baked into the curriculum, at appropriate times, said Willingham. If there’s a skill or knowledge that must be retained by the time a student graduates from high school, but that student acquired this information for the first time in middle school, “then that content needs to be periodically revisited,” in meaningful ways, Willingham said.\u003c/p>\n\u003cp>Oftentimes teachers and other adults can forget what it’s like to be a student learning information for the first time. The “curse of knowledge,” as Willingham describes it, makes it difficult “to put yourself back in the mindset of someone who doesn’t yet know [certain information], and so it seems like it ought to be a whole lot simpler than it is.”\u003c/p>\n\u003cp>Conlon credited a district-wide push for stronger vertical articulation for the helpful inter-level conversations she’s had with other teachers in her department. Through these meetings Conlon and her elementary teacher colleagues are able to meet with middle school teachers to discuss how students prepare for sixth grade\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Conlon encouraged teachers to take an observation day to see what other teachers at different levels are doing in their classrooms. At the elementary level, you might see students playing, “but that playing is leading to learning, and language acquisition, and social emotional skills and all those things that hopefully are setting them up for success for sixth grade,” said Conlon.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Spanish teacher Dorie Conlon, like so many teachers, is extremely familiar with hearing phrases from students like, “I don’t remember that” or “you never taught us that.” Conlon generally teaches her students for a few years in a row, so she knows exactly what those students have been taught in her classes.\u003c/p>\n\u003cp>Conlon’s response to those students? “You may not have acquired it, but it was definitely something that has been covered,” she said.\u003c/p>\n\u003cp>While it’s easy to get frustrated, Conlon doesn’t assume that a student is lying when they tell her that she never taught them a certain concept. Instead, she tries to take the perspective of the student and understand what they are trying to tell her.\u003c/p>\n\u003cp>Usually, “the student is actually saying, ‘I need more time with this concept’…and it’s my job as a teacher to provide that,” said Conlon.\u003c/p>\n\u003cp>Oftentimes teachers and other adults can forget what it’s like to be a student learning information for the first time. Additionally, there are other issues that can influence the ability to retain information.\u003c/p>\n\u003ch2>\u003cstrong>How learning new information works\u003c/strong>\u003c/h2>\n\u003cp>“The more you know, the easier it is to learn new things,” said \u003ca href=\"http://www.danielwillingham.com/\">Daniel Willingham\u003c/a>, a professor of psychology at the University of Virginia. When children learn new information, their ability to take in that information is informed by their prior knowledge of a related topic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>However, when students lack the foundational knowledge that they might be able to relate to the new information provided, they may struggle with getting to a good understanding of the material.\u003c/p>\n\u003cp>Additionally, students who are pressed to memorize information without truly understanding the material can stymie their future learning. Why? When students are required to memorize information that they don’t understand, “that’s going to be something you’re going to forget really rapidly,” Willingham continued. “Understanding is really the cornerstone of remembering.”\u003c/p>\n\u003cp>Another reason why students can’t remember what they learned is because people just forget things.\u003c/p>\n\u003cp>Cara Goodwin, a child psychologist, said there is a neurological reason why students may not remember something that they were present for. The prefrontal cortex and hippocampus, the regions of the brain responsible for memory integration and retrieval, are not fully developed until 25 years of age, she said. “Our brain is developing very gradually throughout the course of childhood, so…these memory skills should get better and better as children get older,” she said.\u003c/p>\n\u003cp>According to Willingham, “forgetting is a natural part of memory.”\u003c/p>\n\u003ch2>\u003cstrong>Teaching tools for information retention\u003c/strong>\u003c/h2>\n\u003cp>Despite some forgetting, Conlon has her toolkit of strategies to help her students retain as much information as possible, such as speaking in Spanish for most of the class time to ensure kids have lots of exposure to Spanish. She also makes activities and lessons \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\">emotionally engaging\u003c/a> for her students. “I do think that the more invested they are, the more they are going to be able to learn that language, and really pay attention to the input they’re getting,” said Conlon.\u003c/p>\n\u003cp>For Conlon’s first through fifth graders, emotionally engaged learning is done through play, singing, dancing and reading stories. In Connecticut, where she teaches, \u003ca href=\"https://medicine.yale.edu/news-article/play-is-the-law-in-ct/\">play-based learning is mandated\u003c/a> for preschool and kindergarten, and schools are required to allow teachers to use a play-based learning approach through fifth grade.\u003c/p>\n\u003cp>According to Willingham, one effective strategy for learning is low stakes and ungraded quizzes with immediate feedback. “Going into your memory and trying to find something, even if you fail, is a really good way to cement something into memory that was in there, but kind of fragile,” he said.\u003c/p>\n\u003cp>Context clues can also be very helpful when helping students retrieve information that they think they’ve forgotten. This is also true for adults, said Goodwin. For example, if someone asks you what the capital of Virginia is, you might not remember, but if they give you a context clue like “it starts with the letter ‘R’” you might be able to guess that it’s Richmond, she continued.\u003c/p>\n\u003ch2>\u003cstrong>Year-over-Year Curriculum Alignment and Teacher-to-Teacher Communication\u003c/strong>\u003c/h2>\n\u003cp>Teachers can help students retain knowledge, but these processes need to be baked into the curriculum, at appropriate times, said Willingham. If there’s a skill or knowledge that must be retained by the time a student graduates from high school, but that student acquired this information for the first time in middle school, “then that content needs to be periodically revisited,” in meaningful ways, Willingham said.\u003c/p>\n\u003cp>Oftentimes teachers and other adults can forget what it’s like to be a student learning information for the first time. The “curse of knowledge,” as Willingham describes it, makes it difficult “to put yourself back in the mindset of someone who doesn’t yet know [certain information], and so it seems like it ought to be a whole lot simpler than it is.”\u003c/p>\n\u003cp>Conlon credited a district-wide push for stronger vertical articulation for the helpful inter-level conversations she’s had with other teachers in her department. Through these meetings Conlon and her elementary teacher colleagues are able to meet with middle school teachers to discuss how students prepare for sixth grade\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Conlon encouraged teachers to take an observation day to see what other teachers at different levels are doing in their classrooms. At the elementary level, you might see students playing, “but that playing is leading to learning, and language acquisition, and social emotional skills and all those things that hopefully are setting them up for success for sixth grade,” said Conlon.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>If your last name starts with an A, that could mean that you’re also more likely to score an A on a test. But if you’re a Wilson or a Ziegler, you may be suffering from a new slight of the modern age: lower college grades.\u003c/p>\n\u003cp>Grading processes have profoundly changed at colleges and universities in the past decade. Instead of placing assignments on a table in the front of the classroom, students today upload their work to a website, called a Learning Management System or LMS, where course documents, assignments and communications are all housed. Students can even take their exams directly within the LMS.\u003c/p>\n\u003cp>Course instructors mark assignments, papers and exams within the LMS, which also functions as a computerized grade book. The default setting is to sort student submissions in alphabetical order by surname. The computer system automatically guides the instructor to grade Adams before Baker all the way down to Zimmerman.\u003c/p>\n\u003cp>A trio of researchers at the University of Michigan, including one whose surname begins with W, documented an unintended consequence of grading in alphabetical order. “There is such a tendency of graders to give lower grades as they grade more,” said Helen Wang, lead author of the study and a doctoral student at the University of Michigan’s business school.\u003c/p>\n\u003cp>Wang and her two co-authors analyzed over 30 million grades at a large university that uses the most popular LMS, which is called Canvas. They calculated that surnames starting with U to Z were docked a little more than half a point (0.6 points) on a 100-point scale compared with A-to-E surnames. That’s a rather small penalty. But cumulatively, these small dings can add up and eventually translate into the difference between an A-minus and a B-plus on a final grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The study is described in a \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4603146\">2024 draft paper\u003c/a> posted on the website of SSRN, formerly known as the Social Science Research Network. It is currently undergoing revisions with the academic journal Management Science.\u003c/p>\n\u003cp>The researchers detected grading bias against the end of the alphabet in a wide range of subjects. However, the grading penalty was more pronounced in the social sciences and the humanities compared to engineering, science and medicine.\u003c/p>\n\u003cp>In addition to lower grades, the researchers also found that students at the bottom of the alphabet received more negative and impolite comments. For example, “why no answers to Q 2 and 3? You are setting yourself up for a failing grade,” and “NEVER DO THAT AGAIN.” Top-of-the-alphabet students were more likely to receive, “Much better work on this draft, [Student First Name]! Thank you!”\u003c/p>\n\u003cp>The researchers cannot prove precisely why extra points are deducted for the Wilsons of the world, but they suspect it’s because instructors – mostly graduate students at the unnamed university in this study – have heavy grading loads and they get tired and cranky, especially after grading the 50th student in a row. Even before the era of electronic grading, it’s quite likely the instructors were not as fair to students at the bottom of the paper pile. But in the paper world, a student’s position in the stack was always changing, depending on when the papers were turned in and how the instructors picked them up. No student was likely to be in the bottom of the pile every time. In the LMS world, the U’s, V’s, W’s, X’s, Y’s and Z’s almost always are.\u003c/p>\n\u003cp>Another theory mentioned by the authors in the paper is that instructors may feel the need to be stricter if they’ve already given out a string of A’s, so as not to be too generous with high marks. Students at the bottom of the alphabet may be the victims of a well-intentioned effort to restrain grade inflation. It’s also possible that instructors are too generous with students at the top of the alphabet, but grade more accurately as they proceed. Either way, students at the bottom are being graded differently.\u003c/p>\n\u003cp>Some college instructors seem to be aware of their human frailty. In 2018, one posted \u003ca href=\"https://community.canvaslms.com/t5/Canvas-Ideas/Speedgrader-Randomize-submissions/idi-p/345482\">on a message board\u003c/a> at Canvas, asking the company to randomize the grade book. “For me, bias starts to creep in with fatigue,” the instructor wrote. “I grade a few, go away from it, grade a few more, take a break. Or that’s the goal when I’m not up against a deadline.”\u003c/p>\n\u003cp>If you’ve read this far, perhaps you are wondering how the researchers know that the grades for the U-to-Z students were unfair. Maybe they’re comparatively worse students? But the researchers matched the grades in Canvas with the student records in the registrar’s office and they were able to control for a host of student characteristics, from high school grades and college GPA to race, ethnicity, gender, family background and income. End-of-the alphabet surnames consistently received lower marks even among similar students who were graded by the same instructor.\u003c/p>\n\u003cp>The researchers also found that a tiny fraction of instructors tinkered with the default settings and graded in reverse alphabetical order, from Z to A. That led to the exact opposite results; students with end-of-the alphabet names earned higher grades, while the grades for A, B and C surnames were lower.\u003c/p>\n\u003cp>The bias against end-of-alphabet surnames is probably not unique to students who use the Canvas LMS. All four major LMS companies, which collectively control 90 percent of the U.S. and Canadian market with more than 48 million students, order submissions alphabetically for grading, according to the researchers. Even Coursera, a separate online learning platform, does it this way.\u003c/p>\n\u003cp>Wang’s solution is to shake things up and have the LMS present student work for grading in random order. Indeed, Canvas added a \u003ca href=\"https://community.canvaslms.com/t5/Canvas-Releases/Canvas-Deploy-Notes-2024-05-22/ta-p/603158#toc-hId--865365132\">randomize option for instructors in May 2024\u003c/a>, after the company saw a draft of this University of Michigan study. “It was something that we had on our radar and that we’d heard from some users, but had not completed it yet,” a company spokesman said. “The report from the University of Michigan definitely pushed that work to top priority.”\u003c/p>\n\u003cp>However, the default remains alphabetical order and instructors need to navigate to the settings to change it. (Changing this default, according to the study authors, has “low visibility” within system settings on the site.) I hope this story helps to get the word out.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-last-name-skew-grades/\">\u003cem>learning management systems\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\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\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If your last name starts with an A, that could mean that you’re also more likely to score an A on a test. But if you’re a Wilson or a Ziegler, you may be suffering from a new slight of the modern age: lower college grades.\u003c/p>\n\u003cp>Grading processes have profoundly changed at colleges and universities in the past decade. Instead of placing assignments on a table in the front of the classroom, students today upload their work to a website, called a Learning Management System or LMS, where course documents, assignments and communications are all housed. Students can even take their exams directly within the LMS.\u003c/p>\n\u003cp>Course instructors mark assignments, papers and exams within the LMS, which also functions as a computerized grade book. The default setting is to sort student submissions in alphabetical order by surname. The computer system automatically guides the instructor to grade Adams before Baker all the way down to Zimmerman.\u003c/p>\n\u003cp>A trio of researchers at the University of Michigan, including one whose surname begins with W, documented an unintended consequence of grading in alphabetical order. “There is such a tendency of graders to give lower grades as they grade more,” said Helen Wang, lead author of the study and a doctoral student at the University of Michigan’s business school.\u003c/p>\n\u003cp>Wang and her two co-authors analyzed over 30 million grades at a large university that uses the most popular LMS, which is called Canvas. They calculated that surnames starting with U to Z were docked a little more than half a point (0.6 points) on a 100-point scale compared with A-to-E surnames. That’s a rather small penalty. But cumulatively, these small dings can add up and eventually translate into the difference between an A-minus and a B-plus on a final grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The study is described in a \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4603146\">2024 draft paper\u003c/a> posted on the website of SSRN, formerly known as the Social Science Research Network. It is currently undergoing revisions with the academic journal Management Science.\u003c/p>\n\u003cp>The researchers detected grading bias against the end of the alphabet in a wide range of subjects. However, the grading penalty was more pronounced in the social sciences and the humanities compared to engineering, science and medicine.\u003c/p>\n\u003cp>In addition to lower grades, the researchers also found that students at the bottom of the alphabet received more negative and impolite comments. For example, “why no answers to Q 2 and 3? You are setting yourself up for a failing grade,” and “NEVER DO THAT AGAIN.” Top-of-the-alphabet students were more likely to receive, “Much better work on this draft, [Student First Name]! Thank you!”\u003c/p>\n\u003cp>The researchers cannot prove precisely why extra points are deducted for the Wilsons of the world, but they suspect it’s because instructors – mostly graduate students at the unnamed university in this study – have heavy grading loads and they get tired and cranky, especially after grading the 50th student in a row. Even before the era of electronic grading, it’s quite likely the instructors were not as fair to students at the bottom of the paper pile. But in the paper world, a student’s position in the stack was always changing, depending on when the papers were turned in and how the instructors picked them up. No student was likely to be in the bottom of the pile every time. In the LMS world, the U’s, V’s, W’s, X’s, Y’s and Z’s almost always are.\u003c/p>\n\u003cp>Another theory mentioned by the authors in the paper is that instructors may feel the need to be stricter if they’ve already given out a string of A’s, so as not to be too generous with high marks. Students at the bottom of the alphabet may be the victims of a well-intentioned effort to restrain grade inflation. It’s also possible that instructors are too generous with students at the top of the alphabet, but grade more accurately as they proceed. Either way, students at the bottom are being graded differently.\u003c/p>\n\u003cp>Some college instructors seem to be aware of their human frailty. In 2018, one posted \u003ca href=\"https://community.canvaslms.com/t5/Canvas-Ideas/Speedgrader-Randomize-submissions/idi-p/345482\">on a message board\u003c/a> at Canvas, asking the company to randomize the grade book. “For me, bias starts to creep in with fatigue,” the instructor wrote. “I grade a few, go away from it, grade a few more, take a break. Or that’s the goal when I’m not up against a deadline.”\u003c/p>\n\u003cp>If you’ve read this far, perhaps you are wondering how the researchers know that the grades for the U-to-Z students were unfair. Maybe they’re comparatively worse students? But the researchers matched the grades in Canvas with the student records in the registrar’s office and they were able to control for a host of student characteristics, from high school grades and college GPA to race, ethnicity, gender, family background and income. End-of-the alphabet surnames consistently received lower marks even among similar students who were graded by the same instructor.\u003c/p>\n\u003cp>The researchers also found that a tiny fraction of instructors tinkered with the default settings and graded in reverse alphabetical order, from Z to A. That led to the exact opposite results; students with end-of-the alphabet names earned higher grades, while the grades for A, B and C surnames were lower.\u003c/p>\n\u003cp>The bias against end-of-alphabet surnames is probably not unique to students who use the Canvas LMS. All four major LMS companies, which collectively control 90 percent of the U.S. and Canadian market with more than 48 million students, order submissions alphabetically for grading, according to the researchers. Even Coursera, a separate online learning platform, does it this way.\u003c/p>\n\u003cp>Wang’s solution is to shake things up and have the LMS present student work for grading in random order. Indeed, Canvas added a \u003ca href=\"https://community.canvaslms.com/t5/Canvas-Releases/Canvas-Deploy-Notes-2024-05-22/ta-p/603158#toc-hId--865365132\">randomize option for instructors in May 2024\u003c/a>, after the company saw a draft of this University of Michigan study. “It was something that we had on our radar and that we’d heard from some users, but had not completed it yet,” a company spokesman said. “The report from the University of Michigan definitely pushed that work to top priority.”\u003c/p>\n\u003cp>However, the default remains alphabetical order and instructors need to navigate to the settings to change it. (Changing this default, according to the study authors, has “low visibility” within system settings on the site.) I hope this story helps to get the word out.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-last-name-skew-grades/\">\u003cem>learning management systems\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\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\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>From \u003ca href=\"https://ascd.org/books/small-but-mighty?variant=125003\">Small but Mighty: How Everyday Habits Add Up to More Manageable and Confident Teaching\u003c/a> (pp. 78-80), by M. Plotinsky, 2024, ASCD. Copyright 2024 by ASCD. Reprinted with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the past several years, formative approaches have gained significant traction as a preferred method of assessment, thanks in large part to the ideology behind the practice. Not too long ago, students were taught material in classrooms, mainly via stand-and-deliver direct instruction, and were subsequently asked to demonstrate their learning in what is now called a summative or “high-stakes” assessment. In this model, it wasn’t just grades that were cast in stone once test results came back; there was also an assumption that students knew the material enough to move forward with new concepts and that anyone who was falling behind needed to either catch up or succumb to continued (perhaps permanent) struggle.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-64708\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1366x2048.jpg 1366w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky.jpg 1707w\" sizes=\"(max-width: 160px) 100vw, 160px\">This sink-or-swim approach to education has lost popularity over time, particularly in the wake of both increased awareness of equity-driven instruction and amid the aftereffects of teaching and learning during the pandemic. Turning a blind eye to student struggle is harmful, and so is closing down opportunities for growth. Additionally, the idea of determining student achievement within any given content standard only at the close of a unit of instruction is fundamentally unsound. Ideally, teachers clear up confusion and check for understanding continuously throughout a unit of study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback that leaders often encounter when they ask teachers to formatively assess students with more frequency is centered on a protectiveness around two rare commodities: time and bandwidth. How, teachers ask, can they possibly assess students with any frequency when the instructional period is short, when grading piles up, and when district leaders provide no extra time for planning or preparation?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer to a complex question can be startlingly simple, and that is true in this instance. Rather than think of formative assessment as a drawn-out process, it helps to focus on using tools that will tell us what we need to know quickly. The following assessment bank shares some tried-and-true methods of quickly gathering information about what students know and are able to do. Students can be asked to do any of the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Take a brief poll (one or two questions).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Summarize the daily learning goal in one sentence.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Fill out an exit or entry ticket that shares a concept or presents an open-ended question.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Hold up color-coded cards (often red, yellow, and green to align with traffic lights) to indicate a level of understanding or confusion.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Reflect briefly (3−5 sentences) about a concept.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Complete the sentence stem: “I still don’t understand . . . .”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Place questions that don’t need immediate attention into a communal “Parking Lot.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Put “Burning Questions” on the board to clear up more immediate confusion.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Draw an important concept instead of writing about it.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Take new learning and apply it to a different situation.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Create a short assessment for peers to complete.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Write a brief social media-style summary of the learning.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Make a “mic drop” statement that leaves everyone with a final thought for the day, either orally or in writing.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students complete brief assessment activities like these, they more clearly focus on the outcome of whatever they learned, and their progress is also more visible. Shorter checks for understanding do not negate the need for longer, summative tests that show what students have learned by the close of a unit or a period of study. However, when teachers grow weary of giving one long assessment after another with dubious benefits, adopting the regular habit of using quick formatives removes a great deal of stress and uncovers valuable data that moves everyone in the classroom forward.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://miriamplotinsky.com/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-64707 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square.jpg 582w\" sizes=\"(max-width: 160px) 100vw, 160px\">Miriam Plotinsky\u003c/a> is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than 20 years. She is the author of \u003c/em>Small but Mighty: How Everyday Habits Add Up to More Manageable and Confident Teaching\u003cem> and three other books for educators: \u003c/em>Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003cem>;\u003c/em> Lead Like a Teacher: How to Elevate Expertise in Your School; and Writing Their Future Selves: Instructional Strategies to Affirm Student Identity.\u003cem> Miriam is a regular contributor to several publications, including Education Week and Edutopia, and she is a frequent guest on education podcasts internationally. A National Board–certified teacher with additional certification in administration and supervision, she lives in Silver Spring, Maryland.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://ascd.org/books/small-but-mighty?variant=125003\">Small but Mighty: How Everyday Habits Add Up to More Manageable and Confident Teaching\u003c/a> (pp. 78-80), by M. Plotinsky, 2024, ASCD. Copyright 2024 by ASCD. Reprinted with permission.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the past several years, formative approaches have gained significant traction as a preferred method of assessment, thanks in large part to the ideology behind the practice. Not too long ago, students were taught material in classrooms, mainly via stand-and-deliver direct instruction, and were subsequently asked to demonstrate their learning in what is now called a summative or “high-stakes” assessment. In this model, it wasn’t just grades that were cast in stone once test results came back; there was also an assumption that students knew the material enough to move forward with new concepts and that anyone who was falling behind needed to either catch up or succumb to continued (perhaps permanent) struggle.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-64708\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky-1366x2048.jpg 1366w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/Bookcover6x9_DPI300-bookcover6x9-Small-but-Mighty-Plotinsky.jpg 1707w\" sizes=\"(max-width: 160px) 100vw, 160px\">This sink-or-swim approach to education has lost popularity over time, particularly in the wake of both increased awareness of equity-driven instruction and amid the aftereffects of teaching and learning during the pandemic. Turning a blind eye to student struggle is harmful, and so is closing down opportunities for growth. Additionally, the idea of determining student achievement within any given content standard only at the close of a unit of instruction is fundamentally unsound. Ideally, teachers clear up confusion and check for understanding continuously throughout a unit of study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback that leaders often encounter when they ask teachers to formatively assess students with more frequency is centered on a protectiveness around two rare commodities: time and bandwidth. How, teachers ask, can they possibly assess students with any frequency when the instructional period is short, when grading piles up, and when district leaders provide no extra time for planning or preparation?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer to a complex question can be startlingly simple, and that is true in this instance. Rather than think of formative assessment as a drawn-out process, it helps to focus on using tools that will tell us what we need to know quickly. The following assessment bank shares some tried-and-true methods of quickly gathering information about what students know and are able to do. Students can be asked to do any of the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Take a brief poll (one or two questions).\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Summarize the daily learning goal in one sentence.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Fill out an exit or entry ticket that shares a concept or presents an open-ended question.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Hold up color-coded cards (often red, yellow, and green to align with traffic lights) to indicate a level of understanding or confusion.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Reflect briefly (3−5 sentences) about a concept.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Complete the sentence stem: “I still don’t understand . . . .”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Place questions that don’t need immediate attention into a communal “Parking Lot.”\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Put “Burning Questions” on the board to clear up more immediate confusion.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Draw an important concept instead of writing about it.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Take new learning and apply it to a different situation.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Create a short assessment for peers to complete.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Write a brief social media-style summary of the learning.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Make a “mic drop” statement that leaves everyone with a final thought for the day, either orally or in writing.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students complete brief assessment activities like these, they more clearly focus on the outcome of whatever they learned, and their progress is also more visible. Shorter checks for understanding do not negate the need for longer, summative tests that show what students have learned by the close of a unit or a period of study. However, when teachers grow weary of giving one long assessment after another with dubious benefits, adopting the regular habit of using quick formatives removes a great deal of stress and uncovers valuable data that moves everyone in the classroom forward.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://miriamplotinsky.com/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-64707 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/miriam-plotinsky-square.jpg 582w\" sizes=\"(max-width: 160px) 100vw, 160px\">Miriam Plotinsky\u003c/a> is an instructional specialist with Montgomery County Public Schools in Maryland, where she has taught and led for more than 20 years. She is the author of \u003c/em>Small but Mighty: How Everyday Habits Add Up to More Manageable and Confident Teaching\u003cem> and three other books for educators: \u003c/em>Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom\u003cem>;\u003c/em> Lead Like a Teacher: How to Elevate Expertise in Your School; and Writing Their Future Selves: Instructional Strategies to Affirm Student Identity.\u003cem> Miriam is a regular contributor to several publications, including Education Week and Edutopia, and she is a frequent guest on education podcasts internationally. A National Board–certified teacher with additional certification in administration and supervision, she lives in Silver Spring, Maryland.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "14-poems-by-living-poets-to-teach-in-english-class-right-now",
"title": "13 Poems By Living Poets to Teach in English Class Right Now",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Hanif Abduraqqib. Sarah Kay. Elizabeth Acevedo. Clint Smith. Do any of these names sound familiar? How about Amanda Gorman? All of these writers are part of America’s thriving contemporary poetry scene. But you won’t find them in many text books, because high school poetry units tend to focus on dead poets, like Robert Frost, Walt Whitman and Edgar Allen Poe. North Carolina teacher \u003c/span>\u003ca href=\"https://x.com/MelAlterSmith\">\u003cspan style=\"font-weight: 400\">Melissa Alter Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64621/why-poetry-is-making-a-comeback-in-schools\">\u003cspan style=\"font-weight: 400\">working to change that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For the last seven years, she’s been diversifying the canon in her classroom, and encouraging other teachers to do the same with the hashtag #teachlivingpoets.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The shift has inspired teachers across the country to get creative with how they teach students things like tone, rhythm and structure in poetry. “I love being creative. So if I love being creative and learning in creative ways, why wouldn’t I expect my students to want the same thing?” Smith said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift asked Smith and other educators to share some of the poems by living poets that have resonated with their students. Here are their highlights.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“It Is Maybe Time to Admit That Michael Jordan Definitely Pushed Off” by Hanif Abdurraqib\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">By referencing a legendary basketball player and iconic (if debated) \u003c/span>\u003ca href=\"https://www.si.com/nba/bulls/off-the-court/as-the-wifi-network-shows-the-utah-jazz-are-still-not-over-the-1998-nba-finals\">\u003cspan style=\"font-weight: 400\">moment in sports history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the title of \u003c/span>\u003ca href=\"https://poets.org/poem/it-maybe-time-admit-michael-jordan-definitely-pushed\">\u003cspan style=\"font-weight: 400\">this poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> immediately interests students and nets buy-in before they’ve begun reading, said Smith. But the poem is about more than Jordan’s title-winning shot. It’s also about the death of a loved one and processing grief.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith uses the poem to teach her students about structure, pacing, allusion, metaphor and point of view. They learn by going outside and “\u003c/span>\u003ca href=\"https://teachlivingpoets.com/2023/11/30/exploring-structure-in-hanif-abdurraqibs-poem-it-is-maybe-time-to-admit-that-michael-jordan-definitely-pushed-off/\">\u003cspan style=\"font-weight: 400\">walking the poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” They read the poem out loud as they walk, making turns at every ampersand (there are more than 20) and pausing at every stanza break, comma or period (there are fewer than 10).\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith said it’s one her favorite lessons because “it’s such an unfolding of understanding that happens” as the students walk. “What this does is it allows the students to get a physical understanding of the pacing and the movement of the poem … that they did not get upon their initial reading, just sitting in their desk reading the poem out loud.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“\u003c/b>\u003cb>New Day’s Lyric\u003c/b>\u003cb>” \u003c/b>\u003cb>by Amanda Gorman\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith teaches \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SVfyaRLVvpY\">\u003cspan style=\"font-weight: 400\">this poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> right after winter break. “Since Gorman wrote it as a poem to ring in the new year, it’s perfect for kicking off the new semester and resetting ourselves with purpose and hope while interrogating the mistakes of our past,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The poem deals with themes of reckoning with the past, coming together, hope and healing, and it features a range of literary devices. “This poem provides students the opportunity to witness a master of word play and language,” Smith said. “By asking students to notice the nuances of Gorman’s craft, they witness how a poem ‘works.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith asks her students to highlight specific literary devices in designated colors and then \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2022/01/06/amanda-gorman-lesson-for-teaching-new-days-lyric/\">\u003cspan style=\"font-weight: 400\">create a work of art based on the poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Gorman herself has \u003ca href=\"https://x.com/TheAmandaGorman/status/1479240141910659078\">praised the lesson on X\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Hair” by Elizabeth Acevedo\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Acevedo manages to teach history and ancestral wisdom with this poem about her own hair and the hair (and experiences with it) that is part of the inheritance belonging to every woman of African descent,” said \u003c/span>\u003ca href=\"https://x.com/juliaerin80\">\u003cspan style=\"font-weight: 400\">Julia Torres\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a librarian in the Denver Metro Area. “Her poem is both intimate and universal, a reclamation of self in a world that constantly tries to get Black women to betray themselves in the pursuit of ‘beauty.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres said the poem is valuable for teaching metaphor and symbolism, “abstract language that can be difficult for students to grasp.” Acevedo also uses juxtaposition in the poem. Torres shared two examples of her students’ reactions to the poem:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Personally I am not a person of color, but I know how important hair is to this culture. With this being such a big part of her, she takes a lot of pride in her hair. It’s curly and has so much volume and texture to it. Making it, in my mind, beautiful. I feel as though she shouldn’t have to hide it.” – K.A. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“When people have self-confidence, they will always be proud of their state of life.” – D.N.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>“This Is Not a Small Voice” by Sonia Sanchez\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://x.com/MrNeibauer\">\u003cspan style=\"font-weight: 400\">Adrian Neibauer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s fifth grade students in Colorado have loved this “short and powerful” \u003c/span>\u003ca href=\"https://poets.org/poem/not-small-voice\">\u003cspan style=\"font-weight: 400\">poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As not-quite-tweens, Neibauer said his students “are often seen as young children without opinions of their own.” The poem’s themes of voice and activism inspire them to find their own voices. “Students are able to easily relate to themes of humanity, the power of one’s voice and activism,” Neibauer said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The poem also provides examples for teaching anaphora. “I love how Sanchez uses repetition, which helps students with their poetic fluency,” Neibauer said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Wild Horses” by Paisley Rekdal\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another one with an activism theme, Neibauer said “\u003c/span>\u003ca href=\"https://poets.org/poem/wild-horses\">\u003cspan style=\"font-weight: 400\">Wild Horses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” is “a great introduction to more challenging themes of suffrage and protest.” It is written from the point of view of \u003c/span>\u003ca href=\"https://utahwomenshistory.org/the-women/seraph-young/\">\u003cspan style=\"font-weight: 400\">Seraph Young Ford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the first woman to vote in Utah and the modern nation, and requires some pre-teaching about her, as well as suffrage and Indigenous history.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is a more challenging poem, but students respond well to the historical significance embedded in the poem,” said Neibauer, who pairs it with the Rolling Stones’ \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SQTHB4jM-KQ\">\u003cspan style=\"font-weight: 400\">song of the same name\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enjoys discussing the imagery in both. The poem is also rich with vocabulary words, like “acculturation,” for young readers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A Bird Made of Birds” by Sarah Kay\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The heart, care and precision of this poem’s images has always stayed with me,” said \u003c/span>\u003ca href=\"http://caesura.nu/\">\u003cspan style=\"font-weight: 400\">R.A. Villanueva\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Sarah Lawrence College professor and middle school teacher. “There’s a genuine devotion to the strangeness and sublime beauty of the world — and a trust in bewilderment as a spark for creativity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Villanueva, who is also a poet himself, shares with students \u003c/span>\u003ca href=\"https://www.ted.com/talks/sarah_kay_a_bird_made_of_birds?subtitle=en\">\u003cspan style=\"font-weight: 400\">a TED Talk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which Kay describes her inspiration and performing the poem. “Listening to her storytelling flow into her performance has inspired amazing conversations about the catalytic specifics that power poems,” Villanueva said. “And since ‘A Bird Made of Birds’ is also an array of personal responses to diverse kinds of knowledge and visuals, I’m able to introduce [students] to ekphrasis / ekphrastic poetry.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of the visuals in Kay’s talk and poem are the anatomical heart of a blue whale and \u003c/span>\u003ca href=\"https://www.natgeokids.com/uk/discover/animals/birds/starling-murmurations/\">\u003cspan style=\"font-weight: 400\">starling murmurations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villanueva’s students view diagrams showing the scale of whale hearts and watch a video of starling murmurations. “After they see all those varied layers together, wonderful things happen: They’re able to free write through the connections they discover, practice annotation and note-taking skills, and apply some essential craft vocabulary,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“For Estefani Lora, Third Grade, Who Made Me A Card” by Aracelis Girmay\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This poem “pulses with mystery and playfulness,” said Villanueva. In it, the writer tries to decipher an unrecognizable word in a hand drawn card given to her by a young child. “It’s not just description or mere reporting on a memory; she’s able to convey the tumbling of her imagination and her genuine, child-like joy at connecting with her former student’s affirmations. It’s a hopeful, tender poem,” Villanueva said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His students – those in sixth grade and those in graduate school – first encounter the poem in \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=DcIYMCC0M1w\">\u003cspan style=\"font-weight: 400\">an animated video recitation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Listening to Aracelis Girmay’s own voice, her own crescendos and pauses, helps enliven their experience with the poem. They’re free to join in the suspense and then celebrate the epiphany along with the speaker,” Villanueva said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that, students read a printed copy in small groups, analyzing Girmay’s unusual arrangement of lines and stanzas, her stretching of punctuation conventions, and the changing rhythms. “We talk about how \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/education/glossary/enjambment\">\u003cspan style=\"font-weight: 400\">enjambment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> works like musical notation, how onomatopoeia helps the poet tussle with sounds and meanings of the words she loves,” Villanueva said. “The admixture of laughter and close reading analysis is incredible to hear.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“One Vote” by Aimee Nezhukumatathil\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This poem makes an allusion to \u003c/span>\u003ca href=\"https://www.washingtonpost.com/graphics/2020/local/history/tennessee-19-amendment-letter-harry-burn-mother-febb/\">\u003cspan style=\"font-weight: 400\">the letter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that Harry T. Burn received from his mother just before his vote tipped the Tennessee General Assembly in favor of ratifying the 19th Amendment. \u003c/span>\u003ca href=\"https://x.com/susangbarber\">\u003cspan style=\"font-weight: 400\">Susan Barber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school English teacher in Atlanta, Georgia, teaches the poem during election season. Her students are all seniors, many of whom have the opportunity to vote for the first time. For them, the poem “reinforces the idea that each vote – their vote – makes a difference,” Barber said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barber encourages students to notice the poet’s use of enjambment and stanza breaks, and to unpack the metaphor of an eagle and an eaglet learning to fly. “I love the way that Nezhukumatathil turns to nature imagery as a means to understanding ideas and daily occurrences,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Perhaps the World Ends Here” by Joy Harjo\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With its descriptions of the many life experiences that occur around a kitchen table, Barber said \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/poems/49622/perhaps-the-world-ends-here\">\u003cspan style=\"font-weight: 400\">this poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is full of juxtapositions and contrasts for students to unpack.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love the way Harjo sizes up life through a common object,” Barber said of the \u003c/span>\u003ca href=\"https://www.npr.org/2021/09/07/1034751793/poet-laureate-warrior-joy-harjo\">\u003cspan style=\"font-weight: 400\">former United State Poet Laureate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who was the first Native American to hold that title. “Everyone can relate to the table and experiences around the table, so students always enjoy this poem.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barber said the poem connects to the idea of “breaking bread” and can lead to discussions of the intimacy of eating together. She loves to teach it close to Thanksgiving break, when students are anticipating family gatherings at kitchen tables.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A New National Anthem” by Ada Limón\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://x.com/CzaiaZach\">\u003cspan style=\"font-weight: 400\">Zach Czaia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an English teacher in Minneapolis, Minnesota, said he loves that \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/poems/147506/a-new-national-anthem\">\u003cspan style=\"font-weight: 400\">this poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “talks back to a ‘classic’ text” – the national anthem. “It empowers students in a college prep course to exercise their own voices, and feel like they, too, belong. Their voice, too, matters,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Czaia focuses on diction with this poem, using an exercise from the Teach Living Poets website that asks students to make concentric circles on butcher paper and choose the most important word from the poem to place in the center. In the middle circle they list images and personal connections to the central word, and in the outer circle they write about the overall meaning and theme of the poem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students have definitely responded positively to this poem, and appreciated its connection to history that they have studied in the past,” Czaia said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>“America Is Loving Me To Death” by Michael Kleber-Diggs\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this poem, Kleber-Diggs lays bare the pains of being Black in America. And he does amid what Czaia called “two very accessible but also formally interesting strategies.” The first letters are an acrostic, spelling out the poem’s title. The last word in each line comes from another text – the pledge of allegiance. This latter form is called a “\u003c/span>\u003ca href=\"https://www.writersdigest.com/write-better-poetry/golden-shovel-poetic-form\">\u003cspan style=\"font-weight: 400\">golden shovel poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and was created by poet Terrance Hayes and inspired by Gwendolyn Brooks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This attentiveness to structure and pattern allows students ways to consider Kleber-Diggs’ deep critique of systemic American racism,” Czaia said of the combination of an acrostic and golden shovel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Czaia uses “America Is Loving Me To Death” as a mentor text for students to write their own golden shovel poems. He said his students love the poem and some have written letters to Kleber-Diggs, who lives in Saint Paul, Minnesota,\u003c/span>\u003cspan style=\"font-weight: 400\"> “just across the river” from Czaia’s school. Czaia said Kleber-Diggs has responded to those letters his students also visited his class – something only living poets can do.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Camaro” by\u003c/b> \u003cb>Phil Kaye\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://x.com/theVogelman\">\u003cspan style=\"font-weight: 400\">Brett Vogelsinger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an English teacher in Pennsylvania and author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Poetry Pauses: Teaching With Poems to Elevate Student Writing in All Genres\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, said his classroom goes quiet after watching Kaye perform \u003c/span>\u003ca href=\"https://buttonpoetry.com/phil-kaye-camaro/\">\u003cspan style=\"font-weight: 400\">this spoken word poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Kaye’s delivery adds extra dimension to the words that are already wonderful,” Vogelsinger said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The poem weaves through memories from a childhood crush, a long ago road trip, and a later encounter after a breakup. “It speaks to how moments stick with us for a long time, and reminds us of how sadness and fondness can interact in our memories,” Vogelsinger said. “Students love talking about the way the past elementary school memory and the more recent Camaro memory interact to impact the present moment, and how and why two people can remember (or forget) the same moment differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also can dissect the poet’s use of repetition, flashback, imagery, and figurative language. And, Vogelsinger said, “There will always be at least one student in class who will recognize the sly allusion to E. T. as well!”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Burning the Old Year” by Naomi Shihab Nye\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the name might suggest, this is another good \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/poems/48597/burning-the-old-year\">\u003cspan style=\"font-weight: 400\">poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to teach after winter break. “The imagery is crisp and beautiful and the idea of what we hold onto and let go of is important,” said Vogelsinger. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Metaphors shine in this poem,” Vogelsinger said. After reading the poem, his students discuss the meaning of the two metaphors in the lines “So much of a year is flammable” and “so little is stone.” Then he asks them to respond in their notebooks to two questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you hope is flammable from last year?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you hope is stone? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“No one has to share what they write, as this is a more personal prompt, but I close by reminding them how poetry can be a catalyst for reflection like this, to make us slow down and think about our hopes, our priorities and our longings – the things that make us human!” Vogelsinger said. “It’s a potent moment to share together as we reunite in January, and so much more interesting than resolutions.”\u003c/span>\u003c/p>\n\n",
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"title": "13 Poems By Living Poets to Teach in English Class Right Now | KQED",
"description": "Hanif Abduraqqib. Sarah Kay. Elizabeth Acevedo. Clint Smith. Do any of these names sound familiar? How about Amanda Gorman? All of these writers are part of America’s thriving contemporary poetry scene. But you won’t find them in many text books, because high school poetry units tend to focus on dead poets, like Robert Frost, Walt Whitman and Edgar Allen Poe. North Carolina teacher Melissa Alter Smith is working to change that. For the last seven years, she’s been diversifying the canon in her classroom, and encouraging other teachers to do the same with the hashtag #teachlivingpoets. The shift has inspired",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Hanif Abduraqqib. Sarah Kay. Elizabeth Acevedo. Clint Smith. Do any of these names sound familiar? How about Amanda Gorman? All of these writers are part of America’s thriving contemporary poetry scene. But you won’t find them in many text books, because high school poetry units tend to focus on dead poets, like Robert Frost, Walt Whitman and Edgar Allen Poe. North Carolina teacher \u003c/span>\u003ca href=\"https://x.com/MelAlterSmith\">\u003cspan style=\"font-weight: 400\">Melissa Alter Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64621/why-poetry-is-making-a-comeback-in-schools\">\u003cspan style=\"font-weight: 400\">working to change that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For the last seven years, she’s been diversifying the canon in her classroom, and encouraging other teachers to do the same with the hashtag #teachlivingpoets.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The shift has inspired teachers across the country to get creative with how they teach students things like tone, rhythm and structure in poetry. “I love being creative. So if I love being creative and learning in creative ways, why wouldn’t I expect my students to want the same thing?” Smith said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift asked Smith and other educators to share some of the poems by living poets that have resonated with their students. Here are their highlights.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“It Is Maybe Time to Admit That Michael Jordan Definitely Pushed Off” by Hanif Abdurraqib\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">By referencing a legendary basketball player and iconic (if debated) \u003c/span>\u003ca href=\"https://www.si.com/nba/bulls/off-the-court/as-the-wifi-network-shows-the-utah-jazz-are-still-not-over-the-1998-nba-finals\">\u003cspan style=\"font-weight: 400\">moment in sports history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the title of \u003c/span>\u003ca href=\"https://poets.org/poem/it-maybe-time-admit-michael-jordan-definitely-pushed\">\u003cspan style=\"font-weight: 400\">this poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> immediately interests students and nets buy-in before they’ve begun reading, said Smith. But the poem is about more than Jordan’s title-winning shot. It’s also about the death of a loved one and processing grief.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith uses the poem to teach her students about structure, pacing, allusion, metaphor and point of view. They learn by going outside and “\u003c/span>\u003ca href=\"https://teachlivingpoets.com/2023/11/30/exploring-structure-in-hanif-abdurraqibs-poem-it-is-maybe-time-to-admit-that-michael-jordan-definitely-pushed-off/\">\u003cspan style=\"font-weight: 400\">walking the poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” They read the poem out loud as they walk, making turns at every ampersand (there are more than 20) and pausing at every stanza break, comma or period (there are fewer than 10).\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith said it’s one her favorite lessons because “it’s such an unfolding of understanding that happens” as the students walk. “What this does is it allows the students to get a physical understanding of the pacing and the movement of the poem … that they did not get upon their initial reading, just sitting in their desk reading the poem out loud.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“\u003c/b>\u003cb>New Day’s Lyric\u003c/b>\u003cb>” \u003c/b>\u003cb>by Amanda Gorman\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith teaches \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SVfyaRLVvpY\">\u003cspan style=\"font-weight: 400\">this poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> right after winter break. “Since Gorman wrote it as a poem to ring in the new year, it’s perfect for kicking off the new semester and resetting ourselves with purpose and hope while interrogating the mistakes of our past,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The poem deals with themes of reckoning with the past, coming together, hope and healing, and it features a range of literary devices. “This poem provides students the opportunity to witness a master of word play and language,” Smith said. “By asking students to notice the nuances of Gorman’s craft, they witness how a poem ‘works.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith asks her students to highlight specific literary devices in designated colors and then \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2022/01/06/amanda-gorman-lesson-for-teaching-new-days-lyric/\">\u003cspan style=\"font-weight: 400\">create a work of art based on the poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Gorman herself has \u003ca href=\"https://x.com/TheAmandaGorman/status/1479240141910659078\">praised the lesson on X\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Hair” by Elizabeth Acevedo\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Acevedo manages to teach history and ancestral wisdom with this poem about her own hair and the hair (and experiences with it) that is part of the inheritance belonging to every woman of African descent,” said \u003c/span>\u003ca href=\"https://x.com/juliaerin80\">\u003cspan style=\"font-weight: 400\">Julia Torres\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a librarian in the Denver Metro Area. “Her poem is both intimate and universal, a reclamation of self in a world that constantly tries to get Black women to betray themselves in the pursuit of ‘beauty.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres said the poem is valuable for teaching metaphor and symbolism, “abstract language that can be difficult for students to grasp.” Acevedo also uses juxtaposition in the poem. Torres shared two examples of her students’ reactions to the poem:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Personally I am not a person of color, but I know how important hair is to this culture. With this being such a big part of her, she takes a lot of pride in her hair. It’s curly and has so much volume and texture to it. Making it, in my mind, beautiful. I feel as though she shouldn’t have to hide it.” – K.A. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“When people have self-confidence, they will always be proud of their state of life.” – D.N.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>“This Is Not a Small Voice” by Sonia Sanchez\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://x.com/MrNeibauer\">\u003cspan style=\"font-weight: 400\">Adrian Neibauer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s fifth grade students in Colorado have loved this “short and powerful” \u003c/span>\u003ca href=\"https://poets.org/poem/not-small-voice\">\u003cspan style=\"font-weight: 400\">poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As not-quite-tweens, Neibauer said his students “are often seen as young children without opinions of their own.” The poem’s themes of voice and activism inspire them to find their own voices. “Students are able to easily relate to themes of humanity, the power of one’s voice and activism,” Neibauer said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The poem also provides examples for teaching anaphora. “I love how Sanchez uses repetition, which helps students with their poetic fluency,” Neibauer said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Wild Horses” by Paisley Rekdal\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another one with an activism theme, Neibauer said “\u003c/span>\u003ca href=\"https://poets.org/poem/wild-horses\">\u003cspan style=\"font-weight: 400\">Wild Horses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” is “a great introduction to more challenging themes of suffrage and protest.” It is written from the point of view of \u003c/span>\u003ca href=\"https://utahwomenshistory.org/the-women/seraph-young/\">\u003cspan style=\"font-weight: 400\">Seraph Young Ford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the first woman to vote in Utah and the modern nation, and requires some pre-teaching about her, as well as suffrage and Indigenous history.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is a more challenging poem, but students respond well to the historical significance embedded in the poem,” said Neibauer, who pairs it with the Rolling Stones’ \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SQTHB4jM-KQ\">\u003cspan style=\"font-weight: 400\">song of the same name\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enjoys discussing the imagery in both. The poem is also rich with vocabulary words, like “acculturation,” for young readers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A Bird Made of Birds” by Sarah Kay\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The heart, care and precision of this poem’s images has always stayed with me,” said \u003c/span>\u003ca href=\"http://caesura.nu/\">\u003cspan style=\"font-weight: 400\">R.A. Villanueva\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Sarah Lawrence College professor and middle school teacher. “There’s a genuine devotion to the strangeness and sublime beauty of the world — and a trust in bewilderment as a spark for creativity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Villanueva, who is also a poet himself, shares with students \u003c/span>\u003ca href=\"https://www.ted.com/talks/sarah_kay_a_bird_made_of_birds?subtitle=en\">\u003cspan style=\"font-weight: 400\">a TED Talk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which Kay describes her inspiration and performing the poem. “Listening to her storytelling flow into her performance has inspired amazing conversations about the catalytic specifics that power poems,” Villanueva said. “And since ‘A Bird Made of Birds’ is also an array of personal responses to diverse kinds of knowledge and visuals, I’m able to introduce [students] to ekphrasis / ekphrastic poetry.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of the visuals in Kay’s talk and poem are the anatomical heart of a blue whale and \u003c/span>\u003ca href=\"https://www.natgeokids.com/uk/discover/animals/birds/starling-murmurations/\">\u003cspan style=\"font-weight: 400\">starling murmurations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villanueva’s students view diagrams showing the scale of whale hearts and watch a video of starling murmurations. “After they see all those varied layers together, wonderful things happen: They’re able to free write through the connections they discover, practice annotation and note-taking skills, and apply some essential craft vocabulary,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“For Estefani Lora, Third Grade, Who Made Me A Card” by Aracelis Girmay\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This poem “pulses with mystery and playfulness,” said Villanueva. In it, the writer tries to decipher an unrecognizable word in a hand drawn card given to her by a young child. “It’s not just description or mere reporting on a memory; she’s able to convey the tumbling of her imagination and her genuine, child-like joy at connecting with her former student’s affirmations. It’s a hopeful, tender poem,” Villanueva said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">His students – those in sixth grade and those in graduate school – first encounter the poem in \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=DcIYMCC0M1w\">\u003cspan style=\"font-weight: 400\">an animated video recitation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Listening to Aracelis Girmay’s own voice, her own crescendos and pauses, helps enliven their experience with the poem. They’re free to join in the suspense and then celebrate the epiphany along with the speaker,” Villanueva said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After that, students read a printed copy in small groups, analyzing Girmay’s unusual arrangement of lines and stanzas, her stretching of punctuation conventions, and the changing rhythms. “We talk about how \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/education/glossary/enjambment\">\u003cspan style=\"font-weight: 400\">enjambment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> works like musical notation, how onomatopoeia helps the poet tussle with sounds and meanings of the words she loves,” Villanueva said. “The admixture of laughter and close reading analysis is incredible to hear.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“One Vote” by Aimee Nezhukumatathil\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This poem makes an allusion to \u003c/span>\u003ca href=\"https://www.washingtonpost.com/graphics/2020/local/history/tennessee-19-amendment-letter-harry-burn-mother-febb/\">\u003cspan style=\"font-weight: 400\">the letter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that Harry T. Burn received from his mother just before his vote tipped the Tennessee General Assembly in favor of ratifying the 19th Amendment. \u003c/span>\u003ca href=\"https://x.com/susangbarber\">\u003cspan style=\"font-weight: 400\">Susan Barber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school English teacher in Atlanta, Georgia, teaches the poem during election season. Her students are all seniors, many of whom have the opportunity to vote for the first time. For them, the poem “reinforces the idea that each vote – their vote – makes a difference,” Barber said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barber encourages students to notice the poet’s use of enjambment and stanza breaks, and to unpack the metaphor of an eagle and an eaglet learning to fly. “I love the way that Nezhukumatathil turns to nature imagery as a means to understanding ideas and daily occurrences,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Perhaps the World Ends Here” by Joy Harjo\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">With its descriptions of the many life experiences that occur around a kitchen table, Barber said \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/poems/49622/perhaps-the-world-ends-here\">\u003cspan style=\"font-weight: 400\">this poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is full of juxtapositions and contrasts for students to unpack.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love the way Harjo sizes up life through a common object,” Barber said of the \u003c/span>\u003ca href=\"https://www.npr.org/2021/09/07/1034751793/poet-laureate-warrior-joy-harjo\">\u003cspan style=\"font-weight: 400\">former United State Poet Laureate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who was the first Native American to hold that title. “Everyone can relate to the table and experiences around the table, so students always enjoy this poem.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barber said the poem connects to the idea of “breaking bread” and can lead to discussions of the intimacy of eating together. She loves to teach it close to Thanksgiving break, when students are anticipating family gatherings at kitchen tables.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“A New National Anthem” by Ada Limón\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://x.com/CzaiaZach\">\u003cspan style=\"font-weight: 400\">Zach Czaia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an English teacher in Minneapolis, Minnesota, said he loves that \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/poems/147506/a-new-national-anthem\">\u003cspan style=\"font-weight: 400\">this poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “talks back to a ‘classic’ text” – the national anthem. “It empowers students in a college prep course to exercise their own voices, and feel like they, too, belong. Their voice, too, matters,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Czaia focuses on diction with this poem, using an exercise from the Teach Living Poets website that asks students to make concentric circles on butcher paper and choose the most important word from the poem to place in the center. In the middle circle they list images and personal connections to the central word, and in the outer circle they write about the overall meaning and theme of the poem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students have definitely responded positively to this poem, and appreciated its connection to history that they have studied in the past,” Czaia said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>“America Is Loving Me To Death” by Michael Kleber-Diggs\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this poem, Kleber-Diggs lays bare the pains of being Black in America. And he does amid what Czaia called “two very accessible but also formally interesting strategies.” The first letters are an acrostic, spelling out the poem’s title. The last word in each line comes from another text – the pledge of allegiance. This latter form is called a “\u003c/span>\u003ca href=\"https://www.writersdigest.com/write-better-poetry/golden-shovel-poetic-form\">\u003cspan style=\"font-weight: 400\">golden shovel poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and was created by poet Terrance Hayes and inspired by Gwendolyn Brooks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This attentiveness to structure and pattern allows students ways to consider Kleber-Diggs’ deep critique of systemic American racism,” Czaia said of the combination of an acrostic and golden shovel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Czaia uses “America Is Loving Me To Death” as a mentor text for students to write their own golden shovel poems. He said his students love the poem and some have written letters to Kleber-Diggs, who lives in Saint Paul, Minnesota,\u003c/span>\u003cspan style=\"font-weight: 400\"> “just across the river” from Czaia’s school. Czaia said Kleber-Diggs has responded to those letters his students also visited his class – something only living poets can do.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Camaro” by\u003c/b> \u003cb>Phil Kaye\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://x.com/theVogelman\">\u003cspan style=\"font-weight: 400\">Brett Vogelsinger\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an English teacher in Pennsylvania and author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Poetry Pauses: Teaching With Poems to Elevate Student Writing in All Genres\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, said his classroom goes quiet after watching Kaye perform \u003c/span>\u003ca href=\"https://buttonpoetry.com/phil-kaye-camaro/\">\u003cspan style=\"font-weight: 400\">this spoken word poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Kaye’s delivery adds extra dimension to the words that are already wonderful,” Vogelsinger said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The poem weaves through memories from a childhood crush, a long ago road trip, and a later encounter after a breakup. “It speaks to how moments stick with us for a long time, and reminds us of how sadness and fondness can interact in our memories,” Vogelsinger said. “Students love talking about the way the past elementary school memory and the more recent Camaro memory interact to impact the present moment, and how and why two people can remember (or forget) the same moment differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also can dissect the poet’s use of repetition, flashback, imagery, and figurative language. And, Vogelsinger said, “There will always be at least one student in class who will recognize the sly allusion to E. T. as well!”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Burning the Old Year” by Naomi Shihab Nye\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the name might suggest, this is another good \u003c/span>\u003ca href=\"https://www.poetryfoundation.org/poems/48597/burning-the-old-year\">\u003cspan style=\"font-weight: 400\">poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to teach after winter break. “The imagery is crisp and beautiful and the idea of what we hold onto and let go of is important,” said Vogelsinger. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Metaphors shine in this poem,” Vogelsinger said. After reading the poem, his students discuss the meaning of the two metaphors in the lines “So much of a year is flammable” and “so little is stone.” Then he asks them to respond in their notebooks to two questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you hope is flammable from last year?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you hope is stone? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“No one has to share what they write, as this is a more personal prompt, but I close by reminding them how poetry can be a catalyst for reflection like this, to make us slow down and think about our hopes, our priorities and our longings – the things that make us human!” Vogelsinger said. “It’s a potent moment to share together as we reunite in January, and so much more interesting than resolutions.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Why Poetry Is Making a Comeback in Schools",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a spring afternoon last year, students in \u003ca href=\"https://x.com/MelAlterSmith\">Melissa Alter Smith\u003c/a>’s class bustled around the room, filling 16 ounce plastic bottles with hot water, food dye, glitter and glue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You can mix colors if you want. Just use one whatever you think represents the theme of your poem,” Smith instructed as students moved between stations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was English, not art class, and the goal was not just to make a pretty, \u003c/span>\u003ca href=\"https://www.instructables.com/Calm-Bottle-aka-Glitter-Jar/\">\u003cspan style=\"font-weight: 400\">calming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> bottle. Each student had selected a contemporary poem to analyze, and they chose food coloring and glitter that would represent the tone of the poem. When finished with their bottles, they wrote a paragraph on an index card, explaining their choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student, Christina, chose a poem called, “Like When Passing Graveyards” by \u003c/span>\u003ca href=\"https://www.nebraskapress.unl.edu/nebraska/9780803296381/reliquaria/\">\u003cspan style=\"font-weight: 400\">R.A. Villanueva\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In it, the poet recalls holding his breath when riding past cemeteries as a child. “The sparkles are for nostalgia and your childhood and looking back when you have like, you’re growing up with your siblings,” Christina said as she held up her bottle. “But then also the dark color is the whole point of the poem is it’s about a childhood fear. So I wanted to do something that shows the darkness of a graveyard and the fear behind it.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The “\u003c/span>\u003ca href=\"https://teachlivingpoets.com/2019/05/31/tone-bottles-explore-tone-in-poetry-with-this-engaging-hands-on-activity/\">\u003cspan style=\"font-weight: 400\">tone bottles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” exercise, which was created by teacher Valerie A. Person, is one of dozens on Smith’s \u003c/span>\u003ca href=\"https://teachlivingpoets.com/\">\u003cspan style=\"font-weight: 400\">Teach Living Poets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website. Smith created the website as a place for teachers to share lesson plans as her hashtag, #teachlivingpoets, took off on social media in the late 2010s. The idea behind both the website and the hashtag is to encourage teachers to diversify the literary canon and expose students to the vibrant world of contemporary poetry. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64741\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64741\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-scaled.jpg\" alt=\"A white woman in a polka dot dress holds a pen and pad of sticky notes. She stands in front of a white board.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">High school teacher Melissa Smith is the creator of the #teachlivingpoets hashtag and website. \u003ccite>(David Boraks for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith began using the #teachlivingpoets hashtag about eight years ago, after seeing how actively her students tuned in when she invited real poets to class to give readings and talk about their craft. After a few students asked to borrow her poetry books over spring break, she tweeted about it, and tagged the poets. One of them, Kaveh Akbar, replied: “Thank you for teaching living poets.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was like, that has a real ring to it, doesn’t it? And so that’s how the hashtag was born,” Smith said. “So every time I would share then, anything I was doing in my classroom regarding living poets, I included that hashtag with it, and teachers were liking it. They were sharing it, they were replying to it, they were eating it up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the idea and hashtag grew, so, too, did the need for lesson plans to teach the work of living poets. “You can easily find a curriculum guide for Robert Frost’s work or for Shakespeare’s sonnets, right? But if you’re going to teach a poem that was just published a month ago, there’s no SparkNotes for that,” Smith said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Filling that gap meant getting creative, even weird, Smith said, whether that means asking students to \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2023/11/30/exploring-structure-in-hanif-abdurraqibs-poem-it-is-maybe-time-to-admit-that-michael-jordan-definitely-pushed-off/\">\u003cspan style=\"font-weight: 400\">“walk a poem”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to feel the rhythm and patterns, having them \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2024/03/06/shoe-design-as-poetry-analysis/\">\u003cspan style=\"font-weight: 400\">design shoes based on a poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or facilitating a \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2024/03/07/new-march-madness-poetry-bracket-2024/\">\u003cspan style=\"font-weight: 400\">March-Madness-style poetry smackdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/StanfillKristin/status/1791633632274055590\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Christina, making the tone bottle reminded her of kindergarten – in a good way. “It makes it honestly a little bit more fun,” she said. “When you notice the colors and you’re able to point out more techniques and, like, the smaller details of a poem, especially when we’re looking for certain lines and certain words, rather than just ‘Oh, what’s the theme? What’s the tone?’ You’re looking for more specifics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Smith and former students, teaching and studying living poets not only makes poetry more fun; it also makes it more accessible and relevant to current generations and empowers them to find themselves as readers and writers.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Opening up the canon\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aaliyah Farmer, a former student of Smith’s and recent college graduate, remembers loving poetry as a kid – when her classes read whimsical poetry by Shel Silverstein. “In elementary school and middle school, we’re so used to reading poetry like that. And then whenever we got to, like, ninth grade, 10th grade, 11th grade, it was immediately like, oh, you’re reading Shakespeare or like Shakespeare-esque poets from previous, before, like, way before we could even think about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Farmer said that when she read centuries-old poetry, the language and the themes felt disconnected from her life. But things changed when she took Smith’s AP literature class at Lake Norman Charter High School. Reading books by contemporary poets, like \u003c/span>\u003ca href=\"https://www.clintsmithiii.com/about\">\u003cspan style=\"font-weight: 400\">Clint Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://aimeenez.net/bio\">\u003cspan style=\"font-weight: 400\">Aimee Nezhukumatathil\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, reminded Farmer of her early love for the form. “18-year-old, 17-year-old Aaliyah, reading Clint Smith and Aimee, I’m so excited to read it because I just understand it better than other poets I had read before,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Farmer, Clint Smith’s writing did something the classics did not: It reflected the world she was growing up in. “For me and I would say my other friends that I had the class with that were also African-American, we had a pride in what he was saying in the book,” she explained. “If he was talking about, like his father or his grandfather or influential people in his life, we all have like that same person in our lives, so we were just able to build that pride and then also … how there’s also duality between slavery, but also everything that everything else that we’ve overcome, we were able to connect. And I think the pride for me came out in that sense as well.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64739\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64739\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-scaled.jpg\" alt=\"Students in desks and on a couch in a classroom take notes. A person appears on smartboard screen at the front of the room.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Students in Melissa Smith’s class at Lake Norman Charter High School take notes while watching Rudy Francisco recite “My Honest Poem.” \u003ccite>(David Boraks for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a chance to see themselves in the literary canon is one of the biggest benefits of teaching living poets, according to Smith. She has a lot of stories about her students finding personal connections to living poets. Like when she gave a blog writing assignment and two transgender students chose to write about the trans poet H. Melt. With permission from her students, Smith shared the blog posts with H. Melt, who in turn sent signed book copies to the students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Kaveh Akbar’s poems about addiction resonated with another student. “One of my students’ father was struggling with alcoholism, and the way that the poem hit her was very different than how I took in the poem,” Smith said. “Hers was just more raw and emotional and personal, and really beautiful, actually, in the way that she processed it, and tied it to her own experiences with her family.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Latina student told Melissa that her class was the first time in her entire schooling she’d been assigned a book by a Latino writer. “And she’s a senior. So it’s moments like that that make all of this – the Teach Living Poets hashtag, movement, website, all the things happening in the classroom – worth it,” Smith said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Farmer said Clint Smith’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has stuck with her. “A lot of the books from high school, I’m not going to lie, I did not keep. But that one I did keep.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering young writers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another powerful effect of teaching living poets, according to Smith, is empowering students as writers. Every spring, she organizes a big workshop where guest poets visit in person to give readings and discuss their craft with her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was probably one of my favorite days of high school. It was like a full day and we had lunch with them,” said Jenna Johnson, another of Melissa’s former students. “I sat at a table with R.A. Villanueva and I was just, like, freaked out the whole time, like kind of starstruck.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson started writing poetry around age 15. “It felt important in the moment. But looking back, it’s like reading your embarrassing diary. Like a lot of just melodramatic high school love poems, breakup poems, all that stuff,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early in high school, Johnson planned to become a nurse. But when she didn’t like AP bio and loved AP lit, she started rethinking her path. “One of the big things that I didn’t realize until I read contemporary poets is kind of like the lawlessness of poetry. You don’t have to adhere to strict forms or rhyme schemes or – kind of knowing that you can literally just write a poem and there’s so many different forms, you can do literally anything with it. That was a huge thing to me that felt like that made it something I could do,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The workshop in Smith’s class was Johnson’s first time hearing poets read their work live. “That just changes how you can approach someone’s work completely. Kind of hearing the tone and the voice that they intend for it to be read.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson is now in a creative writing master’s program at New York University. She wants to continue writing poetry and become a professor. This fall, she’s teaching a writing class for undergraduates. Heading into the semester, Smith’s influence was still present.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I felt like I had a really good education in poetry because of her. And I felt really well prepared going into undergrad and grad school that I knew of these contemporary poets,” Johnson said. “So when I was writing my syllabus, I was thinking a lot about it, and including as many living poets as possible that I felt like my students will be able to feel close to and feel like they can relate to a lot more.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Embracing joy and rigor\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://caesura.nu/\">Villanueva\u003c/a> – the writer whose poem Christina analyzed and who Johnson met during the workshop – is not only a living poet. He’s also a middle school English teacher and a professor at Sarah Lawrence College. He met Smith on Twitter, around the time she started the #teachlivingpoets hashtag. He said it was inspiring to see that conversation spread among teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Melissa’s pedagogy really continues to vivify and bring to life over and over again, the fact that poetry is not some ancient, antiquated form for us to to be archeologists and dig around in. But it’s that and something else. It’s something contemporary, it’s something modern. It’s something that people do because they love and are frustrated by language,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Villanueva is a recurring guest at Melissa’s poetry workshop. He said her classroom is special because of the way she challenges students academically while also centering joy. He thinks teachers are too often told that joy and rigor can’t co-exist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What if rigor is not just pain?” He asked. “What if … what you’re actually trying to say is there’s a certain intensity? But intensity can also be imagination. And that’s what her classroom feels like. … There are skills that are being tested, muscles that are being stretched. But it’s not done only through trauma or grief or like rote memorization and then regurgitation. It’s something else. It’s something weirder. And I think that is what we should allow teachers to have space to try.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith said teaching living poets has transformed not only what she teaches, but how she teaches. “It has re-sparked my passion for teaching in general. I have loosened up my sense of the need for control over the lesson and the learning and giving some of that control over to my students,” she said. “I have come to realize for me in my classroom that the best learning happens when I actually don’t say a thing, right? Where I allow my students to have a conversation, to collaborate and to explore a poem together, and then to share it with me.”\u003c/span>\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=KQINC7494279697\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Shel Silverstein: \u003c/b>\u003cspan style=\"font-weight: 400\">“I cannot go to school today!” / Said little Peggy Ann McKay / “I have the measles and the mumps / A gash, a rash, and purple bumps / My mouth…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s the voice of Shel Silverstein, who’s been one of the most popular poets for elementary schoolers – for multiple generations now. Recent college graduate Aaliyah Farmer remembers loving Silverstein’s poems when she was young.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">In elementary school and like middle school, we’re so used to reading poetry like that. And then whenever we got to, like, ninth grade, 10th grade, 11th grade, it was immediately like, oh, you’re reading Shakespeare or like Shakespeare-esque poets from previous, before, like way before we could even think about.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah says that when she read poetry from several centuries ago, the language and the themes felt disconnected from her life. \u003c/span>\u003cspan style=\"font-weight: 400\">But things changed during her senior year of high school. That’s when Aaliyah took AP literature, and her teacher assigned books by contemporary poets, like Clint Smith and Aimee Nezhukumatathil.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">That was like a comparable experience, like five-year-old or six year old Aaliyah reading Shel Silverstein, like, I was so excited to read poetry. 18-year-old, 17-year-old Aaliyah, reading Clint Smith and Aimee, like, I’m so excited to read it because I just understand it better than other poets I had read before.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For Aaliyah, Clint Smith’s writing did something older poetry did not: It reflected the world she was growing up in. Here’s an excerpt from Smith’s poetry collection, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which\u003c/span> \u003cspan style=\"font-weight: 400\">explores themes of lineage, tradition and Black humanity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Clint Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">My grandfather is a quarter century / older than his right to vote & two / decades younger than the president / who signed the paper that made it so. / He married my grandmother when they / Were four years younger than I am now / & were twice as sure about each other / As I’ve ever been about most things.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">For me and I would say my other friends that I had the class with that were like also African American, we like, had a pride in what he was saying in the book. If he was talking about, like his father, or his grandfather, or influential people in his life, we all have like that same person in our lives, like so we were just able to build that pride and then also, like, how there’s, like, also duality between slavery, but also everything that everything else that we’ve overcome, um, we were able to connect. And I think the pride for me came out in that sense as well.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah says \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has stuck with her.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of the books from high school, I’m not going to lie, I did not keep. But that one I did keep.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah Farmer read Clint Smith’s book in a class at Lake Norman Charter High School in North Carolina. Her teacher, Melissa Smith, has made it her mission to bring vibrant contemporary poetry into her classroom. She encourages other teachers to do this too – through the social media hashtag #teachinglivingpoets. She’s written a book and created a website with the same name.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">When I say teach living poets, I don’t mean to completely cut off those traditional canonical poets. To discover how they’re in conversation with poets today is actually really brilliant and amazing. It’s just we need to open the door wider to let more voices into our classrooms and who we’re teaching in our poetry curriculum.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa first observed the power of teaching living poets about eight years ago.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s when she found out that Pulitzer Prize finalist Morri Creech taught at a university not far from her school. She invited him to visit her classes.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">He was like, here, sitting in front of us and having conversation with us about his poems. And I distinctly remember one of my boys, he was decked out in his soccer uniform because he had a game later that day, and at the end of that class he said, ‘Miss Smith, that was the coolest class I ever had.’ And I was like, by golly, I’ve unlocked some sort of secret, right? I was like, I need to do this more and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">So she reached out to poets who were active online. She invited them to speak with her students in person and on Skype.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">I saw just the energy change in my classroom. I saw their eyes light up. I saw them actually being interested. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When some of Melissa’s students wanted to borrow her poetry books over spring break, she was thrilled. She tweeted about it, and tagged the poets.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And Kaveh Akbar, one of my favorite, most favorite poets ever retweeted and said, ‘Thank you for teaching living poets.’ And I was like, huh, that has a real ring to it, doesn’t it? And so that’s how the hashtag was born, was out of his, retweet, ‘Thank you for teaching living poets.’ And so every time I would share then, anything I was doing in my classroom regarding living poets, I included that hashtag with it, and teachers were liking it, they were sharing it, they were replying to it. They were eating it up.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">As the #teachlivingpoets hashtag grew, Melissa realized there weren’t a lot of materials for teaching contemporary poetry in high school English.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith:\u003c/b> \u003cspan style=\"font-weight: 400\">You can easily find a curriculum guide for Robert Frost’s work or for Shakespeare’s sonnets, right? But if you’re going to teach a poem that was just published a month ago, there’s no SparkNotes for that. Right? And so I think a lot of teachers are – I don’t want to use the word fearful, but for lack of a better word, nervous or uncomfortable with teaching contemporary poetry, because it’s, they feel like they have to have all the answers. And that’s really not the case. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa created the Teach Living Poets website\u003c/span>\u003cspan style=\"font-weight: 400\"> to fill the gap. She and other English teachers share free lesson plans there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith:\u003c/b>\u003cspan style=\"font-weight: 400\"> Sometimes as a teacher it can be a very isolating job, especially in our current climate, with teachers being attacked by angry parents and, you know, trying to ban books at school board meetings and whatnot. To have a community that you feel supported by and included in can be a game changer for some teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">One activity Melissa’s students enjoy is a March Madness Poetry Bracket.\u003c/span>\u003cspan style=\"font-weight: 400\"> It’s like the March Madness basketball tournaments. But instead of athletes competing, it’s poetry.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">So first thing we’re going to do is we’re going to watch the poems one last time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Each day Melissa’s classes watch two poetry videos. Students decide which poem they think is best and try to persuade their classmates in an informal debate. Then they vote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa tallies the votes across all periods. The winners from one week go head-to-head the next week, and so on. Until only two remain for the final round.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s where things stand today. The students are going to vote for the big winner.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">OMG. A true battle of champions.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The first contender is “My Honest Poem” by Rudy Francisco. It’s an exploration of his fears and flaws. Here’s an excerpt.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rudy Francisco: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m still learning how to whisper\u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">I’m often loud in places where I should be quiet, \u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">I’m often quiet in places where I should be loud.\u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">I was born feet first and I’ve been backwards ever since.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The other finalist in today’s showdown is called “Touchscreen” by Marshall Davis Jones. It’s about how technology is reshaping our lives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Marshall Davis Jones: \u003c/b>\u003cspan style=\"font-weight: 400\">Introducing the new Apple iPerson / complete with multitouch and volume control / doesn’t it feel good to touch? / doesn’t it feel good to touch? / doesn’t it feel good to touch? / my world is so digital / that I have forgotten what that feels like\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Some of Melissa’s students take notes at desks around the edge of the room. Others lounge on comfy chairs in the middle, using lap pads to write on. When the second poem finishes playing, they dive into discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Xuting: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s this one line where he says, ‘We used to be in the trees. We swung down, and then someone slipped a disc, and now we’re hunched over touchscreens.’ Right. And if you think of that image of, like, the human evolution, right. What is hunched over is the ape, the primates. And what is standing up is the human. And if we’re hunched over again, then, I mean, does that mean we’re going backwards? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">They debate how well each poem conveys its message.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Collin: \u003c/b>\u003cspan style=\"font-weight: 400\">Some of the quotes, for example, ‘I wonder what my bedsheets say when I’m not around.’ I feel like that’s kind of one of those things when you don’t know your own identity. So it’s kind of a broader message that Rudy is speaking, and I feel like that makes it where it’s easier to relate to.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">And they reflect on bigger issues raised by the poets.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emma: \u003c/b>\u003cspan style=\"font-weight: 400\">I, I think that, um, the fact that technology is such a prevalent problem, like everybody knows. You are constantly told not to be on your phone, to limit your screen time, over and over and over. What isn’t talked about is how all of us face our own, like internal issues. That’s and I think that’s what makes, like ‘My Honest Poem’ more impactful because nobody really talks about that. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sam: \u003c/b>\u003cspan style=\"font-weight: 400\">I’d like to say that I think a lot of these internal issues, at least in modern society, are being intensified by the technology talked about in ‘Touchscreen.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">These high school seniors are identifying literary devices, citing evidence to support their arguments, and connecting what they’ve heard to their own lives. These are all the things English teachers want to hear in class. They’re also laughing and being playful with each other. Melissa says that’s typical.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">At first, the kids are like, oh, yeah, this is fine. This is cool. But once we get down to, like, the Final Four and especially the last two poems, they start arguing. They start getting really, you know, invested in the poem that they like better. They, they try to convince their neighbor like, ‘no man, vote for the other one.’ \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After 15 minutes of discussion, it’s time to pick a winner.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">All right. Heads down. Secret vote. Raise your hand if you want to vote for Rudy Francisco, ‘My Honest Poem.’ Raise your hand if you want to vote for Marshall Jones, ‘Touchscreen.’\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The students won’t hear the winner until the next day, but when Melissa counts votes across all her classes, “Touchscreen,” the poem about technology, comes out on top.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After the vote, they move on to an activity called tone bottles.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And so, one of your glitter choices is going to represent the tone before the shift.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This lesson plan was created by another teacher, Valerie A. Person. She shared it on Melissa’s Teach Living Poets website.\u003c/span>\u003cspan style=\"font-weight: 400\"> It’s meant to help students capture the tone of a poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Right, so what is the author’s attitude towards his subject before the shift? And then the other type of glitter you’re adding into your bottle is the tone after the shift, right? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Each student has picked a poem to analyze. They fill a 16-ounce bottle with hot water and glue. Then add food dye, glitter and sequins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">You can mix colors if you want, just use one, whatever you think represents the theme of your poem.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When they’re finished, Melissa adds mineral oil and hand soap to the bottles to create viscosity. Students shake up their bottles to see the glitter and sequins swirl around. They also write a paragraph on an index card, explaining how their tone bottle reflects their poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">A student named Dean based his bottle on “Looking for the Golf Motel” by Richard Blanco.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And why did you pick orange for your liquid? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">Because it reminds me of, like, the sunset that he was describing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And what what glitter do you have in there? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">I have, like, a mixture of red and yellow to go, like, counteract the orange. But then I also like black describing his feelings when he couldn’t find it. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Aw, that’s really good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Nice job, Dean.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Another student, Christina, chose a poem called, “Like When Passing Graveyards” by R.A. Villanueva. In it, the poet recalls holding his breath when riding past cemeteries as a child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Christina: \u003c/b>\u003cspan style=\"font-weight: 400\">So the sparkles are for nostalgia and your childhood, but then also the dark color is the whole point of the poem is like it’s about a childhood fear. So I wanted to do something that shows, like, the darkness of a graveyard and the fear behind it. But it’s also like the nostalgia of growing up with your siblings and, like, having these connections and these little fears that you like, create off each other.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Christina says she enjoys this approach to analyzing a poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Christina: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like it makes it honestly a\u003c/span> \u003cspan style=\"font-weight: 400\"> little bit more fun. It’s like kindergarten, but also it makes it more visual, because a lot of the time when you’re just writing what you feel from a poem or what you imagine, it’s when you notice, like, the colors and, like, you’re able to point out more techniques and, like, the smaller details of a poem, especially when we’re looking for certain lines and certain words, rather than just oh, what’s the theme? What’s the tone? Like, you’re looking for more specifics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">With these activities, students are practicing the same academic skills as when they study any other piece of literature. But Melissa says focusing on living poets does two things that studying dead poets does not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first is that it diversifies the literary canon. We heard a little about that from Aaliyah, the former student who identified with Clint Smith’s poems about his experiences as an African American.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa has a lot of stories about her students finding personal connections to living poets. Like when she gave a blog writing assignment and two transgender students chose to write about the trans poet H. Melt. Here’s an excerpt from H. Melt.\u003c/span>\u003c/p>\n\u003cp>\u003cb>H. Melt: \u003c/b>When they say “we are all trapped in the wrong body” / Imposter, impossible / No. / We are on the bus next to you / In the cubicle next to you…\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">H. Melt sent signed book copies to Melissa’s two students after she shared their blogs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And it was really special that now they have this signed copy of a, of a poet that they studied in class and, and just fell in love with and felt that common bond with because that’s like part of their identity. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Kaveh Akbar’s poem about addiction resonated with another student. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kaveh Akbar: \u003c/b>\u003cspan style=\"font-weight: 400\">In Fort Wayne I drank the seniors / Old Milwaukee Old Crow / in Indianapolis I stopped / now I regret / every drink I never took \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">One of my students’ father was struggling with alcoholism, and the way that the poem hit her was very different than how I took in the poem. Hers was just more raw and emotional and personal, and really beautiful, actually, in the way that she processed it and tied it to her own experiences with her family. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">A Latina student told Melissa that her class was the first time in her entire schooling she’d been assigned a book by a Latino writer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And she’s a senior. So it’s moments like that that are – make all of this, the Teach Living Poets hashtag, movement, website, all the things happening in the classroom, worth it.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The second big thing Melissa says teaching living poets can do is empower students as writers. Every spring, she organizes a big workshop where guest poets visit in person to give readings and discuss their craft with her students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">It was probably one of my favorite days of high school. I sat at a table with R.A. Villanueva and I was just, like, freaked out the whole time, like kind of starstruck.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This is Jenna Johnson, another of Melissa’s former students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">I started writing when I was about 15. \u003c/span>\u003cspan style=\"font-weight: 400\">And,\u003c/span>\u003cspan style=\"font-weight: 400\"> like, it felt important in the moment. But looking back, it’s like reading your embarrassing, like, diary. Like a lot of just, like, melodramatic, like high school love poems, breakup poems, all that stuff.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The workshop was her first time hearing poets read their work live.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">That just, like, changes how you can approach someone’s work completely. Hearing, like, the tone and like the voice that they intend for it to be read.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Early in high school, Jenna planned to become a nurse. But when she didn’t like AP bio and loved AP lit, she started rethinking her path.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the big things that, like I didn’t realize until I read contemporary poets is kind of like the lawlessness of poetry. Like, you don’t have to like, um, adhere to, like, strict forms or rhyme schemes or – kind of knowing that you can literally just write a poem and there’s so many different forms, you can do literally anything with it. That was a huge thing to me that felt like that made it something I could do. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Jenna is now in a creative writing master’s program at New York University. She wants to continue writing poetry and become a professor. This fall, she’s teaching a writing class for undergraduates.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">I’ve been thinking a lot about Miss Smith, because I know that, like, I felt like I had a really good education in poetry because of her. And like, I felt really well prepared going into undergrad and grad school that I knew of these contemporary poets and stuff. So when I was writing my syllabus I was thinking a lot about it. And like including as many living poets as possible, that I felt like my students could or will be able to, like, feel close to and feel like they can relate to a lot more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Remember how Jenna said she felt starstruck sitting next to a guest writer at the poetry workshop?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I spoke with that poet – R.A. Villanueva, whose first name is Ron.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Ron Villanueva: \u003c/strong>We open class with still images where / by the thousands above Costa Brava / starlings flock and tumble, swirl in answer / to some unseen danger, their looping dark / against that bonfire sky, shifting\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Kara Newhouse:\u003c/b> Ron is not only a living poet. He’s also a middle school English teacher and a professor at Sarah Lawrence College. He met Melissa on Twitter, around the time she started the #teachlivingpoets hashtag. He says it was inspiring to see that conversation spread among teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ron Villanueva: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa’s pedagogy really continues to vivify and bring to life over and over again, the fact that poetry is not some ancient, antiquated form for us to to be archeologists and dig around in. But it’s it’s that and something else. It’s something contemporary, it’s something modern. It’s something that people do because they love and are frustrated by language.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Ron is a recurring guest at Melissa’s poetry workshop. He says her classroom is special because of the way she challenges students academically while also centering joy. He thinks, too often, teachers are told that joy and rigor can’t co-exist.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ron Villanueva: \u003c/b>\u003cspan style=\"font-weight: 400\">What if rigor is not just pain? And like, what if rigor is what you’re actually trying to say is like – there’s a certain intensity. But intensity can also be imagination. And that’s what her classroom feels like. There are skills that are being tested, muscles that are being stretched. Um, but it’s not done only through trauma or grief or like rote memorization and then regurgitation.\u003c/span> \u003cspan style=\"font-weight: 400\">It’s something else. It’s something weirder. And I think that is what we should allow teachers to have space to, to try. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa says teaching living poets has transformed not only what she teaches, but how she teaches.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">It has re-sparked my passion for teaching in general. I have loosened up my sense of the need for control over the lesson and the learning and giving some of that control over to my students. I have come to realize for me in my classroom that the best learning happens when I actually don’t say a thing. Right? Where I allow my students to have a conversation, to collaborate and to explore a poem together, and then to share it with me.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The contemporary poetry scene is full of innovative and diverse writers. By inviting those voices into their classrooms, teachers can open doors for students to connect with the rhythms and rhymes of poetry. And that can help them grow as readers, writers, and people.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This episode would not have been possible without Melissa Smith. To learn more, you can read the book she wrote with Lindsay Illich. It’s called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teach Living Poets.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students you heard in this episode were: Xuting, Collin, Emma, Sam, Dean and Christina.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks also to Aaliyah Farmer, Jenna Johnson and Ron Villanueva.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The rest of the MindShift team includes Ki Sung, Marlena Jackson-Retondo, Nimah Gobir and Jennifer Ng.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Maha Sanad and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">David Boraks provided field recording.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thank you for listening to Season 9 of the MindShift podcast. That’s it for these deep dive episodes. MindShift will be back soon with new episodes featuring conversations about big ideas in education. Be sure to follow the show so you don’t miss a thing.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Editor’s note: R.A. Villanueva’s poem ‘We open class with still images where’ first appeared in the fall 2024 issue of Mānoa: A Pacific Journal of International Writing.\u003c/em>\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>\u003cspan style=\"font-weight: 400\">On a spring afternoon last year, students in \u003ca href=\"https://x.com/MelAlterSmith\">Melissa Alter Smith\u003c/a>’s class bustled around the room, filling 16 ounce plastic bottles with hot water, food dye, glitter and glue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You can mix colors if you want. Just use one whatever you think represents the theme of your poem,” Smith instructed as students moved between stations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was English, not art class, and the goal was not just to make a pretty, \u003c/span>\u003ca href=\"https://www.instructables.com/Calm-Bottle-aka-Glitter-Jar/\">\u003cspan style=\"font-weight: 400\">calming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> bottle. Each student had selected a contemporary poem to analyze, and they chose food coloring and glitter that would represent the tone of the poem. When finished with their bottles, they wrote a paragraph on an index card, explaining their choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student, Christina, chose a poem called, “Like When Passing Graveyards” by \u003c/span>\u003ca href=\"https://www.nebraskapress.unl.edu/nebraska/9780803296381/reliquaria/\">\u003cspan style=\"font-weight: 400\">R.A. Villanueva\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In it, the poet recalls holding his breath when riding past cemeteries as a child. “The sparkles are for nostalgia and your childhood and looking back when you have like, you’re growing up with your siblings,” Christina said as she held up her bottle. “But then also the dark color is the whole point of the poem is it’s about a childhood fear. So I wanted to do something that shows the darkness of a graveyard and the fear behind it.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The “\u003c/span>\u003ca href=\"https://teachlivingpoets.com/2019/05/31/tone-bottles-explore-tone-in-poetry-with-this-engaging-hands-on-activity/\">\u003cspan style=\"font-weight: 400\">tone bottles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” exercise, which was created by teacher Valerie A. Person, is one of dozens on Smith’s \u003c/span>\u003ca href=\"https://teachlivingpoets.com/\">\u003cspan style=\"font-weight: 400\">Teach Living Poets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website. Smith created the website as a place for teachers to share lesson plans as her hashtag, #teachlivingpoets, took off on social media in the late 2010s. The idea behind both the website and the hashtag is to encourage teachers to diversify the literary canon and expose students to the vibrant world of contemporary poetry. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64741\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64741\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-scaled.jpg\" alt=\"A white woman in a polka dot dress holds a pen and pad of sticky notes. She stands in front of a white board.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">High school teacher Melissa Smith is the creator of the #teachlivingpoets hashtag and website. \u003ccite>(David Boraks for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith began using the #teachlivingpoets hashtag about eight years ago, after seeing how actively her students tuned in when she invited real poets to class to give readings and talk about their craft. After a few students asked to borrow her poetry books over spring break, she tweeted about it, and tagged the poets. One of them, Kaveh Akbar, replied: “Thank you for teaching living poets.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was like, that has a real ring to it, doesn’t it? And so that’s how the hashtag was born,” Smith said. “So every time I would share then, anything I was doing in my classroom regarding living poets, I included that hashtag with it, and teachers were liking it. They were sharing it, they were replying to it, they were eating it up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the idea and hashtag grew, so, too, did the need for lesson plans to teach the work of living poets. “You can easily find a curriculum guide for Robert Frost’s work or for Shakespeare’s sonnets, right? But if you’re going to teach a poem that was just published a month ago, there’s no SparkNotes for that,” Smith said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Filling that gap meant getting creative, even weird, Smith said, whether that means asking students to \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2023/11/30/exploring-structure-in-hanif-abdurraqibs-poem-it-is-maybe-time-to-admit-that-michael-jordan-definitely-pushed-off/\">\u003cspan style=\"font-weight: 400\">“walk a poem”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to feel the rhythm and patterns, having them \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2024/03/06/shoe-design-as-poetry-analysis/\">\u003cspan style=\"font-weight: 400\">design shoes based on a poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or facilitating a \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2024/03/07/new-march-madness-poetry-bracket-2024/\">\u003cspan style=\"font-weight: 400\">March-Madness-style poetry smackdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Christina, making the tone bottle reminded her of kindergarten – in a good way. “It makes it honestly a little bit more fun,” she said. “When you notice the colors and you’re able to point out more techniques and, like, the smaller details of a poem, especially when we’re looking for certain lines and certain words, rather than just ‘Oh, what’s the theme? What’s the tone?’ You’re looking for more specifics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Smith and former students, teaching and studying living poets not only makes poetry more fun; it also makes it more accessible and relevant to current generations and empowers them to find themselves as readers and writers.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Opening up the canon\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aaliyah Farmer, a former student of Smith’s and recent college graduate, remembers loving poetry as a kid – when her classes read whimsical poetry by Shel Silverstein. “In elementary school and middle school, we’re so used to reading poetry like that. And then whenever we got to, like, ninth grade, 10th grade, 11th grade, it was immediately like, oh, you’re reading Shakespeare or like Shakespeare-esque poets from previous, before, like, way before we could even think about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Farmer said that when she read centuries-old poetry, the language and the themes felt disconnected from her life. But things changed when she took Smith’s AP literature class at Lake Norman Charter High School. Reading books by contemporary poets, like \u003c/span>\u003ca href=\"https://www.clintsmithiii.com/about\">\u003cspan style=\"font-weight: 400\">Clint Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://aimeenez.net/bio\">\u003cspan style=\"font-weight: 400\">Aimee Nezhukumatathil\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, reminded Farmer of her early love for the form. “18-year-old, 17-year-old Aaliyah, reading Clint Smith and Aimee, I’m so excited to read it because I just understand it better than other poets I had read before,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Farmer, Clint Smith’s writing did something the classics did not: It reflected the world she was growing up in. “For me and I would say my other friends that I had the class with that were also African-American, we had a pride in what he was saying in the book,” she explained. “If he was talking about, like his father or his grandfather or influential people in his life, we all have like that same person in our lives, so we were just able to build that pride and then also … how there’s also duality between slavery, but also everything that everything else that we’ve overcome, we were able to connect. And I think the pride for me came out in that sense as well.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64739\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64739\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-scaled.jpg\" alt=\"Students in desks and on a couch in a classroom take notes. A person appears on smartboard screen at the front of the room.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Students in Melissa Smith’s class at Lake Norman Charter High School take notes while watching Rudy Francisco recite “My Honest Poem.” \u003ccite>(David Boraks for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a chance to see themselves in the literary canon is one of the biggest benefits of teaching living poets, according to Smith. She has a lot of stories about her students finding personal connections to living poets. Like when she gave a blog writing assignment and two transgender students chose to write about the trans poet H. Melt. With permission from her students, Smith shared the blog posts with H. Melt, who in turn sent signed book copies to the students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Kaveh Akbar’s poems about addiction resonated with another student. “One of my students’ father was struggling with alcoholism, and the way that the poem hit her was very different than how I took in the poem,” Smith said. “Hers was just more raw and emotional and personal, and really beautiful, actually, in the way that she processed it, and tied it to her own experiences with her family.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Latina student told Melissa that her class was the first time in her entire schooling she’d been assigned a book by a Latino writer. “And she’s a senior. So it’s moments like that that make all of this – the Teach Living Poets hashtag, movement, website, all the things happening in the classroom – worth it,” Smith said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Farmer said Clint Smith’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has stuck with her. “A lot of the books from high school, I’m not going to lie, I did not keep. But that one I did keep.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering young writers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another powerful effect of teaching living poets, according to Smith, is empowering students as writers. Every spring, she organizes a big workshop where guest poets visit in person to give readings and discuss their craft with her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was probably one of my favorite days of high school. It was like a full day and we had lunch with them,” said Jenna Johnson, another of Melissa’s former students. “I sat at a table with R.A. Villanueva and I was just, like, freaked out the whole time, like kind of starstruck.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson started writing poetry around age 15. “It felt important in the moment. But looking back, it’s like reading your embarrassing diary. Like a lot of just melodramatic high school love poems, breakup poems, all that stuff,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early in high school, Johnson planned to become a nurse. But when she didn’t like AP bio and loved AP lit, she started rethinking her path. “One of the big things that I didn’t realize until I read contemporary poets is kind of like the lawlessness of poetry. You don’t have to adhere to strict forms or rhyme schemes or – kind of knowing that you can literally just write a poem and there’s so many different forms, you can do literally anything with it. That was a huge thing to me that felt like that made it something I could do,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The workshop in Smith’s class was Johnson’s first time hearing poets read their work live. “That just changes how you can approach someone’s work completely. Kind of hearing the tone and the voice that they intend for it to be read.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson is now in a creative writing master’s program at New York University. She wants to continue writing poetry and become a professor. This fall, she’s teaching a writing class for undergraduates. Heading into the semester, Smith’s influence was still present.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I felt like I had a really good education in poetry because of her. And I felt really well prepared going into undergrad and grad school that I knew of these contemporary poets,” Johnson said. “So when I was writing my syllabus, I was thinking a lot about it, and including as many living poets as possible that I felt like my students will be able to feel close to and feel like they can relate to a lot more.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Embracing joy and rigor\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://caesura.nu/\">Villanueva\u003c/a> – the writer whose poem Christina analyzed and who Johnson met during the workshop – is not only a living poet. He’s also a middle school English teacher and a professor at Sarah Lawrence College. He met Smith on Twitter, around the time she started the #teachlivingpoets hashtag. He said it was inspiring to see that conversation spread among teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Melissa’s pedagogy really continues to vivify and bring to life over and over again, the fact that poetry is not some ancient, antiquated form for us to to be archeologists and dig around in. But it’s that and something else. It’s something contemporary, it’s something modern. It’s something that people do because they love and are frustrated by language,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Villanueva is a recurring guest at Melissa’s poetry workshop. He said her classroom is special because of the way she challenges students academically while also centering joy. He thinks teachers are too often told that joy and rigor can’t co-exist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What if rigor is not just pain?” He asked. “What if … what you’re actually trying to say is there’s a certain intensity? But intensity can also be imagination. And that’s what her classroom feels like. … There are skills that are being tested, muscles that are being stretched. But it’s not done only through trauma or grief or like rote memorization and then regurgitation. It’s something else. It’s something weirder. And I think that is what we should allow teachers to have space to try.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith said teaching living poets has transformed not only what she teaches, but how she teaches. “It has re-sparked my passion for teaching in general. I have loosened up my sense of the need for control over the lesson and the learning and giving some of that control over to my students,” she said. “I have come to realize for me in my classroom that the best learning happens when I actually don’t say a thing, right? Where I allow my students to have a conversation, to collaborate and to explore a poem together, and then to share it with me.”\u003c/span>\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=KQINC7494279697\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Shel Silverstein: \u003c/b>\u003cspan style=\"font-weight: 400\">“I cannot go to school today!” / Said little Peggy Ann McKay / “I have the measles and the mumps / A gash, a rash, and purple bumps / My mouth…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s the voice of Shel Silverstein, who’s been one of the most popular poets for elementary schoolers – for multiple generations now. Recent college graduate Aaliyah Farmer remembers loving Silverstein’s poems when she was young.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">In elementary school and like middle school, we’re so used to reading poetry like that. And then whenever we got to, like, ninth grade, 10th grade, 11th grade, it was immediately like, oh, you’re reading Shakespeare or like Shakespeare-esque poets from previous, before, like way before we could even think about.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah says that when she read poetry from several centuries ago, the language and the themes felt disconnected from her life. \u003c/span>\u003cspan style=\"font-weight: 400\">But things changed during her senior year of high school. That’s when Aaliyah took AP literature, and her teacher assigned books by contemporary poets, like Clint Smith and Aimee Nezhukumatathil.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">That was like a comparable experience, like five-year-old or six year old Aaliyah reading Shel Silverstein, like, I was so excited to read poetry. 18-year-old, 17-year-old Aaliyah, reading Clint Smith and Aimee, like, I’m so excited to read it because I just understand it better than other poets I had read before.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For Aaliyah, Clint Smith’s writing did something older poetry did not: It reflected the world she was growing up in. Here’s an excerpt from Smith’s poetry collection, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which\u003c/span> \u003cspan style=\"font-weight: 400\">explores themes of lineage, tradition and Black humanity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Clint Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">My grandfather is a quarter century / older than his right to vote & two / decades younger than the president / who signed the paper that made it so. / He married my grandmother when they / Were four years younger than I am now / & were twice as sure about each other / As I’ve ever been about most things.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">For me and I would say my other friends that I had the class with that were like also African American, we like, had a pride in what he was saying in the book. If he was talking about, like his father, or his grandfather, or influential people in his life, we all have like that same person in our lives, like so we were just able to build that pride and then also, like, how there’s, like, also duality between slavery, but also everything that everything else that we’ve overcome, um, we were able to connect. And I think the pride for me came out in that sense as well.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah says \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has stuck with her.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of the books from high school, I’m not going to lie, I did not keep. But that one I did keep.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah Farmer read Clint Smith’s book in a class at Lake Norman Charter High School in North Carolina. Her teacher, Melissa Smith, has made it her mission to bring vibrant contemporary poetry into her classroom. She encourages other teachers to do this too – through the social media hashtag #teachinglivingpoets. She’s written a book and created a website with the same name.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">When I say teach living poets, I don’t mean to completely cut off those traditional canonical poets. To discover how they’re in conversation with poets today is actually really brilliant and amazing. It’s just we need to open the door wider to let more voices into our classrooms and who we’re teaching in our poetry curriculum.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa first observed the power of teaching living poets about eight years ago.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s when she found out that Pulitzer Prize finalist Morri Creech taught at a university not far from her school. She invited him to visit her classes.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">He was like, here, sitting in front of us and having conversation with us about his poems. And I distinctly remember one of my boys, he was decked out in his soccer uniform because he had a game later that day, and at the end of that class he said, ‘Miss Smith, that was the coolest class I ever had.’ And I was like, by golly, I’ve unlocked some sort of secret, right? I was like, I need to do this more and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">So she reached out to poets who were active online. She invited them to speak with her students in person and on Skype.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">I saw just the energy change in my classroom. I saw their eyes light up. I saw them actually being interested. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When some of Melissa’s students wanted to borrow her poetry books over spring break, she was thrilled. She tweeted about it, and tagged the poets.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And Kaveh Akbar, one of my favorite, most favorite poets ever retweeted and said, ‘Thank you for teaching living poets.’ And I was like, huh, that has a real ring to it, doesn’t it? And so that’s how the hashtag was born, was out of his, retweet, ‘Thank you for teaching living poets.’ And so every time I would share then, anything I was doing in my classroom regarding living poets, I included that hashtag with it, and teachers were liking it, they were sharing it, they were replying to it. They were eating it up.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">As the #teachlivingpoets hashtag grew, Melissa realized there weren’t a lot of materials for teaching contemporary poetry in high school English.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith:\u003c/b> \u003cspan style=\"font-weight: 400\">You can easily find a curriculum guide for Robert Frost’s work or for Shakespeare’s sonnets, right? But if you’re going to teach a poem that was just published a month ago, there’s no SparkNotes for that. Right? And so I think a lot of teachers are – I don’t want to use the word fearful, but for lack of a better word, nervous or uncomfortable with teaching contemporary poetry, because it’s, they feel like they have to have all the answers. And that’s really not the case. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa created the Teach Living Poets website\u003c/span>\u003cspan style=\"font-weight: 400\"> to fill the gap. She and other English teachers share free lesson plans there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith:\u003c/b>\u003cspan style=\"font-weight: 400\"> Sometimes as a teacher it can be a very isolating job, especially in our current climate, with teachers being attacked by angry parents and, you know, trying to ban books at school board meetings and whatnot. To have a community that you feel supported by and included in can be a game changer for some teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">One activity Melissa’s students enjoy is a March Madness Poetry Bracket.\u003c/span>\u003cspan style=\"font-weight: 400\"> It’s like the March Madness basketball tournaments. But instead of athletes competing, it’s poetry.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">So first thing we’re going to do is we’re going to watch the poems one last time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Each day Melissa’s classes watch two poetry videos. Students decide which poem they think is best and try to persuade their classmates in an informal debate. Then they vote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa tallies the votes across all periods. The winners from one week go head-to-head the next week, and so on. Until only two remain for the final round.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s where things stand today. The students are going to vote for the big winner.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">OMG. A true battle of champions.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The first contender is “My Honest Poem” by Rudy Francisco. It’s an exploration of his fears and flaws. Here’s an excerpt.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rudy Francisco: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m still learning how to whisper\u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">I’m often loud in places where I should be quiet, \u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">I’m often quiet in places where I should be loud.\u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">I was born feet first and I’ve been backwards ever since.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The other finalist in today’s showdown is called “Touchscreen” by Marshall Davis Jones. It’s about how technology is reshaping our lives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Marshall Davis Jones: \u003c/b>\u003cspan style=\"font-weight: 400\">Introducing the new Apple iPerson / complete with multitouch and volume control / doesn’t it feel good to touch? / doesn’t it feel good to touch? / doesn’t it feel good to touch? / my world is so digital / that I have forgotten what that feels like\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Some of Melissa’s students take notes at desks around the edge of the room. Others lounge on comfy chairs in the middle, using lap pads to write on. When the second poem finishes playing, they dive into discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Xuting: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s this one line where he says, ‘We used to be in the trees. We swung down, and then someone slipped a disc, and now we’re hunched over touchscreens.’ Right. And if you think of that image of, like, the human evolution, right. What is hunched over is the ape, the primates. And what is standing up is the human. And if we’re hunched over again, then, I mean, does that mean we’re going backwards? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">They debate how well each poem conveys its message.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Collin: \u003c/b>\u003cspan style=\"font-weight: 400\">Some of the quotes, for example, ‘I wonder what my bedsheets say when I’m not around.’ I feel like that’s kind of one of those things when you don’t know your own identity. So it’s kind of a broader message that Rudy is speaking, and I feel like that makes it where it’s easier to relate to.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">And they reflect on bigger issues raised by the poets.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emma: \u003c/b>\u003cspan style=\"font-weight: 400\">I, I think that, um, the fact that technology is such a prevalent problem, like everybody knows. You are constantly told not to be on your phone, to limit your screen time, over and over and over. What isn’t talked about is how all of us face our own, like internal issues. That’s and I think that’s what makes, like ‘My Honest Poem’ more impactful because nobody really talks about that. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sam: \u003c/b>\u003cspan style=\"font-weight: 400\">I’d like to say that I think a lot of these internal issues, at least in modern society, are being intensified by the technology talked about in ‘Touchscreen.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">These high school seniors are identifying literary devices, citing evidence to support their arguments, and connecting what they’ve heard to their own lives. These are all the things English teachers want to hear in class. They’re also laughing and being playful with each other. Melissa says that’s typical.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">At first, the kids are like, oh, yeah, this is fine. This is cool. But once we get down to, like, the Final Four and especially the last two poems, they start arguing. They start getting really, you know, invested in the poem that they like better. They, they try to convince their neighbor like, ‘no man, vote for the other one.’ \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After 15 minutes of discussion, it’s time to pick a winner.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">All right. Heads down. Secret vote. Raise your hand if you want to vote for Rudy Francisco, ‘My Honest Poem.’ Raise your hand if you want to vote for Marshall Jones, ‘Touchscreen.’\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The students won’t hear the winner until the next day, but when Melissa counts votes across all her classes, “Touchscreen,” the poem about technology, comes out on top.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After the vote, they move on to an activity called tone bottles.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And so, one of your glitter choices is going to represent the tone before the shift.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This lesson plan was created by another teacher, Valerie A. Person. She shared it on Melissa’s Teach Living Poets website.\u003c/span>\u003cspan style=\"font-weight: 400\"> It’s meant to help students capture the tone of a poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Right, so what is the author’s attitude towards his subject before the shift? And then the other type of glitter you’re adding into your bottle is the tone after the shift, right? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Each student has picked a poem to analyze. They fill a 16-ounce bottle with hot water and glue. Then add food dye, glitter and sequins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">You can mix colors if you want, just use one, whatever you think represents the theme of your poem.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When they’re finished, Melissa adds mineral oil and hand soap to the bottles to create viscosity. Students shake up their bottles to see the glitter and sequins swirl around. They also write a paragraph on an index card, explaining how their tone bottle reflects their poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">A student named Dean based his bottle on “Looking for the Golf Motel” by Richard Blanco.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And why did you pick orange for your liquid? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">Because it reminds me of, like, the sunset that he was describing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And what what glitter do you have in there? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">I have, like, a mixture of red and yellow to go, like, counteract the orange. But then I also like black describing his feelings when he couldn’t find it. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Aw, that’s really good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Nice job, Dean.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Another student, Christina, chose a poem called, “Like When Passing Graveyards” by R.A. Villanueva. In it, the poet recalls holding his breath when riding past cemeteries as a child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Christina: \u003c/b>\u003cspan style=\"font-weight: 400\">So the sparkles are for nostalgia and your childhood, but then also the dark color is the whole point of the poem is like it’s about a childhood fear. So I wanted to do something that shows, like, the darkness of a graveyard and the fear behind it. But it’s also like the nostalgia of growing up with your siblings and, like, having these connections and these little fears that you like, create off each other.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Christina says she enjoys this approach to analyzing a poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Christina: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like it makes it honestly a\u003c/span> \u003cspan style=\"font-weight: 400\"> little bit more fun. It’s like kindergarten, but also it makes it more visual, because a lot of the time when you’re just writing what you feel from a poem or what you imagine, it’s when you notice, like, the colors and, like, you’re able to point out more techniques and, like, the smaller details of a poem, especially when we’re looking for certain lines and certain words, rather than just oh, what’s the theme? What’s the tone? Like, you’re looking for more specifics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">With these activities, students are practicing the same academic skills as when they study any other piece of literature. But Melissa says focusing on living poets does two things that studying dead poets does not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first is that it diversifies the literary canon. We heard a little about that from Aaliyah, the former student who identified with Clint Smith’s poems about his experiences as an African American.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa has a lot of stories about her students finding personal connections to living poets. Like when she gave a blog writing assignment and two transgender students chose to write about the trans poet H. Melt. Here’s an excerpt from H. Melt.\u003c/span>\u003c/p>\n\u003cp>\u003cb>H. Melt: \u003c/b>When they say “we are all trapped in the wrong body” / Imposter, impossible / No. / We are on the bus next to you / In the cubicle next to you…\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">H. Melt sent signed book copies to Melissa’s two students after she shared their blogs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And it was really special that now they have this signed copy of a, of a poet that they studied in class and, and just fell in love with and felt that common bond with because that’s like part of their identity. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Kaveh Akbar’s poem about addiction resonated with another student. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kaveh Akbar: \u003c/b>\u003cspan style=\"font-weight: 400\">In Fort Wayne I drank the seniors / Old Milwaukee Old Crow / in Indianapolis I stopped / now I regret / every drink I never took \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">One of my students’ father was struggling with alcoholism, and the way that the poem hit her was very different than how I took in the poem. Hers was just more raw and emotional and personal, and really beautiful, actually, in the way that she processed it and tied it to her own experiences with her family. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">A Latina student told Melissa that her class was the first time in her entire schooling she’d been assigned a book by a Latino writer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And she’s a senior. So it’s moments like that that are – make all of this, the Teach Living Poets hashtag, movement, website, all the things happening in the classroom, worth it.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The second big thing Melissa says teaching living poets can do is empower students as writers. Every spring, she organizes a big workshop where guest poets visit in person to give readings and discuss their craft with her students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">It was probably one of my favorite days of high school. I sat at a table with R.A. Villanueva and I was just, like, freaked out the whole time, like kind of starstruck.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This is Jenna Johnson, another of Melissa’s former students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">I started writing when I was about 15. \u003c/span>\u003cspan style=\"font-weight: 400\">And,\u003c/span>\u003cspan style=\"font-weight: 400\"> like, it felt important in the moment. But looking back, it’s like reading your embarrassing, like, diary. Like a lot of just, like, melodramatic, like high school love poems, breakup poems, all that stuff.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The workshop was her first time hearing poets read their work live.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">That just, like, changes how you can approach someone’s work completely. Hearing, like, the tone and like the voice that they intend for it to be read.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Early in high school, Jenna planned to become a nurse. But when she didn’t like AP bio and loved AP lit, she started rethinking her path.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the big things that, like I didn’t realize until I read contemporary poets is kind of like the lawlessness of poetry. Like, you don’t have to like, um, adhere to, like, strict forms or rhyme schemes or – kind of knowing that you can literally just write a poem and there’s so many different forms, you can do literally anything with it. That was a huge thing to me that felt like that made it something I could do. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Jenna is now in a creative writing master’s program at New York University. She wants to continue writing poetry and become a professor. This fall, she’s teaching a writing class for undergraduates.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">I’ve been thinking a lot about Miss Smith, because I know that, like, I felt like I had a really good education in poetry because of her. And like, I felt really well prepared going into undergrad and grad school that I knew of these contemporary poets and stuff. So when I was writing my syllabus I was thinking a lot about it. And like including as many living poets as possible, that I felt like my students could or will be able to, like, feel close to and feel like they can relate to a lot more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Remember how Jenna said she felt starstruck sitting next to a guest writer at the poetry workshop?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I spoke with that poet – R.A. Villanueva, whose first name is Ron.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Ron Villanueva: \u003c/strong>We open class with still images where / by the thousands above Costa Brava / starlings flock and tumble, swirl in answer / to some unseen danger, their looping dark / against that bonfire sky, shifting\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Kara Newhouse:\u003c/b> Ron is not only a living poet. He’s also a middle school English teacher and a professor at Sarah Lawrence College. He met Melissa on Twitter, around the time she started the #teachlivingpoets hashtag. He says it was inspiring to see that conversation spread among teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ron Villanueva: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa’s pedagogy really continues to vivify and bring to life over and over again, the fact that poetry is not some ancient, antiquated form for us to to be archeologists and dig around in. But it’s it’s that and something else. It’s something contemporary, it’s something modern. It’s something that people do because they love and are frustrated by language.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Ron is a recurring guest at Melissa’s poetry workshop. He says her classroom is special because of the way she challenges students academically while also centering joy. He thinks, too often, teachers are told that joy and rigor can’t co-exist.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ron Villanueva: \u003c/b>\u003cspan style=\"font-weight: 400\">What if rigor is not just pain? And like, what if rigor is what you’re actually trying to say is like – there’s a certain intensity. But intensity can also be imagination. And that’s what her classroom feels like. There are skills that are being tested, muscles that are being stretched. Um, but it’s not done only through trauma or grief or like rote memorization and then regurgitation.\u003c/span> \u003cspan style=\"font-weight: 400\">It’s something else. It’s something weirder. And I think that is what we should allow teachers to have space to, to try. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa says teaching living poets has transformed not only what she teaches, but how she teaches.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">It has re-sparked my passion for teaching in general. I have loosened up my sense of the need for control over the lesson and the learning and giving some of that control over to my students. I have come to realize for me in my classroom that the best learning happens when I actually don’t say a thing. Right? Where I allow my students to have a conversation, to collaborate and to explore a poem together, and then to share it with me.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The contemporary poetry scene is full of innovative and diverse writers. By inviting those voices into their classrooms, teachers can open doors for students to connect with the rhythms and rhymes of poetry. And that can help them grow as readers, writers, and people.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This episode would not have been possible without Melissa Smith. To learn more, you can read the book she wrote with Lindsay Illich. It’s called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teach Living Poets.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students you heard in this episode were: Xuting, Collin, Emma, Sam, Dean and Christina.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks also to Aaliyah Farmer, Jenna Johnson and Ron Villanueva.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The rest of the MindShift team includes Ki Sung, Marlena Jackson-Retondo, Nimah Gobir and Jennifer Ng.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. 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MindShift will be back soon with new episodes featuring conversations about big ideas in education. Be sure to follow the show so you don’t miss a thing.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"raceDescription": "Top candidate wins seat.",
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"location": "Alameda",
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"raceDescription": "Top candidate wins seat.",
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"timeUpdated": "7:02 PM",
"dateUpdated": "April 1, 2024",
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"timeUpdated": "7:02 PM",
"dateUpdated": "April 1, 2024",
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"candidates": [
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"timeUpdated": "7:02 PM",
"dateUpdated": "April 1, 2024",
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"candidates": [
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"location": "Alameda",
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"timeUpdated": "7:02 PM",
"dateUpdated": "April 1, 2024",
"totalVotes": 33331,
"candidates": [
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"timeUpdated": "7:02 PM",
"dateUpdated": "April 1, 2024",
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"timeUpdated": "7:02 PM",
"dateUpdated": "April 1, 2024",
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"timeUpdated": "6:45 PM",
"dateUpdated": "March 28, 2024",
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"timeUpdated": "6:45 PM",
"dateUpdated": "March 28, 2024",
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"timeUpdated": "6:45 PM",
"dateUpdated": "March 28, 2024",
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{
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"candidateIncumbent": false,
"candidateParty": "",
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{
"candidateName": "Shanelle Scales-Preston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12993
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{
"candidateName": "Iztaccuauhtli Hector Gonzalez",
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"location": "Contra Costa",
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"timeUpdated": "6:45 PM",
"dateUpdated": "March 28, 2024",
"totalVotes": 11513,
"candidates": [
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"voteCount": 7554
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"type": "localRace",
"location": "Contra Costa",
"raceName": "Measure B",
"raceDescription": "Antioch Unified School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "6:45 PM",
"dateUpdated": "March 28, 2024",
"totalVotes": 17971,
"candidates": [
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"candidateParty": "",
"voteCount": 10397
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"candidateIncumbent": false,
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"type": "localRace",
"location": "Contra Costa",
"raceName": "Measure C",
"raceDescription": "Martinez Unified School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "6:45 PM",
"dateUpdated": "March 28, 2024",
"totalVotes": 9230,
"candidates": [
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"candidateParty": "",
"voteCount": 6917
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2313
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"CCMeasureD": {
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"type": "localRace",
"location": "Contra Costa",
"raceName": "Measure D",
"raceDescription": "Moraga School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "6:45 PM",
"dateUpdated": "March 28, 2024",
"totalVotes": 6007,
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{
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{
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"dateUpdated": "Dec 3, 2024",
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"candidateParty": "",
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},
{
"candidateName": "Rinu Nair",
"candidateIncumbent": false,
"candidateParty": "",
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]
},
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{
"candidateName": "Luis Reynoso",
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"candidateParty": "",
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{
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"candidateIncumbent": true,
"candidateParty": "",
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{
"candidateName": "Austin Bruckner Carrillo",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Simon “Peter” Gutierrez Bufete",
"candidateIncumbent": true,
"candidateParty": "",
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{
"candidateName": "Calyn Kelley",
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"candidateParty": "",
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{
"candidateName": "Tom Wong",
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"candidateParty": "",
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]
},
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"location": "Alameda",
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"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "Surekha Shekar",
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]
},
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidateParty": "",
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},
{
"candidateName": "Amanda Pepper",
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{
"candidateName": "Jean Paulsen",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Tara Boyce",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Christiaan Vandenheuvel",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Deena Kaplanis",
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"candidateParty": "",
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]
},
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"location": "Alameda",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
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{
"candidateName": "Patricio R. Urbi",
"candidateIncumbent": false,
"candidateParty": "",
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{
"candidateName": "Jatinder (JP) K. Sahi",
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"candidateParty": "",
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]
},
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"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 2",
"raceDescription": "Top candidate wins seat. ",
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"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
"candidateName": "Melanie Freeberg",
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"candidateParty": "",
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},
{
"candidateName": "Michelle Parnala",
"candidateIncumbent": false,
"candidateParty": "",
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]
},
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"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea3",
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"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 5229,
"candidates": [
{
"candidateName": "Lydia Idem",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1960
},
{
"candidateName": "Michael Gonzales",
"candidateIncumbent": true,
"candidateParty": "",
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]
},
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"location": "Alameda",
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"raceDescription": "Top three candidates win seat.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 32762,
"candidates": [
{
"candidateName": "Aiden Hill",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7728
},
{
"candidateName": "Vikas Minglani",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3727
},
{
"candidateName": "Gabriel Anguiano Jr.",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Austin Block",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7622
},
{
"candidateName": "Phuong Nguyen",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6250
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]
},
"AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea3": {
"id": "AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea3",
"type": "localRace",
"location": "Alameda",
"raceName": "Pleasanton Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
"candidateName": "Donalyn Harris",
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"candidateParty": "",
"voteCount": 3142
},
{
"candidateName": "Kelly Mokashi",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3959
}
]
},
"AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea4": {
"id": "AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea4",
"type": "localRace",
"location": "Alameda",
"raceName": "Pleasanton Unified School District Governing Board, Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6947,
"candidates": [
{
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"candidateParty": "",
"voteCount": 3309
},
{
"candidateName": "Charlie Jones",
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"candidateParty": "",
"voteCount": 3638
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]
},
"AlamedaSanLorenzoUnifiedSchoolDistrictGoverningBoardArea5": {
"id": "AlamedaSanLorenzoUnifiedSchoolDistrictGoverningBoardArea5",
"type": "localRace",
"location": "Alameda",
"raceName": "San Lorenzo Unified School District Governing Board, Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 3704,
"candidates": [
{
"candidateName": "Alicia Gonzalez",
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"candidateParty": "",
"voteCount": 2363
},
{
"candidateName": "Penny Peck",
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"candidateParty": "",
"voteCount": 1341
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]
},
"AlamedaSunolGlenUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaSunolGlenUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Sunol Glen Unified School District Governing Board",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 633,
"candidates": [
{
"candidateName": "Ryan Jergensen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 264
},
{
"candidateName": "Erin Choin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 369
}
]
},
"AlamedaBoardofSupervisorsDistrict5": {
"id": "AlamedaBoardofSupervisorsDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Board of Supervisors, District 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 141989,
"candidates": [
{
"candidateName": "John J. Bauters",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 70782
},
{
"candidateName": "Nikki Fortunato Bas",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 71207
}
]
},
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"id": "AlamedaAlamedaCityCouncil",
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"location": "Alameda",
"raceName": "Alameda City Council",
"raceDescription": "Top two candidates win seat. ",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 61752,
"candidates": [
{
"candidateName": "Trish Herrera Spencer",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 12086
},
{
"candidateName": "Thushan Amarasiriwardena",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13049
},
{
"candidateName": "Michele Pryor",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16396
},
{
"candidateName": "Greg Boller",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14208
},
{
"candidateName": "Steve Slauson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6013
}
]
},
"AlamedaAlamedaAuditor": {
"id": "AlamedaAlamedaAuditor",
"type": "localRace",
"location": "Alameda",
"raceName": "Alameda Auditor",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27772,
"candidates": [
{
"candidateName": "Kevin R. Kearney",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 27772
}
]
},
"AlamedaAlamedaTreasurer": {
"id": "AlamedaAlamedaTreasurer",
"type": "localRace",
"location": "Alameda",
"raceName": "Alameda Treasurer",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27514,
"candidates": [
{
"candidateName": "Kevin Kennedy",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 27514
}
]
},
"AlamedaBerkeleyRentStabilizationBoardCommissioner": {
"id": "AlamedaBerkeleyRentStabilizationBoardCommissioner",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Rent Stabilization Board Commissioner",
"raceDescription": "Top four candidates win seat. ",
"raceReadTheStory": "",
"raceType": "top4",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 138269,
"candidates": [
{
"candidateName": "Alfred Twu",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22942
},
{
"candidateName": "Carole Marasovic",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19557
},
{
"candidateName": "Xavier Johnson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 26978
},
{
"candidateName": "Avery Arbaugh",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19825
},
{
"candidateName": "Andy Kelley",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 23373
},
{
"candidateName": "Dominique Walker",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 25594
}
]
},
"AlamedaBerkeleySchoolDirector": {
"id": "AlamedaBerkeleySchoolDirector",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley School Director",
"raceDescription": "Top two candidates win seat. ",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 84804,
"candidates": [
{
"candidateName": "Norma J.F. Harrison",
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"candidateParty": "",
"voteCount": 3121
},
{
"candidateName": "Jen Corn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30836
},
{
"candidateName": "Laura Babitt",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 22061
},
{
"candidateName": "Ana Vasudeo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 25743
},
{
"candidateName": "Adbur Sikder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3043
}
]
},
"AlamedaDublinMayor": {
"id": "AlamedaDublinMayor",
"type": "localRace",
"location": "Alameda",
"raceName": "Dublin Mayor",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25515,
"candidates": [
{
"candidateName": "Tom Evans",
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"candidateParty": "",
"voteCount": 8278
},
{
"candidateName": "Sherry Hu",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9274
},
{
"candidateName": "Jean Josey",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7138
},
{
"candidateName": "Shawn Costello",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 825
}
]
},
"AlamedaDublinCityCouncilArea1": {
"id": "AlamedaDublinCityCouncilArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "Dublin City Council, Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6133,
"candidates": [
{
"candidateName": "Michael McCorriston",
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"candidateParty": "",
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}
]
},
"AlamedaDublinCityCouncilArea3": {
"id": "AlamedaDublinCityCouncilArea3",
"type": "localRace",
"location": "Alameda",
"raceName": "Dublin City Council, Area 3",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4752,
"candidates": [
{
"candidateName": "Razi Hasni",
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"candidateParty": "",
"voteCount": 2305
},
{
"candidateName": "John Morada",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2447
}
]
},
"AlamedaEmeryvilleCityCouncil": {
"id": "AlamedaEmeryvilleCityCouncil",
"type": "localRace",
"location": "Alameda",
"raceName": "Emeryville City Council",
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"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 10943,
"candidates": [
{
"candidateName": "Calvin Dillahunty",
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"candidateParty": "",
"voteCount": 915
},
{
"candidateName": "Sam Gould",
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"candidateParty": "",
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},
{
"candidateName": "Mia Esperanza Brown",
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"candidateParty": "",
"voteCount": 1829
},
{
"candidateName": "Sukhdeep Kaur",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2265
},
{
"candidateName": "Courtney Welch",
"candidateIncumbent": true,
"candidateParty": "",
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},
{
"candidateName": "Matthew Solomon",
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"candidateParty": "",
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}
]
},
"AlamedaFremontMayor": {
"id": "AlamedaFremontMayor",
"type": "localRace",
"location": "Alameda",
"raceName": "Fremont Mayor",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 77400,
"candidates": [
{
"candidateName": "Rohan Marfatia",
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"candidateParty": "",
"voteCount": 8947
},
{
"candidateName": "Vinnie Bacon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25108
},
{
"candidateName": "Hiu Ng",
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"candidateParty": "",
"voteCount": 6910
},
{
"candidateName": "Raj Salwan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 36435
}
]
},
"AlamedaFremontCityCouncilDistrict1": {
"id": "AlamedaFremontCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Fremont City Council, District 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 11787,
"candidates": [
{
"candidateName": "Teresa Keng",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7471
},
{
"candidateName": "Pravesh Kumar",
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"candidateParty": "",
"voteCount": 1767
},
{
"candidateName": "Ranvir Sandhu",
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"candidateParty": "",
"voteCount": 2549
}
]
},
"AlamedaFremontCityCouncilDistrict5": {
"id": "AlamedaFremontCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Fremont City Council, District 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 15666,
"candidates": [
{
"candidateName": "Sterling Jefferson Engle",
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"candidateParty": "",
"voteCount": 2966
},
{
"candidateName": "Chandra Wagh",
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"candidateParty": "",
"voteCount": 5265
},
{
"candidateName": "Yajing Zhang",
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"candidateParty": "",
"voteCount": 7435
}
]
},
"AlamedaFremontCityCouncilDistrict6": {
"id": "AlamedaFremontCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "Fremont City Council, District 6",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 11269,
"candidates": [
{
"candidateName": "Raymond Liu",
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"candidateParty": "",
"voteCount": 5655
},
{
"candidateName": "Teresa Cox",
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"candidateParty": "",
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}
]
},
"AlamedaHaywardCityCouncil": {
"id": "AlamedaHaywardCityCouncil",
"type": "localRace",
"location": "Alameda",
"raceName": "Hayward City Council",
"raceDescription": "Top four candidates win seat. ",
"raceReadTheStory": "",
"raceType": "top4",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 132561,
"candidates": [
{
"candidateName": "Tom Wong",
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"candidateParty": "",
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},
{
"candidateName": "Daniel Goldstein",
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"candidateParty": "",
"voteCount": 20029
},
{
"candidateName": "Angela Andrews",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 25372
},
{
"candidateName": "Joe O. Ramos",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Ray Bonilla Jr.",
"candidateIncumbent": true,
"candidateParty": "",
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},
{
"candidateName": "Tom Ferreira",
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"candidateParty": "",
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},
{
"candidateName": "Francisco Zermeño",
"candidateIncumbent": true,
"candidateParty": "",
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]
},
"AlamedaLivermoreMayor": {
"id": "AlamedaLivermoreMayor",
"type": "localRace",
"location": "Alameda",
"raceName": "Livermore Mayor",
"raceDescription": "Top candidate wins seat. ",
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"location": "Alameda",
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"timeUpdated": "9:01 PM",
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{
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{
"candidateName": "N. Sunny Bostrom-Fleming",
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]
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{
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{
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{
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{
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{
"candidateName": "Valerie Arkin",
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{
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{
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{
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{
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{
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"timeUpdated": "9:01 PM",
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{
"candidateName": "Dana Lang",
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{
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{
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{
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{
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{
"candidateName": "Dave Sadoff",
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{
"candidateName": "Rich Halket",
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"timeUpdated": "9:01 PM",
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{
"candidateName": "Jim Oddie",
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{
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"timeUpdated": "9:01 PM",
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{
"candidateName": "Richard De Vera",
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"timeUpdated": "9:01 PM",
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{
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{
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"timeUpdated": "9:01 PM",
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{
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{
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{
"candidateName": "Luis Reynoso",
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{
"candidateName": "Peter Rosen",
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{
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"timeUpdated": "9:01 PM",
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{
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{
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{
"candidateName": "Moira “Mimi” Dean",
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{
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{
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{
"candidateName": "Damaris Villalobos-Galindo",
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]
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"dateUpdated": "Dec 3, 2024",
"totalVotes": 8873,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6408
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2465
}
]
},
"AlamedaMeasureM": {
"id": "AlamedaMeasureM",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure M",
"raceDescription": "Fremont Unified School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 76065,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 48882
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27183
}
]
},
"AlamedaMeasureN": {
"id": "AlamedaMeasureN",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure N",
"raceDescription": "New Haven Unified School District. School bond. Passes with 55% vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 26526,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17909
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8617
}
]
},
"AlamedaMeasureO": {
"id": "AlamedaMeasureO",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure O",
"raceDescription": "Newark Unified School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 15697,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10616
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5081
}
]
},
"AlamedaMeasureP": {
"id": "AlamedaMeasureP",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure P",
"raceDescription": "Piedmont Unified School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7011,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5684
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1327
}
]
},
"AlamedaMeasureQ": {
"id": "AlamedaMeasureQ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Q",
"raceDescription": "San Lorenzo Unified School District. School bond. Passes with 55% + 1 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 23822,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15832
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7990
}
]
},
"AlamedaMeasureC": {
"id": "AlamedaMeasureC",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure C",
"raceDescription": "Albany. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8966,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6322
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2644
}
]
},
"AlamedaMeasureR": {
"id": "AlamedaMeasureR",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure R",
"raceDescription": "Albany. Business license tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8856,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4216
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4640
}
]
},
"AlamedaMeasureS": {
"id": "AlamedaMeasureS",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure S",
"raceDescription": "Albany. Appoint city manager. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8274,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5508
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2766
}
]
},
"AlamedaMeasureT": {
"id": "AlamedaMeasureT",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure T",
"raceDescription": "Albany. Eliminate bond requirement. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8170,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5793
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2377
}
]
},
"AlamedaMeasureU": {
"id": "AlamedaMeasureU",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure U",
"raceDescription": "Albany. Bonding limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7959,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5697
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2262
}
]
},
"AlamedaMeasureV": {
"id": "AlamedaMeasureV",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure V",
"raceDescription": "Albany. Youth voting. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8767,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5619
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3148
}
]
},
"AlamedaMeasureW": {
"id": "AlamedaMeasureW",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure W",
"raceDescription": "Berkeley. Property transfer tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51630,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 31461
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20169
}
]
},
"AlamedaMeasureX": {
"id": "AlamedaMeasureX",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure X",
"raceDescription": "Berkeley. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 53242,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41819
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11423
}
]
},
"AlamedaMeasureY": {
"id": "AlamedaMeasureY",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Y",
"raceDescription": "Berkeley. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52536,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39508
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13028
}
]
},
"AlamedaMeasureZ": {
"id": "AlamedaMeasureZ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Z",
"raceDescription": "Berkeley. Sugary drinks and sweetenders tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52929,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 42280
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10649
}
]
},
"AlamedaMeasureAA": {
"id": "AlamedaMeasureAA",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure AA",
"raceDescription": "Berkeley. Spending limit. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52282,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46394
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5888
}
]
},
"AlamedaMeasureBB": {
"id": "AlamedaMeasureBB",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure BB",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52882,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29623
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23259
}
]
},
"AlamedaMeasureCC": {
"id": "AlamedaMeasureCC",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure CC",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51633,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18070
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 33563
}
]
},
"AlamedaMeasureDD": {
"id": "AlamedaMeasureDD",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure DD",
"raceDescription": "Berkeley. CAFO prohibition. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 49700,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30761
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18939
}
]
},
"AlamedaMeasureEE": {
"id": "AlamedaMeasureEE",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure EE",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52312,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23873
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28439
}
]
},
"AlamedaMeasureFF": {
"id": "AlamedaMeasureFF",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure FF",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52489,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 31942
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20547
}
]
},
"AlamedaMeasureGG": {
"id": "AlamedaMeasureGG",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure GG",
"raceDescription": "Berkeley. Fossil fuel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52229,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16178
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 36051
}
]
},
"AlamedaMeasureHH": {
"id": "AlamedaMeasureHH",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure HH",
"raceDescription": "Berkeley. Indoor air quality. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51108,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22205
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28903
}
]
},
"AlamedaMeasureII": {
"id": "AlamedaMeasureII",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure II",
"raceDescription": "Dublin. Open Space Initiative. Passes with 50% vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25701,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13649
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12052
}
]
},
"AlamedaMeasureJJ": {
"id": "AlamedaMeasureJJ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure JJ",
"raceDescription": "Dublin. Government accountability. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25445,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19350
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6095
}
]
},
"AlamedaMeasureK1": {
"id": "AlamedaMeasureK1",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure K1",
"raceDescription": "Hayward. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 46707,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 38826
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7881
}
]
},
"AlamedaMeasureLL": {
"id": "AlamedaMeasureLL",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure LL",
"raceDescription": "Newark. Transient occupancy tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 15814,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12721
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3093
}
]
},
"AlamedaMeasureMM": {
"id": "AlamedaMeasureMM",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure MM",
"raceDescription": "Oakland. Wildfire protection zone. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35275,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25125
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10150
}
]
},
"AlamedaMeasureNN": {
"id": "AlamedaMeasureNN",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure NN",
"raceDescription": "Oakland. Parking tax. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 159573,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 112971
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46602
}
]
},
"AlamedaMeasureOO": {
"id": "AlamedaMeasureOO",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure OO",
"raceDescription": "Oakland. Public ethics comission. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 150503,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 110317
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 40186
}
]
},
"AlamedaMeasurePP": {
"id": "AlamedaMeasurePP",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure PP",
"raceDescription": "Pleasanton. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 34880,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15983
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18897
}
]
},
"AlamedaMeasureQQ": {
"id": "AlamedaMeasureQQ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure QQ",
"raceDescription": "Union City. Gross receipts tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 24809,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20249
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4560
}
]
},
"AlamedaAlbanyCityCouncil": {
"id": "AlamedaAlbanyCityCouncil",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council",
"raceDescription": "Top three candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7969,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2072
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2150
},
{
"candidateName": "Jeremiah Garrett-Pinguelo",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 393
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1490
},
{
"candidateName": "Preston Jordan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1864
}
]
},
"AlamedaAlbanyCityCouncilFinalRound": {
"id": "AlamedaAlbanyCityCouncilFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council Final Round",
"raceDescription": "Top three candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7865.9493,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2002
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2002
},
{
"candidateName": "Jeremiah Garrett-Pinguelo (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1823.9955
},
{
"candidateName": "Preston Jordan ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2037.9538
}
]
},
"AlamedaAlbanyBoardofEducation": {
"id": "AlamedaAlbanyBoardofEducation",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education",
"raceDescription": "Top two candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7096,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1633
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1972
},
{
"candidateName": "Brian L. Doss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 718
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2773
}
]
},
"AlamedaAlbanyBoardofEducationFinalRound": {
"id": "AlamedaAlbanyBoardofEducationFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education Final Round",
"raceDescription": "Top two candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6949.5470000000005,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1997.5386
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2569.0084
},
{
"candidateName": "Brian L. Doss (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2383
}
]
},
"AlamedaBerkeleyMayor": {
"id": "AlamedaBerkeleyMayor",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52493,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19978
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19633
},
{
"candidateName": "Kate Harrison",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11853
},
{
"candidateName": "Naomi D. Pete",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 501
},
{
"candidateName": "Logan Bowie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 528
}
]
},
"AlamedaBerkeleyMayorFinalRound": {
"id": "AlamedaBerkeleyMayorFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 49265,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25156
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24109
},
{
"candidateName": "Kate Harrison (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Naomi D. Pete (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Logan Bowie (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaBerkeleyCityCouncilDistrict2": {
"id": "AlamedaBerkeleyCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6873,
"candidates": [
{
"candidateName": "Terry Taplin",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4787
},
{
"candidateName": "Jenny Guarino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2086
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3": {
"id": "AlamedaBerkeleyCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6344,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1526
},
{
"candidateName": "John “Chip” Moore",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1459
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3359
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6096,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1833
},
{
"candidateName": "John “Chip” Moore (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4263
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5": {
"id": "AlamedaBerkeleyCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8585,
"candidates": [
{
"candidateName": "Nilang Gor",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1063
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1721
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5801
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8262,
"candidates": [
{
"candidateName": "Nilang Gor (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1995
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6267
}
]
},
"AlamedaBerkeleyCityCouncilDistrict6": {
"id": "AlamedaBerkeleyCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 6",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7332,
"candidates": [
{
"candidateName": "Brent Blackaby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4405
},
{
"candidateName": "Andy Katz",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2927
}
]
},
"AlamedaOaklandCityCouncilAtLarge": {
"id": "AlamedaOaklandCityCouncilAtLarge",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 143599,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5406
},
{
"candidateName": "Charlene Wang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30485
},
{
"candidateName": "Mindy Ruth Pechenuk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4835
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41871
},
{
"candidateName": "Nancy Sidebotham",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2254
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39258
},
{
"candidateName": "Fabian Robinson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2794
},
{
"candidateName": "Shawn Danino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9695
},
{
"candidateName": "Kanitha Matoury",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5629
},
{
"candidateName": "Selika Thomas",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1372
}
]
},
"AlamedaOaklandCityCouncilAtLargeFinalRound": {
"id": "AlamedaOaklandCityCouncilAtLargeFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 127094,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Charlene Wang (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Mindy Ruth Pechenuk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72315
},
{
"candidateName": "Nancy Sidebotham (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 54779
},
{
"candidateName": "Fabian Robinson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shawn Danino (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Kanitha Matoury (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Selika Thomas (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict1": {
"id": "AlamedaOaklandCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29613,
"candidates": [
{
"candidateName": "Edward C. Frank",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2581
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22641
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4391
}
]
},
"AlamedaOaklandCityCouncilDistrict1FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict1FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29252,
"candidates": [
{
"candidateName": "Edward C. Frank (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24350
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4902
}
]
},
"AlamedaOaklandCityCouncilDistrict3": {
"id": "AlamedaOaklandCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 20561,
"candidates": [
{
"candidateName": "Baba Afolabi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1600
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 9871
},
{
"candidateName": "Michelle D. Hailey",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1458
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6222
},
{
"candidateName": "Shan M. Hirsch",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 609
},
{
"candidateName": "Meron Semedar",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 801
}
]
},
"AlamedaOaklandCityCouncilDistrict3FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19506,
"candidates": [
{
"candidateName": "Baba Afolabi (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 11437
},
{
"candidateName": "Michelle D. Hailey (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8069
},
{
"candidateName": "Shan M. Hirsch (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Meron Semedar (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict5": {
"id": "AlamedaOaklandCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12299,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6482
},
{
"candidateName": "Dominic Prado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1930
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3887
}
]
},
"AlamedaOaklandCityCouncilDistrict5FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12059,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7120
},
{
"candidateName": "Dominic Prado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4939
}
]
},
"AlamedaOaklandCityCouncilDistrict7": {
"id": "AlamedaOaklandCityCouncilDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13089,
"candidates": [
{
"candidateName": "Merika Goolsby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2063
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4428
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4132
},
{
"candidateName": "Marcie Hodge",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2466
}
]
},
"AlamedaOaklandCityCouncilDistrict7FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict7FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12106,
"candidates": [
{
"candidateName": "Merika Goolsby (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6303
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5803
},
{
"candidateName": "Marcie Hodge (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityAttorney": {
"id": "AlamedaOaklandCityAttorney",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Attorney",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 137594,
"candidates": [
{
"candidateName": "Brenda Harbin-Forte",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 56752
},
{
"candidateName": "Ryan Richardson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 80842
}
]
},
"AlamedaOaklandSchoolDirectorDistrict1": {
"id": "AlamedaOaklandSchoolDirectorDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 1 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28794,
"candidates": [
{
"candidateName": "Rachel Latta",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22409
},
{
"candidateName": "Benjamin Salop",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6385
}
]
},
"AlamedaOaklandSchoolDirectorDistrict3": {
"id": "AlamedaOaklandSchoolDirectorDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 3 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19777,
"candidates": [
{
"candidateName": "Dwayne Aikens Jr.",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8847
},
{
"candidateName": "VanCedric Williams",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 10930
}
]
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"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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},
"MarinMeasureO": {
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"type": "localRace",
"location": "Marin",
"raceName": "Measure O",
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"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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"candidateName": "Yes",
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{
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},
"MarinMeasureQ": {
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{
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"candidateIncumbent": false,
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "No",
"candidateIncumbent": false,
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},
"NapaNapaCountyBoardofEducationTrusteeArea5": {
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"location": "Napa",
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{
"candidateName": "Gerald Parrott \r",
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"candidateParty": "",
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},
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{
"candidateName": "Carol J. Kalamaras",
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{
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},
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{
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},
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"location": "Napa",
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{
"candidateName": "Kevin “KDub” West",
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},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea4": {
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"type": "localRace",
"location": "Napa",
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"raceDescription": "Top candidate wins seat. ",
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"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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{
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{
"candidateName": "Eve Ryser",
"candidateIncumbent": true,
"candidateParty": "",
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},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea5": {
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"location": "Napa",
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"raceDescription": "Top candidate wins seat. ",
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"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "David T. Gracia",
"candidateIncumbent": true,
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},
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"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 7",
"raceDescription": "Top candidate wins seat. ",
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"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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{
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{
"candidateName": "Julianna Hart",
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"location": "Napa",
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"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"location": "Napa",
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"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8998,
"candidates": [
{
"candidateName": "David Oro",
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"candidateParty": "",
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{
"candidateName": "Pierre Washington",
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"candidateParty": "",
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},
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"location": "Napa",
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"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13690,
"candidates": [
{
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"candidateParty": "",
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{
"candidateName": "Elmer Andrei Manaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2796
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{
"candidateName": "Davet Mohammed",
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{
"candidateName": "Brando R. Cruz",
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"type": "localRace",
"location": "Napa",
"raceName": "Calistoga Mayor",
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"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
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"location": "Napa",
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"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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{
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{
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"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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{
"candidateName": "Scott Sedgley",
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]
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"location": "Napa",
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"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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]
},
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"type": "localRace",
"location": "Napa",
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"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"type": "localRace",
"location": "Napa",
"raceName": "St Helena Mayor",
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"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
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{
"candidateName": "Billy Summers",
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]
},
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"id": "NapaStHelenaCityCouncil",
"type": "localRace",
"location": "Napa",
"raceName": "St Helena City Council",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4172,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1580
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{
"candidateName": "Hector R. Marroquin",
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{
"candidateName": "Aaron Barak",
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]
},
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"id": "NapaYountvilleTownCouncil",
"type": "localRace",
"location": "Napa",
"raceName": "Yountville Town Council",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2117,
"candidates": [
{
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"candidateParty": "",
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{
"candidateName": "Robert Moore",
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"candidateParty": "",
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{
"candidateName": "Pam Reeves",
"candidateIncumbent": true,
"candidateParty": "",
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{
"candidateName": "Eric E. Knight",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 749
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]
},
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"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Measure B",
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"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 42267,
"candidates": [
{
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"candidateIncumbent": false,
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"voteCount": 23284
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{
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"candidateIncumbent": false,
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},
"NapaMeasureU": {
"id": "NapaMeasureU",
"type": "localRace",
"location": "Napa",
"raceName": "Measure U",
"raceDescription": "Napa Valley Transportation Authority. Transporation sales tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 60783,
"candidates": [
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{
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"location": "Napa",
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"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 34724,
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{
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"location": "Napa",
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"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
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"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2741,
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"location": "Napa",
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"raceType": "yesNo",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2764,
"candidates": [
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{
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"candidateIncumbent": false,
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"SFBoardofEducation": {
"id": "SFBoardofEducation",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Education",
"raceDescription": "Top four candidates win seat.",
"raceReadTheStory": "",
"raceType": "top4",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 1012778,
"candidates": [
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{
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"candidateIncumbent": false,
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"voteCount": 22285
},
{
"candidateName": "Jaime Huling",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 168659
},
{
"candidateName": "Ann Hsu",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 81044
},
{
"candidateName": "John Jersin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 122450
},
{
"candidateName": "Parag Gupta",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 139340
},
{
"candidateName": "Matt Alexander",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 122698
},
{
"candidateName": "Supryia Marie Ray",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 127834
},
{
"candidateName": "Virginia Cheung",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 101017
},
{
"candidateName": "Min Chang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 48550
},
{
"candidateName": "Maddy Krantz",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 33165
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]
},
"SFCommunityCollegeBoard": {
"id": "SFCommunityCollegeBoard",
"type": "localRace",
"location": "San Francisco",
"raceName": "Community College Board",
"raceDescription": "Top four candidates win seat.",
"raceReadTheStory": "",
"raceType": "top4",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 823294,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 114132
},
{
"candidateName": "Leanna C. Louie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 50353
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{
"candidateName": "Heather McCarty",
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"candidateParty": "",
"voteCount": 162477
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{
"candidateName": "Julio J. Ramos",
"candidateIncumbent": false,
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},
{
"candidateName": "Aliya Chisti",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 149638
},
{
"candidateName": "Ben Kaplan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 49320
},
{
"candidateName": "Alan Wong",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 140951
},
{
"candidateName": "Luis Zamora",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 117682
}
]
},
"SFBARTBoardofDirectorsDistrict7": {
"id": "SFBARTBoardofDirectorsDistrict7",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Bay Area Rapid Transit District Director, District 7",
"raceDescription": "Top two candidates win seat. Includes votes from San Francisco and Alameda County.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 161254,
"candidates": [
{
"candidateName": "Victor E. Flores",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 92729
},
{
"candidateName": "Dana Lang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 68525
}
]
},
"SFBARTBoardofDirectorsDistrict9": {
"id": "SFBARTBoardofDirectorsDistrict9",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Bay Area Rapid Transit District Director, District 9",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 137871,
"candidates": [
{
"candidateName": "Edward Wright",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 86966
},
{
"candidateName": "Joe Sangirardi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 50905
}
]
},
"SFMeasureA": {
"id": "SFMeasureA",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure A",
"raceDescription": "San Francisco Unified School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 377297,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 282968
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 94329
}
]
},
"SFMeasureB": {
"id": "SFMeasureB",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure B",
"raceDescription": "San Francisco. Community health and safety bond. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 376637,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 274187
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102450
}
]
},
"SFMeasureC": {
"id": "SFMeasureC",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure C",
"raceDescription": "San Francisco. Inspector General position. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 370366,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 225704
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 144662
}
]
},
"SFMeasureD": {
"id": "SFMeasureD",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure D",
"raceDescription": "San Francisco. Commissions and mayoral authority. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 366327,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 158723
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 207604
}
]
},
"SFMeasureE": {
"id": "SFMeasureE",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure E",
"raceDescription": "San Francisco. Commissions task force. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363854,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 192540
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 171314
}
]
},
"SFMeasureF": {
"id": "SFMeasureF",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure F",
"raceDescription": "San Francisco. Police pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 361671,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 163835
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 197836
}
]
},
"SFMeasureG": {
"id": "SFMeasureG",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure G",
"raceDescription": "San Francisco. Affordable housing. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 370824,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 217807
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 153017
}
]
},
"SFMeasureH": {
"id": "SFMeasureH",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure H",
"raceDescription": "San Francisco. Firefighter pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 365942,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 192601
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 173341
}
]
},
"SFMeasureI": {
"id": "SFMeasureI",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure I",
"raceDescription": "San Francisco. Nurse and 911 operator pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363459,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 261318
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102141
}
]
},
"SFMeasureJ": {
"id": "SFMeasureJ",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure J",
"raceDescription": "San Francisco. City spending. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 362785,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 297972
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 64813
}
]
},
"SFMeasureK": {
"id": "SFMeasureK",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure K",
"raceDescription": "San Francisco. Permanently closing Upper Great Highway to private vehicles. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 376489,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 206042
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 170447
}
]
},
"SFMeasureL": {
"id": "SFMeasureL",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure L",
"raceDescription": "San Francisco. Transportation network companies tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 369575,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 210375
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 159200
}
]
},
"SFMeasureM": {
"id": "SFMeasureM",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure M",
"raceDescription": "San Francisco. Business tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 342310,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 237930
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 104380
}
]
},
"SFMeasureN": {
"id": "SFMeasureN",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure N",
"raceDescription": "San Francisco. Student loan reimbursement. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363432,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 187979
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 175453
}
]
},
"SFMeasureO": {
"id": "SFMeasureO",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure O",
"raceDescription": "San Francisco. Reproductive rights. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 373249,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 312914
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 60335
}
]
},
"SFMayorRound1": {
"id": "SFMayorRound1",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Round 1",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 390180,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 95117
},
{
"candidateName": "Mark Farrell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72115
},
{
"candidateName": "Henry Flynn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1319
},
{
"candidateName": "Keith Freedman",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2079
},
{
"candidateName": "Dylan Hirsch-Shell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2897
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102720
},
{
"candidateName": "Nelson Mei",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1791
},
{
"candidateName": "Aaron Peskin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 89215
},
{
"candidateName": "Paul Robertson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 812
},
{
"candidateName": "Ahsha Safai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11425
},
{
"candidateName": "Shahram Shariati",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1613
},
{
"candidateName": "Jon Soderstrom",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 412
},
{
"candidateName": "Ellen Zhou",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8665
}
]
},
"SFMayorRound3": {
"id": "SFMayorRound3",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 331477,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 149113
},
{
"candidateName": "Mark Farrell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Henry Flynn (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Keith Freedman (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dylan Hirsch-Shell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 182364
},
{
"candidateName": "Nelson Mei (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Peskin (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Paul Robertson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ahsha Safai (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shahram Shariati (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jon Soderstrom (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ellen Zhou (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict1": {
"id": "SFBoardofSupervisorsDistrict1",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35478,
"candidates": [
{
"candidateName": "Sherman D'Silva",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 899
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14755
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 16670
},
{
"candidateName": "Jeremiah Boehner",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1344
},
{
"candidateName": "Jen Nossokoff",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1810
}
]
},
"SFBoardofSupervisorsDistrict1FinalRound": {
"id": "SFBoardofSupervisorsDistrict1FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 34299,
"candidates": [
{
"candidateName": "Sherman D'Silva (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16499
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17800
},
{
"candidateName": "Jeremiah Boehner (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jen Nossokoff (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict3": {
"id": "SFBoardofSupervisorsDistrict3",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28758,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8489
},
{
"candidateName": "Moe Jamil",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3753
},
{
"candidateName": "Wendy Ha Chau",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1565
},
{
"candidateName": "Eduard Navarro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 879
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11272
},
{
"candidateName": "Matthew Susk",
"candidateIncumbent": f
