window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_58677": {
"type": "attachments",
"id": "mindshift_58677",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "58677",
"found": true
},
"parent": 58660,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/civics-and-social-emotional-learning-for-conflict-resolution-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/civics-and-social-emotional-learning-for-conflict-resolution-160x133.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 133
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/civics-and-social-emotional-learning-for-conflict-resolution-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/civics-and-social-emotional-learning-for-conflict-resolution.jpg",
"width": 1903,
"height": 1576
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/civics-and-social-emotional-learning-for-conflict-resolution-1020x845.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 845
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/civics-and-social-emotional-learning-for-conflict-resolution-1536x1272.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 1272
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/civics-and-social-emotional-learning-for-conflict-resolution-800x663.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 663
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/civics-and-social-emotional-learning-for-conflict-resolution-768x636.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 636
}
},
"publishDate": 1635155837,
"modified": 1635155861,
"caption": null,
"description": null,
"title": "civics-and-social-emotional-learning-for-conflict-resolution",
"credit": "z_wei/iStock",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_58673": {
"type": "attachments",
"id": "mindshift_58673",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "58673",
"found": true
},
"parent": 58668,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/iStock-909681306-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/iStock-909681306-160x98.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 98
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/iStock-909681306-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/iStock-909681306-e1634886346602.jpg",
"width": 1920,
"height": 1177
},
"2048x2048": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/iStock-909681306-2048x1255.jpg",
"width": 2048,
"mimeType": "image/jpeg",
"height": 1255
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/iStock-909681306-1020x625.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 625
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/iStock-909681306-1536x942.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 942
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/iStock-909681306-1920x1177.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1177
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/iStock-909681306-800x490.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 490
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/10/iStock-909681306-768x471.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 471
}
},
"publishDate": 1634886326,
"modified": 1634886361,
"caption": null,
"description": null,
"title": "Watercolor palette with mixed colors",
"credit": "Kkolosov/iStock",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_58482": {
"type": "attachments",
"id": "mindshift_58482",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "58482",
"found": true
},
"parent": 58481,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/09/gettyimages-458816860_slide-c13fc972b7009f0d7bb504380b39c86287af7828-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/09/gettyimages-458816860_slide-c13fc972b7009f0d7bb504380b39c86287af7828-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/09/gettyimages-458816860_slide-c13fc972b7009f0d7bb504380b39c86287af7828-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/09/gettyimages-458816860_slide-c13fc972b7009f0d7bb504380b39c86287af7828-scaled-e1631253043425.jpg",
"width": 1920,
"height": 1280
},
"2048x2048": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/09/gettyimages-458816860_slide-c13fc972b7009f0d7bb504380b39c86287af7828-2048x1365.jpg",
"width": 2048,
"mimeType": "image/jpeg",
"height": 1365
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/09/gettyimages-458816860_slide-c13fc972b7009f0d7bb504380b39c86287af7828-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/09/gettyimages-458816860_slide-c13fc972b7009f0d7bb504380b39c86287af7828-1536x1024.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 1024
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/09/gettyimages-458816860_slide-c13fc972b7009f0d7bb504380b39c86287af7828-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/09/gettyimages-458816860_slide-c13fc972b7009f0d7bb504380b39c86287af7828-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/09/gettyimages-458816860_slide-c13fc972b7009f0d7bb504380b39c86287af7828-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1631252921,
"modified": 1631253057,
"caption": "A child reaches out to touch a flower adorning the Sept. 11 memorial on the name of a veteran killed in the 2001 terror attacks. For today's generation of kids, 9/11 is a history lesson.\n",
"description": "NEW YORK, NY - NOVEMBER 11: A child reaches out to touch a flower adorning the 9/11 Memorial on the name of a veteran killed on September 11, 2001 for Veterans Day on November 11, 2014 in New York City. New York celebrated the day with the annual Veteran's Day Parade, which organizers say drew more than 20,000 participants, including veterans from World War II. (Photo by Spencer Platt/Getty Images)",
"title": "A child reaches out to touch a flower adorning the Sept. 11 memorial on the name of a veteran killed in the 2001 terror attacks. For today's generation of kids, 9/11 is a history lesson.",
"credit": "Spencer Platt/Getty Images",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_58255": {
"type": "attachments",
"id": "mindshift_58255",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "58255",
"found": true
},
"parent": 58053,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/08/iStock-1201545339-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/08/iStock-1201545339-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/08/iStock-1201545339-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/08/iStock-1201545339.jpg",
"width": 2121,
"height": 1414
},
"2048x2048": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/08/iStock-1201545339-2048x1365.jpg",
"width": 2048,
"mimeType": "image/jpeg",
"height": 1365
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/08/iStock-1201545339-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/08/iStock-1201545339-1536x1024.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 1024
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/08/iStock-1201545339-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/08/iStock-1201545339-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/08/iStock-1201545339-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1628148391,
"modified": 1628148422,
"caption": null,
"description": null,
"title": null,
"credit": "Khosrork/iStock",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_57999": {
"type": "attachments",
"id": "mindshift_57999",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "57999",
"found": true
},
"parent": 57997,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1318839504-1-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1318839504-1-160x120.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 120
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1318839504-1-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1318839504-1.jpg",
"width": 1920,
"height": 1443
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1318839504-1-1020x767.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 767
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1318839504-1-1536x1154.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 1154
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1318839504-1-800x601.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 601
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1318839504-1-768x577.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 577
}
},
"publishDate": 1623785331,
"modified": 1623785347,
"caption": null,
"description": null,
"title": null,
"credit": "Alina Kvaratskhelia/ iStock",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_58098": {
"type": "attachments",
"id": "mindshift_58098",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "58098",
"found": true
},
"parent": 58090,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Gilman-Guilford-3-scaled-e1626126810276-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Gilman-Guilford-3-scaled-e1626126810276-160x213.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Gilman-Guilford-3-scaled-e1626126810276-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Gilman-Guilford-3-scaled-e1626126810276.jpg",
"width": 1920,
"height": 2560
},
"2048x2048": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Gilman-Guilford-3-scaled-e1626126810276-1536x2048.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 2048
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Gilman-Guilford-3-scaled-e1626126810276-1020x1360.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 1360
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Gilman-Guilford-3-scaled-e1626126810276-1152x1536.jpg",
"width": 1152,
"mimeType": "image/jpeg",
"height": 1536
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Gilman-Guilford-3-1920x1440.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1440
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Gilman-Guilford-3-scaled-e1626126810276-800x1067.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 1067
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Gilman-Guilford-3-scaled-e1626126810276-768x1024.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 1024
}
},
"publishDate": 1626126149,
"modified": 1626126867,
"caption": "Tutor Koen VonSeggen takes a selfie after a tutoring session. VonSeggen takes tutoring seriously, and does not take any self portraits during tutoring sessions. “It’s usually like, ‘They did good, everything is all well.’ ” ",
"description": null,
"title": "Gilman Guilford 3",
"credit": "Koen VonSeggen",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_58091": {
"type": "attachments",
"id": "mindshift_58091",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "58091",
"found": true
},
"parent": 58090,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-Algebra-7-1024x576.jpeg",
"width": 1024,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-Algebra-7-160x120.jpeg",
"width": 160,
"mimeType": "image/jpeg",
"height": 120
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-Algebra-7-672x372.jpeg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-Algebra-7.jpeg",
"width": 1024,
"height": 768
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-Algebra-7-1020x765.jpeg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 765
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-Algebra-7-800x600.jpeg",
"width": 800,
"mimeType": "image/jpeg",
"height": 600
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-Algebra-7-768x576.jpeg",
"width": 768,
"mimeType": "image/jpeg",
"height": 576
}
},
"publishDate": 1626126092,
"modified": 1626126998,
"caption": "Jeffrey Coots, teaching algebra I from his parents’ home earlier this academic year when all students were online only. “I’ve had to teach in a lot of different places this year,” he says. ",
"description": null,
"title": "Yoder Algebra 7",
"credit": "Jeffrey Coots",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_58079": {
"type": "attachments",
"id": "mindshift_58079",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "58079",
"found": true
},
"parent": 58078,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/gettyimages-984961544_custom-8b22b5709b9acd9fff389ea9dea5dd586844698f-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/gettyimages-984961544_custom-8b22b5709b9acd9fff389ea9dea5dd586844698f-160x98.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 98
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/gettyimages-984961544_custom-8b22b5709b9acd9fff389ea9dea5dd586844698f-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/gettyimages-984961544_custom-8b22b5709b9acd9fff389ea9dea5dd586844698f-e1625230173906.jpg",
"width": 1920,
"height": 1175
},
"2048x2048": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/gettyimages-984961544_custom-8b22b5709b9acd9fff389ea9dea5dd586844698f-2048x1254.jpg",
"width": 2048,
"mimeType": "image/jpeg",
"height": 1254
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/gettyimages-984961544_custom-8b22b5709b9acd9fff389ea9dea5dd586844698f-1020x624.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 624
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/gettyimages-984961544_custom-8b22b5709b9acd9fff389ea9dea5dd586844698f-1536x940.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 940
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/gettyimages-984961544_custom-8b22b5709b9acd9fff389ea9dea5dd586844698f-1920x1175.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1175
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/gettyimages-984961544_custom-8b22b5709b9acd9fff389ea9dea5dd586844698f-800x490.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 490
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/07/gettyimages-984961544_custom-8b22b5709b9acd9fff389ea9dea5dd586844698f-768x470.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 470
}
},
"publishDate": 1625230148,
"modified": 1625230182,
"caption": null,
"description": "colorful classroom pattern",
"title": "colorful classroom pattern",
"credit": "shuoshu/Getty Images",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_58062": {
"type": "attachments",
"id": "mindshift_58062",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "58062",
"found": true
},
"parent": 58051,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1179343348-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1179343348-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1179343348-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1179343348-e1624951288372.jpg",
"width": 1920,
"height": 1281
},
"2048x2048": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1179343348-2048x1367.jpg",
"width": 2048,
"mimeType": "image/jpeg",
"height": 1367
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1179343348-1020x681.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 681
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1179343348-1536x1025.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 1025
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1179343348-1920x1281.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1281
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1179343348-800x534.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 534
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1179343348-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1624951269,
"modified": 1624951323,
"caption": null,
"description": null,
"title": "How Movement and Gestures Can Expand Student Learning",
"credit": "Deagreez/iStock",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_57966": {
"type": "attachments",
"id": "mindshift_57966",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "57966",
"found": true
},
"parent": 57786,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/Speech-to-text-technology-MindShift-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/Speech-to-text-technology-MindShift-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/Speech-to-text-technology-MindShift-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/Speech-to-text-technology-MindShift-e1623225431345.jpg",
"width": 1920,
"height": 1280
},
"2048x2048": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/Speech-to-text-technology-MindShift-2048x1365.jpg",
"width": 2048,
"mimeType": "image/jpeg",
"height": 1365
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/Speech-to-text-technology-MindShift-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/Speech-to-text-technology-MindShift-1536x1024.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 1024
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/Speech-to-text-technology-MindShift-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/Speech-to-text-technology-MindShift-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/Speech-to-text-technology-MindShift-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1623225415,
"modified": 1623225445,
"caption": null,
"description": null,
"title": "Speech-to-text-technology-MindShift",
"credit": "ijeab/iStock",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_57951": {
"type": "attachments",
"id": "mindshift_57951",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "57951",
"found": true
},
"parent": 57784,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1213537781-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1213537781-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1213537781-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1213537781-e1622793309859.jpg",
"width": 1920,
"height": 1280
},
"2048x2048": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1213537781-2048x1365.jpg",
"width": 2048,
"mimeType": "image/jpeg",
"height": 1365
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1213537781-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1213537781-1536x1024.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 1024
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1213537781-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1213537781-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1213537781-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1622793289,
"modified": 1622793321,
"caption": null,
"description": null,
"title": "iStock-1213537781",
"credit": "Olga Ignatova/iStock",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
},
"mindshift_57941": {
"type": "attachments",
"id": "mindshift_57941",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "57941",
"found": true
},
"parent": 57782,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1280356534-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1280356534-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1280356534-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1280356534-e1622616931900.jpg",
"width": 1920,
"height": 1280
},
"2048x2048": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1280356534-2048x1365.jpg",
"width": 2048,
"mimeType": "image/jpeg",
"height": 1365
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1280356534-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"1536x1536": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1280356534-1536x1024.jpg",
"width": 1536,
"mimeType": "image/jpeg",
"height": 1024
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1280356534-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1280356534-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2021/06/iStock-1280356534-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1622616913,
"modified": 1622616947,
"caption": null,
"description": null,
"title": "iStock-1280356534",
"credit": "Human Age/iStock",
"status": "inherit",
"altTag": null,
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"byline_mindshift_58481": {
"type": "authors",
"id": "byline_mindshift_58481",
"meta": {
"override": true
},
"slug": "byline_mindshift_58481",
"name": "Cory Turner and Sarah McCammon",
"isLoading": false
},
"byline_mindshift_58102": {
"type": "authors",
"id": "byline_mindshift_58102",
"meta": {
"override": true
},
"slug": "byline_mindshift_58102",
"name": "Azure Gilman, for \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_58090": {
"type": "authors",
"id": "byline_mindshift_58090",
"meta": {
"override": true
},
"slug": "byline_mindshift_58090",
"name": "Steven Yoder, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>",
"isLoading": false
},
"byline_mindshift_58078": {
"type": "authors",
"id": "byline_mindshift_58078",
"meta": {
"override": true
},
"slug": "byline_mindshift_58078",
"name": "Cory Turner",
"isLoading": false
},
"anniempaul": {
"type": "authors",
"id": "4355",
"meta": {
"index": "authors_1716337520",
"id": "4355",
"found": true
},
"name": "Annie Murphy Paul",
"firstName": "Annie",
"lastName": "Murphy Paul",
"slug": "anniempaul",
"email": "anniempaul@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"author"
]
}
],
"headData": {
"title": "Annie Murphy Paul | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/anniempaul"
},
"hollykorbey": {
"type": "authors",
"id": "4445",
"meta": {
"index": "authors_1716337520",
"id": "4445",
"found": true
},
"name": "Holly Korbey",
"firstName": "Holly",
"lastName": "Korbey",
"slug": "hollykorbey",
"email": "holly@hollykorbey.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey",
"avatar": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Holly Korbey | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/hollykorbey"
},
"dfkris": {
"type": "authors",
"id": "11087",
"meta": {
"index": "authors_1716337520",
"id": "11087",
"found": true
},
"name": "Deborah Farmer Kris",
"firstName": "Deborah Farmer",
"lastName": "Kris",
"slug": "dfkris",
"email": "dfkris@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "\u003cem>\u003ca href=\"https://twitter.com/@dfkris\">Deborah Farmer Kris\u003c/a> has taught elementary, middle and high school and served as a charter school administrator. She spent a decade as an associate at Boston University’s \u003c/em>\u003cem>\u003ca href=\"http://www.bu.edu/ccsr/about-us/\">Center for Character and Social Responsibility\u003c/a>, \u003c/em>\u003cem>researching, writing, and consulting with schools. She is the mother of two young children. You can follower her on Twitter \u003ca href=\"https://twitter.com/@dfkris\">@dfkris\u003c/a>.\u003c/em>",
"avatar": "https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g",
"twitter": "dfkris",
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"author"
]
}
],
"headData": {
"title": "Deborah Farmer Kris | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/dfkris"
},
"csmith": {
"type": "authors",
"id": "11603",
"meta": {
"index": "authors_1716337520",
"id": "11603",
"found": true
},
"name": "Caroline Smith",
"firstName": "Caroline",
"lastName": "Smith",
"slug": "csmith",
"email": "csmith@kqed.org",
"display_author_email": true,
"staff_mastheads": [
"news"
],
"title": "Producer, Forum",
"bio": "Caroline Smith is a producer for \u003cem>Forum\u003c/em>, producing more than 500 segments since joining the team in 2019 as an intern. From the Bay Area, Smith graduated with a B.A. in Rhetoric from UC Berkeley and is an alumnus of \u003cem>The Daily Californian.\u003c/em> They have received multiple San Francisco Press Club awards, a Fulbright scholarship and the ICFJ's Arthur F. Burns Fellowship, through which they reported from Berlin for one of Germany's largest national newspapers.",
"avatar": "https://secure.gravatar.com/avatar/191832bcd9809e2c67810a34b813b4b6c43fcba15f499f526da57b7161b4c778?s=600&d=blank&r=g",
"twitter": null,
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "arts",
"roles": [
"editor"
]
},
{
"site": "news",
"roles": [
"author"
]
},
{
"site": "mindshift",
"roles": [
"editor"
]
},
{
"site": "forum",
"roles": [
"administrator"
]
},
{
"site": "perspectives",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Caroline Smith | KQED",
"description": "Producer, Forum",
"ogImgSrc": "https://secure.gravatar.com/avatar/191832bcd9809e2c67810a34b813b4b6c43fcba15f499f526da57b7161b4c778?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/191832bcd9809e2c67810a34b813b4b6c43fcba15f499f526da57b7161b4c778?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/csmith"
},
"ngobir": {
"type": "authors",
"id": "11721",
"meta": {
"index": "authors_1716337520",
"id": "11721",
"found": true
},
"name": "Nimah Gobir",
"firstName": "Nimah",
"lastName": "Gobir",
"slug": "ngobir",
"email": "ngobir@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": "KQED Contributor",
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/837f5df7045c59f3ec097cdf7ac391373ab75d5ec936dd7099b8cb6f0af1b0e9?s=600&d=blank&r=g",
"twitter": null,
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Nimah Gobir | KQED",
"description": "KQED Contributor",
"ogImgSrc": "https://secure.gravatar.com/avatar/837f5df7045c59f3ec097cdf7ac391373ab75d5ec936dd7099b8cb6f0af1b0e9?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/837f5df7045c59f3ec097cdf7ac391373ab75d5ec936dd7099b8cb6f0af1b0e9?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/ngobir"
}
},
"pagesReducer": {
"mindshift_category_teaching-strategies": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"score": 14.40303
},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"title": "Teaching Strategies",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 12
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=teaching-strategies",
"seeMore": false,
"paginated": true,
"page": 12
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_58660": {
"type": "posts",
"id": "mindshift_58660",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "58660",
"score": null,
"sort": [
1635157023000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1635157023,
"format": "standard",
"disqusTitle": "Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ",
"title": "Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco wants her students to deliberate. Each week in her 9th grade civics class in a suburb of Minneapolis, the educator guides students through differing ideas of American government. Whether it’s viewing a TikTok challenge through the ideas of Hobbs and Locke, or looking at natural rights theory and classical republicanism through the lens of Covid-19, she asks students to first understand, then argue for different—and often opposing—points of view. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These exercises in “perspective-taking,” she said, take her lessons a step farther than history and knowledge-building about government. Empathy, tolerance and communicating across differences are in short supply in many communities, and young people need practice as they enter a deeply divided society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily have a lot of examples of two people with disparate opinions having a conversation where the goal isn’t to win,” Cisco said, “but to deliberate and understand.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators across the nation are getting focused on teaching the “soft skills” of civics education. As civics has made a comeback into classrooms after years of neglect, educators and experts say they are layering traditional civics content with skills more social and emotional in nature, like social awareness, identity development and relationship skills. Over the last few years, as political and social challenges roiled the nation—from a global pandemic to the murder of George Floyd to the January 6th insurrection—civics educators are saying both knowledge and empathy, action and communication skills are needed to be a twenty-first century citizen. Schools, they say, should be teaching both. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, perhaps the biggest comeback civics has made is that it now includes a heavy dose of Social-Emotional Learning, or SEL, alongside the Articles of Confederation or how a bill becomes law. Social-Emotional Learning, an umbrella term for the development of non-academic skills like managing emotions and developing healthy relationships, is already ubiquitous in schools. But its explicit connection to civics learning, and the outcomes it’s supposed to produce, like more engaged citizens, is newer. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decades of research has shown that high-quality SEL improves social and academic outcomes for students, and even sets the stage for \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1633924?journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">healthy brain development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But an updated \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/\">\u003cspan style=\"font-weight: 400\">framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out from CASEL, SEL’s largest research and advocacy organization in education, added a new long-term outcome: \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">engaged citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identity development that leads to self-awareness, they wrote, is associated not only with positive mental health and self-esteem, but \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">“productive citizenship later in life.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In turn, civics organizations have begun adding SEL to their core competencies. A few years ago, the Campaign for the Civic Mission of Schools added SEL as complementary to their “\u003c/span>\u003ca href=\"https://tischcollege.tufts.edu/research/republic-still-risk-and-civics-part-solution\">\u003cspan style=\"font-weight: 400\">Six Proven Practices”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include civics and government courses, service learning and student-led school groups. Advocacy organizations like \u003c/span>\u003ca href=\"https://www.civxnow.org/\">\u003cspan style=\"font-weight: 400\">CivXNow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-partisan pro-civics group of 100 organizations, think it’s important as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Civics and SEL have a symbiotic relationship, and when we integrate them, we help nurture students as knowledgeable, caring and engaged citizens,” said Emma Humphries, CivxNow’s deputy director and chief education officer at iCivics. “At a time when Americans can’t agree on anything, this is incredibly important. There’s a sense that Americans, and, with it, our constitutional democracy, could really benefit from two things: more and deeper civic knowledge, and increased civility.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A crisis in civics education\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last fifty or sixty years, civics education has fallen out of favor in many schools. Educating for citizenship, once the core mission of public schools, was sidelined by competing objectives like educating for college and career, and focus on Science, Technology, Engineering and Math (STEM). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-stakes testing and accountability measures, focusing on reading and math, forced important subjects like history and government to the sidelines. In the last round of 8th grade assessments on the National Assessment of Educational Progress (NAEP) from 2018, only \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/ushistory/results/achievement/\">\u003cspan style=\"font-weight: 400\">15% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in history, and about \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/civics/results/achievement/#:~:text=In%202018%2C%20about%2024%20percent,2014%2C%20the%20previous%20assessment%20year.\">\u003cspan style=\"font-weight: 400\">24% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in civics. Experts say sidelining history, civics and government contributed to America’s incredibly \u003c/span>\u003ca href=\"https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/\">\u003cspan style=\"font-weight: 400\">low level of knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their civic rights, responsibilities and system of government, and might contribute to \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/03/in-past-elections-u-s-trailed-most-developed-countries-in-voter-turnout/\">\u003cspan style=\"font-weight: 400\">low voting rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But while history and civic knowledge is crucial, many of today’s civic challenges, as seen through recent crises, are more complex. The social isolation and alienation, sharing of online misinformation, and hateful polarization that helped contribute to recent events can’t neatly be solved by content classes alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solving these issues, experts say, requires a more holistic approach. “Both enterprises are anchored in relationships,” said Robert J. Jagers, vice president of research at CASEL. History provides context to what happened in the past, while SEL helps students assess how they should behave in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive school culture with standards and codes of behavior, he said, is SEL that also naturally helps students prepare for living in a democracy. “SEL is civic socialization, it’s relational, helping you to understand yourself in connection with other people,” Jagers said. “Your own thoughts and emotions and behaviors, how to be reserved when it’s appropriate, when you do that in a group. You learn how to do that by extension as the groups get larger, and the contexts get different.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Civics skills where SEL plays a part\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the connection between civics and SEL becomes stronger, educators and programs are finding ways to highlight how SEL improves the civic skills needed to meet twenty-first century challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy is an important civic skill. \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">R\u003c/a>\u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">\u003cspan style=\"font-weight: 400\">esearch shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that a majority of students can’t discern the truth of what they read or see online, and the “fake news” shared on social media has been a driver of polarization and civil unrest. Yet investigating the emotions behind how we share and what we believe on social media is a crucial part of media literacy that often doesn’t get addressed, said librarian and author Jennifer LaGarde. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning can help students identify the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> behind what they share, she said, and understand the important role managing emotions plays. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the new book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Developing-Digital-Detectives-Essential-Discerning/dp/1564849058\">Developing Digital Detectives\u003c/a>: Essential Lessons for Discerning Fact from Fiction in the 'Fake News' Era\u003c/span>\u003cspan style=\"font-weight: 400\">,\" LaGarde and co-author Darren Hudgins say that before fact checking an online claim, students need to do an “emotion check” first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that one of the ways to get us to click and hit ‘share’ is to trigger an emotion,” LaGarde said. “Once that emotion is triggered, the flight or fight part of our brain is triggered, and then it doesn’t matter what we know about fact checking. The emotion has taken over.” \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/jenniferlagarde/status/1227760800539930625\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The inquiry-driven \u003c/span>\u003ca href=\"https://www.socialstudies.org/standards/c3\">\u003cspan style=\"font-weight: 400\">College, Career and Civic Life (C3) Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Social Studies State Standards, developed by the National Council for the Social Studies, weaves in relationship-building skills to get students communicating with each other as they are exploring history and civics concepts, and evaluating sources. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Art Lewandowski, professor of teaching and learning at Bowling Green State University in Bowling Green, Ohio, teaches preservice teachers the C3 Framework as a philosophical framework to understand state history standards. He said the inquiry-based standards weave in aspects of SEL, including building relationship and communication skills, throughout to prepare students not just for taking a test. “It’s to prepare students for civic engagement,” he said, “and preparing students to collaborate with diverse peers to solve problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the work of learning to talk about difficult topics with those who might disagree. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\">\u003cspan style=\"font-weight: 400\">Research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that classrooms where students discuss politically controversial topics, led by a well-prepared teacher, can increase the “civic knowledge, skills and dispositions that lead to adult civic engagement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In times of extreme division and polarization—one where tensions run so deep\u003c/span>\u003ca href=\"https://centerforpolitics.org/crystalball/articles/new-initiative-explores-deep-persistent-divides-between-biden-and-trump-voters/\">\u003cspan style=\"font-weight: 400\"> nearly half of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> think dissolution is a good idea—teaching how to “deliberate for understanding” can be a challenge. Social-emotional skills can help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco’s civics students have frequent conversations about controversial topics in her civics class, but that wouldn’t be possible, she said, without the careful, deliberate scaffolding of social-emotional skills along the way. Students are required to take different positions on the same topic, in order to get practice having empathy and understanding for another’s position. And she teaches them to use specific sentence frames to communicate understanding. Sometimes it’s as simple as saying “I disagree with Jasmine’s idea,” instead of “I disagree with Jasmine.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The SEL standards become the civics standards,” Cisco said. “You’re not teaching two separate things, they weave together perfectly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While educators continue to blend SEL and civics, researchers are still trying to figure out a way to measure SEL’s effectiveness in producing engaged citizens. Laura Hamilton, associate vice president of Research Centers at the Educational Testing Service, called figuring out how to assess civic dispositions a “work in progress.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to assess knowledge,” she said. “But when you start to look at dispositions, civic engagement in the community or voting, those are harder to measure, and harder to link to what is happening in K-12 schools.” She sees promise in computer-based assessments that engage students in an activity, like presenting students with a social problem and gauging how they would respond. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, Cisco is hoping that the perspective-taking exercises leave an impression, and go with her students into their futures as engaged citizens. “Whenever I’m asked to give my why for teaching,” she said, “my answer is: the future of our country. This is the make it or break it generation.”\u003c/span>\u003c/p>\n\n",
"disqusIdentifier": "58660 https://ww2.kqed.org/mindshift/?p=58660",
"disqusUrl": "https://ww2.kqed.org/mindshift/2021/10/25/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1727,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 29
},
"modified": 1635270635,
"excerpt": "Educators and researchers hope that integrating some of the soft skills that are part of social and emotional learning practices can help civics education bridge some of the deep political rifts in this country. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Educators and researchers hope that integrating some of the soft skills that are part of social and emotional learning practices can help civics education bridge some of the deep political rifts in this country. ",
"title": "Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? - MindShift",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ",
"datePublished": "2021-10-25T03:17:03-07:00",
"dateModified": "2021-10-26T10:50:35-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap",
"status": "publish",
"path": "/mindshift/58660/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco wants her students to deliberate. Each week in her 9th grade civics class in a suburb of Minneapolis, the educator guides students through differing ideas of American government. Whether it’s viewing a TikTok challenge through the ideas of Hobbs and Locke, or looking at natural rights theory and classical republicanism through the lens of Covid-19, she asks students to first understand, then argue for different—and often opposing—points of view. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These exercises in “perspective-taking,” she said, take her lessons a step farther than history and knowledge-building about government. Empathy, tolerance and communicating across differences are in short supply in many communities, and young people need practice as they enter a deeply divided society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily have a lot of examples of two people with disparate opinions having a conversation where the goal isn’t to win,” Cisco said, “but to deliberate and understand.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators across the nation are getting focused on teaching the “soft skills” of civics education. As civics has made a comeback into classrooms after years of neglect, educators and experts say they are layering traditional civics content with skills more social and emotional in nature, like social awareness, identity development and relationship skills. Over the last few years, as political and social challenges roiled the nation—from a global pandemic to the murder of George Floyd to the January 6th insurrection—civics educators are saying both knowledge and empathy, action and communication skills are needed to be a twenty-first century citizen. Schools, they say, should be teaching both. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, perhaps the biggest comeback civics has made is that it now includes a heavy dose of Social-Emotional Learning, or SEL, alongside the Articles of Confederation or how a bill becomes law. Social-Emotional Learning, an umbrella term for the development of non-academic skills like managing emotions and developing healthy relationships, is already ubiquitous in schools. But its explicit connection to civics learning, and the outcomes it’s supposed to produce, like more engaged citizens, is newer. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decades of research has shown that high-quality SEL improves social and academic outcomes for students, and even sets the stage for \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1633924?journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">healthy brain development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But an updated \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/\">\u003cspan style=\"font-weight: 400\">framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out from CASEL, SEL’s largest research and advocacy organization in education, added a new long-term outcome: \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">engaged citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identity development that leads to self-awareness, they wrote, is associated not only with positive mental health and self-esteem, but \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">“productive citizenship later in life.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In turn, civics organizations have begun adding SEL to their core competencies. A few years ago, the Campaign for the Civic Mission of Schools added SEL as complementary to their “\u003c/span>\u003ca href=\"https://tischcollege.tufts.edu/research/republic-still-risk-and-civics-part-solution\">\u003cspan style=\"font-weight: 400\">Six Proven Practices”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include civics and government courses, service learning and student-led school groups. Advocacy organizations like \u003c/span>\u003ca href=\"https://www.civxnow.org/\">\u003cspan style=\"font-weight: 400\">CivXNow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-partisan pro-civics group of 100 organizations, think it’s important as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Civics and SEL have a symbiotic relationship, and when we integrate them, we help nurture students as knowledgeable, caring and engaged citizens,” said Emma Humphries, CivxNow’s deputy director and chief education officer at iCivics. “At a time when Americans can’t agree on anything, this is incredibly important. There’s a sense that Americans, and, with it, our constitutional democracy, could really benefit from two things: more and deeper civic knowledge, and increased civility.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A crisis in civics education\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last fifty or sixty years, civics education has fallen out of favor in many schools. Educating for citizenship, once the core mission of public schools, was sidelined by competing objectives like educating for college and career, and focus on Science, Technology, Engineering and Math (STEM). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-stakes testing and accountability measures, focusing on reading and math, forced important subjects like history and government to the sidelines. In the last round of 8th grade assessments on the National Assessment of Educational Progress (NAEP) from 2018, only \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/ushistory/results/achievement/\">\u003cspan style=\"font-weight: 400\">15% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in history, and about \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/civics/results/achievement/#:~:text=In%202018%2C%20about%2024%20percent,2014%2C%20the%20previous%20assessment%20year.\">\u003cspan style=\"font-weight: 400\">24% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in civics. Experts say sidelining history, civics and government contributed to America’s incredibly \u003c/span>\u003ca href=\"https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/\">\u003cspan style=\"font-weight: 400\">low level of knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their civic rights, responsibilities and system of government, and might contribute to \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/03/in-past-elections-u-s-trailed-most-developed-countries-in-voter-turnout/\">\u003cspan style=\"font-weight: 400\">low voting rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But while history and civic knowledge is crucial, many of today’s civic challenges, as seen through recent crises, are more complex. The social isolation and alienation, sharing of online misinformation, and hateful polarization that helped contribute to recent events can’t neatly be solved by content classes alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solving these issues, experts say, requires a more holistic approach. “Both enterprises are anchored in relationships,” said Robert J. Jagers, vice president of research at CASEL. History provides context to what happened in the past, while SEL helps students assess how they should behave in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive school culture with standards and codes of behavior, he said, is SEL that also naturally helps students prepare for living in a democracy. “SEL is civic socialization, it’s relational, helping you to understand yourself in connection with other people,” Jagers said. “Your own thoughts and emotions and behaviors, how to be reserved when it’s appropriate, when you do that in a group. You learn how to do that by extension as the groups get larger, and the contexts get different.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Civics skills where SEL plays a part\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the connection between civics and SEL becomes stronger, educators and programs are finding ways to highlight how SEL improves the civic skills needed to meet twenty-first century challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy is an important civic skill. \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">R\u003c/a>\u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">\u003cspan style=\"font-weight: 400\">esearch shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that a majority of students can’t discern the truth of what they read or see online, and the “fake news” shared on social media has been a driver of polarization and civil unrest. Yet investigating the emotions behind how we share and what we believe on social media is a crucial part of media literacy that often doesn’t get addressed, said librarian and author Jennifer LaGarde. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning can help students identify the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> behind what they share, she said, and understand the important role managing emotions plays. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the new book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Developing-Digital-Detectives-Essential-Discerning/dp/1564849058\">Developing Digital Detectives\u003c/a>: Essential Lessons for Discerning Fact from Fiction in the 'Fake News' Era\u003c/span>\u003cspan style=\"font-weight: 400\">,\" LaGarde and co-author Darren Hudgins say that before fact checking an online claim, students need to do an “emotion check” first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that one of the ways to get us to click and hit ‘share’ is to trigger an emotion,” LaGarde said. “Once that emotion is triggered, the flight or fight part of our brain is triggered, and then it doesn’t matter what we know about fact checking. The emotion has taken over.” \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "singleTwitterStatus",
"attributes": {
"named": {
"id": "1227760800539930625"
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The inquiry-driven \u003c/span>\u003ca href=\"https://www.socialstudies.org/standards/c3\">\u003cspan style=\"font-weight: 400\">College, Career and Civic Life (C3) Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Social Studies State Standards, developed by the National Council for the Social Studies, weaves in relationship-building skills to get students communicating with each other as they are exploring history and civics concepts, and evaluating sources. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Art Lewandowski, professor of teaching and learning at Bowling Green State University in Bowling Green, Ohio, teaches preservice teachers the C3 Framework as a philosophical framework to understand state history standards. He said the inquiry-based standards weave in aspects of SEL, including building relationship and communication skills, throughout to prepare students not just for taking a test. “It’s to prepare students for civic engagement,” he said, “and preparing students to collaborate with diverse peers to solve problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the work of learning to talk about difficult topics with those who might disagree. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\">\u003cspan style=\"font-weight: 400\">Research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that classrooms where students discuss politically controversial topics, led by a well-prepared teacher, can increase the “civic knowledge, skills and dispositions that lead to adult civic engagement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In times of extreme division and polarization—one where tensions run so deep\u003c/span>\u003ca href=\"https://centerforpolitics.org/crystalball/articles/new-initiative-explores-deep-persistent-divides-between-biden-and-trump-voters/\">\u003cspan style=\"font-weight: 400\"> nearly half of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> think dissolution is a good idea—teaching how to “deliberate for understanding” can be a challenge. Social-emotional skills can help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco’s civics students have frequent conversations about controversial topics in her civics class, but that wouldn’t be possible, she said, without the careful, deliberate scaffolding of social-emotional skills along the way. Students are required to take different positions on the same topic, in order to get practice having empathy and understanding for another’s position. And she teaches them to use specific sentence frames to communicate understanding. Sometimes it’s as simple as saying “I disagree with Jasmine’s idea,” instead of “I disagree with Jasmine.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The SEL standards become the civics standards,” Cisco said. “You’re not teaching two separate things, they weave together perfectly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While educators continue to blend SEL and civics, researchers are still trying to figure out a way to measure SEL’s effectiveness in producing engaged citizens. Laura Hamilton, associate vice president of Research Centers at the Educational Testing Service, called figuring out how to assess civic dispositions a “work in progress.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to assess knowledge,” she said. “But when you start to look at dispositions, civic engagement in the community or voting, those are harder to measure, and harder to link to what is happening in K-12 schools.” She sees promise in computer-based assessments that engage students in an activity, like presenting students with a social problem and gauging how they would respond. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, Cisco is hoping that the perspective-taking exercises leave an impression, and go with her students into their futures as engaged citizens. “Whenever I’m asked to give my why for teaching,” she said, “my answer is: the future of our country. This is the make it or break it generation.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/58660/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20533",
"mindshift_21167",
"mindshift_951",
"mindshift_943",
"mindshift_21234"
],
"featImg": "mindshift_58677",
"label": "mindshift"
},
"mindshift_58668": {
"type": "posts",
"id": "mindshift_58668",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "58668",
"score": null,
"sort": [
1634886575000
]
},
"guestAuthors": [],
"slug": "how-arts-practices-can-be-the-foundation-of-teaching-and-learning",
"title": "How Arts Practices Can Be the Foundation of Teaching and Learning",
"publishDate": 1634886575,
"format": "standard",
"headTitle": "How Arts Practices Can Be the Foundation of Teaching and Learning | KQED",
"labelTerm": {
"site": "mindshift"
},
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Arts education is often an afterthought in schools, but Erica Rosenfeld Halverson, Professor and Chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison, thinks we’ve got it all wrong. In her new book, \u003c/span>\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cspan style=\"font-weight: 400\">“How the Arts Can Save Education: Transforming Teaching, Learning and Instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Halverson argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Halverson’s arts experience comes from \u003c/span>\u003ca href=\"https://place.education.wisc.edu/youthprograms/uw-community-arts-collaboratory/whoopensocker/\">\u003cspan style=\"font-weight: 400\">Whoopensocker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arts-based organization she founded that teaches elementary school students the process of writing and performing original plays. Through that work, she came to a realization: using standardized test scores as the measure for learning limits what students have the opportunity to learn, and gives students the impression that test scores are the final destination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the arts offer a new way of looking at learning. Her thesis resembles project-based learning: if classrooms embraced the cyclic process artists use to create new work—beginning with an idea, finding a way to express that idea (something she refers to as a “representation”), and then presenting the finished product to an audience—more real learning can flourish.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following conversation has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">When I was a kid, my memory is that the arts were a part of a lot of things we did. We sang songs, put on plays and puppet shows, made drawings in a lot of classes. It was a part of the way that we learned. But now, in my work as a journalist, I go into a lot of classrooms, and I feel like for the most part that’s all gone. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">And it got me thinking about, why did you want to write this book? What were the challenges that you were seeing in education that you wanted to address? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> This goes back to the advent of the accountability system in the late ‘90s and early 2000s, where for very good reasons that have to do with issues of equity and inclusion, policy makers focused on metrics of success such as test scores on fixed, normed reading and math tests, and measurable outcomes like attendance metrics, as the primary way that we as a society could understand whether we were serving all of our kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that approach was fundamentally misguided—because it eliminated all of those inspiring and arts-based practices that you described that were hallmarks of our childhood teaching and learning experiences. Because all of a sudden, if what counts as good learning looks like performance on a reading test, then all of our educational efforts get laser-focused in service of performing well on those metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience both as an artist and an arts educator, is that the outcomes of arts practice are themselves the measure of learning. Making art of any kind is an act of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, taking an idea and giving it a form for other people to respond to. That form is anything from a painting, a song, a Tik Tok video, you name it. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is, when we fix the outcome of representation as performance on an exam, then we’ve eliminated all the choices for moving around the representational process. Because we’re not really asking the fundamental questions that make learning compelling, like, What’s the idea you have? How do these tools allow you to represent that idea? And how do audiences respond to your representation as a good version of that idea? And that’s true from writing expository essays to using math equations to represent how to communicate a mathematical practice, to a complicated science experiment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a long way of saying: I think we went off the rails when we let the outcome measures of standardized learning drive the design bus. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> The title of the book leads me to believe you think the arts can save education, and you have an interesting and unique perspective. Because I think people say versions of this all the time—but yours is different. It’s not necessarily more time spent in music class playing the violin.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> It is remaking our systems of teaching and learning by using arts practices as the foundation for what good teaching looks like, for what good learning can be, and how our learning environments can function. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-58670 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-800x1175.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1020x1498.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-768x1128.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1046x1536.jpg 1046w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1394x2048.jpg 1394w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-scaled.jpg 1743w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Here’s an example: in the chapter where I talk about remaking curriculum, I describe how the process of art-making is fundamentally the cycle of coming up with an idea, creating representations and then sharing those with an audience. The strong argument I’m making is that cycle, that process is the model for how all learning experiences are designed, regardless of the discipline that you’re in. The foundation of the learning process ought to be coming up with the idea that is the subject of your inquiry, and developing tools for representation that are germane to that discipline. Every discipline has its own tools for representation. I don’t think music ought to be used necessarily for representing math, though there is a place for that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I’m saying is, what are the tools for representation in mathematics? And how do those tools afford you to represent the idea or concept, and then what happens when you share those representations with an audience? What kind of feedback do you get? Does that give you an opportunity to help you think about the connection between the idea that you had and the representation that you’ve chosen? Does it teach something about that idea that they didn’t already know? Either way, how should we understand what you get out of that process beyond simply knowing the facts of a particular discipline or domain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of us grow up with artistic superpowers, artistic ways of knowing and doing. You don’t have to be a tuba player! These artistic superpowers could serve us productively in our inquiries into other disciplines. And that’s another way of saying, it’s not that we all need to learn the tuba, right? It’s the way of engaging in arts practice, which pretty much we all do whether you’re a cook, or you make clothes for your family, or the myriad ways we express ourselves. In education we do everyone a disservice by not acknowledging that we should be drawing on those ways of knowing and doing as an integral part of how we learn to do stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Okay, I have to stop you and ask questions here. What I often see happening in classrooms is that kids don’t even know the facts. Here’s an example: my fourth grader could not learn his multiplication tables. I took him to a tutoring center, and they said, “This is so easy, there’s a scientific way that kids need to learn this stuff, and the reason he doesn’t know his times tables is because he doesn’t know the basic facts of 0-10. Once he knows those, and we will teach it to him, he will be able to multiply with ease.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">What I worry about is that students have to have the basic facts first in order to enjoy this kind of learning—what you’re talking about here is a lot like project-based learning—and what we’re missing, especially most often for the most vulnerable children, is that they don’t have the basics to work with. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-58669 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-800x1069.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1020x1363.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-768x1026.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1149x1536.jpeg 1149w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590.jpeg 1427w\" sizes=\"(max-width: 160px) 100vw, 160px\">Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think two things. There is a place for drill and practice as a tool for acquiring information. And the arts certainly do our versions of drill and practice—if you want to become a trained singer, you spend 20 minutes a day warming up your voice, to set the conditions for being able to sing. So I’m not arguing that there is not a time and place to use those tools. I think what we miss when we say you need to start with the basics, is that cognitively if students are not ready to use those tools to make something they care about, none of it is going to stick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an arts-based example: Video editing is an extremely technical and trying process, with many sets of technical tools, informational processes, etc. If you have no need for audio level adjustment, memorizing where and how audio level adjustment works is a bit of an act of futility. But, once you need to adjust the audio levels of an interview you’ve done—that info and knowledge, whatever you want to call it, is much more likely to become part of what you know and do if you use it than if you are in a video editing class and it was the week to learn about audio level adjustment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same goes for multiplication tables. We need to drill and practice in order to make that part of your memory, of course, in the same way that a video editor needs to adjust audio levels 40 times, so when it comes to being able to do that seamlessly they can do that with no problem. However, if the impetus of that drill isn’t grounded in some practice of conceiving, representing and sharing, it’s going to be much harder to motivate, much harder to sustain, and it’s going to be harder to convince young people that it matters for them. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b> \u003cspan style=\"font-weight: 400\">It makes me think of Jal Mehta’s and Sarah Fine’s book \u003c/span>\u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674988392\">\u003cspan style=\"font-weight: 400\">“In Search of Deeper Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Some kids seem to gravitate towards this kind of project-based learning. In the book, they talk about how it’s often the after-school activities that kids get so deep into—sports, the arts, marching band—because of exactly what you’re saying. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, of course, you’re going to find that in your ‘after-school’ time, because those practices are part of what it means to make things. And where are we mostly making things? We are mostly making things now outside of school time. There are often critiques of those after-school learning spaces, “But you’re only talking about the kids who opt in.” And my response has been, “That’s because we don’t give all kids the opportunity to do these things. We treat them as if they’re special. What if there was an all-in system, because this is how we do teaching and learning at scale?”\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> What I find most compelling about the arts when it comes to education is that it’s a different way to be smart. It gives kids who may not be particularly good at math or reading a reason to go to school. Can we talk about that? Because I feel like some of what your book is saying is that we need to recognize the different ways in which people are smart. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yes, and I think an even stronger claim is to stop equating school performance with smartness. The problem is not with the kids, the problem is with the way we’ve set up what these learning experiences are for. What you said—well that person isn’t good at math. I would say, are they not good at math? Or, is the way that school math was designed not reflective of what it means to be smart in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like, you may not like math class, but what I would hope for, is that we give more kids more chances to be smart, and enjoy more school-based disciplines, when we use these arts-based strategies to engage. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Let’s talk about your theatre company, Whoopensocker. What did you learn about traditional education from going into schools and doing these shows, where basically kids invent a show from scratch? How did that inform what you’re doing? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the number one thing that I learned is that good teaching and learning is built on a foundation of risk-taking. That is, learners’ willingness to take a risk, and teachers’ willingness to take a risk. Risk-taking means everything from a willingness to try out an answer and be wrong, to a willingness to take leadership, cognitive leadership or project leadership. There are a lot of ways that it looks. But my mantra is: we can’t teach or learn anything unless we are willing to take a risk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And a thing that I’ve learned from formal learning systems of all kinds, from tutoring to college classes to K-12 school: we don’t scaffold risk-taking as a normal part of the way we design learning environments. Like, “getting to know you” games have a really bad reputation, and I think the reason is we’ve lost sight of what they’re for. What they’re for is to set the conditions for people to be able to take risks together, to learn and do new stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many classroom teachers who do that as a natural part of their practice. When we go in with Whoopensocker, you can tell right away the classrooms that are set up to do that kind of risk-taking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We always start with warm-up games for everyone. In classroom spaces that are not scaffolded for risk-taking, sometimes that is as far as we get in the first few weeks, just getting learners and teachers to do a call and response game altogether, which is its own form of risk. In classrooms that are set up for risk-taking, they are ready from the jump to contribute new ideas and let those ideas be a dialogue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have learned from being an arts educator for 25 years in elementary school classrooms, is that scaffolding risk-taking is the single most important feature of an effective learning environment. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is the perfect lead-in to my next question: How are teachers going to incorporate these ideas? What I see when I go into classrooms is teachers who are teaching a mile a minute. They have a stack of standards, of things they have to say and do on specific days. It feels like there is no room for them to incorporate this.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> We can’t afford for there not to be room. The kids who are consistently left out of the system, and this has not changed one iota since No Child Left Behind, are still being left out. Accountability systems have not created universally more successful schooling or equitable schooling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I would argue that we need to ditch the content-forward, content-pressured model of schooling, in service of scaffolding risk-taking as the mechanism into much deeper and more meaningful understanding of concepts and information and how they’re represented in a discipline. I know as an individual classroom teacher, that’s not a super-helpful comment, because that’s a system-level response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This only happens if we all collectively acknowledge that sticking things in the margins is not the way to systemic change. When you clean out your closet, how often are you shoving tee shirts into a drawer before you finally say, this drawer can’t hold any more tee shirts? And you dump the whole drawer out? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model of, “how do we shove more pieces into an already packed agenda?” is never going to get us anywhere. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">If there is one thing that you would like teachers to think about when they’re done reading this book, what would it be? What could they do today? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> The one thing is to see their job as scaffolding risk-taking to prepare students for learning. In the book, I give some pretty direct ideas for how to scaffold risk-taking in the classroom. That’s my takeaway for all teachers, that scaffolding risk-taking is the foundation for all teaching and learning, and that nobody can learn unless they’re willing to take a risk.\u003c/span>\u003c/p>\n\n",
"blocks": [],
"excerpt": "Applying the creative and iterative processes of art can be applied to more academic subjects to make learning feel more relevant to students. ",
"status": "publish",
"parent": 0,
"modified": 1716315526,
"stats": {
"hasAudio": false,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 41,
"wordCount": 2857
},
"headData": {
"title": "How Arts Practices Can Be the Foundation of Teaching and Learning | KQED",
"description": "Applying the creative and iterative processes of art can be applied to more academic subjects to make learning feel more relevant to students. ",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Arts Practices Can Be the Foundation of Teaching and Learning",
"datePublished": "2021-10-22T00:09:35-07:00",
"dateModified": "2024-05-21T11:18:46-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"sticky": false,
"excludeFromSiteSearch": "Include",
"articleAge": "0",
"path": "/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Arts education is often an afterthought in schools, but Erica Rosenfeld Halverson, Professor and Chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison, thinks we’ve got it all wrong. In her new book, \u003c/span>\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cspan style=\"font-weight: 400\">“How the Arts Can Save Education: Transforming Teaching, Learning and Instruction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Halverson argues not only do the arts belong in schools, but the core tenets of arts learning belong in every classroom. Education should use the arts—and especially the process of how artists create their work—as a blueprint to re-make more effective learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Halverson’s arts experience comes from \u003c/span>\u003ca href=\"https://place.education.wisc.edu/youthprograms/uw-community-arts-collaboratory/whoopensocker/\">\u003cspan style=\"font-weight: 400\">Whoopensocker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an arts-based organization she founded that teaches elementary school students the process of writing and performing original plays. Through that work, she came to a realization: using standardized test scores as the measure for learning limits what students have the opportunity to learn, and gives students the impression that test scores are the final destination.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the arts offer a new way of looking at learning. Her thesis resembles project-based learning: if classrooms embraced the cyclic process artists use to create new work—beginning with an idea, finding a way to express that idea (something she refers to as a “representation”), and then presenting the finished product to an audience—more real learning can flourish.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following conversation has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">When I was a kid, my memory is that the arts were a part of a lot of things we did. We sang songs, put on plays and puppet shows, made drawings in a lot of classes. It was a part of the way that we learned. But now, in my work as a journalist, I go into a lot of classrooms, and I feel like for the most part that’s all gone. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">And it got me thinking about, why did you want to write this book? What were the challenges that you were seeing in education that you wanted to address? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> This goes back to the advent of the accountability system in the late ‘90s and early 2000s, where for very good reasons that have to do with issues of equity and inclusion, policy makers focused on metrics of success such as test scores on fixed, normed reading and math tests, and measurable outcomes like attendance metrics, as the primary way that we as a society could understand whether we were serving all of our kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think that approach was fundamentally misguided—because it eliminated all of those inspiring and arts-based practices that you described that were hallmarks of our childhood teaching and learning experiences. Because all of a sudden, if what counts as good learning looks like performance on a reading test, then all of our educational efforts get laser-focused in service of performing well on those metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My experience both as an artist and an arts educator, is that the outcomes of arts practice are themselves the measure of learning. Making art of any kind is an act of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, taking an idea and giving it a form for other people to respond to. That form is anything from a painting, a song, a Tik Tok video, you name it. Art-making is an act of representation. And the ability to create an effective representation is actually the single most important skill for all classroom learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is, when we fix the outcome of representation as performance on an exam, then we’ve eliminated all the choices for moving around the representational process. Because we’re not really asking the fundamental questions that make learning compelling, like, What’s the idea you have? How do these tools allow you to represent that idea? And how do audiences respond to your representation as a good version of that idea? And that’s true from writing expository essays to using math equations to represent how to communicate a mathematical practice, to a complicated science experiment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a long way of saying: I think we went off the rails when we let the outcome measures of standardized learning drive the design bus. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> The title of the book leads me to believe you think the arts can save education, and you have an interesting and unique perspective. Because I think people say versions of this all the time—but yours is different. It’s not necessarily more time spent in music class playing the violin.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> It is remaking our systems of teaching and learning by using arts practices as the foundation for what good teaching looks like, for what good learning can be, and how our learning environments can function. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.tcpress.com/how-the-arts-can-save-education-9780807765722\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-58670 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg\" alt=\"\" width=\"160\" height=\"235\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-160x235.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-800x1175.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1020x1498.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-768x1128.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1046x1536.jpg 1046w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-1394x2048.jpg 1394w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/How-the-Arts-can-Save-Education-scaled.jpg 1743w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>Here’s an example: in the chapter where I talk about remaking curriculum, I describe how the process of art-making is fundamentally the cycle of coming up with an idea, creating representations and then sharing those with an audience. The strong argument I’m making is that cycle, that process is the model for how all learning experiences are designed, regardless of the discipline that you’re in. The foundation of the learning process ought to be coming up with the idea that is the subject of your inquiry, and developing tools for representation that are germane to that discipline. Every discipline has its own tools for representation. I don’t think music ought to be used necessarily for representing math, though there is a place for that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I’m saying is, what are the tools for representation in mathematics? And how do those tools afford you to represent the idea or concept, and then what happens when you share those representations with an audience? What kind of feedback do you get? Does that give you an opportunity to help you think about the connection between the idea that you had and the representation that you’ve chosen? Does it teach something about that idea that they didn’t already know? Either way, how should we understand what you get out of that process beyond simply knowing the facts of a particular discipline or domain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of us grow up with artistic superpowers, artistic ways of knowing and doing. You don’t have to be a tuba player! These artistic superpowers could serve us productively in our inquiries into other disciplines. And that’s another way of saying, it’s not that we all need to learn the tuba, right? It’s the way of engaging in arts practice, which pretty much we all do whether you’re a cook, or you make clothes for your family, or the myriad ways we express ourselves. In education we do everyone a disservice by not acknowledging that we should be drawing on those ways of knowing and doing as an integral part of how we learn to do stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Okay, I have to stop you and ask questions here. What I often see happening in classrooms is that kids don’t even know the facts. Here’s an example: my fourth grader could not learn his multiplication tables. I took him to a tutoring center, and they said, “This is so easy, there’s a scientific way that kids need to learn this stuff, and the reason he doesn’t know his times tables is because he doesn’t know the basic facts of 0-10. Once he knows those, and we will teach it to him, he will be able to multiply with ease.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">What I worry about is that students have to have the basic facts first in order to enjoy this kind of learning—what you’re talking about here is a lot like project-based learning—and what we’re missing, especially most often for the most vulnerable children, is that they don’t have the basics to work with. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-58669 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg\" alt=\"\" width=\"160\" height=\"214\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-160x214.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-800x1069.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1020x1363.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-768x1026.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590-1149x1536.jpeg 1149w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/10/Erica-Rosenfeld-Halverson-scaled-e1634884963590.jpeg 1427w\" sizes=\"(max-width: 160px) 100vw, 160px\">Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think two things. There is a place for drill and practice as a tool for acquiring information. And the arts certainly do our versions of drill and practice—if you want to become a trained singer, you spend 20 minutes a day warming up your voice, to set the conditions for being able to sing. So I’m not arguing that there is not a time and place to use those tools. I think what we miss when we say you need to start with the basics, is that cognitively if students are not ready to use those tools to make something they care about, none of it is going to stick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an arts-based example: Video editing is an extremely technical and trying process, with many sets of technical tools, informational processes, etc. If you have no need for audio level adjustment, memorizing where and how audio level adjustment works is a bit of an act of futility. But, once you need to adjust the audio levels of an interview you’ve done—that info and knowledge, whatever you want to call it, is much more likely to become part of what you know and do if you use it than if you are in a video editing class and it was the week to learn about audio level adjustment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The same goes for multiplication tables. We need to drill and practice in order to make that part of your memory, of course, in the same way that a video editor needs to adjust audio levels 40 times, so when it comes to being able to do that seamlessly they can do that with no problem. However, if the impetus of that drill isn’t grounded in some practice of conceiving, representing and sharing, it’s going to be much harder to motivate, much harder to sustain, and it’s going to be harder to convince young people that it matters for them. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b> \u003cspan style=\"font-weight: 400\">It makes me think of Jal Mehta’s and Sarah Fine’s book \u003c/span>\u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674988392\">\u003cspan style=\"font-weight: 400\">“In Search of Deeper Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Some kids seem to gravitate towards this kind of project-based learning. In the book, they talk about how it’s often the after-school activities that kids get so deep into—sports, the arts, marching band—because of exactly what you’re saying. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah, of course, you’re going to find that in your ‘after-school’ time, because those practices are part of what it means to make things. And where are we mostly making things? We are mostly making things now outside of school time. There are often critiques of those after-school learning spaces, “But you’re only talking about the kids who opt in.” And my response has been, “That’s because we don’t give all kids the opportunity to do these things. We treat them as if they’re special. What if there was an all-in system, because this is how we do teaching and learning at scale?”\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> What I find most compelling about the arts when it comes to education is that it’s a different way to be smart. It gives kids who may not be particularly good at math or reading a reason to go to school. Can we talk about that? Because I feel like some of what your book is saying is that we need to recognize the different ways in which people are smart. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yes, and I think an even stronger claim is to stop equating school performance with smartness. The problem is not with the kids, the problem is with the way we’ve set up what these learning experiences are for. What you said—well that person isn’t good at math. I would say, are they not good at math? Or, is the way that school math was designed not reflective of what it means to be smart in math? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And like, you may not like math class, but what I would hope for, is that we give more kids more chances to be smart, and enjoy more school-based disciplines, when we use these arts-based strategies to engage. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> Let’s talk about your theatre company, Whoopensocker. What did you learn about traditional education from going into schools and doing these shows, where basically kids invent a show from scratch? How did that inform what you’re doing? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the number one thing that I learned is that good teaching and learning is built on a foundation of risk-taking. That is, learners’ willingness to take a risk, and teachers’ willingness to take a risk. Risk-taking means everything from a willingness to try out an answer and be wrong, to a willingness to take leadership, cognitive leadership or project leadership. There are a lot of ways that it looks. But my mantra is: we can’t teach or learn anything unless we are willing to take a risk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And a thing that I’ve learned from formal learning systems of all kinds, from tutoring to college classes to K-12 school: we don’t scaffold risk-taking as a normal part of the way we design learning environments. Like, “getting to know you” games have a really bad reputation, and I think the reason is we’ve lost sight of what they’re for. What they’re for is to set the conditions for people to be able to take risks together, to learn and do new stuff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many classroom teachers who do that as a natural part of their practice. When we go in with Whoopensocker, you can tell right away the classrooms that are set up to do that kind of risk-taking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We always start with warm-up games for everyone. In classroom spaces that are not scaffolded for risk-taking, sometimes that is as far as we get in the first few weeks, just getting learners and teachers to do a call and response game altogether, which is its own form of risk. In classrooms that are set up for risk-taking, they are ready from the jump to contribute new ideas and let those ideas be a dialogue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I have learned from being an arts educator for 25 years in elementary school classrooms, is that scaffolding risk-taking is the single most important feature of an effective learning environment. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is the perfect lead-in to my next question: How are teachers going to incorporate these ideas? What I see when I go into classrooms is teachers who are teaching a mile a minute. They have a stack of standards, of things they have to say and do on specific days. It feels like there is no room for them to incorporate this.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> We can’t afford for there not to be room. The kids who are consistently left out of the system, and this has not changed one iota since No Child Left Behind, are still being left out. Accountability systems have not created universally more successful schooling or equitable schooling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I would argue that we need to ditch the content-forward, content-pressured model of schooling, in service of scaffolding risk-taking as the mechanism into much deeper and more meaningful understanding of concepts and information and how they’re represented in a discipline. I know as an individual classroom teacher, that’s not a super-helpful comment, because that’s a system-level response.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This only happens if we all collectively acknowledge that sticking things in the margins is not the way to systemic change. When you clean out your closet, how often are you shoving tee shirts into a drawer before you finally say, this drawer can’t hold any more tee shirts? And you dump the whole drawer out? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The model of, “how do we shove more pieces into an already packed agenda?” is never going to get us anywhere. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cb>Holly: \u003c/b>\u003cspan style=\"font-weight: 400\">If there is one thing that you would like teachers to think about when they’re done reading this book, what would it be? What could they do today? \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Erica:\u003c/b>\u003cspan style=\"font-weight: 400\"> The one thing is to see their job as scaffolding risk-taking to prepare students for learning. In the book, I give some pretty direct ideas for how to scaffold risk-taking in the classroom. That’s my takeaway for all teachers, that scaffolding risk-taking is the foundation for all teaching and learning, and that nobody can learn unless they’re willing to take a risk.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20854",
"mindshift_797",
"mindshift_256"
],
"featImg": "mindshift_58673",
"label": "mindshift"
},
"mindshift_58481": {
"type": "posts",
"id": "mindshift_58481",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "58481",
"score": null,
"sort": [
1631253157000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1631253157,
"format": "standard",
"disqusTitle": "How To Talk About 9/11 With A New Generation Of Kids",
"title": "How To Talk About 9/11 With A New Generation Of Kids",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When teacher Brandon Graves in Louisville, Ky., talks with his elementary school students about the attacks of Sept. 11, 2001, he tells them where he was that day — in Washington, D.C., a freshman at Howard University, where he could smell smoke from the Pentagon.\u003c/p>\n\u003cp>\"I liken it to, when I was that age, my parents and the adults around me would talk about where they were when Martin Luther King got killed,\" Graves says.\u003c/p>\n\u003cp>Teaching K-12 students about the attacks of 9/11 has always been difficult. But with the 20th anniversary of the attacks this weekend, time has brought a new challenge: Students today have no memories of that day. So NPR checked in with educators and experts across the country for advice on how to approach 9/11 with kids for whom the attacks are simply \u003cem>history\u003c/em>.\u003c/p>\n\u003ch2>First and foremost, keep it age-appropriate\u003c/h2>\n\u003cp>The Morningside Center for Teaching Social Responsibility offers several 9/11 lesson plans \u003ca href=\"https://www.morningsidecenter.org/teachable-moment/lessons/911-anniversary-teaching-guide-updated\">on its website\u003c/a> but says that \"children ages 4 to 7 are too young for a lesson on September 11. They lack the knowledge to make sense of the attacks and their aftermath in any meaningful way.\"\u003c/p>\n\u003cp>Similarly, the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">National September 11 Memorial & Museum \u003c/a>in New York City offers interactive lesson plans for students beginning in third grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For children in grades three to five, Morningside recommends a brief, fact-based account of the day, including that nearly 3,000 people were killed:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\"Explain that on September 11, 2001, a group of men took over two planes and flew them into the World Trade Center, a pair of skyscrapers in downtown Manhattan. After several enormous explosions, both buildings collapsed, killing almost 3,000 people. On that same day, two additional planes were hijacked by the same group. One was flown into the Pentagon in Washington, D.C., killing 125 people, while the other crashed in a field in Pennsylvania killing all on board. Though it was never proven, that last plane was thought to be on its way to the White House or the Capitol.\"\u003c/em>\u003c/p>\u003c/blockquote>\n\u003ch2>Make room for discomfort\u003c/h2>\n\u003cp>Graves says the scale of pain and loss can understandably unsettle some young students. \"They're not used to that,\" he says. \"They're used to stories geared toward kids, and so there's a happy ending.\"\u003c/p>\n\u003cp>Other educators note that, especially with older children, we often underestimate what they already know and what they can handle.\u003c/p>\n\u003cp>\"We advise teachers to be bold, and be courageous in meeting the kids where they're at,\" says \u003ca href=\"https://www.morningsidecenter.org/our-staff\">Tala Manassah, deputy executive director \u003c/a>of the Morningside Center for Teaching Social Responsibility. \"Sometimes the edges of our learning happen when we are uncomfortable.\"\u003c/p>\n\u003cp>This extends to how educators answer two very hard questions kids have always asked:\u003c/p>\n\u003ch2>Be clear who the attackers were — and weren't\u003c/h2>\n\u003cp>Emily Gardner, an elementary school librarian in Texas, says it's important to be clear and specific when talking about the group of 19 men behind the attacks.\u003c/p>\n\u003cp>\"We're very careful to answer that question, that it's al-Qaida, it's a terrorist organization,\" Gardner says. \"It's not Muslims. It's not people from a certain country.\"\u003c/p>\n\u003cp>In some classrooms, the discrimination and Islamophobia that followed the attacks feature prominently in how teachers talk about the lessons of 9/11.\u003c/p>\n\u003cp>As for answering children when they ask \u003cem>why\u003c/em> those 19 men did what they did, Graves says, \"I think it is so important for educators, adults to be able to sit with a child and say, 'I don't know.' \"\u003c/p>\n\u003ch2>Stress how they can get still help\u003c/h2>\n\u003cp>Graves worked with the group, Global Game Changers, \u003ca href=\"https://vimeo.com/444991292\">to develop lessons around 9/11.\u003c/a> Jan Helson, the group's co-founder, says it's important to follow that \"I don't know\" with, \"But what we \u003cem>do\u003c/em> know is that really good people stood up to help us overcome those bad things.\"\u003c/p>\n\u003cp>That's why many of the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">school materials created by the National September 11 Memorial & Museum\u003c/a> feature the stories of first responders who ran toward danger that day. It's also important for kids to look not just for those helpers but to feel like they, too, can help.\u003c/p>\n\u003cp>\"We give students an opportunity to respond and take action,\" says Gardner, who remembers when her school's art teacher \"worked with our students and talked about art as empathy. And so our students made paper flowers that we mailed to the memorial.\"\u003c/p>\n\u003cp>The Sept. 11 memorial itself suggests several activities that can help kids feel helpful, \u003ca href=\"https://911memorial.org/learn/youth-and-families/activities-home\">including making a first responder badge or survivor tree leaves\u003c/a>.\u003c/p>\n\u003ch2>Be prepared to share your feelings\u003c/h2>\n\u003cp>Megan Jones, vice president of education at the museum, says one thing has stood out to her this year about the questions she and her staff have been hearing from kids.\u003c/p>\n\u003cp>In the past, children's curiosity has largely focused on the facts of that day. This year, though, \"They're asking, 'What was it like for you? How did you feel after 9/11? When did you feel safe again?' \"\u003c/p>\n\u003cp>The reason for these questions this year, Jones says, is that today's students are living through a new tragedy, one that has upended their lives and killed 650,000 grandparents and parents, brothers and sisters in the U.S. alone. Many children are feeling exhausted and frightened by the pandemic and may be grieving.\u003c/p>\n\u003cp>Jones says she hopes this COVID-19 generation of students finds solace — and reassurance — in the September 11 Memorial & Museum's annual webinar for schools, which premieres Friday. More than 1 million people, most of them students, have already registered — nearly a threefold increase from last year.\u003c/p>\n\u003cp>This year, the webinar includes the voice of \u003ca href=\"https://www.911memorial.org/connect/blog/daughter-911-flight-captain-reflects-support-shown-her-following-attacks\">Brielle Saracini, who was just 10 years old on 9/11\u003c/a>. Her father, Victor Saracini, was piloting United Airlines Flight 175 when it was hijacked and flown into the south tower of the World Trade Center.\u003c/p>\n\u003cp>\"I just wanted to be normal,\" Brielle Saracini says in a prerecorded video, remembering the days immediately after 9/11. \"And I kind of internalized a lot of my grief. And grieving in public is very difficult, and so my way of dealing with it was just to kind of be quiet about it.\"\u003c/p>\n\u003cp>Ultimately, Saracini found joy, friendship and even her future husband at Camp Better Days, a camp for children who lost loved ones in the attacks. She has also persevered through a personal battle with cancer. Jones says Saracini's story is one of resilience that will resonate with today's COVID-19 generation.\u003c/p>\n\u003cp>\"Young people are looking to a generation who did live through a world-changing event,\" Jones says, \"and they want to know that it's possible to come out of it and how did we do it.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And the answers — that it\u003cem> is\u003c/em> possible but hard and that we have to help each other — are as relevant today as ever.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+About+9%2F11+With+A+New+Generation+Of+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "58481 https://ww2.kqed.org/mindshift/?p=58481",
"disqusUrl": "https://ww2.kqed.org/mindshift/2021/09/09/how-to-talk-about-9-11-with-a-new-generation-of-kids/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1185,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 30
},
"modified": 1631254710,
"excerpt": "Students today have no memory of the attacks of Sept. 11, 2001, so this year's anniversary poses unique challenges for educators and caregivers trying to explain what happened and why.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Students today have no memory of the attacks of Sept. 11, 2001, so this year's anniversary poses unique challenges for educators and caregivers trying to explain what happened and why.",
"title": "How To Talk About 9/11 With A New Generation Of Kids - MindShift",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How To Talk About 9/11 With A New Generation Of Kids",
"datePublished": "2021-09-09T22:52:37-07:00",
"dateModified": "2021-09-09T23:18:30-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-talk-about-9-11-with-a-new-generation-of-kids",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=1035454983&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Cory Turner and Sarah McCammon",
"nprStoryDate": "Thu, 09 Sep 2021 16:39:00 -0400",
"nprLastModifiedDate": "Thu, 09 Sep 2021 18:26:00 -0400",
"nprHtmlLink": "https://www.npr.org/2021/09/09/1035454983/how-to-talk-about-9-11-with-a-new-generation-of-kids?ft=nprml&f=1035454983",
"nprImageAgency": "Getty Images",
"nprImageCredit": "Spencer Platt",
"nprStoryId": "1035454983",
"nprRetrievedStory": "1",
"nprPubDate": "Thu, 09 Sep 2021 18:26:00 -0400",
"path": "/mindshift/58481/how-to-talk-about-9-11-with-a-new-generation-of-kids",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When teacher Brandon Graves in Louisville, Ky., talks with his elementary school students about the attacks of Sept. 11, 2001, he tells them where he was that day — in Washington, D.C., a freshman at Howard University, where he could smell smoke from the Pentagon.\u003c/p>\n\u003cp>\"I liken it to, when I was that age, my parents and the adults around me would talk about where they were when Martin Luther King got killed,\" Graves says.\u003c/p>\n\u003cp>Teaching K-12 students about the attacks of 9/11 has always been difficult. But with the 20th anniversary of the attacks this weekend, time has brought a new challenge: Students today have no memories of that day. So NPR checked in with educators and experts across the country for advice on how to approach 9/11 with kids for whom the attacks are simply \u003cem>history\u003c/em>.\u003c/p>\n\u003ch2>First and foremost, keep it age-appropriate\u003c/h2>\n\u003cp>The Morningside Center for Teaching Social Responsibility offers several 9/11 lesson plans \u003ca href=\"https://www.morningsidecenter.org/teachable-moment/lessons/911-anniversary-teaching-guide-updated\">on its website\u003c/a> but says that \"children ages 4 to 7 are too young for a lesson on September 11. They lack the knowledge to make sense of the attacks and their aftermath in any meaningful way.\"\u003c/p>\n\u003cp>Similarly, the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">National September 11 Memorial & Museum \u003c/a>in New York City offers interactive lesson plans for students beginning in third grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For children in grades three to five, Morningside recommends a brief, fact-based account of the day, including that nearly 3,000 people were killed:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\"Explain that on September 11, 2001, a group of men took over two planes and flew them into the World Trade Center, a pair of skyscrapers in downtown Manhattan. After several enormous explosions, both buildings collapsed, killing almost 3,000 people. On that same day, two additional planes were hijacked by the same group. One was flown into the Pentagon in Washington, D.C., killing 125 people, while the other crashed in a field in Pennsylvania killing all on board. Though it was never proven, that last plane was thought to be on its way to the White House or the Capitol.\"\u003c/em>\u003c/p>\u003c/blockquote>\n\u003ch2>Make room for discomfort\u003c/h2>\n\u003cp>Graves says the scale of pain and loss can understandably unsettle some young students. \"They're not used to that,\" he says. \"They're used to stories geared toward kids, and so there's a happy ending.\"\u003c/p>\n\u003cp>Other educators note that, especially with older children, we often underestimate what they already know and what they can handle.\u003c/p>\n\u003cp>\"We advise teachers to be bold, and be courageous in meeting the kids where they're at,\" says \u003ca href=\"https://www.morningsidecenter.org/our-staff\">Tala Manassah, deputy executive director \u003c/a>of the Morningside Center for Teaching Social Responsibility. \"Sometimes the edges of our learning happen when we are uncomfortable.\"\u003c/p>\n\u003cp>This extends to how educators answer two very hard questions kids have always asked:\u003c/p>\n\u003ch2>Be clear who the attackers were — and weren't\u003c/h2>\n\u003cp>Emily Gardner, an elementary school librarian in Texas, says it's important to be clear and specific when talking about the group of 19 men behind the attacks.\u003c/p>\n\u003cp>\"We're very careful to answer that question, that it's al-Qaida, it's a terrorist organization,\" Gardner says. \"It's not Muslims. It's not people from a certain country.\"\u003c/p>\n\u003cp>In some classrooms, the discrimination and Islamophobia that followed the attacks feature prominently in how teachers talk about the lessons of 9/11.\u003c/p>\n\u003cp>As for answering children when they ask \u003cem>why\u003c/em> those 19 men did what they did, Graves says, \"I think it is so important for educators, adults to be able to sit with a child and say, 'I don't know.' \"\u003c/p>\n\u003ch2>Stress how they can get still help\u003c/h2>\n\u003cp>Graves worked with the group, Global Game Changers, \u003ca href=\"https://vimeo.com/444991292\">to develop lessons around 9/11.\u003c/a> Jan Helson, the group's co-founder, says it's important to follow that \"I don't know\" with, \"But what we \u003cem>do\u003c/em> know is that really good people stood up to help us overcome those bad things.\"\u003c/p>\n\u003cp>That's why many of the \u003ca href=\"https://www.911memorial.org/learn/students-and-teachers/lesson-plans\">school materials created by the National September 11 Memorial & Museum\u003c/a> feature the stories of first responders who ran toward danger that day. It's also important for kids to look not just for those helpers but to feel like they, too, can help.\u003c/p>\n\u003cp>\"We give students an opportunity to respond and take action,\" says Gardner, who remembers when her school's art teacher \"worked with our students and talked about art as empathy. And so our students made paper flowers that we mailed to the memorial.\"\u003c/p>\n\u003cp>The Sept. 11 memorial itself suggests several activities that can help kids feel helpful, \u003ca href=\"https://911memorial.org/learn/youth-and-families/activities-home\">including making a first responder badge or survivor tree leaves\u003c/a>.\u003c/p>\n\u003ch2>Be prepared to share your feelings\u003c/h2>\n\u003cp>Megan Jones, vice president of education at the museum, says one thing has stood out to her this year about the questions she and her staff have been hearing from kids.\u003c/p>\n\u003cp>In the past, children's curiosity has largely focused on the facts of that day. This year, though, \"They're asking, 'What was it like for you? How did you feel after 9/11? When did you feel safe again?' \"\u003c/p>\n\u003cp>The reason for these questions this year, Jones says, is that today's students are living through a new tragedy, one that has upended their lives and killed 650,000 grandparents and parents, brothers and sisters in the U.S. alone. Many children are feeling exhausted and frightened by the pandemic and may be grieving.\u003c/p>\n\u003cp>Jones says she hopes this COVID-19 generation of students finds solace — and reassurance — in the September 11 Memorial & Museum's annual webinar for schools, which premieres Friday. More than 1 million people, most of them students, have already registered — nearly a threefold increase from last year.\u003c/p>\n\u003cp>This year, the webinar includes the voice of \u003ca href=\"https://www.911memorial.org/connect/blog/daughter-911-flight-captain-reflects-support-shown-her-following-attacks\">Brielle Saracini, who was just 10 years old on 9/11\u003c/a>. Her father, Victor Saracini, was piloting United Airlines Flight 175 when it was hijacked and flown into the south tower of the World Trade Center.\u003c/p>\n\u003cp>\"I just wanted to be normal,\" Brielle Saracini says in a prerecorded video, remembering the days immediately after 9/11. \"And I kind of internalized a lot of my grief. And grieving in public is very difficult, and so my way of dealing with it was just to kind of be quiet about it.\"\u003c/p>\n\u003cp>Ultimately, Saracini found joy, friendship and even her future husband at Camp Better Days, a camp for children who lost loved ones in the attacks. She has also persevered through a personal battle with cancer. Jones says Saracini's story is one of resilience that will resonate with today's COVID-19 generation.\u003c/p>\n\u003cp>\"Young people are looking to a generation who did live through a world-changing event,\" Jones says, \"and they want to know that it's possible to come out of it and how did we do it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the answers — that it\u003cem> is\u003c/em> possible but hard and that we have to help each other — are as relevant today as ever.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Talk+About+9%2F11+With+A+New+Generation+Of+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/58481/how-to-talk-about-9-11-with-a-new-generation-of-kids",
"authors": [
"byline_mindshift_58481"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20615",
"mindshift_21105"
],
"featImg": "mindshift_58482",
"label": "mindshift"
},
"mindshift_58053": {
"type": "posts",
"id": "mindshift_58053",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "58053",
"score": null,
"sort": [
1628148703000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1628148703,
"format": "standard",
"disqusTitle": "42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships",
"title": "42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Our education system is dominated by a \u003cem>neurocentric\u003c/em> model of thinking: we assume that students’ mental activity is contained inside their heads. But we open up a world of new possibilities when we encourage students to think \u003cem>outside\u003c/em> the brain: that is, to use external resources to enhance their mental processes.\u003c/p>\n\u003cp>Such outside-the-head resources include the sensations and movements of students’ bodies; the physical spaces in which students learn and play; and the social interactions students engage in with others. My new book, \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>\u003cem>,\"\u003c/em> offers an array of practical strategies for engaging these mental “extensions”; here, is a selection especially for teachers and parents.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Gesture\u003c/strong>\u003c/h2>\n\u003cp>Gesture isn’t mere hand-waving; it’s an essential part of a cognitive loop in which our hand motions influence our thoughts and vice versa. Becoming more aware of gesture, and using it more intentionally, can help teachers and students think more cogently, speak more fluently, and understand others more deeply.\u003c/p>\n\u003cp>\u003cstrong>Explicitly encourage gesture:\u003c/strong> When you see a student struggling to generate an explanation or solve a problem, offer a simple suggestion: “Could you try \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5182093/\">moving your hands\u003c/a> as you say that?”\u003c/p>\n\u003cp>\u003cstrong>Listen to gesture:\u003c/strong> Pay \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010027786900533\">close attention\u003c/a> to the hand motions of learners, especially at moments when what their hands are “saying” is different from the message conveyed by their words. This mismatched state indicates they are ready to learn and receptive to instruction.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Supply “visual artifacts”:\u003c/strong> Students are more likely to gesture (and in so doing acquire a deeper understanding) when there are \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543071003365\">relevant objects\u003c/a> nearby to gesture \u003cem>at\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Put students on the spot:\u003c/strong> Improvising a description or an explanation is hard mental work, so students \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1871187115300134\">automatically offload\u003c/a> some of it onto their hands. The increased rate of gesture prompted by the act of improvisation can help them develop a deeper understanding of the material they’re talking about.\u003c/p>\n\u003cp>\u003cstrong>For every word, a gesture:\u003c/strong> Pair each new vocabulary word to be learned with a gesture in order to reinforce memory. When students \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01467/full\">add a hand motion\u003c/a> to the actions of reading or speaking aloud a word, they’re sinking another “hook” into the material that will allow them to reel it in later.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Natural Spaces\u003c/strong>\u003c/h2>\n\u003cp>Over eons of evolution, our perceptual faculties were “tuned” to the kind of sensory information present in nature. While spending time in built interiors and urban settings drains students’ attentional resources, spending time outside refills the tank, restoring their ability to focus.\u003c/p>\n\u003cp>\u003cstrong>Think in terms of “environmental self-regulation”:\u003c/strong> Instead of asking students to get a grip on their thoughts and feelings from the inside, use exposure to the \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494489800386\">outside world\u003c/a>—especially nature—to help them restore their equilibrium and refresh their attention.\u003c/p>\n\u003cp>\u003cstrong>Have students practice “soft gazing”:\u003c/strong> When in nature, encourage students to relinquish the sharp-edged focus that is required by schoolwork. This involves allowing their gaze to become \u003ca href=\"https://edrl.berkeley.edu/wp-content/uploads/2019/06/Morgan.Abrahamson.2018JOCI.workshop-report.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">relaxed and diffuse\u003c/a>, drawn here and there by whatever attracts it.\u003c/p>\n\u003cp>\u003cstrong>Direct students to seek out “micro-restorative opportunities”:\u003c/strong> Research shows that looking at a scene of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494415000328\">natural greenery\u003c/a>—even through a window—for as little as 40 seconds offers mental benefits, including improved concentration.\u003c/p>\n\u003cp>\u003cstrong>Bring nature inside:\u003c/strong> Natural light, potted plants, and even images and motifs borrowed from nature help students enter a state of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494410001027\">relaxed alertness\u003c/a>. During a break in learning, try showing students a nature video.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with the Space of Ideas\u003c/strong>\u003c/h2>\n\u003cp>We all tend to do too much “in our heads.” Students can think more effectively and more efficiently when they find ways to offload their mental contents onto physical space—whether it be the space of a whiteboard, a physical model, or a bunch of Post-It Notes. They can then interact with their ideas as if they were physical objects or a 3-D landscape, applying the spatial and navigational capacities that come so naturally to human beings.\u003c/p>\n\u003cp>\u003cstrong>Have students create a “concept map”:\u003c/strong> The brain treats abstract ideas like a landscape through which it must navigate. A \u003ca href=\"https://ctl.byu.edu/tip/concept-mapping\">concept map\u003c/a> makes this mental terrain visible, allowing us to recognize patterns and make new connections.\u003c/p>\n\u003cp>\u003cstrong>Direct students to write it down:\u003c/strong> Our culture values “doing things in your head,” but research shows that writing down our thoughts carries benefits for memory, problem-solving, and creativity. Ask students to keep a \u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674057579\">field notebook\u003c/a>, for example, in which they regularly record and review their observations.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to sketch it out:\u003c/strong> \u003ca href=\"https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-016-0031-6\">Drawing the concept\u003c/a> they’re thinking about has benefits for students above and beyond writing about it in words. It doesn’t matter if students say they “can’t draw”—simply attempting to capture a concept in visual terms will deepen their understanding and reinforce your memory.\u003c/p>\n\u003cp>\u003cstrong>Make it physical:\u003c/strong> The human brain evolved to manipulate physical objects, not to contemplate abstract ideas. Whenever possible, have students create a concrete model or representation of the concept they’re thinking about, and then encourage them to use their whole bodies to \u003ca href=\"https://dl.acm.org/doi/10.1145/2442106.2442109\">interact with it\u003c/a>—moving around it so that they see it from different perspectives, manipulating its elements and trying out new combinations.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Interoception \u003c/strong>\u003c/h2>\n\u003cp>“Interoception” is the capacity to sense our internal signals. Students who learn how to tune into these inner cues can use them to make better decisions, to muster more mental resilience, and to exhibit greater emotional intelligence.\u003c/p>\n\u003cp>\u003cstrong>Lead students through a body scan:\u003c/strong> The \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28955213/\">body scan\u003c/a> is meditative exercise in which non-judgmental attention is directed to each part of the body in turn. Practicing this exercise regularly will improve students’ ability to perceive interoceptive sensations.\u003c/p>\n\u003cp>\u003cstrong>Suggest that students label their internal sensations:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21534661/\">Affect labeling\u003c/a> is an activity in which each interoceptive sensation is noted and named as it is experienced. Research shows that engaging in affective labeling immediately reduces anxiety and distress.\u003c/p>\n\u003cp>\u003cstrong>Encourage students to engage in “cognitive reappraisal”:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20161454/\">Cognitive reappraisal\u003c/a> is an exercise in which the basic building blocks of interoceptive sensations are re-appraised as representing a \u003cem>positive\u003c/em> emotion—for example, excitement instead of nervousness. Engaging in cognitive appraisal reduces negative affect and improves performance.\u003c/p>\n\u003cp>\u003cstrong>Ask students to fill in a body map:\u003c/strong> A \u003ca href=\"https://www.pnas.org/content/111/2/646\">body map\u003c/a> is an outline of the human body on which users note what they’re feeling and where in the body the feeling makes itself known. Completing a body map can help students become more aware of their internal signals and where in the body they are arising.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Movement\u003c/strong>\u003c/h2>\n\u003cp>Humans didn’t evolve to think while sitting still. Moving the body in specific ways while engaging in mental work can help students to think more effectively, more efficiently, and more creatively.\u003c/p>\n\u003cp>\u003cstrong>Allow students to play with fidget objects:\u003c/strong> Playing with \u003ca href=\"https://dl.acm.org/doi/10.1145/2971485.2971557\">fidget objects\u003c/a> can help students sharpen their focus, improve their mood, and boost their creativity. Different kinds of objects may generate usefully different mental states.\u003c/p>\n\u003cp>\u003cstrong>Have students sweat before they sit:\u003c/strong> Trying asking students to take a periodic “\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16376711/\">movement break\u003c/a>\u003cu>.\u003c/u>” Engaging in brisk physical activity just before sitting down to think will boost students’ mental acuity.\u003c/p>\n\u003cp>\u003cstrong>Direct students to act out the abstract:\u003c/strong> In order to commit knowledge more firmly to memory, ask students to \u003ca href=\"https://psycnet.apa.org/record/2000-00111-009\">act it out\u003c/a> with whole-body movements. Research on the “enactment effect” shows that we remember what we \u003cem>do\u003c/em> much better than what we read or hear.\u003c/p>\n\u003cp>\u003cstrong>Teach to students’ bodies:\u003c/strong> When learning about abstract concepts (say, “vector” or “torque” in physics), provide students with a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797615569355\">physical experience\u003c/a> of the concept that can be drawn upon when thinking about it later. The brain apprehends the abstract much more readily when it is “grounded” in bodily experience.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to move as if \u003cem>they\u003c/em> are \u003cem>it\u003c/em>:\u003c/strong> In order to understand an entity from the inside, or to make discoveries about that entity, students benefit from \u003ca href=\"https://ccl.northwestern.edu/2012/youre-it.pdf\">embodying it\u003c/a>—moving as if they themselves are the thing they are learning and thinking about.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Built Spaces\u003c/strong>\u003c/h2>\n\u003cp>We spend more than 90 percent of our time indoors, yet many of the spaces we occupy are not well-designed for extending the mind. We can take intentional steps to rearrange learning spaces so that they support intelligent thought.\u003c/p>\n\u003cp>\u003cstrong>Use space to implement “sensory reduction”:\u003c/strong> Allow students to work on challenging tasks in a quiet room free of distractions. Imposing such \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2017.1282519?journalCode=pmem20\">sensory reduction\u003c/a> generates a state of “stimuli hunger”, in which weakly-activated internal knowledge (barely-remembered facts, elusive imaginative notions) becomes more readily accessible. (Students can achieve a similar effect by briefly closing their eyes.)\u003c/p>\n\u003cp>\u003cstrong>Give students a space of their own:\u003c/strong> Thinking and learning in a space over which students feel \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20191407/\">ownership and control\u003c/a> gives them a feeling of empowerment, which in turn enhances their performance.\u003c/p>\n\u003cp>\u003cstrong>Offer students some privacy:\u003c/strong> Feeling “on display” all the time consumes mental bandwidth that could otherwise be applied to thinking. When students are able to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0001839212453028\">shield themselves\u003c/a> from the gaze of others, their cognitive load is reduced and they feel more free to experiment.\u003c/p>\n\u003cp>\u003cstrong>Fill learning spaces with “evocative objects”:\u003c/strong> Visual reminders of students’ \u003ca href=\"https://psycnet.apa.org/record/2016-18500-005\">academic identity\u003c/a>—who they are, and what they’re doing in that space—can put them in an optimal frame of mind for thinking. Objects representing their deepest values and ideals may be especially effective when hidden from others and visible only to the students themselves.\u003c/p>\n\u003cp>\u003cstrong>Appoint learning spaces with cues of belonging:\u003c/strong> Inspect your learning space for cues that signal exclusion; these should be removed and replaced with cues that \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19968418/\">signal belonging\u003c/a>. Students think and work best in a space in which they feel that they are welcomed and included.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Experts\u003c/strong>\u003c/h2>\n\u003cp>Our system of education is based on experts teaching novices—but we experts often fail to convey all that we know, because our knowledge is so well-practiced as to become “automatized.” Research is revealing more effective ways of transferring expertise from one mind to another.\u003c/p>\n\u003cp>\u003cstrong>Let students know that imitation is acceptable:\u003c/strong> Our culture values innovation and originality, but often the most \u003ca href=\"https://hbr.org/2010/04/defend-your-research-imitation-is-more-valuable-than-innovation\">efficient and effective\u003c/a> approach to solving a problem is to copy what someone else has already done.\u003c/p>\n\u003cp>\u003cstrong>Encourage close observation:\u003c/strong> Children in other cultures commonly learn by observing and imitating their elders. Research has found that American children are not so adept at this practice—but that these capacities can be \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19413421/\">deliberately cultivated\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Exhibit model work:\u003c/strong> We expect students to produce excellent work without first showing them what excellence looks like. Displaying \u003ca href=\"https://www.edutopia.org/blog/deeper-learning-student-work-ron-berger\">model examples\u003c/a> need not threaten students’ self-esteem or quash their creativity; it can inspire them to do their own best work.\u003c/p>\n\u003cp>\u003cstrong>Break it down:\u003c/strong> Experts tend to organize their knowledge into “chunks”—agglomerated masses of information that can seem impenetrable to novices. We can help learners begin to acquire mastery by \u003ca href=\"https://opinionator.blogs.nytimes.com/2011/04/18/a-better-way-to-teach-math/\">breaking down\u003c/a> our knowledge into smaller steps, and then smaller steps still—even “micro-steps.”\u003c/p>\n\u003cp>\u003cstrong>Employ the “caricature advantage”:\u003c/strong> For experts like us, the most important aspects of a given scenario “pop out” at first glance. For novices, that same scenario is an undifferentiated mass of information. We can help by deliberately \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010028587900168\">exaggerating and distorting\u003c/a>—caricaturing—the aspects of a scenario that we want novices to notice.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Peers\u003c/strong>\u003c/h2>\n\u003cp>Our notion of how to engage in challenging academic work usually involves sitting alone and thinking hard—but in fact, students think best when they think \u003cem>socially\u003c/em>. Social activities they engage in with peers, like storytelling, debating, and teaching, activate cognitive processes that remain dormant when students think by themselves.\u003c/p>\n\u003cp>\u003cstrong>Take advantage of the “protégé effect”:\u003c/strong> The act of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X13000209\">teaching someone else\u003c/a> leads the \u003cem>teacher\u003c/em> to learn—even more than the student. As highly social creatures, we’re more motivated by the goal of conveying information to others than by the goal of simply studying for its own sake. Even struggling learners can benefit, by teaching younger students or by teaching their family members.\u003c/p>\n\u003cp>\u003cstrong>Ask students to create an instructional video:\u003c/strong> Teaching-for-learning can produce benefits for the teacher even when there are no “students” present. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0959475219301161\">Recording a video\u003c/a> generates feelings of “social presence”—the feeling that others are watching—leading many of the same factors involved in face-to-face teaching to kick in.\u003c/p>\n\u003cp>\u003cstrong>Promote students’ sense of “productive agency”:\u003c/strong> Create opportunities for student-teachers to enjoy the \u003ca href=\"https://psycnet.apa.org/record/2013-27120-003\">fruits of their labors\u003c/a>: it’s motivating for people to see their pupils exhibiting and applying the knowledge they have been taught.\u003c/p>\n\u003cp>\u003cstrong>Set up a “cascading mentorship”:\u003c/strong> A senior group can teach a more junior group, who can in turn instruct a still-less-experienced group, thereby \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/23887013/\">multiplying the benefits\u003c/a> of teaching-to-learn.\u003c/p>\n\u003cp>\u003cstrong>Find the underlying dispute:\u003c/strong> Much of what we learn in educational settings is boring and forgettable because it’s been drained of all conflict, presented as settled wisdom. But almost every topic can be reinvigorated by casting it in terms of a “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00091380009602706\">constructive controversy\u003c/a>.”\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Groups\u003c/strong>\u003c/h2>\n\u003cp>The days of the lone genius are over; in our era, the sheer abundance of information and the increasing specialization of knowledge mean that we and our students have to trade our habits of individual thinking for new practices that activate the powerful “group mind.”\u003c/p>\n\u003cp>\u003cstrong>Have students move in sync:\u003c/strong> Engaging in \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1751-9004.2012.00450.x\">coordinated physical movement\u003c/a> leads people to like others more, identify with them more closely, and cooperate with them more effectively. This can even take the form of a shared stroll: Research shows that when people walk together, they automatically and unconsciously match up their bodily movements.\u003c/p>\n\u003cp>\u003cstrong>Engage in group rituals:\u003c/strong> \u003ca href=\"https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/54735002e4b087a17999499e/1416843266236/legare-wen-ISSBD-2014.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">Ritual activities\u003c/a> in which people do the same thing at the same time—even if it’s simply sharing a meal together—promote a sense of belonging and mutual trust.\u003c/p>\n\u003cp>\u003cstrong>Create “shared artifacts”:\u003c/strong> Group work is facilitated by the production of \u003ca href=\"https://www.ics.uci.edu/~corps/phaseii/OlsonOlson-DistanceMatters-HCIJ.pdf\">such artifacts\u003c/a>, which should be \u003cem>large\u003c/em>, \u003cem>complex\u003c/em>, \u003cem>persistent\u003c/em>, and \u003cem>revisable\u003c/em>. Bonus: when such artifacts are available, people tend to gesture at them—enhancing their own understanding and that of their team members.\u003c/p>\n\u003cp>\u003cstrong>Implement the “jigsaw classroom”:\u003c/strong> This \u003ca href=\"https://journals.sagepub.com/doi/10.1177/014616727900500405\">instructional technique\u003c/a>, invented in the midst of the desegregation battles of the early 1970s, has been shown to increase cooperation and teamwork even as it boosts learning.\u003c/p>\n\u003cp>\u003cstrong>Generate a sense of “shared fate”:\u003c/strong> A sense of \u003ca href=\"https://hbr.org/2015/06/get-rid-of-unhealthy-competition-on-your-team\">group motivation\u003c/a> arises when the fates of each individual are bound up with one another—when they rise or fall together. Adjust the incentives and rewards offered to group members such that the outcome, good or bad, is experienced the same way by all.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Annie Murphy Paul is a science writer and author of \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>,\" and \"\u003ca href=\"https://www.amazon.com/Origins-Months-Before-Birth-Shape/dp/074329663X\">Origins: How the Nine Months Before Birth Shape the Rest of Our Lives.\u003c/a>\"\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "58053 https://ww2.kqed.org/mindshift/?p=58053",
"disqusUrl": "https://ww2.kqed.org/mindshift/2021/08/05/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2561,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 56
},
"modified": 1628148704,
"excerpt": "So much of thinking is expected to happen sitting at a desk with just our brains, but we can learn a lot more by using our bodies, depending on our peers and seeking environments conducive to learning. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "So much of thinking is expected to happen sitting at a desk with just our brains, but we can learn a lot more by using our bodies, depending on our peers and seeking environments conducive to learning.",
"title": "42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships - MindShift",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships",
"datePublished": "2021-08-05T00:31:43-07:00",
"dateModified": "2021-08-05T00:31:44-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships",
"status": "publish",
"path": "/mindshift/58053/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Our education system is dominated by a \u003cem>neurocentric\u003c/em> model of thinking: we assume that students’ mental activity is contained inside their heads. But we open up a world of new possibilities when we encourage students to think \u003cem>outside\u003c/em> the brain: that is, to use external resources to enhance their mental processes.\u003c/p>\n\u003cp>Such outside-the-head resources include the sensations and movements of students’ bodies; the physical spaces in which students learn and play; and the social interactions students engage in with others. My new book, \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>\u003cem>,\"\u003c/em> offers an array of practical strategies for engaging these mental “extensions”; here, is a selection especially for teachers and parents.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Gesture\u003c/strong>\u003c/h2>\n\u003cp>Gesture isn’t mere hand-waving; it’s an essential part of a cognitive loop in which our hand motions influence our thoughts and vice versa. Becoming more aware of gesture, and using it more intentionally, can help teachers and students think more cogently, speak more fluently, and understand others more deeply.\u003c/p>\n\u003cp>\u003cstrong>Explicitly encourage gesture:\u003c/strong> When you see a student struggling to generate an explanation or solve a problem, offer a simple suggestion: “Could you try \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5182093/\">moving your hands\u003c/a> as you say that?”\u003c/p>\n\u003cp>\u003cstrong>Listen to gesture:\u003c/strong> Pay \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010027786900533\">close attention\u003c/a> to the hand motions of learners, especially at moments when what their hands are “saying” is different from the message conveyed by their words. This mismatched state indicates they are ready to learn and receptive to instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Supply “visual artifacts”:\u003c/strong> Students are more likely to gesture (and in so doing acquire a deeper understanding) when there are \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543071003365\">relevant objects\u003c/a> nearby to gesture \u003cem>at\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Put students on the spot:\u003c/strong> Improvising a description or an explanation is hard mental work, so students \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1871187115300134\">automatically offload\u003c/a> some of it onto their hands. The increased rate of gesture prompted by the act of improvisation can help them develop a deeper understanding of the material they’re talking about.\u003c/p>\n\u003cp>\u003cstrong>For every word, a gesture:\u003c/strong> Pair each new vocabulary word to be learned with a gesture in order to reinforce memory. When students \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01467/full\">add a hand motion\u003c/a> to the actions of reading or speaking aloud a word, they’re sinking another “hook” into the material that will allow them to reel it in later.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Natural Spaces\u003c/strong>\u003c/h2>\n\u003cp>Over eons of evolution, our perceptual faculties were “tuned” to the kind of sensory information present in nature. While spending time in built interiors and urban settings drains students’ attentional resources, spending time outside refills the tank, restoring their ability to focus.\u003c/p>\n\u003cp>\u003cstrong>Think in terms of “environmental self-regulation”:\u003c/strong> Instead of asking students to get a grip on their thoughts and feelings from the inside, use exposure to the \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494489800386\">outside world\u003c/a>—especially nature—to help them restore their equilibrium and refresh their attention.\u003c/p>\n\u003cp>\u003cstrong>Have students practice “soft gazing”:\u003c/strong> When in nature, encourage students to relinquish the sharp-edged focus that is required by schoolwork. This involves allowing their gaze to become \u003ca href=\"https://edrl.berkeley.edu/wp-content/uploads/2019/06/Morgan.Abrahamson.2018JOCI.workshop-report.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">relaxed and diffuse\u003c/a>, drawn here and there by whatever attracts it.\u003c/p>\n\u003cp>\u003cstrong>Direct students to seek out “micro-restorative opportunities”:\u003c/strong> Research shows that looking at a scene of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494415000328\">natural greenery\u003c/a>—even through a window—for as little as 40 seconds offers mental benefits, including improved concentration.\u003c/p>\n\u003cp>\u003cstrong>Bring nature inside:\u003c/strong> Natural light, potted plants, and even images and motifs borrowed from nature help students enter a state of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494410001027\">relaxed alertness\u003c/a>. During a break in learning, try showing students a nature video.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with the Space of Ideas\u003c/strong>\u003c/h2>\n\u003cp>We all tend to do too much “in our heads.” Students can think more effectively and more efficiently when they find ways to offload their mental contents onto physical space—whether it be the space of a whiteboard, a physical model, or a bunch of Post-It Notes. They can then interact with their ideas as if they were physical objects or a 3-D landscape, applying the spatial and navigational capacities that come so naturally to human beings.\u003c/p>\n\u003cp>\u003cstrong>Have students create a “concept map”:\u003c/strong> The brain treats abstract ideas like a landscape through which it must navigate. A \u003ca href=\"https://ctl.byu.edu/tip/concept-mapping\">concept map\u003c/a> makes this mental terrain visible, allowing us to recognize patterns and make new connections.\u003c/p>\n\u003cp>\u003cstrong>Direct students to write it down:\u003c/strong> Our culture values “doing things in your head,” but research shows that writing down our thoughts carries benefits for memory, problem-solving, and creativity. Ask students to keep a \u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674057579\">field notebook\u003c/a>, for example, in which they regularly record and review their observations.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to sketch it out:\u003c/strong> \u003ca href=\"https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-016-0031-6\">Drawing the concept\u003c/a> they’re thinking about has benefits for students above and beyond writing about it in words. It doesn’t matter if students say they “can’t draw”—simply attempting to capture a concept in visual terms will deepen their understanding and reinforce your memory.\u003c/p>\n\u003cp>\u003cstrong>Make it physical:\u003c/strong> The human brain evolved to manipulate physical objects, not to contemplate abstract ideas. Whenever possible, have students create a concrete model or representation of the concept they’re thinking about, and then encourage them to use their whole bodies to \u003ca href=\"https://dl.acm.org/doi/10.1145/2442106.2442109\">interact with it\u003c/a>—moving around it so that they see it from different perspectives, manipulating its elements and trying out new combinations.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Interoception \u003c/strong>\u003c/h2>\n\u003cp>“Interoception” is the capacity to sense our internal signals. Students who learn how to tune into these inner cues can use them to make better decisions, to muster more mental resilience, and to exhibit greater emotional intelligence.\u003c/p>\n\u003cp>\u003cstrong>Lead students through a body scan:\u003c/strong> The \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28955213/\">body scan\u003c/a> is meditative exercise in which non-judgmental attention is directed to each part of the body in turn. Practicing this exercise regularly will improve students’ ability to perceive interoceptive sensations.\u003c/p>\n\u003cp>\u003cstrong>Suggest that students label their internal sensations:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21534661/\">Affect labeling\u003c/a> is an activity in which each interoceptive sensation is noted and named as it is experienced. Research shows that engaging in affective labeling immediately reduces anxiety and distress.\u003c/p>\n\u003cp>\u003cstrong>Encourage students to engage in “cognitive reappraisal”:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20161454/\">Cognitive reappraisal\u003c/a> is an exercise in which the basic building blocks of interoceptive sensations are re-appraised as representing a \u003cem>positive\u003c/em> emotion—for example, excitement instead of nervousness. Engaging in cognitive appraisal reduces negative affect and improves performance.\u003c/p>\n\u003cp>\u003cstrong>Ask students to fill in a body map:\u003c/strong> A \u003ca href=\"https://www.pnas.org/content/111/2/646\">body map\u003c/a> is an outline of the human body on which users note what they’re feeling and where in the body the feeling makes itself known. Completing a body map can help students become more aware of their internal signals and where in the body they are arising.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Movement\u003c/strong>\u003c/h2>\n\u003cp>Humans didn’t evolve to think while sitting still. Moving the body in specific ways while engaging in mental work can help students to think more effectively, more efficiently, and more creatively.\u003c/p>\n\u003cp>\u003cstrong>Allow students to play with fidget objects:\u003c/strong> Playing with \u003ca href=\"https://dl.acm.org/doi/10.1145/2971485.2971557\">fidget objects\u003c/a> can help students sharpen their focus, improve their mood, and boost their creativity. Different kinds of objects may generate usefully different mental states.\u003c/p>\n\u003cp>\u003cstrong>Have students sweat before they sit:\u003c/strong> Trying asking students to take a periodic “\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16376711/\">movement break\u003c/a>\u003cu>.\u003c/u>” Engaging in brisk physical activity just before sitting down to think will boost students’ mental acuity.\u003c/p>\n\u003cp>\u003cstrong>Direct students to act out the abstract:\u003c/strong> In order to commit knowledge more firmly to memory, ask students to \u003ca href=\"https://psycnet.apa.org/record/2000-00111-009\">act it out\u003c/a> with whole-body movements. Research on the “enactment effect” shows that we remember what we \u003cem>do\u003c/em> much better than what we read or hear.\u003c/p>\n\u003cp>\u003cstrong>Teach to students’ bodies:\u003c/strong> When learning about abstract concepts (say, “vector” or “torque” in physics), provide students with a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797615569355\">physical experience\u003c/a> of the concept that can be drawn upon when thinking about it later. The brain apprehends the abstract much more readily when it is “grounded” in bodily experience.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to move as if \u003cem>they\u003c/em> are \u003cem>it\u003c/em>:\u003c/strong> In order to understand an entity from the inside, or to make discoveries about that entity, students benefit from \u003ca href=\"https://ccl.northwestern.edu/2012/youre-it.pdf\">embodying it\u003c/a>—moving as if they themselves are the thing they are learning and thinking about.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Built Spaces\u003c/strong>\u003c/h2>\n\u003cp>We spend more than 90 percent of our time indoors, yet many of the spaces we occupy are not well-designed for extending the mind. We can take intentional steps to rearrange learning spaces so that they support intelligent thought.\u003c/p>\n\u003cp>\u003cstrong>Use space to implement “sensory reduction”:\u003c/strong> Allow students to work on challenging tasks in a quiet room free of distractions. Imposing such \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2017.1282519?journalCode=pmem20\">sensory reduction\u003c/a> generates a state of “stimuli hunger”, in which weakly-activated internal knowledge (barely-remembered facts, elusive imaginative notions) becomes more readily accessible. (Students can achieve a similar effect by briefly closing their eyes.)\u003c/p>\n\u003cp>\u003cstrong>Give students a space of their own:\u003c/strong> Thinking and learning in a space over which students feel \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20191407/\">ownership and control\u003c/a> gives them a feeling of empowerment, which in turn enhances their performance.\u003c/p>\n\u003cp>\u003cstrong>Offer students some privacy:\u003c/strong> Feeling “on display” all the time consumes mental bandwidth that could otherwise be applied to thinking. When students are able to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0001839212453028\">shield themselves\u003c/a> from the gaze of others, their cognitive load is reduced and they feel more free to experiment.\u003c/p>\n\u003cp>\u003cstrong>Fill learning spaces with “evocative objects”:\u003c/strong> Visual reminders of students’ \u003ca href=\"https://psycnet.apa.org/record/2016-18500-005\">academic identity\u003c/a>—who they are, and what they’re doing in that space—can put them in an optimal frame of mind for thinking. Objects representing their deepest values and ideals may be especially effective when hidden from others and visible only to the students themselves.\u003c/p>\n\u003cp>\u003cstrong>Appoint learning spaces with cues of belonging:\u003c/strong> Inspect your learning space for cues that signal exclusion; these should be removed and replaced with cues that \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19968418/\">signal belonging\u003c/a>. Students think and work best in a space in which they feel that they are welcomed and included.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Experts\u003c/strong>\u003c/h2>\n\u003cp>Our system of education is based on experts teaching novices—but we experts often fail to convey all that we know, because our knowledge is so well-practiced as to become “automatized.” Research is revealing more effective ways of transferring expertise from one mind to another.\u003c/p>\n\u003cp>\u003cstrong>Let students know that imitation is acceptable:\u003c/strong> Our culture values innovation and originality, but often the most \u003ca href=\"https://hbr.org/2010/04/defend-your-research-imitation-is-more-valuable-than-innovation\">efficient and effective\u003c/a> approach to solving a problem is to copy what someone else has already done.\u003c/p>\n\u003cp>\u003cstrong>Encourage close observation:\u003c/strong> Children in other cultures commonly learn by observing and imitating their elders. Research has found that American children are not so adept at this practice—but that these capacities can be \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19413421/\">deliberately cultivated\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Exhibit model work:\u003c/strong> We expect students to produce excellent work without first showing them what excellence looks like. Displaying \u003ca href=\"https://www.edutopia.org/blog/deeper-learning-student-work-ron-berger\">model examples\u003c/a> need not threaten students’ self-esteem or quash their creativity; it can inspire them to do their own best work.\u003c/p>\n\u003cp>\u003cstrong>Break it down:\u003c/strong> Experts tend to organize their knowledge into “chunks”—agglomerated masses of information that can seem impenetrable to novices. We can help learners begin to acquire mastery by \u003ca href=\"https://opinionator.blogs.nytimes.com/2011/04/18/a-better-way-to-teach-math/\">breaking down\u003c/a> our knowledge into smaller steps, and then smaller steps still—even “micro-steps.”\u003c/p>\n\u003cp>\u003cstrong>Employ the “caricature advantage”:\u003c/strong> For experts like us, the most important aspects of a given scenario “pop out” at first glance. For novices, that same scenario is an undifferentiated mass of information. We can help by deliberately \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010028587900168\">exaggerating and distorting\u003c/a>—caricaturing—the aspects of a scenario that we want novices to notice.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Peers\u003c/strong>\u003c/h2>\n\u003cp>Our notion of how to engage in challenging academic work usually involves sitting alone and thinking hard—but in fact, students think best when they think \u003cem>socially\u003c/em>. Social activities they engage in with peers, like storytelling, debating, and teaching, activate cognitive processes that remain dormant when students think by themselves.\u003c/p>\n\u003cp>\u003cstrong>Take advantage of the “protégé effect”:\u003c/strong> The act of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X13000209\">teaching someone else\u003c/a> leads the \u003cem>teacher\u003c/em> to learn—even more than the student. As highly social creatures, we’re more motivated by the goal of conveying information to others than by the goal of simply studying for its own sake. Even struggling learners can benefit, by teaching younger students or by teaching their family members.\u003c/p>\n\u003cp>\u003cstrong>Ask students to create an instructional video:\u003c/strong> Teaching-for-learning can produce benefits for the teacher even when there are no “students” present. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0959475219301161\">Recording a video\u003c/a> generates feelings of “social presence”—the feeling that others are watching—leading many of the same factors involved in face-to-face teaching to kick in.\u003c/p>\n\u003cp>\u003cstrong>Promote students’ sense of “productive agency”:\u003c/strong> Create opportunities for student-teachers to enjoy the \u003ca href=\"https://psycnet.apa.org/record/2013-27120-003\">fruits of their labors\u003c/a>: it’s motivating for people to see their pupils exhibiting and applying the knowledge they have been taught.\u003c/p>\n\u003cp>\u003cstrong>Set up a “cascading mentorship”:\u003c/strong> A senior group can teach a more junior group, who can in turn instruct a still-less-experienced group, thereby \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/23887013/\">multiplying the benefits\u003c/a> of teaching-to-learn.\u003c/p>\n\u003cp>\u003cstrong>Find the underlying dispute:\u003c/strong> Much of what we learn in educational settings is boring and forgettable because it’s been drained of all conflict, presented as settled wisdom. But almost every topic can be reinvigorated by casting it in terms of a “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00091380009602706\">constructive controversy\u003c/a>.”\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Groups\u003c/strong>\u003c/h2>\n\u003cp>The days of the lone genius are over; in our era, the sheer abundance of information and the increasing specialization of knowledge mean that we and our students have to trade our habits of individual thinking for new practices that activate the powerful “group mind.”\u003c/p>\n\u003cp>\u003cstrong>Have students move in sync:\u003c/strong> Engaging in \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1751-9004.2012.00450.x\">coordinated physical movement\u003c/a> leads people to like others more, identify with them more closely, and cooperate with them more effectively. This can even take the form of a shared stroll: Research shows that when people walk together, they automatically and unconsciously match up their bodily movements.\u003c/p>\n\u003cp>\u003cstrong>Engage in group rituals:\u003c/strong> \u003ca href=\"https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/54735002e4b087a17999499e/1416843266236/legare-wen-ISSBD-2014.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">Ritual activities\u003c/a> in which people do the same thing at the same time—even if it’s simply sharing a meal together—promote a sense of belonging and mutual trust.\u003c/p>\n\u003cp>\u003cstrong>Create “shared artifacts”:\u003c/strong> Group work is facilitated by the production of \u003ca href=\"https://www.ics.uci.edu/~corps/phaseii/OlsonOlson-DistanceMatters-HCIJ.pdf\">such artifacts\u003c/a>, which should be \u003cem>large\u003c/em>, \u003cem>complex\u003c/em>, \u003cem>persistent\u003c/em>, and \u003cem>revisable\u003c/em>. Bonus: when such artifacts are available, people tend to gesture at them—enhancing their own understanding and that of their team members.\u003c/p>\n\u003cp>\u003cstrong>Implement the “jigsaw classroom”:\u003c/strong> This \u003ca href=\"https://journals.sagepub.com/doi/10.1177/014616727900500405\">instructional technique\u003c/a>, invented in the midst of the desegregation battles of the early 1970s, has been shown to increase cooperation and teamwork even as it boosts learning.\u003c/p>\n\u003cp>\u003cstrong>Generate a sense of “shared fate”:\u003c/strong> A sense of \u003ca href=\"https://hbr.org/2015/06/get-rid-of-unhealthy-competition-on-your-team\">group motivation\u003c/a> arises when the fates of each individual are bound up with one another—when they rise or fall together. Adjust the incentives and rewards offered to group members such that the outcome, good or bad, is experienced the same way by all.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Annie Murphy Paul is a science writer and author of \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>,\" and \"\u003ca href=\"https://www.amazon.com/Origins-Months-Before-Birth-Shape/dp/074329663X\">Origins: How the Nine Months Before Birth Shape the Rest of Our Lives.\u003c/a>\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/58053/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships",
"authors": [
"4355"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_21078",
"mindshift_21148",
"mindshift_20711",
"mindshift_20520",
"mindshift_21444",
"mindshift_20865",
"mindshift_20783"
],
"featImg": "mindshift_58255",
"label": "mindshift"
},
"mindshift_57997": {
"type": "posts",
"id": "mindshift_57997",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "57997",
"score": null,
"sort": [
1626676436000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1626676436,
"format": "standard",
"title": "How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices",
"headTitle": "How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m not a math person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s something that educators hear from students in classes, children express to caregivers as they start homework and even adults say to each other when it’s time to calculate the tip for lunch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Where did all of these “not math people” come from?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s a lot of people right now who have been given permission to be innumerate because society has deemed innumeracy as OK,” says New York-based math educator José\u003c/span>\u003cspan style=\"font-weight: 400;\"> Vilson. “Because as long as you’re not a math person, then it’s perfectly fine to fail at math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Dr. Cathery Yeh believes people began distancing themselves from math when they started associating math with memorization. She taught elementary school in Los Angeles and currently teaches graduate education students at Chapman University. “When I ask anybody to close their eyes and think about what math means, they’ll often say the timed test that they started taking in third grade,” says Yeh. “It was really around speed and doing a lot of problems repeatedly.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Yeh, these tests and other teaching techniques that rely on memorization give children a very narrow view of what math is. When math seems disconnected from everyday life, it makes it easy for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56637/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it\">\u003cspan style=\"font-weight: 400;\">students to claim it’s not their thing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Instead, highlighting math’s connection to concrete examples and \u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">students’ everyday context\u003c/a> communicates that math is all over the place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s still a lot of work that needs to be done in the way of trying to make sure that people understand how critical math is because math really is everywhere,” says Vilson. “It’s just a matter of how we contextualize it in our society.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-58017\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1920x1440.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab.jpeg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Transforming the math classroom into a learning lab \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Learning isn’t linear, it’s embedded\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Math can be intimidating to students because it seems like if they fall behind it’s nearly impossible to catch up. On top of that, Vilson says that many teachers suggest that students drop classes if they are not keeping up with the pace of the curriculum. Instead, he encourages teachers to rethink how students learn. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Learning is not linear,” says Vilson. “So much of how we discuss math assumes that everybody picked up every single standard along the way.” Most schools have students progress through math courses in stages – algebra 1, geometry, algebra 2 and trigonometry. However, Yeh says this means teachers are missing out on opportunities for students to understand how math principles naturally work together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Adding fractions is a fourth grade goal and multiplying fractions is a fifth grade goal. If they’re both doing it and you’re connecting across the two, that allows everybody access to grade level content. They get to see the integrated connection between these two operations.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh also relies on culturally sustaining pedagogy to help students see how math principles work together and are intertwined with their everyday lives. During the first week of school, Yeh encourages Chapman teachers to ask students to interview a member of their family in their native language about how they use math in their daily life. When children bring these answers back to school, Yeh and student teachers create math lessons that align how the parents used math with what students were learning in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students were able to broaden their idea of who can be a mathematician and what mathematics can be. Yeh would even invite family and community members to come to co-teach math lessons from their authentic experience.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Sopa de Números\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/cAH1ESiy_bU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Using mini-scaffolds to build confidence\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to meet students where they are at in their learning, Vilson uses a ground up approach to find where learners need support. When he gives an assignment based on a new concept, he’ll walk around the classroom to identify students that need help. Then, he’ll ask students questions starting with “Tell me what you know.” He calls this finding “mini-scaffolds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The bottom is ‘I don’t get it at all,’” says Vilson of when he’s working with a student that isn’t yet able to fully grasp foundational concepts. “If that’s the case. Then I build from there. But \u003c/span>\u003cspan style=\"font-weight: 400;\">I’m asking questions that continually go down until I get to that point,” he says. He walks away when students no longer need help so that students build confidence as they finish completing the problem on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, Vilson has a favorite activity where students construct a model and calculate scale to figure out how planets are positioned in outer space. Students will start out by making estimates based on what they already know. After introducing some of the principles of scientific notation, Vilson will give students a few numbers to work from. As students rethink what the solar system looks like based on new numbers, he’ll guide students who need extra support with questions like “Are the planets all evenly spaced out?” and “How big are the planets compared to one another?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Kids can get closer and closer to the actual true right answer if we just keep working with them and allow them to get to that,” says Vilson. “You don’t hear things like ‘I don’t get it.’ You hear things like ‘Oh, we’ll figure it out together’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, Vilson is always trying to model how to react to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike\">\u003cspan style=\"font-weight: 400;\">wrong answers and mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “If a kid tells you something like ‘Two thirds is equal to three fourths because I added one above and below.’ I say, ‘I see that you’re trying to make a pattern here.’ And then you start interrogating.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He’ll ask the class \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400;\">questions about the problem that will lead them towards the right answer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. In this case, he may even guide the students through making different representations of two thirds and three fourths, by drawing it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s not like I told them it was wrong. I said, ‘Here’s a different path that you may consider.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Pathways for discussing math\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developing confidence in the math classroom helps students apply math principles anywhere they go. “I think those experiences allow for people to say math is wherever you need it to be. And is it exactly the same math? No, not exactly. But it activates the part of your brain that allows you to move around the world pretty quickly,” says Vilson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s easy to dwell on bad experiences, but most people have felt the magical lightbulb moment in their brain when they’ve figured out how to solve a math problem. Vilson wants math educators to identify pathways that help math click for more students so that they no longer feel as if their race, class or gender has any bearing on their math ability. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When the subject matter starts to feel abstract, Vilson works with his students to identify models that can be replicated in other contexts. He tells students to take their geometry knowledge into looking at maps or navigating public transportation in new cities and encourages students to think of how many math principles they rely on to calculate a 20 percent tip. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vilson says,“They’re able to participate in a whole different way. They’re able to articulate their answers in a different way. They feel empowered by the things that they’re doing.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58016\" class=\"wp-caption alignnone\" style=\"max-width: 794px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String.jpeg\" alt=\"\" width=\"794\" height=\"756\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String.jpeg 794w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-160x152.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-768x731.jpeg 768w\" sizes=\"(max-width: 794px) 100vw, 794px\">\u003cfigcaption class=\"wp-caption-text\">Poster of number strings from one of Cathery Yeh’s student teachers \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh relies on real life examples to engage students. If she’s working on dividing by fractions with students, she won’t just ask, “What is two divided by one half?” Instead she might say something like, “The family has two loaves of bread and they only want to eat half a day. How many days would two loaves last?” Students appreciate this accessible entry point into what is sometimes a tricky math unit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They get to do math and problem solve, then we go and connect it to the equation itself. Those things are ensuring deep learning and also responsive learning,” says Yeh. “I’m valuing and honoring students’ experiences and also applying mathematics to understanding and investigating meaningful situations in their lives.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1537,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 29
},
"modified": 1713642403,
"excerpt": "Educators José Vilson and Dr. Cathery Yeh invite teachers to reimagine the way math is taught. They provide teaching techniques that focus on using students’ everyday contexts to find pathways for engaging math learning.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Educators José Vilson and Dr. Cathery Yeh invite teachers to reimagine the way math is taught. They provide teaching techniques that focus on using students’ everyday contexts to find pathways for engaging math learning.",
"socialDescription": "Educators José Vilson and Dr. Cathery Yeh invite teachers to reimagine the way math is taught. They provide teaching techniques that focus on using students’ everyday contexts to find pathways for engaging math learning.",
"title": "How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices",
"datePublished": "2021-07-18T23:33:56-07:00",
"dateModified": "2024-04-20T12:46:43-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-build-students-math-confidence-with-culturally-sustaining-teaching-practices",
"status": "publish",
"excludeFromSiteSearch": "Include",
"sticky": false,
"articleAge": "0",
"path": "/mindshift/57997/how-to-build-students-math-confidence-with-culturally-sustaining-teaching-practices",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m not a math person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s something that educators hear from students in classes, children express to caregivers as they start homework and even adults say to each other when it’s time to calculate the tip for lunch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Where did all of these “not math people” come from?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s a lot of people right now who have been given permission to be innumerate because society has deemed innumeracy as OK,” says New York-based math educator José\u003c/span>\u003cspan style=\"font-weight: 400;\"> Vilson. “Because as long as you’re not a math person, then it’s perfectly fine to fail at math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Dr. Cathery Yeh believes people began distancing themselves from math when they started associating math with memorization. She taught elementary school in Los Angeles and currently teaches graduate education students at Chapman University. “When I ask anybody to close their eyes and think about what math means, they’ll often say the timed test that they started taking in third grade,” says Yeh. “It was really around speed and doing a lot of problems repeatedly.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Yeh, these tests and other teaching techniques that rely on memorization give children a very narrow view of what math is. When math seems disconnected from everyday life, it makes it easy for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56637/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it\">\u003cspan style=\"font-weight: 400;\">students to claim it’s not their thing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Instead, highlighting math’s connection to concrete examples and \u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">students’ everyday context\u003c/a> communicates that math is all over the place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s still a lot of work that needs to be done in the way of trying to make sure that people understand how critical math is because math really is everywhere,” says Vilson. “It’s just a matter of how we contextualize it in our society.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-58017\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1920x1440.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab.jpeg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Transforming the math classroom into a learning lab \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Learning isn’t linear, it’s embedded\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Math can be intimidating to students because it seems like if they fall behind it’s nearly impossible to catch up. On top of that, Vilson says that many teachers suggest that students drop classes if they are not keeping up with the pace of the curriculum. Instead, he encourages teachers to rethink how students learn. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Learning is not linear,” says Vilson. “So much of how we discuss math assumes that everybody picked up every single standard along the way.” Most schools have students progress through math courses in stages – algebra 1, geometry, algebra 2 and trigonometry. However, Yeh says this means teachers are missing out on opportunities for students to understand how math principles naturally work together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Adding fractions is a fourth grade goal and multiplying fractions is a fifth grade goal. If they’re both doing it and you’re connecting across the two, that allows everybody access to grade level content. They get to see the integrated connection between these two operations.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh also relies on culturally sustaining pedagogy to help students see how math principles work together and are intertwined with their everyday lives. During the first week of school, Yeh encourages Chapman teachers to ask students to interview a member of their family in their native language about how they use math in their daily life. When children bring these answers back to school, Yeh and student teachers create math lessons that align how the parents used math with what students were learning in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students were able to broaden their idea of who can be a mathematician and what mathematics can be. Yeh would even invite family and community members to come to co-teach math lessons from their authentic experience.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Sopa de Números\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/cAH1ESiy_bU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Using mini-scaffolds to build confidence\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to meet students where they are at in their learning, Vilson uses a ground up approach to find where learners need support. When he gives an assignment based on a new concept, he’ll walk around the classroom to identify students that need help. Then, he’ll ask students questions starting with “Tell me what you know.” He calls this finding “mini-scaffolds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The bottom is ‘I don’t get it at all,’” says Vilson of when he’s working with a student that isn’t yet able to fully grasp foundational concepts. “If that’s the case. Then I build from there. But \u003c/span>\u003cspan style=\"font-weight: 400;\">I’m asking questions that continually go down until I get to that point,” he says. He walks away when students no longer need help so that students build confidence as they finish completing the problem on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, Vilson has a favorite activity where students construct a model and calculate scale to figure out how planets are positioned in outer space. Students will start out by making estimates based on what they already know. After introducing some of the principles of scientific notation, Vilson will give students a few numbers to work from. As students rethink what the solar system looks like based on new numbers, he’ll guide students who need extra support with questions like “Are the planets all evenly spaced out?” and “How big are the planets compared to one another?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Kids can get closer and closer to the actual true right answer if we just keep working with them and allow them to get to that,” says Vilson. “You don’t hear things like ‘I don’t get it.’ You hear things like ‘Oh, we’ll figure it out together’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, Vilson is always trying to model how to react to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike\">\u003cspan style=\"font-weight: 400;\">wrong answers and mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “If a kid tells you something like ‘Two thirds is equal to three fourths because I added one above and below.’ I say, ‘I see that you’re trying to make a pattern here.’ And then you start interrogating.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He’ll ask the class \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400;\">questions about the problem that will lead them towards the right answer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. In this case, he may even guide the students through making different representations of two thirds and three fourths, by drawing it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s not like I told them it was wrong. I said, ‘Here’s a different path that you may consider.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Pathways for discussing math\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developing confidence in the math classroom helps students apply math principles anywhere they go. “I think those experiences allow for people to say math is wherever you need it to be. And is it exactly the same math? No, not exactly. But it activates the part of your brain that allows you to move around the world pretty quickly,” says Vilson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s easy to dwell on bad experiences, but most people have felt the magical lightbulb moment in their brain when they’ve figured out how to solve a math problem. Vilson wants math educators to identify pathways that help math click for more students so that they no longer feel as if their race, class or gender has any bearing on their math ability. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When the subject matter starts to feel abstract, Vilson works with his students to identify models that can be replicated in other contexts. He tells students to take their geometry knowledge into looking at maps or navigating public transportation in new cities and encourages students to think of how many math principles they rely on to calculate a 20 percent tip. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vilson says,“They’re able to participate in a whole different way. They’re able to articulate their answers in a different way. They feel empowered by the things that they’re doing.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58016\" class=\"wp-caption alignnone\" style=\"max-width: 794px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String.jpeg\" alt=\"\" width=\"794\" height=\"756\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String.jpeg 794w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-160x152.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-768x731.jpeg 768w\" sizes=\"(max-width: 794px) 100vw, 794px\">\u003cfigcaption class=\"wp-caption-text\">Poster of number strings from one of Cathery Yeh’s student teachers \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh relies on real life examples to engage students. If she’s working on dividing by fractions with students, she won’t just ask, “What is two divided by one half?” Instead she might say something like, “The family has two loaves of bread and they only want to eat half a day. How many days would two loaves last?” Students appreciate this accessible entry point into what is sometimes a tricky math unit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They get to do math and problem solve, then we go and connect it to the equation itself. Those things are ensuring deep learning and also responsive learning,” says Yeh. “I’m valuing and honoring students’ experiences and also applying mathematics to understanding and investigating meaningful situations in their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/57997/how-to-build-students-math-confidence-with-culturally-sustaining-teaching-practices",
"authors": [
"11721"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_797",
"mindshift_392",
"mindshift_20893",
"mindshift_21906",
"mindshift_21053"
],
"featImg": "mindshift_57999",
"label": "mindshift"
},
"mindshift_58102": {
"type": "posts",
"id": "mindshift_58102",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "58102",
"score": null,
"sort": [
1626333632000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1626333632,
"format": "standard",
"disqusTitle": "How One District Went All-in on a Tutoring Program to Catch Kids Up",
"title": "How One District Went All-in on a Tutoring Program to Catch Kids Up",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This story is a part of \u003ca href=\"https://protect-us.mimecast.com/s/cIoTCJ6PLruB21yEfVdAAD?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Dawn Lineberry, a sixth grade math teacher at Jackson Middle School in Guilford County, North Carolina, noticed that some of her students were struggling with long division.\u003c/p>\n\u003cp>Principal Angela McNeill of Eastern Guilford Middle School said that students had lost ground in multiplication, division and problem solving.\u003c/p>\n\u003cp>And Shayla Savage, a middle school principal, said that when her students returned to in-person learning this spring, she noticed differences beyond just their math and reading progress compared to previous years.\u003c/p>\n\u003cp>“We go to PE now and they can barely run a lap,” she said. “Even with the physical aspect of school, the learning loss is real all across the board.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thousands of American students were able to return to class in person during the last weeks of spring, after a year of remote or hybrid learning. When the kids showed up, educators could see even more clearly how uneven their learning has been during the pandemic.\u003c/p>\n\u003cp>Last year, researchers at NWEA, an independent nonprofit assessment company, published an analysis of \u003ca href=\"https://www.nwea.org/content/uploads/2020/11/Collaborative-brief-Learning-during-COVID-19.NOV2020.pdf\">data from the autumn 2020 MAP Growth tests\u003c/a> of more than 4 million public school students. They found that students’ reading scores were mainly on track compared to the previous year, but their math scores were five to 10 percentage points lower on average.\u003c/p>\n\u003cp>“Frankly, students didn’t lose anything, they just never had the opportunity to learn it,” said Allison Socol, an assistant director at The Education Trust, a nonprofit education research and advocacy organization. “When given the opportunity, then they will succeed. And so we always talk about it as ‘unfinished learning.’ ”\u003c/p>\n\u003cp>Now, as schools launch summer programs and plan for the fall, they’re left with a tremendous responsibility (and a windfall of federal money) to try to fill in the gaps for students who have spent a year trying to learn through a computer screen.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\">\u003cstrong>The simple intervention that could lift kids out of ‘Covid slide’\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Researchers and educators are considering various methods to fill these gaps, including small-group instruction, extended school hours and summer programs. But, while the results of research on what might work to catch kids up is not always clear-cut, many education experts point to tutoring as a tried-and-true method.\u003c/p>\n\u003cp>One-to-one and small group tutoring are “by far the most effective things we have that are practical to use in schools that scale,” said Robert Slavin, an education researcher and director at the Johns Hopkins Center for Research and Reform in Education, in an interview \u003ca href=\"https://hechingerreport.org/proof-points-robert-slavin-championed-the-use-of-scientific-evidence-to-figure-out-what-works-in-education/\">before his death this spring\u003c/a>. “We compared tutoring to summer school, after school, extended day, technology and other things. And it’s [a] night and day difference.”\u003c/p>\n\u003cp>Guilford County Schools turned to tutors early in the pandemic to confront unfinished learning. The district, with 126 schools (including two virtual academies) and nearly 70,000 K-12 students, created an ambitious districtwide tutoring program using a combination of graduate, undergraduate and high school students to serve as math tutors. Now, over the next few months, the district hopes to expand their program to include English language arts and other subject areas and plans to continue it for at least the next several years.\u003c/p>\n\u003cp>“What we know is that learning loss is going to look different from student to student,” said Dr. Whitney Oakley, the chief academic officer for the district. “And that it’s not something we’re going to make up in a summer or in a year. It’s a long road of recovery.”\u003c/p>\n\u003cp>Devanhi, 12, recently finished sixth grade at Jackson Middle School in the Guilford County district. She lives in Greensboro, North Carolina, with her two parents and two younger siblings.\u003c/p>\n\u003cp>She learned remotely either full time or part time for more than a year. Although math is one of her favorite subjects, she found some parts of her coursework challenging when she was learning online. For example, she had trouble finding the area of a triangle and other math involving shapes.\u003c/p>\n\u003cp>Devanhi got an email this spring asking if she wanted to sign up for tutoring, and she quickly replied.\u003c/p>\n\u003cp>“I’d just get frustrated because I’m just like, OK, I don’t get this problem,” Devanhi said. “But then with my tutor, Natalia, she would help me with breaking it down and helping me, actually being there.”\u003c/p>\n\u003cp>Devanhi said that her math teacher, Ms. Lineberry, often asked how her tutoring was going.\u003c/p>\n\u003cp>“She saw how much I improved in math with the shapes and stuff,” said Devanhi. “She would ask a question, and I would be the first one to raise my hand.”\u003c/p>\n\u003cp>Research suggests that intensive tutoring is one of the most effective ways for kids to catch up on learning. A \u003ca href=\"https://www.nber.org/papers/w22130\">Harvard study from 2016\u003c/a> sorted through almost 200 well-designed experiments in improving education, and found that frequent one-to-one tutoring with research-proven instruction was especially effective in increasing the learning rates of low-performing students. But less frequent tutoring, such as having sessions once a week, was not. A \u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">2020 review of nearly 100 tutoring programs\u003c/a> found that intensive tutoring was particularly helpful in reading during the early elementary years, and most effective in math for slightly older children. And another study found that intensive tutoring had major positive impacts on math \u003ca href=\"https://www.nber.org/system/files/working_papers/w28531/w28531.pdf\">gains\u003c/a> among high school students.\u003c/p>\n\u003cp>“Research is emerging that says, if you can provide a high-quality but achievable level of support … you can start to get them accelerating learning,” said David Rosenberg, a partner at Education Resource Strategies, an education nonprofit that assists school districts. “So systems are really trying to figure out, ‘How do we do that?’ ”\u003c/p>\n\u003cp>“The biggest bang for your buck is tutoring. It’s a little hard to map out an exact perfect scenario, but ensure that those kids have a tutor, ideally, a certified and experienced teacher, and if not, someone who’s getting a lot of training and support, and that those tutors are meeting with those kids from day one of the school year, if not before, to help them catch up,” said Socol.\u003c/p>\n\u003cp>Rosenberg and others are quick to point out, however, that the other conditions that must go along with that kind of tutoring, like a good curriculum, tailored instruction and teacher support, are crucial.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\">\u003cstrong>Takeaways from research on tutoring to address coronavirus learning loss\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Guilford County Schools started recruiting their first tutors from local colleges and universities in September 2020 and got them started with the students by November. They focused on recruiting engineering, math and education majors from local schools, including historically Black colleges and universities (HBCUs).\u003c/p>\n\u003cp>“A&T State University graduates more Black engineers than any other HBCU in the world,” said Oakley. “We are about 70 percent Black and brown in our district, and so it’s very powerful to have tutors serving students who look like them.”\u003c/p>\n\u003cp>The district decided to focus on math because “research has shown that middle school and high school math ... that’s where the greatest learning loss has been,” said Dr. Faith Freeman, the director of STEM at Guilford County Schools, and the head of their tutoring initiative. “Kids were falling behind in math before the pandemic. It’s just gotten worse.”\u003c/p>\n\u003cp>The first group of tutors was placed in Title I middle schools, in which low-income families make up at least 40 percent of enrollment. The district prioritized students who were English language learners, students with disabilities, students with a history of chronic absenteeism and students who were struggling in coursework before the pandemic.\u003c/p>\n\u003cp>On average, Guilford students in the tutoring program received two hours of tutoring each week.\u003c/p>\n\u003cp>In January, the district expanded the tutoring program by hiring high-achieving high school students to work with the middle school students. Guilford administrators did not disclose their total budget for the program, but it is funded through \u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">federal\u003c/a> ESSER legislation passed earlier this year to address the impact of Covid-19 in schools. When the district started their program in 2020, they were able to use Title I funding because they focused on Title I schools. Over the course of the 2020-21 school year, 15 graduate students worked up to 20 hours a week, with some earning $14.70 per hour and others nearly $20,000 per semester. The district also had 35 undergraduates, paid $14.70 an hour, and about 140 high school students, paid $10 an hour.\u003c/p>\n\u003cp>In February, students at Eastern Guilford Middle School took a test, created by NWEA and used by schools across the country, to see where their learning gaps were.\u003c/p>\n\u003cp>“They took it again in April,” said Principal McNeill. “That showed teachers exactly where students need the most help, because it was able to pinpoint down to skill and standard. So teachers were able to diagnose what was going on with that student in order to prescribe what is needed to make this student more successful and to address those learning gaps.”\u003c/p>\n\u003cp>After the tutoring, 12-year-old Devanhi said, “I don’t really second-guess myself a lot like I did before. And that’s something that I’ve noticed about myself, because I remember I used to second-guess myself a lot with math or with other subjects. I got more confident with my answers.”\u003c/p>\n\u003cp>Although there have been early positive signs from Guilford’s tutoring program, historically, not all tutoring efforts have been successful. After the No Child Left Behind law was first passed in 2001, schools got extra money to tutor struggling students, but several\u003ca href=\"http://www.schoolsmatter.info/2007/06/latest-on-tutoring-fraud.html?m=1\"> frauds and fiascos\u003c/a>\u003cu> led to concerns about \u003c/u>\u003ca href=\"https://www.nytimes.com/2005/04/04/education/a-lucrative-brand-of-tutoring-grows-unchecked.html\">lax oversight\u003c/a>. There were disappointments in other years, too. A 2018 report about a randomized control trial of math tutoring for fourth through eighth grade students in \u003ca href=\"https://www.arnoldventures.org/stories/a-randomized-controlled-trial-of-minnesota-math-corps-a-tutoring-program-for-4th-8th-grade-students-who-are-struggling-in-math\">Minnesota found no significant effect on state test scores.\u003c/a>\u003c/p>\n\u003cp>Alexis Obimma, 17, recently finished her junior year at Dudley High School in Guilford County. She took an AP statistics class and also worked about 12 to 15 hours a week at the restaurant chain Papa John’s. She plans to one day go to medical school.\u003c/p>\n\u003cp>Obimma said that she returned to school in person this spring, but found that she preferred learning online, so finished up the school year online.\u003c/p>\n\u003cp>Her mom got an email from her high school last December asking if any students were interested in becoming math tutors. When Obimma found out that her ninth grade math teacher was running the program, she applied and was accepted to work as a tutor. She had three students: two sixth graders and a seventh grader.\u003c/p>\n\u003cp>“I love math. I always was good at math. So it’s easy for me to show them how to do it, show them my way,” said Obimma. “And they usually understand it more easily.”\u003c/p>\n\u003cp>She spent about two hours a week with each student one-on-one, over the course of two different tutoring sessions, usually during evenings or weekends. One student is studying surface area and three-digit multiplication. Another is studying inequalities.\u003c/p>\n\u003cp>“What I found easy about it is, when you get to know them, it’s really easier to communicate with the student,” Obimma said. “You’re able to have one-on-one sessions, able to talk about what you like about math, what you don’t like about math, so you can make it interesting for them.”\u003c/p>\n\u003cp>Koen VonSeggen, 17, just finished his junior year at Page High School. He was in honors precalculus and tutored math through Guilford’s tutoring program. His previous jobs included lifeguarding and working yard service during the summers.\u003c/p>\n\u003cp>VonSeggen said he did well in his own remote learning studies and described himself as someone who’s “never really struggled with procrastination.” Though he didn’t describe his junior year as easy, he said he got all A’s in his fourth quarter, and added that AP psychology kept him interested.\u003c/p>\n\u003cp>He started tutoring four students in April: two seventh grade girls and two eighth grade boys.\u003c/p>\n\u003cp>Like other tutors, he debriefed with his students’ teacher at the beginning and end of each week.\u003c/p>\n\u003cp>“It’s usually like, ‘They did good, everything is all well.’ Or, if a student has a problem, such as, like, isn’t understanding the material as well, I can like, talk to [the students’ teacher] Ms. Magee and say, ‘Hey, you know, so and so might have had a problem with this math problem. So if you see them struggling in your class, maybe they might need to go a little bit slower.’\u003c/p>\n\u003cp>“It doesn’t usually come to that,” he added.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cstrong>Research evidence increases for intensive tutoring\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Both Obimma and VonSeggen tutored remotely, but some tutors have come back into the classroom along with the students. Dawn Lineberry, the sixth grade math teacher, has a tutor who does both remote and in-person tutoring four days a week.\u003c/p>\n\u003cp>“I couldn’t have asked for a better person. The kids see her as a teacher,” said Lineberry. “They don’t see her as, you know, as an assistant, they don’t see her as just a tutor. It’s somebody that they know they can trust and get their education from.”\u003c/p>\n\u003cp>Guilford educators think of the tutoring program as a long-term endeavor for a pandemic that created long-term learning impacts. Administrators hope to triple their current number of trained tutors to serve more students and plan to hire 500 more tutors within the next year with federal funding that will last through 2024.\u003c/p>\n\u003cp>Some administrators have noticed a difference already.\u003c/p>\n\u003cp>Freeman said that some math teachers have told her that the performance of students who are in tutoring has increased significantly. Principal McNeill said that a teacher told her that students who had been working with tutors for several weeks scored higher on their NWEA math assessments.\u003c/p>\n\u003cp>“You know, we haven’t been doing this for that long, right? So I think that we’ll really see even greater growth, not just I think toward the end of the school year, but also the summer and going into this fall,” said Freeman.\u003c/p>\n\u003cp>One tutor, Kingsley Esezobor, 38, is a graduate student in computational data science and engineering at North Carolina A&T State University. He’s been working with “about 15” students. He says three just need to be reminded about what they already know, three are really struggling, and the rest fall somewhere in the middle — they understand a concept after about two sessions, after which they can solve those questions by themselves.\u003c/p>\n\u003cp>“Out of the 15 students that I have, I can say confidently that I saw improvements in about 10 students after working with them week on week,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up/\">unfinished learning\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "58102 https://ww2.kqed.org/mindshift/?p=58102",
"disqusUrl": "https://ww2.kqed.org/mindshift/2021/07/15/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2643,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 59
},
"modified": 1626333632,
"excerpt": "A North Carolina district figured out early that tutoring could make a difference for kids who missed instruction, and they plan to keep it up for months and even years to come.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A North Carolina district figured out early that tutoring could make a difference for kids who missed instruction, and they plan to keep it up for months and even years to come.",
"title": "How One District Went All-in on a Tutoring Program to Catch Kids Up - MindShift",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How One District Went All-in on a Tutoring Program to Catch Kids Up",
"datePublished": "2021-07-15T00:20:32-07:00",
"dateModified": "2021-07-15T00:20:32-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up",
"status": "publish",
"nprByline": "Azure Gilman, for \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>",
"path": "/mindshift/58102/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is a part of \u003ca href=\"https://protect-us.mimecast.com/s/cIoTCJ6PLruB21yEfVdAAD?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Dawn Lineberry, a sixth grade math teacher at Jackson Middle School in Guilford County, North Carolina, noticed that some of her students were struggling with long division.\u003c/p>\n\u003cp>Principal Angela McNeill of Eastern Guilford Middle School said that students had lost ground in multiplication, division and problem solving.\u003c/p>\n\u003cp>And Shayla Savage, a middle school principal, said that when her students returned to in-person learning this spring, she noticed differences beyond just their math and reading progress compared to previous years.\u003c/p>\n\u003cp>“We go to PE now and they can barely run a lap,” she said. “Even with the physical aspect of school, the learning loss is real all across the board.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thousands of American students were able to return to class in person during the last weeks of spring, after a year of remote or hybrid learning. When the kids showed up, educators could see even more clearly how uneven their learning has been during the pandemic.\u003c/p>\n\u003cp>Last year, researchers at NWEA, an independent nonprofit assessment company, published an analysis of \u003ca href=\"https://www.nwea.org/content/uploads/2020/11/Collaborative-brief-Learning-during-COVID-19.NOV2020.pdf\">data from the autumn 2020 MAP Growth tests\u003c/a> of more than 4 million public school students. They found that students’ reading scores were mainly on track compared to the previous year, but their math scores were five to 10 percentage points lower on average.\u003c/p>\n\u003cp>“Frankly, students didn’t lose anything, they just never had the opportunity to learn it,” said Allison Socol, an assistant director at The Education Trust, a nonprofit education research and advocacy organization. “When given the opportunity, then they will succeed. And so we always talk about it as ‘unfinished learning.’ ”\u003c/p>\n\u003cp>Now, as schools launch summer programs and plan for the fall, they’re left with a tremendous responsibility (and a windfall of federal money) to try to fill in the gaps for students who have spent a year trying to learn through a computer screen.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\">\u003cstrong>The simple intervention that could lift kids out of ‘Covid slide’\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Researchers and educators are considering various methods to fill these gaps, including small-group instruction, extended school hours and summer programs. But, while the results of research on what might work to catch kids up is not always clear-cut, many education experts point to tutoring as a tried-and-true method.\u003c/p>\n\u003cp>One-to-one and small group tutoring are “by far the most effective things we have that are practical to use in schools that scale,” said Robert Slavin, an education researcher and director at the Johns Hopkins Center for Research and Reform in Education, in an interview \u003ca href=\"https://hechingerreport.org/proof-points-robert-slavin-championed-the-use-of-scientific-evidence-to-figure-out-what-works-in-education/\">before his death this spring\u003c/a>. “We compared tutoring to summer school, after school, extended day, technology and other things. And it’s [a] night and day difference.”\u003c/p>\n\u003cp>Guilford County Schools turned to tutors early in the pandemic to confront unfinished learning. The district, with 126 schools (including two virtual academies) and nearly 70,000 K-12 students, created an ambitious districtwide tutoring program using a combination of graduate, undergraduate and high school students to serve as math tutors. Now, over the next few months, the district hopes to expand their program to include English language arts and other subject areas and plans to continue it for at least the next several years.\u003c/p>\n\u003cp>“What we know is that learning loss is going to look different from student to student,” said Dr. Whitney Oakley, the chief academic officer for the district. “And that it’s not something we’re going to make up in a summer or in a year. It’s a long road of recovery.”\u003c/p>\n\u003cp>Devanhi, 12, recently finished sixth grade at Jackson Middle School in the Guilford County district. She lives in Greensboro, North Carolina, with her two parents and two younger siblings.\u003c/p>\n\u003cp>She learned remotely either full time or part time for more than a year. Although math is one of her favorite subjects, she found some parts of her coursework challenging when she was learning online. For example, she had trouble finding the area of a triangle and other math involving shapes.\u003c/p>\n\u003cp>Devanhi got an email this spring asking if she wanted to sign up for tutoring, and she quickly replied.\u003c/p>\n\u003cp>“I’d just get frustrated because I’m just like, OK, I don’t get this problem,” Devanhi said. “But then with my tutor, Natalia, she would help me with breaking it down and helping me, actually being there.”\u003c/p>\n\u003cp>Devanhi said that her math teacher, Ms. Lineberry, often asked how her tutoring was going.\u003c/p>\n\u003cp>“She saw how much I improved in math with the shapes and stuff,” said Devanhi. “She would ask a question, and I would be the first one to raise my hand.”\u003c/p>\n\u003cp>Research suggests that intensive tutoring is one of the most effective ways for kids to catch up on learning. A \u003ca href=\"https://www.nber.org/papers/w22130\">Harvard study from 2016\u003c/a> sorted through almost 200 well-designed experiments in improving education, and found that frequent one-to-one tutoring with research-proven instruction was especially effective in increasing the learning rates of low-performing students. But less frequent tutoring, such as having sessions once a week, was not. A \u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">2020 review of nearly 100 tutoring programs\u003c/a> found that intensive tutoring was particularly helpful in reading during the early elementary years, and most effective in math for slightly older children. And another study found that intensive tutoring had major positive impacts on math \u003ca href=\"https://www.nber.org/system/files/working_papers/w28531/w28531.pdf\">gains\u003c/a> among high school students.\u003c/p>\n\u003cp>“Research is emerging that says, if you can provide a high-quality but achievable level of support … you can start to get them accelerating learning,” said David Rosenberg, a partner at Education Resource Strategies, an education nonprofit that assists school districts. “So systems are really trying to figure out, ‘How do we do that?’ ”\u003c/p>\n\u003cp>“The biggest bang for your buck is tutoring. It’s a little hard to map out an exact perfect scenario, but ensure that those kids have a tutor, ideally, a certified and experienced teacher, and if not, someone who’s getting a lot of training and support, and that those tutors are meeting with those kids from day one of the school year, if not before, to help them catch up,” said Socol.\u003c/p>\n\u003cp>Rosenberg and others are quick to point out, however, that the other conditions that must go along with that kind of tutoring, like a good curriculum, tailored instruction and teacher support, are crucial.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\">\u003cstrong>Takeaways from research on tutoring to address coronavirus learning loss\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Guilford County Schools started recruiting their first tutors from local colleges and universities in September 2020 and got them started with the students by November. They focused on recruiting engineering, math and education majors from local schools, including historically Black colleges and universities (HBCUs).\u003c/p>\n\u003cp>“A&T State University graduates more Black engineers than any other HBCU in the world,” said Oakley. “We are about 70 percent Black and brown in our district, and so it’s very powerful to have tutors serving students who look like them.”\u003c/p>\n\u003cp>The district decided to focus on math because “research has shown that middle school and high school math ... that’s where the greatest learning loss has been,” said Dr. Faith Freeman, the director of STEM at Guilford County Schools, and the head of their tutoring initiative. “Kids were falling behind in math before the pandemic. It’s just gotten worse.”\u003c/p>\n\u003cp>The first group of tutors was placed in Title I middle schools, in which low-income families make up at least 40 percent of enrollment. The district prioritized students who were English language learners, students with disabilities, students with a history of chronic absenteeism and students who were struggling in coursework before the pandemic.\u003c/p>\n\u003cp>On average, Guilford students in the tutoring program received two hours of tutoring each week.\u003c/p>\n\u003cp>In January, the district expanded the tutoring program by hiring high-achieving high school students to work with the middle school students. Guilford administrators did not disclose their total budget for the program, but it is funded through \u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">federal\u003c/a> ESSER legislation passed earlier this year to address the impact of Covid-19 in schools. When the district started their program in 2020, they were able to use Title I funding because they focused on Title I schools. Over the course of the 2020-21 school year, 15 graduate students worked up to 20 hours a week, with some earning $14.70 per hour and others nearly $20,000 per semester. The district also had 35 undergraduates, paid $14.70 an hour, and about 140 high school students, paid $10 an hour.\u003c/p>\n\u003cp>In February, students at Eastern Guilford Middle School took a test, created by NWEA and used by schools across the country, to see where their learning gaps were.\u003c/p>\n\u003cp>“They took it again in April,” said Principal McNeill. “That showed teachers exactly where students need the most help, because it was able to pinpoint down to skill and standard. So teachers were able to diagnose what was going on with that student in order to prescribe what is needed to make this student more successful and to address those learning gaps.”\u003c/p>\n\u003cp>After the tutoring, 12-year-old Devanhi said, “I don’t really second-guess myself a lot like I did before. And that’s something that I’ve noticed about myself, because I remember I used to second-guess myself a lot with math or with other subjects. I got more confident with my answers.”\u003c/p>\n\u003cp>Although there have been early positive signs from Guilford’s tutoring program, historically, not all tutoring efforts have been successful. After the No Child Left Behind law was first passed in 2001, schools got extra money to tutor struggling students, but several\u003ca href=\"http://www.schoolsmatter.info/2007/06/latest-on-tutoring-fraud.html?m=1\"> frauds and fiascos\u003c/a>\u003cu> led to concerns about \u003c/u>\u003ca href=\"https://www.nytimes.com/2005/04/04/education/a-lucrative-brand-of-tutoring-grows-unchecked.html\">lax oversight\u003c/a>. There were disappointments in other years, too. A 2018 report about a randomized control trial of math tutoring for fourth through eighth grade students in \u003ca href=\"https://www.arnoldventures.org/stories/a-randomized-controlled-trial-of-minnesota-math-corps-a-tutoring-program-for-4th-8th-grade-students-who-are-struggling-in-math\">Minnesota found no significant effect on state test scores.\u003c/a>\u003c/p>\n\u003cp>Alexis Obimma, 17, recently finished her junior year at Dudley High School in Guilford County. She took an AP statistics class and also worked about 12 to 15 hours a week at the restaurant chain Papa John’s. She plans to one day go to medical school.\u003c/p>\n\u003cp>Obimma said that she returned to school in person this spring, but found that she preferred learning online, so finished up the school year online.\u003c/p>\n\u003cp>Her mom got an email from her high school last December asking if any students were interested in becoming math tutors. When Obimma found out that her ninth grade math teacher was running the program, she applied and was accepted to work as a tutor. She had three students: two sixth graders and a seventh grader.\u003c/p>\n\u003cp>“I love math. I always was good at math. So it’s easy for me to show them how to do it, show them my way,” said Obimma. “And they usually understand it more easily.”\u003c/p>\n\u003cp>She spent about two hours a week with each student one-on-one, over the course of two different tutoring sessions, usually during evenings or weekends. One student is studying surface area and three-digit multiplication. Another is studying inequalities.\u003c/p>\n\u003cp>“What I found easy about it is, when you get to know them, it’s really easier to communicate with the student,” Obimma said. “You’re able to have one-on-one sessions, able to talk about what you like about math, what you don’t like about math, so you can make it interesting for them.”\u003c/p>\n\u003cp>Koen VonSeggen, 17, just finished his junior year at Page High School. He was in honors precalculus and tutored math through Guilford’s tutoring program. His previous jobs included lifeguarding and working yard service during the summers.\u003c/p>\n\u003cp>VonSeggen said he did well in his own remote learning studies and described himself as someone who’s “never really struggled with procrastination.” Though he didn’t describe his junior year as easy, he said he got all A’s in his fourth quarter, and added that AP psychology kept him interested.\u003c/p>\n\u003cp>He started tutoring four students in April: two seventh grade girls and two eighth grade boys.\u003c/p>\n\u003cp>Like other tutors, he debriefed with his students’ teacher at the beginning and end of each week.\u003c/p>\n\u003cp>“It’s usually like, ‘They did good, everything is all well.’ Or, if a student has a problem, such as, like, isn’t understanding the material as well, I can like, talk to [the students’ teacher] Ms. Magee and say, ‘Hey, you know, so and so might have had a problem with this math problem. So if you see them struggling in your class, maybe they might need to go a little bit slower.’\u003c/p>\n\u003cp>“It doesn’t usually come to that,” he added.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cstrong>Research evidence increases for intensive tutoring\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Both Obimma and VonSeggen tutored remotely, but some tutors have come back into the classroom along with the students. Dawn Lineberry, the sixth grade math teacher, has a tutor who does both remote and in-person tutoring four days a week.\u003c/p>\n\u003cp>“I couldn’t have asked for a better person. The kids see her as a teacher,” said Lineberry. “They don’t see her as, you know, as an assistant, they don’t see her as just a tutor. It’s somebody that they know they can trust and get their education from.”\u003c/p>\n\u003cp>Guilford educators think of the tutoring program as a long-term endeavor for a pandemic that created long-term learning impacts. Administrators hope to triple their current number of trained tutors to serve more students and plan to hire 500 more tutors within the next year with federal funding that will last through 2024.\u003c/p>\n\u003cp>Some administrators have noticed a difference already.\u003c/p>\n\u003cp>Freeman said that some math teachers have told her that the performance of students who are in tutoring has increased significantly. Principal McNeill said that a teacher told her that students who had been working with tutors for several weeks scored higher on their NWEA math assessments.\u003c/p>\n\u003cp>“You know, we haven’t been doing this for that long, right? So I think that we’ll really see even greater growth, not just I think toward the end of the school year, but also the summer and going into this fall,” said Freeman.\u003c/p>\n\u003cp>One tutor, Kingsley Esezobor, 38, is a graduate student in computational data science and engineering at North Carolina A&T State University. He’s been working with “about 15” students. He says three just need to be reminded about what they already know, three are really struggling, and the rest fall somewhere in the middle — they understand a concept after about two sessions, after which they can solve those questions by themselves.\u003c/p>\n\u003cp>“Out of the 15 students that I have, I can say confidently that I saw improvements in about 10 students after working with them week on week,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up/\">unfinished learning\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/58102/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up",
"authors": [
"byline_mindshift_58102"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_21343",
"mindshift_358",
"mindshift_21413"
],
"featImg": "mindshift_58098",
"label": "mindshift"
},
"mindshift_58090": {
"type": "posts",
"id": "mindshift_58090",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "58090",
"score": null,
"sort": [
1626163814000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1626163814,
"format": "standard",
"disqusTitle": "How to Help Students Succeed in Algebra 1 This Year",
"title": "How to Help Students Succeed in Algebra 1 This Year",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This story is a part of \u003ca href=\"https://hechingerreport.org/lessons-learned/\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Ishmael Brown Jr. is a stickler for notes when he teaches algebra I to ninth graders at Spring Valley High School in Columbia, South Carolina. After he gives students a problem, he typically walks around and watches how they’re solving it; he wants to see their reasoning with the answer. Not so this year: As of May, only about a sixth of his students were in person and the rest online.\u003c/p>\n\u003cp>With so many web tools out there that solve math problems, it’s easy for Brown’s online students to find a shortcut to answers and the calculations that go with them. So he has no idea if they’re learning.\u003c/p>\n\u003cp>Connecting with kids has been a struggle, too. Brown’s virtual students aren’t required to turn on their cameras, so he can’t tell whether they’re paying attention. Few speak up. In person, his classes are fun, and the students engaged: “I relate whatever it is that we're doing to something closer to real life,” he said.\u003c/p>\n\u003cp>The effects are showing up in test scores. In his intermediate algebra class — the second semester of algebra I — 30 percent of his students are passing tests, compared with close to 70 percent in previous years. “I really don’t think that they’re growing,” said Brown, who’s also president of the National Tutoring Association. “I think this is a lost school year for most kids.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Similar stories are coming in from all over the country. Educators and school leaders are scrambling to figure out how to regain ground next year in a course that often makes or breaks students’ life chances.\u003c/p>\n\u003cp>Later, math is what most often keeps students from graduating from college, experts say. Only half of students who take college algebra score C or higher in the course, a 2015 \u003ca href=\"https://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf\">report\u003c/a> by the Mathematical Association of America noted. Math courses are “the most significant barrier to degree completion in both STEM and non-STEM fields,” the authors concluded.\u003c/p>\n\u003cp>That means algebra I is also the class that decides whether students get jobs involving science, technology, engineering or math. “Algebra I is the air you breathe to be in STEM,” said Nathan Levenson, a former CEO of a crane-manufacturing company and later a school superintendent in Massachusetts.\u003c/p>\n\u003cp>For many students it’s been a lonely year, and algebra is tougher to learn while peering at a screen, say teachers and researchers.\u003c/p>\n\u003cfigure id=\"attachment_58093\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58093 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. introduces a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>(Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School leaders and teachers are puzzling through a tough equation: how to keep students who missed out on a lot of algebra I content moving through grade-level math next year, usually geometry. Teaching experts say that will mean slowing down to fill in knowledge gaps —detouring from lesson plans, adding extra periods for tutoring, and more. Schools will need to put in “quality time this fall understanding what kids know and what they're able to do” and then building on that, says Michael Steele, a professor of mathematics education at the University of Wisconsin-Milwaukee.\u003c/p>\n\u003cp>At Jackson City School in Kentucky, teacher Jeffrey Coots has had about two-thirds of his algebra I students online all year. Even some of his strongest math students from prior years have struggled to stay motivated working virtually and have gotten behind. He doesn’t know what’s happening at home, and connections are often spotty — the district is located in Breathitt County, one of the nation’s poorest.\u003c/p>\n\u003cp>“It’s really hard essentially losing a student who you know has just great things ahead of them,” he said. “I’m very worried. I think of math like Legos — you can't build a house if you don't have that first foundation.”\u003c/p>\n\u003cp>Keeping kids connected is just one problem. Teachers don’t get enough training to begin with and certainly haven’t been trained to teach math remotely, said Mark Goldstein, vice president of curriculum and instruction at the nonprofit Center for Mathematics and Teaching. So teachers have been learning new software platforms on the go. In a group of 30 students in an online platform, they can’t watch everyone and check their students’ body language as in the classroom, he said. Breakout rooms are even harder to monitor.\u003c/p>\n\u003cp>And often teachers haven’t had time to cover anything in depth. Heuvelton Central School in northwestern New York State used a hybrid schedule for middle school and high school most of the year: two groups of students on alternating schedules are in person two days a week each. The other three days they’re on their own to do homework. With only two days a week to present new material, algebra I teacher Eliza Pierce has had to skim — the class isn’t diving into the really hard problems, she said. When her students hit geometry next year in 10th grade, they’re going to be “shellshocked” if they have to move at the same pace as in past years, she said.\u003c/p>\n\u003cfigure id=\"attachment_58092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58092 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-6-scaled-e1626127090945.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Algebra teacher Eliza Pierce reviews polynomial equations with her in-person and remote students in preparation for end-of-year tests at Heuvelton Central School in northwestern New York State. \u003ccite>(Jesse Coburn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students, too, have been struggling with all the new software, said Veronica Tenesaca, a tutor with Saga Education, which matches tutors with traditionally underserved students. She reels off the names of four new apps her students have had to learn for their algebra courses.\u003c/p>\n\u003cp>Even students who have done well working virtually don’t love online learning. Zyonne Reid, a 15-year-old at J.P. Taravella High School in Florida, hasn’t wanted to speak up in her large algebra I class that meets on Microsoft Teams. “Since it’s online, teachers don’t notice you’re struggling,” she said. “And you don’t want to take up the other people’s time by asking a question.”\u003c/p>\n\u003cp>Hafez Elachkar, 14, goes to Dearborn High School in Michigan. He hated math in previous years but likes his algebra I teacher, who relates what the class is learning to real life, and he’s using some of his algebra to help out in his father’s shoe business. But few students participate or ask questions, he said. When they break out into group work, no one talks except him. He’d never trade in-person math for the online version, he said.\u003c/p>\n\u003cp>Urban school districts like his were most likely to be fully online this year. Almost 80 percent of city districts planned to start last fall fully remote, versus 34 percent in the suburbs and 13 percent in rural areas, according to an August 2020 report by the University of Washington’s Center on Reinventing Public Education.\u003c/p>\n\u003cp>Organizations that tutor students in low-income districts see achievement indicators flashing red. Peer Power, a Memphis nonprofit that matches tutors with students in eight area public schools, started 16 years ago with a laser focus on algebra I after a local principal noticed that students who failed the course ended up dropping out of high school.\u003c/p>\n\u003cp>This year, the group is watching students flounder in algebra despite its help, according to Chris Xa, vice president of the Peer Power Institute at the University of Memphis, which supports Peer Power’s research, funding and training of tutors. He said that by the third quarter of a normal academic year, 50 to 65 percent of kids matched with tutors are getting A’s and B’s in algebra I. This year it’s only 30 percent. UPchieve, a nonprofit that pairs low-income students with free tutors through an online platform, says students have requested 14 times more tutoring sessions in algebra I or II this year than last year.\u003c/p>\n\u003cfigure id=\"attachment_58094\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58094 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. works through a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>( Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Districts are scrambling to figure out what to do for the students who have gotten behind. “I think that’s the whole problem: What are we going to do?” said Paul Green, superintendent of the Jackson Independent School District. He’s loath to fail students who have lost ground. But he said there’s no way they've gotten the skills to move to higher math. One alternative in his state is repeating the class: In April the Kentucky governor signed a \u003ca href=\"https://education.ky.gov/districts/Documents/SB%20128%20Guidance.pdf\">law\u003c/a> that lets students retake courses from the current academic year in 2021-22.\u003c/p>\n\u003cp>It’s not clear that will help — research has \u003ca href=\"https://hechingerreport.org/california-study-finds-harm-repeating-algebra-questions-whether-benefits-anyone/\">shown\u003c/a> that having students repeat algebra I doesn’t raise performance.\u003c/p>\n\u003cp>There’s another way, say math teaching experts. Steele, who studies high school policies and practices related to algebra I, is advising teachers to slow down this fall — a strategy that, confusingly, the U.S. Department of Education and others have labeled “accelerated learning.” It involves schools’ putting extra time into figuring out which concepts kids missed and revisiting those, all the while keeping them at grade-level math.\u003c/p>\n\u003cp>Steele points to a task teachers could use in next year’s 10th grade geometry class. Students are asked to fold two standard 8.5-by-11-inch pieces of paper to create two rectangular prisms, one taller and thinner, the other shorter and fatter. They fill each with popcorn and soon learn the prisms hold different amounts. (The exercise is from the book “Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12,” published by the National Council of Teachers of Mathematics.)\u003c/p>\n\u003cp>The students are then asked to use algebraic formulas for determining volume — which they would have covered in middle school math and algebra I — to explain why. Steele likes the problem because it gives teachers the chance to review algebra concepts. A report last June from the Council of the Great City Schools, a coalition of large urban school systems, recommended similar strategies.\u003c/p>\n\u003cp>Mykea Young has used that just-in-time approach with students in her ninth grade algebra I class all year. She teaches at Forest Park High School outside Atlanta, and her students have been online five days a week. One day in February, she launched into an exercise in which students were to graph linear equations. A minute or so in, the lesson foundered — students didn’t remember quadrants, X-axes and Y-axes, concepts that were covered in their middle school math. She dropped her lesson plan, instead pulling up an online graphing tool that let them refresh their skills. “I have to think on my feet,” she said.\u003c/p>\n\u003cp>Tonya Clarke, K-12 math coordinator for the Clayton County school district where Forest Park High is located, said having teachers fill knowledge gaps like that quickly, as they arise — while keeping kids at grade-level math — is central to the district’s strategy for getting students back on track next year.\u003c/p>\n\u003cp>Levenson has mapped out changes in scheduling and personnel to fill those learning gaps. Now a senior adviser at District Management Group, a consulting firm helping school district leaders, he worked with the Louisiana Department of Education on a \u003ca href=\"https://www.louisianabelieves.com/docs/default-source/academics/staffing-and-scheduling-guidance.pdf\">plan\u003c/a> for this fall that involves keeping students at grade-level instruction by building catch-up classes right into the regular school day.\u003c/p>\n\u003cp>If teachers in a regular class period spot kids having trouble creating equations, those students will be grouped into a catch-up period later in the day in which a strong math teacher gives them help with that skill. Those extra periods could also include tutoring. (A study \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">released\u003c/a> in March found that students who received a period of “high-dosage tutoring” — meaning every day or almost every day — learned two to three times as much math as their peers.)\u003c/p>\n\u003cp>That plan will cost money because it likely means hiring highly qualified teachers to deliver the extra catch-up periods, said Levenson. Those dollars are on the way: The federal American Rescue Plan signed into law in March gives states additional millions to reopen schools and requires districts to devote at least 20 percent of what they get to addressing learning losses.\u003c/p>\n\u003cp>Slowing down high school math might be just what’s needed now, say some experts. Starting in the early 1990s, schools and parents pushed ever more eighth graders to take algebra I. But studies of district policies requiring eighth grade algebra show they didn’t improve, and often hurt, student achievement in math.\u003c/p>\n\u003cp>One goal of that early-algebra trend was to get more kids through calculus and onto a STEM degree track. That’s because in the traditional setup, three yearlong courses are required between algebra I and calculus, so getting to calculus by senior year means finishing algebra I by eighth grade. But the pandemic has accelerated a trend away from that rigid model, said Steele: More schools are allowing kids to mix and match math classes later in high school, like taking algebra II and precalculus in the same year.*\u003c/p>\n\u003cp>Giving kids extra tools next year could boost grades and confidence. At J.P. Taravella High School in Florida, Reid struggled with polynomial equations in a class several weeks ago, but got help the next day in a Saga tutoring session that is built into her regular school schedule. How does she feel about doing polynomials now? “I don’t feel great about it, but I know I can do it,” she said.\u003c/p>\n\u003cp>“Figuring out challenging things makes you feel better,” she added. “It makes you feel invincible.”\u003c/p>\n\u003cp>\u003cem>*This story has been corrected to note that more schools are allowing students to take algebra II and precalculus in the same year.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about algebra was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "58090 https://ww2.kqed.org/mindshift/?p=58090",
"disqusUrl": "https://ww2.kqed.org/mindshift/2021/07/13/how-to-help-students-succeed-in-algebra-1-this-year/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2485,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 38
},
"modified": 1626453745,
"excerpt": "Algebra 1 carries a lot consequences – making the difference between a STEM career and dropping out of high school – and this year the warning signs are everywhere that students have fallen behind. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Algebra 1 carries a lot consequences – making the difference between a STEM career and dropping out of high school – and this year the warning signs are everywhere that students have fallen behind. ",
"title": "How to Help Students Succeed in Algebra 1 This Year - MindShift",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How to Help Students Succeed in Algebra 1 This Year",
"datePublished": "2021-07-13T01:10:14-07:00",
"dateModified": "2021-07-16T09:42:25-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-help-students-succeed-in-algebra-1-this-year",
"status": "publish",
"nprByline": "Steven Yoder, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>",
"path": "/mindshift/58090/how-to-help-students-succeed-in-algebra-1-this-year",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is a part of \u003ca href=\"https://hechingerreport.org/lessons-learned/\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Ishmael Brown Jr. is a stickler for notes when he teaches algebra I to ninth graders at Spring Valley High School in Columbia, South Carolina. After he gives students a problem, he typically walks around and watches how they’re solving it; he wants to see their reasoning with the answer. Not so this year: As of May, only about a sixth of his students were in person and the rest online.\u003c/p>\n\u003cp>With so many web tools out there that solve math problems, it’s easy for Brown’s online students to find a shortcut to answers and the calculations that go with them. So he has no idea if they’re learning.\u003c/p>\n\u003cp>Connecting with kids has been a struggle, too. Brown’s virtual students aren’t required to turn on their cameras, so he can’t tell whether they’re paying attention. Few speak up. In person, his classes are fun, and the students engaged: “I relate whatever it is that we're doing to something closer to real life,” he said.\u003c/p>\n\u003cp>The effects are showing up in test scores. In his intermediate algebra class — the second semester of algebra I — 30 percent of his students are passing tests, compared with close to 70 percent in previous years. “I really don’t think that they’re growing,” said Brown, who’s also president of the National Tutoring Association. “I think this is a lost school year for most kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Similar stories are coming in from all over the country. Educators and school leaders are scrambling to figure out how to regain ground next year in a course that often makes or breaks students’ life chances.\u003c/p>\n\u003cp>Later, math is what most often keeps students from graduating from college, experts say. Only half of students who take college algebra score C or higher in the course, a 2015 \u003ca href=\"https://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf\">report\u003c/a> by the Mathematical Association of America noted. Math courses are “the most significant barrier to degree completion in both STEM and non-STEM fields,” the authors concluded.\u003c/p>\n\u003cp>That means algebra I is also the class that decides whether students get jobs involving science, technology, engineering or math. “Algebra I is the air you breathe to be in STEM,” said Nathan Levenson, a former CEO of a crane-manufacturing company and later a school superintendent in Massachusetts.\u003c/p>\n\u003cp>For many students it’s been a lonely year, and algebra is tougher to learn while peering at a screen, say teachers and researchers.\u003c/p>\n\u003cfigure id=\"attachment_58093\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58093 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. introduces a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>(Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School leaders and teachers are puzzling through a tough equation: how to keep students who missed out on a lot of algebra I content moving through grade-level math next year, usually geometry. Teaching experts say that will mean slowing down to fill in knowledge gaps —detouring from lesson plans, adding extra periods for tutoring, and more. Schools will need to put in “quality time this fall understanding what kids know and what they're able to do” and then building on that, says Michael Steele, a professor of mathematics education at the University of Wisconsin-Milwaukee.\u003c/p>\n\u003cp>At Jackson City School in Kentucky, teacher Jeffrey Coots has had about two-thirds of his algebra I students online all year. Even some of his strongest math students from prior years have struggled to stay motivated working virtually and have gotten behind. He doesn’t know what’s happening at home, and connections are often spotty — the district is located in Breathitt County, one of the nation’s poorest.\u003c/p>\n\u003cp>“It’s really hard essentially losing a student who you know has just great things ahead of them,” he said. “I’m very worried. I think of math like Legos — you can't build a house if you don't have that first foundation.”\u003c/p>\n\u003cp>Keeping kids connected is just one problem. Teachers don’t get enough training to begin with and certainly haven’t been trained to teach math remotely, said Mark Goldstein, vice president of curriculum and instruction at the nonprofit Center for Mathematics and Teaching. So teachers have been learning new software platforms on the go. In a group of 30 students in an online platform, they can’t watch everyone and check their students’ body language as in the classroom, he said. Breakout rooms are even harder to monitor.\u003c/p>\n\u003cp>And often teachers haven’t had time to cover anything in depth. Heuvelton Central School in northwestern New York State used a hybrid schedule for middle school and high school most of the year: two groups of students on alternating schedules are in person two days a week each. The other three days they’re on their own to do homework. With only two days a week to present new material, algebra I teacher Eliza Pierce has had to skim — the class isn’t diving into the really hard problems, she said. When her students hit geometry next year in 10th grade, they’re going to be “shellshocked” if they have to move at the same pace as in past years, she said.\u003c/p>\n\u003cfigure id=\"attachment_58092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58092 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-6-scaled-e1626127090945.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Algebra teacher Eliza Pierce reviews polynomial equations with her in-person and remote students in preparation for end-of-year tests at Heuvelton Central School in northwestern New York State. \u003ccite>(Jesse Coburn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students, too, have been struggling with all the new software, said Veronica Tenesaca, a tutor with Saga Education, which matches tutors with traditionally underserved students. She reels off the names of four new apps her students have had to learn for their algebra courses.\u003c/p>\n\u003cp>Even students who have done well working virtually don’t love online learning. Zyonne Reid, a 15-year-old at J.P. Taravella High School in Florida, hasn’t wanted to speak up in her large algebra I class that meets on Microsoft Teams. “Since it’s online, teachers don’t notice you’re struggling,” she said. “And you don’t want to take up the other people’s time by asking a question.”\u003c/p>\n\u003cp>Hafez Elachkar, 14, goes to Dearborn High School in Michigan. He hated math in previous years but likes his algebra I teacher, who relates what the class is learning to real life, and he’s using some of his algebra to help out in his father’s shoe business. But few students participate or ask questions, he said. When they break out into group work, no one talks except him. He’d never trade in-person math for the online version, he said.\u003c/p>\n\u003cp>Urban school districts like his were most likely to be fully online this year. Almost 80 percent of city districts planned to start last fall fully remote, versus 34 percent in the suburbs and 13 percent in rural areas, according to an August 2020 report by the University of Washington’s Center on Reinventing Public Education.\u003c/p>\n\u003cp>Organizations that tutor students in low-income districts see achievement indicators flashing red. Peer Power, a Memphis nonprofit that matches tutors with students in eight area public schools, started 16 years ago with a laser focus on algebra I after a local principal noticed that students who failed the course ended up dropping out of high school.\u003c/p>\n\u003cp>This year, the group is watching students flounder in algebra despite its help, according to Chris Xa, vice president of the Peer Power Institute at the University of Memphis, which supports Peer Power’s research, funding and training of tutors. He said that by the third quarter of a normal academic year, 50 to 65 percent of kids matched with tutors are getting A’s and B’s in algebra I. This year it’s only 30 percent. UPchieve, a nonprofit that pairs low-income students with free tutors through an online platform, says students have requested 14 times more tutoring sessions in algebra I or II this year than last year.\u003c/p>\n\u003cfigure id=\"attachment_58094\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58094 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. works through a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>( Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Districts are scrambling to figure out what to do for the students who have gotten behind. “I think that’s the whole problem: What are we going to do?” said Paul Green, superintendent of the Jackson Independent School District. He’s loath to fail students who have lost ground. But he said there’s no way they've gotten the skills to move to higher math. One alternative in his state is repeating the class: In April the Kentucky governor signed a \u003ca href=\"https://education.ky.gov/districts/Documents/SB%20128%20Guidance.pdf\">law\u003c/a> that lets students retake courses from the current academic year in 2021-22.\u003c/p>\n\u003cp>It’s not clear that will help — research has \u003ca href=\"https://hechingerreport.org/california-study-finds-harm-repeating-algebra-questions-whether-benefits-anyone/\">shown\u003c/a> that having students repeat algebra I doesn’t raise performance.\u003c/p>\n\u003cp>There’s another way, say math teaching experts. Steele, who studies high school policies and practices related to algebra I, is advising teachers to slow down this fall — a strategy that, confusingly, the U.S. Department of Education and others have labeled “accelerated learning.” It involves schools’ putting extra time into figuring out which concepts kids missed and revisiting those, all the while keeping them at grade-level math.\u003c/p>\n\u003cp>Steele points to a task teachers could use in next year’s 10th grade geometry class. Students are asked to fold two standard 8.5-by-11-inch pieces of paper to create two rectangular prisms, one taller and thinner, the other shorter and fatter. They fill each with popcorn and soon learn the prisms hold different amounts. (The exercise is from the book “Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12,” published by the National Council of Teachers of Mathematics.)\u003c/p>\n\u003cp>The students are then asked to use algebraic formulas for determining volume — which they would have covered in middle school math and algebra I — to explain why. Steele likes the problem because it gives teachers the chance to review algebra concepts. A report last June from the Council of the Great City Schools, a coalition of large urban school systems, recommended similar strategies.\u003c/p>\n\u003cp>Mykea Young has used that just-in-time approach with students in her ninth grade algebra I class all year. She teaches at Forest Park High School outside Atlanta, and her students have been online five days a week. One day in February, she launched into an exercise in which students were to graph linear equations. A minute or so in, the lesson foundered — students didn’t remember quadrants, X-axes and Y-axes, concepts that were covered in their middle school math. She dropped her lesson plan, instead pulling up an online graphing tool that let them refresh their skills. “I have to think on my feet,” she said.\u003c/p>\n\u003cp>Tonya Clarke, K-12 math coordinator for the Clayton County school district where Forest Park High is located, said having teachers fill knowledge gaps like that quickly, as they arise — while keeping kids at grade-level math — is central to the district’s strategy for getting students back on track next year.\u003c/p>\n\u003cp>Levenson has mapped out changes in scheduling and personnel to fill those learning gaps. Now a senior adviser at District Management Group, a consulting firm helping school district leaders, he worked with the Louisiana Department of Education on a \u003ca href=\"https://www.louisianabelieves.com/docs/default-source/academics/staffing-and-scheduling-guidance.pdf\">plan\u003c/a> for this fall that involves keeping students at grade-level instruction by building catch-up classes right into the regular school day.\u003c/p>\n\u003cp>If teachers in a regular class period spot kids having trouble creating equations, those students will be grouped into a catch-up period later in the day in which a strong math teacher gives them help with that skill. Those extra periods could also include tutoring. (A study \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">released\u003c/a> in March found that students who received a period of “high-dosage tutoring” — meaning every day or almost every day — learned two to three times as much math as their peers.)\u003c/p>\n\u003cp>That plan will cost money because it likely means hiring highly qualified teachers to deliver the extra catch-up periods, said Levenson. Those dollars are on the way: The federal American Rescue Plan signed into law in March gives states additional millions to reopen schools and requires districts to devote at least 20 percent of what they get to addressing learning losses.\u003c/p>\n\u003cp>Slowing down high school math might be just what’s needed now, say some experts. Starting in the early 1990s, schools and parents pushed ever more eighth graders to take algebra I. But studies of district policies requiring eighth grade algebra show they didn’t improve, and often hurt, student achievement in math.\u003c/p>\n\u003cp>One goal of that early-algebra trend was to get more kids through calculus and onto a STEM degree track. That’s because in the traditional setup, three yearlong courses are required between algebra I and calculus, so getting to calculus by senior year means finishing algebra I by eighth grade. But the pandemic has accelerated a trend away from that rigid model, said Steele: More schools are allowing kids to mix and match math classes later in high school, like taking algebra II and precalculus in the same year.*\u003c/p>\n\u003cp>Giving kids extra tools next year could boost grades and confidence. At J.P. Taravella High School in Florida, Reid struggled with polynomial equations in a class several weeks ago, but got help the next day in a Saga tutoring session that is built into her regular school schedule. How does she feel about doing polynomials now? “I don’t feel great about it, but I know I can do it,” she said.\u003c/p>\n\u003cp>“Figuring out challenging things makes you feel better,” she added. “It makes you feel invincible.”\u003c/p>\n\u003cp>\u003cem>*This story has been corrected to note that more schools are allowing students to take algebra II and precalculus in the same year.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about algebra was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/58090/how-to-help-students-succeed-in-algebra-1-this-year",
"authors": [
"byline_mindshift_58090"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_21440",
"mindshift_276",
"mindshift_21343",
"mindshift_358",
"mindshift_20701",
"mindshift_20893",
"mindshift_21347",
"mindshift_391",
"mindshift_21413"
],
"featImg": "mindshift_58091",
"label": "mindshift"
},
"mindshift_58078": {
"type": "posts",
"id": "mindshift_58078",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "58078",
"score": null,
"sort": [
1625205036000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1625205036,
"format": "standard",
"disqusTitle": "Aspiring Teachers Get New Help Paying For College",
"title": "Aspiring Teachers Get New Help Paying For College",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>New rules kick in today that will help aspiring teachers pay for college and complete a years-long overhaul of the federal TEACH Grant program — from a bureaucratic bear trap that hobbled thousands of teachers with unfair student loan debts to a program that may actually make good on its foundational promise: to help K-12 educators pay for their own education in exchange for teaching a high-need subject, like math, for four years in a low-income community.\u003c/p>\n\u003cp>\"The changes announced today deliver much-needed improvements to the TEACH Grant,\" said U.S. Secretary of Education Miguel Cardona. \"Respecting and honoring teachers who serve students with the greatest needs also requires that we ensure these educators receive the support to which they are entitled from this important federal program without having to jump through unnecessary hoops.\"\u003c/p>\n\u003cp>In Dec. 2018, the Department of Education under Secretary Betsy DeVos committed to \u003ca href=\"https://www.npr.org/2018/12/09/664317114/exclusive-ed-department-to-erase-debts-of-teachers-fix-troubled-grant-program\">overhauling the program\u003c/a> and, last summer, posted its more flexible revisions. Among those changes that go into effect today, teachers will no longer have their grants automatically converted to loans if they fail to submit annual certification paperwork. Instead, with eight years to make good on a four-year teaching requirement, teachers won't have their grants converted to loans until completion of the required service is no longer feasible.\u003c/p>\n\u003cp>The rule changes to the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program \u003ca href=\"https://www.federalregister.gov/documents/2020/08/14/2020-14589/federal-perkins-loan-program-federal-work-study-programs-federal-supplemental-educational\">were outlined\u003c/a> by the U.S. Department of Education nearly a year ago but only go into effect today. And they are the culmination of a story that began several years ago, when the \u003ca href=\"https://www.gao.gov/assets/gao-15-314.pdf\">Government Accountability Office\u003c/a>, followed by an \u003ca href=\"https://www.npr.org/sections/ed/2018/03/28/596162853/dept-of-education-fail-teachers-lose-grants-forced-to-repay-thousands-in-loans\">NPR investigation\u003c/a>, revealed that the program's strict paperwork requirements — what Cardona calls \"unnecessary hoops\" — were tripping up teachers who were keeping their end of the deal.\u003c/p>\n\u003cp>In accordance with the program's old rules, if a teacher did not submit annual paperwork on time documenting their teaching service in a qualified school, their TEACH Grants were automatically converted into loans that must be paid back with interest. Teachers who tried to appeal this conversion were given little recourse and told the process was not reversible.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kaitlyn McCollum was teaching high school in Tennessee when her federal TEACH Grants were turned into more than $20,000 in loans simply because she had narrowly missed a paperwork deadline. \u003ca href=\"https://www.npr.org/2019/06/28/737082238/episode-923-good-teachers-bad-deal\">In the spring of 2019\u003c/a>, her debts were erased as part of the department's overhaul.\u003c/p>\n\u003cp>\"We won,\" she told NPR. \"We raised our voices and they finally heard us. Disbelief followed by a relief like I have not felt before.\"\u003c/p>\n\u003cp>While the program's flaws date back to its beginning, in 2008, it was the Trump administration that agreed to a remedy and apologized to teachers.\u003c/p>\n\u003cp>\"We've put teachers who didn't deserve this stress, this pressure, this financial burden in a position that is frightening and confusing,\" the Education Department's then-acting undersecretary and acting assistant secretary, Diane Auer Jones, \u003ca href=\"https://www.npr.org/2019/05/03/711373657/teachers-begin-to-see-unfair-student-loans-disappear\">told NPR in 2019\u003c/a>. \"It seems like a small thing to do to say, 'I'm sorry,' but I'm very sorry. And we want to work to fix it and correct it.\"\u003c/p>\n\u003cp>In Aug. 2020, \u003ca href=\"https://www.npr.org/2020/08/22/904745312/more-than-6-500-teachers-have-had-unfair-student-debts-erased\">NPR reported\u003c/a> that, since the program's overhaul began, more than 6,500 educators had successfully petitioned to have nearly $44 million in loans turned back into TEACH Grants. For teachers who could prove they had already completed their required service, their debts were simply discharged. For teachers still serving, the conversion meant they could resume the deal they made with the department and work to keep their grant money.\u003c/p>\n\u003cp>The new regulations also give teachers more options for pausing their service obligation, create a formal reconsideration process for any teacher who believes they've had their grants converted unfairly, and expand the scope of the program to include not only low-income communities but also high-need, rural areas where recruiting and retaining teachers can be difficult.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Biden Administration says it wants to expand the TEACH Grant, making it more generous. If passed by Congress, the American Families Plan would increase the grant for college juniors, seniors and graduate students from $4,000 a year to $8,000 and would also make it available to many early childhood educators. In a release, the Education Department said it expects these changes would increase the number of TEACH recipients by more than 50 percent, to nearly 40,000 in 2022 — welcome news to school leaders in remote and high-need communities that sometimes struggle to entice new talent to the classroom.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Aspiring+Teachers+Get+New+Help+Paying+For+College&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "58078 https://ww2.kqed.org/mindshift/?p=58078",
"disqusUrl": "https://ww2.kqed.org/mindshift/2021/07/01/aspiring-teachers-get-new-help-paying-for-college/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 782,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 14
},
"modified": 1625230270,
"excerpt": "New rules take effect today, completing an overhaul of the once-troubled federal TEACH Grant program that makes it easier for teachers to pay for college.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "New rules take effect today, completing an overhaul of the once-troubled federal TEACH Grant program that makes it easier for teachers to pay for college.",
"title": "Aspiring Teachers Get New Help Paying For College - MindShift",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Aspiring Teachers Get New Help Paying For College",
"datePublished": "2021-07-01T22:50:36-07:00",
"dateModified": "2021-07-02T05:51:10-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "aspiring-teachers-get-new-help-paying-for-college",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=1011707852&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Cory Turner",
"nprStoryDate": "Thu, 01 Jul 2021 12:25:17 -0400",
"nprLastModifiedDate": "Thu, 01 Jul 2021 12:25:17 -0400",
"nprHtmlLink": "https://www.npr.org/2021/07/01/1011707852/aspiring-teachers-get-new-help-paying-for-college?ft=nprml&f=1011707852",
"nprImageAgency": "Getty Images",
"nprImageCredit": "shuoshu",
"nprStoryId": "1011707852",
"nprRetrievedStory": "1",
"nprPubDate": "Thu, 01 Jul 2021 12:25:00 -0400",
"path": "/mindshift/58078/aspiring-teachers-get-new-help-paying-for-college",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>New rules kick in today that will help aspiring teachers pay for college and complete a years-long overhaul of the federal TEACH Grant program — from a bureaucratic bear trap that hobbled thousands of teachers with unfair student loan debts to a program that may actually make good on its foundational promise: to help K-12 educators pay for their own education in exchange for teaching a high-need subject, like math, for four years in a low-income community.\u003c/p>\n\u003cp>\"The changes announced today deliver much-needed improvements to the TEACH Grant,\" said U.S. Secretary of Education Miguel Cardona. \"Respecting and honoring teachers who serve students with the greatest needs also requires that we ensure these educators receive the support to which they are entitled from this important federal program without having to jump through unnecessary hoops.\"\u003c/p>\n\u003cp>In Dec. 2018, the Department of Education under Secretary Betsy DeVos committed to \u003ca href=\"https://www.npr.org/2018/12/09/664317114/exclusive-ed-department-to-erase-debts-of-teachers-fix-troubled-grant-program\">overhauling the program\u003c/a> and, last summer, posted its more flexible revisions. Among those changes that go into effect today, teachers will no longer have their grants automatically converted to loans if they fail to submit annual certification paperwork. Instead, with eight years to make good on a four-year teaching requirement, teachers won't have their grants converted to loans until completion of the required service is no longer feasible.\u003c/p>\n\u003cp>The rule changes to the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program \u003ca href=\"https://www.federalregister.gov/documents/2020/08/14/2020-14589/federal-perkins-loan-program-federal-work-study-programs-federal-supplemental-educational\">were outlined\u003c/a> by the U.S. Department of Education nearly a year ago but only go into effect today. And they are the culmination of a story that began several years ago, when the \u003ca href=\"https://www.gao.gov/assets/gao-15-314.pdf\">Government Accountability Office\u003c/a>, followed by an \u003ca href=\"https://www.npr.org/sections/ed/2018/03/28/596162853/dept-of-education-fail-teachers-lose-grants-forced-to-repay-thousands-in-loans\">NPR investigation\u003c/a>, revealed that the program's strict paperwork requirements — what Cardona calls \"unnecessary hoops\" — were tripping up teachers who were keeping their end of the deal.\u003c/p>\n\u003cp>In accordance with the program's old rules, if a teacher did not submit annual paperwork on time documenting their teaching service in a qualified school, their TEACH Grants were automatically converted into loans that must be paid back with interest. Teachers who tried to appeal this conversion were given little recourse and told the process was not reversible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kaitlyn McCollum was teaching high school in Tennessee when her federal TEACH Grants were turned into more than $20,000 in loans simply because she had narrowly missed a paperwork deadline. \u003ca href=\"https://www.npr.org/2019/06/28/737082238/episode-923-good-teachers-bad-deal\">In the spring of 2019\u003c/a>, her debts were erased as part of the department's overhaul.\u003c/p>\n\u003cp>\"We won,\" she told NPR. \"We raised our voices and they finally heard us. Disbelief followed by a relief like I have not felt before.\"\u003c/p>\n\u003cp>While the program's flaws date back to its beginning, in 2008, it was the Trump administration that agreed to a remedy and apologized to teachers.\u003c/p>\n\u003cp>\"We've put teachers who didn't deserve this stress, this pressure, this financial burden in a position that is frightening and confusing,\" the Education Department's then-acting undersecretary and acting assistant secretary, Diane Auer Jones, \u003ca href=\"https://www.npr.org/2019/05/03/711373657/teachers-begin-to-see-unfair-student-loans-disappear\">told NPR in 2019\u003c/a>. \"It seems like a small thing to do to say, 'I'm sorry,' but I'm very sorry. And we want to work to fix it and correct it.\"\u003c/p>\n\u003cp>In Aug. 2020, \u003ca href=\"https://www.npr.org/2020/08/22/904745312/more-than-6-500-teachers-have-had-unfair-student-debts-erased\">NPR reported\u003c/a> that, since the program's overhaul began, more than 6,500 educators had successfully petitioned to have nearly $44 million in loans turned back into TEACH Grants. For teachers who could prove they had already completed their required service, their debts were simply discharged. For teachers still serving, the conversion meant they could resume the deal they made with the department and work to keep their grant money.\u003c/p>\n\u003cp>The new regulations also give teachers more options for pausing their service obligation, create a formal reconsideration process for any teacher who believes they've had their grants converted unfairly, and expand the scope of the program to include not only low-income communities but also high-need, rural areas where recruiting and retaining teachers can be difficult.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Biden Administration says it wants to expand the TEACH Grant, making it more generous. If passed by Congress, the American Families Plan would increase the grant for college juniors, seniors and graduate students from $4,000 a year to $8,000 and would also make it available to many early childhood educators. In a release, the Education Department said it expects these changes would increase the number of TEACH recipients by more than 50 percent, to nearly 40,000 in 2022 — welcome news to school leaders in remote and high-need communities that sometimes struggle to entice new talent to the classroom.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Aspiring+Teachers+Get+New+Help+Paying+For+College&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/58078/aspiring-teachers-get-new-help-paying-for-college",
"authors": [
"byline_mindshift_58078"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_21439"
],
"featImg": "mindshift_58079",
"label": "mindshift"
},
"mindshift_58051": {
"type": "posts",
"id": "mindshift_58051",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "58051",
"score": null,
"sort": [
1624954611000
]
},
"guestAuthors": [],
"slug": "how-movement-and-gestures-can-improve-student-learning",
"title": "How Movement and Gestures Can Improve Student Learning",
"publishDate": 1624954611,
"format": "standard",
"headTitle": "How Movement and Gestures Can Improve Student Learning | KQED",
"labelTerm": {
"term": 21942,
"site": "mindshift"
},
"content": "\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sit down, sit still and use your head. In our brain-centric culture, we often equate thinking with quiet focus. \u003c/span>\u003cspan style=\"font-weight: 400\">But when it comes to deep learning, the brain is only part of the story, says Annie Murphy Paul, author of the new book \u003c/span>\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">\u003cspan style=\"font-weight: 400\">“The Extended Mind: The Power of Thinking Outside the Brain.” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, the brain is an incredible organ, she says, but it also “has firm limits on what it can do in terms of paying attention, remembering, staying focused, staying motivated and grasping abstract concepts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the human brain evolved to engage in activities that are quite different from the abstract, complex tasks required in modern classrooms and workplaces. “There is a mismatch between what our brain is and what we expect of it,” says Paul, and because of that, “our brains inevitably let us down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, these natural limitations can feel very distressing. “When students’ brains don’t work quite as well as they want – when they are forgetful or distracted – they blame themselves.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Paul argues that if we want to extend the capacity of our brain – and engage in deeper, more creative learning – we need to capitalize on other body systems, on our surroundings and on our relationships. “The way to get better at thinking and learning is not to keep pushing the brain and certainly not to blame ourselves for its failures, but to reach outside the brain and transcend its limits by bringing in these external resources.”\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=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of these resources that educators, parents and caregivers can readily employ are movement and gesture.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thinking with Movement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans did not evolve to do their best work while sitting down, says Paul. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about a child struggling to keep their body still during a lesson. “It takes a fair amount of mental bandwidth to keep our bodies still because we’re meant to be in a kind of state of constant motion. And to control your impulse to move – especially for children – uses up some of the mental resources that they could otherwise apply to their learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Paul’s research, she encountered a common theme in the writings of many influential scholars: they did their best thinking while walking. As Henry David Thoreau wrote, “the moment my legs begin to move, my thoughts begin to flow.” He’s not alone. In experiments out of \u003c/span>\u003ca href=\"https://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/\">\u003cspan style=\"font-weight: 400\">Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students who completed creative tasks while walking – such as coming up with unexpected uses for a paperclip – came up with more ideas than those who brainstormed sitting down. Even our language reflects this understanding, says Paul. “We say we are ‘stuck’ or in a ‘rut’ \u003c/span>\u003cspan style=\"font-weight: 400\">because we have this idea that stasis and non-movement do not promote creativity. And then when we are thinking creatively, we say we are ‘on a roll’ or our thoughts are ‘flowing.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of movement are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53681/how-movement-and-exercise-help-kids-learn\">\u003cspan style=\"font-weight: 400\">well-documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: physical activity improves students’ focus, retention, memory consolidation, creativity and mood. Movement breaks – from recess to a short dance party to doing standing stretches at their desks – boost students’ mental sharpness. Research finds that a single workout can improve a student’s ability to focus on a task for up to two hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even micro-movements – such as shifting our weight while working at a standing desk – can help us stay more alert. “Activity-permissive classrooms” are helpful for all kids, says Paul, but particularly for students with ADHD for whom “low-intensity movement helps them regulate their state of physiological arousal and alertness.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Incorporating Purposeful Movement Into Instruction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers weave in purposeful movement, they enhance students’ comprehension and retention. The phrase for this is \u003c/span>\u003ca href=\"https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/\">\u003cspan style=\"font-weight: 400\">“embodied cognition”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: our brain influences our body, but our body also influences our brain. Paul points to research that found students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who simply used their brain to memorize recalled only 37 percent. “\u003c/span>\u003cspan style=\"font-weight: 400\">We just don’t remember what we hear that well, or even what we see. Most of all we remember what we’ve done, the actions that we’ve taken. The traditional classroom is still focused on written and spoken language, and we’re leaving out this incredibly powerful human capacity to relate things to the movements of the body.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can design lessons that incorporate congruent, novel and self-referential movement. Congruent movement involves engaging in physical activity that matches a concept – such as kids creating a number line with their bodies or acting out a math word problem. Novel movement asks students to do something unfamiliar to acquaint them with a new concept – such as physics students holding on to a tilting, spinning wheel to experience torque. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-referential movements involve students casting themselves as a character in the story of a concept. As Paul notes, Einstein imagined himself riding on a beam of light as he developed the theory of relativity, and polio vaccine inventor Jonas Salk imagined himself as a virus or cancer cell. Teachers, likewise, can ask students to act out the story of photosynthesis, or link arms to become human chromosomes. According to research, role-playing in science helped students achieve a more accurate understanding of a concept. Working with manipulatives is helpful, says Paul, but “students learn even more when the manipulatives they employ are their own body.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tapping into the Power of Gesture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While you’d be hard-pressed to find a professional development workshop on using gesture in the classroom, gesturing was our first language and remains key to communicating ideas. As Paul says, “The movements of the hands are a co-equal partner with speech. When we don’t attend to gesture, our own or others, we’re missing out on half the conversation. There’s fascinating research that suggests our most advanced, newest and cutting-edge ideas – the ones that we can’t quite put into words yet – show up first in our gestures.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does this mean for parents and teachers? The possibilities are myriad, says Paul. Look for instructional videos that include people gesturing – and not just talking heads; studies show that improves retention. Think about your own gestures as you explain new concepts and be purposeful in your movements. Teach students to pair new vocabulary words with an associated movement. Give them objects or diagrams to point to. Pay attention to student gestures to see what they might be communicating without words. And actively encourage students to gesture as part of the learning process. “The more you gesture, the deeper your understanding becomes,” says Paul, “so you should create as many opportunities for students to gesture as possible. Ask them, ‘Can you move your hands when you say that?’” That simple prompt not only gives the teacher more information about a student’s understanding, it also “moves the student’s own thinking ahead a step.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, it’s a perspective shift, says Paul. Our moving, fidgeting bodies are not at odds with learning but are rather a powerful way to extend our mind. “The movement and gesture of the body should be as much a part of the classroom as our thinking and talking brain.” \u003c/span>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\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=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
"blocks": [],
"excerpt": "Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation. ",
"status": "publish",
"parent": 0,
"modified": 1726872523,
"stats": {
"hasAudio": true,
"hasVideo": false,
"hasChartOrMap": false,
"iframeSrcs": [],
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"hasPolis": false,
"paragraphCount": 23,
"wordCount": 1359
},
"headData": {
"title": "How Movement and Gestures Can Improve Student Learning | KQED",
"description": "Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation.",
"ogTitle": "",
"ogDescription": "",
"ogImgId": "",
"twTitle": "",
"twDescription": "",
"twImgId": "",
"socialDescription": "Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation.",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Movement and Gestures Can Improve Student Learning",
"datePublished": "2021-06-29T01:16:51-07:00",
"dateModified": "2024-09-20T15:48:43-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"audioUrl": "https://dcs.megaphone.fm/KQINC8693244115.mp3?key=ef362a0cfe9cd9509c9f6fb3c4c03676",
"sticky": false,
"excludeFromSiteSearch": "Include",
"path": "/mindshift/58051/how-movement-and-gestures-can-improve-student-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sit down, sit still and use your head. In our brain-centric culture, we often equate thinking with quiet focus. \u003c/span>\u003cspan style=\"font-weight: 400\">But when it comes to deep learning, the brain is only part of the story, says Annie Murphy Paul, author of the new book \u003c/span>\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">\u003cspan style=\"font-weight: 400\">“The Extended Mind: The Power of Thinking Outside the Brain.” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, the brain is an incredible organ, she says, but it also “has firm limits on what it can do in terms of paying attention, remembering, staying focused, staying motivated and grasping abstract concepts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the human brain evolved to engage in activities that are quite different from the abstract, complex tasks required in modern classrooms and workplaces. “There is a mismatch between what our brain is and what we expect of it,” says Paul, and because of that, “our brains inevitably let us down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, these natural limitations can feel very distressing. “When students’ brains don’t work quite as well as they want – when they are forgetful or distracted – they blame themselves.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Paul argues that if we want to extend the capacity of our brain – and engage in deeper, more creative learning – we need to capitalize on other body systems, on our surroundings and on our relationships. “The way to get better at thinking and learning is not to keep pushing the brain and certainly not to blame ourselves for its failures, but to reach outside the brain and transcend its limits by bringing in these external resources.”\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=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of these resources that educators, parents and caregivers can readily employ are movement and gesture.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thinking with Movement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans did not evolve to do their best work while sitting down, says Paul. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about a child struggling to keep their body still during a lesson. “It takes a fair amount of mental bandwidth to keep our bodies still because we’re meant to be in a kind of state of constant motion. And to control your impulse to move – especially for children – uses up some of the mental resources that they could otherwise apply to their learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Paul’s research, she encountered a common theme in the writings of many influential scholars: they did their best thinking while walking. As Henry David Thoreau wrote, “the moment my legs begin to move, my thoughts begin to flow.” He’s not alone. In experiments out of \u003c/span>\u003ca href=\"https://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/\">\u003cspan style=\"font-weight: 400\">Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students who completed creative tasks while walking – such as coming up with unexpected uses for a paperclip – came up with more ideas than those who brainstormed sitting down. Even our language reflects this understanding, says Paul. “We say we are ‘stuck’ or in a ‘rut’ \u003c/span>\u003cspan style=\"font-weight: 400\">because we have this idea that stasis and non-movement do not promote creativity. And then when we are thinking creatively, we say we are ‘on a roll’ or our thoughts are ‘flowing.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of movement are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53681/how-movement-and-exercise-help-kids-learn\">\u003cspan style=\"font-weight: 400\">well-documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: physical activity improves students’ focus, retention, memory consolidation, creativity and mood. Movement breaks – from recess to a short dance party to doing standing stretches at their desks – boost students’ mental sharpness. Research finds that a single workout can improve a student’s ability to focus on a task for up to two hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even micro-movements – such as shifting our weight while working at a standing desk – can help us stay more alert. “Activity-permissive classrooms” are helpful for all kids, says Paul, but particularly for students with ADHD for whom “low-intensity movement helps them regulate their state of physiological arousal and alertness.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Incorporating Purposeful Movement Into Instruction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers weave in purposeful movement, they enhance students’ comprehension and retention. The phrase for this is \u003c/span>\u003ca href=\"https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/\">\u003cspan style=\"font-weight: 400\">“embodied cognition”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: our brain influences our body, but our body also influences our brain. Paul points to research that found students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who simply used their brain to memorize recalled only 37 percent. “\u003c/span>\u003cspan style=\"font-weight: 400\">We just don’t remember what we hear that well, or even what we see. Most of all we remember what we’ve done, the actions that we’ve taken. The traditional classroom is still focused on written and spoken language, and we’re leaving out this incredibly powerful human capacity to relate things to the movements of the body.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can design lessons that incorporate congruent, novel and self-referential movement. Congruent movement involves engaging in physical activity that matches a concept – such as kids creating a number line with their bodies or acting out a math word problem. Novel movement asks students to do something unfamiliar to acquaint them with a new concept – such as physics students holding on to a tilting, spinning wheel to experience torque. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-referential movements involve students casting themselves as a character in the story of a concept. As Paul notes, Einstein imagined himself riding on a beam of light as he developed the theory of relativity, and polio vaccine inventor Jonas Salk imagined himself as a virus or cancer cell. Teachers, likewise, can ask students to act out the story of photosynthesis, or link arms to become human chromosomes. According to research, role-playing in science helped students achieve a more accurate understanding of a concept. Working with manipulatives is helpful, says Paul, but “students learn even more when the manipulatives they employ are their own body.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tapping into the Power of Gesture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While you’d be hard-pressed to find a professional development workshop on using gesture in the classroom, gesturing was our first language and remains key to communicating ideas. As Paul says, “The movements of the hands are a co-equal partner with speech. When we don’t attend to gesture, our own or others, we’re missing out on half the conversation. There’s fascinating research that suggests our most advanced, newest and cutting-edge ideas – the ones that we can’t quite put into words yet – show up first in our gestures.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does this mean for parents and teachers? The possibilities are myriad, says Paul. Look for instructional videos that include people gesturing – and not just talking heads; studies show that improves retention. Think about your own gestures as you explain new concepts and be purposeful in your movements. Teach students to pair new vocabulary words with an associated movement. Give them objects or diagrams to point to. Pay attention to student gestures to see what they might be communicating without words. And actively encourage students to gesture as part of the learning process. “The more you gesture, the deeper your understanding becomes,” says Paul, “so you should create as many opportunities for students to gesture as possible. Ask them, ‘Can you move your hands when you say that?’” That simple prompt not only gives the teacher more information about a student’s understanding, it also “moves the student’s own thinking ahead a step.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, it’s a perspective shift, says Paul. Our moving, fidgeting bodies are not at odds with learning but are rather a powerful way to extend our mind. “The movement and gesture of the body should be as much a part of the classroom as our thinking and talking brain.” \u003c/span>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- 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=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/58051/how-movement-and-gestures-can-improve-student-learning",
"authors": [
"11087"
],
"programs": [
"mindshift_21847",
"mindshift_21942"
],
"categories": [
"mindshift_21130",
"mindshift_21848",
"mindshift_193"
],
"tags": [
"mindshift_21148",
"mindshift_20711",
"mindshift_20562"
],
"featImg": "mindshift_58062",
"label": "mindshift_21942"
},
"mindshift_57786": {
"type": "posts",
"id": "mindshift_57786",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "57786",
"score": null,
"sort": [
1623225534000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1623225534,
"format": "standard",
"title": "The Benefits of Speech-to-Text Technology in All Classrooms",
"headTitle": "The Benefits of Speech-to-Text Technology in All Classrooms | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. Learning console grips helps students develop the hand-eye coordination and fine motor skills necessary to correctly form shapes on a page. He could provide grip tools for pencils or guide students’ hands with his own, familiarizing them with the strokes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual education, he relied on reference materials and parent assistance when available. An adult in the room could help demonstrate grips, steer hands and inform Nahal when additional resources were needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite the difficulties of offering support remotely, Nahal found that virtual learning allowed him to experiment with new technologies that supported his students with learning disabilities. Speech-to-text\u003c/span> \u003cspan style=\"font-weight: 400;\">technology allowed them to more easily transfer their ideas onto the page. This especially helped his students with ADHD and processing-related disabilities, such as auditory processing disorder or working memory deficits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Speech-to-text tools also saved time, which is helpful for students who might forget their ideas once they try to write or students who struggle with getting any words on the page at all, feeling unable to transfer their thoughts. For some, this was because of the intimidation of writing academically, with spelling and grammar anxieties prohibiting them from starting. For others, the time taken to write out initial thoughts caused them to forget later conclusions and analyses, given the lack of immediacy in writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Coming into the distance learning, I was really worried about these kids. But what I found was through using the speech-to-text feature, they were able to get their ideas on paper. They didn’t have that physical transfer where they had to go and write it out and lose what they were thinking about in the process. And they really evolved as writers,” said Nahal.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The process of vocalizing their ideas and watching their words simultaneously appear on the screen relieved much of the stress around writing. Students could watch their thoughts fill a page, proving for some that they were capable of doing so. They could then go through and revise their grammar and ideas, correcting anywhere the technology misheard them and getting practice editing their own writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The initial skill required of students wasn’t spelling or grammar, but the ability to transfer their ideas to the page. Natalie Conway is a teacher who works with students with disabilities in grades Kindergarten through 3rd at a statewide online charter school in Oregon. She has been teaching online for seven years. She said that specifically identifying which standard is being assessed, and providing accommodations for the standards not presently up to bat, can help make school more accessible for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those accommodations are going to benefit kids who are unidentified (in disability) and who just would enjoy learning that way,” said Conway. “So if you make it available to everyone, it’s not stigmatizing to anyone. And students are going to self-select what’s going to work for them. They know themselves, too, especially the older they get.”\u003c/span>\u003c/p>\n\u003ch2>Writing is Rewriting\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Nahal eventually transitioned his students off speech-to-text, encouraging them to write phonetically in a subsequent phase but with the same initial indifference to spelling and grammar encouraged by a first draft from speech-to-text. Then, once the ideas were on the page, Nahal and his students could comb through their work, updating spelling and modifying their language to meet academic conventions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Through the process of correcting their work and typing, they’ve become better writers,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He spotlighted spell check as a simple way students could see that they misspelled words, with the automatic underline quickly notifying students of a mistake. That helped make editing for spelling and grammar less difficult online. Speech-to-text technology accelerated his students’ writing skills during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These gains would have not happened had we been in person. I mean, it would have happened, but not so rapidly in my estimation,” Nahal said.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Voice Practice \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway spotlighted speech-to-text technology as liberating for kids with writing disabilities and fine motor needs. Beyond writing homework assignments, the technology can also be used for quick in-class responses. If a teacher asks all students to put an answer in the virtual class’ chatbox, for instance, a student who might not feel confident in their ability to write their thoughts can use transcription software to still participate. And for chat boxes with microphone transcription enabled, they can participate even more quickly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s giving students independence, instead of having to have a scribe all the time or having to have someone read to them all the time,” said Kathleen Kane Parkinson, a diverse learner teacher in Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the past, many students would only be able to practice their pronunciations in a classroom setting. Now, this technology and related technologies allow for pronunciation practice to be incorporated into at-home work. Some teachers, like Parkinson, may choose to continue using some form of voice-recognition software for out-of-class assignments moving forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parkinson mentioned, however, that the technology does not yet fully accommodate students with speech and language impairments. The transcription of their speech may not accurately reflect what students said into their microphones, which can cause confusion and frustration. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Repeated Read Alouds\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The related but inverse technology of text-to-speech, also known as read-aloud technology,\u003c/span> \u003cspan style=\"font-weight: 400;\">helped Nahal’s students improve their reading skills. The process of hearing text read aloud ensured that words or lines weren’t skipped, improving comprehension. Students could also highlight new words to hear pronunciations or learn definitions, strengthening vocabularies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For students who might not feel confident reading grade-level material, or who process information better when listening, read-along features for books and articles can be pivotal. Students with attention deficits might benefit from the ability to pause a story to process or take notes, and then press play to resume reading without losing their place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“[For] kids who might have working memory deficits or trouble recalling information, the ability to listen to something over and over or listen to it as they read it, following along — that can be really powerful,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Jodi Dezale, a speech language pathologist at Jefferson Community School in Minneapolis pointed to online books as a key resource brought about during virtual learning. The read-along audio feature provided students the autonomy to read books on their own. Tie-in videos from publishers like Scholastic gave students an additional level of engagement for books, encouraging new modes of interaction with familiar images and stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the tools that we use to build comprehension is repeated readings of the same thing. So getting comfortable with seeing something in different ways and using it multiple times was very helpful,” said Dezale.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Accessibility Opportunities\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Engagement with both audible and visual modes of learning can also be achieved through closed captioning in class video software. Offered on both Google Meet and Zoom, closed captioning can have benefits for all students. It can make virtual classrooms that don’t have sign language translators more accessible for students who are deaf and hard of hearing. Students with unimpaired hearing can also utilize captions as a secondary cue for their minds, allowing for another way to perceive the material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“You’re pairing verbal input with visual input and it’s just more likely to stick in your brain and make sense to you,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Access to technology is an equity issue. Students gained technological skills during virtual learning that they might not have otherwise gleaned. Many schools engaged with new learning and accessibility tools they didn’t have the bandwidth or funding to try during in-person learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Increased familiarity with online platforms and technologies may lessen the digital divide between the schools that had embedded technology before the pandemic and those that newly engaged with modes of digital education over the past year. This offered more students digital skills that may be needed after graduation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate,” Nahal said. “It’s a literacy issue for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers who work with students with disabilities specifically can supply their students with tools and methods of enabling accessibility technologies that they can take with them into general education classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When they’re in, say, a humanities class or a science class, that’s where those tools are going to come in handy. And it’s a matter of teaching them how to use the tools,” Parkinson said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This not only makes education more accessible, it encourages students to take agency in their learning, spurring\u003c/span> \u003cspan style=\"font-weight: 400;\">greater independence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For teachers who work with students with disabilities, the instantaneous nature of online assignments’ feedback saves time. Sandra Zickrick works with middle schoolers with disabilities. She shared that before virtual education, she would take each student aside to assess their skills and\u003c/span> \u003cspan style=\"font-weight: 400;\">determine where additional support was needed. Now, she can have all of her students complete simultaneous virtual assessments and immediately receive the results, allowing her to spend more class time providing specific support or doing activities with the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Beyond the new technologies learned, a number of students with disabilities preferred learning online. For some, doing school from home induced less social anxiety, which led to increased academic confidence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Attending school from home was less optimal for many students, with many facing challenges of family distractions, Wi-Fi connection issues or an inability to find a quiet place to work. Yet some\u003c/span> \u003cspan style=\"font-weight: 400;\">students were better able to concentrate on schoolwork at home, whether from reduced distractions in virtual school compared to social classroom settings, or from decreased social stress. \u003c/span>\u003cspan style=\"font-weight: 400;\">Online education can allow for greater control over a student’s environment, which can limit external distractors or overbearing external stimuli, benefiting some students with autism, ADD and ADHD. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“A lot of the physical distractors that happened in a building, that happened in a physical classroom, aren’t the same at home,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway also pointed to the ability for students to revisit lectures, to rewind, rewatch and take their time, as another accessibility tool. The more methods teachers offer for students to access the material and demonstrate that they’ve learned it, the more accessible school becomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students can select how to best prove their knowledge — be it in an essay, video, PowerPoint, Google Doc or other tool — they not only take agency in their learning, but can unlock new creativity. This creativity will be an asset in higher education and in the workforce, Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They now have skills to communicate in a variety of ways, collaborate with other kids and be creative and think critically about what they’re doing and how they’re doing it,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The specific tools and technologies a school may take on during virtual education may depend on the school’s location, technology team and budget. Yet the fact that more students received technological devices and more schools explored assistive technologies during virtual education helped in the movement to make education more accessible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think the biggest takeaway of this online experience is just that there are things out there for free that we can use,” Conway said. “The sky’s the limit and you just need to Google whatever it is you want.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2037,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 41
},
"modified": 1713642359,
"excerpt": "Speech-to-text technology helped many teachers and students unlock opportunities for literacy. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Speech-to-text technology helped many teachers and students unlock opportunities for literacy. ",
"title": "The Benefits of Speech-to-Text Technology in All Classrooms | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Benefits of Speech-to-Text Technology in All Classrooms",
"datePublished": "2021-06-09T00:58:54-07:00",
"dateModified": "2024-04-20T12:45:59-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-benefits-of-speech-to-text-technology-in-all-classrooms",
"status": "publish",
"excludeFromSiteSearch": "Include",
"sticky": false,
"articleAge": "0",
"path": "/mindshift/57786/the-benefits-of-speech-to-text-technology-in-all-classrooms",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. Learning console grips helps students develop the hand-eye coordination and fine motor skills necessary to correctly form shapes on a page. He could provide grip tools for pencils or guide students’ hands with his own, familiarizing them with the strokes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual education, he relied on reference materials and parent assistance when available. An adult in the room could help demonstrate grips, steer hands and inform Nahal when additional resources were needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite the difficulties of offering support remotely, Nahal found that virtual learning allowed him to experiment with new technologies that supported his students with learning disabilities. Speech-to-text\u003c/span> \u003cspan style=\"font-weight: 400;\">technology allowed them to more easily transfer their ideas onto the page. This especially helped his students with ADHD and processing-related disabilities, such as auditory processing disorder or working memory deficits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Speech-to-text tools also saved time, which is helpful for students who might forget their ideas once they try to write or students who struggle with getting any words on the page at all, feeling unable to transfer their thoughts. For some, this was because of the intimidation of writing academically, with spelling and grammar anxieties prohibiting them from starting. For others, the time taken to write out initial thoughts caused them to forget later conclusions and analyses, given the lack of immediacy in writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Coming into the distance learning, I was really worried about these kids. But what I found was through using the speech-to-text feature, they were able to get their ideas on paper. They didn’t have that physical transfer where they had to go and write it out and lose what they were thinking about in the process. And they really evolved as writers,” said Nahal.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The process of vocalizing their ideas and watching their words simultaneously appear on the screen relieved much of the stress around writing. Students could watch their thoughts fill a page, proving for some that they were capable of doing so. They could then go through and revise their grammar and ideas, correcting anywhere the technology misheard them and getting practice editing their own writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The initial skill required of students wasn’t spelling or grammar, but the ability to transfer their ideas to the page. Natalie Conway is a teacher who works with students with disabilities in grades Kindergarten through 3rd at a statewide online charter school in Oregon. She has been teaching online for seven years. She said that specifically identifying which standard is being assessed, and providing accommodations for the standards not presently up to bat, can help make school more accessible for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those accommodations are going to benefit kids who are unidentified (in disability) and who just would enjoy learning that way,” said Conway. “So if you make it available to everyone, it’s not stigmatizing to anyone. And students are going to self-select what’s going to work for them. They know themselves, too, especially the older they get.”\u003c/span>\u003c/p>\n\u003ch2>Writing is Rewriting\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Nahal eventually transitioned his students off speech-to-text, encouraging them to write phonetically in a subsequent phase but with the same initial indifference to spelling and grammar encouraged by a first draft from speech-to-text. Then, once the ideas were on the page, Nahal and his students could comb through their work, updating spelling and modifying their language to meet academic conventions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Through the process of correcting their work and typing, they’ve become better writers,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He spotlighted spell check as a simple way students could see that they misspelled words, with the automatic underline quickly notifying students of a mistake. That helped make editing for spelling and grammar less difficult online. Speech-to-text technology accelerated his students’ writing skills during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These gains would have not happened had we been in person. I mean, it would have happened, but not so rapidly in my estimation,” Nahal said.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Voice Practice \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway spotlighted speech-to-text technology as liberating for kids with writing disabilities and fine motor needs. Beyond writing homework assignments, the technology can also be used for quick in-class responses. If a teacher asks all students to put an answer in the virtual class’ chatbox, for instance, a student who might not feel confident in their ability to write their thoughts can use transcription software to still participate. And for chat boxes with microphone transcription enabled, they can participate even more quickly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s giving students independence, instead of having to have a scribe all the time or having to have someone read to them all the time,” said Kathleen Kane Parkinson, a diverse learner teacher in Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the past, many students would only be able to practice their pronunciations in a classroom setting. Now, this technology and related technologies allow for pronunciation practice to be incorporated into at-home work. Some teachers, like Parkinson, may choose to continue using some form of voice-recognition software for out-of-class assignments moving forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parkinson mentioned, however, that the technology does not yet fully accommodate students with speech and language impairments. The transcription of their speech may not accurately reflect what students said into their microphones, which can cause confusion and frustration. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Repeated Read Alouds\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The related but inverse technology of text-to-speech, also known as read-aloud technology,\u003c/span> \u003cspan style=\"font-weight: 400;\">helped Nahal’s students improve their reading skills. The process of hearing text read aloud ensured that words or lines weren’t skipped, improving comprehension. Students could also highlight new words to hear pronunciations or learn definitions, strengthening vocabularies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For students who might not feel confident reading grade-level material, or who process information better when listening, read-along features for books and articles can be pivotal. Students with attention deficits might benefit from the ability to pause a story to process or take notes, and then press play to resume reading without losing their place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“[For] kids who might have working memory deficits or trouble recalling information, the ability to listen to something over and over or listen to it as they read it, following along — that can be really powerful,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Jodi Dezale, a speech language pathologist at Jefferson Community School in Minneapolis pointed to online books as a key resource brought about during virtual learning. The read-along audio feature provided students the autonomy to read books on their own. Tie-in videos from publishers like Scholastic gave students an additional level of engagement for books, encouraging new modes of interaction with familiar images and stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the tools that we use to build comprehension is repeated readings of the same thing. So getting comfortable with seeing something in different ways and using it multiple times was very helpful,” said Dezale.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Accessibility Opportunities\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Engagement with both audible and visual modes of learning can also be achieved through closed captioning in class video software. Offered on both Google Meet and Zoom, closed captioning can have benefits for all students. It can make virtual classrooms that don’t have sign language translators more accessible for students who are deaf and hard of hearing. Students with unimpaired hearing can also utilize captions as a secondary cue for their minds, allowing for another way to perceive the material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“You’re pairing verbal input with visual input and it’s just more likely to stick in your brain and make sense to you,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Access to technology is an equity issue. Students gained technological skills during virtual learning that they might not have otherwise gleaned. Many schools engaged with new learning and accessibility tools they didn’t have the bandwidth or funding to try during in-person learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Increased familiarity with online platforms and technologies may lessen the digital divide between the schools that had embedded technology before the pandemic and those that newly engaged with modes of digital education over the past year. This offered more students digital skills that may be needed after graduation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate,” Nahal said. “It’s a literacy issue for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers who work with students with disabilities specifically can supply their students with tools and methods of enabling accessibility technologies that they can take with them into general education classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When they’re in, say, a humanities class or a science class, that’s where those tools are going to come in handy. And it’s a matter of teaching them how to use the tools,” Parkinson said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This not only makes education more accessible, it encourages students to take agency in their learning, spurring\u003c/span> \u003cspan style=\"font-weight: 400;\">greater independence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For teachers who work with students with disabilities, the instantaneous nature of online assignments’ feedback saves time. Sandra Zickrick works with middle schoolers with disabilities. She shared that before virtual education, she would take each student aside to assess their skills and\u003c/span> \u003cspan style=\"font-weight: 400;\">determine where additional support was needed. Now, she can have all of her students complete simultaneous virtual assessments and immediately receive the results, allowing her to spend more class time providing specific support or doing activities with the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Beyond the new technologies learned, a number of students with disabilities preferred learning online. For some, doing school from home induced less social anxiety, which led to increased academic confidence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Attending school from home was less optimal for many students, with many facing challenges of family distractions, Wi-Fi connection issues or an inability to find a quiet place to work. Yet some\u003c/span> \u003cspan style=\"font-weight: 400;\">students were better able to concentrate on schoolwork at home, whether from reduced distractions in virtual school compared to social classroom settings, or from decreased social stress. \u003c/span>\u003cspan style=\"font-weight: 400;\">Online education can allow for greater control over a student’s environment, which can limit external distractors or overbearing external stimuli, benefiting some students with autism, ADD and ADHD. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“A lot of the physical distractors that happened in a building, that happened in a physical classroom, aren’t the same at home,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway also pointed to the ability for students to revisit lectures, to rewind, rewatch and take their time, as another accessibility tool. The more methods teachers offer for students to access the material and demonstrate that they’ve learned it, the more accessible school becomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students can select how to best prove their knowledge — be it in an essay, video, PowerPoint, Google Doc or other tool — they not only take agency in their learning, but can unlock new creativity. This creativity will be an asset in higher education and in the workforce, Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They now have skills to communicate in a variety of ways, collaborate with other kids and be creative and think critically about what they’re doing and how they’re doing it,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The specific tools and technologies a school may take on during virtual education may depend on the school’s location, technology team and budget. Yet the fact that more students received technological devices and more schools explored assistive technologies during virtual education helped in the movement to make education more accessible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think the biggest takeaway of this online experience is just that there are things out there for free that we can use,” Conway said. “The sky’s the limit and you just need to Google whatever it is you want.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/57786/the-benefits-of-speech-to-text-technology-in-all-classrooms",
"authors": [
"11603"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_918",
"mindshift_21079",
"mindshift_21128",
"mindshift_21906",
"mindshift_21436",
"mindshift_851"
],
"featImg": "mindshift_57966",
"label": "mindshift"
},
"mindshift_57784": {
"type": "posts",
"id": "mindshift_57784",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "57784",
"score": null,
"sort": [
1622793637000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1622793637,
"format": "standard",
"title": "Voice, Chat and DM: Remote Learning Tools That Make Sense In Person",
"headTitle": "Voice, Chat and DM: Remote Learning Tools That Make Sense In Person | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Understandably, many teachers were hesitant at the start of distance learning. Most saw only the new format’s deficiencies when compared to their physical classrooms. However, as educators adapted, many discovered new ways to teach literacy skills digitally. Some of these skills ended up being liberating, enlisting multi-modal forms of communication and connecting students in a uniquely online way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When the school year began online in fall 2020, Sylviane Cohn’s third grade class was just beginning to develop a skill of suddenly increased importance: typing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But Cohn discovered advantages to her students typing some of their assignments during virtual education. Watching her students’ writing appear on their respective Google Docs in real time meant she could provide simultaneous feedback. The process of editing on the computer — liberated from the messiness of revising on a piece of paper — made the process less burdensome and more enjoyable for her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Early in the school year, Cohn had her students type two or three sentences of a story. One line at a time, they added dialogue, imagery or other embellishments. The process encouraged her students to try new strategies and freed them from the space constraints of a notebook page. “Over the course of a couple of weeks, they were able to create these much longer, more nuanced and detailed stories than they ever could have created in one fell swoop,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57804\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg\" alt=\"\" width=\"800\" height=\"455\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1020x580.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-160x91.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-768x437.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1536x874.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1920x1092.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM.jpg 1944w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch2>\u003cstrong>Relieving Social Anxieties via Virtual Feedback \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Stacey Reeder, a sixth grade ELA teacher in Cincinnati, Ohio, observed that her sixth grade students suggested edits on each other’s papers more comfortably when separated by screens. \u003c/span>The asynchronous aspect of virtual feedback not only allowed students to take their time when giving feedback, but to do it at their convenience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Virtual feedback also removed the social barriers that may prevent students from wanting peer feedback\u003cspan style=\"font-weight: 400;\">. The fear of watching a classmate’s eyebrows furrow as they read was removed from the equation. Some students may have felt less anxiety when they shared personal anecdotes and didn’t have to then look their editors in the eyes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When it’s not face-to-face, kids can be a little more vulnerable and a little more specific about the feedback they give, because sometimes in sixth grade, it’s a social thing,” said Reeder.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much like how anonymity can embolden people on social media, Reeder claimed, there was a level of vulnerability that can be tapped into when writers and editors are separated by screens. Added was the security that students knew that their teacher would see all given feedback, ensuring students’ comments remained kind and helpful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After seeing the benefits, Reeder decided to keep asynchronous, online peer feedback as an option for the students who returned to her in-person classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hearing a Human Voice \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For her own feedback to students, Reeder began attaching audio notes to assignments. Her students appreciated the ability to hear feedback rather than just read it. Audio feedback also provided students with the option to scroll through their work while listening and to replay feedback while writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Given the shortened instruction time of online classes, there wasn’t enough time for every student to fully express their thoughts on the reading or participate in a class discussion. So Maribel Parenti, a third grade teacher in Redwood City, California, assigned students audio reflections between one and three minutes, depending on the depth of response necessary, on Google Classroom. Students were asked to reflect on a book’s chapter, provide summaries or explain characters’ actions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much in the way students might participate in a classroom, Parenti’s students worked out their thinking by answering out loud. Parenti could check reading comprehension for every student through a metric designed to be less formal than a homework assignment or test. \u003c/span>\u003cspan style=\"font-weight: 400;\">She could then give students feedback by responding to their posts with her own voice recordings, which she found faster to make than writing a response. In her feedback, Parenti could agree with a student’s argument or ask them to expand on certain points — to which her students could then upload an audio reply.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The assignment was specifically to check comprehension, centering thinking processes more than writing skills. Parenti prioritized verbal responses for her students who struggle with reading to increase their comfort with the activity. For her students at or above reading level, she would often write her responses to provide more reading practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Early in distance learning, Parenti assigned students handwritten responses, which she struggled to read when held up to the screen. Typed submissions stressed her students struggling with typing and spelling skills.\u003c/span> \u003cspan style=\"font-weight: 400;\">She wanted to explore the different ways her class could have a conversation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Through audio, she could also hear the voices of her students who tended to not participate in her virtual classroom. Her more reserved and anxious students appreciated the chance to fully participate without observation from their peers. Their responses were given and received privately.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’re just talking to themselves or to the computer and no one is seeing them,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parenti planned to still offer this participation option when her classroom becomes fully in-person: students who don’t feel comfortable sharing their thoughts in class could have the opportunity to upload them online later, privately and in their own time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parenti also provided the option for students to upload video responses on \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400;\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. She called its features “Instagram for kids,” as students can add stickers, face effects and stock image backgrounds. Her students with humorous streaks appreciated the ability to sport virtual glasses and digitally change their hair colors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For one response, a student chose a newsroom background and delivered his answer with the formality of a nightly newscast anchor. Parenti shared his video with the class to provide inspiration. She watched as students shared ideas and tried out features or techniques their classmates used, receiving new insight into each student’s ingenuity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Every single one of them is so different and they’re so creative that I’m just like, ‘Wow,’” she said.\u003c/span>\u003c/p>\n\u003ch2>The Upside of Zoom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Aeriale Johnson, a third grade teacher in San Jose, California, helped her students express their creativity through the \u003c/span>\u003ca href=\"https://kinderbender.com/2020/08/21/all-because-i-trusted-them-to-use-the-chat-box/\">\u003cspan style=\"font-weight: 400;\">Zoom chat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. This feature specifically allowed students to participate during times when they’d regularly be unable to speak, such as when watching videos or listening to a book. Rather than hold their questions and wait to be called on — running the risk of forgetting or running out of class time — students could type their thoughts, questions and reactions as they came to them, uninterrupted, in the Zoom chat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During storytime, students put crying emojis during the book’s sad moments and heart emojis during sweet ones. When the class watched videos, Johnson joined them in the chat as they wrote what they saw, thought and wanted to learn more about. Her students asked questions about environmental issues, racial justice and the year 2020. Johnson would pause class to catch up on the chatbox feed, responding to messages and answering questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That also shows you’re not just typing to a chat box for no reason, like, I value what you’re saying and I think that it’s important,” said Johnson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Zoom’s chat also includes a direct message feature, which Johnson’s students used to talk to her privately. While in-person, a student could come up to her and ask to speak one-on-one, their classmates could still observe that this took place, decreasing the situation’s privacy. With direct messaging, students could ask questions they might not feel comfortable vocalizing in front of the class or typing in the chat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-57952\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot.jpeg 800w\" sizes=\"(max-width: 160px) 100vw, 160px\">Harini Shyamsundar, a secondary math teacher in San Pablo, California, shared that her students appreciated the chance to use the Zoom chat during the transitions and uncertainty of virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“[With] the newness of online learning and the kind of fear and uncertainty that students had around it, the ability to communicate using that chat tool, to privately communicate with the teacher to ask for help in this really not intimidating way, has been huge,” said Shyamsundar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using the Zoom chat as a forum space, Shyamsundar encouraged her students to describe concepts and communicate to solve problems. Her students’ ability to privately chat with her to ask for help was something she wanted to keep when her class becomes fully in-person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They can maybe put it into some sort of form and I’ll have it on my screen and I can answer it to the whole class,” she said. “I think it would be a really great adaptation to continue.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">By March 2021, Johnson’s third grade class had started asking how to best replicate the chat box when moving back to in-person class. Her students proposed virtual tablets or whiteboards with dry-erase markers — anything that would allow them to respond quickly and occasionally use emojis.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for Thinking Visually \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kristin Tufo, a middle school science teacher in Portland, Oregon, thought her students might be tired of seeing their own faces after virtual education. So she decided to transform the annual seventh and eighth grade science fair into a podcast series. The episodes tackle questions posed by kindergarteners: Why is snow white? Why is cotton candy fluffy? Why do farts smell?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Without video, her students must rely on their description skills to share their discoveries and relevant scientific processes — sharpening their writing skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s good for their writing skills to have to describe things in such a way that little kids can picture it,” said Tufo.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Tufo previously incorporated visuals into her teaching, her classes prior to virtual education prioritized discussion and demonstration. Wanting to provide visual aids to her lectures, she began taking notes on screen for her students to copy or use as inspiration. She included drawings, a practice known as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400;\">sketchnoting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, to illustrate processes like fossilization or chemical reactions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Rather than just watching a video of something, the act of actually writing or trying to draw something that represents it should give them a higher understanding of the idea,” Tufo said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57796\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tufo turned to this process to convey her lessons and engage her students during decreased lecture times. Wanting to better imprint lessons in their minds, she encouraged her students to write their notes by hand. She cited scientific theories that visual aids and the act of physically writing assist with memory, as well as her training on the importance of the resistance of pen on paper in helping students with dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With practice, some of her students who initially lacked confidence in their artistry found they enjoyed incorporating drawings into their notes. Some began sketchnoting in their other classes, too, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57797\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Though she didn’t wish to dismiss the gravity of the pandemic, Parenti expressed gratitude that virtual education forced her and other teachers out of their comfort zones and encouraged experimentation with new technologies. These experiments, she expects, will influence education moving forward, like her own third grade class’ option for asynchronous participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Now I have more tools under my belt that I’m going to be able to use with my students once we go back in person,” Parenti said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2012,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 45
},
"modified": 1713642338,
"excerpt": "Teachers learned on the fly to incorporate helpful digital tools during distance learning. Now that most are back to school in-person, they're looking for ways to hold on to what worked. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Teachers learned on the fly to incorporate helpful digital tools during distance learning. Now that most are back to school in-person, they're looking for ways to hold on to what worked. ",
"title": "Voice, Chat and DM: Remote Learning Tools That Make Sense In Person | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Voice, Chat and DM: Remote Learning Tools That Make Sense In Person",
"datePublished": "2021-06-04T01:00:37-07:00",
"dateModified": "2024-04-20T12:45:38-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "voice-chat-and-dm-remote-learning-tools-that-make-sense-in-person",
"status": "publish",
"excludeFromSiteSearch": "Include",
"sticky": false,
"articleAge": "0",
"path": "/mindshift/57784/voice-chat-and-dm-remote-learning-tools-that-make-sense-in-person",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Understandably, many teachers were hesitant at the start of distance learning. Most saw only the new format’s deficiencies when compared to their physical classrooms. However, as educators adapted, many discovered new ways to teach literacy skills digitally. Some of these skills ended up being liberating, enlisting multi-modal forms of communication and connecting students in a uniquely online way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When the school year began online in fall 2020, Sylviane Cohn’s third grade class was just beginning to develop a skill of suddenly increased importance: typing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But Cohn discovered advantages to her students typing some of their assignments during virtual education. Watching her students’ writing appear on their respective Google Docs in real time meant she could provide simultaneous feedback. The process of editing on the computer — liberated from the messiness of revising on a piece of paper — made the process less burdensome and more enjoyable for her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Early in the school year, Cohn had her students type two or three sentences of a story. One line at a time, they added dialogue, imagery or other embellishments. The process encouraged her students to try new strategies and freed them from the space constraints of a notebook page. “Over the course of a couple of weeks, they were able to create these much longer, more nuanced and detailed stories than they ever could have created in one fell swoop,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57804\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg\" alt=\"\" width=\"800\" height=\"455\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1020x580.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-160x91.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-768x437.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1536x874.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1920x1092.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM.jpg 1944w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch2>\u003cstrong>Relieving Social Anxieties via Virtual Feedback \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Stacey Reeder, a sixth grade ELA teacher in Cincinnati, Ohio, observed that her sixth grade students suggested edits on each other’s papers more comfortably when separated by screens. \u003c/span>The asynchronous aspect of virtual feedback not only allowed students to take their time when giving feedback, but to do it at their convenience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Virtual feedback also removed the social barriers that may prevent students from wanting peer feedback\u003cspan style=\"font-weight: 400;\">. The fear of watching a classmate’s eyebrows furrow as they read was removed from the equation. Some students may have felt less anxiety when they shared personal anecdotes and didn’t have to then look their editors in the eyes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When it’s not face-to-face, kids can be a little more vulnerable and a little more specific about the feedback they give, because sometimes in sixth grade, it’s a social thing,” said Reeder.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much like how anonymity can embolden people on social media, Reeder claimed, there was a level of vulnerability that can be tapped into when writers and editors are separated by screens. Added was the security that students knew that their teacher would see all given feedback, ensuring students’ comments remained kind and helpful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After seeing the benefits, Reeder decided to keep asynchronous, online peer feedback as an option for the students who returned to her in-person classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hearing a Human Voice \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For her own feedback to students, Reeder began attaching audio notes to assignments. Her students appreciated the ability to hear feedback rather than just read it. Audio feedback also provided students with the option to scroll through their work while listening and to replay feedback while writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Given the shortened instruction time of online classes, there wasn’t enough time for every student to fully express their thoughts on the reading or participate in a class discussion. So Maribel Parenti, a third grade teacher in Redwood City, California, assigned students audio reflections between one and three minutes, depending on the depth of response necessary, on Google Classroom. Students were asked to reflect on a book’s chapter, provide summaries or explain characters’ actions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much in the way students might participate in a classroom, Parenti’s students worked out their thinking by answering out loud. Parenti could check reading comprehension for every student through a metric designed to be less formal than a homework assignment or test. \u003c/span>\u003cspan style=\"font-weight: 400;\">She could then give students feedback by responding to their posts with her own voice recordings, which she found faster to make than writing a response. In her feedback, Parenti could agree with a student’s argument or ask them to expand on certain points — to which her students could then upload an audio reply.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The assignment was specifically to check comprehension, centering thinking processes more than writing skills. Parenti prioritized verbal responses for her students who struggle with reading to increase their comfort with the activity. For her students at or above reading level, she would often write her responses to provide more reading practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Early in distance learning, Parenti assigned students handwritten responses, which she struggled to read when held up to the screen. Typed submissions stressed her students struggling with typing and spelling skills.\u003c/span> \u003cspan style=\"font-weight: 400;\">She wanted to explore the different ways her class could have a conversation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Through audio, she could also hear the voices of her students who tended to not participate in her virtual classroom. Her more reserved and anxious students appreciated the chance to fully participate without observation from their peers. Their responses were given and received privately.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’re just talking to themselves or to the computer and no one is seeing them,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parenti planned to still offer this participation option when her classroom becomes fully in-person: students who don’t feel comfortable sharing their thoughts in class could have the opportunity to upload them online later, privately and in their own time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parenti also provided the option for students to upload video responses on \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400;\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. She called its features “Instagram for kids,” as students can add stickers, face effects and stock image backgrounds. Her students with humorous streaks appreciated the ability to sport virtual glasses and digitally change their hair colors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For one response, a student chose a newsroom background and delivered his answer with the formality of a nightly newscast anchor. Parenti shared his video with the class to provide inspiration. She watched as students shared ideas and tried out features or techniques their classmates used, receiving new insight into each student’s ingenuity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Every single one of them is so different and they’re so creative that I’m just like, ‘Wow,’” she said.\u003c/span>\u003c/p>\n\u003ch2>The Upside of Zoom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Aeriale Johnson, a third grade teacher in San Jose, California, helped her students express their creativity through the \u003c/span>\u003ca href=\"https://kinderbender.com/2020/08/21/all-because-i-trusted-them-to-use-the-chat-box/\">\u003cspan style=\"font-weight: 400;\">Zoom chat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. This feature specifically allowed students to participate during times when they’d regularly be unable to speak, such as when watching videos or listening to a book. Rather than hold their questions and wait to be called on — running the risk of forgetting or running out of class time — students could type their thoughts, questions and reactions as they came to them, uninterrupted, in the Zoom chat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During storytime, students put crying emojis during the book’s sad moments and heart emojis during sweet ones. When the class watched videos, Johnson joined them in the chat as they wrote what they saw, thought and wanted to learn more about. Her students asked questions about environmental issues, racial justice and the year 2020. Johnson would pause class to catch up on the chatbox feed, responding to messages and answering questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That also shows you’re not just typing to a chat box for no reason, like, I value what you’re saying and I think that it’s important,” said Johnson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Zoom’s chat also includes a direct message feature, which Johnson’s students used to talk to her privately. While in-person, a student could come up to her and ask to speak one-on-one, their classmates could still observe that this took place, decreasing the situation’s privacy. With direct messaging, students could ask questions they might not feel comfortable vocalizing in front of the class or typing in the chat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-57952\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot.jpeg 800w\" sizes=\"(max-width: 160px) 100vw, 160px\">Harini Shyamsundar, a secondary math teacher in San Pablo, California, shared that her students appreciated the chance to use the Zoom chat during the transitions and uncertainty of virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“[With] the newness of online learning and the kind of fear and uncertainty that students had around it, the ability to communicate using that chat tool, to privately communicate with the teacher to ask for help in this really not intimidating way, has been huge,” said Shyamsundar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using the Zoom chat as a forum space, Shyamsundar encouraged her students to describe concepts and communicate to solve problems. Her students’ ability to privately chat with her to ask for help was something she wanted to keep when her class becomes fully in-person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They can maybe put it into some sort of form and I’ll have it on my screen and I can answer it to the whole class,” she said. “I think it would be a really great adaptation to continue.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">By March 2021, Johnson’s third grade class had started asking how to best replicate the chat box when moving back to in-person class. Her students proposed virtual tablets or whiteboards with dry-erase markers — anything that would allow them to respond quickly and occasionally use emojis.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for Thinking Visually \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kristin Tufo, a middle school science teacher in Portland, Oregon, thought her students might be tired of seeing their own faces after virtual education. So she decided to transform the annual seventh and eighth grade science fair into a podcast series. The episodes tackle questions posed by kindergarteners: Why is snow white? Why is cotton candy fluffy? Why do farts smell?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Without video, her students must rely on their description skills to share their discoveries and relevant scientific processes — sharpening their writing skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s good for their writing skills to have to describe things in such a way that little kids can picture it,” said Tufo.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Tufo previously incorporated visuals into her teaching, her classes prior to virtual education prioritized discussion and demonstration. Wanting to provide visual aids to her lectures, she began taking notes on screen for her students to copy or use as inspiration. She included drawings, a practice known as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400;\">sketchnoting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, to illustrate processes like fossilization or chemical reactions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Rather than just watching a video of something, the act of actually writing or trying to draw something that represents it should give them a higher understanding of the idea,” Tufo said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57796\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tufo turned to this process to convey her lessons and engage her students during decreased lecture times. Wanting to better imprint lessons in their minds, she encouraged her students to write their notes by hand. She cited scientific theories that visual aids and the act of physically writing assist with memory, as well as her training on the importance of the resistance of pen on paper in helping students with dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With practice, some of her students who initially lacked confidence in their artistry found they enjoyed incorporating drawings into their notes. Some began sketchnoting in their other classes, too, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57797\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Though she didn’t wish to dismiss the gravity of the pandemic, Parenti expressed gratitude that virtual education forced her and other teachers out of their comfort zones and encouraged experimentation with new technologies. These experiments, she expects, will influence education moving forward, like her own third grade class’ option for asynchronous participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Now I have more tools under my belt that I’m going to be able to use with my students once we go back in person,” Parenti said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/57784/voice-chat-and-dm-remote-learning-tools-that-make-sense-in-person",
"authors": [
"11603"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_968",
"mindshift_358",
"mindshift_480",
"mindshift_21347",
"mindshift_21906"
],
"featImg": "mindshift_57951",
"label": "mindshift"
},
"mindshift_57782": {
"type": "posts",
"id": "mindshift_57782",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "57782",
"score": null,
"sort": [
1622618103000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1622618103,
"format": "standard",
"disqusTitle": "Distance Learning Tools That Teachers and Students Hope Become the Norm",
"title": "Distance Learning Tools That Teachers and Students Hope Become the Norm",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When distance learning necessitated a reliance on technology, many teachers began experimenting with digital tools. From the student perspective, experiences were mixed. \u003c/span>\u003cspan style=\"font-weight: 400\">Some appreciated the new opportunities created by these technologies, especially in contrast to some limitations of in-person learning. Others chose to return to more analog methods, determining what worked best from the prior world and consciously choosing to keep some of the newer tools acquired during remote teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm just glad teachers know how to use technology better now,” said Edward Huang, a senior at San Mateo High School in California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang wanted to return to in-person instruction, but he was grateful for the technological upgrades his teachers made during this period. Homework that once near-exclusively consisted of written packets began to include videos. Lectures were often recorded, meaning he could rewind or rewatch to study for exams. His teachers all posted assignments online in a consolidated place, with assignments correctly uploaded to the proper files and posted on the promised dates.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>MULTI-MODAL COMMUNICATION \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang’s English teacher began posting prompts during virtual class on \u003c/span>\u003ca href=\"https://nearpod.com/\">\u003cspan style=\"font-weight: 400\">Nearpod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving students roughly five minutes to make a quick claim or argument about an assigned book. These responses were read privately by the teacher, with strong examples read to the class and feedback provided individually. This process, Huang said, encouraged students to be more comfortable and honest responding to reading material than they might be in a classroom setting. They wouldn’t need to stand before the class and announce their opinions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Before, English would be one of those classes where I'd be uncomfortable to speak in. But now that I can just type in my answer, I feel like I'm more comfortable,” said Huang.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Time constraints might not allow every student to participate during a class discussion. By requiring each student to write a response, teachers can receive more understandings of student comprehension levels and personal thoughts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang personally found it easier to talk with his teachers over Zoom, helping him form closer relationships with his instructors than he had pre-pandemic. \u003c/span>\u003cspan style=\"font-weight: 400\">While Huang appreciated the anonymity of Nearpod responses, he also valued the ability to read his classmates’ attributed posts on \u003c/span>\u003ca href=\"https://www.instructure.com/canvas\">\u003cspan style=\"font-weight: 400\">Canvas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> discussion boards. Many of his classmates made jokes about the overly formal way students respond to each other, using language they might not say in a classroom setting, like “concur” and “to that point.” These discussion boards gave him greater insight into his classmates’ points of view, even though he often agreed with them. He read all of his peers' insights in greater detail than what he would typically get from an oral classroom discussion, where dialogue is linear and people have to wait their turns to speak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to read what they're thinking in English (class) to this level isn't something that I would have been able to do in in-person learning,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>BETTER AUDIO TECH \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers found voice technology as a way to amplify personal connections. Katlyn Bare, an 11th and 12th grade teacher in Cincinnati, began leaving voice — rather than written — comments on her students’ essays during virtual education. Using the Chrome extension \u003c/span>\u003ca href=\"https://www.justmote.me/\">\u003cspan style=\"font-weight: 400\">mote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she recorded 30 to 90 seconds of feedback for each student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing her voice, she theorized, provided students with a more natural connection than words on a screen could. When leaving a voice memo, she was more likely to begin with positive feedback than she was in her written comments. Voice memos made approaching feedback less daunting for students: listening to a single audio file might seem more manageable than reading rows of comments. This process was easier for Bare, too — in decreased time, she could provide more feedback to a greater number of students.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-57790 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png\" alt=\"\" width=\"524\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-160x81.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-768x387.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2.png 956w\" sizes=\"(max-width: 524px) 100vw, 524px\">\u003c/p>\n\u003ch2>\u003cb>NO TECH FOR LESS STRESS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers found themselves encouraging their students to return to pen and paper during virtual education to prevent a feeling of inundation by technology. In her classes, Heather Bradley began encouraging her students to write their notes on paper toward the end of their first semester of virtual learning. She is a teacher at Thomas Edison High School of Technology in Maryland, where she teaches adult English for Speakers of Other Languages.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of writing down new words from the reading, rather than copy-pasting from a device, allowed her students to more thoughtfully consider each term. Her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, writing notes by hand also seemed to lessen her students’ overall technology fatigue. She pointed to the emotional toll posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,\" she said. \"I feel like their stress factor lowers, and when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoiding technological overload during distance learning was a personal choice some high school students made without explicit instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally really don't like having to stare at my computer more than I have to,” said Melina Kritikopoulos, a high school senior in Santa Clara County, California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her classmates took notes directly on textbook PDFs or online documents. But Kritikopoulos preferred writing on paper. Drawing special characters and formatting was easier by hand than creating her preferred layouts and symbols online. She also remembered content better when she wrote it down rather than typing it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though Kritikopoulos was required to turn in typed notes for one of her classes, she still wrote first drafts of her notes by hand — choosing this despite the extra time it took her to type those up. Possessing a set of personal notes provided her with freedom to include jokes or asides, which she said fought boredom and helped with her retention of the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57802\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg\" alt=\"\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-160x121.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-768x579.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1.jpg 983w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rae Wymer, a high school student in San Francisco, California, also cited memory as a factor in her choice to write by hand. During virtual learning, she found paper note-taking comfortably reminiscent of in-person education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's just more familiar, you know? Like out of all the changes that we've gone through over the year, of changing to distance learning and kind of getting accustomed to doing everything through a computer screen, it's nice to still have the same style of notes or style of note-taking that I would have if I was doing it in person,” said Wymer.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a return to full in-person instruction top of mind for many students, parents and educators, many are conversing about the technologies to retain. Some educators and students were able to utilize this period to determine what worked best – championing new digital assets, old-school practices or a combination thereof. By allowing students to explore both digital and offline domains in their education, many can exit virtual education with a better understanding of what worked for them.\u003c/span>\u003c/p>\n\n",
"disqusIdentifier": "57782 https://ww2.kqed.org/mindshift/?p=57782",
"disqusUrl": "https://ww2.kqed.org/mindshift/2021/06/02/distance-learning-tools-that-teachers-and-students-hope-become-the-norm/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1230,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 24
},
"modified": 1622618103,
"excerpt": "Distance learning provided an opportunity for teachers and students to try out different digital and analog tools to help them figure out how they learn best.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Distance learning provided an opportunity for teachers and students to try out different digital and analog tools to help them figure out how they learn best.",
"title": "Distance Learning Tools That Teachers and Students Hope Become the Norm - MindShift",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Distance Learning Tools That Teachers and Students Hope Become the Norm",
"datePublished": "2021-06-02T00:15:03-07:00",
"dateModified": "2021-06-02T00:15:03-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "distance-learning-tools-that-teachers-and-students-hope-become-the-norm",
"status": "publish",
"path": "/mindshift/57782/distance-learning-tools-that-teachers-and-students-hope-become-the-norm",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When distance learning necessitated a reliance on technology, many teachers began experimenting with digital tools. From the student perspective, experiences were mixed. \u003c/span>\u003cspan style=\"font-weight: 400\">Some appreciated the new opportunities created by these technologies, especially in contrast to some limitations of in-person learning. Others chose to return to more analog methods, determining what worked best from the prior world and consciously choosing to keep some of the newer tools acquired during remote teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm just glad teachers know how to use technology better now,” said Edward Huang, a senior at San Mateo High School in California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang wanted to return to in-person instruction, but he was grateful for the technological upgrades his teachers made during this period. Homework that once near-exclusively consisted of written packets began to include videos. Lectures were often recorded, meaning he could rewind or rewatch to study for exams. His teachers all posted assignments online in a consolidated place, with assignments correctly uploaded to the proper files and posted on the promised dates.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>MULTI-MODAL COMMUNICATION \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang’s English teacher began posting prompts during virtual class on \u003c/span>\u003ca href=\"https://nearpod.com/\">\u003cspan style=\"font-weight: 400\">Nearpod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving students roughly five minutes to make a quick claim or argument about an assigned book. These responses were read privately by the teacher, with strong examples read to the class and feedback provided individually. This process, Huang said, encouraged students to be more comfortable and honest responding to reading material than they might be in a classroom setting. They wouldn’t need to stand before the class and announce their opinions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Before, English would be one of those classes where I'd be uncomfortable to speak in. But now that I can just type in my answer, I feel like I'm more comfortable,” said Huang.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Time constraints might not allow every student to participate during a class discussion. By requiring each student to write a response, teachers can receive more understandings of student comprehension levels and personal thoughts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang personally found it easier to talk with his teachers over Zoom, helping him form closer relationships with his instructors than he had pre-pandemic. \u003c/span>\u003cspan style=\"font-weight: 400\">While Huang appreciated the anonymity of Nearpod responses, he also valued the ability to read his classmates’ attributed posts on \u003c/span>\u003ca href=\"https://www.instructure.com/canvas\">\u003cspan style=\"font-weight: 400\">Canvas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> discussion boards. Many of his classmates made jokes about the overly formal way students respond to each other, using language they might not say in a classroom setting, like “concur” and “to that point.” These discussion boards gave him greater insight into his classmates’ points of view, even though he often agreed with them. He read all of his peers' insights in greater detail than what he would typically get from an oral classroom discussion, where dialogue is linear and people have to wait their turns to speak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to read what they're thinking in English (class) to this level isn't something that I would have been able to do in in-person learning,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>BETTER AUDIO TECH \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers found voice technology as a way to amplify personal connections. Katlyn Bare, an 11th and 12th grade teacher in Cincinnati, began leaving voice — rather than written — comments on her students’ essays during virtual education. Using the Chrome extension \u003c/span>\u003ca href=\"https://www.justmote.me/\">\u003cspan style=\"font-weight: 400\">mote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she recorded 30 to 90 seconds of feedback for each student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing her voice, she theorized, provided students with a more natural connection than words on a screen could. When leaving a voice memo, she was more likely to begin with positive feedback than she was in her written comments. Voice memos made approaching feedback less daunting for students: listening to a single audio file might seem more manageable than reading rows of comments. This process was easier for Bare, too — in decreased time, she could provide more feedback to a greater number of students.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-57790 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png\" alt=\"\" width=\"524\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-160x81.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-768x387.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2.png 956w\" sizes=\"(max-width: 524px) 100vw, 524px\">\u003c/p>\n\u003ch2>\u003cb>NO TECH FOR LESS STRESS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers found themselves encouraging their students to return to pen and paper during virtual education to prevent a feeling of inundation by technology. In her classes, Heather Bradley began encouraging her students to write their notes on paper toward the end of their first semester of virtual learning. She is a teacher at Thomas Edison High School of Technology in Maryland, where she teaches adult English for Speakers of Other Languages.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of writing down new words from the reading, rather than copy-pasting from a device, allowed her students to more thoughtfully consider each term. Her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, writing notes by hand also seemed to lessen her students’ overall technology fatigue. She pointed to the emotional toll posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,\" she said. \"I feel like their stress factor lowers, and when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoiding technological overload during distance learning was a personal choice some high school students made without explicit instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally really don't like having to stare at my computer more than I have to,” said Melina Kritikopoulos, a high school senior in Santa Clara County, California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her classmates took notes directly on textbook PDFs or online documents. But Kritikopoulos preferred writing on paper. Drawing special characters and formatting was easier by hand than creating her preferred layouts and symbols online. She also remembered content better when she wrote it down rather than typing it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though Kritikopoulos was required to turn in typed notes for one of her classes, she still wrote first drafts of her notes by hand — choosing this despite the extra time it took her to type those up. Possessing a set of personal notes provided her with freedom to include jokes or asides, which she said fought boredom and helped with her retention of the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57802\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg\" alt=\"\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-160x121.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-768x579.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1.jpg 983w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rae Wymer, a high school student in San Francisco, California, also cited memory as a factor in her choice to write by hand. During virtual learning, she found paper note-taking comfortably reminiscent of in-person education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's just more familiar, you know? Like out of all the changes that we've gone through over the year, of changing to distance learning and kind of getting accustomed to doing everything through a computer screen, it's nice to still have the same style of notes or style of note-taking that I would have if I was doing it in person,” said Wymer.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a return to full in-person instruction top of mind for many students, parents and educators, many are conversing about the technologies to retain. Some educators and students were able to utilize this period to determine what worked best – championing new digital assets, old-school practices or a combination thereof. By allowing students to explore both digital and offline domains in their education, many can exit virtual education with a better understanding of what worked for them.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/57782/distance-learning-tools-that-teachers-and-students-hope-become-the-norm",
"authors": [
"11603"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_21343",
"mindshift_33",
"mindshift_358",
"mindshift_243",
"mindshift_21347",
"mindshift_21436"
],
"featImg": "mindshift_57941",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=teaching-strategies": {
"isFetching": false,
"latestQuery": {
"from": 132,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 1187,
"relation": "eq"
},
"items": [
"mindshift_58660",
"mindshift_58668",
"mindshift_58481",
"mindshift_58053",
"mindshift_57997",
"mindshift_58102",
"mindshift_58090",
"mindshift_58078",
"mindshift_58051",
"mindshift_57786",
"mindshift_57784",
"mindshift_57782"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_teaching-strategies": {
"isLoading": true
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_20533": {
"type": "terms",
"id": "mindshift_20533",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20533",
"found": true
},
"relationships": {},
"featImg": null,
"name": "civics",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "civics Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19810,
"slug": "civics",
"isLoading": false,
"link": "/mindshift/tag/civics"
},
"mindshift_21167": {
"type": "terms",
"id": "mindshift_21167",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21167",
"found": true
},
"relationships": {},
"featImg": null,
"name": "conflict resolution",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "conflict resolution Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20439,
"slug": "conflict-resolution",
"isLoading": false,
"link": "/mindshift/tag/conflict-resolution"
},
"mindshift_951": {
"type": "terms",
"id": "mindshift_951",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "951",
"found": true
},
"relationships": {},
"featImg": null,
"name": "iCivics",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "iCivics Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 956,
"slug": "icivics",
"isLoading": false,
"link": "/mindshift/tag/icivics"
},
"mindshift_943": {
"type": "terms",
"id": "mindshift_943",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "943",
"found": true
},
"relationships": {},
"featImg": null,
"name": "social emotional learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "social emotional learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 948,
"slug": "social-emotional-learning",
"isLoading": false,
"link": "/mindshift/tag/social-emotional-learning"
},
"mindshift_21234": {
"type": "terms",
"id": "mindshift_21234",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21234",
"found": true
},
"relationships": {},
"featImg": null,
"name": "soft skills",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "soft skills Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20506,
"slug": "soft-skills",
"isLoading": false,
"link": "/mindshift/tag/soft-skills"
},
"mindshift_20854": {
"type": "terms",
"id": "mindshift_20854",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20854",
"found": true
},
"relationships": {},
"featImg": null,
"name": "art education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "art education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20132,
"slug": "art-education",
"isLoading": false,
"link": "/mindshift/tag/art-education"
},
"mindshift_797": {
"type": "terms",
"id": "mindshift_797",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "797",
"found": true
},
"relationships": {},
"featImg": null,
"name": "inquiry learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "inquiry learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 800,
"slug": "inquiry-learning",
"isLoading": false,
"link": "/mindshift/tag/inquiry-learning"
},
"mindshift_256": {
"type": "terms",
"id": "mindshift_256",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "256",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Project Based Learning",
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"title": "Project Based Learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 256,
"slug": "project-based-learning",
"isLoading": false,
"link": "/mindshift/tag/project-based-learning"
},
"mindshift_20615": {
"type": "terms",
"id": "mindshift_20615",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20615",
"found": true
},
"relationships": {},
"featImg": null,
"name": "social studies",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "social studies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19892,
"slug": "social-studies",
"isLoading": false,
"link": "/mindshift/tag/social-studies"
},
"mindshift_21105": {
"type": "terms",
"id": "mindshift_21105",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21105",
"found": true
},
"relationships": {},
"featImg": null,
"name": "trauma",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "trauma Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20377,
"slug": "trauma",
"isLoading": false,
"link": "/mindshift/tag/trauma"
},
"mindshift_21078": {
"type": "terms",
"id": "mindshift_21078",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21078",
"found": true
},
"relationships": {},
"featImg": null,
"name": "cognitive development",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "cognitive development Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20350,
"slug": "cognitive-development",
"isLoading": false,
"link": "/mindshift/tag/cognitive-development"
},
"mindshift_21148": {
"type": "terms",
"id": "mindshift_21148",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21148",
"found": true
},
"relationships": {},
"featImg": null,
"name": "embodied cognition",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "embodied cognition Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20420,
"slug": "embodied-cognition",
"isLoading": false,
"link": "/mindshift/tag/embodied-cognition"
},
"mindshift_20711": {
"type": "terms",
"id": "mindshift_20711",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20711",
"found": true
},
"relationships": {},
"featImg": null,
"name": "embodied learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "embodied learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19988,
"slug": "embodied-learning",
"isLoading": false,
"link": "/mindshift/tag/embodied-learning"
},
"mindshift_20520": {
"type": "terms",
"id": "mindshift_20520",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20520",
"found": true
},
"relationships": {},
"featImg": null,
"name": "gestures",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "gestures Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19797,
"slug": "gestures",
"isLoading": false,
"link": "/mindshift/tag/gestures"
},
"mindshift_21444": {
"type": "terms",
"id": "mindshift_21444",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21444",
"found": true
},
"relationships": {},
"featImg": null,
"name": "interoception",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "interoception Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20716,
"slug": "interoception",
"isLoading": false,
"link": "/mindshift/tag/interoception"
},
"mindshift_20865": {
"type": "terms",
"id": "mindshift_20865",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20865",
"found": true
},
"relationships": {},
"featImg": null,
"name": "mental health",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "mental health Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20143,
"slug": "mental-health",
"isLoading": false,
"link": "/mindshift/tag/mental-health"
},
"mindshift_20783": {
"type": "terms",
"id": "mindshift_20783",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20783",
"found": true
},
"relationships": {},
"featImg": null,
"name": "peer to peer learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "peer to peer learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20060,
"slug": "peer-to-peer-learning",
"isLoading": false,
"link": "/mindshift/tag/peer-to-peer-learning"
},
"mindshift_392": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"link": "/mindshift/tag/math"
},
"mindshift_20893": {
"type": "terms",
"id": "mindshift_20893",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20893",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math anxiety",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math anxiety Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20171,
"slug": "math-anxiety",
"isLoading": false,
"link": "/mindshift/tag/math-anxiety"
},
"mindshift_21906": {
"type": "terms",
"id": "mindshift_21906",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21906",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Republish",
"description": "MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. Some articles are specifically indicated for republishing under a \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons\u003c/a> CC BY-NC-ND 4.0 license, thanks to support from the William and Flora Hewlett Foundation. If an article is available to republish, the Creative Commons information will be clearly noted at the bottom.",
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. Some articles are specifically indicated for republishing under a Creative Commons CC BY-NC-ND 4.0 license, thanks to support from the William and Flora Hewlett Foundation. If an article is available to republish, the Creative Commons information will be clearly noted at the bottom.",
"title": "Republish Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 21178,
"slug": "republish",
"isLoading": false,
"link": "/mindshift/tag/republish"
},
"mindshift_21053": {
"type": "terms",
"id": "mindshift_21053",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21053",
"found": true
},
"relationships": {},
"featImg": null,
"name": "stereotype threat",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "stereotype threat Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20325,
"slug": "stereotype-threat",
"isLoading": false,
"link": "/mindshift/tag/stereotype-threat"
},
"mindshift_21343": {
"type": "terms",
"id": "mindshift_21343",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21343",
"found": true
},
"relationships": {},
"featImg": null,
"name": "COVID-19",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "COVID-19 Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20615,
"slug": "covid-19",
"isLoading": false,
"link": "/mindshift/tag/covid-19"
},
"mindshift_358": {
"type": "terms",
"id": "mindshift_358",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "358",
"found": true
},
"relationships": {},
"featImg": null,
"name": "distance learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "distance learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 359,
"slug": "distance-learning",
"isLoading": false,
"link": "/mindshift/tag/distance-learning"
},
"mindshift_21413": {
"type": "terms",
"id": "mindshift_21413",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21413",
"found": true
},
"relationships": {},
"featImg": null,
"name": "tutoring",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "tutoring Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20685,
"slug": "tutoring",
"isLoading": false,
"link": "/mindshift/tag/tutoring"
},
"mindshift_21440": {
"type": "terms",
"id": "mindshift_21440",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21440",
"found": true
},
"relationships": {},
"featImg": null,
"name": "accelerated learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "accelerated learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20712,
"slug": "accelerated-learning",
"isLoading": false,
"link": "/mindshift/tag/accelerated-learning"
},
"mindshift_276": {
"type": "terms",
"id": "mindshift_276",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "276",
"found": true
},
"relationships": {},
"featImg": null,
"name": "algebra",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "algebra Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 277,
"slug": "algebra",
"isLoading": false,
"link": "/mindshift/tag/algebra"
},
"mindshift_20701": {
"type": "terms",
"id": "mindshift_20701",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20701",
"found": true
},
"relationships": {},
"featImg": null,
"name": "equity",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "equity Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 19978,
"slug": "equity",
"isLoading": false,
"link": "/mindshift/tag/equity"
},
"mindshift_21347": {
"type": "terms",
"id": "mindshift_21347",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21347",
"found": true
},
"relationships": {},
"featImg": null,
"name": "remote learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "remote learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20619,
"slug": "remote-learning",
"isLoading": false,
"link": "/mindshift/tag/remote-learning"
},
"mindshift_391": {
"type": "terms",
"id": "mindshift_391",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "391",
"found": true
},
"relationships": {},
"featImg": null,
"name": "STEM education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "STEM education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 392,
"slug": "stem-education",
"isLoading": false,
"link": "/mindshift/tag/stem-education"
},
"mindshift_21439": {
"type": "terms",
"id": "mindshift_21439",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21439",
"found": true
},
"relationships": {},
"featImg": null,
"name": "TEACH grant",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "TEACH grant Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20711,
"slug": "teach-grant",
"isLoading": false,
"link": "/mindshift/tag/teach-grant"
},
"mindshift_21847": {
"type": "terms",
"id": "mindshift_21847",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21847",
"found": true
},
"relationships": {},
"featImg": null,
"name": "MindShift",
"description": null,
"taxonomy": "program",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "MindShift Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 21119,
"slug": "mindshift",
"isLoading": false,
"link": "/mindshift/program/mindshift"
},
"mindshift_21942": {
"type": "terms",
"id": "mindshift_21942",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21942",
"found": true
},
"relationships": {},
"name": "Mindshift Podcast",
"slug": "mindshiftpodcast",
"taxonomy": "program",
"description": null,
"featImg": null,
"headData": {
"title": "Mindshift Podcast - KQED Mindshift",
"description": null,
"ogTitle": null,
"ogDescription": null,
"ogImgId": null,
"twTitle": null,
"twDescription": null,
"twImgId": null
},
"ttid": 21214,
"isLoading": false,
"link": "/mindshift/program/mindshiftpodcast"
},
"mindshift_21130": {
"type": "terms",
"id": "mindshift_21130",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21130",
"found": true
},
"relationships": {},
"featImg": "https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift_KQEDorg_1440x1103_02-1.jpg",
"name": "MindShift Podcast",
"description": "It’s easy to see a child’s education as a path determined by grades, test scores and extra curricular activities. But genuine learning is about so much more than the points schools tally. MindShift explores the future of education by investigating innovations and issues that are shaping how kids learn.\r\nEmotional safety, trust, and relationships: this season, we investigate the intangible, and often overlooked, elements of academic success. You’ll hear how teacher home visits can help parents see themselves as a valued a partner in their child’s education; how far a public high school goes to develop an inclusive experience for the crucial transition to ninth grade; how parents and schools can address childhood trauma so it doesn’t become an obstacle to learning, and what parents and communities can do to help kids grow.\r\nThis podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us @MindShiftKQED or visit us at MindShift.KQED.org.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "It’s easy to see a child’s education as a path determined by grades, test scores and extra curricular activities. But genuine learning is about so much more than the points schools tally. MindShift explores the future of education by investigating innovations and issues that are shaping how kids learn. Emotional safety, trust, and relationships: this season, we investigate the intangible, and often overlooked, elements of academic success. You’ll hear how teacher home visits can help parents see themselves as a valued a partner in their child’s education; how far a public high school goes to develop an inclusive experience for the crucial transition to ninth grade; how parents and schools can address childhood trauma so it doesn’t become an obstacle to learning, and what parents and communities can do to help kids grow. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us @MindShiftKQED or visit us at MindShift.KQED.org.",
"title": "MindShift Podcast Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20402,
"slug": "mindshiftpodcast",
"isLoading": false,
"link": "/mindshift/category/mindshiftpodcast"
},
"mindshift_21848": {
"type": "terms",
"id": "mindshift_21848",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21848",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Podcast",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Podcast Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 21120,
"slug": "podcast",
"isLoading": false,
"link": "/mindshift/category/podcast"
},
"mindshift_20562": {
"type": "terms",
"id": "mindshift_20562",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20562",
"found": true
},
"relationships": {},
"featImg": null,
"name": "learning strategies",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "learning strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19839,
"slug": "learning-strategies",
"isLoading": false,
"link": "/mindshift/tag/learning-strategies"
},
"mindshift_918": {
"type": "terms",
"id": "mindshift_918",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "918",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital writing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital writing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 922,
"slug": "digital-writing",
"isLoading": false,
"link": "/mindshift/tag/digital-writing"
},
"mindshift_21079": {
"type": "terms",
"id": "mindshift_21079",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21079",
"found": true
},
"relationships": {},
"featImg": null,
"name": "read aloud",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "read aloud Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20351,
"slug": "read-aloud",
"isLoading": false,
"link": "/mindshift/tag/read-aloud"
},
"mindshift_21128": {
"type": "terms",
"id": "mindshift_21128",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21128",
"found": true
},
"relationships": {},
"featImg": null,
"name": "reading comprehension",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "reading comprehension Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20400,
"slug": "reading-comprehension",
"isLoading": false,
"link": "/mindshift/tag/reading-comprehension"
},
"mindshift_21436": {
"type": "terms",
"id": "mindshift_21436",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21436",
"found": true
},
"relationships": {},
"featImg": null,
"name": "speech-to-text technology",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "speech-to-text technology Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20708,
"slug": "speech-to-text-technology",
"isLoading": false,
"link": "/mindshift/tag/speech-to-text-technology"
},
"mindshift_851": {
"type": "terms",
"id": "mindshift_851",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "851",
"found": true
},
"relationships": {},
"featImg": null,
"name": "writing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "writing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 854,
"slug": "writing",
"isLoading": false,
"link": "/mindshift/tag/writing"
},
"mindshift_968": {
"type": "terms",
"id": "mindshift_968",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "968",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital literacy",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital literacy Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 973,
"slug": "digital-literacy",
"isLoading": false,
"link": "/mindshift/tag/digital-literacy"
},
"mindshift_480": {
"type": "terms",
"id": "mindshift_480",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "480",
"found": true
},
"relationships": {},
"featImg": null,
"name": "hybrid learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "hybrid learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 482,
"slug": "hybrid-learning",
"isLoading": false,
"link": "/mindshift/tag/hybrid-learning"
},
"mindshift_33": {
"type": "terms",
"id": "mindshift_33",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "33",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital textbooks",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital textbooks Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 33,
"slug": "digital-textbooks",
"isLoading": false,
"link": "/mindshift/tag/digital-textbooks"
},
"mindshift_243": {
"type": "terms",
"id": "mindshift_243",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "243",
"found": true
},
"relationships": {},
"featImg": null,
"name": "multimedia",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "multimedia Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 243,
"slug": "multimedia",
"isLoading": false,
"link": "/mindshift/tag/multimedia"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
