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"content": "\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Teaching for a \u003c/a>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Living Democracy: Project-Based Learning in the English and History Classroom\u003c/a>\" by \u003ca href=\"https://twitter.com/jhblock\">Joshua Block\u003c/a>. Published by Teachers College Press.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Prioritizing Student Voices, Decentralizing the Classroom\u003c/strong>\u003c/p>\n\u003cp>In our society, it is widely believed that because young people lack experience, they aren’t smart, capable, or insightful. These beliefs are often referred to as young people’s oppression or adultism. In reality, young people see the world differently and are able to recognize injustice and question dominant paradigms, make intellectual connections, and take action in ways that adults often will not. Paolo Freire explained that learning to read the world and discovering the power of one’s own voice are transformative experiences (\u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/002205748316500103\">Freire, 1983\u003c/a>). Designing learning that prioritizes student voices also benefits the teacher, who can leave the position of authority in the front of the room and be side by side with students as they transform themselves through their work.\u003c/p>\n\u003cp>School matters to students when they are given opportunities to engage with the world around them and ask questions about issues that are often ignored or overlooked. As students engage by reflecting on their experiences, learning about our society, and both envisioning and working for social change, they learn that there is substance to their ideas and that they can inhabit multiple roles in the world. When learning is designed in ways that prioritize student voices and thought, there is a clear pathway for students to invest themselves fully and genuinely in quality work that matters. Another way to think of this is to allow students to make meaning of content on their own terms.\u003c/p>\n\u003cp>In addition to regularly sharing both rough work and finished products out loud, students can generate questions and facilitate. When I prepare students well and successfully set them up to develop their own ideas, my students facilitate their own discussions by quoting sources, calling on each other, and questioning each other deeply. During these times I remind students to speak to each other and not solely to me. I position myself off to the side or behind other students, in order to make sure students speak to each other and shift away from a model where the teacher is always the center of the action.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">\u003cimg class=\"alignright size-full wp-image-56405\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/9780807764169-scaled-e1596394763472.jpg\" alt=\"\" width=\"250\" height=\"367\">\u003c/a>Facilitating group class discussion can be a revolving classroom role, or classes can develop guidelines and systems for collectively run discussions. (An example would be having each speaker call on the next person to speak.) Classes can self-evaluate their performance and learn more about discussion and facilitation skills in the process. These are not moments when the teacher is invisible but rather when the role of the teacher is that of an assistant or guide who is ready to step in when needed before returning to the periphery.\u003c/p>\n\u003cp>My work, and I believe the work of schools, is to create more opportunities for students to connect with content and produce work that they feel they own. Rather than submit to something that is based on a distant administrator or outside authority’s priorities, students should have opportunities to create work that allows them to investigate issues that they regard as meaningful. It is not that project criteria should be forgotten, but rather that we should design learning to provide students with choices as well as generative opportunities and possibilities. It is not enough to expose students to information; deep learning happens when we make space for students to do creative, challenging work in response to meaningful content. While that learning is happening, students should have multiple opportunities to explore and articulate their thoughts and discoveries.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/jhblock?lang=en\">Joshua Block\u003c/a>\u003ca href=\"https://twitter.com/jhblock?lang=en\">\u003cimg class=\"alignleft wp-image-56404\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195.jpg\" alt=\"\" width=\"200\" height=\"229\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195.jpg 1587w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-800x916.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-1020x1168.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-160x183.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-768x879.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-1342x1536.jpg 1342w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a> teaches public high school students English and history in Philadelphia. He is a teacher educator, a national board certified teacher, and recipient of a Fulbright Distinguished Award in Teaching. He is the author of \u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Teaching for a \u003c/a>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Living Democracy: Project-Based Learning in the English and History Classroom.\u003c/a>\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Teaching for a \u003c/a>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Living Democracy: Project-Based Learning in the English and History Classroom\u003c/a>\" by \u003ca href=\"https://twitter.com/jhblock\">Joshua Block\u003c/a>. Published by Teachers College Press.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Prioritizing Student Voices, Decentralizing the Classroom\u003c/strong>\u003c/p>\n\u003cp>In our society, it is widely believed that because young people lack experience, they aren’t smart, capable, or insightful. These beliefs are often referred to as young people’s oppression or adultism. In reality, young people see the world differently and are able to recognize injustice and question dominant paradigms, make intellectual connections, and take action in ways that adults often will not. Paolo Freire explained that learning to read the world and discovering the power of one’s own voice are transformative experiences (\u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/002205748316500103\">Freire, 1983\u003c/a>). Designing learning that prioritizes student voices also benefits the teacher, who can leave the position of authority in the front of the room and be side by side with students as they transform themselves through their work.\u003c/p>\n\u003cp>School matters to students when they are given opportunities to engage with the world around them and ask questions about issues that are often ignored or overlooked. As students engage by reflecting on their experiences, learning about our society, and both envisioning and working for social change, they learn that there is substance to their ideas and that they can inhabit multiple roles in the world. When learning is designed in ways that prioritize student voices and thought, there is a clear pathway for students to invest themselves fully and genuinely in quality work that matters. Another way to think of this is to allow students to make meaning of content on their own terms.\u003c/p>\n\u003cp>In addition to regularly sharing both rough work and finished products out loud, students can generate questions and facilitate. When I prepare students well and successfully set them up to develop their own ideas, my students facilitate their own discussions by quoting sources, calling on each other, and questioning each other deeply. During these times I remind students to speak to each other and not solely to me. I position myself off to the side or behind other students, in order to make sure students speak to each other and shift away from a model where the teacher is always the center of the action.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">\u003cimg class=\"alignright size-full wp-image-56405\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/9780807764169-scaled-e1596394763472.jpg\" alt=\"\" width=\"250\" height=\"367\">\u003c/a>Facilitating group class discussion can be a revolving classroom role, or classes can develop guidelines and systems for collectively run discussions. (An example would be having each speaker call on the next person to speak.) Classes can self-evaluate their performance and learn more about discussion and facilitation skills in the process. These are not moments when the teacher is invisible but rather when the role of the teacher is that of an assistant or guide who is ready to step in when needed before returning to the periphery.\u003c/p>\n\u003cp>My work, and I believe the work of schools, is to create more opportunities for students to connect with content and produce work that they feel they own. Rather than submit to something that is based on a distant administrator or outside authority’s priorities, students should have opportunities to create work that allows them to investigate issues that they regard as meaningful. It is not that project criteria should be forgotten, but rather that we should design learning to provide students with choices as well as generative opportunities and possibilities. It is not enough to expose students to information; deep learning happens when we make space for students to do creative, challenging work in response to meaningful content. While that learning is happening, students should have multiple opportunities to explore and articulate their thoughts and discoveries.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/jhblock?lang=en\">Joshua Block\u003c/a>\u003ca href=\"https://twitter.com/jhblock?lang=en\">\u003cimg class=\"alignleft wp-image-56404\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195.jpg\" alt=\"\" width=\"200\" height=\"229\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195.jpg 1587w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-800x916.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-1020x1168.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-160x183.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-768x879.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Block_Joshua-scaled-e1596394603195-1342x1536.jpg 1342w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a> teaches public high school students English and history in Philadelphia. He is a teacher educator, a national board certified teacher, and recipient of a Fulbright Distinguished Award in Teaching. He is the author of \u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Teaching for a \u003c/a>\u003ca href=\"https://www.tcpress.com/teaching-for-a-living-democracy-9780807764169?utm_source=mindshift-kqed&utm_medium=excerpt&utm_campaign=block\">Living Democracy: Project-Based Learning in the English and History Classroom.\u003c/a>\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Students Benefit from a School Reopening Plan Designed for Those at the Margins",
"title": "How Students Benefit from a School Reopening Plan Designed for Those at the Margins",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Fjta0KC3NCs\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n",
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"headline": "How Students Benefit from a School Reopening Plan Designed for Those at the Margins",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Design processes typically start with an average population in mind. As a result, “a lot of people who are at margins get left out, or we worry about them ‘catching up’ to the design,” says MIT professor of civic design \u003c/span>\u003ca href=\"https://dusp.mit.edu/faculty/ceasar-mcdowell\">\u003cspan style=\"font-weight: 400\">Ceasar McDowell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Y7O9etlevyw&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">2014 video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Interaction Institute for Social Change. McDowell likens that approach to staking a large tent with poles at the center. When a strong wind comes, it will collapse. If, instead, the tent is staked from the outside, it is more likely to withstand the weather. That’s what McDowell calls “design for the margins.” He gives another example, this time involving humans: sidewalk curb cuts. Originally created to \u003c/span>\u003ca href=\"https://americanhistory.si.edu/blog/smashing-barriers-access-disability-activism-and-curb-cuts\">\u003cspan style=\"font-weight: 400\">help disabled World War II veterans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> navigate urban areas with wheelchairs, curb cuts \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">became a legal requirement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the 1990 Americans with Disabilities Act.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now \u003c/span>\u003ca href=\"https://ssir.org/articles/entry/the_curb_cut_effect\">\u003cspan style=\"font-weight: 400\">who benefits from that\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">?” McDowell asks. “Take your average day walking down the street, and you’ll see a little kid riding his tricycle right across down the curb cut and across the street. Someone pulling their grocery cart. Someone pushing their baby. You’ll even see runners making that run nice and smooth, they don’t even have to jump off the curb to do it. But where did it start? It started by taking care of and paying attention to someone — some group of people who were at the margin of society to make sure they were taken care of, and in turn we were all taken care of.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The idea that creating equitable and flexible design can benefit all members of society undergirds \u003c/span>\u003ca href=\"https://www.udinstitute.org/what-is-ud\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a concept developed by architect \u003c/span>\u003ca href=\"https://www.nytimes.com/1998/07/13/us/ronald-l-mace-58-designer-of-buildings-accessible-to-all.html\">\u003cspan style=\"font-weight: 400\">Ronald Mace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/22/coronavirus-parents-distance-learning-woes-kids-disabilities/5227887002/\">\u003cspan style=\"font-weight: 400\">disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">homelessness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">poverty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Recently, as schools planned for reopening, educators attending a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs&feature=youtu.be&t=105\">\u003cspan style=\"font-weight: 400\">design challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by University of California Berkeley’s \u003c/span>\u003ca href=\"https://gse.berkeley.edu/professional-development/uc-berkeley-professional-development-providers\">\u003cspan style=\"font-weight: 400\">Professional Development Providers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used universal design principles to think creatively about how schools might function in the fall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the event, Shane Carter, one of the challenge coordinators, asked participants to consider two real students whose full and equal participation in school was limited by the mismatch between their circumstances and traditional structures and processes. During the event, attendees heard about school \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/how-schools-in-other-countries-have-reopened.html\">\u003cspan style=\"font-weight: 400\">reopening experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from teachers in multiple countries. Then, in virtual breakout groups, teachers brainstormed what \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/what-needs-to-change-inside-school-buildings.html\">\u003cspan style=\"font-weight: 400\">resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/06/11/6-ways-to-bring-students-and-staff.html\">\u003cspan style=\"font-weight: 400\">strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they would need to implement new health-protective measures such as masks, ventilation, health screenings, sanitation, cohort learning and social distancing. They were encouraged to keep in mind the two students they had identified to ensure that they designed classroom and school practices that were “capacious enough and flexible enough” for all students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56197\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56197 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one breakout room for elementary educators, participants discussed the merits and drawbacks of masks and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/24/health/coronavirus-face-shields.html\">\u003cspan style=\"font-weight: 400\">face shields\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how young kids might respond to each. When a teacher said that one of her students was hard of hearing and needed to read lips, someone else said she had seen \u003c/span>\u003ca href=\"https://unric.org/en/covid-19-transparent-masks-made-for-the-deaf-and-hard-of-hearing-in-belgium/\">\u003cspan style=\"font-weight: 400\">transparent masks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for that purpose. Another teacher said that such masks could be helpful for all young kids as they’re learning nonverbal communication. They could also help teachers better understand students while wearing masks. From there, the group’s ideas started rolling. What if older kids in the district made transparent masks as part of an art or technology course? That could be a boost if time in those subjects is reduced due to rotational schedules, one teacher noted. Another pointed out that it would ensure all students had masks, regardless of family income.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other rooms, teachers discussed laundering masks at school, providing individual science kits, installing microphones for teachers and dozens of other ideas to accommodate new health and safety measures while centering the needs of marginalized students. The breakout sessions lasted about 35 minutes — just enough for participants to scratch the surface of creative solutions. After the stress of emergency distance learning and as they face ongoing uncertainty, this summer may be \u003c/span>\u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-06-04/schools-plan-to-reopen-as-watchdog-finds-major-facility-problems\">\u003cspan style=\"font-weight: 400\">an anxious time for educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants in the challenge said they felt empowered by the information shared and the opportunity to think collaboratively about the fall. With most of the nearly 200 attendees coming from California, some asked the organizers to share email lists so that colleagues could bring the model back to their districts. “In an ideal world, a community would spend five solid days on this,” said Carter, who hopes that the process will be used and improved upon by other educators. The \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=Fjta0KC3NCs\">\u003cspan style=\"font-weight: 400\">panel recording\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1i-OTEMbt2N3AtYe5Gatx-XNmtcd-4Pjdy0rXPCJciEg/edit\">\u003cspan style=\"font-weight: 400\">activity materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the challenge are available online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56196\" class=\"wp-caption alignnone\" style=\"max-width: 960px\">\u003ca href=\"https://docs.google.com/presentation/d/1NnMOHS_I7P86pUtsyeKNNE4hzXWNwrNV8Th_A_O_b_Q/edit#slide=id.p\">\u003cimg class=\"wp-image-56196 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/07/DC-Slidedeck-2-Imagining-Schools-in-Fall-2020-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Imagining Classrooms in Fall 2020 Design Challenge. \u003ccite>(UC Berkeley Professional Development Providers )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former high school teacher of 18 years, Carter said that teachers are accustomed to “constantly planning for a series of contingencies,” but they need time to do so. Although guidance from state departments of education and public health agencies may change in the coming months, by looking at \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/01/867158531/u-k-schools-begin-reopening-despite-coronavirus-concerns\">\u003cspan style=\"font-weight: 400\">responses in other countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s possible to see the range of likelihoods, she said. As \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">education leaders plan for multiple options\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at a district level, they could be tapping into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">teachers’ knowledge and experiences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to generate ideas that “lead to actual positive outcomes for education rather than simply \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/06/10/874049532/senate-panel-asks-when-can-k-12-schools-safely-reopen\">\u003cspan style=\"font-weight: 400\">mitigating harm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the directions for the design challenge, organizers also noted that educators shouldn’t assume they know what groups at the margins might want when it comes to reopening schools. Students and families should be involved in the conversations, too. It would be easy for educators to view the needs of marginalized students as an added challenge on top of the stress of the pandemic, but the UC Berkeley event showed that the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/issues/reopening-schools/the-socially-distanced-school-day.html\">\u003cspan style=\"font-weight: 400\">changes demanded by COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50675/five-ways-to-sustain-school-change-through-pushback-struggle-and-fatigue\">\u003cspan style=\"font-weight: 400\">think differently about schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Annie Johnston, another coordinator for the design challenge, said that “inclusion” in education has traditionally referred to bringing special education students into mainstream classes. “But really the idea that you can’t make substantive changes to a culture and (structure) without including all of the stakeholders and bringing the people from the margins into the center — it’s a real shift in a conception,” she said.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Fjta0KC3NCs'\n title='//www.youtube.com/embed/Fjta0KC3NCs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Talking Math With Tweens: How to Bring Math into Daily Life with Middle Schoolers",
"headTitle": "Talking Math With Tweens: How to Bring Math into Daily Life with Middle Schoolers | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Is a dump truck a vehicle? What about a skateboard? An elevator? A hamster wheel? These are some of the questions math educator Christopher Danielson has asked — or been asked — while playing \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/posts/2020/3/15/is-it-or-not-excursions-in-mathematical-definitions\">\u003cspan style=\"font-weight: 400\">a reasoning game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he calls “Is It or Not?” The game began with \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/2019/09/09/vehicle-chat-invitation/\">\u003cspan style=\"font-weight: 400\">a debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between another math educator, \u003c/span>\u003ca href=\"https://twitter.com/kassiaowedekind\">\u003cspan style=\"font-weight: 400\">Kassia Wedekind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and her six-year-old daughter, but Danielson has played it with children of all ages, including his own. “It was a dinner table conversation. Both kids really joined in on it and enjoyed thinking of interesting, additional cases,” he said. His daughter, who was 12 at the time, raised the hamster wheel question and continued developing the list well after the meal ended.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Definitions are central to mathematics, but children’s concept images — what they picture for a triangle, for example — do not always line up with the concept definition. “Is It or Not?” helps them strengthen their concept images. It’s also a fun way to bring mathematical thinking into everyday conversation, a practice Danielson champions on his blog, \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/\">\u003cspan style=\"font-weight: 400\">Talking Math With Your Kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and through an \u003c/span>\u003ca href=\"https://twitter.com/hashtag/tmwyk?src=hashtag_click\">\u003cspan style=\"font-weight: 400\">ongoing Twitter discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our inclination is to think of math as a thing that happens in school,” Danielson said. That leaves parents in the role of homework helper and can lead to anxiety \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41639/homework-battles-when-parent-help-negatively-affects-students\">\u003cspan style=\"font-weight: 400\">when parents lack math confidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially as kids reach middle school and algebra enters the picture. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">Such stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be particularly acute as parents try to keep their kids’ education on track during \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But watching over your middle schooler’s shoulder as they complete worksheets is not the only or best way to help them. By asking open-ended questions, developing a shared math language and connecting math to young people’s interests, parents can support pre-teens’ \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">mathematical development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a way that is more fun for everyone involved.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ask Open-ended Questions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think for students and our own kids, we want to rescue them as they’re working on math. We just want to tell them how to do it,” said eighth grade math instructor and \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/tn/2017/09/28/tennessee-meet-your-new-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">former Tennessee teacher of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Cicely Woodard. She suggested a different starting point for parents: asking questions. That’s a central practice in her \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\">\u003cspan style=\"font-weight: 400\">inquiry-driven classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and she shared a few to try:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you notice about the problem?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are you wondering?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does this symbol mean?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you see?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These questions can be applied to formal math problems but also during informal conversations, such as noticing patterns in nature. Listening to kids’ answers, said Woodard, can “reveal important information about what they understand and don’t understand.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Develop a Shared Language\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Talking about math takes practice. To give students a structure for engaging in math conversations, Woodard presents sentence stems, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I agree/disagree with ____ because …” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“My solution is like ____’s because …”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I don’t understand ____ part of your reasoning, because …”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classroom, Woodard’s students use these phrases to compare ideas in small groups, then present different solution paths to the class. At home, young people can use sentence starters like these in family conversations about topics such as screen time or budgets. It’s “amazing” to watch tweens articulate decisions about math when “given the tools and the opportunities to do it,” Woodard said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make the Stakes Real\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://psycnet.apa.org/record/2002-02473-003\">\u003cspan style=\"font-weight: 400\">Identity development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looms large in middle schoolers’ lives. For this reason, Danielson said, math talk with tweens should focus on “helping them gain leverage or influence in the world.” For example, when Danielson’s son was 13, he hired him to help with the manufacturing process for the \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/store/wooden-tiling-turtlesstarter-pack\">\u003cspan style=\"font-weight: 400\">tesselating turtle sets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he sells. The pair agreed to a per-pound rate, and when payment time arrived, Danielson asked his son to calculate the bill. Similarly, after his daughter and a friend provided leaf-raking services at a per-bag rate, Danielson asked how much he owed. The friend reacted with surprise. His daughter was accustomed to doing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400\">real-world math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but for her friend, “the idea that she would be responsible for producing a calculation was foreign,” Danielson said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard agreed that it’s important for middle schoolers to explore math problems that are related to their everyday lives. Providing those entry points requires knowing what kids care about, she said. From sports statistics to recipe conversions, math hooks can be found in any topic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Have Fun\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Danielson often brings math into daily life by making a game out of something mundane. When his family dines out or goes grocery shopping, they play their own version of “The Price Is Right,” guessing what the total cost will be. These days, that game may mean inviting kids to look at a grocery list and predict the total before adding items to a virtual shopping cart. Regardless, the same principles apply. “The most useful thing for parents to do is to pay attention to the times in their own lives when they bump up against numbers or patterns, and instead of leaping to telling … think about how to engage their kids in that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That process is less predictable than printing out a worksheet and checking a box on a daily schedule. It involves watching for opportunities and seizing the moment. “There’s a lot of trust involved that injecting these conversations into our life over the long-span is going to be productive even if I can’t see it in the 15-minute chunks that school gets doled out in,” Danielson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He thinks it’s worth it. “If the only reading that kids ever did was the reading that happens in school, we would feel that something was lost,” he said. “I feel the same way about math.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Is a dump truck a vehicle? What about a skateboard? An elevator? A hamster wheel? These are some of the questions math educator Christopher Danielson has asked — or been asked — while playing \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/posts/2020/3/15/is-it-or-not-excursions-in-mathematical-definitions\">\u003cspan style=\"font-weight: 400\">a reasoning game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he calls “Is It or Not?” The game began with \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/2019/09/09/vehicle-chat-invitation/\">\u003cspan style=\"font-weight: 400\">a debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between another math educator, \u003c/span>\u003ca href=\"https://twitter.com/kassiaowedekind\">\u003cspan style=\"font-weight: 400\">Kassia Wedekind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and her six-year-old daughter, but Danielson has played it with children of all ages, including his own. “It was a dinner table conversation. Both kids really joined in on it and enjoyed thinking of interesting, additional cases,” he said. His daughter, who was 12 at the time, raised the hamster wheel question and continued developing the list well after the meal ended.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Definitions are central to mathematics, but children’s concept images — what they picture for a triangle, for example — do not always line up with the concept definition. “Is It or Not?” helps them strengthen their concept images. It’s also a fun way to bring mathematical thinking into everyday conversation, a practice Danielson champions on his blog, \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/\">\u003cspan style=\"font-weight: 400\">Talking Math With Your Kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and through an \u003c/span>\u003ca href=\"https://twitter.com/hashtag/tmwyk?src=hashtag_click\">\u003cspan style=\"font-weight: 400\">ongoing Twitter discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our inclination is to think of math as a thing that happens in school,” Danielson said. That leaves parents in the role of homework helper and can lead to anxiety \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41639/homework-battles-when-parent-help-negatively-affects-students\">\u003cspan style=\"font-weight: 400\">when parents lack math confidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially as kids reach middle school and algebra enters the picture. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">Such stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be particularly acute as parents try to keep their kids’ education on track during \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But watching over your middle schooler’s shoulder as they complete worksheets is not the only or best way to help them. By asking open-ended questions, developing a shared math language and connecting math to young people’s interests, parents can support pre-teens’ \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">mathematical development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a way that is more fun for everyone involved.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ask Open-ended Questions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think for students and our own kids, we want to rescue them as they’re working on math. We just want to tell them how to do it,” said eighth grade math instructor and \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/tn/2017/09/28/tennessee-meet-your-new-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">former Tennessee teacher of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Cicely Woodard. She suggested a different starting point for parents: asking questions. That’s a central practice in her \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\">\u003cspan style=\"font-weight: 400\">inquiry-driven classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and she shared a few to try:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you notice about the problem?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are you wondering?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does this symbol mean?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you see?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These questions can be applied to formal math problems but also during informal conversations, such as noticing patterns in nature. Listening to kids’ answers, said Woodard, can “reveal important information about what they understand and don’t understand.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Develop a Shared Language\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Talking about math takes practice. 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It’s “amazing” to watch tweens articulate decisions about math when “given the tools and the opportunities to do it,” Woodard said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make the Stakes Real\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://psycnet.apa.org/record/2002-02473-003\">\u003cspan style=\"font-weight: 400\">Identity development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looms large in middle schoolers’ lives. For this reason, Danielson said, math talk with tweens should focus on “helping them gain leverage or influence in the world.” For example, when Danielson’s son was 13, he hired him to help with the manufacturing process for the \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/store/wooden-tiling-turtlesstarter-pack\">\u003cspan style=\"font-weight: 400\">tesselating turtle sets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he sells. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard agreed that it’s important for middle schoolers to explore math problems that are related to their everyday lives. Providing those entry points requires knowing what kids care about, she said. From sports statistics to recipe conversions, math hooks can be found in any topic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Have Fun\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Danielson often brings math into daily life by making a game out of something mundane. When his family dines out or goes grocery shopping, they play their own version of “The Price Is Right,” guessing what the total cost will be. These days, that game may mean inviting kids to look at a grocery list and predict the total before adding items to a virtual shopping cart. Regardless, the same principles apply. “The most useful thing for parents to do is to pay attention to the times in their own lives when they bump up against numbers or patterns, and instead of leaping to telling … think about how to engage their kids in that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That process is less predictable than printing out a worksheet and checking a box on a daily schedule. It involves watching for opportunities and seizing the moment. “There’s a lot of trust involved that injecting these conversations into our life over the long-span is going to be productive even if I can’t see it in the 15-minute chunks that school gets doled out in,” Danielson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He thinks it’s worth it. “If the only reading that kids ever did was the reading that happens in school, we would feel that something was lost,” he said. “I feel the same way about math.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Coronavirus, Racism And Kindness: How NYC Middle-Schoolers Built A Winning Podcast",
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"content": "\u003cp>First, the end:\u003c/p>\n\u003cp>\"Please be kind to one another. That's all for today.\"\u003c/p>\n\u003cp>So closes the middle-school top-prize winner of\u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\"> NPR's Student Podcast Challenge\u003c/a>. World, meet The Dragon Kids.\u003c/p>\n\u003cp>That's the moniker of an afterschool podcast club at PS 126/Manhattan Academy of Technology, located in New York City's Chinatown neighborhood. They are sixth-graders Leo Yu, Angelo Chen, Becky Liu, Si Chen Xu, Zoe Jiang, Nicole Zheng and tenth-graders Joyce Jiang and Amanda Chen. Their winning podcast, \"\u003ca href=\"https://soundcloud.com/karin-patterson-148776835/masked-kids\">Masked Kids\u003c/a>,\" is both a time capsule and a cautionary tale about life in the time of the coronavirus.\u003c/p>\n\u003cp>Now, the beginning:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The pod starts gently, interweaving innocent, COVID-inspired vocabulary lessons in Mandarin — think \"mask\" and \"sneeze\" — with safety tips that needed repeating back in February and March, when the students were writing and recording: Wash your hands with soap and water \"and remember to cover your mouth and nose when you cough and sneeze into your elbow. The Mandarin word for sneeze is ... \" You get the idea.\u003c/p>\n\u003cp>One of our favorite moments comes when the student narrators (they all take turns) drop a bit of COVID-poetry — a famous saying in Mandarin that means, 'Sickness comes in like a landslide but goes out as slow as spinning silk.'\"\u003c/p>\n\u003cp>Our judges found the format both innovative and informative. \"I was impressed that these students took on the story of the century in such a thoughtful and creative way, putting it — literally — in their own words, both in English and Mandarin,\" said \u003ca href=\"https://wbhm.org/author/chuck/\">Chuck Holmes\u003c/a>, one of our judges and the executive director of NPR member station WBHM in Birmingham, Ala.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/npr-extra/2018/02/05/582680401/faces-of-npr-njeri-eaton\">N'Jeri Eaton\u003c/a>, director of programming and new audience at NPR and another of our judges, agreed. \"I actually found myself sounding out the words as I went along,\" she said.\u003c/p>\n\u003cp>The entry was submitted by Karin Patterson, who teaches English as a new language at PS 126/MAT and runs the Dragon Kids Podcast Club after school. Patterson told NPR that, each year, she begins a new club. In past years, she's helped students design and sell sweatshirts with their school's logo — a dragon, of course — and create a newspaper. This year, Patterson says, she wanted to start a podcast club \"because I heard about NPR's Student Podcast Challenge, and I was like, 'Hey, that would be cool!' \"\u003c/p>\n\u003cp>Several minutes into the episode, it becomes clear the Dragon Kids have more on their minds than a few cool vocabulary lessons. Soon, they get down to the business of journalism, shining a light through the swirl of misinformation that followed COVID-19 into their community.\u003c/p>\n\u003cp>\"There are a lot of rumors on the internet about the coronavirus,\" Leo Yu says. \"You should only believe your doctor, or the CDC and WHO.\"\u003c/p>\n\u003cp>Before their New York City schools shut down, the Dragon Kids say those rumors led to hurtful, racist comments from classmates in the hallways and even in the classroom.\u003c/p>\n\u003cp>\"They were basically saying how we have coronavirus because we are Chinese,\" Amanda Chen remembers in the podcast. \"And they were saying how us Asians were joining together, trying to spread the virus.\"\u003c/p>\n\u003cp>Amanda's not alone.\u003c/p>\n\u003cp>\"I was in my history class, and a female student asked me how to cook bat soup because it was a rumor that the coronavirus was caused through bat soup,\" Joyce Jiang says in the podcast, \"and she was laughing through the whole thing and she was taking it as a joke.\"\u003c/p>\n\u003cp>But it wasn't a joke for Joyce, and she and her fellow Dragon Kids say it's important to call out discrimination when you hear it. As Leo says emphatically, \"if [students are] experiencing harassment about the coronavirus because they are Chinese, kids should tell an adult at their school. And if that adult doesn't do anything, tell another adult!\"\u003c/p>\n\u003cp>Which brings us full-circle to the closing words of \"Masked Kids\":\u003c/p>\n\u003cp>\"Please be kind to one another.\"\u003c/p>\n\u003cp>At a time when many of us are feeling stretched and stressed by current events, the words aren't just a suggestion but a charge, to all of us, to do better.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/770423176\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coronavirus%2C+Racism+And+Kindness%3A+How+NYC+Middle-Schoolers+Built+A+Winning+Podcast+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>First, the end:\u003c/p>\n\u003cp>\"Please be kind to one another. That's all for today.\"\u003c/p>\n\u003cp>So closes the middle-school top-prize winner of\u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\"> NPR's Student Podcast Challenge\u003c/a>. World, meet The Dragon Kids.\u003c/p>\n\u003cp>That's the moniker of an afterschool podcast club at PS 126/Manhattan Academy of Technology, located in New York City's Chinatown neighborhood. They are sixth-graders Leo Yu, Angelo Chen, Becky Liu, Si Chen Xu, Zoe Jiang, Nicole Zheng and tenth-graders Joyce Jiang and Amanda Chen. Their winning podcast, \"\u003ca href=\"https://soundcloud.com/karin-patterson-148776835/masked-kids\">Masked Kids\u003c/a>,\" is both a time capsule and a cautionary tale about life in the time of the coronavirus.\u003c/p>\n\u003cp>Now, the beginning:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The pod starts gently, interweaving innocent, COVID-inspired vocabulary lessons in Mandarin — think \"mask\" and \"sneeze\" — with safety tips that needed repeating back in February and March, when the students were writing and recording: Wash your hands with soap and water \"and remember to cover your mouth and nose when you cough and sneeze into your elbow. The Mandarin word for sneeze is ... \" You get the idea.\u003c/p>\n\u003cp>One of our favorite moments comes when the student narrators (they all take turns) drop a bit of COVID-poetry — a famous saying in Mandarin that means, 'Sickness comes in like a landslide but goes out as slow as spinning silk.'\"\u003c/p>\n\u003cp>Our judges found the format both innovative and informative. \"I was impressed that these students took on the story of the century in such a thoughtful and creative way, putting it — literally — in their own words, both in English and Mandarin,\" said \u003ca href=\"https://wbhm.org/author/chuck/\">Chuck Holmes\u003c/a>, one of our judges and the executive director of NPR member station WBHM in Birmingham, Ala.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/npr-extra/2018/02/05/582680401/faces-of-npr-njeri-eaton\">N'Jeri Eaton\u003c/a>, director of programming and new audience at NPR and another of our judges, agreed. \"I actually found myself sounding out the words as I went along,\" she said.\u003c/p>\n\u003cp>The entry was submitted by Karin Patterson, who teaches English as a new language at PS 126/MAT and runs the Dragon Kids Podcast Club after school. Patterson told NPR that, each year, she begins a new club. In past years, she's helped students design and sell sweatshirts with their school's logo — a dragon, of course — and create a newspaper. This year, Patterson says, she wanted to start a podcast club \"because I heard about NPR's Student Podcast Challenge, and I was like, 'Hey, that would be cool!' \"\u003c/p>\n\u003cp>Several minutes into the episode, it becomes clear the Dragon Kids have more on their minds than a few cool vocabulary lessons. Soon, they get down to the business of journalism, shining a light through the swirl of misinformation that followed COVID-19 into their community.\u003c/p>\n\u003cp>\"There are a lot of rumors on the internet about the coronavirus,\" Leo Yu says. \"You should only believe your doctor, or the CDC and WHO.\"\u003c/p>\n\u003cp>Before their New York City schools shut down, the Dragon Kids say those rumors led to hurtful, racist comments from classmates in the hallways and even in the classroom.\u003c/p>\n\u003cp>\"They were basically saying how we have coronavirus because we are Chinese,\" Amanda Chen remembers in the podcast. \"And they were saying how us Asians were joining together, trying to spread the virus.\"\u003c/p>\n\u003cp>Amanda's not alone.\u003c/p>\n\u003cp>\"I was in my history class, and a female student asked me how to cook bat soup because it was a rumor that the coronavirus was caused through bat soup,\" Joyce Jiang says in the podcast, \"and she was laughing through the whole thing and she was taking it as a joke.\"\u003c/p>\n\u003cp>But it wasn't a joke for Joyce, and she and her fellow Dragon Kids say it's important to call out discrimination when you hear it. As Leo says emphatically, \"if [students are] experiencing harassment about the coronavirus because they are Chinese, kids should tell an adult at their school. And if that adult doesn't do anything, tell another adult!\"\u003c/p>\n\u003cp>Which brings us full-circle to the closing words of \"Masked Kids\":\u003c/p>\n\u003cp>\"Please be kind to one another.\"\u003c/p>\n\u003cp>At a time when many of us are feeling stretched and stressed by current events, the words aren't just a suggestion but a charge, to all of us, to do better.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/770423176&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/770423176'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coronavirus%2C+Racism+And+Kindness%3A+How+NYC+Middle-Schoolers+Built+A+Winning+Podcast+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">At first, the provenance of the math problems was a mystery. The chalky, pastel words, numbers and symbols appeared on sidewalks near a small park in San Diego not long after the COVID-19 shutdown began. Families taking walks paused to ponder the patterns. They discussed possible solutions. They took photos to share with others. Within a few days, teacher \u003c/span>\u003ca href=\"https://twitter.com/traciteacher\">\u003cspan style=\"font-weight: 400\">Traci Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who lives a few blocks away, started receiving messages from friends and neighbors. “Is that you leaving math everywhere?” they asked. Jackson’s secret was out, but her \u003c/span>\u003ca href=\"https://www.public-math.org/\">\u003cspan style=\"font-weight: 400\">public math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> mission wasn’t over.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Changing the environment of math changes how people respond to it, said Jackson. She first observed this shift a few years ago when, \u003c/span>\u003ca href=\"https://www.saravanderwerf.com/even-if-they-say-they-dont-like-doing-math-they-secretly-do-an-experiment-you-should-try/\">\u003cspan style=\"font-weight: 400\">inspired by teacher and blogger Sara Van Der Werf\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she posted a math problem in the hallway at her school in Poway Unified School District. Jackson watched with delight as not only students but colleagues and parents lingered by the problem, their curiosity piqued. Instead of feeling pressured to get the right answer quickly, passersby were willing to think about the problem for a bit or get it wrong and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">revise their thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Now, with schools closed, Jackson is replicating that magic by decorating her neighborhood with \u003c/span>\u003ca href=\"https://sites.google.com/powayusd.com/math-walks/home\">\u003cspan style=\"font-weight: 400\">sidewalk math problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/traciteacher/status/1257406939585064960\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conscious of the “negative vibes” that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">often surround math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Jackson said she loves seeing people in her neighborhood and \u003c/span>\u003ca href=\"https://twitter.com/mmelynnwallace/status/1259626356398272512\">\u003cspan style=\"font-weight: 400\">around the world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experience the subject \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54980/why-teachers-want-math-with-more-human-ties\">\u003cspan style=\"font-weight: 400\">in a curious and playful way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One child in her neighborhood \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=PCqRpA9nUfk&t=1s\">\u003cspan style=\"font-weight: 400\">wrote code for drawing a square fractal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on one of the problems. Another neighbor shared the problems with her 83-year-old father-in-law, who has enjoyed the digital versions from afar. “I am glad she is not on my walking route. I might never get home,” he joked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The perception of math is a set of sterile problems but in reality it describes all the patterns of our world. … [Sidewalk math] opens the conversation to what math is. It engages \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42825/not-a-math-person-how-to-remove-obstacles-to-learning-math\">\u003cspan style=\"font-weight: 400\">people who wouldn’t do math ordinarily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Jackson said. She believes that the visual element plays a role in that engagement. Stanford professor \u003c/span>\u003ca href=\"https://twitter.com/joboaler\">\u003cspan style=\"font-weight: 400\">Jo Boaler\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has advocated for the \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/visual-math-improves-math-performance/\">\u003cspan style=\"font-weight: 400\">learning benefits of visual math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for years, but Jackson said it remains an under-explored dimension of math instruction. Though we often think of math as numbers and letters, Jackson sees it as a way of viewing the world, and using images can unlock new connections.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/ilana_horn/status/1256325041135837184\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her creations, Jackson uses problems from a range of resources collected over her years as an educator. Some focus on patterns, others cultivate number sense and some involve algebra. Sometimes the problems \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53767/getting-physical-how-the-flagway-game-sparks-learning-and-love-of-math\">\u003cspan style=\"font-weight: 400\">incorporate movement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Jackson aims to make sidewalk math accessible to a wide age range. For example, in a \u003c/span>\u003ca href=\"https://wodb.ca/\">\u003cspan style=\"font-weight: 400\">“Which One Doesn’t Belong” problem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> featuring the numbers 9, 16, 25 and 43, a younger child might notice that 9 is the only single-digit number while a teenager might recognize that all the numbers except 43 are perfect squares.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/traciteacher/status/1257035391913177088\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though her \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23sidewalkmath&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">tweets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23sidewalkmath&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have helped popularize sidewalk math during coronavirus, Jackson is not the first one to do it. In 2018 and 2019, \u003c/span>\u003ca href=\"https://twitter.com/_b_p\">\u003cspan style=\"font-weight: 400\">Brian Palacios\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a public school teacher in the Bronx, shared the idea at several teacher conferences in New York City and Boston. At some of those events, educators put the idea into practice \u003c/span>\u003ca href=\"https://twitter.com/MilnamowJami/status/1177603024329596929\">\u003cspan style=\"font-weight: 400\">immediately\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Others brought it back to their schools to do \u003c/span>\u003ca href=\"https://www.hewittschool.org/about/news/story/~board/articles/post/math-needs-you-posing-problems-with-sidewalk-math\">\u003cspan style=\"font-weight: 400\">with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s not going to change the world, but it could help move the needle a tad bit towards spreading math and including more people in conversations about math,” Palacios wrote in \u003c/span>\u003ca href=\"https://lazyocho.com/2019/10/10/a-five-minute-conversation-sparked-so-much-sidewalk-math/\">\u003cspan style=\"font-weight: 400\">a blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/Dinhclass/status/1258079244489338882\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson echoed that sentiment when discussing her pursuit. “I feel like I’m giving math, and that makes me happy,” she said. For others interested in creating sidewalk math in their neighborhoods, she recommended starting with problems others have used and then getting creative. With \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/13/833346707/with-people-stuck-at-home-jigsaw-puzzle-sales-soar\">\u003cspan style=\"font-weight: 400\">high demand for low-tech entertainment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during coronavirus, the hardest part may be finding chalk.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">At first, the provenance of the math problems was a mystery. The chalky, pastel words, numbers and symbols appeared on sidewalks near a small park in San Diego not long after the COVID-19 shutdown began. Families taking walks paused to ponder the patterns. They discussed possible solutions. They took photos to share with others. Within a few days, teacher \u003c/span>\u003ca href=\"https://twitter.com/traciteacher\">\u003cspan style=\"font-weight: 400\">Traci Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who lives a few blocks away, started receiving messages from friends and neighbors. “Is that you leaving math everywhere?” they asked. Jackson’s secret was out, but her \u003c/span>\u003ca href=\"https://www.public-math.org/\">\u003cspan style=\"font-weight: 400\">public math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> mission wasn’t over.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Changing the environment of math changes how people respond to it, said Jackson. She first observed this shift a few years ago when, \u003c/span>\u003ca href=\"https://www.saravanderwerf.com/even-if-they-say-they-dont-like-doing-math-they-secretly-do-an-experiment-you-should-try/\">\u003cspan style=\"font-weight: 400\">inspired by teacher and blogger Sara Van Der Werf\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she posted a math problem in the hallway at her school in Poway Unified School District. Jackson watched with delight as not only students but colleagues and parents lingered by the problem, their curiosity piqued. Instead of feeling pressured to get the right answer quickly, passersby were willing to think about the problem for a bit or get it wrong and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">revise their thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Now, with schools closed, Jackson is replicating that magic by decorating her neighborhood with \u003c/span>\u003ca href=\"https://sites.google.com/powayusd.com/math-walks/home\">\u003cspan style=\"font-weight: 400\">sidewalk math problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conscious of the “negative vibes” that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">often surround math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Jackson said she loves seeing people in her neighborhood and \u003c/span>\u003ca href=\"https://twitter.com/mmelynnwallace/status/1259626356398272512\">\u003cspan style=\"font-weight: 400\">around the world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experience the subject \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54980/why-teachers-want-math-with-more-human-ties\">\u003cspan style=\"font-weight: 400\">in a curious and playful way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One child in her neighborhood \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=PCqRpA9nUfk&t=1s\">\u003cspan style=\"font-weight: 400\">wrote code for drawing a square fractal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on one of the problems. Another neighbor shared the problems with her 83-year-old father-in-law, who has enjoyed the digital versions from afar. “I am glad she is not on my walking route. I might never get home,” he joked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The perception of math is a set of sterile problems but in reality it describes all the patterns of our world. … [Sidewalk math] opens the conversation to what math is. It engages \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42825/not-a-math-person-how-to-remove-obstacles-to-learning-math\">\u003cspan style=\"font-weight: 400\">people who wouldn’t do math ordinarily\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Jackson said. She believes that the visual element plays a role in that engagement. Stanford professor \u003c/span>\u003ca href=\"https://twitter.com/joboaler\">\u003cspan style=\"font-weight: 400\">Jo Boaler\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has advocated for the \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/visual-math-improves-math-performance/\">\u003cspan style=\"font-weight: 400\">learning benefits of visual math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for years, but Jackson said it remains an under-explored dimension of math instruction. Though we often think of math as numbers and letters, Jackson sees it as a way of viewing the world, and using images can unlock new connections.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her creations, Jackson uses problems from a range of resources collected over her years as an educator. Some focus on patterns, others cultivate number sense and some involve algebra. Sometimes the problems \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53767/getting-physical-how-the-flagway-game-sparks-learning-and-love-of-math\">\u003cspan style=\"font-weight: 400\">incorporate movement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Jackson aims to make sidewalk math accessible to a wide age range. For example, in a \u003c/span>\u003ca href=\"https://wodb.ca/\">\u003cspan style=\"font-weight: 400\">“Which One Doesn’t Belong” problem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> featuring the numbers 9, 16, 25 and 43, a younger child might notice that 9 is the only single-digit number while a teenager might recognize that all the numbers except 43 are perfect squares.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though her \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23sidewalkmath&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">tweets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/search?q=%23sidewalkmath&src=typed_query&f=live\">\u003cspan style=\"font-weight: 400\">blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have helped popularize sidewalk math during coronavirus, Jackson is not the first one to do it. In 2018 and 2019, \u003c/span>\u003ca href=\"https://twitter.com/_b_p\">\u003cspan style=\"font-weight: 400\">Brian Palacios\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a public school teacher in the Bronx, shared the idea at several teacher conferences in New York City and Boston. At some of those events, educators put the idea into practice \u003c/span>\u003ca href=\"https://twitter.com/MilnamowJami/status/1177603024329596929\">\u003cspan style=\"font-weight: 400\">immediately\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Others brought it back to their schools to do \u003c/span>\u003ca href=\"https://www.hewittschool.org/about/news/story/~board/articles/post/math-needs-you-posing-problems-with-sidewalk-math\">\u003cspan style=\"font-weight: 400\">with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s not going to change the world, but it could help move the needle a tad bit towards spreading math and including more people in conversations about math,” Palacios wrote in \u003c/span>\u003ca href=\"https://lazyocho.com/2019/10/10/a-five-minute-conversation-sparked-so-much-sidewalk-math/\">\u003cspan style=\"font-weight: 400\">a blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson echoed that sentiment when discussing her pursuit. “I feel like I’m giving math, and that makes me happy,” she said. For others interested in creating sidewalk math in their neighborhoods, she recommended starting with problems others have used and then getting creative. With \u003c/span>\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/13/833346707/with-people-stuck-at-home-jigsaw-puzzle-sales-soar\">\u003cspan style=\"font-weight: 400\">high demand for low-tech entertainment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during coronavirus, the hardest part may be finding chalk.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Keeping a Pandemic Journal Builds Students’ Historical Thinking Skills and Helps Them Cope",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Bryan Shaw does not teach history the way he was taught. The wars, the presidencies, the social movements — memorizing those details is not the end goal. Instead, learning about historical people and events is a pathway for students to develop \u003c/span>\u003ca href=\"https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/for-teachers/setting-up-the-project/historical-thinking-skills\">\u003cspan style=\"font-weight: 400\">historical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as looking for commonalities, identifying causes and consequences, and distinguishing progress and decline over time. When his school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">closed because of COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Shaw wanted to continue that work. He also knew that standard history content would feel even more distant to teenagers facing a global pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So many of our students are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55767/how-closed-schools-are-creating-more-trauma-for-students\">\u003cspan style=\"font-weight: 400\">worried about survival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> right now. They don’t care about the Cold War,” said Shaw, who teaches at \u003c/span>\u003ca href=\"https://yvhs.mdusd.org/\">\u003cspan style=\"font-weight: 400\">Ygnacio Valley High School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Concord, California. So he created an assignment in which students themselves would be the historical actors: \u003c/span>\u003ca href=\"https://docs.google.com/document/d/116FGQA0w7uAbu1vJLAx2jnHeWljyrM0GvH4h1tRH7uA/edit\">\u003cspan style=\"font-weight: 400\">keeping a pandemic journal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He instructed students to observe changes in the community, country and world in response to the spread of coronavirus. He provided questions as jumping-off points and encouraged students to to chronicle their experiences using poetry, sketches, videos or other mediums along with traditional diary entries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once per week, Shaw’s students email him pictures from their journals. At first, students focused on the pandemic’s immediate effects on their lives. Seniors, for example, wondered, “Am I gonna come back to school? Am I gonna graduate?” As weeks passed, entries reflected students’ growing recognition that they were part of a bigger story. That’s where those historical thinking skills started to appear. They pondered causes and consequences of politicians’ decisions and analyzed their personal experiences as part of socio-political systems. “The students are thinking about their day-to-day in the larger context of the world, which is pretty cool to watch,” Shaw said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55951\" class=\"wp-caption alignnone\" style=\"max-width: 1532px\">\u003cimg class=\"size-full wp-image-55951\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1.png\" alt=\"\" width=\"1532\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1.png 1532w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-160x39.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-800x193.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-768x185.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-1020x246.png 1020w\" sizes=\"(max-width: 1532px) 100vw, 1532px\">\u003cfigcaption class=\"wp-caption-text\">Journal entry by an Ygnacio Valley High School student during COVID-19 school closures. \u003ccite>(via Bryan Shaw)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch1>\u003cb>A viral assignment\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">After developing the journal assignment, Shaw shared it with the University of California Berkeley’s \u003c/span>\u003ca href=\"https://ucbhssp.berkeley.edu/\">\u003cspan style=\"font-weight: 400\">History-Social Science Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The project’s director, Rachel Reinhard, distributed the lesson through a statewide network, and it quickly spread quickly beyond California. The original lesson has been \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KB9gTEuLxc2YfxOsdSpqoRa76cZOadcDf2dGwCZgaJo/edit\">\u003cspan style=\"font-weight: 400\">adapted into multiple languages and modified for different grade levels and specific fields of history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chelsea Prehn, a seventh-grade teacher at the \u003c/span>\u003ca href=\"https://osc.lk/\">\u003cspan style=\"font-weight: 400\">Overseas School of Colombo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Sri Lanka, is one of the teachers who spotted Shaw’s idea and ran with it. Rather than individual journals, she asked her students to chronicle their experiences on \u003c/span>\u003ca href=\"https://padlet.com/cprehn/2020onpause?fbclid=IwAR0z0NsXj8SPe7TM-A4vvxVxPjLr9Inrq5XiAdZ08cPJY34y_NNry0YagFI\">\u003cspan style=\"font-weight: 400\">an interactive timeline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> she created in collaboration with other international educators. Entries show the pandemic and its effects hitting countries and states at different times, but common threads, such as boredom, appear. “Reading that another kid on the other side of the world is facing the exact same situation and feelings about that situation as \u003c/span>\u003cspan style=\"font-weight: 400\">you are can be a very powerfully uniting experience,” said Prehn. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55954\" class=\"wp-caption alignnone\" style=\"max-width: 612px\">\u003cimg class=\"size-full wp-image-55954\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12.jpg\" alt=\"\" width=\"612\" height=\"284\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12-160x74.jpg 160w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003cfigcaption class=\"wp-caption-text\">Journal entry from the “2020 On Pause - Global Youth Timeline.”\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">By contrast, young people’s absence from primary source documents can make it hard for kids to feel connected to historical events, \u003c/span>\u003cspan class=\"s2\">said Shane Carter, program coordinator for UC Berkeley’s Office of Resources for International and Area Studies.* Carter and Reinhard are \u003ca href=\"https://protect-us.mimecast.com/s/vgLCCrkYKnfAPLG1F7z03g?domain=docs.google.com\">\u003cspan class=\"s3\">collecting coronavirus journal entries\u003c/span>\u003c/a> and assessing the best way to archive them. \u003c/span>\u003cspan style=\"font-weight: 400\">Their goal is to make them available and searchable for future historians and students to help make sense of what happened during this global event.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaw said the possibility of future generations reading their journals has motivated his students and opened their eyes to their own place in history. “Now they see themselves in this lineage with people in the past,” he said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Beyond history\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pandemic journals can also have social-emotional benefits and be useful in subjects beyond history. Prehn said that seeing other kids in the same boat helped her students move from complaining about boredom to a problem-solving mindset. In class discussions, they’ve begun brainstorming ways to combat boredom that they can use to inspire other students. Shaw said that for some of his students, who are worried about elderly relatives, parent job losses, their \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/21/839547087/trump-says-hell-temporarily-suspend-immigration-over-coronavirus-fears\">\u003cspan style=\"font-weight: 400\">immigration status\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or all of the above, the journals have doubled as a mental health check-in. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55885\" class=\"wp-caption alignnone\" style=\"max-width: 740px\">\u003cimg class=\"size-full wp-image-55885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4.jpg\" alt=\"\" width=\"740\" height=\"547\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4.jpg 740w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4-160x118.jpg 160w\" sizes=\"(max-width: 740px) 100vw, 740px\">\u003cfigcaption class=\"wp-caption-text\">\u003ci>\u003cspan style=\"font-weight: 400\">Painting created by an Ygnacio Valley High School student during COVID-19 school closures.\u003c/span>\u003c/i>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given what students are living through, educator and author Kelly Gallagher, who created \u003c/span>\u003ca href=\"https://www.kellygallagher.org/instructional-materials\">\u003cspan style=\"font-weight: 400\">a coronavirus journal assignment for English language arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that journaling is a more meaningful exercise than “task-oriented reading and writing.” Journaling is generative — rather than demanding specific answers, it draws out students’ ideas. “Kids have stories to tell only they can tell,” Gallagher said. “This is an opportunity for them to be able to tell this pandemic’s effects on their grandmother, or on their father’s job or on the neighborhood.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*An earlier version of this article misidentified Shane Carter's position at UC Berkeley. We regret this error. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Bryan Shaw does not teach history the way he was taught. The wars, the presidencies, the social movements — memorizing those details is not the end goal. Instead, learning about historical people and events is a pathway for students to develop \u003c/span>\u003ca href=\"https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/for-teachers/setting-up-the-project/historical-thinking-skills\">\u003cspan style=\"font-weight: 400\">historical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as looking for commonalities, identifying causes and consequences, and distinguishing progress and decline over time. When his school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">closed because of COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Shaw wanted to continue that work. He also knew that standard history content would feel even more distant to teenagers facing a global pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So many of our students are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55767/how-closed-schools-are-creating-more-trauma-for-students\">\u003cspan style=\"font-weight: 400\">worried about survival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> right now. They don’t care about the Cold War,” said Shaw, who teaches at \u003c/span>\u003ca href=\"https://yvhs.mdusd.org/\">\u003cspan style=\"font-weight: 400\">Ygnacio Valley High School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Concord, California. So he created an assignment in which students themselves would be the historical actors: \u003c/span>\u003ca href=\"https://docs.google.com/document/d/116FGQA0w7uAbu1vJLAx2jnHeWljyrM0GvH4h1tRH7uA/edit\">\u003cspan style=\"font-weight: 400\">keeping a pandemic journal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He instructed students to observe changes in the community, country and world in response to the spread of coronavirus. He provided questions as jumping-off points and encouraged students to to chronicle their experiences using poetry, sketches, videos or other mediums along with traditional diary entries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once per week, Shaw’s students email him pictures from their journals. At first, students focused on the pandemic’s immediate effects on their lives. Seniors, for example, wondered, “Am I gonna come back to school? Am I gonna graduate?” As weeks passed, entries reflected students’ growing recognition that they were part of a bigger story. That’s where those historical thinking skills started to appear. They pondered causes and consequences of politicians’ decisions and analyzed their personal experiences as part of socio-political systems. “The students are thinking about their day-to-day in the larger context of the world, which is pretty cool to watch,” Shaw said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55951\" class=\"wp-caption alignnone\" style=\"max-width: 1532px\">\u003cimg class=\"size-full wp-image-55951\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1.png\" alt=\"\" width=\"1532\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1.png 1532w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-160x39.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-800x193.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-768x185.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-1020x246.png 1020w\" sizes=\"(max-width: 1532px) 100vw, 1532px\">\u003cfigcaption class=\"wp-caption-text\">Journal entry by an Ygnacio Valley High School student during COVID-19 school closures. \u003ccite>(via Bryan Shaw)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch1>\u003cb>A viral assignment\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">After developing the journal assignment, Shaw shared it with the University of California Berkeley’s \u003c/span>\u003ca href=\"https://ucbhssp.berkeley.edu/\">\u003cspan style=\"font-weight: 400\">History-Social Science Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The project’s director, Rachel Reinhard, distributed the lesson through a statewide network, and it quickly spread quickly beyond California. The original lesson has been \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KB9gTEuLxc2YfxOsdSpqoRa76cZOadcDf2dGwCZgaJo/edit\">\u003cspan style=\"font-weight: 400\">adapted into multiple languages and modified for different grade levels and specific fields of history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chelsea Prehn, a seventh-grade teacher at the \u003c/span>\u003ca href=\"https://osc.lk/\">\u003cspan style=\"font-weight: 400\">Overseas School of Colombo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Sri Lanka, is one of the teachers who spotted Shaw’s idea and ran with it. Rather than individual journals, she asked her students to chronicle their experiences on \u003c/span>\u003ca href=\"https://padlet.com/cprehn/2020onpause?fbclid=IwAR0z0NsXj8SPe7TM-A4vvxVxPjLr9Inrq5XiAdZ08cPJY34y_NNry0YagFI\">\u003cspan style=\"font-weight: 400\">an interactive timeline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> she created in collaboration with other international educators. Entries show the pandemic and its effects hitting countries and states at different times, but common threads, such as boredom, appear. “Reading that another kid on the other side of the world is facing the exact same situation and feelings about that situation as \u003c/span>\u003cspan style=\"font-weight: 400\">you are can be a very powerfully uniting experience,” said Prehn. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55954\" class=\"wp-caption alignnone\" style=\"max-width: 612px\">\u003cimg class=\"size-full wp-image-55954\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12.jpg\" alt=\"\" width=\"612\" height=\"284\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12-160x74.jpg 160w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003cfigcaption class=\"wp-caption-text\">Journal entry from the “2020 On Pause - Global Youth Timeline.”\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">By contrast, young people’s absence from primary source documents can make it hard for kids to feel connected to historical events, \u003c/span>\u003cspan class=\"s2\">said Shane Carter, program coordinator for UC Berkeley’s Office of Resources for International and Area Studies.* Carter and Reinhard are \u003ca href=\"https://protect-us.mimecast.com/s/vgLCCrkYKnfAPLG1F7z03g?domain=docs.google.com\">\u003cspan class=\"s3\">collecting coronavirus journal entries\u003c/span>\u003c/a> and assessing the best way to archive them. \u003c/span>\u003cspan style=\"font-weight: 400\">Their goal is to make them available and searchable for future historians and students to help make sense of what happened during this global event.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaw said the possibility of future generations reading their journals has motivated his students and opened their eyes to their own place in history. “Now they see themselves in this lineage with people in the past,” he said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Beyond history\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pandemic journals can also have social-emotional benefits and be useful in subjects beyond history. Prehn said that seeing other kids in the same boat helped her students move from complaining about boredom to a problem-solving mindset. In class discussions, they’ve begun brainstorming ways to combat boredom that they can use to inspire other students. Shaw said that for some of his students, who are worried about elderly relatives, parent job losses, their \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/21/839547087/trump-says-hell-temporarily-suspend-immigration-over-coronavirus-fears\">\u003cspan style=\"font-weight: 400\">immigration status\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or all of the above, the journals have doubled as a mental health check-in. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55885\" class=\"wp-caption alignnone\" style=\"max-width: 740px\">\u003cimg class=\"size-full wp-image-55885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4.jpg\" alt=\"\" width=\"740\" height=\"547\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4.jpg 740w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4-160x118.jpg 160w\" sizes=\"(max-width: 740px) 100vw, 740px\">\u003cfigcaption class=\"wp-caption-text\">\u003ci>\u003cspan style=\"font-weight: 400\">Painting created by an Ygnacio Valley High School student during COVID-19 school closures.\u003c/span>\u003c/i>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given what students are living through, educator and author Kelly Gallagher, who created \u003c/span>\u003ca href=\"https://www.kellygallagher.org/instructional-materials\">\u003cspan style=\"font-weight: 400\">a coronavirus journal assignment for English language arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that journaling is a more meaningful exercise than “task-oriented reading and writing.” Journaling is generative — rather than demanding specific answers, it draws out students’ ideas. “Kids have stories to tell only they can tell,” Gallagher said. “This is an opportunity for them to be able to tell this pandemic’s effects on their grandmother, or on their father’s job or on the neighborhood.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*An earlier version of this article misidentified Shane Carter's position at UC Berkeley. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Develop Culturally Responsive Teaching for Distance Learning",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners, according to \u003ca href=\"https://crtandthebrain.com/about/\">Zaretta Hammond\u003c/a>, author of \"\u003ca href=\"https://crtandthebrain.com/about/\">Culturally Responsive Teaching and the Brain\u003c/a>.\u003cem>\"\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond shared three design principles of culturally responsive instruction that can be used to support students’ cognitive development from afar in her webinar, “\u003ca href=\"https://crtandthebrain.com/covid19-webinars/\">Moving Beyond the Packet: Creating More Culturally Responsive Distance Learning Experiences.\u003c/a>” She said it’s important to stay focused on the student and offer small but high-leverage\u003c/span> \u003cspan style=\"font-weight: 400\">practices\u003c/span> \u003cspan style=\"font-weight: 400\">that maintain student progress and increase intellectual capacity during this time. She said these tips and activities also work for students without reliable access to technology and the internet.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>First, what is culturally responsive instruction?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shared language matters and there’s a lot of confusion about culturally responsive teaching. At its core, culturally responsive instruction is about helping students become independent learners. Culturally responsive instruction should: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Focus on improving the learning capacity of students who have been marginalized educationally because of historical inequities in our school systems.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Center around both the affective and cognitive aspects of teaching and learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Build cognitive capacity and academic mindset by pushing back on dominant narratives about people of color.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Culturally responsive instruction doesn't mean you're only mentioning issues of race and implicit bias,\" she said. \"It means that you’re also focused on building brainpower by helping students leverage and grow their existing funds of knowledge.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students’ brain power, they will experience learning loss. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55942\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Distinctions-of-Equity_2020_color-e1589955039436.jpg\" alt=\"\" width=\"1920\" height=\"1484\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Zaretta Hammond \u003ccite>(Courtesy of Zaretta Hammond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to distance learning, applying culturally responsive teaching requires “remixing” education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s going to stretch us a little out of our own comfort zones, but it’s worth it in the long run if we can get students to continue to do that thinking,” said Hammond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises three strategies to help students gain that independence:\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Deepen background knowledge\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">\u003cspan style=\"font-weight: 400\">gaps in their background knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A lot of our students are compliant learners,” she said. “They’re having a hard time shifting right now [because] they’re used to the worksheet, but that doesn’t mean they’re always processing information.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to help students connect new things they're learning to their brain’s existing schema – also known as background knowledge – that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. “You cannot give another person background knowledge,” she explained. “They have to acquire it, but as teachers we can help guide the process.” This can be done by building upon student interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Survey your students if you don’t know what they like,” said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn’t matter if their interests are broad or narrow; it’s important to learn what interests them so that you can use that information to: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Assign non-fiction books that build on student interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a “Netflix” playlist of documentaries, nature shows, historical events, etc. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students’ interest.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">With each of these activities, it’s important to give the students direction so they know what to look out for. “You have to tell the brain what to pay attention to,” Hammond explains. She suggested questions like, “What was your biggest surprise from this book/show?” or thinking routine sentences like “I Used to Think ___. But, now I think ____.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Cultivate cognitive routines \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing students’ brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be the personal trainer of their cognitive development,” Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you’re not in the classroom to reinforce that way of thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example is to ask students to connect the “unknown to the known” or across concepts by asking questions like, \"\u003c/span>\u003cspan style=\"font-weight: 400\">What’s the relationship or connection between these things?” or “How does this part fit into the whole? What are the parts of this whole?” \u003c/span>\u003cspan style=\"font-weight: 400\">These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said students should also be encouraged to sketchnote or \u003ca href=\"https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick\">doodle\u003c/a> to actively process what they’re learning as an alternative to note-taking. \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">Sketchnoting\u003c/a> can encourage people to make deeper connections to what they’re hearing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Build word wealth \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a student’s vocabulary is a key tool in equity strategies for schools. “Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness,” said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they’re fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said it’s important to make sure that culturally responsive distance learning doesn’t turn into one-off strategies, like a single activity. She said practices must become routine by practicing over and over. She also said that by encouraging students to lean into their own productive struggle, they’ll know more about themselves as learners. “They've got to muck around a little bit and they've got to feel like it's OK,” said Hammond. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners, according to \u003ca href=\"https://crtandthebrain.com/about/\">Zaretta Hammond\u003c/a>, author of \"\u003ca href=\"https://crtandthebrain.com/about/\">Culturally Responsive Teaching and the Brain\u003c/a>.\u003cem>\"\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond shared three design principles of culturally responsive instruction that can be used to support students’ cognitive development from afar in her webinar, “\u003ca href=\"https://crtandthebrain.com/covid19-webinars/\">Moving Beyond the Packet: Creating More Culturally Responsive Distance Learning Experiences.\u003c/a>” She said it’s important to stay focused on the student and offer small but high-leverage\u003c/span> \u003cspan style=\"font-weight: 400\">practices\u003c/span> \u003cspan style=\"font-weight: 400\">that maintain student progress and increase intellectual capacity during this time. She said these tips and activities also work for students without reliable access to technology and the internet.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>First, what is culturally responsive instruction?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shared language matters and there’s a lot of confusion about culturally responsive teaching. At its core, culturally responsive instruction is about helping students become independent learners. Culturally responsive instruction should: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Focus on improving the learning capacity of students who have been marginalized educationally because of historical inequities in our school systems.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Center around both the affective and cognitive aspects of teaching and learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Build cognitive capacity and academic mindset by pushing back on dominant narratives about people of color.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Culturally responsive instruction doesn't mean you're only mentioning issues of race and implicit bias,\" she said. \"It means that you’re also focused on building brainpower by helping students leverage and grow their existing funds of knowledge.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students’ brain power, they will experience learning loss. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55942\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Distinctions-of-Equity_2020_color-e1589955039436.jpg\" alt=\"\" width=\"1920\" height=\"1484\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Zaretta Hammond \u003ccite>(Courtesy of Zaretta Hammond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to distance learning, applying culturally responsive teaching requires “remixing” education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s going to stretch us a little out of our own comfort zones, but it’s worth it in the long run if we can get students to continue to do that thinking,” said Hammond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises three strategies to help students gain that independence:\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Deepen background knowledge\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">\u003cspan style=\"font-weight: 400\">gaps in their background knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A lot of our students are compliant learners,” she said. “They’re having a hard time shifting right now [because] they’re used to the worksheet, but that doesn’t mean they’re always processing information.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to help students connect new things they're learning to their brain’s existing schema – also known as background knowledge – that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. “You cannot give another person background knowledge,” she explained. “They have to acquire it, but as teachers we can help guide the process.” This can be done by building upon student interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Survey your students if you don’t know what they like,” said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn’t matter if their interests are broad or narrow; it’s important to learn what interests them so that you can use that information to: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Assign non-fiction books that build on student interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a “Netflix” playlist of documentaries, nature shows, historical events, etc. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students’ interest.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">With each of these activities, it’s important to give the students direction so they know what to look out for. “You have to tell the brain what to pay attention to,” Hammond explains. She suggested questions like, “What was your biggest surprise from this book/show?” or thinking routine sentences like “I Used to Think ___. But, now I think ____.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Cultivate cognitive routines \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing students’ brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be the personal trainer of their cognitive development,” Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you’re not in the classroom to reinforce that way of thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example is to ask students to connect the “unknown to the known” or across concepts by asking questions like, \"\u003c/span>\u003cspan style=\"font-weight: 400\">What’s the relationship or connection between these things?” or “How does this part fit into the whole? What are the parts of this whole?” \u003c/span>\u003cspan style=\"font-weight: 400\">These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said students should also be encouraged to sketchnote or \u003ca href=\"https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick\">doodle\u003c/a> to actively process what they’re learning as an alternative to note-taking. \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">Sketchnoting\u003c/a> can encourage people to make deeper connections to what they’re hearing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Build word wealth \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a student’s vocabulary is a key tool in equity strategies for schools. “Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness,” said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they’re fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said it’s important to make sure that culturally responsive distance learning doesn’t turn into one-off strategies, like a single activity. She said practices must become routine by practicing over and over. She also said that by encouraging students to lean into their own productive struggle, they’ll know more about themselves as learners. “They've got to muck around a little bit and they've got to feel like it's OK,” said Hammond. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing ",
"title": "How Online Book Read-Alouds Can Help Students' Literacy and Connection During Social Distancing ",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The night before a safer-at-home order was issued in her Wisconsin town, all Pernille Ripp could think about was getting to her books. When her middle school opened for a few minutes the next day, the seventh grade English teacher and creator of the \u003c/span>\u003ca href=\"https://theglobalreadaloud.com/\">\u003cspan style=\"font-weight: 400\">Global Read-Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> grabbed all the books she could from her classroom library, before the school closed for the foreseeable future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class Ripp read aloud to her students often, not just for academic purposes but as a way to bond and connect with students. But in this new world, where Ripp and her students are in their separate homes in an effort to slow the spread of COVID-19, she would need to connect with students digitally instead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I went to my classroom and grabbed a ton of books I could read aloud to my students online,” Ripp said. “I thought that this might be it for the rest of the school year.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools have shut down to curb the spread of the coronavirus, and safe-at-home and shelter-in-place orders are currently keeping more than \u003c/span>\u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">\u003cspan style=\"font-weight: 400\">55.1 millions of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of school, at least until the end of April. Since many districts didn’t have a \u003c/span>\u003ca href=\"https://www.washingtonpost.com/technology/2020/03/16/schools-internet-inequality-coronavirus/\">\u003cspan style=\"font-weight: 400\">digital learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in place for an event like a global pandemic, they are scraping together varied approaches of online learning that are evolving as the situation changes. In the wake of massive school closings, much of the \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards?fbclid=IwAR2pAR7r5hjcJKix_Xgqeohx5M3OVh8r5O21im0JmBWburOY0X5TJNfYtI4\">\u003cspan style=\"font-weight: 400\">online learning curve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and teachers has become a kind of do-it-yourself experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers across the nation are turning to digital read-alouds not only to keep student skills sharp, but to forge connections while they’re apart. Instead of gathering around the rug or a “lit circle” for a story like they used to do in class, some teachers are gathering students on the “virtual rug” of a Zoom conference call or Instagram Live to continue reading books to them. Online read-alouds allow teachers to provide students with a daily dose of literacy—and maybe even some laughs. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once it became clear that schooling was moving online, publishers like Houghton Mifflin Harcourt, Simon & Schuster, Disney, \u003ca href=\"https://d1xcdyhu7q1ws8.cloudfront.net/wp-content/uploads/sites/4/2020/03/19215831/Online-Readings-FAQ-HarperCollinsChildrensBooks.pdf\">HarperCollins\u003c/a> and many others moved quickly to \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">relax their rules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on reading books via livestream or YouTube to accommodate teachers and students during this difficult time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most publishers are now granting access to educators, as long as they follow a few rules that vary among publishers. (Find the complete list of publishers’ permissions and online reading rules \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Key guidelines include mentioning at the top of the video that the book is being read with permission from the publisher, and keeping read-aloud recordings to school sharing platforms that are private. If a private sharing app isn’t available publishers recommend making the YouTube video “unlisted” and available only for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp admitted she had never done any read-alouds before using YouTube or FaceTime or Zoom, but was ready to try it anyway—even if it took her a few times to figure it out. “When we read aloud we connect,” Ripp said. “It doesn’t have to be perfect right now. We’re striving for connection, not perfection.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Benefits of Reading Aloud \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud to kids—\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003cspan style=\"font-weight: 400\">even older ones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who could easily do the reading themselves—offers multiple benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to research, read-alouds provide academic boosts to developing readers. They help develop young children’s phonological awareness and \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">“emergent literacy ability,”\u003c/span>\u003c/a> \u003ca href=\"http://theconversation.com/read-aloud-to-your-children-to-boost-their-vocabulary-111427\">\u003cspan style=\"font-weight: 400\">boost vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and develop \u003c/span>\u003ca href=\"https://mk0edsource0y23p672y.kinstacdn.com/wp-content/uploads/2015/06/massaroJLR1.pdf\">\u003cspan style=\"font-weight: 400\">word mastery and grammatical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">2008 review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the Archives of Disease in Childhood assessed that \"Reading aloud to young children, particularly in an engaging manner, promotes emerging literacy and language development and supports the relationship between child and parent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud also improves comprehension by building background knowledge—especially if the reader stops to check for understanding. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12141\">\u003cspan style=\"font-weight: 400\">recent small study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of England showed that teenagers who had challenging books read aloud to them had greater reading comprehension than when they read them on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in the 1970s, journalist Jim Trelease found that reading aloud to his own children not only cultivated vocabulary and background knowledge, but also forged a love of reading as a shared family activity. His popular book now in its seventh edition, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003ci>\u003cspan style=\"font-weight: 400\">The Read-Aloud Handbook\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, shares research and best practices for both parents and educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the book, Trelease goes into detail of all the cognitive and academic benefits that reading aloud to children provides. But it’s perhaps his words on the emotional benefits of what reading aloud does for families and relationships that feels so pertinent in this time of quarantine, isolation and social distancing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We read to children for all the same reasons we talk with children,” Trelease wrote. “To reassure, to entertain, to bond, to inform or explain, to arouse curiosity, and to inspire.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making an online read-aloud worth watching\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators say that compared to many of the other academic tasks moving online, reading books aloud can be relatively easy. It’s been one area that teachers can do themselves just by accessing a few tools on their laptop or smartphone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Facebook’s page of \u003c/span>\u003ca href=\"https://www.facebook.com/facebookmedia/blog/facebook-live-for-authors\">\u003cspan style=\"font-weight: 400\">easy-to-use tips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for authors also provides great advice for educators wanting to do “live book clubs” using Facebook Live. Instagram also offers a tip sheet for\u003c/span>\u003ca href=\"https://help.instagram.com/292478487812558\">\u003cspan style=\"font-weight: 400\"> creating an Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some educators may want to do more. When fifth grade teacher Joe Paradise of Westfield, New Jersey, made a fun, funny read-aloud version of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter Two is Missing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for his quarantined students on YouTube, he began getting requests from other educators to show him how he did it. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=9eSVSgf70Uk&feature=youtu.be\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Paradise then \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=NFgZDOEf0A4&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">created a YouTube video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how he created the read-aloud and shared with his educator friends. The “ball started rolling,” he said, and the video—which was far from polished—was shared more than 3,000 times in the first twenty-four hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video, Paradise walks educators step by step through how to make an engaging video: how to read so their voice can be heard, and how to ensure the pages can be seen. His main message to teachers is to avoid getting overwhelmed by all the tech available, and keep it simple.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re building the plane while it’s in the air,” Paradise said of teachers trying to adjust to online learning. “The advice I’ve taken is from \u003c/span>\u003ca href=\"https://www.coolcatteacher.com/about-vicki-davis/\">\u003cspan style=\"font-weight: 400\">Vicki Davis the Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that’s to integrate [technology] like a turtle: level up each day and learn one new thing, and get great at that.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Resources for read-alouds for all ages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp’s plan for now is “Friday night read-alouds with Ms. Ripp.” She’s going to read her teenagers more \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">picture\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> books in the same style as some of their favorites from class this past year, like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frybread\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We Don’t Eat Our Classmates\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Picture books, she said, lighten the mood and spur discussion.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=tT9fv_ELbnE\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But other educators, as well as celebrities and even \u003c/span>\u003ca href=\"https://www.wired.com/story/coronavirus-covid-19-childrens-authors-readings/\">\u003cspan style=\"font-weight: 400\">the authors themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have offered some read-aloud gems for kids of all ages to enjoy. Here are just a few:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On Monday, March 30, Kwame Alexander began a daily read-aloud (and read-along) of his novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Crossover\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at 10:30 am EST, Monday through Friday, \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">on Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">R.J. Palacio, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Wonder\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, has a read-aloud of the first chapter available on \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Josh Gad, the voice of “Olaf” from the Disney Frozen movies, is reading books aloud on \u003c/span>\u003ca href=\"https://twitter.com/joshgad/status/1243674814717427712\">\u003cspan style=\"font-weight: 400\">his Twitter feed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Country star and Imagination Library founder Dolly Parton is hosting a “Goodnight with Dolly” story time on the \u003c/span>\u003ca href=\"https://www.facebook.com/watch/dollysimaginationlibrary/\">\u003cspan style=\"font-weight: 400\">Imagination Library Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> page, Thursday nights. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ReadAloud.org is offering a \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">21-day read-aloud challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and kids. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">We Are Teachers put together the \u003c/span>\u003ca href=\"https://www.weareteachers.com/virtual-author-activities/?utm_content=1584565321&utm_medium=social&utm_source=facebook&fbclid=IwAR1Bc-GWyG5HlXI7m5SktANnfj8jPfl1BVsuEuqDETCs-p17zjgM-E7pcMk\">\u003cspan style=\"font-weight: 400\">great, big list of more than 50 authors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> doing online read-alouds of their books and other activities. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Publishing company Penguin Kids is providing a “live story time read-aloud” every week day at 11 am EST \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XR0EWDDFl/\">\u003cspan style=\"font-weight: 400\">on their Instagram page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">YouTube channel \u003c/span>\u003ca href=\"https://www.youtube.com/user/StorylineOnline/videos\">\u003cspan style=\"font-weight: 400\">Storyline Online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has tons of celebrities doing read-alouds, from Betty White to Rami Malek to Oprah. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Nonprofit Unite for Literacy \u003c/span>\u003ca href=\"https://www.uniteforliteracy.com/\">\u003cspan style=\"font-weight: 400\">offers read-alouds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in both fiction and nonfiction in multiple languages. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KidLitTV offers both \u003c/span>\u003ca href=\"https://kidlit.tv/?s=read+out+loud\">\u003cspan style=\"font-weight: 400\">video and podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read-alouds. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">NASA astronauts are doing \u003c/span>\u003ca href=\"https://storytimefromspace.com/\">\u003cspan style=\"font-weight: 400\">Storytime from Space\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp has also compiled her own list of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">read-alouds on her blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On her Friday night read-aloud online, she’s hoping to start with some picture books, then as the weeks progress maybe add some student book reviews and discussion. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to give each other grace right now. How can we not overwhelm everybody so it becomes even worse?” Ripp said. “We push kids so quickly out of childhood. Picture books are not scary and the world feels scary and overwhelming right now.” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The night before a safer-at-home order was issued in her Wisconsin town, all Pernille Ripp could think about was getting to her books. When her middle school opened for a few minutes the next day, the seventh grade English teacher and creator of the \u003c/span>\u003ca href=\"https://theglobalreadaloud.com/\">\u003cspan style=\"font-weight: 400\">Global Read-Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> grabbed all the books she could from her classroom library, before the school closed for the foreseeable future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In class Ripp read aloud to her students often, not just for academic purposes but as a way to bond and connect with students. But in this new world, where Ripp and her students are in their separate homes in an effort to slow the spread of COVID-19, she would need to connect with students digitally instead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I went to my classroom and grabbed a ton of books I could read aloud to my students online,” Ripp said. “I thought that this might be it for the rest of the school year.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools have shut down to curb the spread of the coronavirus, and safe-at-home and shelter-in-place orders are currently keeping more than \u003c/span>\u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">\u003cspan style=\"font-weight: 400\">55.1 millions of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of school, at least until the end of April. Since many districts didn’t have a \u003c/span>\u003ca href=\"https://www.washingtonpost.com/technology/2020/03/16/schools-internet-inequality-coronavirus/\">\u003cspan style=\"font-weight: 400\">digital learning plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in place for an event like a global pandemic, they are scraping together varied approaches of online learning that are evolving as the situation changes. In the wake of massive school closings, much of the \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards?fbclid=IwAR2pAR7r5hjcJKix_Xgqeohx5M3OVh8r5O21im0JmBWburOY0X5TJNfYtI4\">\u003cspan style=\"font-weight: 400\">online learning curve\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and teachers has become a kind of do-it-yourself experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers across the nation are turning to digital read-alouds not only to keep student skills sharp, but to forge connections while they’re apart. Instead of gathering around the rug or a “lit circle” for a story like they used to do in class, some teachers are gathering students on the “virtual rug” of a Zoom conference call or Instagram Live to continue reading books to them. Online read-alouds allow teachers to provide students with a daily dose of literacy—and maybe even some laughs. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once it became clear that schooling was moving online, publishers like Houghton Mifflin Harcourt, Simon & Schuster, Disney, \u003ca href=\"https://d1xcdyhu7q1ws8.cloudfront.net/wp-content/uploads/sites/4/2020/03/19215831/Online-Readings-FAQ-HarperCollinsChildrensBooks.pdf\">HarperCollins\u003c/a> and many others moved quickly to \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">relax their rules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on reading books via livestream or YouTube to accommodate teachers and students during this difficult time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most publishers are now granting access to educators, as long as they follow a few rules that vary among publishers. (Find the complete list of publishers’ permissions and online reading rules \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=publishers-adapt-policies-to-help-educators-coronavirus-covid19\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Key guidelines include mentioning at the top of the video that the book is being read with permission from the publisher, and keeping read-aloud recordings to school sharing platforms that are private. If a private sharing app isn’t available publishers recommend making the YouTube video “unlisted” and available only for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp admitted she had never done any read-alouds before using YouTube or FaceTime or Zoom, but was ready to try it anyway—even if it took her a few times to figure it out. “When we read aloud we connect,” Ripp said. “It doesn’t have to be perfect right now. We’re striving for connection, not perfection.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Benefits of Reading Aloud \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud to kids—\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003cspan style=\"font-weight: 400\">even older ones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who could easily do the reading themselves—offers multiple benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to research, read-alouds provide academic boosts to developing readers. They help develop young children’s phonological awareness and \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">“emergent literacy ability,”\u003c/span>\u003c/a> \u003ca href=\"http://theconversation.com/read-aloud-to-your-children-to-boost-their-vocabulary-111427\">\u003cspan style=\"font-weight: 400\">boost vocabulary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and develop \u003c/span>\u003ca href=\"https://mk0edsource0y23p672y.kinstacdn.com/wp-content/uploads/2015/06/massaroJLR1.pdf\">\u003cspan style=\"font-weight: 400\">word mastery and grammatical understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://adc.bmj.com/content/93/7/554\">\u003cspan style=\"font-weight: 400\">2008 review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the Archives of Disease in Childhood assessed that \"Reading aloud to young children, particularly in an engaging manner, promotes emerging literacy and language development and supports the relationship between child and parent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading aloud also improves comprehension by building background knowledge—especially if the reader stops to check for understanding. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12141\">\u003cspan style=\"font-weight: 400\">recent small study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of England showed that teenagers who had challenging books read aloud to them had greater reading comprehension than when they read them on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in the 1970s, journalist Jim Trelease found that reading aloud to his own children not only cultivated vocabulary and background knowledge, but also forged a love of reading as a shared family activity. His popular book now in its seventh edition, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/28582/why-reading-aloud-to-older-children-is-valuable\">\u003ci>\u003cspan style=\"font-weight: 400\">The Read-Aloud Handbook\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, shares research and best practices for both parents and educators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the book, Trelease goes into detail of all the cognitive and academic benefits that reading aloud to children provides. But it’s perhaps his words on the emotional benefits of what reading aloud does for families and relationships that feels so pertinent in this time of quarantine, isolation and social distancing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We read to children for all the same reasons we talk with children,” Trelease wrote. “To reassure, to entertain, to bond, to inform or explain, to arouse curiosity, and to inspire.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making an online read-aloud worth watching\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators say that compared to many of the other academic tasks moving online, reading books aloud can be relatively easy. It’s been one area that teachers can do themselves just by accessing a few tools on their laptop or smartphone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Facebook’s page of \u003c/span>\u003ca href=\"https://www.facebook.com/facebookmedia/blog/facebook-live-for-authors\">\u003cspan style=\"font-weight: 400\">easy-to-use tips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for authors also provides great advice for educators wanting to do “live book clubs” using Facebook Live. Instagram also offers a tip sheet for\u003c/span>\u003ca href=\"https://help.instagram.com/292478487812558\">\u003cspan style=\"font-weight: 400\"> creating an Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some educators may want to do more. When fifth grade teacher Joe Paradise of Westfield, New Jersey, made a fun, funny read-aloud version of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Chapter Two is Missing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> for his quarantined students on YouTube, he began getting requests from other educators to show him how he did it. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/9eSVSgf70Uk'\n title='//www.youtube.com/embed/9eSVSgf70Uk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Paradise then \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=NFgZDOEf0A4&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">created a YouTube video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of how he created the read-aloud and shared with his educator friends. The “ball started rolling,” he said, and the video—which was far from polished—was shared more than 3,000 times in the first twenty-four hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video, Paradise walks educators step by step through how to make an engaging video: how to read so their voice can be heard, and how to ensure the pages can be seen. His main message to teachers is to avoid getting overwhelmed by all the tech available, and keep it simple.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re building the plane while it’s in the air,” Paradise said of teachers trying to adjust to online learning. “The advice I’ve taken is from \u003c/span>\u003ca href=\"https://www.coolcatteacher.com/about-vicki-davis/\">\u003cspan style=\"font-weight: 400\">Vicki Davis the Cool Cat Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that’s to integrate [technology] like a turtle: level up each day and learn one new thing, and get great at that.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Resources for read-alouds for all ages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp’s plan for now is “Friday night read-alouds with Ms. Ripp.” She’s going to read her teenagers more \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">picture\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> books in the same style as some of their favorites from class this past year, like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frybread\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We Don’t Eat Our Classmates\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Picture books, she said, lighten the mood and spur discussion.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/tT9fv_ELbnE'\n title='//www.youtube.com/embed/tT9fv_ELbnE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">But other educators, as well as celebrities and even \u003c/span>\u003ca href=\"https://www.wired.com/story/coronavirus-covid-19-childrens-authors-readings/\">\u003cspan style=\"font-weight: 400\">the authors themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have offered some read-aloud gems for kids of all ages to enjoy. Here are just a few:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On Monday, March 30, Kwame Alexander began a daily read-aloud (and read-along) of his novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Crossover\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at 10:30 am EST, Monday through Friday, \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">on Instagram Live\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">R.J. Palacio, author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Wonder\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, has a read-aloud of the first chapter available on \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Josh Gad, the voice of “Olaf” from the Disney Frozen movies, is reading books aloud on \u003c/span>\u003ca href=\"https://twitter.com/joshgad/status/1243674814717427712\">\u003cspan style=\"font-weight: 400\">his Twitter feed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Country star and Imagination Library founder Dolly Parton is hosting a “Goodnight with Dolly” story time on the \u003c/span>\u003ca href=\"https://www.facebook.com/watch/dollysimaginationlibrary/\">\u003cspan style=\"font-weight: 400\">Imagination Library Facebook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> page, Thursday nights. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ReadAloud.org is offering a \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XEIEVnmLO/\">\u003cspan style=\"font-weight: 400\">21-day read-aloud challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for parents and kids. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">We Are Teachers put together the \u003c/span>\u003ca href=\"https://www.weareteachers.com/virtual-author-activities/?utm_content=1584565321&utm_medium=social&utm_source=facebook&fbclid=IwAR1Bc-GWyG5HlXI7m5SktANnfj8jPfl1BVsuEuqDETCs-p17zjgM-E7pcMk\">\u003cspan style=\"font-weight: 400\">great, big list of more than 50 authors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> doing online read-alouds of their books and other activities. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Publishing company Penguin Kids is providing a “live story time read-aloud” every week day at 11 am EST \u003c/span>\u003ca href=\"https://www.instagram.com/p/B-XR0EWDDFl/\">\u003cspan style=\"font-weight: 400\">on their Instagram page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">YouTube channel \u003c/span>\u003ca href=\"https://www.youtube.com/user/StorylineOnline/videos\">\u003cspan style=\"font-weight: 400\">Storyline Online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has tons of celebrities doing read-alouds, from Betty White to Rami Malek to Oprah. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Nonprofit Unite for Literacy \u003c/span>\u003ca href=\"https://www.uniteforliteracy.com/\">\u003cspan style=\"font-weight: 400\">offers read-alouds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in both fiction and nonfiction in multiple languages. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KidLitTV offers both \u003c/span>\u003ca href=\"https://kidlit.tv/?s=read+out+loud\">\u003cspan style=\"font-weight: 400\">video and podcast\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> read-alouds. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">NASA astronauts are doing \u003c/span>\u003ca href=\"https://storytimefromspace.com/\">\u003cspan style=\"font-weight: 400\">Storytime from Space\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ripp has also compiled her own list of \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8NiP1FIhJbw\">\u003cspan style=\"font-weight: 400\">read-alouds on her blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On her Friday night read-aloud online, she’s hoping to start with some picture books, then as the weeks progress maybe add some student book reviews and discussion. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to give each other grace right now. How can we not overwhelm everybody so it becomes even worse?” Ripp said. “We push kids so quickly out of childhood. Picture books are not scary and the world feels scary and overwhelming right now.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55571/schools-race-to-feed-students-amid-coronavirus-closures\">\u003cspan style=\"font-weight: 400\">Schools are closed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapting to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and many parents are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">juggling child care with remote work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, kids are at home navigating lots of news, as well as plenty of \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">hoaxes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the global pandemic that has radically altered their days. What do they \u003ca href=\"https://www.kqed.org/mindshift/55625/how-to-help-kids-understand-coronavirus-during-distance-learning\">need to know\u003c/a> to understand current events without being overwhelmed?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We always recommend that kids get their information about the news from important adults, not directly from the news,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. Here are six age-appropriate books, videos and lesson plans that teachers and parents can use to help young people understand COVID-19 and its effects.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://akidsbookabout.com/products/a-kids-book-about-covid-19\">\u003cb>A Kids Book About Coronavirus\u003c/b>\u003c/a>\u003cb> by Malia Jones\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written by a social epidemiologist who studies how infectious diseases spread in human populations, this ebook pairs clean, bold design with kid-friendly language to explain COVID-19. When describing how the virus spreads, for example, Jones highlights the role of snot and spit in transmitting germs: “Those germs land on all sorts of things and stick there, sometimes for a few days. Door handles, tables, tablets, and pencils. Even sandwiches.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jones also frankly addresses children’s emotions — “I know this all might seem really scary and you might want to panic. … It’s OK to feel whatever you are feeling” — before concluding with actionable guidance, such as “Don’t pick your nose!” and “Cocoon for a little while.” The book is appropriate for ages 6 and up and available for free as a PDF or epub file for e-readers.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cb>What is a Pandemic? And How Can You Stay Safe?\u003c/b>\u003c/a>\u003cb> E-book by Naomi O’Brien & LaNesha Tabb\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Created by two teachers and available for free, this 18-page e-book includes explanations about pandemics and coronavirus suited to kindergarteners through third-graders. It also includes some historical background and guidance on how to stay healthy. The downloadable PDF is accompanied by three activities: a create-your-own poster template, a feelings check-in worksheet and a songwriting exercise to \u003c/span>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/17/814221111/my-hand-washing-song-readers-offer-lyrics-for-a-20-second-scrub\">\u003cspan style=\"font-weight: 400\">make hand-washing more fun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55628\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cimg class=\"size-full wp-image-55628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png\" alt=\"\" width=\"1078\" height=\"674\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--768x480.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--1020x638.png 1020w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A page from \"What is a Pandemic?\" by Naomi O’Brien & LaNesha Tabb.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cb>TIME for Kids\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Already a classroom mainstay for studying current events, the March 20, 2020 issues of TIME for Kids took a deep dive on coronavirus. With editions for grades \u003c/span>\u003ca href=\"https://digital.emagazines.com/TIME_for_Kids_Gr_3/20200320/index.html?t=c55dced1-e090-4af3-879d-40523a2636a9&err=true\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digital.emagazines.com/Time_for_Kids/20200320/index.html?t=a8d5aa32-f53b-43b1-a41f-c3c2c946e7f4&err=true\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the magazine addressed government response to the pandemic, school responses and the economic impact. Teachers guides for the same grades (\u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1nXPsua3ghXfTY1ZPuJk1S0VkYAtmEIRg\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1_7lW_rDHjKmjeWZMOJ4qF83ZwTP8ub1S\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) are also available.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism\">\u003cb>Coronavirus: Protect Yourself And Stand Against Racism\u003c/b>\u003c/a>\u003cb> by Facing History and Ourselves\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the United States and elsewhere, the spread of coronavirus has been followed closely by \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">a rise in bigotry toward people of Asian heritage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Racist scapegoating during health crises \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/09/813700167/as-coronavirus-spreads-racism-and-xenophobia-are-too\">\u003cspan style=\"font-weight: 400\">is not new\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and current events present a teachable moment on history and fighting hate. In its educator guide tackling the issue, educational nonprofit Facing History and Ourselves provides resources for covering the facts about coronavirus, discussing the consequences of discrimination and prompting student reflection and action.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.brainpop.com/health/diseasesinjuriesandconditions/coronavirus/\">\u003cb>Coronavirus video and lesson plan\u003c/b>\u003c/a>\u003cb> by BrainPop\u003c/b>\u003c/h3>\n\u003cp>https://www.youtube.com/watch?v=xTk_XoNQx5s\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it now covers a variety of academic subjects, digital learning website \u003c/span>\u003ca href=\"https://www.brainpop.com/\">\u003cspan style=\"font-weight: 400\">BrainPop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is well-positioned to teach kids about coronavirus: the company was founded by pediatric immunologist Avraham Kadar to help kids understand difficult health subjects. The site’s coronavirus resources include a 4.5-minute animation, vocabulary flashcards, a quiz and more.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus\">\u003cb>A Comic Exploring The New Coronavirus\u003c/b>\u003c/a>\u003cb> by Malaka Gharib\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The onslaught of news about coronavirus might be overwhelming for some young people, but NPR Deputy Editor and Digital Strategist \u003c/span>\u003ca href=\"https://www.npr.org/people/469106148/malaka-gharib\">\u003cspan style=\"font-weight: 400\">Malaka Gharib\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has them covered. She adapted expert insights from a Morning Edition segment into a comic for kids. For more tactile learning, children can \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1PYrKYfOBa4p-azI5z_46KJMbi1FSmL_Y/view\">\u003cspan style=\"font-weight: 400\">print and fold\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the comic to make a zine.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://twitter.com/NPR/status/1236320967871401984\u003c/p>\n\n",
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"excerpt": "Adults and children have a lot of questions about COVID-19. These six resources developed by teachers, epidemiologists and global journalists can help deepen a student's understanding of the topic. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55571/schools-race-to-feed-students-amid-coronavirus-closures\">\u003cspan style=\"font-weight: 400\">Schools are closed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapting to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and many parents are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">juggling child care with remote work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, kids are at home navigating lots of news, as well as plenty of \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">hoaxes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the global pandemic that has radically altered their days. What do they \u003ca href=\"https://www.kqed.org/mindshift/55625/how-to-help-kids-understand-coronavirus-during-distance-learning\">need to know\u003c/a> to understand current events without being overwhelmed?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We always recommend that kids get their information about the news from important adults, not directly from the news,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. Here are six age-appropriate books, videos and lesson plans that teachers and parents can use to help young people understand COVID-19 and its effects.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://akidsbookabout.com/products/a-kids-book-about-covid-19\">\u003cb>A Kids Book About Coronavirus\u003c/b>\u003c/a>\u003cb> by Malia Jones\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written by a social epidemiologist who studies how infectious diseases spread in human populations, this ebook pairs clean, bold design with kid-friendly language to explain COVID-19. When describing how the virus spreads, for example, Jones highlights the role of snot and spit in transmitting germs: “Those germs land on all sorts of things and stick there, sometimes for a few days. Door handles, tables, tablets, and pencils. Even sandwiches.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jones also frankly addresses children’s emotions — “I know this all might seem really scary and you might want to panic. … It’s OK to feel whatever you are feeling” — before concluding with actionable guidance, such as “Don’t pick your nose!” and “Cocoon for a little while.” The book is appropriate for ages 6 and up and available for free as a PDF or epub file for e-readers.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cb>What is a Pandemic? And How Can You Stay Safe?\u003c/b>\u003c/a>\u003cb> E-book by Naomi O’Brien & LaNesha Tabb\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Created by two teachers and available for free, this 18-page e-book includes explanations about pandemics and coronavirus suited to kindergarteners through third-graders. It also includes some historical background and guidance on how to stay healthy. The downloadable PDF is accompanied by three activities: a create-your-own poster template, a feelings check-in worksheet and a songwriting exercise to \u003c/span>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/17/814221111/my-hand-washing-song-readers-offer-lyrics-for-a-20-second-scrub\">\u003cspan style=\"font-weight: 400\">make hand-washing more fun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55628\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cimg class=\"size-full wp-image-55628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png\" alt=\"\" width=\"1078\" height=\"674\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--768x480.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--1020x638.png 1020w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A page from \"What is a Pandemic?\" by Naomi O’Brien & LaNesha Tabb.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cb>TIME for Kids\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Already a classroom mainstay for studying current events, the March 20, 2020 issues of TIME for Kids took a deep dive on coronavirus. With editions for grades \u003c/span>\u003ca href=\"https://digital.emagazines.com/TIME_for_Kids_Gr_3/20200320/index.html?t=c55dced1-e090-4af3-879d-40523a2636a9&err=true\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digital.emagazines.com/Time_for_Kids/20200320/index.html?t=a8d5aa32-f53b-43b1-a41f-c3c2c946e7f4&err=true\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the magazine addressed government response to the pandemic, school responses and the economic impact. Teachers guides for the same grades (\u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1nXPsua3ghXfTY1ZPuJk1S0VkYAtmEIRg\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1_7lW_rDHjKmjeWZMOJ4qF83ZwTP8ub1S\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) are also available.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism\">\u003cb>Coronavirus: Protect Yourself And Stand Against Racism\u003c/b>\u003c/a>\u003cb> by Facing History and Ourselves\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the United States and elsewhere, the spread of coronavirus has been followed closely by \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">a rise in bigotry toward people of Asian heritage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Racist scapegoating during health crises \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/09/813700167/as-coronavirus-spreads-racism-and-xenophobia-are-too\">\u003cspan style=\"font-weight: 400\">is not new\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and current events present a teachable moment on history and fighting hate. In its educator guide tackling the issue, educational nonprofit Facing History and Ourselves provides resources for covering the facts about coronavirus, discussing the consequences of discrimination and prompting student reflection and action.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.brainpop.com/health/diseasesinjuriesandconditions/coronavirus/\">\u003cb>Coronavirus video and lesson plan\u003c/b>\u003c/a>\u003cb> by BrainPop\u003c/b>\u003c/h3>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/xTk_XoNQx5s'\n title='//www.youtube.com/embed/xTk_XoNQx5s'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it now covers a variety of academic subjects, digital learning website \u003c/span>\u003ca href=\"https://www.brainpop.com/\">\u003cspan style=\"font-weight: 400\">BrainPop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is well-positioned to teach kids about coronavirus: the company was founded by pediatric immunologist Avraham Kadar to help kids understand difficult health subjects. The site’s coronavirus resources include a 4.5-minute animation, vocabulary flashcards, a quiz and more.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus\">\u003cb>A Comic Exploring The New Coronavirus\u003c/b>\u003c/a>\u003cb> by Malaka Gharib\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The onslaught of news about coronavirus might be overwhelming for some young people, but NPR Deputy Editor and Digital Strategist \u003c/span>\u003ca href=\"https://www.npr.org/people/469106148/malaka-gharib\">\u003cspan style=\"font-weight: 400\">Malaka Gharib\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has them covered. She adapted expert insights from a Morning Edition segment into a comic for kids. For more tactile learning, children can \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1PYrKYfOBa4p-azI5z_46KJMbi1FSmL_Y/view\">\u003cspan style=\"font-weight: 400\">print and fold\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the comic to make a zine.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Before schools actually shut their doors in response to coronavirus, \u003c/span>\u003ca href=\"https://www.instagram.com/readlikearockstar/\">\u003cspan style=\"font-weight: 400\">Naomi O’Brien\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was anticipating how to help teachers discuss the growing global health crisis with students. A teacher with a decade of experience in kindergarten through second grade, O’Brien took this year off to have her second child but has continued to create educational materials that she sells through \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/\">\u003cspan style=\"font-weight: 400\">Teachers Pay Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the school where her friend and frequent collaborator \u003c/span>\u003ca href=\"https://educationwithanapron.com/about/\">\u003cspan style=\"font-weight: 400\">LaNesha Tabb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed, the pair “dropped everything” to produce a free, child-friendly \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cspan style=\"font-weight: 400\">e-book on pandemics and COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We wanted to put something out there to give kids information, so they didn’t feel left in the dark,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapt to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they also take on responsibility for helping students understand why schools are closed in the first place. While explaining current events is familiar terrain, the rapid change and potential for misinformation involved with COVID-19 add to the challenge. O’Brien, along with other educators and experts, offered guidance for teachers on how to discuss pandemic with students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Address the facts in a calm, rational tone\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though some parents may want to shelter their kids from the news, it’s important that young people \u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">learn what’s happening in the world\u003c/a> from trusted adults, according to Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">communicating with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Howard said educators should name the elephant in the room, but be thoughtful about how they frame the situation: “A lot of times kids will think things are worse than they are. You have a responsibility to correct any misinformation and allay any fears.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children might think they’re staying home because of immediate danger, but prevention and social responsibility are more accurate explanations, Howard said. For the youngest learners, “You want to explain that it’s more about being helpers.” Such framing can provide a healthy counterweight to the fearful tones children may encounter online or on TV.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said that she and Tabb chose not to talk about death or compromised immune systems in their “\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">What Is a Pandemic?\u003c/a>” e-book but focused on basic explanations and what students can do to stay safe. For example, they knew that with schools closed, children might want to visit friends, so they defined “quarantine” and why it’s important. They also included historical context on pandemics “to let kids know that this has happened before, and people have gotten through it, to give them a little bit of hope.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Let kids’ questions lead\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While working on the e-book, O’Brien asked a friend what her children wanted to know about COVID-19. The second- and third-grader were concerned about how to protect themselves from infection, so the e-book concludes with two pages answering the question, “So, what can you do?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, educators doing distance learning can let children’s questions and concerns drive conversations about coronavirus. “They’re going to have questions and you can't just pretend like nothing’s happening,” O’Brien said. “We always say, ‘Facts over fear.’ And make it age-appropriate, of course.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers also may have to address \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">xenophobia and anti-Asian discrimination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when answering student questions. A \u003c/span>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism#\">\u003cspan style=\"font-weight: 400\">coronavirus teaching guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published by the anti-hate organization \u003ca href=\"https://www.facinghistory.org/\">Facing History and Ourselves\u003c/a> recommends providing students first with facts about the virus, then opportunities to explore examples of coronavirus-linked racism and to reflect on the consequences of discrimination.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check in on students’ emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said teachers should assess how much their class can handle when discussing coronavirus and check in on their feelings consistently. From disrupted routines to health worries to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">family stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to missing friends, coronavirus has created many reasons for \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/03/11/well/family/coronavirus-teenagers-anxiety.html\">\u003cspan style=\"font-weight: 400\">anxiety and stress among young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can provide a safe space for students to express those feelings, and they should be sure to validate those emotions, according to Howard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such check-ins can occur during video meetings, phone calls and emails, or through “Today I’m feeling …” writing prompts. Narrower questions can also be useful as students digest specific information about coronavirus. Several pages in O’Brien and Tabb’s e-book, for instance, include “Turn and Talk” prompts that can be adapted to assess not only student understanding but emotional reactions to the facts.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Promote news literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As educators discuss coronavirus with students, it’s also an opportunity to teach news literacy, according to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/meet-our-team#/bio/kelly-mendoza-phd\">\u003cspan style=\"font-weight: 400\">Kelly Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Senior Director of Education Programs at Common Sense Education. \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">Rumors and hoaxes about coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have spread rapidly, and young people need the skills to filter fact from fiction.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/holden\">\u003cspan style=\"font-weight: 400\">Mike Caulfield\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a digital literacy expert at Washington State University, has developed a site \u003c/span>\u003ca href=\"https://infodemic.blog/\">\u003cspan style=\"font-weight: 400\">applying his SIFT model for “information hygiene” to the coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. SIFT stands for “Stop, Investigate the source, Find better coverage, and Trace claims, quotes and media to the original context.” According to the site, these skills can be learned in less than an hour. Common Sense Education also has a curated list with dozens of \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/news-literacy-resources-for-classrooms\">\u003cspan style=\"font-weight: 400\">resources for teaching and learning about news literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Stay informed but be mindful \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s important for educators to keep up with the latest information from reliable sources, such as the Centers for Disease Control, the World Health Organization and public health departments, the barrage of breaking news can be overwhelming. Teachers should set limits for themselves and help students do the same, Mendoza said. “It’s not saying don’t be informed, but when there’s breaking news we tend to just be glued to our screens and that’s not a healthy thing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students think critically about screen time, Mendoza said, is through a four-question framework for media balance, which asks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What media am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When am I consuming it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does it make me feel?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students can track those questions over a few days. Teachers can then facilitate discussions on students’ observations. To go deeper, Common Sense Education offers \u003c/span>\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/curriculum?topic=media-balance--well-being\">\u003cspan style=\"font-weight: 400\">lesson plans on media balance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for grades K-12.\u003c/span>\u003c/p>\n\n",
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"excerpt": "There's a lot of misinformation about COVID-19 and news that's genuinely scary. By helping kids develop their media literacy skills in an age-appropriate way, caregivers and teachers can help them make sense of their world. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Before schools actually shut their doors in response to coronavirus, \u003c/span>\u003ca href=\"https://www.instagram.com/readlikearockstar/\">\u003cspan style=\"font-weight: 400\">Naomi O’Brien\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was anticipating how to help teachers discuss the growing global health crisis with students. A teacher with a decade of experience in kindergarten through second grade, O’Brien took this year off to have her second child but has continued to create educational materials that she sells through \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/\">\u003cspan style=\"font-weight: 400\">Teachers Pay Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the school where her friend and frequent collaborator \u003c/span>\u003ca href=\"https://educationwithanapron.com/about/\">\u003cspan style=\"font-weight: 400\">LaNesha Tabb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed, the pair “dropped everything” to produce a free, child-friendly \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cspan style=\"font-weight: 400\">e-book on pandemics and COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We wanted to put something out there to give kids information, so they didn’t feel left in the dark,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapt to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they also take on responsibility for helping students understand why schools are closed in the first place. While explaining current events is familiar terrain, the rapid change and potential for misinformation involved with COVID-19 add to the challenge. O’Brien, along with other educators and experts, offered guidance for teachers on how to discuss pandemic with students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Address the facts in a calm, rational tone\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though some parents may want to shelter their kids from the news, it’s important that young people \u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">learn what’s happening in the world\u003c/a> from trusted adults, according to Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">communicating with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Howard said educators should name the elephant in the room, but be thoughtful about how they frame the situation: “A lot of times kids will think things are worse than they are. You have a responsibility to correct any misinformation and allay any fears.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children might think they’re staying home because of immediate danger, but prevention and social responsibility are more accurate explanations, Howard said. For the youngest learners, “You want to explain that it’s more about being helpers.” Such framing can provide a healthy counterweight to the fearful tones children may encounter online or on TV.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said that she and Tabb chose not to talk about death or compromised immune systems in their “\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">What Is a Pandemic?\u003c/a>” e-book but focused on basic explanations and what students can do to stay safe. For example, they knew that with schools closed, children might want to visit friends, so they defined “quarantine” and why it’s important. They also included historical context on pandemics “to let kids know that this has happened before, and people have gotten through it, to give them a little bit of hope.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Let kids’ questions lead\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While working on the e-book, O’Brien asked a friend what her children wanted to know about COVID-19. The second- and third-grader were concerned about how to protect themselves from infection, so the e-book concludes with two pages answering the question, “So, what can you do?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, educators doing distance learning can let children’s questions and concerns drive conversations about coronavirus. “They’re going to have questions and you can't just pretend like nothing’s happening,” O’Brien said. “We always say, ‘Facts over fear.’ And make it age-appropriate, of course.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers also may have to address \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">xenophobia and anti-Asian discrimination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when answering student questions. A \u003c/span>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism#\">\u003cspan style=\"font-weight: 400\">coronavirus teaching guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published by the anti-hate organization \u003ca href=\"https://www.facinghistory.org/\">Facing History and Ourselves\u003c/a> recommends providing students first with facts about the virus, then opportunities to explore examples of coronavirus-linked racism and to reflect on the consequences of discrimination.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check in on students’ emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said teachers should assess how much their class can handle when discussing coronavirus and check in on their feelings consistently. From disrupted routines to health worries to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">family stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to missing friends, coronavirus has created many reasons for \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/03/11/well/family/coronavirus-teenagers-anxiety.html\">\u003cspan style=\"font-weight: 400\">anxiety and stress among young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can provide a safe space for students to express those feelings, and they should be sure to validate those emotions, according to Howard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such check-ins can occur during video meetings, phone calls and emails, or through “Today I’m feeling …” writing prompts. Narrower questions can also be useful as students digest specific information about coronavirus. Several pages in O’Brien and Tabb’s e-book, for instance, include “Turn and Talk” prompts that can be adapted to assess not only student understanding but emotional reactions to the facts.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Promote news literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As educators discuss coronavirus with students, it’s also an opportunity to teach news literacy, according to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/meet-our-team#/bio/kelly-mendoza-phd\">\u003cspan style=\"font-weight: 400\">Kelly Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Senior Director of Education Programs at Common Sense Education. \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">Rumors and hoaxes about coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have spread rapidly, and young people need the skills to filter fact from fiction.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/holden\">\u003cspan style=\"font-weight: 400\">Mike Caulfield\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a digital literacy expert at Washington State University, has developed a site \u003c/span>\u003ca href=\"https://infodemic.blog/\">\u003cspan style=\"font-weight: 400\">applying his SIFT model for “information hygiene” to the coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. SIFT stands for “Stop, Investigate the source, Find better coverage, and Trace claims, quotes and media to the original context.” According to the site, these skills can be learned in less than an hour. Common Sense Education also has a curated list with dozens of \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/news-literacy-resources-for-classrooms\">\u003cspan style=\"font-weight: 400\">resources for teaching and learning about news literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Stay informed but be mindful \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s important for educators to keep up with the latest information from reliable sources, such as the Centers for Disease Control, the World Health Organization and public health departments, the barrage of breaking news can be overwhelming. Teachers should set limits for themselves and help students do the same, Mendoza said. “It’s not saying don’t be informed, but when there’s breaking news we tend to just be glued to our screens and that’s not a healthy thing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students think critically about screen time, Mendoza said, is through a four-question framework for media balance, which asks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What media am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When am I consuming it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does it make me feel?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students can track those questions over a few days. Teachers can then facilitate discussions on students’ observations. To go deeper, Common Sense Education offers \u003c/span>\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/curriculum?topic=media-balance--well-being\">\u003cspan style=\"font-weight: 400\">lesson plans on media balance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for grades K-12.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">On the second day of her school’s \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> related closure, sixth-grade teacher Elizabeth Raff sent her students a video through \u003ca href=\"https://edu.google.com/products/classroom/?modal_active=none\">Google Classroom\u003c/a>. In it, she talked about what she had been up to, including celebrating her son’s second birthday at home, and she told her students that she missed them and wanted to hear how they were doing. She invited them to send her an email, and she promised to reply. Within a few hours, her inbox was flooded. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some schools around the country have initiated online instruction in response to the coronavirus outbreak, \u003c/span>\u003ca href=\"https://twitter.com/pennmanor\">\u003cspan style=\"font-weight: 400\">Penn Manor School District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where Raff teaches in central Pennsylvania, is one of many districts that has not done so because of challenges in providing distance learning for all students. In \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/District_Dossier/2020/03/districts_varying_responses_to_coronavirus_survey.html\">\u003cspan style=\"font-weight: 400\">a survey conducted by Education Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 41 percent of school leaders said they could not make remote learning accessible to every student for even one day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though educators in such districts cannot teach classes or give assignments, they can still play a valuable role in their students’ lives by staying connected in this time of uncertainty and heightened anxiety. “We know that strong, secure bonds with our teachers are really important in social-emotional development. To suddenly lose out on that under such strange and unprecedented circumstances can be really hard on kids,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have physical distance, but we don't have to have emotional distance,” Howard said. As Raff saw with her students, hearing from their teachers provides young people comfort and consistency amid the disruptions caused by school closings and social distancing. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/mich12420/status/1240091694768566276\u003c/p>\n\u003ch2>\u003cb>Validating emotions and offering reassurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the end of the first week of her school’s closure, Raff had heard from at least 30 of the 70 sixth-graders she teaches. “It was very clear that the foundation of our classrooms is always relationships. That’s the one thing we need to focus on right now. We don’t need to focus on worksheets. We don’t need to focus on standards,” she said. “Those things will be waiting for us in the future.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raff’s priority in communicating with students has been to ensure that they felt “safe, heard, loved and understood.” Many of her students who emailed her said they missed school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really didn't want school to close. I knew that I would miss you too much and I do. I really want to see you again,” wrote one sixth-grader, who included a picture of her dog in her email. Another student talked about watching Frozen II, then shared, “As to how I feel, I feel nervous about this. All I know is I want to get back to school and see you guys (the teachers).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Howard said that many kids, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, find it hard to tolerate the uncertainty about when schools will reopen. In response, she said, teachers should validate the difficulty of the situation and reassure students that they will provide more information as soon as it’s known.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of Raff’s students expressed more specific COVID-19 infection anxieties, too. “I'm not worried about me getting it because so far it hasn't affected younger people as much. But, I am nervous because if I could get it, I could easily spread it to my Grandfather ... I would not want him to get sick, because it has really affects older people and many have died from it,” wrote one student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a child expresses specific fears, teachers should validate those feelings before trying to problem-solve, Howard said. Having the ear of a trusted adult can be reassuring. For example, the student above also told Raff: “I enjoy getting to write to you about what I've been doing and what's been on my mind. It makes me feel special.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Raff has connected with her students via videos and emails, other teachers might choose different modes of communication. According to Howard, a five-minute phone call can provide the kind of emotional support kids need. Howard also noted that it’s important to let a child’s caregiver know when a specific fear is expressed, so those adults can follow up.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/guptonfcs_lhs/status/1241078179831394305?s=11\u003c/p>\n\u003ch2>\u003cb>Providing continuity and modeling resiliency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the current public health crisis has \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">demanded flexibility from kids and grown-ups alike\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, small measures of routine can be comforting for students stuck at home. Raff, for example, tries to post a video check-in at the same time each day — after her son goes down for his afternoon nap.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids thrive under conditions of routine and really love predictability,” said Howard. She also recommended that teachers consider ways to create continuity with what would usually be happening in the classroom right now. A teacher might, for example, might share what the classroom pet has been up to, or ask students to send pictures of artwork they’ve created at home.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/McVeyMustang5/status/1241107723724390401\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last week Raff posted videos of herself reading new chapters from \u003c/span>\u003ca href=\"https://www.npr.org/2012/03/26/149389787/mysterious-benedict-solve-a-puzzle-save-the-world\">\u003cspan style=\"font-weight: 400\">The Mysterious Benedict Society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the novel her classes were reading together before school closed. In their emails, many students said they appreciated the read-alouds and encouraged her not to forget the next day’s chapter.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around midweek Raff also began \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1240657653161959426\">\u003cspan style=\"font-weight: 400\">posting daily challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to keep students engaged rather than getting \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55533/exercise-tips-to-help-kids-teens-and-families-stay-balanced-at-home\">\u003cspan style=\"font-weight: 400\">bored at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One such challenge encouraged students to test the most effective ways to keep ice cubes solid outside the freezer and the fastest methods for melting them. She invited students to share their results via Flipgrid, a video app that students already use in her classroom. Getting to see and hear each other created “a really warm feeling,” Raff said. She also said she tries to make the challenges a creative outlet, not something intense or overwhelming.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/elizabeth_raff/status/1240657653161959426\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to providing comfort and continuity, Raff’s communications during the first week of COVID-19 school closure modeled resilience and healthy responses to stress. “Kids learn so much from how adults respond to situations,” she said. “So seeing that we can be there for each other … I’m hoping they can see that I’m trying to respond in joy, not in fear, and that I’m trying to make the world a better place.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On the second day of her school’s \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> related closure, sixth-grade teacher Elizabeth Raff sent her students a video through \u003ca href=\"https://edu.google.com/products/classroom/?modal_active=none\">Google Classroom\u003c/a>. In it, she talked about what she had been up to, including celebrating her son’s second birthday at home, and she told her students that she missed them and wanted to hear how they were doing. She invited them to send her an email, and she promised to reply. Within a few hours, her inbox was flooded. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While some schools around the country have initiated online instruction in response to the coronavirus outbreak, \u003c/span>\u003ca href=\"https://twitter.com/pennmanor\">\u003cspan style=\"font-weight: 400\">Penn Manor School District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where Raff teaches in central Pennsylvania, is one of many districts that has not done so because of challenges in providing distance learning for all students. In \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/District_Dossier/2020/03/districts_varying_responses_to_coronavirus_survey.html\">\u003cspan style=\"font-weight: 400\">a survey conducted by Education Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 41 percent of school leaders said they could not make remote learning accessible to every student for even one day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though educators in such districts cannot teach classes or give assignments, they can still play a valuable role in their students’ lives by staying connected in this time of uncertainty and heightened anxiety. “We know that strong, secure bonds with our teachers are really important in social-emotional development. To suddenly lose out on that under such strange and unprecedented circumstances can be really hard on kids,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have physical distance, but we don't have to have emotional distance,” Howard said. As Raff saw with her students, hearing from their teachers provides young people comfort and consistency amid the disruptions caused by school closings and social distancing. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Validating emotions and offering reassurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the end of the first week of her school’s closure, Raff had heard from at least 30 of the 70 sixth-graders she teaches. “It was very clear that the foundation of our classrooms is always relationships. That’s the one thing we need to focus on right now. We don’t need to focus on worksheets. We don’t need to focus on standards,” she said. “Those things will be waiting for us in the future.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Raff’s priority in communicating with students has been to ensure that they felt “safe, heard, loved and understood.” Many of her students who emailed her said they missed school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really didn't want school to close. I knew that I would miss you too much and I do. I really want to see you again,” wrote one sixth-grader, who included a picture of her dog in her email. Another student talked about watching Frozen II, then shared, “As to how I feel, I feel nervous about this. All I know is I want to get back to school and see you guys (the teachers).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Howard said that many kids, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, find it hard to tolerate the uncertainty about when schools will reopen. In response, she said, teachers should validate the difficulty of the situation and reassure students that they will provide more information as soon as it’s known.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of Raff’s students expressed more specific COVID-19 infection anxieties, too. “I'm not worried about me getting it because so far it hasn't affected younger people as much. But, I am nervous because if I could get it, I could easily spread it to my Grandfather ... I would not want him to get sick, because it has really affects older people and many have died from it,” wrote one student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a child expresses specific fears, teachers should validate those feelings before trying to problem-solve, Howard said. Having the ear of a trusted adult can be reassuring. For example, the student above also told Raff: “I enjoy getting to write to you about what I've been doing and what's been on my mind. It makes me feel special.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Raff has connected with her students via videos and emails, other teachers might choose different modes of communication. According to Howard, a five-minute phone call can provide the kind of emotional support kids need. Howard also noted that it’s important to let a child’s caregiver know when a specific fear is expressed, so those adults can follow up.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Providing continuity and modeling resiliency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the current public health crisis has \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">demanded flexibility from kids and grown-ups alike\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, small measures of routine can be comforting for students stuck at home. Raff, for example, tries to post a video check-in at the same time each day — after her son goes down for his afternoon nap.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids thrive under conditions of routine and really love predictability,” said Howard. She also recommended that teachers consider ways to create continuity with what would usually be happening in the classroom right now. A teacher might, for example, might share what the classroom pet has been up to, or ask students to send pictures of artwork they’ve created at home.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last week Raff posted videos of herself reading new chapters from \u003c/span>\u003ca href=\"https://www.npr.org/2012/03/26/149389787/mysterious-benedict-solve-a-puzzle-save-the-world\">\u003cspan style=\"font-weight: 400\">The Mysterious Benedict Society\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the novel her classes were reading together before school closed. In their emails, many students said they appreciated the read-alouds and encouraged her not to forget the next day’s chapter.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around midweek Raff also began \u003c/span>\u003ca href=\"https://twitter.com/elizabeth_raff/status/1240657653161959426\">\u003cspan style=\"font-weight: 400\">posting daily challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to keep students engaged rather than getting \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55533/exercise-tips-to-help-kids-teens-and-families-stay-balanced-at-home\">\u003cspan style=\"font-weight: 400\">bored at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One such challenge encouraged students to test the most effective ways to keep ice cubes solid outside the freezer and the fastest methods for melting them. She invited students to share their results via Flipgrid, a video app that students already use in her classroom. Getting to see and hear each other created “a really warm feeling,” Raff said. She also said she tries to make the challenges a creative outlet, not something intense or overwhelming.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to providing comfort and continuity, Raff’s communications during the first week of COVID-19 school closure modeled resilience and healthy responses to stress. “Kids learn so much from how adults respond to situations,” she said. “So seeing that we can be there for each other … I’m hoping they can see that I’m trying to respond in joy, not in fear, and that I’m trying to make the world a better place.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How Black Girls Benefit When Math has Social Interaction and Ways to Learn Together",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">What is it like to be a Black girl learning math in U.S. schools?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">News stories tell us some of the worst examples, such as a school resource officer \u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2015/10/27/452206430/video-of-s-c-police-officer-throwing-student-to-ground-prompts-inquiry-and-outra\">\u003cspan style=\"font-weight: 400\">dragging a teenager across the floor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or a teacher \u003c/span>\u003ca href=\"https://www.nytimes.com/2016/02/13/nyregion/success-academy-teacher-rips-up-student-paper.html\">\u003cspan style=\"font-weight: 400\">ripping up a first-grader’s paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in front of the class. More subtly dehumanizing experiences can include never being called on or \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher\">\u003cspan style=\"font-weight: 400\">not being referred to gifted programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these kinds of math experiences could happen to any student, for Black girls, they compound with other \u003c/span>\u003ca href=\"https://www.jstor.org/stable/42732892?seq=1\">\u003cspan style=\"font-weight: 400\">biases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://nwlc.org/resources/unlocking-opportunity-african-american-girls-call-action-educational-equity/\">\u003cspan style=\"font-weight: 400\">barriers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to creating an outsider status in the classroom, according to Nicole Joseph, a Vanderbilt University professor who specializes in Black girls’ education. She is also a former math teacher. She said for Black girls, \u003c/span>“just being positioned as a mathematical thinker is difficult and very rare in your average public classroom across this country.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education scholarship, however, \u003c/span>\u003ca href=\"http://www.vctm.org/The-Invisibility-of-Black-Girls-in-Mathematics\">\u003cspan style=\"font-weight: 400\">does little to illuminate these issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or propose better ways of engaging Black girls in math. What research does exist focuses large-scale statistics about the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/dashboards/achievement_gaps.aspx\">\u003cspan style=\"font-weight: 400\">achievement gap\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For Joseph, that’s insufficient: “It doesn’t tell us about the conditions that Black girls face, the teachers they have, the schools they’re in. It just tells us that they’re at the bottom of the math hierarchy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joseph’s work seeks to fill in the missing pieces. Last spring, she co-authored an \u003c/span>\u003ca href=\"https://hepgjournals.org/doi/10.17763/1943-5045-89.1.132\">\u003cspan style=\"font-weight: 400\">article in Harvard Educational Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that analyzed what Black girls at a large, urban district in New Jersey said about their math experiences and what it could tell educators about how to create humanizing math classrooms.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The takeaways? Black girls want math teachers and classrooms that are open to social interaction and collective learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study builds on a range of research demonstrating how teachers in the U.S. — \u003c/span>\u003ca href=\"https://www.npr.org/local/309/2019/08/15/751199037/changing-classrooms-when-students-are-black-and-teachers-are-white\">\u003cspan style=\"font-weight: 400\">who are primarily white\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — often view and treat Black girls differently from their peers in schools. The authors cite, for example, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1007/s12114-011-9098-y\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that found math and science teachers were more likely to see Black girls as disruptive than white girls and less likely to recommend Black girls for honors classes. They also describe \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s12114-012-9139-1\">\u003cspan style=\"font-weight: 400\">a study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which 48% of Black girls reported that they expected to attend graduate or professional school, but only 5% of their teachers expected them to do so.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Joseph, these internalized stereotypes often lead teachers of Black girls to focus on \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/08/25/434650842/study-tracks-vast-racial-gap-in-school-discipline-in-13-southern-states\">\u003cspan style=\"font-weight: 400\">managing behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>“These stereotypes get in the way,” she said. “So they’re not seeing emerging mathematicians because they’re so focused on the girls’ behaviors.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What teachers should focus on instead, she said, is “trying to understand who these Black girls really are and trying to understand the ways in which they would like to engage in mathematics learning.”\u003c/span>\u003c/p>\n\u003ch2>What Black Girls Need\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">That starts with talking — and listening — to students. By analyzing interviews with 10 adolescents at varying levels of math engagement, Joseph and her co-authors found that social interactions with their teachers matter to Black girls. The girls contrasted positive math experiences with negative ones by emphasizing teachers’ patience, sense of humor, and ability to explain concepts in different ways. In the following quote, for example, one student described why she considered her current math teacher to be effective:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“Because, like I said before, you know he doesn’t yell at you for the wrong answer … He tries to help you and sometimes makes jokes, which kind of, like, makes you feel better and more relaxed. Because you’re like, ‘Oh, you know he’s cool and maybe, like, I can even talk to him if I have a problem.’”\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building positive relationships may require educators to let go of traditional scripts of what doing math looks and sounds like, said Joseph. She recommended practices such as \u003c/span>\u003ca href=\"https://www.artofmathematics.org/blogs/cvonrenesse/mathematical-autobiographies\">\u003cspan style=\"font-weight: 400\">math autobiography assignments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and asking students about their lives on a regular basis. “These are some of the things I did as a teacher — this was way before my Ph.D.,” she said. “I didn’t know all these fancy names, but I knew in my gut that you’ve gotta know your students.” The payoff is that when students feel cared for, rather than being viewed as disruptive, they become motivated to work harder. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Black girls in the study also valued collaborative learning in math classrooms. The researchers noted that whereas mainstream white culture and school culture center individual achievement, the girls’ interviews highlighted the ways tackling problems together can increase collective chances for success. As one student said: “it’s better to work as a team … Because if you don’t have it you can go to your teammates and ask them how did they get this? And they’ll work with you basically like a teacher assistant.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joseph described a recent interaction she observed in a high school algebra class where a group of Black girls were singing in their algebra class after solving some problems correctly. Joseph pointed to the class as an example of one where Black girls could be fully themselves and motivated to learn. While some teachers might discourage singing and laughing as “goofing off,” these students’ teacher did not mind, “because the kids delivered” in their work.\u003c/span>\u003c/p>\n\u003ch2>Humanizing Math\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Talking to students and getting comfortable with not having all the answers are critical steps to creating humanizing math classrooms, according to the authors of the Harvard Educational Review paper. So is continuing to learn. Teachers “need to read, read, read” to deepen their understanding of Black girls’ marginalization, Joseph said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher and coach in low-income, majority-Black schools for 13 years before entering academia, Joseph knows that shifting the paradigm of resources and opportunities is not easy. “At the same time,” she said, “if you are choosing to become a teacher, if you are choosing to teach in an urban setting, which is where a lot of Black girls find themselves enrolled, then this is the work.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And none of these changes call for reducing rigor. “Teach Black girls more mathematics, not less,” Joseph said. “They need as much mathematics that you can give them, but it needs to be in ways that they can get access to it and develop their mathematical thinking.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">What is it like to be a Black girl learning math in U.S. schools?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">News stories tell us some of the worst examples, such as a school resource officer \u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2015/10/27/452206430/video-of-s-c-police-officer-throwing-student-to-ground-prompts-inquiry-and-outra\">\u003cspan style=\"font-weight: 400\">dragging a teenager across the floor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or a teacher \u003c/span>\u003ca href=\"https://www.nytimes.com/2016/02/13/nyregion/success-academy-teacher-rips-up-student-paper.html\">\u003cspan style=\"font-weight: 400\">ripping up a first-grader’s paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in front of the class. More subtly dehumanizing experiences can include never being called on or \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher\">\u003cspan style=\"font-weight: 400\">not being referred to gifted programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these kinds of math experiences could happen to any student, for Black girls, they compound with other \u003c/span>\u003ca href=\"https://www.jstor.org/stable/42732892?seq=1\">\u003cspan style=\"font-weight: 400\">biases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://nwlc.org/resources/unlocking-opportunity-african-american-girls-call-action-educational-equity/\">\u003cspan style=\"font-weight: 400\">barriers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to creating an outsider status in the classroom, according to Nicole Joseph, a Vanderbilt University professor who specializes in Black girls’ education. She is also a former math teacher. She said for Black girls, \u003c/span>“just being positioned as a mathematical thinker is difficult and very rare in your average public classroom across this country.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education scholarship, however, \u003c/span>\u003ca href=\"http://www.vctm.org/The-Invisibility-of-Black-Girls-in-Mathematics\">\u003cspan style=\"font-weight: 400\">does little to illuminate these issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or propose better ways of engaging Black girls in math. What research does exist focuses large-scale statistics about the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/dashboards/achievement_gaps.aspx\">\u003cspan style=\"font-weight: 400\">achievement gap\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For Joseph, that’s insufficient: “It doesn’t tell us about the conditions that Black girls face, the teachers they have, the schools they’re in. It just tells us that they’re at the bottom of the math hierarchy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joseph’s work seeks to fill in the missing pieces. Last spring, she co-authored an \u003c/span>\u003ca href=\"https://hepgjournals.org/doi/10.17763/1943-5045-89.1.132\">\u003cspan style=\"font-weight: 400\">article in Harvard Educational Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that analyzed what Black girls at a large, urban district in New Jersey said about their math experiences and what it could tell educators about how to create humanizing math classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The takeaways? Black girls want math teachers and classrooms that are open to social interaction and collective learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study builds on a range of research demonstrating how teachers in the U.S. — \u003c/span>\u003ca href=\"https://www.npr.org/local/309/2019/08/15/751199037/changing-classrooms-when-students-are-black-and-teachers-are-white\">\u003cspan style=\"font-weight: 400\">who are primarily white\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — often view and treat Black girls differently from their peers in schools. The authors cite, for example, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1007/s12114-011-9098-y\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that found math and science teachers were more likely to see Black girls as disruptive than white girls and less likely to recommend Black girls for honors classes. They also describe \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s12114-012-9139-1\">\u003cspan style=\"font-weight: 400\">a study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which 48% of Black girls reported that they expected to attend graduate or professional school, but only 5% of their teachers expected them to do so.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Joseph, these internalized stereotypes often lead teachers of Black girls to focus on \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/08/25/434650842/study-tracks-vast-racial-gap-in-school-discipline-in-13-southern-states\">\u003cspan style=\"font-weight: 400\">managing behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>“These stereotypes get in the way,” she said. “So they’re not seeing emerging mathematicians because they’re so focused on the girls’ behaviors.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What teachers should focus on instead, she said, is “trying to understand who these Black girls really are and trying to understand the ways in which they would like to engage in mathematics learning.”\u003c/span>\u003c/p>\n\u003ch2>What Black Girls Need\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">That starts with talking — and listening — to students. By analyzing interviews with 10 adolescents at varying levels of math engagement, Joseph and her co-authors found that social interactions with their teachers matter to Black girls. The girls contrasted positive math experiences with negative ones by emphasizing teachers’ patience, sense of humor, and ability to explain concepts in different ways. In the following quote, for example, one student described why she considered her current math teacher to be effective:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">“Because, like I said before, you know he doesn’t yell at you for the wrong answer … He tries to help you and sometimes makes jokes, which kind of, like, makes you feel better and more relaxed. Because you’re like, ‘Oh, you know he’s cool and maybe, like, I can even talk to him if I have a problem.’”\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building positive relationships may require educators to let go of traditional scripts of what doing math looks and sounds like, said Joseph. She recommended practices such as \u003c/span>\u003ca href=\"https://www.artofmathematics.org/blogs/cvonrenesse/mathematical-autobiographies\">\u003cspan style=\"font-weight: 400\">math autobiography assignments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and asking students about their lives on a regular basis. “These are some of the things I did as a teacher — this was way before my Ph.D.,” she said. “I didn’t know all these fancy names, but I knew in my gut that you’ve gotta know your students.” The payoff is that when students feel cared for, rather than being viewed as disruptive, they become motivated to work harder. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Black girls in the study also valued collaborative learning in math classrooms. The researchers noted that whereas mainstream white culture and school culture center individual achievement, the girls’ interviews highlighted the ways tackling problems together can increase collective chances for success. As one student said: “it’s better to work as a team … Because if you don’t have it you can go to your teammates and ask them how did they get this? And they’ll work with you basically like a teacher assistant.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joseph described a recent interaction she observed in a high school algebra class where a group of Black girls were singing in their algebra class after solving some problems correctly. Joseph pointed to the class as an example of one where Black girls could be fully themselves and motivated to learn. While some teachers might discourage singing and laughing as “goofing off,” these students’ teacher did not mind, “because the kids delivered” in their work.\u003c/span>\u003c/p>\n\u003ch2>Humanizing Math\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Talking to students and getting comfortable with not having all the answers are critical steps to creating humanizing math classrooms, according to the authors of the Harvard Educational Review paper. So is continuing to learn. Teachers “need to read, read, read” to deepen their understanding of Black girls’ marginalization, Joseph said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher and coach in low-income, majority-Black schools for 13 years before entering academia, Joseph knows that shifting the paradigm of resources and opportunities is not easy. “At the same time,” she said, “if you are choosing to become a teacher, if you are choosing to teach in an urban setting, which is where a lot of Black girls find themselves enrolled, then this is the work.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And none of these changes call for reducing rigor. “Teach Black girls more mathematics, not less,” Joseph said. “They need as much mathematics that you can give them, but it needs to be in ways that they can get access to it and develop their mathematical thinking.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"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?",
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"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.",
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"possible": {
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"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.",
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"pri-the-world": {
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"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.",
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},
"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.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
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