window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_54949": {
"type": "attachments",
"id": "mindshift_54949",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "54949",
"found": true
},
"parent": 54921,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1160931214-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1160931214-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1160931214-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1160931214-e1574842931557.jpg",
"width": 1920,
"height": 1280
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1160931214-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"complete_open_graph": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1160931214-1200x800.jpg",
"width": 1200,
"mimeType": "image/jpeg",
"height": 800
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1160931214-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1160931214-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1160931214-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1574842899,
"modified": 1574842921,
"caption": null,
"description": null,
"title": "iStock-1160931214",
"credit": "monkeybusinessimages/iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_54948": {
"type": "attachments",
"id": "mindshift_54948",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "54948",
"found": true
},
"parent": 54917,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-962478136-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-962478136-160x90.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 90
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-962478136-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-962478136-e1574842646278.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-962478136-1020x574.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 574
},
"complete_open_graph": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-962478136-1200x675.jpg",
"width": 1200,
"mimeType": "image/jpeg",
"height": 675
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-962478136-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-962478136-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-962478136-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
}
},
"publishDate": 1574842584,
"modified": 1574842640,
"caption": null,
"description": null,
"title": "First-grader boy carefully writing letters in his copybook, doing homework",
"credit": "Motortion/iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_54061": {
"type": "attachments",
"id": "mindshift_54061",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "54061",
"found": true
},
"parent": 54054,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/08/iStock-984271266-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/08/iStock-984271266-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/08/iStock-984271266-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/08/iStock-984271266-e1565032638352.jpg",
"width": 1920,
"height": 1280
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/08/iStock-984271266-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"complete_open_graph": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/08/iStock-984271266-1200x800.jpg",
"width": 1200,
"mimeType": "image/jpeg",
"height": 800
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/08/iStock-984271266-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/08/iStock-984271266-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/08/iStock-984271266-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1565032591,
"modified": 1565032613,
"caption": null,
"description": null,
"title": "Back to school, Happy cute industrious child running and jumping on books background, Concept of education and reading, The development of the imagination, First time to school",
"credit": "CrispyPork/iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_49850": {
"type": "attachments",
"id": "mindshift_49850",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "49850",
"found": true
},
"parent": 49849,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-520x694.jpg",
"width": 520,
"mimeType": "image/jpeg",
"height": 694
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-999x576.jpg",
"width": 999,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-160x213.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 213
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-960x1281.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 1281
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-375x500.jpg",
"width": 375,
"mimeType": "image/jpeg",
"height": 500
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1.jpg",
"width": 999,
"height": 1333
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-800x1067.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 1067
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-150x150.jpg",
"width": 150,
"mimeType": "image/jpeg",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-768x1025.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 1025
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/12/brain_motion-1_vert-9c47691df580cb89699110424a862ce4e9d331c1-240x320.jpg",
"width": 240,
"mimeType": "image/jpeg",
"height": 320
}
},
"publishDate": 1512744073,
"modified": 1512744155,
"caption": null,
"description": null,
"title": "I guess it's too late to change my mind.",
"credit": "Aşkın Dursun KAMBEROĞLU/Getty Images",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_49712": {
"type": "attachments",
"id": "mindshift_49712",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "49712",
"found": true
},
"parent": 49697,
"imgSizes": {
"small": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-520x307.png",
"width": 520,
"mimeType": "image/png",
"height": 307
},
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-1038x576.png",
"width": 1038,
"mimeType": "image/png",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-160x95.png",
"width": 160,
"mimeType": "image/png",
"height": 95
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-960x567.png",
"width": 960,
"mimeType": "image/png",
"height": 567
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"xsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-375x222.png",
"width": 375,
"mimeType": "image/png",
"height": 222
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-e1574841521741.png",
"width": 1920,
"height": 1134
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-1020x603.png",
"width": 1020,
"mimeType": "image/png",
"height": 603
},
"xlarge": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-1180x697.png",
"width": 1180,
"mimeType": "image/png",
"height": 697
},
"guest-author-50": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-50x50.png",
"width": 50,
"mimeType": "image/png",
"height": 50
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-800x473.png",
"width": 800,
"mimeType": "image/png",
"height": 473
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-1920x1134.png",
"width": 1920,
"mimeType": "image/png",
"height": 1134
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-1180x697.png",
"width": 1180,
"mimeType": "image/png",
"height": 697
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-1920x1134.png",
"width": 1920,
"mimeType": "image/png",
"height": 1134
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-150x150.png",
"width": 150,
"mimeType": "image/png",
"height": 150
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-768x454.png",
"width": 768,
"mimeType": "image/png",
"height": 454
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
},
"xxsmall": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2017/11/Brains-240x142.png",
"width": 240,
"mimeType": "image/png",
"height": 142
}
},
"publishDate": 1510770688,
"modified": 1510770749,
"caption": null,
"description": null,
"title": "Brains",
"credit": "iStock/melazerg",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_43265": {
"type": "attachments",
"id": "mindshift_43265",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "43265",
"found": true
},
"parent": 43197,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-960x540.jpg",
"width": 960,
"mimeType": "image/jpeg",
"height": 540
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph.jpg",
"width": 1920,
"height": 1080
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-1440x810.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 810
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-800x450.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 450
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"cat_post_thumb_sizecategory-posts-2": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-50x50.jpg",
"width": 50,
"mimeType": "image/jpeg",
"height": 50
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-1920x1080.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1080
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-1180x664.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 664
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-768x432.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 432
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2015/12/Brain-Graph-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1451376734,
"modified": 1451376741,
"caption": null,
"description": null,
"title": "Brain-Graph",
"credit": "iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_54894": {
"type": "attachments",
"id": "mindshift_54894",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "54894",
"found": true
},
"parent": 54805,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-157545978-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-157545978-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-157545978-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-157545978-e1574407454440.jpg",
"width": 1920,
"height": 1281
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-157545978-1020x681.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 681
},
"complete_open_graph": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-157545978-1200x801.jpg",
"width": 1200,
"mimeType": "image/jpeg",
"height": 801
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-157545978-1920x1281.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1281
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-157545978-800x534.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 534
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-157545978-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1574407419,
"modified": 1574407448,
"caption": null,
"description": null,
"title": "Happy sneakers",
"credit": "DragonImages/iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_54843": {
"type": "attachments",
"id": "mindshift_54843",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "54843",
"found": true
},
"parent": 54833,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1096932692-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1096932692-160x80.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 80
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1096932692-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1096932692-e1574101182685.jpg",
"width": 1920,
"height": 960
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1096932692-1020x510.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 510
},
"complete_open_graph": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1096932692-1200x600.jpg",
"width": 1200,
"mimeType": "image/jpeg",
"height": 600
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1096932692-1920x960.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 960
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1096932692-800x400.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 400
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1096932692-768x384.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 384
}
},
"publishDate": 1574101166,
"modified": 1574101204,
"caption": null,
"description": null,
"title": "iStock-1096932692",
"credit": "frimages/iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_54825": {
"type": "attachments",
"id": "mindshift_54825",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "54825",
"found": true
},
"parent": 54504,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1161792579-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1161792579-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1161792579-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1161792579-e1573715068620.jpg",
"width": 1920,
"height": 1280
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1161792579-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"complete_open_graph": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1161792579-1200x800.jpg",
"width": 1200,
"mimeType": "image/jpeg",
"height": 800
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1161792579-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1161792579-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/iStock-1161792579-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1573715047,
"modified": 1573715089,
"caption": null,
"description": null,
"title": "iStock-1161792579",
"credit": "shironosov/iStock",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_54798": {
"type": "attachments",
"id": "mindshift_54798",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "54798",
"found": true
},
"parent": 54797,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/impeachment-isabel-seliger-edit_slide-784ea51fe4212c7b45a4e2c5fc10829dbe9954ec-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/impeachment-isabel-seliger-edit_slide-784ea51fe4212c7b45a4e2c5fc10829dbe9954ec-160x107.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 107
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/impeachment-isabel-seliger-edit_slide-784ea51fe4212c7b45a4e2c5fc10829dbe9954ec-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/impeachment-isabel-seliger-edit_slide-784ea51fe4212c7b45a4e2c5fc10829dbe9954ec-e1573606531680.jpg",
"width": 1919,
"height": 1279
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/impeachment-isabel-seliger-edit_slide-784ea51fe4212c7b45a4e2c5fc10829dbe9954ec-1020x680.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 680
},
"complete_open_graph": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/impeachment-isabel-seliger-edit_slide-784ea51fe4212c7b45a4e2c5fc10829dbe9954ec-1200x800.jpg",
"width": 1200,
"mimeType": "image/jpeg",
"height": 800
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/impeachment-isabel-seliger-edit_slide-784ea51fe4212c7b45a4e2c5fc10829dbe9954ec-1920x1280.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1280
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/impeachment-isabel-seliger-edit_slide-784ea51fe4212c7b45a4e2c5fc10829dbe9954ec-800x533.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 533
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/impeachment-isabel-seliger-edit_slide-784ea51fe4212c7b45a4e2c5fc10829dbe9954ec-768x512.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 512
}
},
"publishDate": 1573589458,
"modified": 1573589604,
"caption": null,
"description": "teaching impeachment",
"title": "teaching impeachment",
"credit": "Isabel Seliger for NPR",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_54746": {
"type": "attachments",
"id": "mindshift_54746",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "54746",
"found": true
},
"parent": 54743,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/Dyslexia-featured-image-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/Dyslexia-featured-image-160x98.jpg",
"width": 160,
"mimeType": "image/jpeg",
"height": 98
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/Dyslexia-featured-image-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/Dyslexia-featured-image.jpg",
"width": 1920,
"height": 1175
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/Dyslexia-featured-image-1020x624.jpg",
"width": 1020,
"mimeType": "image/jpeg",
"height": 624
},
"complete_open_graph": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/Dyslexia-featured-image-1200x734.jpg",
"width": 1200,
"mimeType": "image/jpeg",
"height": 734
},
"full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/Dyslexia-featured-image-1920x1175.jpg",
"width": 1920,
"mimeType": "image/jpeg",
"height": 1175
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/Dyslexia-featured-image-800x490.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 490
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/11/Dyslexia-featured-image-768x470.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 470
}
},
"publishDate": 1572974932,
"modified": 1572974932,
"caption": null,
"description": null,
"title": "Dyslexia-featured-image",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_54657": {
"type": "attachments",
"id": "mindshift_54657",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "54657",
"found": true
},
"parent": 54655,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/10/why-sketchnoting-1038x576.png",
"width": 1038,
"mimeType": "image/png",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/10/why-sketchnoting-160x113.png",
"width": 160,
"mimeType": "image/png",
"height": 113
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/10/why-sketchnoting-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/10/why-sketchnoting.png",
"width": 1700,
"height": 1200
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/10/why-sketchnoting-1020x720.png",
"width": 1020,
"mimeType": "image/png",
"height": 720
},
"complete_open_graph": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/10/why-sketchnoting-1200x847.png",
"width": 1200,
"mimeType": "image/png",
"height": 847
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/10/why-sketchnoting-800x565.png",
"width": 800,
"mimeType": "image/png",
"height": 565
},
"medium_large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2019/10/why-sketchnoting-768x542.png",
"width": 768,
"mimeType": "image/png",
"height": 542
}
},
"publishDate": 1572029181,
"modified": 1572029274,
"caption": "Carrie Baughcum's sketchnote of why she uses sketchnoting in her classroom.",
"description": "Carrie Baughcum's sketchnote of why she uses sketchnoting in her classroom.",
"title": "why sketchnoting",
"credit": "Courtesy \u003ca href=\"https://carriebaughcum.com/\">Carrie Baughcum\u003c/a>",
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"byline_mindshift_54797": {
"type": "authors",
"id": "byline_mindshift_54797",
"meta": {
"override": true
},
"slug": "byline_mindshift_54797",
"name": "Alexis Marshall",
"isLoading": false
},
"katrinaschwartz": {
"type": "authors",
"id": "234",
"meta": {
"index": "authors_1716337520",
"id": "234",
"found": true
},
"name": "Katrina Schwartz",
"firstName": "Katrina",
"lastName": "Schwartz",
"slug": "katrinaschwartz",
"email": "kschwartz@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "Producer",
"bio": "Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.",
"avatar": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twitter": "kschwart",
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Katrina Schwartz | KQED",
"description": "Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/katrinaschwartz"
},
"hollykorbey": {
"type": "authors",
"id": "4445",
"meta": {
"index": "authors_1716337520",
"id": "4445",
"found": true
},
"name": "Holly Korbey",
"firstName": "Holly",
"lastName": "Korbey",
"slug": "hollykorbey",
"email": "holly@hollykorbey.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey",
"avatar": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Holly Korbey | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/hollykorbey"
},
"ksung": {
"type": "authors",
"id": "4596",
"meta": {
"index": "authors_1716337520",
"id": "4596",
"found": true
},
"name": "Ki Sung",
"firstName": "Ki",
"lastName": "Sung",
"slug": "ksung",
"email": "ksung@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "KQED Contributor",
"bio": "Ki Sung is Managing Editor of Digital News at KQED. She is former Senior Editor of MindShift and worked at NPR before joining KQED in 2014.",
"avatar": "https://secure.gravatar.com/avatar/64271e01dc95486c133be56937739045b7c00c990525bf9add12d3dd4f0433c9?s=600&d=blank&r=g",
"twitter": null,
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "elections",
"roles": [
"administrator"
]
}
],
"headData": {
"title": "Ki Sung | KQED",
"description": "KQED Contributor",
"ogImgSrc": "https://secure.gravatar.com/avatar/64271e01dc95486c133be56937739045b7c00c990525bf9add12d3dd4f0433c9?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/64271e01dc95486c133be56937739045b7c00c990525bf9add12d3dd4f0433c9?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/ksung"
}
},
"pagesReducer": {
"mindshift_category_teaching-strategies": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"score": 14.402988
},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"title": "Teaching Strategies",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 17
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=teaching-strategies",
"seeMore": false,
"paginated": true,
"page": 17
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_54921": {
"type": "posts",
"id": "mindshift_54921",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54921",
"score": null,
"sort": [
1574843638000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1574843638,
"format": "standard",
"disqusTitle": "Technology Tools That Can Help Dyslexic Students",
"title": "Technology Tools That Can Help Dyslexic Students",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003ch2>TECHNOLOGY HELPS—BUT ONLY IF IT CAN BE USED\u003c/h2>\n\u003cp>Even after years of intensive intervention and tutoring, dyslexic students can continue to struggle with reading and writing. That’s why advances in technology have been invaluable to students who read and write slowly.\u003c/p>\n\u003cp>Dyslexic students are finding they can complete assignments faster when they employ special features on a laptop or iPad that help work around their dyslexia-related issues. \u003cstrong>But to fully maximize how technology can help students with learning differences, educators’ expectations may need to be shifted. \u003c/strong>\u003c/p>\n\u003cp>For struggling readers, assistive technology such as reading with \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">audiobooks\u003c/a> is a way for students to fully participate in assignments instead of just focusing on the laborious task of reading, writing and spelling.\u003c/p>\n\u003cp>According to cognitive scientist Daniel Willingham, author of Raising Kids Who Read, listening to books is still \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">reading and isn’t cheating\u003c/a>. For most books, and for most purposes, he writes, listening to a book and reading it are basically the same thing: “Listening to an audio book might be considered cheating if the act of decoding were the point; audio books allow you to seem to have decoded without doing so.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Also, most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.\u003c/p>\n\u003ch2>TECH TOOLS AND ASSISTIVE TECHNOLOGY FOR DYSLEXICS: A SAMPLING\u003c/h2>\n\u003cp>Although the following is not a complete list, it can provide the basis for further discussion and investigation.\u003c/p>\n\u003cp>\u003cem>Speech-to-Text\u003c/em>\u003cbr>\nStudents can turn their speech into text using apps like \u003ca href=\"https://apps.apple.com/us/app/dragon-dictation/id341446764\">Dragon Dictation\u003c/a>, Google’s \u003ca href=\"https://chrome.google.com/webstore/detail/voicenote-ii-speech-to-te/hfknjgplnkgjihghcidajejfmldhibfm?hl=en\">VoiceNote\u003c/a>, \u003ca href=\"https://www.easyspellingaid.com/easy-dyslexia-aid/\">Easy Dyslexia Aid\u003c/a> or just speaking into the microphone of a phone, tablet or laptop. Some speech-to-text devices are sensitive to different kinds of voices and will require some experimentation.\u003c/p>\n\u003cp>\u003cem>Google Chrome Extensions\u003c/em>\u003cbr>\nExtensions are small software programs that customize a user’s web browsing experience. Users can tailor functionality and behavior to individual needs or preferences. The programs are built on technologies such as HTML, JavaScript, and CSS. Chrome offers several extensions for free or low cost that can help struggling readers and writers.\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US\">Read&Write\u003c/a> offers text-to-speech, speech-to-text, and word prediction\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/snapread-universal/mloajfnmjckfjbeeofcdaecbelnblden?hl=en\">Snap&Read\u003c/a> will begin reading aloud from a click\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/speak-it/amcnjejmdfilapnnfgnhnidhkififadk?hl=en\">SpeakIt\u003c/a> lets students highlight a piece of text and have it read to them\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/read-mode/nagcaahojecfeopbghgihcabgiepploa?hl=en\">Read Mode\u003c/a> removes ads and images from websites so students can focus on the text\u003c/p>\n\u003cp>\u003cem>Kurzweil\u003c/em>\u003cbr>\nKurzweil educational software offers study skills features and Texthelp Read&Write, plus highlighting, sticky and voice notes. Notes can be compiled into a separate study guide, and files can be imported into sound files for easy listening.\u003c/p>\n\u003cp>\u003cem>WhisperSync\u003cbr>\n\u003c/em>This \u003ca href=\"https://www.amazon.com/Whispersync-for-Voice-Learn-More-Kindle-Store/b?ie=UTF8&node=12527156011\">Amazon app\u003c/a> allows readers to switch between reading and listening to a book. For those whose slow reading can be exhausting, this app allows them to switch to audio to listen for a while.\u003c/p>\n\u003cp>\u003cem>Audiobooks with Accompanying Readers\u003c/em>\u003cbr>\nAmazon’s Immersion Reading and \u003ca href=\"https://learningally.org/Home/gclid/EAIaIQobChMIo67juMLi4wIV2x-tBh3sNQ7NEAAYASAAEgL9_PD_BwE\">VOICEText\u003c/a> by Learning Ally both allow readers to read and listen to a story at the same time. Each comes with a highlighted text feature that helps dyslexic students follow along, allowing them to read books at the level of their peers.\u003c/p>\n\u003cp>\u003cem>Livescribe Smartpen\u003cbr>\n\u003c/em>Livescribe offers a \u003ca href=\"https://www.livescribe.com/en-us/smartpen/\">computerized pen\u003c/a> that doubles as a recording device, recording what’s being said as well as what the student is are writing. The student can tap the pen on any written note to replay what was said while they were writing.\u003c/p>\n\u003cp>\u003cem>Franklin Speller\u003c/em>\u003cbr>\nThese \u003ca href=\"https://www.amazon.com/Franklin-NCS-101-SPELLING-CORRECTOR/dp/1567120709\">mini electronic dictionaries\u003c/a> provide\u003c/p>\n\u003cp>• handy lists of confusable words\u003cbr>\n• context-sensitive help text\u003cbr>\n• spellcheck\u003cbr>\n• print and cursive options for words\u003cbr>\n• an arithmetic tutor Free apps like \u003ca href=\"https://apps.apple.com/us/app/speller-free-spell-checker/id305997247\">Speller\u003c/a> and \u003ca href=\"https://www.grammarly.com/\">Grammarly\u003c/a> also correct spelling.\u003c/p>\n\u003cp>As for reading print books, some early research has suggested that certain fonts like Dyslexie and Open Dyslexic make it easier for dyslexics to read by adding extra space between letters and weighting the letters at the bottom.\u003c/p>\n\u003cp>Although experts have encouraged caution in using the dyslexic-friendly fonts—studies haven’t been peer-reviewed and there is still much to learn about their effectiveness— some dyslexics say special fonts do help, and experts like Nancy Mather at the University of Arizona say they might be worth a try.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "54921 https://ww2.kqed.org/mindshift/?p=54921",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/27/technology-tools-that-can-help-dyslexic-students/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 799,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 20
},
"modified": 1574843638,
"excerpt": "Most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.",
"title": "Technology Tools That Can Help Dyslexic Students | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Technology Tools That Can Help Dyslexic Students",
"datePublished": "2019-11-27T00:33:58-08:00",
"dateModified": "2019-11-27T00:33:58-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "technology-tools-that-can-help-dyslexic-students",
"status": "publish",
"path": "/mindshift/54921/technology-tools-that-can-help-dyslexic-students",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003ch2>TECHNOLOGY HELPS—BUT ONLY IF IT CAN BE USED\u003c/h2>\n\u003cp>Even after years of intensive intervention and tutoring, dyslexic students can continue to struggle with reading and writing. That’s why advances in technology have been invaluable to students who read and write slowly.\u003c/p>\n\u003cp>Dyslexic students are finding they can complete assignments faster when they employ special features on a laptop or iPad that help work around their dyslexia-related issues. \u003cstrong>But to fully maximize how technology can help students with learning differences, educators’ expectations may need to be shifted. \u003c/strong>\u003c/p>\n\u003cp>For struggling readers, assistive technology such as reading with \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">audiobooks\u003c/a> is a way for students to fully participate in assignments instead of just focusing on the laborious task of reading, writing and spelling.\u003c/p>\n\u003cp>According to cognitive scientist Daniel Willingham, author of Raising Kids Who Read, listening to books is still \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">reading and isn’t cheating\u003c/a>. For most books, and for most purposes, he writes, listening to a book and reading it are basically the same thing: “Listening to an audio book might be considered cheating if the act of decoding were the point; audio books allow you to seem to have decoded without doing so.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also, most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.\u003c/p>\n\u003ch2>TECH TOOLS AND ASSISTIVE TECHNOLOGY FOR DYSLEXICS: A SAMPLING\u003c/h2>\n\u003cp>Although the following is not a complete list, it can provide the basis for further discussion and investigation.\u003c/p>\n\u003cp>\u003cem>Speech-to-Text\u003c/em>\u003cbr>\nStudents can turn their speech into text using apps like \u003ca href=\"https://apps.apple.com/us/app/dragon-dictation/id341446764\">Dragon Dictation\u003c/a>, Google’s \u003ca href=\"https://chrome.google.com/webstore/detail/voicenote-ii-speech-to-te/hfknjgplnkgjihghcidajejfmldhibfm?hl=en\">VoiceNote\u003c/a>, \u003ca href=\"https://www.easyspellingaid.com/easy-dyslexia-aid/\">Easy Dyslexia Aid\u003c/a> or just speaking into the microphone of a phone, tablet or laptop. Some speech-to-text devices are sensitive to different kinds of voices and will require some experimentation.\u003c/p>\n\u003cp>\u003cem>Google Chrome Extensions\u003c/em>\u003cbr>\nExtensions are small software programs that customize a user’s web browsing experience. Users can tailor functionality and behavior to individual needs or preferences. The programs are built on technologies such as HTML, JavaScript, and CSS. Chrome offers several extensions for free or low cost that can help struggling readers and writers.\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US\">Read&Write\u003c/a> offers text-to-speech, speech-to-text, and word prediction\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/snapread-universal/mloajfnmjckfjbeeofcdaecbelnblden?hl=en\">Snap&Read\u003c/a> will begin reading aloud from a click\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/speak-it/amcnjejmdfilapnnfgnhnidhkififadk?hl=en\">SpeakIt\u003c/a> lets students highlight a piece of text and have it read to them\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/read-mode/nagcaahojecfeopbghgihcabgiepploa?hl=en\">Read Mode\u003c/a> removes ads and images from websites so students can focus on the text\u003c/p>\n\u003cp>\u003cem>Kurzweil\u003c/em>\u003cbr>\nKurzweil educational software offers study skills features and Texthelp Read&Write, plus highlighting, sticky and voice notes. Notes can be compiled into a separate study guide, and files can be imported into sound files for easy listening.\u003c/p>\n\u003cp>\u003cem>WhisperSync\u003cbr>\n\u003c/em>This \u003ca href=\"https://www.amazon.com/Whispersync-for-Voice-Learn-More-Kindle-Store/b?ie=UTF8&node=12527156011\">Amazon app\u003c/a> allows readers to switch between reading and listening to a book. For those whose slow reading can be exhausting, this app allows them to switch to audio to listen for a while.\u003c/p>\n\u003cp>\u003cem>Audiobooks with Accompanying Readers\u003c/em>\u003cbr>\nAmazon’s Immersion Reading and \u003ca href=\"https://learningally.org/Home/gclid/EAIaIQobChMIo67juMLi4wIV2x-tBh3sNQ7NEAAYASAAEgL9_PD_BwE\">VOICEText\u003c/a> by Learning Ally both allow readers to read and listen to a story at the same time. Each comes with a highlighted text feature that helps dyslexic students follow along, allowing them to read books at the level of their peers.\u003c/p>\n\u003cp>\u003cem>Livescribe Smartpen\u003cbr>\n\u003c/em>Livescribe offers a \u003ca href=\"https://www.livescribe.com/en-us/smartpen/\">computerized pen\u003c/a> that doubles as a recording device, recording what’s being said as well as what the student is are writing. The student can tap the pen on any written note to replay what was said while they were writing.\u003c/p>\n\u003cp>\u003cem>Franklin Speller\u003c/em>\u003cbr>\nThese \u003ca href=\"https://www.amazon.com/Franklin-NCS-101-SPELLING-CORRECTOR/dp/1567120709\">mini electronic dictionaries\u003c/a> provide\u003c/p>\n\u003cp>• handy lists of confusable words\u003cbr>\n• context-sensitive help text\u003cbr>\n• spellcheck\u003cbr>\n• print and cursive options for words\u003cbr>\n• an arithmetic tutor Free apps like \u003ca href=\"https://apps.apple.com/us/app/speller-free-spell-checker/id305997247\">Speller\u003c/a> and \u003ca href=\"https://www.grammarly.com/\">Grammarly\u003c/a> also correct spelling.\u003c/p>\n\u003cp>As for reading print books, some early research has suggested that certain fonts like Dyslexie and Open Dyslexic make it easier for dyslexics to read by adding extra space between letters and weighting the letters at the bottom.\u003c/p>\n\u003cp>Although experts have encouraged caution in using the dyslexic-friendly fonts—studies haven’t been peer-reviewed and there is still much to learn about their effectiveness— some dyslexics say special fonts do help, and experts like Nancy Mather at the University of Arizona say they might be worth a try.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54921/technology-tools-that-can-help-dyslexic-students",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_160",
"mindshift_20678",
"mindshift_550",
"mindshift_21254"
],
"featImg": "mindshift_54949",
"label": "mindshift"
},
"mindshift_54917": {
"type": "posts",
"id": "mindshift_54917",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54917",
"score": null,
"sort": [
1574843606000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1574843606,
"format": "standard",
"disqusTitle": "How Parents Can Help Their Dyslexic Child Get Needed Support",
"title": "How Parents Can Help Their Dyslexic Child Get Needed Support",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This is chapter four of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Experts know that the only effective help for students with dyslexia is targeted, specific intervention that addresses each student’s issues. How students receive that intervention largely depends on where they live.\u003c/p>\n\u003cp>Federal law guarantees those with dyslexia a free and appropriate education under the \u003ca href=\"https://sites.ed.gov/idea/\">Individuals with Disabilities Education Act\u003c/a> (IDEA). However, the patchwork condition of state laws means there’s a lack of uniformity in defining dyslexia and how students are to be accommodated. As recently as a few years ago, some states had put ‘Say Dyslexia’ or ‘Dyslexia Awareness Week’ laws into effect in order to create consistency around dyslexia accountability in schools—but the laws didn’t have much impact.\u003c/p>\n\u003cp>That’s beginning to change, according to dyslexia expert Nancy Mather, as states update existing laws to include language for dyslexia specifically, instead of using more general terms like ‘learning disability,’ ‘reading deficit,’ etc.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-54919\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws.png\" alt=\"\" width=\"1163\" height=\"880\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws.png 1163w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-160x121.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-800x605.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-768x581.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-1020x772.png 1020w\" sizes=\"(max-width: 1163px) 100vw, 1163px\">\u003c/p>\n\u003cp>\u003ca href=\"https://www.hsutx.edu/academics/schools-colleges/college-human-sciences-educational-studies/autism-dyslexia-center/\">Texas\u003c/a> and \u003ca href=\"http://dese.ade.arkansas.gov/divisions/learning-services/curriculum-and-instruction/dyslexia\">Arkansas\u003c/a> in particular have comprehensive laws, and recently California made headlines as it beefed up its universal screening and issued a high-quality, \u003ca href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">comprehensive guidance guidebook on dyslexia\u003c/a> (Tennessee and a handful of other states have also issued dyslexia guidance).\u003c/p>\n\u003cp>A comprehensive list of dyslexia laws from state to state can be \u003ca href=\"https://www.dyslegia.com/state-dyslexia-laws/\">found here\u003c/a>.\u003c/p>\n\u003cp>But parents of dyslexic students say that having the laws on the books is just the first step to getting help, according to Mather. Getting schools and districts to pay attention is more important. “Hopefully this increased spotlight on dyslexia will result in many more students getting the kind of help and support that they need to become avid, fluent readers,” she says.\u003c/p>\n\u003ch2>ADVOCATES FOR NECESSARY SUPPORT: THE CRUCIAL ROLE OF PARENTS AND CAREGIVERS\u003c/h2>\n\u003cp>After several years of advocating for her dyslexic daughter in school settings, Nashville, Tennessee, parent Anna Thorsen began to realize \u003cstrong>how crucial parents and caregivers were to helping students get the interventions they need.\u003c/strong>\u003c/p>\n\u003cp>A former lawyer, Thorsen now spends her days advocating for dyslexic students through the Dyslexia Advisory Council for the state of Tennessee and is a member of Decoding Dyslexia Tennessee. The parent role is complex, Thorsen says, and collaborating with the school requires both strength and understanding, knowing when to push and when to hold back.\u003c/p>\n\u003cp>As a parent advocate, you have to be fierce and tireless. Many parents of children with special needs say they feel so much stress because they are their child’s caregiver, IEP case manager, tutor, advocate and lawyer, all wrapped into one. With all of the other demands of work and family life, these roles can be overwhelming and many parents don’t have the luxury of time at the end of a busy work week to dedicate themselves to being the all-around expert on their child’s education. After years of playing all these roles, parents get worn out and really must struggle to work to build collaborative relationships with schools.\u003c/p>\n\u003cp>Thorson offers the following advice and tips for parents and caregivers of dyslexic children who may be facing the same issues.\u003c/p>\n\u003ch2>5 TIPS TO BUILD A COLLABORATIVE RELATIONSHIP WITH YOUR CHILD’S SCHOOL\u003c/h2>\n\u003cp>By Anna Thorsen\u003c/p>\n\u003cp>Building a collaborative relationship takes a lot of work, and it is not easy. I certainly do not always do a good job at it myself, especially when I am tired, angry and stressed out. But what I always tell parents is that you are stuck working with your school, your teachers and your school administration for a year or many years. You do not need them to write you off as a crazy parent. Here are my tips to build a strong relationship.\u003c/p>\n\u003cp>\u003cstrong>1. When it comes to your dyslexic child, don’t be one-dimensional \u003c/strong>\u003c/p>\n\u003cp>It’s crucial to keep communication flowing with your child’s school, so don’t strain communications by only talking about your child’s problems or harass teachers about something that went wrong in class. If you are “that” parent, teachers and administrators will begin to avoid you. Instead, I advise parents to say hello to your child’s teacher when you see them, tell a funny story or ask how they are doing. If possible, try not to make every encounter about your child’s reading problems; it goes a long way in building a trusting relationship with your child’s teacher.\u003c/p>\n\u003cp>\u003cstrong>2. Make yourself invaluable \u003c/strong>\u003c/p>\n\u003cp>If possible, become a part of the school in some way, by donating your time. Volunteer, mentor, or do something to show teachers and administration that you want to be part of the school. If it’s not possible to spend more time at school, then ask teachers or administration how you can help. Forming relationships with your school will build trust and only help your student.\u003c/p>\n\u003cp>\u003cstrong>3. Don’t be a bull in a china shop \u003c/strong>\u003c/p>\n\u003cp>Instead of demanding action, connect with teachers and administrators on an emotional level. After all, they are humans, too, and many have kids of their own. Describe what’s really happening in your family and don’t be afraid to share your emotions–there’s nothing wrong with saying “I am scared for my child,” or “I have been losing sleep worrying.”\u003c/p>\n\u003cp>\u003cstrong>4. Bring conversations back to your child \u003c/strong>\u003c/p>\n\u003cp>In meetings, remind people that you are talking about a real, live child, and not a data point. Bring a picture or video of your child. Ask for your child to come by the meeting to tell the school group things are going well and things that are hard. Tell the school about your child’s dreams and abilities outside of school. Once the team connects with you and your child, you will be more successful. We, as humans, help people we know and have a harder time denying someone what we have a connection to.\u003c/p>\n\u003cp>\u003cstrong>5. When all else fails, don’t be afraid to be a bull in a china shop \u003c/strong>\u003c/p>\n\u003cp>If nothing is working, then you have to be willing to take it to the next level until you get what your child needs. I always advise parents to use force as an absolute last resort, and try to assume that schools will do the right thing.\u003c/p>\n\u003cp>Thorsen, along with Eileen Miller, founding member of Decoding Dyslexia, TN, and of Ignite Dyslexia, offer the following hard-won wisdom regarding Individualized Education Program (IEP) meetings:\u003c/p>\n\u003ch2>12 Tips to Remember in an IEP Meeting\u003c/h2>\n\u003cp>1. Never sign the IEP document in the meeting. You may sign that you were present at the meeting, but don’t sign off on the IEP itself. Go home and read it. Make sure it is what you want before you sign.\u003c/p>\n\u003cp>2. Never go to an IEP meeting alone. Bring an advocate, a spouse or a friend.\u003c/p>\n\u003cp>3. If possible, record the meeting. It’s difficult to understand everyone at once.\u003c/p>\n\u003cp>4. Ask that people in the room at the IEP meeting introduce themselves and what their role is. Write down everyone’s name and position. You may need to follow up with them.\u003c/p>\n\u003cp>5. Take your time and have the IEP team meeting go at your pace. Don’t feel rushed.\u003c/p>\n\u003cp>6. Ask for clarification of acronyms and educational terms.\u003c/p>\n\u003cp>7. Get everything in writing. If it is not in writing — it never happened.\u003c/p>\n\u003cp>8. Be prepared and know what you want. Do your homework on your child’s disability, be familiar with the law and know your rights.\u003c/p>\n\u003cp>9. It helps to have a binder to keep all the information on your child.\u003c/p>\n\u003cp>10. Ask the team to go over documents with you.\u003c/p>\n\u003cp>11. Consider bringing your child to a portion of the meeting. It helps the team to hear from them.\u003c/p>\n\u003cp>12. Never give up. You are the parent and you know your child better than anyone.\u003c/p>\n\u003cp>More Parent Resources Can be Found Here:\u003c/p>\n\u003cp>• How You Can Help Your Child with Dyslexia, \u003ca href=\"https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/what-is-dyslexia?gclid=EAIaIQobChMIjfj6iZqE1gIV3UwNCh3iYA4FEAAYAiAAEgJXefD_BwE\">Understood.org\u003c/a>\u003cbr>\n• Support and Resources for Parents, \u003ca href=\"https://ldaamerica.org/parents/\">Learning Disabilities Association of America\u003c/a>\u003cbr>\n• 10 Things Parents Need to Know to Help a Struggling Reader, \u003ca href=\"http://dyslexia.yale.edu/resources/parents/what-parents-can-do/ten-things-to-help-your-struggling-reader/\">Yale Center for Dyslexia & Creativity\u003c/a>\u003cbr>\n• Dyslexia: Three Strategies for Parents, \u003ca href=\"https://www.npr.org/sections/ed/2016/11/29/503766818/raising-a-child-with-dyslexia-3-things-parents-can-do\">NPR\u003c/a>\u003cbr>\n• Six Ways Parents Can Help, \u003ca href=\"https://www.nessy.com/us/parents/dyslexia-information/6-ways-parents-can-help-dyslexia/\">Nessy.com\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This is chapter four of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "54917 https://ww2.kqed.org/mindshift/?p=54917",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/27/how-parents-can-help-their-dyslexic-child-get-needed-support/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1465,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 42
},
"modified": 1574843606,
"excerpt": "Parents of dyslexic students say that having dyslexia laws on the books is just the first step to getting help. Getting schools and districts to pay attention is more important.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Parents of dyslexic students say that having dyslexia laws on the books is just the first step to getting help. Getting schools and districts to pay attention is more important.",
"title": "How Parents Can Help Their Dyslexic Child Get Needed Support | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Parents Can Help Their Dyslexic Child Get Needed Support",
"datePublished": "2019-11-27T00:33:26-08:00",
"dateModified": "2019-11-27T00:33:26-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-parents-can-help-their-dyslexic-child-get-needed-support",
"status": "publish",
"path": "/mindshift/54917/how-parents-can-help-their-dyslexic-child-get-needed-support",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter four of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Experts know that the only effective help for students with dyslexia is targeted, specific intervention that addresses each student’s issues. How students receive that intervention largely depends on where they live.\u003c/p>\n\u003cp>Federal law guarantees those with dyslexia a free and appropriate education under the \u003ca href=\"https://sites.ed.gov/idea/\">Individuals with Disabilities Education Act\u003c/a> (IDEA). However, the patchwork condition of state laws means there’s a lack of uniformity in defining dyslexia and how students are to be accommodated. As recently as a few years ago, some states had put ‘Say Dyslexia’ or ‘Dyslexia Awareness Week’ laws into effect in order to create consistency around dyslexia accountability in schools—but the laws didn’t have much impact.\u003c/p>\n\u003cp>That’s beginning to change, according to dyslexia expert Nancy Mather, as states update existing laws to include language for dyslexia specifically, instead of using more general terms like ‘learning disability,’ ‘reading deficit,’ etc.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-54919\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws.png\" alt=\"\" width=\"1163\" height=\"880\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws.png 1163w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-160x121.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-800x605.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-768x581.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Youman-Dyslexia-Laws-1020x772.png 1020w\" sizes=\"(max-width: 1163px) 100vw, 1163px\">\u003c/p>\n\u003cp>\u003ca href=\"https://www.hsutx.edu/academics/schools-colleges/college-human-sciences-educational-studies/autism-dyslexia-center/\">Texas\u003c/a> and \u003ca href=\"http://dese.ade.arkansas.gov/divisions/learning-services/curriculum-and-instruction/dyslexia\">Arkansas\u003c/a> in particular have comprehensive laws, and recently California made headlines as it beefed up its universal screening and issued a high-quality, \u003ca href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">comprehensive guidance guidebook on dyslexia\u003c/a> (Tennessee and a handful of other states have also issued dyslexia guidance).\u003c/p>\n\u003cp>A comprehensive list of dyslexia laws from state to state can be \u003ca href=\"https://www.dyslegia.com/state-dyslexia-laws/\">found here\u003c/a>.\u003c/p>\n\u003cp>But parents of dyslexic students say that having the laws on the books is just the first step to getting help, according to Mather. Getting schools and districts to pay attention is more important. “Hopefully this increased spotlight on dyslexia will result in many more students getting the kind of help and support that they need to become avid, fluent readers,” she says.\u003c/p>\n\u003ch2>ADVOCATES FOR NECESSARY SUPPORT: THE CRUCIAL ROLE OF PARENTS AND CAREGIVERS\u003c/h2>\n\u003cp>After several years of advocating for her dyslexic daughter in school settings, Nashville, Tennessee, parent Anna Thorsen began to realize \u003cstrong>how crucial parents and caregivers were to helping students get the interventions they need.\u003c/strong>\u003c/p>\n\u003cp>A former lawyer, Thorsen now spends her days advocating for dyslexic students through the Dyslexia Advisory Council for the state of Tennessee and is a member of Decoding Dyslexia Tennessee. The parent role is complex, Thorsen says, and collaborating with the school requires both strength and understanding, knowing when to push and when to hold back.\u003c/p>\n\u003cp>As a parent advocate, you have to be fierce and tireless. Many parents of children with special needs say they feel so much stress because they are their child’s caregiver, IEP case manager, tutor, advocate and lawyer, all wrapped into one. With all of the other demands of work and family life, these roles can be overwhelming and many parents don’t have the luxury of time at the end of a busy work week to dedicate themselves to being the all-around expert on their child’s education. After years of playing all these roles, parents get worn out and really must struggle to work to build collaborative relationships with schools.\u003c/p>\n\u003cp>Thorson offers the following advice and tips for parents and caregivers of dyslexic children who may be facing the same issues.\u003c/p>\n\u003ch2>5 TIPS TO BUILD A COLLABORATIVE RELATIONSHIP WITH YOUR CHILD’S SCHOOL\u003c/h2>\n\u003cp>By Anna Thorsen\u003c/p>\n\u003cp>Building a collaborative relationship takes a lot of work, and it is not easy. I certainly do not always do a good job at it myself, especially when I am tired, angry and stressed out. But what I always tell parents is that you are stuck working with your school, your teachers and your school administration for a year or many years. You do not need them to write you off as a crazy parent. Here are my tips to build a strong relationship.\u003c/p>\n\u003cp>\u003cstrong>1. When it comes to your dyslexic child, don’t be one-dimensional \u003c/strong>\u003c/p>\n\u003cp>It’s crucial to keep communication flowing with your child’s school, so don’t strain communications by only talking about your child’s problems or harass teachers about something that went wrong in class. If you are “that” parent, teachers and administrators will begin to avoid you. Instead, I advise parents to say hello to your child’s teacher when you see them, tell a funny story or ask how they are doing. If possible, try not to make every encounter about your child’s reading problems; it goes a long way in building a trusting relationship with your child’s teacher.\u003c/p>\n\u003cp>\u003cstrong>2. Make yourself invaluable \u003c/strong>\u003c/p>\n\u003cp>If possible, become a part of the school in some way, by donating your time. Volunteer, mentor, or do something to show teachers and administration that you want to be part of the school. If it’s not possible to spend more time at school, then ask teachers or administration how you can help. Forming relationships with your school will build trust and only help your student.\u003c/p>\n\u003cp>\u003cstrong>3. Don’t be a bull in a china shop \u003c/strong>\u003c/p>\n\u003cp>Instead of demanding action, connect with teachers and administrators on an emotional level. After all, they are humans, too, and many have kids of their own. Describe what’s really happening in your family and don’t be afraid to share your emotions–there’s nothing wrong with saying “I am scared for my child,” or “I have been losing sleep worrying.”\u003c/p>\n\u003cp>\u003cstrong>4. Bring conversations back to your child \u003c/strong>\u003c/p>\n\u003cp>In meetings, remind people that you are talking about a real, live child, and not a data point. Bring a picture or video of your child. Ask for your child to come by the meeting to tell the school group things are going well and things that are hard. Tell the school about your child’s dreams and abilities outside of school. Once the team connects with you and your child, you will be more successful. We, as humans, help people we know and have a harder time denying someone what we have a connection to.\u003c/p>\n\u003cp>\u003cstrong>5. When all else fails, don’t be afraid to be a bull in a china shop \u003c/strong>\u003c/p>\n\u003cp>If nothing is working, then you have to be willing to take it to the next level until you get what your child needs. I always advise parents to use force as an absolute last resort, and try to assume that schools will do the right thing.\u003c/p>\n\u003cp>Thorsen, along with Eileen Miller, founding member of Decoding Dyslexia, TN, and of Ignite Dyslexia, offer the following hard-won wisdom regarding Individualized Education Program (IEP) meetings:\u003c/p>\n\u003ch2>12 Tips to Remember in an IEP Meeting\u003c/h2>\n\u003cp>1. Never sign the IEP document in the meeting. You may sign that you were present at the meeting, but don’t sign off on the IEP itself. Go home and read it. Make sure it is what you want before you sign.\u003c/p>\n\u003cp>2. Never go to an IEP meeting alone. Bring an advocate, a spouse or a friend.\u003c/p>\n\u003cp>3. If possible, record the meeting. It’s difficult to understand everyone at once.\u003c/p>\n\u003cp>4. Ask that people in the room at the IEP meeting introduce themselves and what their role is. Write down everyone’s name and position. You may need to follow up with them.\u003c/p>\n\u003cp>5. Take your time and have the IEP team meeting go at your pace. Don’t feel rushed.\u003c/p>\n\u003cp>6. Ask for clarification of acronyms and educational terms.\u003c/p>\n\u003cp>7. Get everything in writing. If it is not in writing — it never happened.\u003c/p>\n\u003cp>8. Be prepared and know what you want. Do your homework on your child’s disability, be familiar with the law and know your rights.\u003c/p>\n\u003cp>9. It helps to have a binder to keep all the information on your child.\u003c/p>\n\u003cp>10. Ask the team to go over documents with you.\u003c/p>\n\u003cp>11. Consider bringing your child to a portion of the meeting. It helps the team to hear from them.\u003c/p>\n\u003cp>12. Never give up. You are the parent and you know your child better than anyone.\u003c/p>\n\u003cp>More Parent Resources Can be Found Here:\u003c/p>\n\u003cp>• How You Can Help Your Child with Dyslexia, \u003ca href=\"https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/what-is-dyslexia?gclid=EAIaIQobChMIjfj6iZqE1gIV3UwNCh3iYA4FEAAYAiAAEgJXefD_BwE\">Understood.org\u003c/a>\u003cbr>\n• Support and Resources for Parents, \u003ca href=\"https://ldaamerica.org/parents/\">Learning Disabilities Association of America\u003c/a>\u003cbr>\n• 10 Things Parents Need to Know to Help a Struggling Reader, \u003ca href=\"http://dyslexia.yale.edu/resources/parents/what-parents-can-do/ten-things-to-help-your-struggling-reader/\">Yale Center for Dyslexia & Creativity\u003c/a>\u003cbr>\n• Dyslexia: Three Strategies for Parents, \u003ca href=\"https://www.npr.org/sections/ed/2016/11/29/503766818/raising-a-child-with-dyslexia-3-things-parents-can-do\">NPR\u003c/a>\u003cbr>\n• Six Ways Parents Can Help, \u003ca href=\"https://www.nessy.com/us/parents/dyslexia-information/6-ways-parents-can-help-dyslexia/\">Nessy.com\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter four of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54917/how-parents-can-help-their-dyslexic-child-get-needed-support",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_160",
"mindshift_20935",
"mindshift_550",
"mindshift_21254"
],
"featImg": "mindshift_54948",
"label": "mindshift"
},
"mindshift_54904": {
"type": "posts",
"id": "mindshift_54904",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54904",
"score": null,
"sort": [
1574843557000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1574843557,
"format": "standard",
"disqusTitle": "How Schools Can Help Dyslexic Students with Reading",
"title": "How Schools Can Help Dyslexic Students with Reading",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This is chapter three of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Children who cannot read and can’t figure out why can face unbearable difficulty in classrooms. There are students who know something is wrong but can’t say what and may assume that adults might not believe them. When faced with homework, such kids will fidget, distract, cry or rage, or act out when it’s their turn to read in front of the class. Some students decide that it’s better to end up in the principal’s office than face another humiliating failure.\u003c/p>\n\u003cp>Sometimes it’s the classroom teacher who recognizes and identifies a student who is struggling. But because some misconceptions about dyslexia persist and often permeate \u003ca href=\"https://www.kqed.org/mindshift/41997/who-helps-kids-with-dyslexia-gain-reading-fluency\">teacher training programs\u003c/a>, it’s not uncommon that highly educated and hard-working teachers haven’t been given the proper training to address the struggles of dyslexic readers.\u003c/p>\n\u003ch2>MISCONCEPTIONS ABOUT DYSLEXIA: THE STUMBLING BLOCK\u003c/h2>\n\u003cp>As we’ve seen, dyslexia isn’t a disease. It’s not a visual problem nor is it related to low intelligence. Yet these are persistent misconceptions about dyslexia that often keep students who experience biologically-based reading difficulties—a different brain that requires extra attention and special intervention—from getting the help they need.\u003c/p>\n\u003cp>Reading expert Mark Seidenberg, author of Language at the Speed of Sight, says there’s a large gap between beliefs about how reading works and what research says, and that gap is what works to keep kids from getting the proper interventions in a timely manner. In that gap are two persistent reading misconceptions/myths:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Misconception #1: Kids’ reading problems are connected to vision.\u003c/strong> Dyslexia is a language-based disorder, not a visual one. Vision is involved with reading, but the first signs of trouble for many dyslexics often show up in their speech.\u003c/p>\n\u003cp>As discussed before, though it seems counterintuitive, reading problems are most often connected to\u003cstrong> matching letters to sounds\u003c/strong>, not “flipping” letters backwards or other vision issues.\u003c/p>\n\u003cp>\u003cstrong>Misconception #2: Reading is more like a sophisticated guessing game,\u003c/strong> in which students use what they already know about the topic and about language in general to guess at printed words instead of sounding them out. “This theory was sold for decades,” Seidenberg says, “that the best readers are those who spend the least amount of effort on the actual text. That you only have to sample the text and use the things you know to guess most the words. By this theory, good reading is more like skimming.” Research shows otherwise, however: to achieve fluency and understanding, good readers sound out each word individually and then put the words together to form coherent sentences.\u003c/p>\n\u003cp>Correcting these misconceptions about reading can go a long way for teachers in spotting possible struggling readers early.\u003c/p>\n\u003ch2>NEXT STEPS\u003c/h2>\n\u003cp>Universal screening for every child does help flag children who may be at risk for developing dyslexia, says Seidenberg. But what happens next is much more important—getting the child the help they need.\u003c/p>\n\u003cp>After a child has been identified as having a phonological or comprehension challenge, classroom teachers have an opportunity to get the student the help they need—but only if the teacher knows what to do. According to Seidenberg, one of the most important next steps for educators is to \u003cstrong>step outside the classroom to get the at-risk student the intense intervention needed from a trained reading specialist\u003c/strong>— realizing that educators can’t handle serious reading issues alone. It is not realistic for a single classroom teacher to be able to address the needs of an entire class as well as the specialized needs of children who need lots of individualized attention.\u003c/p>\n\u003cp>The end of this section includes a brief overview of a research backed intervention that educators should know about, one that can teach nearly all dyslexics to read.\u003c/p>\n\u003cp>But one other step teachers can take in the classroom is to learn more about the techniques used to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2659758/\">minimize reading differences early\u003c/a>. For teachers who have diagnosed dyslexics in class, there are strategies to help students get the most out of class time, even when reading and writing is a struggle. Strategies include\u003c/p>\n\u003cp>• allowing more time for assignments and tests\u003cbr>\n• supporting vocabulary development\u003cbr>\n• avoiding contests or prizes for amount of material read instead of time spent reading\u003c/p>\n\u003cp>But these ideas are only the tip of the iceberg, as the needs of dyslexic students change throughout school years. Check out these expert resources for a more robust understanding of teaching strategies for dyslexic students:\u003c/p>\n\u003cp>• A Dyslexic Child in the Classroom, \u003ca href=\"https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/guide-for-classroom-teachers/\">Davis Dyslexia Association International\u003c/a>\u003c/p>\n\u003cp>• Knowledge and Practice Standards for Teachers of Reading, \u003ca href=\"https://dyslexiaida.org/\">International Dyslexia Association\u003c/a>\u003c/p>\n\u003cp>• Dyslexia Strategies for Teachers, \u003ca href=\"http://dyslexiahelp.umich.edu/professionals/dyslexia-school/strategies-for-teachers\">University of Michigan Dyslexia Center\u003c/a>\u003c/p>\n\u003cp>• Information on Dyslexia for Teachers, \u003ca href=\"http://dyslexia.yale.edu/resources/educators/\">Yale Center of Dyslexia and Creativity\u003c/a>\u003c/p>\n\u003cp>• Eight Things Every Teacher Should Know about Dyslexia, \u003ca href=\"https://www.weareteachers.com/8-things-every-teacher-should-know-about-dyslexia/\">We Are Teachers\u003c/a>\u003c/p>\n\u003cp>• Understanding Dyslexia Online Course for Educators, \u003ca href=\"https://mindplay.com/teacher-programs/understanding-dyslexia/\">MindPlay\u003c/a>\u003c/p>\n\u003cp>• \u003ca href=\"https://www.understood.org/en\">Understood.org\u003c/a>\u003c/p>\n\u003ch2>A RESEARCH-BACKED INTERVENTION THAT TEACHES DYSLEXICS TO READ\u003c/h2>\n\u003cp>Fortunately, scientific research supports a specific kind of reading intervention that can teach nearly all dyslexics to read: \u003cstrong>structured literacy\u003c/strong>. Although it often appears under different brand names, like Orton-Gillingham, Wilson, SPIRE or others, structured literacy is a blanket term for the evidence-based, multisensory and explicit reading instruction that is based on six specific language areas determined by the International Dyslexia Association.\u003c/p>\n\u003cp>The method is often more repetitive and intensified for students with dyslexia, but the tenets of structured literacy—which have a strong basis in phonics and word structure—benefit all readers. In structured literacy, students\u003c/p>\n\u003cp>• Begin with phonics, learning the most basic units of sound and how those sounds make up words\u003cbr>\n• Learn word structure and how word structure guides spelling and pronunciation\u003cbr>\n• Then learn word syntax (the arrangement of words and phrases to create well-formed sentences in a language) and comprehension\u003cbr>\n• And most importantly, students review key concepts many times while also adding new material\u003c/p>\n\u003cp>According to the International Dyslexia Association, the core of structured literacy instruction, which accounts for its success, is that it is\u003c/p>\n\u003cp>1. Explicit and focused on direct instruction\u003cbr>\n2. Systematic and cumulative, following a logical sequence that builds on previous concepts, and\u003cbr>\n3. Diagnostic and individualized, based on a student’s particular needs\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This is chapter three of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "54904 https://ww2.kqed.org/mindshift/?p=54904",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/27/how-schools-can-help-dyslexic-students-with-reading/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1130,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 30
},
"modified": 1574843557,
"excerpt": "Helping dyslexic students learn how to read takes more effort that students whose brains aren't wired that way. one of the most important next steps for educators is to step outside the classroom to get the at-risk student the intense intervention needed from a trained reading specialist— realizing that educators can’t handle serious reading issues alone.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Helping dyslexic students learn how to read takes more effort that students whose brains aren't wired that way. one of the most important next steps for educators is to step outside the classroom to get the at-risk student the intense intervention needed from a trained reading specialist— realizing that educators can’t handle serious reading issues alone.",
"title": "How Schools Can Help Dyslexic Students with Reading | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Schools Can Help Dyslexic Students with Reading",
"datePublished": "2019-11-27T00:32:37-08:00",
"dateModified": "2019-11-27T00:32:37-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-schools-can-help-dyslexic-students-with-reading",
"status": "publish",
"path": "/mindshift/54904/how-schools-can-help-dyslexic-students-with-reading",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter three of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Children who cannot read and can’t figure out why can face unbearable difficulty in classrooms. There are students who know something is wrong but can’t say what and may assume that adults might not believe them. When faced with homework, such kids will fidget, distract, cry or rage, or act out when it’s their turn to read in front of the class. Some students decide that it’s better to end up in the principal’s office than face another humiliating failure.\u003c/p>\n\u003cp>Sometimes it’s the classroom teacher who recognizes and identifies a student who is struggling. But because some misconceptions about dyslexia persist and often permeate \u003ca href=\"https://www.kqed.org/mindshift/41997/who-helps-kids-with-dyslexia-gain-reading-fluency\">teacher training programs\u003c/a>, it’s not uncommon that highly educated and hard-working teachers haven’t been given the proper training to address the struggles of dyslexic readers.\u003c/p>\n\u003ch2>MISCONCEPTIONS ABOUT DYSLEXIA: THE STUMBLING BLOCK\u003c/h2>\n\u003cp>As we’ve seen, dyslexia isn’t a disease. It’s not a visual problem nor is it related to low intelligence. Yet these are persistent misconceptions about dyslexia that often keep students who experience biologically-based reading difficulties—a different brain that requires extra attention and special intervention—from getting the help they need.\u003c/p>\n\u003cp>Reading expert Mark Seidenberg, author of Language at the Speed of Sight, says there’s a large gap between beliefs about how reading works and what research says, and that gap is what works to keep kids from getting the proper interventions in a timely manner. In that gap are two persistent reading misconceptions/myths:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Misconception #1: Kids’ reading problems are connected to vision.\u003c/strong> Dyslexia is a language-based disorder, not a visual one. Vision is involved with reading, but the first signs of trouble for many dyslexics often show up in their speech.\u003c/p>\n\u003cp>As discussed before, though it seems counterintuitive, reading problems are most often connected to\u003cstrong> matching letters to sounds\u003c/strong>, not “flipping” letters backwards or other vision issues.\u003c/p>\n\u003cp>\u003cstrong>Misconception #2: Reading is more like a sophisticated guessing game,\u003c/strong> in which students use what they already know about the topic and about language in general to guess at printed words instead of sounding them out. “This theory was sold for decades,” Seidenberg says, “that the best readers are those who spend the least amount of effort on the actual text. That you only have to sample the text and use the things you know to guess most the words. By this theory, good reading is more like skimming.” Research shows otherwise, however: to achieve fluency and understanding, good readers sound out each word individually and then put the words together to form coherent sentences.\u003c/p>\n\u003cp>Correcting these misconceptions about reading can go a long way for teachers in spotting possible struggling readers early.\u003c/p>\n\u003ch2>NEXT STEPS\u003c/h2>\n\u003cp>Universal screening for every child does help flag children who may be at risk for developing dyslexia, says Seidenberg. But what happens next is much more important—getting the child the help they need.\u003c/p>\n\u003cp>After a child has been identified as having a phonological or comprehension challenge, classroom teachers have an opportunity to get the student the help they need—but only if the teacher knows what to do. According to Seidenberg, one of the most important next steps for educators is to \u003cstrong>step outside the classroom to get the at-risk student the intense intervention needed from a trained reading specialist\u003c/strong>— realizing that educators can’t handle serious reading issues alone. It is not realistic for a single classroom teacher to be able to address the needs of an entire class as well as the specialized needs of children who need lots of individualized attention.\u003c/p>\n\u003cp>The end of this section includes a brief overview of a research backed intervention that educators should know about, one that can teach nearly all dyslexics to read.\u003c/p>\n\u003cp>But one other step teachers can take in the classroom is to learn more about the techniques used to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2659758/\">minimize reading differences early\u003c/a>. For teachers who have diagnosed dyslexics in class, there are strategies to help students get the most out of class time, even when reading and writing is a struggle. Strategies include\u003c/p>\n\u003cp>• allowing more time for assignments and tests\u003cbr>\n• supporting vocabulary development\u003cbr>\n• avoiding contests or prizes for amount of material read instead of time spent reading\u003c/p>\n\u003cp>But these ideas are only the tip of the iceberg, as the needs of dyslexic students change throughout school years. Check out these expert resources for a more robust understanding of teaching strategies for dyslexic students:\u003c/p>\n\u003cp>• A Dyslexic Child in the Classroom, \u003ca href=\"https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/guide-for-classroom-teachers/\">Davis Dyslexia Association International\u003c/a>\u003c/p>\n\u003cp>• Knowledge and Practice Standards for Teachers of Reading, \u003ca href=\"https://dyslexiaida.org/\">International Dyslexia Association\u003c/a>\u003c/p>\n\u003cp>• Dyslexia Strategies for Teachers, \u003ca href=\"http://dyslexiahelp.umich.edu/professionals/dyslexia-school/strategies-for-teachers\">University of Michigan Dyslexia Center\u003c/a>\u003c/p>\n\u003cp>• Information on Dyslexia for Teachers, \u003ca href=\"http://dyslexia.yale.edu/resources/educators/\">Yale Center of Dyslexia and Creativity\u003c/a>\u003c/p>\n\u003cp>• Eight Things Every Teacher Should Know about Dyslexia, \u003ca href=\"https://www.weareteachers.com/8-things-every-teacher-should-know-about-dyslexia/\">We Are Teachers\u003c/a>\u003c/p>\n\u003cp>• Understanding Dyslexia Online Course for Educators, \u003ca href=\"https://mindplay.com/teacher-programs/understanding-dyslexia/\">MindPlay\u003c/a>\u003c/p>\n\u003cp>• \u003ca href=\"https://www.understood.org/en\">Understood.org\u003c/a>\u003c/p>\n\u003ch2>A RESEARCH-BACKED INTERVENTION THAT TEACHES DYSLEXICS TO READ\u003c/h2>\n\u003cp>Fortunately, scientific research supports a specific kind of reading intervention that can teach nearly all dyslexics to read: \u003cstrong>structured literacy\u003c/strong>. Although it often appears under different brand names, like Orton-Gillingham, Wilson, SPIRE or others, structured literacy is a blanket term for the evidence-based, multisensory and explicit reading instruction that is based on six specific language areas determined by the International Dyslexia Association.\u003c/p>\n\u003cp>The method is often more repetitive and intensified for students with dyslexia, but the tenets of structured literacy—which have a strong basis in phonics and word structure—benefit all readers. In structured literacy, students\u003c/p>\n\u003cp>• Begin with phonics, learning the most basic units of sound and how those sounds make up words\u003cbr>\n• Learn word structure and how word structure guides spelling and pronunciation\u003cbr>\n• Then learn word syntax (the arrangement of words and phrases to create well-formed sentences in a language) and comprehension\u003cbr>\n• And most importantly, students review key concepts many times while also adding new material\u003c/p>\n\u003cp>According to the International Dyslexia Association, the core of structured literacy instruction, which accounts for its success, is that it is\u003c/p>\n\u003cp>1. Explicit and focused on direct instruction\u003cbr>\n2. Systematic and cumulative, following a logical sequence that builds on previous concepts, and\u003cbr>\n3. Diagnostic and individualized, based on a student’s particular needs\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter three of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54904/how-schools-can-help-dyslexic-students-with-reading",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_160",
"mindshift_550",
"mindshift_21128",
"mindshift_851"
],
"featImg": "mindshift_54061",
"label": "mindshift"
},
"mindshift_54900": {
"type": "posts",
"id": "mindshift_54900",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54900",
"score": null,
"sort": [
1574843478000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1574843478,
"format": "standard",
"disqusTitle": "How to Recognize Dyslexia in Children, Including English Language Learners",
"title": "How to Recognize Dyslexia in Children, Including English Language Learners",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This is chapter two of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003ch2>THE CHALLENGE OF DETECTION\u003c/h2>\n\u003cp>One of the most challenging aspects of properly addressing the different brains of dyslexic children is recognizing them in the first place.\u003c/p>\n\u003cp>Dyslexia occurs on a continuum and there is no “\u003ca href=\"http://www.interventionsforliteracy.org.uk/home/schools/use-of-the-term-dyslexia/\">sharp dividing line\u003c/a>” between having dyslexia and not having it. In the early years of elementary school, all children are learning to read, and all are developing their reading skills at different rates. “The behaviors of 4-to-6 year-olds who are at risk for dyslexia are not very different from those of children who are not,” writes professor Mark Seidenberg, cognitive scientist at the University of Wisconsin, in Language at the Speed of Sight. “Typically developing children learn to read at different rates for constitutional and environmental reasons.”\u003c/p>\n\u003cp>Further, because dyslexia’s symptoms and manifestations can change over time, families, teachers, and schools understandably struggle to identify dyslexia in children.\u003c/p>\n\u003cp>But the way dyslexia presents itself in young readers is far from the only hurdle: sometimes elementary teachers haven’t been given the proper tools to recognize the early warning signs, and many who recognize the symptoms of reading trouble ahead don’t know how to address those issues.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, when Dr. Martha Youman \u003ca href=\"https://www.kqed.org/mindshift/41997/who-helps-kids-with-dyslexia-gain-reading-fluency\">first began\u003c/a> her career as a second grade teacher, she knew that some of her students simply couldn’t read but she didn’t know what to do about it: “I kept them busy. Truly, there were interventions they needed, I just didn’t know how to help them,” says Youman, who now treats kids with dyslexia. “I had a master’s in teaching, and didn’t know how to deal with these students.”\u003c/p>\n\u003cp>Often the diagnosis of dyslexia comes after months or years of exhausting frustration and failure for students, parents, and teachers. It’s \u003ca href=\"http://www.ldonline.org/article/19296/\">common\u003c/a> for dyslexic children to avoid reading and become angry or upset in class or when it’s time to do homework or read aloud in front of others. Sometimes these students are seen as smart but lacking motivation or not working hard enough. To make things more complicated, dyslexic children often have \u003ca href=\"https://dyslexiaida.org/attention-deficithyperactivity-disorder-adhd-and-dyslexia/\">another developmental disorder like ADHD\u003c/a> alongside their reading challenges.\u003c/p>\n\u003cp>The key to preventing reading failure is early detection.\u003c/p>\n\u003ch2>WHAT DOES DYSLEXIA LOOK LIKE?\u003c/h2>\n\u003cp>Though dyslexia can take on many forms, two common areas where differences can be clearly seen and heard are \u003cstrong>slow reading\u003c/strong> and \u003cstrong>difficulty with handwriting and spelling\u003c/strong>.\u003c/p>\n\u003cp>Also, in some cases, certain speech patterns can be an early indicator of dyslexia, like mispronouncing familiar words or using “baby talk.”\u003c/p>\n\u003cp>In the following video, a fourth grader with dyslexia reads from Rosie Revere, Engineer, and then writes what she’s looking forward to when she gets to fifth grade (see picture below). At the time when this video was taken, she had already had 1.5 years of targeted \u003ca href=\"https://www.wilsonlanguage.com/dyslexia/\">Wilson dyslexia tutoring\u003c/a>, and her reading had improved significantly.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=WMa2GSE3Afs&feature=youtu.be\u003c/p>\n\u003ch2>WHAT’S IT LIKE TO READ WITH DYSLEXIA?\u003c/h2>\n\u003cp>For kids who are entering school, according to the Yale Center for Dyslexia and Creativity,\u003ca href=\"http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/\"> signs of dyslexia\u003c/a> in kindergarten and elementary school children include:\u003c/p>\n\u003cp>• Difficulty sounding out simple words like cap, map, nap\u003cbr>\n• Difficulty associating letters with sounds, and can’t break words apart\u003cbr>\n• Talks about how hard reading is and/or resists reading\u003cbr>\n• Family history of reading difficulties\u003cbr>\n• Difficulty speaking In second grade and up, signs of dyslexia might include:\u003cbr>\n• Avoids reading out loud\u003cbr>\n• Exhibits slow and awkward reading, and difficulty in acquiring new reading skills\u003cbr>\n• Makes wild guesses when sounding out a word\u003cbr>\n• Has no strategy for sounding out unfamiliar words\u003cbr>\n• Relies on vague language when searching for a word, like “things” or “stuff”\u003cbr>\n• Mispronounces long or unfamiliar words\u003cbr>\n• Uses lots of pauses, hesitation, and “umm’s” when speaking\u003cbr>\n• Seems to need extra time to answer questions\u003cbr>\n• Has extreme difficulty learning a foreign language\u003cbr>\n• Has messy handwriting\u003c/p>\n\u003cp>For more signs of dyslexia in younger children and adults, including particular dyslexic strengths, visit the Yale Center’s \u003ca href=\"http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/\">Signs of Dyslexia\u003c/a> page.\u003c/p>\n\u003ch2>DYSLEXIA IN ENGLISH LEARNERS: EXTRA HURDLES\u003c/h2>\n\u003cp>According to Pew Research Center, there are about \u003ca href=\"https://www.pewresearch.org/fact-tank/2018/10/25/6-facts-about-english-language-learners-in-u-s-public-schools/\">5 million English Language learners\u003c/a> in American public schools, or nearly 10 percent of the school population. While the vast majority (77 percent) of American English learners’ first language is Spanish, the top five are rounded out by Arabic, Chinese, Vietnamese and Somali. Among states, California has the highest number of English learners, with more than 20 percent of school children speaking a different language at home.\u003c/p>\n\u003cp>For schools, teachers and parents, diagnosing dyslexia in English learners can present an extra set of hurdles.\u003c/p>\n\u003cp>Dr. Kelli Sandman-Hurley, co-founder of the Dyslexia Training Institute in San Diego, California, says dyslexics learning English can sometimes be overlooked for two reasons: first, there’s not a lot of research on the topic and often educators don’t know what to look for, and second, reading difficulties can often be attributed to learning a new language.\u003c/p>\n\u003ch2>ENGLISH LEARNERS AND RECOGNIZING DYSLEXIA: INSIGHTS AND SUGGESTIONS FROM TWO EXPERTS\u003c/h2>\n\u003cp>According to Sandman-Hurley, students who have trouble with phonemic awareness in their first language will also find learning letters and sounds in English difficult. But if it’s not possible to screen kids’ phonemic awareness in their first language, educators can look for other clues that children are struggling.\u003c/p>\n\u003cp>Sandman-Hurley says it’s often important to check and see if English learners are having trouble in other subjects—that is, if a child learns math quickly and relatively easily, then a reading disability might be at play.\u003c/p>\n\u003cp>Sandman-Hurley makes two recommendations to educators trying to spot reading difficulties in English learners:\u003c/p>\n\u003col>\n\u003cli>If possible, provide screening in the child’s native language\u003c/li>\n\u003cli>Dig into what’s going on at home—since dyslexia tends to run in families, find out if other family members also had difficulties with reading, or if children had displayed some of the early warning signs, like an inability to rhyme words or learn the alphabet.\u003c/li>\n\u003c/ol>\n\u003cp>Speech-language pathologist Dr. Elsa Cardenas-Hagan has spent 25 years working with biliterate and bilingual students at the Valley Speech Language and Learning Center in Brownsville, Texas, and says that educators should look to see if the English learner has trouble learning the English alphabet or has trouble with writing. Even if they’re still learning English as a new language, those should be considered warning signs.\u003c/p>\n\u003cp>“We want to give English learners plenty of listening, speaking, reading and writing opportunities. To do any writing you have to be aware of sounds, so if a child is having trouble being able to sound out a word and write it, that should be a red flag.”\u003c/p>\n\u003cp>Cardenas-Hagan also agrees that looking into family history can help teachers who don’t speak the child’s first language. Because dyslexia tends to run in families, asking if anyone else in the family had troubles with reading and writing when they were growing up might provide indicators.\u003c/p>\n\u003cp>She says it’s also helpful to ask about when the child developed language. “Did the child speak on time? Did they start using words on time, did they produce the words with clarity and precision? We watch those kids very carefully, because if you have trouble hearing and speaking sounds in whatever language you learned, you’re going to have that same trouble reading and writing,” she says.\u003c/p>\n\u003ch2>DETECTION/ASSESSMENT TOOLS\u003c/h2>\n\u003cp>\u003cstrong>Universal Screening.\u003c/strong> Requirements vary wildly between states and even between districts. Beginning in kindergarten many schools use universal screeners like the RAN/RAS (Rapid Automatized Naming) test and the PAR (Predictive Assessment of Reading/Rapid Alternating Stimulus) to assess children’s knowledge of phonemes, letter recognition, and vocabulary.\u003c/p>\n\u003cp>However, not all screeners are created equal and often do not provide a complete picture of a child’s talents and deficiencies, according to Drs. Brock and Fernette Eide at \u003ca href=\"https://www.dyslexicadvantage.org/best-early-dyslexia-screeners-for-schools-elementary/\">Dyslexic Advantage\u003c/a>. For a more complete picture, students whoaren’t reading at grade level most often need a full evaluation by a school psychologist in order for parents and the school to implement the proper intervention.\u003c/p>\n\u003cp>Find out\u003ca href=\"https://www.dyslexicadvantage.org/50-states-approved-assessment-tools/\"> each state’s approved reading assessment tools\u003c/a>, courtesy of Dyslexic Advantage.\u003c/p>\n\u003cp>To learn more about screening standards and what to look for in high-quality assessments and screeners, read Literate Nation’s white paper on how to select screening instruments.\u003c/p>\n\u003cp>\u003cstrong>RTI—Response to Intervention.\u003c/strong> Another way for teachers to recognize reading trouble is through the \u003ca href=\"http://www.rtinetwork.org/learn/what/whatisrti\">Response to Intervention\u003c/a> (RTI), a multi-tier reading program designed in the 1990s to determine whether a child has a Specific Learning Disability (SLD) like dyslexia. RTI has been mandated in 14 states and is widely used among others. The program aims to identify who is at risk for reading failure and to provide targeted instruction to those students through different tiers:\u003c/p>\n\u003cp>\u003cstrong>• Tier 1\u003c/strong> interventions involve a blend of high-quality classroom instruction, adequate screening and group interventions that typically last around 8 weeks.\u003c/p>\n\u003cp>\u003cstrong>• Tier 2\u003c/strong> Students who don’t make adequate progress in Tier 1 move to Tier 2, where intervention is more targeted and intensive, where instruction can last up to a grading period.\u003c/p>\n\u003cp>\u003cstrong>• Tier 3\u003c/strong> When students don’t progress in Tier 2 they are moved to Tier 3, where they receive one-on-one targeted and intensive instruction and often a full evaluation to determine whether they qualify for special education services.\u003c/p>\n\u003cp>Curriculum and instruction aren’t uniform but designed by schools or districts individually.\u003c/p>\n\u003cp>Due to the varying quality of programs, response to RTI has been mixed. A comprehensive \u003ca href=\"https://ies.ed.gov/ncee/pubs/20164000/\">2015 RTI evaluation\u003c/a> by the National Center of Education Evaluation found that first graders who participated in the RTI program did worse than those who didn’t receive any targeted assistance.\u003c/p>\n\u003cp>“RTI is thoughtful, logical, well-designed program. It has only one flaw: it has to be implemented in real-world environments that are often inhospitable,” Seidenberg writes in Language at the Speed of Sight that “How well the RTI program works depends on how well it’s implemented, which is left to the school districts or system to decide.”\u003c/p>\n\u003cp>\u003cstrong>Full Evaluation.\u003c/strong> Even when schools provide universal screeners and assessments to identify at-risk students, if reading doesn’t progress, students need more complete evaluations to determine the cause of the reading failure and then a way forward. In most cases, that means an \u003cstrong>Individualized Education Program (IEP)\u003c/strong> for special reading services.\u003c/p>\n\u003ch2>THE CHALLENGE OF ASSESSMENT: DYSLEXIA TERMINOLOGY\u003c/h2>\n\u003cp>Most schools offer an evaluation through the school psychologist, but these evaluations can be complicated for several reasons.\u003c/p>\n\u003cp>First, school psychologists are often overworked and backlogged, so testing and a full evaluation can often involve long wait times. This is often why families with the financial means to do so will take their child to a private psychologist to be evaluated and speed up intervention.\u003c/p>\n\u003cp>Next, complete evaluations can be complicated and difficult to understand, because different states, districts and psychologists use more than one term to describe reading difficulties. Terms like ‘Specific Learning Disability’ (SLD), ‘reading deficit,’ or ‘language learning deficit’ are often used interchangeably with other terms, like ‘dyslexia.’\u003c/p>\n\u003cp>But according to dyslexia expert Nancy Mather, professor emeritus in the Department of Disability and Psychoeducational Studies at the University of Arizona, the different labels create undue confusion for parents and students, since more than 80 percent of reading disabilities are in fact dyslexia.\u003c/p>\n\u003cp>“It creates confusion,” she says. “The parents are told their child has an ‘SLD’ but they don’t realize their child has dyslexia.”\u003c/p>\n\u003cp>But using the right terminology means that the student is much more likely to get the right kind of help, because dyslexics need a very specific kind of reading intervention and a specially trained teacher in order to read.\u003c/p>\n\u003cp>For that reason, some families have their children evaluated outside the school, like a university or private testing center, where the cost of testing can be very high. Universities sometimes offer free or low-cost testing, but families might spend six to nine months on a waitlist.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This is chapter two of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "54900 https://ww2.kqed.org/mindshift/?p=54900",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/27/how-to-recognize-dyslexia-in-children-including-english-language-learners/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2170,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 46
},
"modified": 1574843478,
"excerpt": "Because dyslexia’s symptoms and manifestations can change over time, families, teachers, and schools understandably struggle to identify dyslexia in children. Here are some tips for recognizing those signs in English speakers and multilingual students. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Because dyslexia’s symptoms and manifestations can change over time, families, teachers, and schools understandably struggle to identify dyslexia in children. Here are some tips for recognizing those signs in English speakers and multilingual students. ",
"title": "How to Recognize Dyslexia in Children, Including English Language Learners | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How to Recognize Dyslexia in Children, Including English Language Learners",
"datePublished": "2019-11-27T00:31:18-08:00",
"dateModified": "2019-11-27T00:31:18-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-to-recognize-dyslexia-in-children-including-english-language-learners",
"status": "publish",
"path": "/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter two of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003ch2>THE CHALLENGE OF DETECTION\u003c/h2>\n\u003cp>One of the most challenging aspects of properly addressing the different brains of dyslexic children is recognizing them in the first place.\u003c/p>\n\u003cp>Dyslexia occurs on a continuum and there is no “\u003ca href=\"http://www.interventionsforliteracy.org.uk/home/schools/use-of-the-term-dyslexia/\">sharp dividing line\u003c/a>” between having dyslexia and not having it. In the early years of elementary school, all children are learning to read, and all are developing their reading skills at different rates. “The behaviors of 4-to-6 year-olds who are at risk for dyslexia are not very different from those of children who are not,” writes professor Mark Seidenberg, cognitive scientist at the University of Wisconsin, in Language at the Speed of Sight. “Typically developing children learn to read at different rates for constitutional and environmental reasons.”\u003c/p>\n\u003cp>Further, because dyslexia’s symptoms and manifestations can change over time, families, teachers, and schools understandably struggle to identify dyslexia in children.\u003c/p>\n\u003cp>But the way dyslexia presents itself in young readers is far from the only hurdle: sometimes elementary teachers haven’t been given the proper tools to recognize the early warning signs, and many who recognize the symptoms of reading trouble ahead don’t know how to address those issues.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, when Dr. Martha Youman \u003ca href=\"https://www.kqed.org/mindshift/41997/who-helps-kids-with-dyslexia-gain-reading-fluency\">first began\u003c/a> her career as a second grade teacher, she knew that some of her students simply couldn’t read but she didn’t know what to do about it: “I kept them busy. Truly, there were interventions they needed, I just didn’t know how to help them,” says Youman, who now treats kids with dyslexia. “I had a master’s in teaching, and didn’t know how to deal with these students.”\u003c/p>\n\u003cp>Often the diagnosis of dyslexia comes after months or years of exhausting frustration and failure for students, parents, and teachers. It’s \u003ca href=\"http://www.ldonline.org/article/19296/\">common\u003c/a> for dyslexic children to avoid reading and become angry or upset in class or when it’s time to do homework or read aloud in front of others. Sometimes these students are seen as smart but lacking motivation or not working hard enough. To make things more complicated, dyslexic children often have \u003ca href=\"https://dyslexiaida.org/attention-deficithyperactivity-disorder-adhd-and-dyslexia/\">another developmental disorder like ADHD\u003c/a> alongside their reading challenges.\u003c/p>\n\u003cp>The key to preventing reading failure is early detection.\u003c/p>\n\u003ch2>WHAT DOES DYSLEXIA LOOK LIKE?\u003c/h2>\n\u003cp>Though dyslexia can take on many forms, two common areas where differences can be clearly seen and heard are \u003cstrong>slow reading\u003c/strong> and \u003cstrong>difficulty with handwriting and spelling\u003c/strong>.\u003c/p>\n\u003cp>Also, in some cases, certain speech patterns can be an early indicator of dyslexia, like mispronouncing familiar words or using “baby talk.”\u003c/p>\n\u003cp>In the following video, a fourth grader with dyslexia reads from Rosie Revere, Engineer, and then writes what she’s looking forward to when she gets to fifth grade (see picture below). At the time when this video was taken, she had already had 1.5 years of targeted \u003ca href=\"https://www.wilsonlanguage.com/dyslexia/\">Wilson dyslexia tutoring\u003c/a>, and her reading had improved significantly.\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/WMa2GSE3Afs'\n title='//www.youtube.com/embed/WMa2GSE3Afs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>WHAT’S IT LIKE TO READ WITH DYSLEXIA?\u003c/h2>\n\u003cp>For kids who are entering school, according to the Yale Center for Dyslexia and Creativity,\u003ca href=\"http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/\"> signs of dyslexia\u003c/a> in kindergarten and elementary school children include:\u003c/p>\n\u003cp>• Difficulty sounding out simple words like cap, map, nap\u003cbr>\n• Difficulty associating letters with sounds, and can’t break words apart\u003cbr>\n• Talks about how hard reading is and/or resists reading\u003cbr>\n• Family history of reading difficulties\u003cbr>\n• Difficulty speaking In second grade and up, signs of dyslexia might include:\u003cbr>\n• Avoids reading out loud\u003cbr>\n• Exhibits slow and awkward reading, and difficulty in acquiring new reading skills\u003cbr>\n• Makes wild guesses when sounding out a word\u003cbr>\n• Has no strategy for sounding out unfamiliar words\u003cbr>\n• Relies on vague language when searching for a word, like “things” or “stuff”\u003cbr>\n• Mispronounces long or unfamiliar words\u003cbr>\n• Uses lots of pauses, hesitation, and “umm’s” when speaking\u003cbr>\n• Seems to need extra time to answer questions\u003cbr>\n• Has extreme difficulty learning a foreign language\u003cbr>\n• Has messy handwriting\u003c/p>\n\u003cp>For more signs of dyslexia in younger children and adults, including particular dyslexic strengths, visit the Yale Center’s \u003ca href=\"http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/\">Signs of Dyslexia\u003c/a> page.\u003c/p>\n\u003ch2>DYSLEXIA IN ENGLISH LEARNERS: EXTRA HURDLES\u003c/h2>\n\u003cp>According to Pew Research Center, there are about \u003ca href=\"https://www.pewresearch.org/fact-tank/2018/10/25/6-facts-about-english-language-learners-in-u-s-public-schools/\">5 million English Language learners\u003c/a> in American public schools, or nearly 10 percent of the school population. While the vast majority (77 percent) of American English learners’ first language is Spanish, the top five are rounded out by Arabic, Chinese, Vietnamese and Somali. Among states, California has the highest number of English learners, with more than 20 percent of school children speaking a different language at home.\u003c/p>\n\u003cp>For schools, teachers and parents, diagnosing dyslexia in English learners can present an extra set of hurdles.\u003c/p>\n\u003cp>Dr. Kelli Sandman-Hurley, co-founder of the Dyslexia Training Institute in San Diego, California, says dyslexics learning English can sometimes be overlooked for two reasons: first, there’s not a lot of research on the topic and often educators don’t know what to look for, and second, reading difficulties can often be attributed to learning a new language.\u003c/p>\n\u003ch2>ENGLISH LEARNERS AND RECOGNIZING DYSLEXIA: INSIGHTS AND SUGGESTIONS FROM TWO EXPERTS\u003c/h2>\n\u003cp>According to Sandman-Hurley, students who have trouble with phonemic awareness in their first language will also find learning letters and sounds in English difficult. But if it’s not possible to screen kids’ phonemic awareness in their first language, educators can look for other clues that children are struggling.\u003c/p>\n\u003cp>Sandman-Hurley says it’s often important to check and see if English learners are having trouble in other subjects—that is, if a child learns math quickly and relatively easily, then a reading disability might be at play.\u003c/p>\n\u003cp>Sandman-Hurley makes two recommendations to educators trying to spot reading difficulties in English learners:\u003c/p>\n\u003col>\n\u003cli>If possible, provide screening in the child’s native language\u003c/li>\n\u003cli>Dig into what’s going on at home—since dyslexia tends to run in families, find out if other family members also had difficulties with reading, or if children had displayed some of the early warning signs, like an inability to rhyme words or learn the alphabet.\u003c/li>\n\u003c/ol>\n\u003cp>Speech-language pathologist Dr. Elsa Cardenas-Hagan has spent 25 years working with biliterate and bilingual students at the Valley Speech Language and Learning Center in Brownsville, Texas, and says that educators should look to see if the English learner has trouble learning the English alphabet or has trouble with writing. Even if they’re still learning English as a new language, those should be considered warning signs.\u003c/p>\n\u003cp>“We want to give English learners plenty of listening, speaking, reading and writing opportunities. To do any writing you have to be aware of sounds, so if a child is having trouble being able to sound out a word and write it, that should be a red flag.”\u003c/p>\n\u003cp>Cardenas-Hagan also agrees that looking into family history can help teachers who don’t speak the child’s first language. Because dyslexia tends to run in families, asking if anyone else in the family had troubles with reading and writing when they were growing up might provide indicators.\u003c/p>\n\u003cp>She says it’s also helpful to ask about when the child developed language. “Did the child speak on time? Did they start using words on time, did they produce the words with clarity and precision? We watch those kids very carefully, because if you have trouble hearing and speaking sounds in whatever language you learned, you’re going to have that same trouble reading and writing,” she says.\u003c/p>\n\u003ch2>DETECTION/ASSESSMENT TOOLS\u003c/h2>\n\u003cp>\u003cstrong>Universal Screening.\u003c/strong> Requirements vary wildly between states and even between districts. Beginning in kindergarten many schools use universal screeners like the RAN/RAS (Rapid Automatized Naming) test and the PAR (Predictive Assessment of Reading/Rapid Alternating Stimulus) to assess children’s knowledge of phonemes, letter recognition, and vocabulary.\u003c/p>\n\u003cp>However, not all screeners are created equal and often do not provide a complete picture of a child’s talents and deficiencies, according to Drs. Brock and Fernette Eide at \u003ca href=\"https://www.dyslexicadvantage.org/best-early-dyslexia-screeners-for-schools-elementary/\">Dyslexic Advantage\u003c/a>. For a more complete picture, students whoaren’t reading at grade level most often need a full evaluation by a school psychologist in order for parents and the school to implement the proper intervention.\u003c/p>\n\u003cp>Find out\u003ca href=\"https://www.dyslexicadvantage.org/50-states-approved-assessment-tools/\"> each state’s approved reading assessment tools\u003c/a>, courtesy of Dyslexic Advantage.\u003c/p>\n\u003cp>To learn more about screening standards and what to look for in high-quality assessments and screeners, read Literate Nation’s white paper on how to select screening instruments.\u003c/p>\n\u003cp>\u003cstrong>RTI—Response to Intervention.\u003c/strong> Another way for teachers to recognize reading trouble is through the \u003ca href=\"http://www.rtinetwork.org/learn/what/whatisrti\">Response to Intervention\u003c/a> (RTI), a multi-tier reading program designed in the 1990s to determine whether a child has a Specific Learning Disability (SLD) like dyslexia. RTI has been mandated in 14 states and is widely used among others. The program aims to identify who is at risk for reading failure and to provide targeted instruction to those students through different tiers:\u003c/p>\n\u003cp>\u003cstrong>• Tier 1\u003c/strong> interventions involve a blend of high-quality classroom instruction, adequate screening and group interventions that typically last around 8 weeks.\u003c/p>\n\u003cp>\u003cstrong>• Tier 2\u003c/strong> Students who don’t make adequate progress in Tier 1 move to Tier 2, where intervention is more targeted and intensive, where instruction can last up to a grading period.\u003c/p>\n\u003cp>\u003cstrong>• Tier 3\u003c/strong> When students don’t progress in Tier 2 they are moved to Tier 3, where they receive one-on-one targeted and intensive instruction and often a full evaluation to determine whether they qualify for special education services.\u003c/p>\n\u003cp>Curriculum and instruction aren’t uniform but designed by schools or districts individually.\u003c/p>\n\u003cp>Due to the varying quality of programs, response to RTI has been mixed. A comprehensive \u003ca href=\"https://ies.ed.gov/ncee/pubs/20164000/\">2015 RTI evaluation\u003c/a> by the National Center of Education Evaluation found that first graders who participated in the RTI program did worse than those who didn’t receive any targeted assistance.\u003c/p>\n\u003cp>“RTI is thoughtful, logical, well-designed program. It has only one flaw: it has to be implemented in real-world environments that are often inhospitable,” Seidenberg writes in Language at the Speed of Sight that “How well the RTI program works depends on how well it’s implemented, which is left to the school districts or system to decide.”\u003c/p>\n\u003cp>\u003cstrong>Full Evaluation.\u003c/strong> Even when schools provide universal screeners and assessments to identify at-risk students, if reading doesn’t progress, students need more complete evaluations to determine the cause of the reading failure and then a way forward. In most cases, that means an \u003cstrong>Individualized Education Program (IEP)\u003c/strong> for special reading services.\u003c/p>\n\u003ch2>THE CHALLENGE OF ASSESSMENT: DYSLEXIA TERMINOLOGY\u003c/h2>\n\u003cp>Most schools offer an evaluation through the school psychologist, but these evaluations can be complicated for several reasons.\u003c/p>\n\u003cp>First, school psychologists are often overworked and backlogged, so testing and a full evaluation can often involve long wait times. This is often why families with the financial means to do so will take their child to a private psychologist to be evaluated and speed up intervention.\u003c/p>\n\u003cp>Next, complete evaluations can be complicated and difficult to understand, because different states, districts and psychologists use more than one term to describe reading difficulties. Terms like ‘Specific Learning Disability’ (SLD), ‘reading deficit,’ or ‘language learning deficit’ are often used interchangeably with other terms, like ‘dyslexia.’\u003c/p>\n\u003cp>But according to dyslexia expert Nancy Mather, professor emeritus in the Department of Disability and Psychoeducational Studies at the University of Arizona, the different labels create undue confusion for parents and students, since more than 80 percent of reading disabilities are in fact dyslexia.\u003c/p>\n\u003cp>“It creates confusion,” she says. “The parents are told their child has an ‘SLD’ but they don’t realize their child has dyslexia.”\u003c/p>\n\u003cp>But using the right terminology means that the student is much more likely to get the right kind of help, because dyslexics need a very specific kind of reading intervention and a specially trained teacher in order to read.\u003c/p>\n\u003cp>For that reason, some families have their children evaluated outside the school, like a university or private testing center, where the cost of testing can be very high. Universities sometimes offer free or low-cost testing, but families might spend six to nine months on a waitlist.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter two of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_160",
"mindshift_20935",
"mindshift_550",
"mindshift_21128"
],
"featImg": "mindshift_49850",
"label": "mindshift"
},
"mindshift_54872": {
"type": "posts",
"id": "mindshift_54872",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54872",
"score": null,
"sort": [
1574843329000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1574843329,
"format": "standard",
"disqusTitle": "How Dyslexia is a Different Brain, Not a Disease",
"title": "How Dyslexia is a Different Brain, Not a Disease",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This is chapter one of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>As a frame of reference, the act of reading is a human invention that’s only a few thousand years old. In Europe and the United States, mass literacy—meaning more than 50 percent of the population knows how to read—has only been around for about 150 years. In other areas of the world, such as most of Asia, the Middle East, and Africa, it’s much more recent.\u003c/p>\n\u003ch2>THE READING BRAIN\u003c/h2>\n\u003cp>Because the human brain doesn’t come already wired to read, there is no “reading center” of the brain and there are no “reading genes.” As Proust and the Squid author Maryanne Wolf writes, each individual brain must learn how to read on its own.\u003c/p>\n\u003cp>In learning to read, the brain performs an amazing feat: it creates a specialized circuit that’s just for reading, forging a new circuit by combining parts of the brain that were originally designed to serve other functions, such as retrieving names. This new “reading circuit” combines processes from different areas of the brain and then runs at a speed so fast it’s nearly automatic.\u003c/p>\n\u003cp>But not all brains forge a flowing reading circuit easily. This is the case with dyslexia. Rather than being a disease or a medical condition (the common misperception), dyslexia is a \u003ca href=\"https://www.kqed.org/mindshift/41845/understanding-dyslexia-and-the-reading-brain-in-kids\">different brain organization\u003c/a>—one in which the brain’s reading circuit has been disrupted or re-routed in at least one way, and sometimes in two or three ways. This re-routing slows down critical parts of the reading process:\u003c/p>\n\u003cul>\n\u003cli>attaching the right sound to a letter happens more slowly and\u003c/li>\n\u003cli>forming words or sentences takes longer, then comprehending what was just read also takes longer\u003c/li>\n\u003c/ul>\n\u003cp>Dyslexia can additionally\u003ca href=\"http://dyslexia.yale.edu/resources/educators/instruction/math-memory-challenges/\"> affect memory\u003c/a>, especially working memory, making it harder for students to remember what they just read, or directions and learning sequences. It’s important to note that dyslexia is NOT caused by visual problems, and it isn’t the flipping of letters, or reading letters backwards, or mispronouncing words—and it’s not related to motivation or intelligence. It’s merely the result of a brain with a different organization that makes reading and writing more difficult.\u003c/p>\n\u003ch2>READING CIRCUIT ISSUES\u003c/h2>\n\u003cp>In the dyslexic brain, the reading circuit can be interrupted in several areas and cause problematic development. Because each brain is unique, there isn’t a singular form of dyslexia, but there are common issues:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ISSUE #1: Phonemic Awareness\u003c/strong> — identifying individual units of sound is a major challenge in the dyslexic brain. There are 44 sounds, or phonemes, in the English language. The main problem for kids with dyslexia is the ability to notice and work with all the sounds, and then be able to match those sounds to the right letters. In younger children, this is why not being able to rhyme words is an important early sign of dyslexia—often dyslexic kids don’t recognize the ways two rhyming words sound alike. English is an irregular language so there are many different combinations of letters that match to phonemes, making reading and spelling really hard for kids with challenges working with and remembering speech sounds.\u003c/p>\n\u003cp>\u003cstrong>ISSUE #2: Fluency, or getting the reading circuit to work together quickly\u003c/strong>, is the second-biggest issue. Even when children can process all the phonemes, they can still have trouble associating the sounds with the right letters, perhaps due to the right hemisphere’s control over the left hemisphere-centered language processing. This makes reading even the simplest words very slow, and then automaticity doesn’t develop properly.\u003c/p>\n\u003cp>\u003cstrong>ISSUE #3: Comprehension\u003c/strong> is the third (but no less crucial) issue in reading. Once letters and sounds are matched together, some children will have trouble putting the words together to form sentences and meaning. Often, this kind of dyslexia doesn’t show up until children are older, around third grade and up, when there is a switch from learning to read to reading to learn.\u003c/p>\n\u003cp>For dyslexics, the work of reading is slow and laborious, so often otherwise bright and intelligent students who haven’t received proper intervention never become fluent readers. Many dyslexic students can get by for years by memorizing words without actually reading them, but by the third or fourth grade, when learning switches from learning to read to reading to learn, struggling students can’t read fast enough to keep up. They often experience repeated failure.\u003c/p>\n\u003cp>Yet, with explicit and systematic specialized instruction specifically for the different brain structure, the reading circuit can be re-trained to work toward fluidity. But first, students, parents, and teachers must understand that the dyslexic’s brain isn’t “broken” or deficient, just organized in a different way.\u003c/p>\n\u003ch2>DO DYSLEXICS HAVE SPECIAL TALENTS?\u003c/h2>\n\u003cp>Special \u003ca href=\"https://www.kqed.org/mindshift/42064/dyslexia-and-the-wider-world-of-creativity-and-talent\">gifts and talents\u003c/a> can emerge from dyslexic brains, and whether this happens because of the unique setup of the dyslexic brain or in spite of it continues to be an ongoing subject of research and discussion.\u003c/p>\n\u003cp>Dyslexics quickly learn that very successful people, some considered geniuses in their field, like Pablo Picasso, Thomas Edison, Steven Spielberg, Octavia Spencer, Erin Brockovich and Nobel Prize-winner Elizabeth Blackburn, also struggled to read and write, and it didn’t affect their ability to achieve.\u003c/p>\n\u003cp>Does the dyslexic brain connote certain talents or even an advantage over a more typical reading brain? Some experts and writers like Malcolm Gladwell even call dyslexia an \u003ca href=\"https://www.dyslexicadvantage.org/\">advantage\u003c/a> or a \u003ca href=\"https://www.forbes.com/sites/knowledgewharton/2013/12/05/272013/#1ea0ee9a470d\">desirable disadvantage\u003c/a>—a disadvantage that ends up being at least partly responsible for a person’s success.\u003c/p>\n\u003cp>But the research behind whether or not dyslexia is an actual advantage, or whether special talents emerge from dyslexic brains, is complex—it’s difficult to tease out causes and correlations.\u003c/p>\n\u003cp>“It’s certainly possible that some dyslexics have special abilities in areas not related to reading, just as other kids could have special abilities in one or two areas but struggle in other areas,” says research scientist and speech-language pathologist Peggy McCardle, former branch chief at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), U.S. National Institutes of Health.\u003c/p>\n\u003cp>“We know that there are gifted children in the world, and that some of them are dyslexic. What we don’t know —and to date there is no real evidence of this—is whether the dyslexia and the giftedness or talent are connected, or just happened to co-occur in that person. People are looking at ways to study that, with good research designs and solid methods, but so far it has not been done.”\u003c/p>\n\u003ch2>A FINE LINE\u003c/h2>\n\u003cp>For practitioners who work with dyslexic students, it’s often a fine line between encouraging students to use their nonreading talents to succeed, and for not short-changing themselves on what they are able to do.\u003c/p>\n\u003cp>Dr. Sheryl Rimrodt-Frierson, who runs the pediatric clinic at the Vanderbilt Kennedy Center Reading Clinic, says that reading and writing are still vital skills that need to be addressed, and she’s cautious about dyslexic kids selling themselves short when it comes to academic work. “I will make sure they know there are plenty of good people out there who have done plenty—academic work, medical school, law school.” Rimrodt-Frierson says that kids need to understand there is a world of possibilities.\u003c/p>\n\u003cp>As cognitive neuroscientist Maryanne Wolf writes in her book Proust and the Squid, “The single most important implication of research in dyslexia is not ensuring that we don’t derail the development of a future Leonardo or Edison; it is making sure that we do not miss the potential of any child. Not all children with dyslexia have extraordinary talents, but every one of them has a unique potential that all too often goes unrealized because we don’t know how to tap it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This is chapter one of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "54872 https://ww2.kqed.org/mindshift/?p=54872",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/27/how-dyslexia-is-a-different-brain-not-a-disease/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1408,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 24
},
"modified": 1574843802,
"excerpt": "Students, parents, and teachers must understand that the dyslexic’s brain isn’t “broken” or deficient, just organized in a different way. And there is specialized reading instruction specifically for the different brain structure.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Students, parents, and teachers must understand that the dyslexic’s brain isn’t “broken” or deficient, just organized in a different way. And there is specialized reading instruction specifically for the different brain structure.",
"title": "How Dyslexia is a Different Brain, Not a Disease | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Dyslexia is a Different Brain, Not a Disease",
"datePublished": "2019-11-27T00:28:49-08:00",
"dateModified": "2019-11-27T00:36:42-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-dyslexia-is-a-different-brain-not-a-disease",
"status": "publish",
"path": "/mindshift/54872/how-dyslexia-is-a-different-brain-not-a-disease",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter one of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>As a frame of reference, the act of reading is a human invention that’s only a few thousand years old. In Europe and the United States, mass literacy—meaning more than 50 percent of the population knows how to read—has only been around for about 150 years. In other areas of the world, such as most of Asia, the Middle East, and Africa, it’s much more recent.\u003c/p>\n\u003ch2>THE READING BRAIN\u003c/h2>\n\u003cp>Because the human brain doesn’t come already wired to read, there is no “reading center” of the brain and there are no “reading genes.” As Proust and the Squid author Maryanne Wolf writes, each individual brain must learn how to read on its own.\u003c/p>\n\u003cp>In learning to read, the brain performs an amazing feat: it creates a specialized circuit that’s just for reading, forging a new circuit by combining parts of the brain that were originally designed to serve other functions, such as retrieving names. This new “reading circuit” combines processes from different areas of the brain and then runs at a speed so fast it’s nearly automatic.\u003c/p>\n\u003cp>But not all brains forge a flowing reading circuit easily. This is the case with dyslexia. Rather than being a disease or a medical condition (the common misperception), dyslexia is a \u003ca href=\"https://www.kqed.org/mindshift/41845/understanding-dyslexia-and-the-reading-brain-in-kids\">different brain organization\u003c/a>—one in which the brain’s reading circuit has been disrupted or re-routed in at least one way, and sometimes in two or three ways. This re-routing slows down critical parts of the reading process:\u003c/p>\n\u003cul>\n\u003cli>attaching the right sound to a letter happens more slowly and\u003c/li>\n\u003cli>forming words or sentences takes longer, then comprehending what was just read also takes longer\u003c/li>\n\u003c/ul>\n\u003cp>Dyslexia can additionally\u003ca href=\"http://dyslexia.yale.edu/resources/educators/instruction/math-memory-challenges/\"> affect memory\u003c/a>, especially working memory, making it harder for students to remember what they just read, or directions and learning sequences. It’s important to note that dyslexia is NOT caused by visual problems, and it isn’t the flipping of letters, or reading letters backwards, or mispronouncing words—and it’s not related to motivation or intelligence. It’s merely the result of a brain with a different organization that makes reading and writing more difficult.\u003c/p>\n\u003ch2>READING CIRCUIT ISSUES\u003c/h2>\n\u003cp>In the dyslexic brain, the reading circuit can be interrupted in several areas and cause problematic development. Because each brain is unique, there isn’t a singular form of dyslexia, but there are common issues:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ISSUE #1: Phonemic Awareness\u003c/strong> — identifying individual units of sound is a major challenge in the dyslexic brain. There are 44 sounds, or phonemes, in the English language. The main problem for kids with dyslexia is the ability to notice and work with all the sounds, and then be able to match those sounds to the right letters. In younger children, this is why not being able to rhyme words is an important early sign of dyslexia—often dyslexic kids don’t recognize the ways two rhyming words sound alike. English is an irregular language so there are many different combinations of letters that match to phonemes, making reading and spelling really hard for kids with challenges working with and remembering speech sounds.\u003c/p>\n\u003cp>\u003cstrong>ISSUE #2: Fluency, or getting the reading circuit to work together quickly\u003c/strong>, is the second-biggest issue. Even when children can process all the phonemes, they can still have trouble associating the sounds with the right letters, perhaps due to the right hemisphere’s control over the left hemisphere-centered language processing. This makes reading even the simplest words very slow, and then automaticity doesn’t develop properly.\u003c/p>\n\u003cp>\u003cstrong>ISSUE #3: Comprehension\u003c/strong> is the third (but no less crucial) issue in reading. Once letters and sounds are matched together, some children will have trouble putting the words together to form sentences and meaning. Often, this kind of dyslexia doesn’t show up until children are older, around third grade and up, when there is a switch from learning to read to reading to learn.\u003c/p>\n\u003cp>For dyslexics, the work of reading is slow and laborious, so often otherwise bright and intelligent students who haven’t received proper intervention never become fluent readers. Many dyslexic students can get by for years by memorizing words without actually reading them, but by the third or fourth grade, when learning switches from learning to read to reading to learn, struggling students can’t read fast enough to keep up. They often experience repeated failure.\u003c/p>\n\u003cp>Yet, with explicit and systematic specialized instruction specifically for the different brain structure, the reading circuit can be re-trained to work toward fluidity. But first, students, parents, and teachers must understand that the dyslexic’s brain isn’t “broken” or deficient, just organized in a different way.\u003c/p>\n\u003ch2>DO DYSLEXICS HAVE SPECIAL TALENTS?\u003c/h2>\n\u003cp>Special \u003ca href=\"https://www.kqed.org/mindshift/42064/dyslexia-and-the-wider-world-of-creativity-and-talent\">gifts and talents\u003c/a> can emerge from dyslexic brains, and whether this happens because of the unique setup of the dyslexic brain or in spite of it continues to be an ongoing subject of research and discussion.\u003c/p>\n\u003cp>Dyslexics quickly learn that very successful people, some considered geniuses in their field, like Pablo Picasso, Thomas Edison, Steven Spielberg, Octavia Spencer, Erin Brockovich and Nobel Prize-winner Elizabeth Blackburn, also struggled to read and write, and it didn’t affect their ability to achieve.\u003c/p>\n\u003cp>Does the dyslexic brain connote certain talents or even an advantage over a more typical reading brain? Some experts and writers like Malcolm Gladwell even call dyslexia an \u003ca href=\"https://www.dyslexicadvantage.org/\">advantage\u003c/a> or a \u003ca href=\"https://www.forbes.com/sites/knowledgewharton/2013/12/05/272013/#1ea0ee9a470d\">desirable disadvantage\u003c/a>—a disadvantage that ends up being at least partly responsible for a person’s success.\u003c/p>\n\u003cp>But the research behind whether or not dyslexia is an actual advantage, or whether special talents emerge from dyslexic brains, is complex—it’s difficult to tease out causes and correlations.\u003c/p>\n\u003cp>“It’s certainly possible that some dyslexics have special abilities in areas not related to reading, just as other kids could have special abilities in one or two areas but struggle in other areas,” says research scientist and speech-language pathologist Peggy McCardle, former branch chief at the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), U.S. National Institutes of Health.\u003c/p>\n\u003cp>“We know that there are gifted children in the world, and that some of them are dyslexic. What we don’t know —and to date there is no real evidence of this—is whether the dyslexia and the giftedness or talent are connected, or just happened to co-occur in that person. People are looking at ways to study that, with good research designs and solid methods, but so far it has not been done.”\u003c/p>\n\u003ch2>A FINE LINE\u003c/h2>\n\u003cp>For practitioners who work with dyslexic students, it’s often a fine line between encouraging students to use their nonreading talents to succeed, and for not short-changing themselves on what they are able to do.\u003c/p>\n\u003cp>Dr. Sheryl Rimrodt-Frierson, who runs the pediatric clinic at the Vanderbilt Kennedy Center Reading Clinic, says that reading and writing are still vital skills that need to be addressed, and she’s cautious about dyslexic kids selling themselves short when it comes to academic work. “I will make sure they know there are plenty of good people out there who have done plenty—academic work, medical school, law school.” Rimrodt-Frierson says that kids need to understand there is a world of possibilities.\u003c/p>\n\u003cp>As cognitive neuroscientist Maryanne Wolf writes in her book Proust and the Squid, “The single most important implication of research in dyslexia is not ensuring that we don’t derail the development of a future Leonardo or Edison; it is making sure that we do not miss the potential of any child. Not all children with dyslexia have extraordinary talents, but every one of them has a unique potential that all too often goes unrealized because we don’t know how to tap it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter one of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54872/how-dyslexia-is-a-different-brain-not-a-disease",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_160",
"mindshift_20784",
"mindshift_1040",
"mindshift_20935",
"mindshift_550",
"mindshift_851"
],
"featImg": "mindshift_49712",
"label": "mindshift"
},
"mindshift_54869": {
"type": "posts",
"id": "mindshift_54869",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54869",
"score": null,
"sort": [
1574843137000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1574843137,
"format": "standard",
"disqusTitle": "Why Understanding Dyslexia Matters",
"title": "Why Understanding Dyslexia Matters",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"p1\">\u003cem>This is the introduction of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Stubborn. Not working to potential. Lazy. Unintelligent. For many students sitting in classrooms right now struggling to read, they have already heard these words, or thought them about themselves. Yet no matter how hard they try, when these same students look at the page of a book or worksheet, the letters seem to move around and shift. Was the word \u003cem>pit\u003c/em> or \u003cem>tap\u003c/em>? \u003cem>Their\u003c/em> or \u003cem>through\u003c/em>? For others, words come together so slowly to form coherent sentences, the first test question is barely answered when the rest of the class is nearly finished.\u003c/p>\n\u003cp>This is the daily given for students with \u003cstrong>dyslexia\u003c/strong>, a biological, brain-based reading condition connected to speech and language that makes reading words and sentences extremely difficult.\u003c/p>\n\u003cp>Experts estimate that anywhere between 5 and 20 percent of school children have a form of dyslexia. Dyslexia is, in fact, the root of 80 percent of all learning disabilities, and yet in many families, schools, and even businesses, it’s still profoundly misunderstood.\u003c/p>\n\u003cp>Dyslexia shows up most often inside schools, where most children learn to read. But because of the complex intersection of individual brains, scientific research, state legislation, district requirements and teacher education, there’s no universal understanding of how to recognize and identify dyslexia, screen for it, and aid students who struggle to read because of it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Due to the host of identifying and diagnosing issues, many kids slog through school not knowing they have a learning difference, and an estimated \u003ca href=\"https://www.austinlearningsolutions.com/blog/38-dyslexia-facts-and-statistics.html\">40 million\u003c/a> American adults suffer from dyslexia, though experts guess only 2 million are aware of it.\u003c/p>\n\u003cp>Yet, understanding, recognizing, and providing intervention for students with dyslexia has never been more important than right now.\u003c/p>\n\u003cp>Ours is an age of rapid acceleration of technological, demographic, and economic changes that are overturning industries and cultures. And until dyslexia-supportive technologies (discussed in Chapter 5) are fully accepted, embraced, and utilized in workplace environments, being able to read and write will continue to be a crucial skillset for success not only in school but also in life beyond school:\u003c/p>\n\u003cul>\n\u003cli>As more and more jobs rely on computers, workers need basic literacy skills even to do such work as operating and repairing machinery.\u003c/li>\n\u003cli>As more \u003ca href=\"https://www.pewresearch.org/internet/2017/05/03/the-future-of-jobs-and-jobs-training/\">learning systems migrate online\u003c/a>, workers who must learn new skills to keep their current positions will need sufficient literacy to use systems that may not be dyslexia-supportive.\u003c/li>\n\u003cli>CEOs and experts have said that higher-order thinking skills like creativity, problem-solving and critical thinking are now critical to success—and absent supportive technologies. Such higher order skills will still require the involvement of visual reading comprehension.\u003c/li>\n\u003c/ul>\n\u003cp>And for those who don’t have the benefit of early intervention? Many face a lifetime of debilitating consequences: statistically, students who can’t read at grade level by third grade are \u003ca href=\"https://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-third-grade-matters/\">four times more likely\u003c/a> not to finish high school; one in five students with a learning disability will drop out.\u003c/p>\n\u003cp>Dropping out of high school, coupled with reading disability, especially for poorer students, can be a cocktail of negative effects. Nearly half of incarcerated adults don’t have a high school diploma, and 60 percent of the prison population is functionally illiterate. According to a study performed on inmates in Texas, about 48 percent of inmates have dyslexia.\u003c/p>\n\u003cp>And, at the most basic level, dyslexics are more vulnerable to mental illness—an \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15017419.2013.781953\">estimated 60 percent\u003c/a> of dyslexic children and adolescents also have a mental or emotional disorder, most commonly ADHD, depression, and anxiety—and have a higher incidence of \u003ca href=\"https://www.news-medical.net/news/20170621/Study-finds-high-prevalence-of-suicide-attempts-among-women-with-learning-disabilities.aspx\">suicide attempts\u003c/a>. Understanding dyslexia can enable people to find the help and support they need. You can learn more about how some individuals learned about their dyslexia and how they successfully advocated for help in Chapter 6, “Possibilities.”\u003c/p>\n\u003ch2>\u003cstrong>WHAT YOU MIGHT NOT KNOW ABOUT DYSLEXIA \u003c/strong>\u003c/h2>\n\u003cp>We’ve discussed the overarching and compelling WHY, now let’s discuss some broad strokes of WHAT:\u003c/p>\n\u003cul>\n\u003cli>Dyslexia occurs in every language and in children from every background, regardless of race or socioeconomic status.\u003c/li>\n\u003cli>Many dyslexics become successful adults, whether it’s because of their different brain, or in spite of it. Having a learning difference doesn’t doom a student to failure. Dyslexics are doctors, lawyers, professors and business people as well as artists, musicians, nurses and firefighters.\u003c/li>\n\u003cli>For years, state special education laws refused to use the word “dyslexia,” though it’s not entirely clear why.\u003c/li>\n\u003cli>Experts have pointed out that dyslexia was once thought (wrongly) to be a medical condition, and others have said that dyslexia was often left out of laws because the “treatment” is both expensive and needs a specially trained teacher to administer correctly.\u003c/li>\n\u003cli>Dyslexia awareness and understanding is growing, thanks in large part to passionate activism on the part of frustrated parents and teachers who are moving schools and districts toward change.\u003c/li>\n\u003cli>The awareness and activism is slowly changing the omission of dyslexia from law: \u003ca href=\"https://www.dyslexicadvantage.org/dyslexia-laws-2018/\">thirty-nine states\u003c/a> have passed dyslexia laws surrounding learning disabilities in the past few years, slowly making their way down into districts.\u003c/li>\n\u003cli>The state of California, along with Tennessee and a few others, have in the past couple of years issued first-ever specific guidance for schools and educators on how to assess and provide resources for those diagnosed with dyslexia.\u003c/li>\n\u003cli>There is no “cure” for dyslexia. But when reliable, research based interventions are methodically applied, students can go on to read, they can be academically successful, and they can go on to live fulfilling lives doing whatever they choose.\u003c/li>\n\u003c/ul>\n\u003cp>But the earlier parents and teachers can recognize the signs of dyslexia and get help, the faster those students can halt feelings of failure and begin on the path to success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This is the introduction of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "54869 https://ww2.kqed.org/mindshift/?p=54869",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/27/why-understanding-dyslexia-matters/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1024,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 15
},
"modified": 1574843420,
"excerpt": "There are many misperceptions about what dyslexia is and what it isn't. Getting a basic understanding can help parents, educators and students take better control of the child's learning.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "There are many misperceptions about what dyslexia is and what it isn't. Getting a basic understanding can help parents, educators and students take better control of the child's learning.",
"title": "Why Understanding Dyslexia Matters | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why Understanding Dyslexia Matters",
"datePublished": "2019-11-27T00:25:37-08:00",
"dateModified": "2019-11-27T00:30:20-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "why-understanding-dyslexia-matters",
"status": "publish",
"path": "/mindshift/54869/why-understanding-dyslexia-matters",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>This is the introduction of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Stubborn. Not working to potential. Lazy. Unintelligent. For many students sitting in classrooms right now struggling to read, they have already heard these words, or thought them about themselves. Yet no matter how hard they try, when these same students look at the page of a book or worksheet, the letters seem to move around and shift. Was the word \u003cem>pit\u003c/em> or \u003cem>tap\u003c/em>? \u003cem>Their\u003c/em> or \u003cem>through\u003c/em>? For others, words come together so slowly to form coherent sentences, the first test question is barely answered when the rest of the class is nearly finished.\u003c/p>\n\u003cp>This is the daily given for students with \u003cstrong>dyslexia\u003c/strong>, a biological, brain-based reading condition connected to speech and language that makes reading words and sentences extremely difficult.\u003c/p>\n\u003cp>Experts estimate that anywhere between 5 and 20 percent of school children have a form of dyslexia. Dyslexia is, in fact, the root of 80 percent of all learning disabilities, and yet in many families, schools, and even businesses, it’s still profoundly misunderstood.\u003c/p>\n\u003cp>Dyslexia shows up most often inside schools, where most children learn to read. But because of the complex intersection of individual brains, scientific research, state legislation, district requirements and teacher education, there’s no universal understanding of how to recognize and identify dyslexia, screen for it, and aid students who struggle to read because of it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Due to the host of identifying and diagnosing issues, many kids slog through school not knowing they have a learning difference, and an estimated \u003ca href=\"https://www.austinlearningsolutions.com/blog/38-dyslexia-facts-and-statistics.html\">40 million\u003c/a> American adults suffer from dyslexia, though experts guess only 2 million are aware of it.\u003c/p>\n\u003cp>Yet, understanding, recognizing, and providing intervention for students with dyslexia has never been more important than right now.\u003c/p>\n\u003cp>Ours is an age of rapid acceleration of technological, demographic, and economic changes that are overturning industries and cultures. And until dyslexia-supportive technologies (discussed in Chapter 5) are fully accepted, embraced, and utilized in workplace environments, being able to read and write will continue to be a crucial skillset for success not only in school but also in life beyond school:\u003c/p>\n\u003cul>\n\u003cli>As more and more jobs rely on computers, workers need basic literacy skills even to do such work as operating and repairing machinery.\u003c/li>\n\u003cli>As more \u003ca href=\"https://www.pewresearch.org/internet/2017/05/03/the-future-of-jobs-and-jobs-training/\">learning systems migrate online\u003c/a>, workers who must learn new skills to keep their current positions will need sufficient literacy to use systems that may not be dyslexia-supportive.\u003c/li>\n\u003cli>CEOs and experts have said that higher-order thinking skills like creativity, problem-solving and critical thinking are now critical to success—and absent supportive technologies. Such higher order skills will still require the involvement of visual reading comprehension.\u003c/li>\n\u003c/ul>\n\u003cp>And for those who don’t have the benefit of early intervention? Many face a lifetime of debilitating consequences: statistically, students who can’t read at grade level by third grade are \u003ca href=\"https://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-third-grade-matters/\">four times more likely\u003c/a> not to finish high school; one in five students with a learning disability will drop out.\u003c/p>\n\u003cp>Dropping out of high school, coupled with reading disability, especially for poorer students, can be a cocktail of negative effects. Nearly half of incarcerated adults don’t have a high school diploma, and 60 percent of the prison population is functionally illiterate. According to a study performed on inmates in Texas, about 48 percent of inmates have dyslexia.\u003c/p>\n\u003cp>And, at the most basic level, dyslexics are more vulnerable to mental illness—an \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15017419.2013.781953\">estimated 60 percent\u003c/a> of dyslexic children and adolescents also have a mental or emotional disorder, most commonly ADHD, depression, and anxiety—and have a higher incidence of \u003ca href=\"https://www.news-medical.net/news/20170621/Study-finds-high-prevalence-of-suicide-attempts-among-women-with-learning-disabilities.aspx\">suicide attempts\u003c/a>. Understanding dyslexia can enable people to find the help and support they need. You can learn more about how some individuals learned about their dyslexia and how they successfully advocated for help in Chapter 6, “Possibilities.”\u003c/p>\n\u003ch2>\u003cstrong>WHAT YOU MIGHT NOT KNOW ABOUT DYSLEXIA \u003c/strong>\u003c/h2>\n\u003cp>We’ve discussed the overarching and compelling WHY, now let’s discuss some broad strokes of WHAT:\u003c/p>\n\u003cul>\n\u003cli>Dyslexia occurs in every language and in children from every background, regardless of race or socioeconomic status.\u003c/li>\n\u003cli>Many dyslexics become successful adults, whether it’s because of their different brain, or in spite of it. Having a learning difference doesn’t doom a student to failure. Dyslexics are doctors, lawyers, professors and business people as well as artists, musicians, nurses and firefighters.\u003c/li>\n\u003cli>For years, state special education laws refused to use the word “dyslexia,” though it’s not entirely clear why.\u003c/li>\n\u003cli>Experts have pointed out that dyslexia was once thought (wrongly) to be a medical condition, and others have said that dyslexia was often left out of laws because the “treatment” is both expensive and needs a specially trained teacher to administer correctly.\u003c/li>\n\u003cli>Dyslexia awareness and understanding is growing, thanks in large part to passionate activism on the part of frustrated parents and teachers who are moving schools and districts toward change.\u003c/li>\n\u003cli>The awareness and activism is slowly changing the omission of dyslexia from law: \u003ca href=\"https://www.dyslexicadvantage.org/dyslexia-laws-2018/\">thirty-nine states\u003c/a> have passed dyslexia laws surrounding learning disabilities in the past few years, slowly making their way down into districts.\u003c/li>\n\u003cli>The state of California, along with Tennessee and a few others, have in the past couple of years issued first-ever specific guidance for schools and educators on how to assess and provide resources for those diagnosed with dyslexia.\u003c/li>\n\u003cli>There is no “cure” for dyslexia. But when reliable, research based interventions are methodically applied, students can go on to read, they can be academically successful, and they can go on to live fulfilling lives doing whatever they choose.\u003c/li>\n\u003c/ul>\n\u003cp>But the earlier parents and teachers can recognize the signs of dyslexia and get help, the faster those students can halt feelings of failure and begin on the path to success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This is the introduction of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54869/why-understanding-dyslexia-matters",
"authors": [
"4445"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_160",
"mindshift_550",
"mindshift_21128",
"mindshift_851"
],
"featImg": "mindshift_43265",
"label": "mindshift"
},
"mindshift_54805": {
"type": "posts",
"id": "mindshift_54805",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54805",
"score": null,
"sort": [
1574411377000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1574411377,
"format": "standard",
"disqusTitle": "How Parents Can Talk With Their Teens About Sex and Consent",
"title": "How Parents Can Talk With Their Teens About Sex and Consent",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.shafiazaloom.com/the-book\">Sex, Teens & Everything in Between: The New and Necessary Conversations Today's Teenagers Need to Have about Consent, Sexual Harassment, \u003c/a>\u003ca href=\"http://www.shafiazaloom.com/the-book\">Healthy Relationships, Love, and More\u003c/a> by Shafia Zaloom.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shafia Zaloom \u003c/strong>\u003c/p>\n\u003cp>Exploring sexuality with others can be scary, confusing, and thrilling, and digital devices make every interaction more consequential. Consent must be given in person, during sexual activity, and whenever a new form of sexual activity is initiated. Many young people communicate and establish relationships through technology. This may provide a false sense of knowing someone, intimacy, or readiness to engage in a sexual relationship. With all of the abbreviations young people use (hu = hookup, wbu = what about you, dtr = define the relationship, etc.), they are in many ways abbreviating relationships. It is important to consider that the only way to truly know if you are comfortable and ready to be sexually active with someone is to actually spend time with them.\u003c/p>\n\u003cp>As adults, we can talk to teenagers about knowing whether they can trust someone and are ready to be more intimate. This means considering whether they are comfortable discussing issues such as consent, how far they want to go, what they are ready to do, etc. If their partner pressures, manipulates, or guilt-trips them into activities they don’t feel ready for, they should consider whether this is a relationship they want to continue.\u003c/p>\n\u003cp>Sex educator, speaker, author, and my personal rock star, Emily Nagoski, has a beautiful garden metaphor I use with my students to deepen their understanding of consent within the context of their sexuality. It goes like this: When you’re born, you’re given a little plot of rich, fertile soil, slightly different from everyone else’s (a.k.a. your brain and your body). Your family and culture (the immediate and broader communities you’re a part of) plant seeds and tend the garden. They also teach you how to tend it. Those seeds are the language, attitudes, knowledge, and habits about love and safety, bodies, and sex.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each garden is unique and has different needs depending on the vegetation those seeds yield. Some gardens may require extra sunlight and water, some may need extra fertilizer or shade, some may be drought-tolerant or need extra vigilance when it comes to weeding out toxic and invasive species. Over time, as you become an adolescent, you start to take on the responsibility of tending your own garden. While discovering what’s in your garden, what it needs, and how to take care of it, you get to choose what gets pulled out and what gets to stay.\u003c/p>\n\u003cp>\u003ca href=\"http://www.shafiazaloom.com/the-book\">\u003cimg class=\"alignright size-full wp-image-54891\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom.png\" alt=\"\" width=\"183\" height=\"275\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom.png 183w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom-160x240.png 160w\" sizes=\"(max-width: 183px) 100vw, 183px\">\u003c/a>Consent is having the agency to decide who gets to enter your garden and what will happen while you’re there together. It’s the option to choose whether someone comes in and how they behave while they are there—do they play and frolic, or stomp and trample? Consent determines how long they get to stay, and whether they get to plant something or take anything with them when they leave. You should ask before entering someone else’s garden. Honor it because it’s theirs. And anyone you let into your garden should help it thrive.\u003c/p>\n\u003cp>\u003cstrong>Parent–Teen Conversation Starters\u003c/strong>\u003c/p>\n\u003cp>My students give me the best advice for how to approach conversations with teenagers. Be concise and focused. Allow your teen to guide the conversation. Talk less and listen more. It’s OK to say “I don’t know.” Stay open to different perspectives. Avoid letting the conversation become a family debate. Worry less about what your teen is doing and more about how they feel about it. Have many smaller conversations over time in different contexts. My students also emphasize the importance of selecting questions from the list below that will resonate with your own teenager. Every teen is unique and up to different things and dealing with different issues, so be selective with the questions you choose.\u003c/p>\n\u003cblockquote>\u003cp>In your own words, what is consent? What are some examples of consent that come up in everyday life?\u003c/p>\n\u003cp>What’s the value of consent? How does it relate to healthy relationships?\u003c/p>\n\u003cp>What are some examples of asking for consent?\u003c/p>\n\u003cp>What does it feel like when someone doesn’t respect your right to choose for yourself? How do/can you respond?\u003c/p>\n\u003cp>How can you connect your understanding of everyday consent to sexual consent?\u003c/p>\n\u003cp>Why are some people trying to change the notion of consent from “no means no” to “yes means yes”? What is the difference, and do you agree or disagree?\u003c/p>\n\u003cp>What are some examples of consensual questions for the following: asking someone out; deciding how you’re going to spend time together; or being sexually intimate with someone?\u003c/p>\n\u003cp>What are the circumstances in which consent cannot be given?\u003c/p>\n\u003cp>What are some important characteristics of a sexual relationship beyond consent?\u003c/p>\n\u003cp>\u003cem>Resources: \u003c/em>\u003cem>Everyday Feminism magazine has a helpful online comic strip titled What If We Treated All Consent Like Society Treats Sexual Consent?\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Straight Answers to Teen Questions\u003c/strong>\u003c/p>\n\u003ch2>\u003cem>Why is “yes means yes” better than “no means no”?\u003c/em>\u003c/h2>\n\u003cp>“Yes means yes” comes from the media’s coverage of recent affirmative consent laws (“affirmative” is the legal language used that requires someone to ask for agreement to initiate a level of intimacy). Until affirmative consent laws were created, the phrase “no means no” reflected widely held thinking around consent and sexual assault. It meant that if someone said no to a sexual act, the person initiating the activity should respect that boundary and stop what they are doing. This is still important. If someone doesn’t want to engage in a sexual act, they can say no and the other person should stop or it might be considered sexual assault.\u003c/p>\n\u003cp>“Yes means yes” is an improvement on “no means no,” because “no means no” assumes yes until that person expresses their discomfort by literally saying the word no. Ideally, all people would feel comfortable and confident enough during a sexual encounter to say no. Unfortunately, that isn’t always the case, especially with young people. Asking for affirmative consent, if the question truly allows for either answer, expresses respect and care for a partner’s sexual experience. It is also more positive because it affirms desire and hopefully leads to better sexual communication. It is the kind of communication that ideally should happen during sex and in healthy relationships. Beyond yes is enthusiastic consent, which means not only does the other person agree to what you’re doing together, but also they genuinely desire it and they’re excited about it.\u003c/p>\n\u003ch2>\u003cem>What would be considered “another level of intimacy”?\u003c/em>\u003c/h2>\n\u003cp>An example of another level of intimacy might be going from making out with someone to taking their clothes off, or when two people are feeling each other up and one reaches into the other’s pants. Another example is when someone goes from intimate touching to moving down the other person’s body to give oral sex. Different people experience different levels of intimacy in different sexual situations. Some people may feel that kissing is more intimate than genital touching. Others may think that genital-to-genital intercourse is more intimate than oral intercourse. It depends on the person, so ask and pay attention to how your partner responds.\u003c/p>\n\u003ch2>\u003cem>Do I have to ask for consent even if I’m really close to the person?\u003c/em>\u003c/h2>\n\u003cp>Yes, you must ask for consent even if you’re really close to your sexual partner. A preexisting relationship does not equal consent. There are many benefits to knowing your partner. In a healthy relationship, trust and care are built over time. This allows for both partners to communicate without fear of being judged. Sometimes, consent is wordless between people who know each other really well. Communication happens with body language, facial expression, and pleasurable sounds. Still, paying attention to context is important for everyone. The context or circumstances that surround the sexual activity can change within moments and may influence how someone feels sexually, and it is important to understand that context may influence consent. And if the consent is wordless, the partners involved must be attentive to each other and make sure that whatever is happening between them is something they both want.\u003c/p>\n\u003ch2>\u003cem>When do I have the right to say no? When is it socially acceptable?\u003c/em>\u003c/h2>\n\u003cp>You have the right to say no at any time in a relationship or within a sexual experience. The answer to the second question will likely vary depending on who you talk to. We live in a sex-negative culture (one that focuses on objectification, sexualization, sex stigma, and body-shaming) that doesn’t always promote healthy perspectives on sexuality, especially for young people. It may seem and feel like you have to say yes because that is what you see in the media or what you hear from your friends. A sex-positive and sexually healthy society would make it socially acceptable to say no to sexual activity whenever you feel you want or need to. Remember that you are under no obligation to engage in behavior you don’t feel ready for, no matter the circumstances.\u003c/p>\n\u003cp>There are different ways to say no that you may want to consider. Within any type of relationship, be clear with your no. If you are in a healthy relationship, engage in a conversation with care and respect, so you can talk through what you’re both thinking and feeling. What your partner wants matters. Being a considerate and generous lover is mature and responsible. Encouraging people to talk openly about consent, and the ability to say yes and no, benefits everyone. Everyone deserves that kind of respect from a partner, and it makes for a healthier relationship.\u003c/p>\n\u003cp>If you are saying no in a hookup situation, be clear and assertive. If you and your partner are engaged in a respectful sexual encounter and care about each other’s experience, it should be OK to engage in open and honest dialogue. You could say, “I’m not comfortable with that but would be comfortable with [activity].” If your partner only seems to care about getting off physically and doesn’t consider your experience, then be clear and direct with your no and end the hookup. Bottom line: you have the right to say no.\u003c/p>\n\u003ch2>\u003cem>Can someone give consent if they are drunk?\u003c/em>\u003c/h2>\n\u003cp>No. The legal language of affirmative consent legislation for being drunk or intoxicated is “incapacitated.” A person cannot give consent if they are incapacitated, which means they aren’t able to think clearly because they are under the influence of a substance or drug (alcohol is considered a drug). The point at which someone becomes incapacitated is different depending on many variables, including genetics, size, tolerance, how much of a substance they consumed, what kind of substance they consumed, when and how they took the substance, if they had recently eaten, or if the substance had an additional substance in it. If someone reports a nonconsensual experience and the people involved were incapacitated, the police or authorities on a school’s campus (if it took place at school) will investigate to determine whether the people involved were incapacitated and if this impacted the situation.\u003c/p>\n\u003ch2>\u003cem>If I send a nude or “dick pic,” does that count as consent?\u003c/em>\u003c/h2>\n\u003cp>No. You cannot give consent to sexual activity over a phone or other digital device, especially if you are under the age of eighteen. Nudes do not equal consent. In fact, unless someone asks for a nude photo, it can be considered sexual harassment. And if you’re under eighteen, taking sexually explicit photos of yourself and “sexting”—sending nude photos—is considered trafficking in child pornography and is against federal law. Some states have teen sexting laws to deal with this common issue because the consequences for teens who violate federal law can be severe. Remember, too, that what is on your device and what you send to others is essentially public. Just because the photos disappear from your phone doesn’t mean that someone didn’t screenshot and forward or save them. If you send a nude photo, you should expect that it will probably become public at some point and may be circulated. Would you want your family, employer, college admissions officer, or future romantic interest to see it? Probably not.\u003c/p>\n\u003ch2>\u003cem>What if I’m comfortable doing something sexual with a guy but not a girl?\u003c/em>\u003c/h2>\n\u003cp>Your body belongs to you; you get to choose how to touch and be touched. The guidelines are the same for managing what’s going on while you explore sexuality with someone, regardless of gender. No matter the person and how they identify, it’s important to communicate your desires and limitations and to listen and ask for theirs. Mutual respect doesn’t depend on how someone identifies. Communicate with a potential sexual partner in the moment. If they are safe and OK to be with you sexually, it’s OK to do what you want and don’t want. Period.\u003c/p>\n\u003ch2>\u003cem>Isn’t it OK to push just a little to try to persuade someone to go further? I’m not going to force someone, of course, but what if they just need a little convincing?\u003c/em>\u003c/h2>\n\u003cp>Nope. Not OK to push even just a little. The need for any sort of persuasion makes the situation nonconsensual. Coercion, or saying things like “C’mon, it’ll feel good,” “Just relax, don’t worry about it,” “If you like me you’ll do this,” or “Everyone does this, what’s wrong with you?” is not consent. Adding social power or leverage to the dynamic is also not consent. Saying things like “C’mon, don’t you want to be first pick of the team next year? You know I’m the captain,” “If you don’t do this, I’ll have to post those pictures you sent me,” or “You don’t want everyone to know you’re gay, do you?” is not consent. It is coercive and exploitive. It is manipulative, unhealthy, bullyish, and disrespectful to pressure someone into second-guessing themselves and compromising their emotional and physical safety; if taken too far it can even constitute assault.\u003c/p>\n\u003ch2>\u003cem>Can consensual sex be regrettable?\u003c/em>\u003c/h2>\n\u003cp>Yes. If consent is asked for and given, without the influence of substances, the impairment of a mental or physical disability, coercion or age disparity (one partner is over eighteen, the other is under eighteen), then the sex is legal. Just because the sex is legal, however, doesn’t mean it’s right. If it isn’t consented to for the right reasons—for instance, someone wasn’t ready, the sex wasn’t physically or emotionally safe, or someone else’s well-being is impacted (like a friend is betrayed)—someone may regret having participated in it. Legal sex is not necessarily ethical or “good” sex. Ethical sex is legal and takes into account the well-being of the participants and others who may be impacted by their actions. Good sex is legal, ethical, and feels pleasurable and satisfying for both partners. To avoid regrettable albeit consensual sex, make sure you choose to engage in sexual activity for your right reasons.\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">\u003ca href=\"http://www.shafiazaloom.com/the-book\">\u003cem>\u003cimg class=\"alignleft size-full wp-image-54807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/11/Shafia-Zaloom-e1573590854543.jpg\" alt=\"\" width=\"250\" height=\"263\">Shafia Zaloom\u003c/em>\u003c/a>\u003cem> is author of \u003ca href=\"http://www.shafiazaloom.com/the-book\">Sex, Teens & Everything in Between. \u003c/a>She is a health educator and consultant whose work centers on human development, community building, ethics, and social justice. \u003c/em>\u003c/span>\u003cem>\u003cspan class=\"s1\">Her approach involves creating opportunities for students and teachers to discuss the complexities of teen culture and decision-making with straight-forward, open and honest dialogue. Shafia has worked with thousands of children and their families in her role \u003c/span>\u003c/em>\u003cem>\u003cspan class=\"s1\">as teacher, coach, administrator, board member, and outdoor educator. Shafia is currently the health teacher at the Urban School in San Francisco, and develops curricula and trainings for schools across the country. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=9lh4XkuG_1A\u003c/p>\n\n",
"disqusIdentifier": "54805 https://ww2.kqed.org/mindshift/?p=54805",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/22/how-parents-can-talk-with-their-teens-about-sex-and-consent/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2788,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 34
},
"modified": 1574411377,
"excerpt": "Sex and health educator Shafia Zaloom shares a list of teenager-tested conversation starters for parents to help them talk with their teens about consent and healthy relationships.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Sex and health educator Shafia Zaloom shares a list of teenager-tested conversation starters for parents to help them talk with their teens about consent and healthy relationships.",
"title": "How Parents Can Talk With Their Teens About Sex and Consent | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Parents Can Talk With Their Teens About Sex and Consent",
"datePublished": "2019-11-22T00:29:37-08:00",
"dateModified": "2019-11-22T00:29:37-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-parents-can-talk-with-their-teens-about-sex-and-consent",
"status": "publish",
"path": "/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.shafiazaloom.com/the-book\">Sex, Teens & Everything in Between: The New and Necessary Conversations Today's Teenagers Need to Have about Consent, Sexual Harassment, \u003c/a>\u003ca href=\"http://www.shafiazaloom.com/the-book\">Healthy Relationships, Love, and More\u003c/a> by Shafia Zaloom.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shafia Zaloom \u003c/strong>\u003c/p>\n\u003cp>Exploring sexuality with others can be scary, confusing, and thrilling, and digital devices make every interaction more consequential. Consent must be given in person, during sexual activity, and whenever a new form of sexual activity is initiated. Many young people communicate and establish relationships through technology. This may provide a false sense of knowing someone, intimacy, or readiness to engage in a sexual relationship. With all of the abbreviations young people use (hu = hookup, wbu = what about you, dtr = define the relationship, etc.), they are in many ways abbreviating relationships. It is important to consider that the only way to truly know if you are comfortable and ready to be sexually active with someone is to actually spend time with them.\u003c/p>\n\u003cp>As adults, we can talk to teenagers about knowing whether they can trust someone and are ready to be more intimate. This means considering whether they are comfortable discussing issues such as consent, how far they want to go, what they are ready to do, etc. If their partner pressures, manipulates, or guilt-trips them into activities they don’t feel ready for, they should consider whether this is a relationship they want to continue.\u003c/p>\n\u003cp>Sex educator, speaker, author, and my personal rock star, Emily Nagoski, has a beautiful garden metaphor I use with my students to deepen their understanding of consent within the context of their sexuality. It goes like this: When you’re born, you’re given a little plot of rich, fertile soil, slightly different from everyone else’s (a.k.a. your brain and your body). Your family and culture (the immediate and broader communities you’re a part of) plant seeds and tend the garden. They also teach you how to tend it. Those seeds are the language, attitudes, knowledge, and habits about love and safety, bodies, and sex.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each garden is unique and has different needs depending on the vegetation those seeds yield. Some gardens may require extra sunlight and water, some may need extra fertilizer or shade, some may be drought-tolerant or need extra vigilance when it comes to weeding out toxic and invasive species. Over time, as you become an adolescent, you start to take on the responsibility of tending your own garden. While discovering what’s in your garden, what it needs, and how to take care of it, you get to choose what gets pulled out and what gets to stay.\u003c/p>\n\u003cp>\u003ca href=\"http://www.shafiazaloom.com/the-book\">\u003cimg class=\"alignright size-full wp-image-54891\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom.png\" alt=\"\" width=\"183\" height=\"275\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom.png 183w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Zaloom-160x240.png 160w\" sizes=\"(max-width: 183px) 100vw, 183px\">\u003c/a>Consent is having the agency to decide who gets to enter your garden and what will happen while you’re there together. It’s the option to choose whether someone comes in and how they behave while they are there—do they play and frolic, or stomp and trample? Consent determines how long they get to stay, and whether they get to plant something or take anything with them when they leave. You should ask before entering someone else’s garden. Honor it because it’s theirs. And anyone you let into your garden should help it thrive.\u003c/p>\n\u003cp>\u003cstrong>Parent–Teen Conversation Starters\u003c/strong>\u003c/p>\n\u003cp>My students give me the best advice for how to approach conversations with teenagers. Be concise and focused. Allow your teen to guide the conversation. Talk less and listen more. It’s OK to say “I don’t know.” Stay open to different perspectives. Avoid letting the conversation become a family debate. Worry less about what your teen is doing and more about how they feel about it. Have many smaller conversations over time in different contexts. My students also emphasize the importance of selecting questions from the list below that will resonate with your own teenager. Every teen is unique and up to different things and dealing with different issues, so be selective with the questions you choose.\u003c/p>\n\u003cblockquote>\u003cp>In your own words, what is consent? What are some examples of consent that come up in everyday life?\u003c/p>\n\u003cp>What’s the value of consent? How does it relate to healthy relationships?\u003c/p>\n\u003cp>What are some examples of asking for consent?\u003c/p>\n\u003cp>What does it feel like when someone doesn’t respect your right to choose for yourself? How do/can you respond?\u003c/p>\n\u003cp>How can you connect your understanding of everyday consent to sexual consent?\u003c/p>\n\u003cp>Why are some people trying to change the notion of consent from “no means no” to “yes means yes”? What is the difference, and do you agree or disagree?\u003c/p>\n\u003cp>What are some examples of consensual questions for the following: asking someone out; deciding how you’re going to spend time together; or being sexually intimate with someone?\u003c/p>\n\u003cp>What are the circumstances in which consent cannot be given?\u003c/p>\n\u003cp>What are some important characteristics of a sexual relationship beyond consent?\u003c/p>\n\u003cp>\u003cem>Resources: \u003c/em>\u003cem>Everyday Feminism magazine has a helpful online comic strip titled What If We Treated All Consent Like Society Treats Sexual Consent?\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Straight Answers to Teen Questions\u003c/strong>\u003c/p>\n\u003ch2>\u003cem>Why is “yes means yes” better than “no means no”?\u003c/em>\u003c/h2>\n\u003cp>“Yes means yes” comes from the media’s coverage of recent affirmative consent laws (“affirmative” is the legal language used that requires someone to ask for agreement to initiate a level of intimacy). Until affirmative consent laws were created, the phrase “no means no” reflected widely held thinking around consent and sexual assault. It meant that if someone said no to a sexual act, the person initiating the activity should respect that boundary and stop what they are doing. This is still important. If someone doesn’t want to engage in a sexual act, they can say no and the other person should stop or it might be considered sexual assault.\u003c/p>\n\u003cp>“Yes means yes” is an improvement on “no means no,” because “no means no” assumes yes until that person expresses their discomfort by literally saying the word no. Ideally, all people would feel comfortable and confident enough during a sexual encounter to say no. Unfortunately, that isn’t always the case, especially with young people. Asking for affirmative consent, if the question truly allows for either answer, expresses respect and care for a partner’s sexual experience. It is also more positive because it affirms desire and hopefully leads to better sexual communication. It is the kind of communication that ideally should happen during sex and in healthy relationships. Beyond yes is enthusiastic consent, which means not only does the other person agree to what you’re doing together, but also they genuinely desire it and they’re excited about it.\u003c/p>\n\u003ch2>\u003cem>What would be considered “another level of intimacy”?\u003c/em>\u003c/h2>\n\u003cp>An example of another level of intimacy might be going from making out with someone to taking their clothes off, or when two people are feeling each other up and one reaches into the other’s pants. Another example is when someone goes from intimate touching to moving down the other person’s body to give oral sex. Different people experience different levels of intimacy in different sexual situations. Some people may feel that kissing is more intimate than genital touching. Others may think that genital-to-genital intercourse is more intimate than oral intercourse. It depends on the person, so ask and pay attention to how your partner responds.\u003c/p>\n\u003ch2>\u003cem>Do I have to ask for consent even if I’m really close to the person?\u003c/em>\u003c/h2>\n\u003cp>Yes, you must ask for consent even if you’re really close to your sexual partner. A preexisting relationship does not equal consent. There are many benefits to knowing your partner. In a healthy relationship, trust and care are built over time. This allows for both partners to communicate without fear of being judged. Sometimes, consent is wordless between people who know each other really well. Communication happens with body language, facial expression, and pleasurable sounds. Still, paying attention to context is important for everyone. The context or circumstances that surround the sexual activity can change within moments and may influence how someone feels sexually, and it is important to understand that context may influence consent. And if the consent is wordless, the partners involved must be attentive to each other and make sure that whatever is happening between them is something they both want.\u003c/p>\n\u003ch2>\u003cem>When do I have the right to say no? When is it socially acceptable?\u003c/em>\u003c/h2>\n\u003cp>You have the right to say no at any time in a relationship or within a sexual experience. The answer to the second question will likely vary depending on who you talk to. We live in a sex-negative culture (one that focuses on objectification, sexualization, sex stigma, and body-shaming) that doesn’t always promote healthy perspectives on sexuality, especially for young people. It may seem and feel like you have to say yes because that is what you see in the media or what you hear from your friends. A sex-positive and sexually healthy society would make it socially acceptable to say no to sexual activity whenever you feel you want or need to. Remember that you are under no obligation to engage in behavior you don’t feel ready for, no matter the circumstances.\u003c/p>\n\u003cp>There are different ways to say no that you may want to consider. Within any type of relationship, be clear with your no. If you are in a healthy relationship, engage in a conversation with care and respect, so you can talk through what you’re both thinking and feeling. What your partner wants matters. Being a considerate and generous lover is mature and responsible. Encouraging people to talk openly about consent, and the ability to say yes and no, benefits everyone. Everyone deserves that kind of respect from a partner, and it makes for a healthier relationship.\u003c/p>\n\u003cp>If you are saying no in a hookup situation, be clear and assertive. If you and your partner are engaged in a respectful sexual encounter and care about each other’s experience, it should be OK to engage in open and honest dialogue. You could say, “I’m not comfortable with that but would be comfortable with [activity].” If your partner only seems to care about getting off physically and doesn’t consider your experience, then be clear and direct with your no and end the hookup. Bottom line: you have the right to say no.\u003c/p>\n\u003ch2>\u003cem>Can someone give consent if they are drunk?\u003c/em>\u003c/h2>\n\u003cp>No. The legal language of affirmative consent legislation for being drunk or intoxicated is “incapacitated.” A person cannot give consent if they are incapacitated, which means they aren’t able to think clearly because they are under the influence of a substance or drug (alcohol is considered a drug). The point at which someone becomes incapacitated is different depending on many variables, including genetics, size, tolerance, how much of a substance they consumed, what kind of substance they consumed, when and how they took the substance, if they had recently eaten, or if the substance had an additional substance in it. If someone reports a nonconsensual experience and the people involved were incapacitated, the police or authorities on a school’s campus (if it took place at school) will investigate to determine whether the people involved were incapacitated and if this impacted the situation.\u003c/p>\n\u003ch2>\u003cem>If I send a nude or “dick pic,” does that count as consent?\u003c/em>\u003c/h2>\n\u003cp>No. You cannot give consent to sexual activity over a phone or other digital device, especially if you are under the age of eighteen. Nudes do not equal consent. In fact, unless someone asks for a nude photo, it can be considered sexual harassment. And if you’re under eighteen, taking sexually explicit photos of yourself and “sexting”—sending nude photos—is considered trafficking in child pornography and is against federal law. Some states have teen sexting laws to deal with this common issue because the consequences for teens who violate federal law can be severe. Remember, too, that what is on your device and what you send to others is essentially public. Just because the photos disappear from your phone doesn’t mean that someone didn’t screenshot and forward or save them. If you send a nude photo, you should expect that it will probably become public at some point and may be circulated. Would you want your family, employer, college admissions officer, or future romantic interest to see it? Probably not.\u003c/p>\n\u003ch2>\u003cem>What if I’m comfortable doing something sexual with a guy but not a girl?\u003c/em>\u003c/h2>\n\u003cp>Your body belongs to you; you get to choose how to touch and be touched. The guidelines are the same for managing what’s going on while you explore sexuality with someone, regardless of gender. No matter the person and how they identify, it’s important to communicate your desires and limitations and to listen and ask for theirs. Mutual respect doesn’t depend on how someone identifies. Communicate with a potential sexual partner in the moment. If they are safe and OK to be with you sexually, it’s OK to do what you want and don’t want. Period.\u003c/p>\n\u003ch2>\u003cem>Isn’t it OK to push just a little to try to persuade someone to go further? I’m not going to force someone, of course, but what if they just need a little convincing?\u003c/em>\u003c/h2>\n\u003cp>Nope. Not OK to push even just a little. The need for any sort of persuasion makes the situation nonconsensual. Coercion, or saying things like “C’mon, it’ll feel good,” “Just relax, don’t worry about it,” “If you like me you’ll do this,” or “Everyone does this, what’s wrong with you?” is not consent. Adding social power or leverage to the dynamic is also not consent. Saying things like “C’mon, don’t you want to be first pick of the team next year? You know I’m the captain,” “If you don’t do this, I’ll have to post those pictures you sent me,” or “You don’t want everyone to know you’re gay, do you?” is not consent. It is coercive and exploitive. It is manipulative, unhealthy, bullyish, and disrespectful to pressure someone into second-guessing themselves and compromising their emotional and physical safety; if taken too far it can even constitute assault.\u003c/p>\n\u003ch2>\u003cem>Can consensual sex be regrettable?\u003c/em>\u003c/h2>\n\u003cp>Yes. If consent is asked for and given, without the influence of substances, the impairment of a mental or physical disability, coercion or age disparity (one partner is over eighteen, the other is under eighteen), then the sex is legal. Just because the sex is legal, however, doesn’t mean it’s right. If it isn’t consented to for the right reasons—for instance, someone wasn’t ready, the sex wasn’t physically or emotionally safe, or someone else’s well-being is impacted (like a friend is betrayed)—someone may regret having participated in it. Legal sex is not necessarily ethical or “good” sex. Ethical sex is legal and takes into account the well-being of the participants and others who may be impacted by their actions. Good sex is legal, ethical, and feels pleasurable and satisfying for both partners. To avoid regrettable albeit consensual sex, make sure you choose to engage in sexual activity for your right reasons.\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">\u003ca href=\"http://www.shafiazaloom.com/the-book\">\u003cem>\u003cimg class=\"alignleft size-full wp-image-54807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/11/Shafia-Zaloom-e1573590854543.jpg\" alt=\"\" width=\"250\" height=\"263\">Shafia Zaloom\u003c/em>\u003c/a>\u003cem> is author of \u003ca href=\"http://www.shafiazaloom.com/the-book\">Sex, Teens & Everything in Between. \u003c/a>She is a health educator and consultant whose work centers on human development, community building, ethics, and social justice. \u003c/em>\u003c/span>\u003cem>\u003cspan class=\"s1\">Her approach involves creating opportunities for students and teachers to discuss the complexities of teen culture and decision-making with straight-forward, open and honest dialogue. Shafia has worked with thousands of children and their families in her role \u003c/span>\u003c/em>\u003cem>\u003cspan class=\"s1\">as teacher, coach, administrator, board member, and outdoor educator. Shafia is currently the health teacher at the Urban School in San Francisco, and develops curricula and trainings for schools across the country. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\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/9lh4XkuG_1A'\n title='//www.youtube.com/embed/9lh4XkuG_1A'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent",
"authors": [
"4354"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_21231",
"mindshift_20784",
"mindshift_1040",
"mindshift_21213",
"mindshift_20963",
"mindshift_1038"
],
"featImg": "mindshift_54894",
"label": "mindshift"
},
"mindshift_54833": {
"type": "posts",
"id": "mindshift_54833",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54833",
"score": null,
"sort": [
1574148125000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1574148125,
"format": "standard",
"disqusTitle": "How Can Students Self-Assess When Teachers Do All the Grading and Work? ",
"title": "How Can Students Self-Assess When Teachers Do All the Grading and Work? ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Among the many things students are expected to do, self-assessing their learning is part of the suite of metacognitive tools that are valued in today’s society. This skill enables the student to think about their thinking, identify what they're doing well and what needs improvement. Self-assessment takes practice, and when it comes to schoolwork, students are not given enough opportunities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would argue in most classrooms, it’s the teacher doing the lion's share of the work,” said Catlin Tucker, a high school English teacher and consultant at the fall \u003ca href=\"https://cue.org/conferences/\">CUE conference\u003c/a> of educators. “And the person doing the work in the classroom is the person doing the learning. So why would we rob our students of the opportunity to learn?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tucker realized that in her earnest desire to be a better teacher to her students, she’d accidentally taken on too much of the learning responsibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would constantly ask myself, how can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> (fill in the blank)? How can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> get students writing more? How can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> communicate with parents more? How can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> build more projects into my curriculum?” But the frame for every one of these questions puts the onus for change on the teacher. “So every time I was tempted to say, how can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I would stop, take a breath, reframe and ask, how can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">my students\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> … How can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">my students\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> communicate with their parents more?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tucker urged teachers to give students more agency over their learning, in the process making it more meaningful and curbing teacher burnout. She spent years giving grades and feedback on student assignments. Students would, at best, glance at the grade and then drop the assignment into the recycling bin. Feedback at the end of a project didn’t improve students’ skills because she hadn’t given them an opportunity to apply it immediately and on something that mattered to them. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It wasn’t really moving the needle in terms of their skill set,” said Tucker. “And I recognized that instead of putting 90 percent of my energy into assessing and giving feedback on a finished product, I need to put that 90 percent of my energy into giving them feedback as they work.” \u003c/span>\u003c/p>\n\u003cp class=\"p1\">She found that when students get feedback as part of the process of completing an assignment, it gives kids the opportunity to revise their work. The feedback process mans that students must be in constant communication with Tucker about their work. This is in addition to keeping \u003cspan class=\"s1\">track of what they think they’ve learned through \u003ca href=\"https://catlintucker.com/2019/09/post-lesson-reflection/\">\u003cspan class=\"s2\">post-lesson reflection tools\u003c/span>\u003c/a> like learning logs and sketchnotes. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Grades Are a Journey in Tucker’s Class \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tucker, who is an instructional coach and the author of several books on \u003c/span>\u003ca href=\"https://www.amazon.com/Catlin-R.-Tucker/e/B00DWYCHMK%3Fref=dbs_a_mng_rwt_scns_share\">\u003cspan style=\"font-weight: 400\">blended learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48044/be-the-change-you-want-to-see-by-shifting-traditional-high-school\">\u003cspan style=\"font-weight: 400\">applied these strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to a program at Windsor High School when she was a teacher there. Several life changes — like a \u003c/span>\u003ca href=\"https://catlintucker.com/2018/10/one-year-after-the-fire/\">\u003cspan style=\"font-weight: 400\">fire\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that burned down her home in 2017 and the ensuing 70-minute commute created by the disruption — mean she isn’t teaching in the classroom anymore. Instead, she works as an instructional coach in Northern California, a role that has given her broader insight into what teachers of all grades are doing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As she travels to different schools, she’s been surprised and uncomfortable to see how much work teachers are marking. She’s noticed a fear among teachers that if there’s no grade attached to an assignment, then students won’t do it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to select the standards the class is supposed to zero in on for that unit and focus on improving those outcomes. That requires giving students opportunities to try, get feedback and revise. Along the way, students see their progress on the target skill. And, kids don’t have to worry about something like sentence structure when they’re supposed to be learning about argumentative claims. Having too much at once can do more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She also encourages teachers to involve students in a meaningful way in the final grade. Some students might go their entire lives without contesting a grade. Fighting for every point is often the domain of overzealous parents who are worried about their child’s chances of getting into the “right” college. But when teachers explain the grading rubric to students, it makes grading more transparent. When students know exactly what they’re being graded on, they not only know where to focus their efforts, but they can also better advocate for themselves if they don’t receive the mark they wanted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It puts them in the driver's seat and gives them agency in relation to their grades, which is a powerful, powerful motivator,” Tucker said. “It also gets them comfortable advocating for themselves as learners. And if they have embraced meta cognitive routines, they can actually talk about their progress as learners in a dynamic way.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Windsor High, Tucker gave students the rubric and an exemplar text. After they submitted the assignment, she graded the student as they were seated right next to her. The grading became a discussion instead of something the teacher took home with her after school. If the student wasn’t satisfied with their grade, they could ask for a three-minute grading interview with Tucker. In the grading interview, students presented arguments and evidence for why they deserved a different grade. If Tucker disagreed, she would counter with evidence of her own. Students always got the chance to offer a rebuttal. The grades didn’t always change, but no one could claim they hadn’t been heard or didn’t know why they had gotten the grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If it's worth grading, it’s worth doing with the kid right next to you,” she said. “For a lot of kids, the grading process is very mysterious and opaque.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Bigger Picture \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tucker acknowledges that changing assessment practices in her Windsor High classroom inevitably led to bigger changes to how she structured class. She transformed the time spent in class into a flipped, blended learning environment. Students did readings or viewed videos at home and then used class time for group work to sit with the teacher or do activities that are part of a \u003c/span>\u003ca href=\"https://catlintucker.com/2019/05/station-rotation-model-avoid-falling-into-a-rut/\">\u003cspan style=\"font-weight: 400\">station rotation model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54845\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-54845\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/station.png\" alt=\"Diagram of a station rotation model using examples of teacher-led station, online station and offline station activities.\" width=\"1024\" height=\"735\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/station.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/station-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/station-800x574.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/station-768x551.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/station-1020x732.png 1020w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Station Rotation Model \u003ccite>(Courtesy of Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“To create that space and time to sit next to kids, to give them feedback and assess their work, we have to start thinking strategically about the way we design lessons,\" she said.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recommends having a rotation design where students can move between online and offline activities. Students might also collaborate on activities while the teacher hosts conferences with individual students. Tucker used Google Docs to give feedback and keep track of revisions.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing communication \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the process of helping students assess their own work and advocate for themselves, Tucker realized they also needed to take ownership of communication with their parents about schoolwork. She said it’s unrealistic for one teacher to communicate effectively about learning with 150 families each semester. In that scenario, teachers often communicate only when something is wrong. Tucker decided \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49222/how-to-build-self-assessment-into-jampacked-high-school-classes\">\u003cspan style=\"font-weight: 400\">students should share their progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or lack thereof, with their families, so she created a template to guide students when emailing their parents.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Dear Mom and Dad, \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In English we are working on (name of assignment). I’m supposed to be (target for class). Currently, I’m (state progress) and then my plan for catching up is (action plan, completion dates). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Your child\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her CUE talk, Tucker said parents write back to their child and often cc the teacher to keep her in the communication loop. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Prioritize student agency in your lessons and in your grading process and see your students as true partners,” Tucker said.\u003c/span>\u003c/p>\n\u003cp>You can read about her work in her forthcoming book \u003ca href=\"https://www.amazon.com/Balance-Blended-Learning-Reimagine-Essentials/dp/1544389523/\">\u003cem>Balance With Blended Learning: Partner With Your Students to Reimagine Learning and Reclaim Your Life\u003c/em>\u003c/a> and watch her CUE presentation below.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=p6J0JB3g9Q4\u003c/p>\n\n",
"disqusIdentifier": "54833 https://ww2.kqed.org/mindshift/?p=54833",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/18/how-can-students-self-assess-when-teachers-do-all-the-grading-and-work/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1408,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 25
},
"modified": 1574148125,
"excerpt": "Too often, feedback is given at the end of a project or test. But what if students had more opportunities to receive feedback while they're doing the work so they can improve their learning? Author and blended learning expert Catlin Tucker makes her case for putting more assessment tools into students' hands. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Too often, feedback is given at the end of a project or test. But what if students had more opportunities to receive feedback while they're doing the work so they can improve their learning? Author and blended learning expert Catlin Tucker makes her case for putting more assessment tools into students' hands. ",
"title": "How Can Students Self-Assess When Teachers Do All the Grading and Work? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Can Students Self-Assess When Teachers Do All the Grading and Work? ",
"datePublished": "2019-11-18T23:22:05-08:00",
"dateModified": "2019-11-18T23:22:05-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-can-students-self-assess-when-teachers-do-all-the-grading-and-work",
"status": "publish",
"path": "/mindshift/54833/how-can-students-self-assess-when-teachers-do-all-the-grading-and-work",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Among the many things students are expected to do, self-assessing their learning is part of the suite of metacognitive tools that are valued in today’s society. This skill enables the student to think about their thinking, identify what they're doing well and what needs improvement. Self-assessment takes practice, and when it comes to schoolwork, students are not given enough opportunities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would argue in most classrooms, it’s the teacher doing the lion's share of the work,” said Catlin Tucker, a high school English teacher and consultant at the fall \u003ca href=\"https://cue.org/conferences/\">CUE conference\u003c/a> of educators. “And the person doing the work in the classroom is the person doing the learning. So why would we rob our students of the opportunity to learn?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tucker realized that in her earnest desire to be a better teacher to her students, she’d accidentally taken on too much of the learning responsibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would constantly ask myself, how can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> (fill in the blank)? How can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> get students writing more? How can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> communicate with parents more? How can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> build more projects into my curriculum?” But the frame for every one of these questions puts the onus for change on the teacher. “So every time I was tempted to say, how can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I would stop, take a breath, reframe and ask, how can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">my students\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> … How can \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">my students\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> communicate with their parents more?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tucker urged teachers to give students more agency over their learning, in the process making it more meaningful and curbing teacher burnout. She spent years giving grades and feedback on student assignments. Students would, at best, glance at the grade and then drop the assignment into the recycling bin. Feedback at the end of a project didn’t improve students’ skills because she hadn’t given them an opportunity to apply it immediately and on something that mattered to them. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It wasn’t really moving the needle in terms of their skill set,” said Tucker. “And I recognized that instead of putting 90 percent of my energy into assessing and giving feedback on a finished product, I need to put that 90 percent of my energy into giving them feedback as they work.” \u003c/span>\u003c/p>\n\u003cp class=\"p1\">She found that when students get feedback as part of the process of completing an assignment, it gives kids the opportunity to revise their work. The feedback process mans that students must be in constant communication with Tucker about their work. This is in addition to keeping \u003cspan class=\"s1\">track of what they think they’ve learned through \u003ca href=\"https://catlintucker.com/2019/09/post-lesson-reflection/\">\u003cspan class=\"s2\">post-lesson reflection tools\u003c/span>\u003c/a> like learning logs and sketchnotes. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Grades Are a Journey in Tucker’s Class \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tucker, who is an instructional coach and the author of several books on \u003c/span>\u003ca href=\"https://www.amazon.com/Catlin-R.-Tucker/e/B00DWYCHMK%3Fref=dbs_a_mng_rwt_scns_share\">\u003cspan style=\"font-weight: 400\">blended learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48044/be-the-change-you-want-to-see-by-shifting-traditional-high-school\">\u003cspan style=\"font-weight: 400\">applied these strategies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to a program at Windsor High School when she was a teacher there. Several life changes — like a \u003c/span>\u003ca href=\"https://catlintucker.com/2018/10/one-year-after-the-fire/\">\u003cspan style=\"font-weight: 400\">fire\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that burned down her home in 2017 and the ensuing 70-minute commute created by the disruption — mean she isn’t teaching in the classroom anymore. Instead, she works as an instructional coach in Northern California, a role that has given her broader insight into what teachers of all grades are doing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As she travels to different schools, she’s been surprised and uncomfortable to see how much work teachers are marking. She’s noticed a fear among teachers that if there’s no grade attached to an assignment, then students won’t do it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to select the standards the class is supposed to zero in on for that unit and focus on improving those outcomes. That requires giving students opportunities to try, get feedback and revise. Along the way, students see their progress on the target skill. And, kids don’t have to worry about something like sentence structure when they’re supposed to be learning about argumentative claims. Having too much at once can do more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She also encourages teachers to involve students in a meaningful way in the final grade. Some students might go their entire lives without contesting a grade. Fighting for every point is often the domain of overzealous parents who are worried about their child’s chances of getting into the “right” college. But when teachers explain the grading rubric to students, it makes grading more transparent. When students know exactly what they’re being graded on, they not only know where to focus their efforts, but they can also better advocate for themselves if they don’t receive the mark they wanted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It puts them in the driver's seat and gives them agency in relation to their grades, which is a powerful, powerful motivator,” Tucker said. “It also gets them comfortable advocating for themselves as learners. And if they have embraced meta cognitive routines, they can actually talk about their progress as learners in a dynamic way.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Windsor High, Tucker gave students the rubric and an exemplar text. After they submitted the assignment, she graded the student as they were seated right next to her. The grading became a discussion instead of something the teacher took home with her after school. If the student wasn’t satisfied with their grade, they could ask for a three-minute grading interview with Tucker. In the grading interview, students presented arguments and evidence for why they deserved a different grade. If Tucker disagreed, she would counter with evidence of her own. Students always got the chance to offer a rebuttal. The grades didn’t always change, but no one could claim they hadn’t been heard or didn’t know why they had gotten the grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If it's worth grading, it’s worth doing with the kid right next to you,” she said. “For a lot of kids, the grading process is very mysterious and opaque.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Bigger Picture \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tucker acknowledges that changing assessment practices in her Windsor High classroom inevitably led to bigger changes to how she structured class. She transformed the time spent in class into a flipped, blended learning environment. Students did readings or viewed videos at home and then used class time for group work to sit with the teacher or do activities that are part of a \u003c/span>\u003ca href=\"https://catlintucker.com/2019/05/station-rotation-model-avoid-falling-into-a-rut/\">\u003cspan style=\"font-weight: 400\">station rotation model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_54845\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-54845\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/station.png\" alt=\"Diagram of a station rotation model using examples of teacher-led station, online station and offline station activities.\" width=\"1024\" height=\"735\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/station.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/station-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/station-800x574.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/station-768x551.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/station-1020x732.png 1020w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Station Rotation Model \u003ccite>(Courtesy of Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“To create that space and time to sit next to kids, to give them feedback and assess their work, we have to start thinking strategically about the way we design lessons,\" she said.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recommends having a rotation design where students can move between online and offline activities. Students might also collaborate on activities while the teacher hosts conferences with individual students. Tucker used Google Docs to give feedback and keep track of revisions.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing communication \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the process of helping students assess their own work and advocate for themselves, Tucker realized they also needed to take ownership of communication with their parents about schoolwork. She said it’s unrealistic for one teacher to communicate effectively about learning with 150 families each semester. In that scenario, teachers often communicate only when something is wrong. Tucker decided \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49222/how-to-build-self-assessment-into-jampacked-high-school-classes\">\u003cspan style=\"font-weight: 400\">students should share their progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or lack thereof, with their families, so she created a template to guide students when emailing their parents.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Dear Mom and Dad, \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In English we are working on (name of assignment). I’m supposed to be (target for class). Currently, I’m (state progress) and then my plan for catching up is (action plan, completion dates). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Your child\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her CUE talk, Tucker said parents write back to their child and often cc the teacher to keep her in the communication loop. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Prioritize student agency in your lessons and in your grading process and see your students as true partners,” Tucker said.\u003c/span>\u003c/p>\n\u003cp>You can read about her work in her forthcoming book \u003ca href=\"https://www.amazon.com/Balance-Blended-Learning-Reimagine-Essentials/dp/1544389523/\">\u003cem>Balance With Blended Learning: Partner With Your Students to Reimagine Learning and Reclaim Your Life\u003c/em>\u003c/a> and watch her CUE presentation below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\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/p6J0JB3g9Q4'\n title='//www.youtube.com/embed/p6J0JB3g9Q4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54833/how-can-students-self-assess-when-teachers-do-all-the-grading-and-work",
"authors": [
"4596"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_108",
"mindshift_20784",
"mindshift_21088",
"mindshift_21311"
],
"featImg": "mindshift_54843",
"label": "mindshift"
},
"mindshift_54504": {
"type": "posts",
"id": "mindshift_54504",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54504",
"score": null,
"sort": [
1573715165000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1573715165,
"format": "standard",
"disqusTitle": "Three Simple Tech Tools to Make Math Thinking Visible",
"title": "Three Simple Tech Tools to Make Math Thinking Visible",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"https://techiemusings.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Stacey Roshan\u003c/a> has always loved math. It was her favorite subject in school and she went on to study applied economics in her postsecondary education. But despite her love of the subject, Roshan remembers being terrified of math class itself. As a student, she was smart, quiet, a slow processor and a perfectionist in a competitive academic environment. She rarely raised her hand in class because she was scared of being wrong. She needed time to let the question sink in, think about her answer, and work it out.\u003c/p>\n\u003cp>Now that Roshan teaches high school math at \u003ca href=\"https://www.bullis.org/page.cfm?p=1\" target=\"_blank\" rel=\"noopener noreferrer\">Bullis School\u003c/a> (she’s also the director of innovation and education technology), she uses her experiences as a student to inform how she runs her rigorous Advanced Placement Calculus and Algebra 2 classes. She’s found that technology, strategically deployed, has decreased students’ anxiety and stress, increased opportunities for connection and compassion, and has allowed her to build stronger relationships with students.\u003c/p>\n\u003cp>“Some people argue that using technology in education feels automated and less personal. I’ve found the exact opposite to be true,” Roshan wrote in her book \u003ca href=\"https://www.amazon.com/Tech-Heart-Leveraging-Technology-Compassionate/dp/1949595285\" target=\"_blank\" rel=\"noopener noreferrer\">\"Tech with Heart\u003c/a>.\"\u003c/p>\n\u003cp>Roshan’s first foray into using technology to teach math was to “flip her classroom.” This was in 2010, before \u003ca href=\"https://www.kqed.org/mindshift/28696/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos\" target=\"_blank\" rel=\"noopener noreferrer\">“flipped learning” \u003c/a>was the educational buzzword it is today. Back then, Roshan decided to make videos of her lectures that students could watch at home before coming to class. She realized in the traditional lecture format, she spent most of class at the board, zipping through content. Her students furiously took notes verbatim, and had no time to process the information until they got home, where they solved problems in isolation. When they encountered problems doing the homework, they had no one to turn to, and their anxiety levels rose.\u003c/p>\n\u003cp>“I was spending so much time at the front of the room and sending kids home with all these problems to solve,” Roshan said at a presentation at the \u003ca href=\"https://novemberlearning.com/education-conference/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities conference\u003c/a> hosted by November Learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Backwards learning,” as her students called it, or “flipping,” as it's now more commonly known, was her solution to this problem. Students could pause and rewind the videos at home, giving them the building blocks they’d need the next day in class. Roshan then used class time for students to \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener noreferrer\">solve problems in groups\u003c/a>, get help from her, and go over common mistakes or misconceptions. She found herself talking to students more and she had a better sense of their understanding of topics.\u003c/p>\n\u003cp>[pullquote size='large' align='right' citation='Stacey Roshan, director of innovation and education technology and math teacher at Bullis School']'Some people argue that using technology in education feels automated and less personal. I’ve found the exact opposite to be true.'[/pullquote]\u003c/p>\n\u003cp>Roshan has now been flipping her classroom, and iterating on the method, for eight years. Over that time, she’s made her videos interactive, pausing the video with quizzes that check for understanding, and that provide her, the teacher, valuable formative assessment for the next day in class. She’s also started adding in other tech tools like Flipgrid, Sutori and PearDeck to allow all students to participate in class discussions in ways that are comfortable to them, add metacognition and reflection to learning, and make learning more visual.\u003c/p>\n\u003cp>Roshan’s tips for great flipped videos include:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Give students something to do.\u003c/strong> She has students take notes on an outline of the video as they watch so they aren’t passively receiving the information.\u003c/li>\n\u003cli>\u003cstrong>Ask questions in your videos.\u003c/strong> Questions prompt students to start thinking more deeply as they’re watching, and they may even begin jotting down answers in their notes. Roshan also uses Edpuzzle to embed quizzes in her videos, which provides her with analytics she can use in class.\u003c/li>\n\u003cli>\u003cstrong>Pause the video.\u003c/strong> Edpuzzle is a good tool for this. Roshan requires students to interact with a question or prompt before they can continue with the video. This keeps their attention.\u003c/li>\n\u003cli>\u003cstrong>Don’t just talk.\u003c/strong> Roshan points, writes and highlights as she explains concepts. She’s mindful that talking over a PowerPoint will not likely keep students riveted, so she spends time making her videos visual and engaging. This was time-consuming at first, but now Roshan has a library of videos that she’s successfully used and reused with students.\u003c/li>\n\u003cli>\u003cstrong>Keep it natural.\u003c/strong> Students will respond best to you being you, not a professional-sounding presentation that uses all the PowerPoint bells and whistles. Often those things end up being distracting.\u003c/li>\n\u003c/ol>\n\u003cp>After the first few years of flipping, Roshan started adding a few tools that allow her to bring every student’s thinking into the room, no matter how reluctant to raise their hand they are.\u003c/p>\n\u003ch2>\u003cstrong>FLIPGRID\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://info.flipgrid.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Flipgrid\u003c/a> is a free tool that allows students to record videos of themselves talking, which then show up in a grid. The teacher can control whether student videos can be seen by the class or only by the teacher. Roshan is wary of requiring kids to have fancy devices and many logins. She likes Flipgrid because they can use the app on their phones. They hover the phone over their written work and explain how they solved the problem.\u003c/p>\n\u003cp>“The power of it is that they’re really explaining how they got that solution,” Roshan said. “It’s very powerful when you have to explain it and break it down for someone else. We understand it on a whole new level.”\u003c/p>\n\u003cp>As the teacher, she’s found that listening to students explain how they solved a problem, while looking at their written work, illuminates where they went wrong in their thinking more clearly for her than grading written work ever did. And, Flipgrid collects all the videos in one place, so students don’t have to fuss with passing large video files back and forth. To save herself time, Roshan sets a time limit of a minute and a half to force students to be concise. She also curates correct answers and explanations to help students study.\u003c/p>\n\u003cp>“We don’t always do that component of why are we getting what we’re getting. How are we getting there,” Roshan said.\u003c/p>\n\u003cp>Justification is an important part of learning math, and is required on the AP test, but \u003ca href=\"https://www.kqed.org/mindshift/52336/what-does-improvement-science-look-like-in-real-classrooms\" target=\"_blank\" rel=\"noopener noreferrer\">students often don’t know what it means to justify their answers\u003c/a>. With Flipgrid, Roshan has found ways for students to practice that skill often. She also sometimes uses the tool collaboratively, breaking a problem into parts and having one student solve and record themselves explaining one part, before handing it off to the next person who builds on their thinking.\u003c/p>\n\u003cp>“Throwing in a little bit of fun to that AP practice,” Roshan laughed. “I’ll take those wins whenever I can get them.”\u003c/p>\n\u003ch2>\u003cstrong>SUTORI\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.sutori.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sutori\u003c/a> is a timeline tool that Roshan discovered because social studies teachers were using it with their classes. However, as she worked to include more activities that ask students to reflect on their learning and to \u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener noreferrer\">connect and elaborate on what they know\u003c/a>, she found it useful in math as well. She likes the layout of the tool, and the fact that her students can take pictures of their hand-worked math problems or videos and embed them. In this way, she has them reflect back on what they learned.\u003c/p>\n\u003cp>She points out that math topics are all connected, but students don’t often realize that. To help them see the thread, Roshan asks students to look back and offer \u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener noreferrer\">another way to solve a problem from a previous chapter\u003c/a> now that they have more information. Roshan is concerned about the thinking and connections students are making, not how they show that thinking, so students can use whatever format works best for them -- writing, pictures, video.\u003c/p>\n\u003cp>“Some of my quietest students are the ones who choose to create the video response,” Roshan said. \"I think that was one of the most eye-opening things for me.”\u003c/p>\n\u003ch2>\u003cstrong>PEAR DECK\u003c/strong>\u003c/h2>\n\u003cp>Roshan believes it’s important for her students to practice applying the concepts by solving problems. And it’s better if they see different kinds of problems. She used to give long problem sets for students to complete. More recently, she’s cut back on the number of problems, but dives more deeply into each one. She uses \u003ca href=\"https://www.peardeck.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Pear Deck\u003c/a> to guide her students as they discover each element of the problem.\u003c/p>\n\u003cp>“One of the big problems with word problems is [students are] not really processing the whole problem,” Roshan said.\u003c/p>\n\u003cp>So she breaks the thinking steps down for them in Pear Deck, asking them to:\u003c/p>\n\u003cul>\n\u003cli>First, talk about what the problem is asking\u003c/li>\n\u003cli>Draw it\u003c/li>\n\u003cli>Break down what you’re given, what are you trying to find? Give some equations for that\u003c/li>\n\u003cli>Every learner works in the mode they like best (pencil/paper, drawing, video, written explanations)\u003c/li>\n\u003cli>Then solve the problem\u003c/li>\n\u003c/ul>\n\u003cp>Roshan has also started using Pear Deck in real time for class warmups. It has helped solve the problem of only hearing from a few students in class because everyone participates virtually. Pear Deck has a drawing tool built in, which her students use with the \u003ca href=\"https://medium.com/@staceyroshan/the-perfect-pairing-wacom-x-pear-deck-making-student-thinking-visible-in-real-time-3ea4f008530a\" target=\"_blank\" rel=\"noopener noreferrer\">Wacom tablets\u003c/a> they have. Roshan puts a problem on the board and all students will work to solve it in real time.\u003c/p>\n\u003cp>Roshan can see what each student is working on, and choose whether to make that view public or not. Sometimes it’s helpful for students who are really lost to watch what another person is doing. Roshan can also set a timer, so this doesn’t take too long. She can then select different answers anonymously to talk about them.\u003c/p>\n\u003cp>“Something we very often do is put up an incorrect answer and analyze where it went wrong,” Roshan said. Why did five people make the same error? This strategy \u003ca href=\"https://www.kqed.org/mindshift/41700/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class\" target=\"_blank\" rel=\"noopener noreferrer\">normalizes mistake making\u003c/a> without putting anyone on the spot.\u003c/p>\n\u003cp>She also likes Pear Deck because it has some built-in best practices on its template slides, like reminders to stop and ask if everyone is ready to move on. At the same time, it’s easy to customize. She also likes that it integrates well with Google Classroom and when she ends a Pear Deck session, it auto-generates a Google Doc with the slides and each users' responses to questions. These personalized recaps are automatically sent to each student. There’s room for more notes and it creates a conduit between the teacher and the student.\u003c/p>\n\u003cp>“Pear Deck allows me to get to know my students, deepen the personalization I can provide, hear from each and every student in my classroom, and be the most efficient teacher I can be,” Roshan writes in \"Tech With Heart.\"\u003c/p>\n\u003cp>She also likes that there is a “Student Pace Mode,” which allows students to work through a Pear Deck at their own pace. She can watch them in real time and see if a student is just working slowly or if they are stuck and need her help. And, most importantly, she can see how students are solving problems, which gives her deep insight into their thinking. She can then switch back to whole-class mode if she wants to go over a concept she’s seeing many people struggle to apply.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"The tools were solutions to problems that I have, and for me, it was really about getting to know my students on a deeper level,\" Roshan said. She favors using a limited suite of tools, with tried-and-true routines so that students aren't learning new tools each class period. They’re comfortable with the few they use regularly and that frees them up to focus on the math.\u003c/p>\n\n",
"disqusIdentifier": "54504 https://ww2.kqed.org/mindshift/?p=54504",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/13/three-simple-tech-tools-to-make-math-thinking-visible/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2023,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 31
},
"modified": 1573751818,
"excerpt": "High school math teacher Stacey Roshan explains how she uses technology to better personalize learning for each student, build relationships, and lower stress and anxiety levels.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "High school math teacher Stacey Roshan explains how she uses technology to better personalize learning for each student, build relationships, and lower stress and anxiety levels.",
"title": "Three Simple Tech Tools to Make Math Thinking Visible - MindShift",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Three Simple Tech Tools to Make Math Thinking Visible",
"datePublished": "2019-11-13T23:06:05-08:00",
"dateModified": "2019-11-14T09:16:58-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "three-simple-tech-tools-to-make-math-thinking-visible",
"status": "publish",
"path": "/mindshift/54504/three-simple-tech-tools-to-make-math-thinking-visible",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://techiemusings.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Stacey Roshan\u003c/a> has always loved math. It was her favorite subject in school and she went on to study applied economics in her postsecondary education. But despite her love of the subject, Roshan remembers being terrified of math class itself. As a student, she was smart, quiet, a slow processor and a perfectionist in a competitive academic environment. She rarely raised her hand in class because she was scared of being wrong. She needed time to let the question sink in, think about her answer, and work it out.\u003c/p>\n\u003cp>Now that Roshan teaches high school math at \u003ca href=\"https://www.bullis.org/page.cfm?p=1\" target=\"_blank\" rel=\"noopener noreferrer\">Bullis School\u003c/a> (she’s also the director of innovation and education technology), she uses her experiences as a student to inform how she runs her rigorous Advanced Placement Calculus and Algebra 2 classes. She’s found that technology, strategically deployed, has decreased students’ anxiety and stress, increased opportunities for connection and compassion, and has allowed her to build stronger relationships with students.\u003c/p>\n\u003cp>“Some people argue that using technology in education feels automated and less personal. I’ve found the exact opposite to be true,” Roshan wrote in her book \u003ca href=\"https://www.amazon.com/Tech-Heart-Leveraging-Technology-Compassionate/dp/1949595285\" target=\"_blank\" rel=\"noopener noreferrer\">\"Tech with Heart\u003c/a>.\"\u003c/p>\n\u003cp>Roshan’s first foray into using technology to teach math was to “flip her classroom.” This was in 2010, before \u003ca href=\"https://www.kqed.org/mindshift/28696/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos\" target=\"_blank\" rel=\"noopener noreferrer\">“flipped learning” \u003c/a>was the educational buzzword it is today. Back then, Roshan decided to make videos of her lectures that students could watch at home before coming to class. She realized in the traditional lecture format, she spent most of class at the board, zipping through content. Her students furiously took notes verbatim, and had no time to process the information until they got home, where they solved problems in isolation. When they encountered problems doing the homework, they had no one to turn to, and their anxiety levels rose.\u003c/p>\n\u003cp>“I was spending so much time at the front of the room and sending kids home with all these problems to solve,” Roshan said at a presentation at the \u003ca href=\"https://novemberlearning.com/education-conference/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities conference\u003c/a> hosted by November Learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Backwards learning,” as her students called it, or “flipping,” as it's now more commonly known, was her solution to this problem. Students could pause and rewind the videos at home, giving them the building blocks they’d need the next day in class. Roshan then used class time for students to \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener noreferrer\">solve problems in groups\u003c/a>, get help from her, and go over common mistakes or misconceptions. She found herself talking to students more and she had a better sense of their understanding of topics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "'Some people argue that using technology in education feels automated and less personal. I’ve found the exact opposite to be true.'",
"name": "pullquote",
"attributes": {
"named": {
"size": "large",
"align": "right",
"citation": "Stacey Roshan, director of innovation and education technology and math teacher at Bullis School",
"label": ""
},
"numeric": []
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Roshan has now been flipping her classroom, and iterating on the method, for eight years. Over that time, she’s made her videos interactive, pausing the video with quizzes that check for understanding, and that provide her, the teacher, valuable formative assessment for the next day in class. She’s also started adding in other tech tools like Flipgrid, Sutori and PearDeck to allow all students to participate in class discussions in ways that are comfortable to them, add metacognition and reflection to learning, and make learning more visual.\u003c/p>\n\u003cp>Roshan’s tips for great flipped videos include:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Give students something to do.\u003c/strong> She has students take notes on an outline of the video as they watch so they aren’t passively receiving the information.\u003c/li>\n\u003cli>\u003cstrong>Ask questions in your videos.\u003c/strong> Questions prompt students to start thinking more deeply as they’re watching, and they may even begin jotting down answers in their notes. Roshan also uses Edpuzzle to embed quizzes in her videos, which provides her with analytics she can use in class.\u003c/li>\n\u003cli>\u003cstrong>Pause the video.\u003c/strong> Edpuzzle is a good tool for this. Roshan requires students to interact with a question or prompt before they can continue with the video. This keeps their attention.\u003c/li>\n\u003cli>\u003cstrong>Don’t just talk.\u003c/strong> Roshan points, writes and highlights as she explains concepts. She’s mindful that talking over a PowerPoint will not likely keep students riveted, so she spends time making her videos visual and engaging. This was time-consuming at first, but now Roshan has a library of videos that she’s successfully used and reused with students.\u003c/li>\n\u003cli>\u003cstrong>Keep it natural.\u003c/strong> Students will respond best to you being you, not a professional-sounding presentation that uses all the PowerPoint bells and whistles. Often those things end up being distracting.\u003c/li>\n\u003c/ol>\n\u003cp>After the first few years of flipping, Roshan started adding a few tools that allow her to bring every student’s thinking into the room, no matter how reluctant to raise their hand they are.\u003c/p>\n\u003ch2>\u003cstrong>FLIPGRID\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://info.flipgrid.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Flipgrid\u003c/a> is a free tool that allows students to record videos of themselves talking, which then show up in a grid. The teacher can control whether student videos can be seen by the class or only by the teacher. Roshan is wary of requiring kids to have fancy devices and many logins. She likes Flipgrid because they can use the app on their phones. They hover the phone over their written work and explain how they solved the problem.\u003c/p>\n\u003cp>“The power of it is that they’re really explaining how they got that solution,” Roshan said. “It’s very powerful when you have to explain it and break it down for someone else. We understand it on a whole new level.”\u003c/p>\n\u003cp>As the teacher, she’s found that listening to students explain how they solved a problem, while looking at their written work, illuminates where they went wrong in their thinking more clearly for her than grading written work ever did. And, Flipgrid collects all the videos in one place, so students don’t have to fuss with passing large video files back and forth. To save herself time, Roshan sets a time limit of a minute and a half to force students to be concise. She also curates correct answers and explanations to help students study.\u003c/p>\n\u003cp>“We don’t always do that component of why are we getting what we’re getting. How are we getting there,” Roshan said.\u003c/p>\n\u003cp>Justification is an important part of learning math, and is required on the AP test, but \u003ca href=\"https://www.kqed.org/mindshift/52336/what-does-improvement-science-look-like-in-real-classrooms\" target=\"_blank\" rel=\"noopener noreferrer\">students often don’t know what it means to justify their answers\u003c/a>. With Flipgrid, Roshan has found ways for students to practice that skill often. She also sometimes uses the tool collaboratively, breaking a problem into parts and having one student solve and record themselves explaining one part, before handing it off to the next person who builds on their thinking.\u003c/p>\n\u003cp>“Throwing in a little bit of fun to that AP practice,” Roshan laughed. “I’ll take those wins whenever I can get them.”\u003c/p>\n\u003ch2>\u003cstrong>SUTORI\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.sutori.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sutori\u003c/a> is a timeline tool that Roshan discovered because social studies teachers were using it with their classes. However, as she worked to include more activities that ask students to reflect on their learning and to \u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener noreferrer\">connect and elaborate on what they know\u003c/a>, she found it useful in math as well. She likes the layout of the tool, and the fact that her students can take pictures of their hand-worked math problems or videos and embed them. In this way, she has them reflect back on what they learned.\u003c/p>\n\u003cp>She points out that math topics are all connected, but students don’t often realize that. To help them see the thread, Roshan asks students to look back and offer \u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener noreferrer\">another way to solve a problem from a previous chapter\u003c/a> now that they have more information. Roshan is concerned about the thinking and connections students are making, not how they show that thinking, so students can use whatever format works best for them -- writing, pictures, video.\u003c/p>\n\u003cp>“Some of my quietest students are the ones who choose to create the video response,” Roshan said. \"I think that was one of the most eye-opening things for me.”\u003c/p>\n\u003ch2>\u003cstrong>PEAR DECK\u003c/strong>\u003c/h2>\n\u003cp>Roshan believes it’s important for her students to practice applying the concepts by solving problems. And it’s better if they see different kinds of problems. She used to give long problem sets for students to complete. More recently, she’s cut back on the number of problems, but dives more deeply into each one. She uses \u003ca href=\"https://www.peardeck.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Pear Deck\u003c/a> to guide her students as they discover each element of the problem.\u003c/p>\n\u003cp>“One of the big problems with word problems is [students are] not really processing the whole problem,” Roshan said.\u003c/p>\n\u003cp>So she breaks the thinking steps down for them in Pear Deck, asking them to:\u003c/p>\n\u003cul>\n\u003cli>First, talk about what the problem is asking\u003c/li>\n\u003cli>Draw it\u003c/li>\n\u003cli>Break down what you’re given, what are you trying to find? Give some equations for that\u003c/li>\n\u003cli>Every learner works in the mode they like best (pencil/paper, drawing, video, written explanations)\u003c/li>\n\u003cli>Then solve the problem\u003c/li>\n\u003c/ul>\n\u003cp>Roshan has also started using Pear Deck in real time for class warmups. It has helped solve the problem of only hearing from a few students in class because everyone participates virtually. Pear Deck has a drawing tool built in, which her students use with the \u003ca href=\"https://medium.com/@staceyroshan/the-perfect-pairing-wacom-x-pear-deck-making-student-thinking-visible-in-real-time-3ea4f008530a\" target=\"_blank\" rel=\"noopener noreferrer\">Wacom tablets\u003c/a> they have. Roshan puts a problem on the board and all students will work to solve it in real time.\u003c/p>\n\u003cp>Roshan can see what each student is working on, and choose whether to make that view public or not. Sometimes it’s helpful for students who are really lost to watch what another person is doing. Roshan can also set a timer, so this doesn’t take too long. She can then select different answers anonymously to talk about them.\u003c/p>\n\u003cp>“Something we very often do is put up an incorrect answer and analyze where it went wrong,” Roshan said. Why did five people make the same error? This strategy \u003ca href=\"https://www.kqed.org/mindshift/41700/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class\" target=\"_blank\" rel=\"noopener noreferrer\">normalizes mistake making\u003c/a> without putting anyone on the spot.\u003c/p>\n\u003cp>She also likes Pear Deck because it has some built-in best practices on its template slides, like reminders to stop and ask if everyone is ready to move on. At the same time, it’s easy to customize. She also likes that it integrates well with Google Classroom and when she ends a Pear Deck session, it auto-generates a Google Doc with the slides and each users' responses to questions. These personalized recaps are automatically sent to each student. There’s room for more notes and it creates a conduit between the teacher and the student.\u003c/p>\n\u003cp>“Pear Deck allows me to get to know my students, deepen the personalization I can provide, hear from each and every student in my classroom, and be the most efficient teacher I can be,” Roshan writes in \"Tech With Heart.\"\u003c/p>\n\u003cp>She also likes that there is a “Student Pace Mode,” which allows students to work through a Pear Deck at their own pace. She can watch them in real time and see if a student is just working slowly or if they are stuck and need her help. And, most importantly, she can see how students are solving problems, which gives her deep insight into their thinking. She can then switch back to whole-class mode if she wants to go over a concept she’s seeing many people struggle to apply.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The tools were solutions to problems that I have, and for me, it was really about getting to know my students on a deeper level,\" Roshan said. She favors using a limited suite of tools, with tried-and-true routines so that students aren't learning new tools each class period. They’re comfortable with the few they use regularly and that frees them up to focus on the math.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54504/three-simple-tech-tools-to-make-math-thinking-visible",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_21294",
"mindshift_20678",
"mindshift_20784",
"mindshift_1040",
"mindshift_392",
"mindshift_125"
],
"featImg": "mindshift_54825",
"label": "mindshift"
},
"mindshift_54797": {
"type": "posts",
"id": "mindshift_54797",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54797",
"score": null,
"sort": [
1573603681000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1573603681,
"format": "standard",
"disqusTitle": "How Schools Are Using The Trump Impeachment Inquiry As A Teachable Moment",
"title": "How Schools Are Using The Trump Impeachment Inquiry As A Teachable Moment",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>For the fourth time in history, Congress is considering impeaching the president of the United States. For teachers around the country, it's an opportunity to explore concepts and skills that are often relegated to textbooks.\u003c/p>\n\u003cp>We asked social studies teachers from around the country how — if at all — they're using this teachable moment, navigating the nationally polarizing topic and trying to sidestep the often asked question, \"What do you think?\"\u003c/p>\n\u003cp>Many educators told us they're embracing the opportunity to bring concepts such as checks and balances to life. Some say they don't have much time to address current events in class because of the amount of material they have to cover in a year.\u003c/p>\n\u003cp>Still, others may have the time to address impeachment in class but are avoiding the divisive topic because of how polarizing it can be, says Rwany Sibaja, who trains future social studies teachers at Appalachian State University in North Carolina. Despite those potential challenges, \"teachers who ignore [impeachment] and don't allow students to ask questions and to be critical thinkers,\" Sibaja argues, \"I think that's sort of a lost opportunity.\"\u003c/p>\n\u003cp>Teachers who have the time and choose to tackle impeachment told us they often have to start with the basics, like, \"What is impeachment?\"\u003c/p>\n\u003ch2>\u003cstrong>Impeachment is a process \u003c/strong>\u003c/h2>\n\u003cp>Riley Hanni is a teacher at Centennial Middle School in Provo, Utah, and she says that her eighth-graders had a \"very basic\" understanding of impeachment. \"They thought that [it] meant President Trump was gone tomorrow. And so I kind of cleared that up — like this is a very big process.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So she and other teachers walk their students through the complicated, two-step process, starting with articles of impeachment, which must secure a simple majority in the House of Representatives to pass. The next step — the one that could actually remove an official from office — is a trial in the Senate.\u003c/p>\n\u003cp>Anton Schulzki is a government and history teacher at Palmer High School in Colorado Springs, Colo., with more than 35 years in the classroom. He's also the vice president of the National Council for the Social Studies. He has explained to his students that \"this is not going to happen overnight. It could take potentially weeks, months before all of this is settled.\"\u003c/p>\n\u003cp>In the meantime, he says he's trying to give his students some historical context to these current events. Luckily for him, this isn't his first impeachment inquiry.\u003c/p>\n\u003cp>The first time was in the late 1990s, when the House impeached President Bill Clinton over the fallout from his affair with an intern.\u003c/p>\n\u003cp>Sibaja, at Appalachian State, was also a high school teacher back then, and he says his students were engrossed in the sensationalized sex scandal involving the 42nd president.\u003c/p>\n\u003cp>India Meissel from Lakeland High School in Virginia recalls that her students were \"gung-ho\" back then to talk about that impeachment and that \"the kids just went crazy.\" But, she says, \"I had to be delicate about things that occurred.\"\u003c/p>\n\u003cp>Meissel, a past president of the National Council for the Social Studies, notes that a lot has changed since then. A big difference is the rise of Twitter and other social media, which has changed how her students talk about what's going on. \"You're a social media generation,\" she tells them. \"My generation was, you waited for the newspaper to come out.\"\u003c/p>\n\u003cp>Schulzki, in Colorado, adds that another big difference this time around is how fast events are moving: At times during the past few weeks, \"I could take something first period, and by the time I got to fifth period or seventh period, things will have changed dramatically.\"\u003c/p>\n\u003cp>For that reason, he says he's trying to stay focused on what the Constitution says about impeachment and help his students process the information they're seeing online.\u003c/p>\n\u003ch2>\u003cstrong>Media literacy and civil discourse\u003c/strong>\u003c/h2>\n\u003cp>Media coverage, many teachers told us, is a big part of their lessons on impeachment. Hanni has assigned her students in Utah to give presentations on current events, which must include their sources so that she and the class can evaluate whether they're reliable.\u003c/p>\n\u003cp>Schulzki says he plans on teaching about news bias from a variety of sources. \"I think having students come to class ready to discuss things by giving them articles from all sides of the political spectrum is really important,\" he explains, \"so that they're absorbing everything and feel better prepared to talk about it.\"\u003c/p>\n\u003cp>Some teachers are using the impeachment inquiry as a lesson in how to speak respectfully, even when students disagree. Hanni says that in her class, \"we never argue, but discuss the different sides of the issue.\"\u003c/p>\n\u003cp>Sometimes, she adds, \"students start to become an echo chamber, so they repeat the same things over and over again.\" When that happens, she tries to raise opposing views or find a devil's advocate.\u003c/p>\n\u003cp>Hearing conflicting viewpoints is essential, Schulzki agrees: \"It's incumbent upon the teacher to ensure that all voices are heard within the classroom.\"\u003c/p>\n\u003cp>Students often ask their teachers to take part in these class discussions, but many educators told us that their opinions aren't the ones that matter. Meissel says she wants her Virginia students to form their own views: \"I want them to look at the problem and not sit there and say, 'Well, Ms. Meissel's older than I am, and therefore she must know.' \"\u003c/p>\n\u003cp>Schulzki says his students have a general idea of where he falls on issues, but, he adds, they are \"absolutely free to — and encouraged to — debate those topics and hold counter-opinions to myself.\"\u003c/p>\n\u003cp>Like many teachers, Schulzki says there is \"no real playbook for how we handle these things.\" Teachers must use their judgment \"to ensure that what we're providing is accurate information.\" The educator's role, he says, is to provide \"a space for the students to explore what's going on and do so in a way that they feel heard.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For her part, Hanni tells her students that they can find out what she thinks about the issues — but she'll tell them only on the last day of the school year. Without fail, she adds, they always forget.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Schools+Are+Using+The+Trump+Impeachment+Inquiry+As+A+Teachable+Moment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
"disqusIdentifier": "54797 https://ww2.kqed.org/mindshift/?p=54797",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/12/how-schools-are-using-the-trump-impeachment-inquiry-as-a-teachable-moment/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1067,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 26
},
"modified": 1573603681,
"excerpt": "Teachers around the country are finding different ways to address the impeachment proceedings in their classrooms. In the process, they're exploring concepts and skills often relegated to textbooks.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Teachers around the country are finding different ways to address the impeachment proceedings in their classrooms. In the process, they're exploring concepts and skills often relegated to textbooks.",
"title": "How Schools Are Using The Trump Impeachment Inquiry As A Teachable Moment | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Schools Are Using The Trump Impeachment Inquiry As A Teachable Moment",
"datePublished": "2019-11-12T16:08:01-08:00",
"dateModified": "2019-11-12T16:08:01-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-schools-are-using-the-trump-impeachment-inquiry-as-a-teachable-moment",
"status": "publish",
"nprApiLink": "http://api.npr.org/query?id=777783039&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004",
"nprByline": "Alexis Marshall",
"nprStoryDate": "Tue, 12 Nov 2019 07:00:55 -0500",
"nprLastModifiedDate": "Tue, 12 Nov 2019 08:05:07 -0500",
"nprHtmlLink": "https://www.npr.org/2019/11/12/777783039/how-schools-are-using-the-trump-impeachment-inquiry-as-a-teachable-moment?ft=nprml&f=777783039",
"nprImageAgency": "Isabel Seliger for NPR",
"nprStoryId": "777783039",
"nprRetrievedStory": "1",
"nprPubDate": "Tue, 12 Nov 2019 08:05:00 -0500",
"path": "/mindshift/54797/how-schools-are-using-the-trump-impeachment-inquiry-as-a-teachable-moment",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For the fourth time in history, Congress is considering impeaching the president of the United States. For teachers around the country, it's an opportunity to explore concepts and skills that are often relegated to textbooks.\u003c/p>\n\u003cp>We asked social studies teachers from around the country how — if at all — they're using this teachable moment, navigating the nationally polarizing topic and trying to sidestep the often asked question, \"What do you think?\"\u003c/p>\n\u003cp>Many educators told us they're embracing the opportunity to bring concepts such as checks and balances to life. Some say they don't have much time to address current events in class because of the amount of material they have to cover in a year.\u003c/p>\n\u003cp>Still, others may have the time to address impeachment in class but are avoiding the divisive topic because of how polarizing it can be, says Rwany Sibaja, who trains future social studies teachers at Appalachian State University in North Carolina. Despite those potential challenges, \"teachers who ignore [impeachment] and don't allow students to ask questions and to be critical thinkers,\" Sibaja argues, \"I think that's sort of a lost opportunity.\"\u003c/p>\n\u003cp>Teachers who have the time and choose to tackle impeachment told us they often have to start with the basics, like, \"What is impeachment?\"\u003c/p>\n\u003ch2>\u003cstrong>Impeachment is a process \u003c/strong>\u003c/h2>\n\u003cp>Riley Hanni is a teacher at Centennial Middle School in Provo, Utah, and she says that her eighth-graders had a \"very basic\" understanding of impeachment. \"They thought that [it] meant President Trump was gone tomorrow. And so I kind of cleared that up — like this is a very big process.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So she and other teachers walk their students through the complicated, two-step process, starting with articles of impeachment, which must secure a simple majority in the House of Representatives to pass. The next step — the one that could actually remove an official from office — is a trial in the Senate.\u003c/p>\n\u003cp>Anton Schulzki is a government and history teacher at Palmer High School in Colorado Springs, Colo., with more than 35 years in the classroom. He's also the vice president of the National Council for the Social Studies. He has explained to his students that \"this is not going to happen overnight. It could take potentially weeks, months before all of this is settled.\"\u003c/p>\n\u003cp>In the meantime, he says he's trying to give his students some historical context to these current events. Luckily for him, this isn't his first impeachment inquiry.\u003c/p>\n\u003cp>The first time was in the late 1990s, when the House impeached President Bill Clinton over the fallout from his affair with an intern.\u003c/p>\n\u003cp>Sibaja, at Appalachian State, was also a high school teacher back then, and he says his students were engrossed in the sensationalized sex scandal involving the 42nd president.\u003c/p>\n\u003cp>India Meissel from Lakeland High School in Virginia recalls that her students were \"gung-ho\" back then to talk about that impeachment and that \"the kids just went crazy.\" But, she says, \"I had to be delicate about things that occurred.\"\u003c/p>\n\u003cp>Meissel, a past president of the National Council for the Social Studies, notes that a lot has changed since then. A big difference is the rise of Twitter and other social media, which has changed how her students talk about what's going on. \"You're a social media generation,\" she tells them. \"My generation was, you waited for the newspaper to come out.\"\u003c/p>\n\u003cp>Schulzki, in Colorado, adds that another big difference this time around is how fast events are moving: At times during the past few weeks, \"I could take something first period, and by the time I got to fifth period or seventh period, things will have changed dramatically.\"\u003c/p>\n\u003cp>For that reason, he says he's trying to stay focused on what the Constitution says about impeachment and help his students process the information they're seeing online.\u003c/p>\n\u003ch2>\u003cstrong>Media literacy and civil discourse\u003c/strong>\u003c/h2>\n\u003cp>Media coverage, many teachers told us, is a big part of their lessons on impeachment. Hanni has assigned her students in Utah to give presentations on current events, which must include their sources so that she and the class can evaluate whether they're reliable.\u003c/p>\n\u003cp>Schulzki says he plans on teaching about news bias from a variety of sources. \"I think having students come to class ready to discuss things by giving them articles from all sides of the political spectrum is really important,\" he explains, \"so that they're absorbing everything and feel better prepared to talk about it.\"\u003c/p>\n\u003cp>Some teachers are using the impeachment inquiry as a lesson in how to speak respectfully, even when students disagree. Hanni says that in her class, \"we never argue, but discuss the different sides of the issue.\"\u003c/p>\n\u003cp>Sometimes, she adds, \"students start to become an echo chamber, so they repeat the same things over and over again.\" When that happens, she tries to raise opposing views or find a devil's advocate.\u003c/p>\n\u003cp>Hearing conflicting viewpoints is essential, Schulzki agrees: \"It's incumbent upon the teacher to ensure that all voices are heard within the classroom.\"\u003c/p>\n\u003cp>Students often ask their teachers to take part in these class discussions, but many educators told us that their opinions aren't the ones that matter. Meissel says she wants her Virginia students to form their own views: \"I want them to look at the problem and not sit there and say, 'Well, Ms. Meissel's older than I am, and therefore she must know.' \"\u003c/p>\n\u003cp>Schulzki says his students have a general idea of where he falls on issues, but, he adds, they are \"absolutely free to — and encouraged to — debate those topics and hold counter-opinions to myself.\"\u003c/p>\n\u003cp>Like many teachers, Schulzki says there is \"no real playbook for how we handle these things.\" Teachers must use their judgment \"to ensure that what we're providing is accurate information.\" The educator's role, he says, is to provide \"a space for the students to explore what's going on and do so in a way that they feel heard.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For her part, Hanni tells her students that they can find out what she thinks about the issues — but she'll tell them only on the last day of the school year. Without fail, she adds, they always forget.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Schools+Are+Using+The+Trump+Impeachment+Inquiry+As+A+Teachable+Moment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54797/how-schools-are-using-the-trump-impeachment-inquiry-as-a-teachable-moment",
"authors": [
"byline_mindshift_54797"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20533",
"mindshift_21309",
"mindshift_21308",
"mindshift_20615"
],
"featImg": "mindshift_54798",
"label": "mindshift"
},
"mindshift_54743": {
"type": "posts",
"id": "mindshift_54743",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54743",
"score": null,
"sort": [
1573022687000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1573022687,
"format": "standard",
"disqusTitle": "The MindShift Guide to Understanding Dyslexia",
"title": "The MindShift Guide to Understanding Dyslexia",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"p1\">The act of reading and decoding text is a complex feat of the human brain. Mass literacy is a recent phenomenon, but so much of a person’s chances for academic and professional success depend on their ability to read.\u003c/p>\n\u003cp class=\"p1\">But millions of Americans struggle to read and it’s often because they have dyslexia. An estimated five to 20 percent of kids are dyslexic but some don’t realize it. These students’ dyslexia go unnoticed and they struggle in school with feelings of inadequacy. Others fight to get basic services required by federal law. There are countless stories of dyslexic students who feel frustrated by their struggles with reading and act out in schools. It’s so important for parents, educators and students to understand the signs of dyslexia and find ways to help.\u003c/p>\n\u003cp class=\"p1\">That’s why we published the \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">\u003cstrong>MindShift Guide to Understanding Dyslexia\u003c/strong>\u003c/a>. Reporter \u003ca href=\"https://twitter.com/HKorbey\">Holly Korbey\u003c/a> has written extensively on dyslexia for MindShift and she’s created this guide to help deepen your understanding. It’s readily available as a \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">41-page PDF\u003c/a> that's easy to print and make notes in the margins.\u003c/p>\n\u003cp class=\"p1\">In this guide, you’ll learn about:\u003c/p>\n\u003cul>\n\u003cli class=\"p1\">How to recognize dyslexia in children, including multilingual English Language Learners\u003c/li>\n\u003cli>Teaching techniques for educators\u003c/li>\n\u003cli class=\"p1\">Helpful technology aids\u003c/li>\n\u003cli class=\"p1\">How parents can prepare for an Individualized Education Program (IEP) meeting\u003cspan class=\"Apple-converted-space\"> \u003c/span>\u003c/li>\n\u003cli class=\"p1\">How adults with dyslexia managed their education experience\u003c/li>\n\u003c/ul>\n\u003cp>You can read each section separately as a web article by chapter:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/54869/why-understanding-dyslexia-matters\">Intro: Why Understanding Dyslexia Matters\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54872/how-dyslexia-is-a-different-brain-not-a-disease\">Chapter 1: How Dyslexia is a Different Brain, Not a Disease\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners\">Chapter 2: \u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners\">How to Recognize Dyslexia in Children, Including English Language Learners\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54904/how-schools-can-help-dyslexic-students-with-reading\">Chapter 3: How Schools Can Help Dyslexic Students with Reading \u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54917/how-parents-can-help-their-dyslexic-child-get-needed-support\">Chapter 4: How Parents Can Help Their Dyslexic Child Get Needed Support\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54921/technology-tools-that-can-help-dyslexic-students\">Chapter 5: Technology Tools That Can Help Dyslexic Students\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54924/learning-with-dyslexia-and-creating-a-path-to-success\">Chapter 6: Learning with Dyslexia and Creating a Path to Success\u003c/a>\u003c/p>\n\u003cp>Click on this link for a \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">\u003cstrong>printable PDF\u003c/strong>\u003c/a> of the \u003cstrong>\u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">MindShift Guide to Understanding Dyslexia\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">We hope you find this guide helpful. If you have questions or want to talk with us about the guide, please send us \u003ca href=\"mindshift@kqed.org\">an email. \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "54743 https://ww2.kqed.org/mindshift/?p=54743",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/05/the-mindshift-guide-to-understanding-dyslexia/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 371,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 5
},
"modified": 1574844251,
"excerpt": "Many children struggle with dyslexia and have difficulty reading in school. We created the MindShift Guide to Understanding Dyslexia as a printable resource for parents, educators and kids who are looking for help. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Many children struggle with dyslexia and have difficulty reading in school. We created the MindShift Guide to Understanding Dyslexia as a printable resource for parents, educators and kids who are looking for help. ",
"title": "The MindShift Guide to Understanding Dyslexia | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The MindShift Guide to Understanding Dyslexia",
"datePublished": "2019-11-05T22:44:47-08:00",
"dateModified": "2019-11-27T00:44:11-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-mindshift-guide-to-understanding-dyslexia",
"status": "publish",
"path": "/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">The act of reading and decoding text is a complex feat of the human brain. Mass literacy is a recent phenomenon, but so much of a person’s chances for academic and professional success depend on their ability to read.\u003c/p>\n\u003cp class=\"p1\">But millions of Americans struggle to read and it’s often because they have dyslexia. An estimated five to 20 percent of kids are dyslexic but some don’t realize it. These students’ dyslexia go unnoticed and they struggle in school with feelings of inadequacy. Others fight to get basic services required by federal law. There are countless stories of dyslexic students who feel frustrated by their struggles with reading and act out in schools. It’s so important for parents, educators and students to understand the signs of dyslexia and find ways to help.\u003c/p>\n\u003cp class=\"p1\">That’s why we published the \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">\u003cstrong>MindShift Guide to Understanding Dyslexia\u003c/strong>\u003c/a>. Reporter \u003ca href=\"https://twitter.com/HKorbey\">Holly Korbey\u003c/a> has written extensively on dyslexia for MindShift and she’s created this guide to help deepen your understanding. It’s readily available as a \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">41-page PDF\u003c/a> that's easy to print and make notes in the margins.\u003c/p>\n\u003cp class=\"p1\">In this guide, you’ll learn about:\u003c/p>\n\u003cul>\n\u003cli class=\"p1\">How to recognize dyslexia in children, including multilingual English Language Learners\u003c/li>\n\u003cli>Teaching techniques for educators\u003c/li>\n\u003cli class=\"p1\">Helpful technology aids\u003c/li>\n\u003cli class=\"p1\">How parents can prepare for an Individualized Education Program (IEP) meeting\u003cspan class=\"Apple-converted-space\"> \u003c/span>\u003c/li>\n\u003cli class=\"p1\">How adults with dyslexia managed their education experience\u003c/li>\n\u003c/ul>\n\u003cp>You can read each section separately as a web article by chapter:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/54869/why-understanding-dyslexia-matters\">Intro: Why Understanding Dyslexia Matters\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54872/how-dyslexia-is-a-different-brain-not-a-disease\">Chapter 1: How Dyslexia is a Different Brain, Not a Disease\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners\">Chapter 2: \u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/54900/how-to-recognize-dyslexia-in-children-including-english-language-learners\">How to Recognize Dyslexia in Children, Including English Language Learners\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54904/how-schools-can-help-dyslexic-students-with-reading\">Chapter 3: How Schools Can Help Dyslexic Students with Reading \u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54917/how-parents-can-help-their-dyslexic-child-get-needed-support\">Chapter 4: How Parents Can Help Their Dyslexic Child Get Needed Support\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54921/technology-tools-that-can-help-dyslexic-students\">Chapter 5: Technology Tools That Can Help Dyslexic Students\u003c/a>\u003cbr>\n\u003ca href=\"https://www.kqed.org/mindshift/54924/learning-with-dyslexia-and-creating-a-path-to-success\">Chapter 6: Learning with Dyslexia and Creating a Path to Success\u003c/a>\u003c/p>\n\u003cp>Click on this link for a \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">\u003cstrong>printable PDF\u003c/strong>\u003c/a> of the \u003cstrong>\u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">MindShift Guide to Understanding Dyslexia\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">We hope you find this guide helpful. If you have questions or want to talk with us about the guide, please send us \u003ca href=\"mindshift@kqed.org\">an email. \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia",
"authors": [
"4354"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_160",
"mindshift_20784",
"mindshift_1040",
"mindshift_550",
"mindshift_21254"
],
"featImg": "mindshift_54746",
"label": "mindshift"
},
"mindshift_54655": {
"type": "posts",
"id": "mindshift_54655",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "54655",
"score": null,
"sort": [
1572852429000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1572852429,
"format": "standard",
"disqusTitle": "Why Teachers Are So Excited About the Power Of Sketchnoting",
"title": "Why Teachers Are So Excited About the Power Of Sketchnoting",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Once a month, \u003ca href=\"https://twitter.com/rlfreedm?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">Rayna Freedman\u003c/a>’s fifth-graders present their genius hour projects. They get to explore anything that interests them and present what they’ve learned to the class in whatever way they want. Freedman likes \u003ca href=\"https://www.kqed.org/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little\" target=\"_blank\" rel=\"noopener noreferrer\">genius hour projects\u003c/a> because students often get more excited about researching and sharing their knowledge about a topic that interests them. But she was never sure what the other kids were getting out of listening to the presentations.\u003c/p>\n\u003cp>One day she noticed a student in the back of the class drawing during the presentations. She went over, ready to reprimand him for not paying attention, but instead asked him what he was doing. He explained he doodles what his classmate is talking about to help him remember later. A lightbulb went on for Freedman.\u003c/p>\n\u003cp>“I thought that if the kids had a way to show me what they were learning, I would know what other kids were getting out of it,” Freedman said during a presentation on how she uses sketchnoting in her classroom at the \u003ca href=\"https://novemberlearning.com/education-conference/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities conference\u003c/a>.\u003c/p>\n\u003cp>This first step into doodling for learning has opened up an \u003ca href=\"http://msfreedmanagent24.blogspot.com/2018/10/a-sketchnoting-odyssey.html\" target=\"_blank\" rel=\"noopener noreferrer\">extensive new classroom practice\u003c/a> for Freedman. She’s been encouraging students to take visual notes for only a little over a year, but she’s seen it help some students tremendously. Now she dedicates about five minutes a day for a month to sketchnote practice. She gives students lots of choices in how they want to do it -- on a whiteboard, on a digital tablet, or with paper and pencils. The point is to give them dedicated time to familiarize themselves with how they might express themselves visually.\u003c/p>\n\u003cp>“I did have students complain about it,” Freedman said. But she told them that if after a month of building up their visual vocabulary and giving it a shot, they wanted to take notes in other ways, that was fine with her. In the end, many of her students chose to sketchnote.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Freedman has come to see sketchnoting as a bridge between early elementary, when students necessarily think visually because they are still learning to read, and middle school, where suddenly all visual thinking seems to stop.\u003c/p>\n\u003cp>\u003ca href=\"https://carriebaughcum.com/\">\u003cimg class=\"aligncenter size-full wp-image-54658\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/what-sketchnoting.png\" alt=\"\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003c/a>\u003c/p>\n\u003cp>\"One of my girls at the end of the year said that, 'I learned that sketchnoting helps me remember things more,' \" Freedman said.\u003c/p>\n\u003cp>Freedman uses sketchnoting resources on the website of \u003ca href=\"https://sylviaduckworth.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sylvia Duckworth\u003c/a>, a former teacher and author who has become a sketchnoting celebrity. Duckworth breaks down the elements of a sketchnote like icons, containers and font to help the artist think about organizing the sketch. Freedman has found those tools help her students organize their thinking as well.\u003c/p>\n\u003cp>“My students have their own podcast and they sketchnote their segments on notecards,” she explained. Storyboarding in this segmented way allows them to move things around, finding a structure and coherence that doesn’t come as naturally when writing is the first step in the process. “They wouldn’t have been able to do that if it were on paper. They just don’t see it that way.”\u003c/p>\n\u003cp>She’s also found that allowing students to sketchnote an outline or first draft of a writing assignment can dramatically improve the quality of the thinking and writing she receives. Freedman says her students always want the first draft to be the final draft, and they often write the bare minimum. But when they sketch first, not only do they organize their thoughts better, but they also tend to add more detail and evidence from what they’ve read. They have a template to follow, one that didn’t feel as intimidating to make.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/gY9KdRfNN9w\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Since the genius project experiment, Freedman has offered sketchnoting as an option to her students in many other ways. She’s found that student sketches are a great jumping-off point to ask them more about their thinking -- they look at what they’ve drawn and can tell her far more than they used to. And, she can easily spot when there are misconceptions.\u003c/p>\n\u003cp>For example, she quickly realized her students didn’t understand what theme was because, when she asked them to sketchnote the story’s theme, they would draw characters and setting. That was an immediate sign to Freedman she needed to reteach the idea of theme, something she might not have known from the cryptic sentences her students used to write in response to the same kinds of questions.\u003c/p>\n\u003cp>“It allows me to ask better questions because I’m not just looking at a simple answer or a paragraph,” Freedman said. “I’m trying to interpret what’s in front of me, too.”\u003c/p>\n\u003cp>Freedman has also found sketchnoting to be surprisingly helpful dealing with the inevitable conflicts that crop up in the middle grades.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss learning about what sketchnoting is \u003ca href=\"https://twitter.com/HeckAwesome?ref_src=twsrc%5Etfw\">@HeckAwesome\u003c/a> \u003ca href=\"https://twitter.com/hashtag/sketchnote?src=hash&ref_src=twsrc%5Etfw\">#sketchnote\u003c/a> \u003ca href=\"https://twitter.com/manuelherrera33?ref_src=twsrc%5Etfw\">@manuelherrera33\u003c/a> \u003ca href=\"https://twitter.com/ZajacSLP?ref_src=twsrc%5Etfw\">@ZajacSLP\u003c/a> \u003ca href=\"https://twitter.com/hashtag/jjpride?src=hash&ref_src=twsrc%5Etfw\">#jjpride\u003c/a> \u003ca href=\"https://t.co/hIwdRg2vgN\">pic.twitter.com/hIwdRg2vgN\u003c/a>\u003c/p>\n\u003cp>— Rayna Freedman (@rlfreedm) \u003ca href=\"https://twitter.com/rlfreedm/status/1046782566945165312?ref_src=twsrc%5Etfw\">October 1, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I had these two girls that were up each other's throats,” Freedman said. She asked them to stay in from recess one day, but rather than lecturing them, she asked each girl to sketchnote how she was feeling. Then they each looked at the other person’s drawing and drew what it made them think. The drawings revealed the misunderstanding at the bottom of the conflict, and gave each girl enough emotional distance to truthfully express how they were feeling.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/zajacslp?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">Kim Zajac\u003c/a> is the speech and language pathologist at Freedman’s school. She has also found sketchnoting to be a powerful tool for her students. One boy was regularly in conflict with other classmates. Zajac encouraged him to sketch out what happened in those interactions and to imagine and sketch alternative ways to handle it next time.\u003c/p>\n\u003cp>“Make it less of a criticism process and more of a social expectation process,” Zajac said. This student wouldn’t have been able to talk about how these interactions made him feel without the sketches. They gave him a concrete reference for his feelings and reactions to other kids.\u003c/p>\n\u003cp>In another instance, Zojac had a student who struggled to keep his speech rate up when he presented. To support him, she first had him explain his ideas to her while she sketched them. Later, when he presented in front of the class, he had the sketch as reference, which helped him stay on track.\u003c/p>\n\u003cp>“If they can just dump it out, put it in some symbolic form, then it allows them to recall it back, think deeper, and present it in a different form,” Zojac said. And for the kids she supports, who have speech and language issues, sketchnoting offers important insights into their thinking that is otherwise difficult to access.\u003c/p>\n\u003cp>“It isn’t about things being pretty,” Zojac said. “It’s not about creating a piece of art. It’s about creating a piece of thinking.”\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nSketchnoting With Special Needs Students\u003c/strong>\u003c/p>\n\u003cp>Carrie Baughcum teaches students with special learning needs at South Middle in Arlington Heights, Illinois. Her students have a range of disabilities from motor challenges, to language challenges, to emotional and behavioral issues. She usually has students for English, math, social studies and a resource class, but they are integrated into other subjects throughout the day. And, as they become more independent learners throughout their time in middle school, they often transition out to the general classroom more often.\u003c/p>\n\u003cp>Before Baughcum discovered sketchnoting, she used a fairly traditional approach with her students. She was focused on building their comprehension skills and did a lot of skill practice with them. She always saw gains and made solid progress on her students’ Individualized Education Programs (IEPs), but she hadn’t done a lot of thinking about how to get them excited about what they were learning.\u003c/p>\n\u003cp>Baughcum had begun drawing at home with her daughters as a way of spending time with them. It was an uncomfortable experience for her. She didn’t feel like a good artist, but noticed herself improving as she kept at it. And, she loved the insight she got into her own children’s minds through their drawings.\u003c/p>\n\u003cp>“I was certain that the students in my special education classroom, two to three years below grade level, that they couldn’t do it,” Baughcum said at the Building Learning Communities conference. But she decided to test the theory one year with a group of students that happened to be all boys.\u003c/p>\n\u003cp>“It was one of the most challenging groups I’ve had in 20 years of teaching,” Baughcum said.\u003c/p>\n\u003cp>They were reading an adapted version of Edgar Allan Poe's story, \"The Fall of the House of Usher.\" Baughcum asked her students, “What movie is playing in your head when we read this paragraph?” No one said anything. So, she started narrating out loud what she imagined as she read.\u003c/p>\n\u003cfigure id=\"attachment_54660\" class=\"wp-caption aligncenter\" style=\"max-width: 1700px\">\u003cimg class=\"wp-image-54660 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/baughcum-student-margins.png\" alt=\"An example of Carrie Baughcum's students sketchnoting in the margins of a text.\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">An example of Carrie Baughcum's students sketchnoting in the margins of a text. \u003ccite>(Courtesy Carrie Baughcum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She modeled drawing those thoughts into the margin of the book. Her students dutifully copied down what she had drawn. That went on for a while. Baughcum would walk around the room and ask her students questions about what they were drawing, even though the drawings were copies of what she had described. One day, a student decided to draw something different. Baughcum calls it the “going rogue moment.” It transformed her classroom; overnight every student wanted to show that they imagined something unique.\u003c/p>\n\u003cp>“Since that moment when he went rogue, all the other students embraced the idea that they had these ideas in their head and we can draw them,” Baughcum said.\u003c/p>\n\u003cp>Her students didn’t have a lot of experience visualizing, but once she started asking them to do so, and they got comfortable with the idea, Baughcum has seen the practice deepen their comprehension. But, she cautions, it doesn’t always look how she expects. She's even written a guide to sketchnoting in the classroom called \u003cem>\u003ca href=\"https://carriebaughcum.com/book/\" target=\"_blank\" rel=\"noopener noreferrer\">My Pencil Made Me Do It\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>“Their drawing could be so off base, but if I can go over and ask them about it, and they can connect it, then that’s the right image for them,” Baughcum said. She’s adamant that the drawings themselves are not the point. It’s the thinking behind the drawing that interests her. To keep her students focused on the process and not the product she’s careful to use phrases like “visual thinking” and “doodling to learn.”\u003c/p>\n\u003cp>Baughcum doesn’t care what the drawings look like, as long as her students can talk about the ideas they represent. She never gives feedback on the drawings themselves, only on the thinking. She often spots misconceptions in the drawings her students have made -- valuable information for her -- but also opportunities to discuss editing the drawing to fill in those comprehension holes.\u003c/p>\n\u003cp>“The conversations we have in my classroom have become richer,” Baughcum said, and there’s less lag time retrieving thoughts. She points out to students how much cognitive processing is happening as they sketchnote. They’re listening to information, making sense of it, connecting it to other information they know and to a visual image, and then drawing it. It’s an active process, which is why Baughcum has found it to be so powerful for her students.\u003c/p>\n\u003cp>“That offers this really wonderful desire to want to do it more because they’re feeling good about what they're thinking,” Baughcum said.\u003c/p>\n\u003cp>Sketchnoting has changed what she expects from her students. But she acknowledges that using this practice in class is a marathon, not a race. It takes time to help students learn how to visualize, to see a picture in their heads. And, she’s worked with them to think carefully about the icons, fonts and containers they’re sketching. She wants them to have a reason for each choice they make in their sketchnote because those choices are directly connected to the material they are learning.\u003c/p>\n\u003cp>“When we’re sketchnoting in class I tell students is it new, is it interesting, does it make you feel something? If so, it’s probably worth taking down.”\u003c/p>\n\u003cp>Baughcum also says it’s important for teachers to sketchnote with their students. Drawing can make people feel vulnerable, so when the teacher acknowledges she’s new to this as well, and makes mistakes, it creates room for students to try new things, too.\u003c/p>\n\u003cp>“Before I started sketchnoting with my students, I wasn’t really a drawer,” Baughcum said. “I have noted that opening up this new permission to draw and learn has opened up opportunities for students to show me parts of themselves they may not have shown before.”\u003c/p>\n\u003cfigure id=\"attachment_54661\" class=\"wp-caption aligncenter\" style=\"max-width: 1700px\">\u003cimg class=\"size-full wp-image-54661\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/baughcum-student-sketchnote.png\" alt=\"A student's sketchnote.\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">A student's sketchnote. \u003ccite>(Courtesy Carrie Baughcum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And she’s seen huge successes. Like the first-year student who struggled tremendously with reading. Getting through a whole paragraph was almost impossible for him. But by visualizing the story as it was read to him, doodling in the margins, and connecting the ideas on the first read-through, he could then read it on his own. Baughcum was also quick to point out that students can sketch on Post-it notes pasted into books if they aren't allowed to write in the texts themselves.\u003c/p>\n\u003cp>“It surprised me that my students, no matter how impaired their cognitive level might be, or their reading level might be, how well their potential to visualize and connect to doodling is,” Baughcum said. She even has students who use assistive technology to write because their motor skills make handwriting very difficult, but they can sketch. And the social worker on her team has picked up on the sketchnoting success to help make social and emotional learning themes more concrete for students as well. Students have created an icon library of their feelings that they use to express their emotions.\u003c/p>\n\u003cp>Baughcum isn’t suggesting that every teacher drop what they’ve been doing for years to start sketchnoting. But she says if teachers open the door for sketchnoting, even allowing students to sketch as part of another note-taking strategy -- like Cornell notes -- it may be helpful to some students. She thinks of it as a layering strategy. She didn’t stop covering her curriculum to only sketchnote. She gradually exposed her students to different elements of sketchnoting, building up their visualizing capacity and organization skills by practicing it alongside existing social studies or reading activities.\u003c/p>\n\u003cp>She also says teachers have to be patient with themselves and with their students. Often mindsets are the hardest things to overcome. Baughcum has had students who refuse to draw. But she’s found ways around that. One student was adamant that she could not draw, but Baughcum still wanted her to visualize because she saw how much it helped her other students in their comprehension. She let the student print out pictures and glue them to her sketchnote to make visible her thinking. And ultimately, the girl decided to give sketchnoting a shot after all.\u003c/p>\n\u003cp>Baughcum says she’s always been a fearless teacher, ready to try anything that might help her students learn. But sketchnoting has stretched her in ways she didn’t know she needed to be stretched. It’s revealed some of her own mindsets about what she believed students with learning disabilities could and couldn’t do. Her students have shown her those beliefs just weren’t true.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It was never that they couldn’t do it, it was that I never gave it a try to see if they could,” Baughcum said.\u003c/p>\n\n",
"disqusIdentifier": "54655 https://ww2.kqed.org/mindshift/?p=54655",
"disqusUrl": "https://ww2.kqed.org/mindshift/2019/11/03/why-teachers-are-so-excited-about-the-power-of-sketchnoting/",
"stats": {
"hasVideo": true,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2698,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 49
},
"modified": 1601609280,
"excerpt": "Many teachers are using sketchnoting or \"doodling for learning\" in their classrooms as a way to make thinking visible. Many are finding the practice improves memory, engagement and comprehension.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Many teachers are using sketchnoting or "doodling for learning" in their classrooms as a way to make thinking visible. Many are finding the practice improves memory, engagement and comprehension.",
"title": "Why Teachers Are So Excited About the Power Of Sketchnoting - MindShift",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why Teachers Are So Excited About the Power Of Sketchnoting",
"datePublished": "2019-11-03T23:27:09-08:00",
"dateModified": "2020-10-01T20:28:00-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "why-teachers-are-so-excited-about-the-power-of-sketchnoting",
"status": "publish",
"path": "/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Once a month, \u003ca href=\"https://twitter.com/rlfreedm?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">Rayna Freedman\u003c/a>’s fifth-graders present their genius hour projects. They get to explore anything that interests them and present what they’ve learned to the class in whatever way they want. Freedman likes \u003ca href=\"https://www.kqed.org/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little\" target=\"_blank\" rel=\"noopener noreferrer\">genius hour projects\u003c/a> because students often get more excited about researching and sharing their knowledge about a topic that interests them. But she was never sure what the other kids were getting out of listening to the presentations.\u003c/p>\n\u003cp>One day she noticed a student in the back of the class drawing during the presentations. She went over, ready to reprimand him for not paying attention, but instead asked him what he was doing. He explained he doodles what his classmate is talking about to help him remember later. A lightbulb went on for Freedman.\u003c/p>\n\u003cp>“I thought that if the kids had a way to show me what they were learning, I would know what other kids were getting out of it,” Freedman said during a presentation on how she uses sketchnoting in her classroom at the \u003ca href=\"https://novemberlearning.com/education-conference/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities conference\u003c/a>.\u003c/p>\n\u003cp>This first step into doodling for learning has opened up an \u003ca href=\"http://msfreedmanagent24.blogspot.com/2018/10/a-sketchnoting-odyssey.html\" target=\"_blank\" rel=\"noopener noreferrer\">extensive new classroom practice\u003c/a> for Freedman. She’s been encouraging students to take visual notes for only a little over a year, but she’s seen it help some students tremendously. Now she dedicates about five minutes a day for a month to sketchnote practice. She gives students lots of choices in how they want to do it -- on a whiteboard, on a digital tablet, or with paper and pencils. The point is to give them dedicated time to familiarize themselves with how they might express themselves visually.\u003c/p>\n\u003cp>“I did have students complain about it,” Freedman said. But she told them that if after a month of building up their visual vocabulary and giving it a shot, they wanted to take notes in other ways, that was fine with her. In the end, many of her students chose to sketchnote.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Freedman has come to see sketchnoting as a bridge between early elementary, when students necessarily think visually because they are still learning to read, and middle school, where suddenly all visual thinking seems to stop.\u003c/p>\n\u003cp>\u003ca href=\"https://carriebaughcum.com/\">\u003cimg class=\"aligncenter size-full wp-image-54658\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/what-sketchnoting.png\" alt=\"\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/what-sketchnoting-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003c/a>\u003c/p>\n\u003cp>\"One of my girls at the end of the year said that, 'I learned that sketchnoting helps me remember things more,' \" Freedman said.\u003c/p>\n\u003cp>Freedman uses sketchnoting resources on the website of \u003ca href=\"https://sylviaduckworth.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sylvia Duckworth\u003c/a>, a former teacher and author who has become a sketchnoting celebrity. Duckworth breaks down the elements of a sketchnote like icons, containers and font to help the artist think about organizing the sketch. Freedman has found those tools help her students organize their thinking as well.\u003c/p>\n\u003cp>“My students have their own podcast and they sketchnote their segments on notecards,” she explained. Storyboarding in this segmented way allows them to move things around, finding a structure and coherence that doesn’t come as naturally when writing is the first step in the process. “They wouldn’t have been able to do that if it were on paper. They just don’t see it that way.”\u003c/p>\n\u003cp>She’s also found that allowing students to sketchnote an outline or first draft of a writing assignment can dramatically improve the quality of the thinking and writing she receives. Freedman says her students always want the first draft to be the final draft, and they often write the bare minimum. But when they sketch first, not only do they organize their thoughts better, but they also tend to add more detail and evidence from what they’ve read. They have a template to follow, one that didn’t feel as intimidating to make.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/gY9KdRfNN9w\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Since the genius project experiment, Freedman has offered sketchnoting as an option to her students in many other ways. She’s found that student sketches are a great jumping-off point to ask them more about their thinking -- they look at what they’ve drawn and can tell her far more than they used to. And, she can easily spot when there are misconceptions.\u003c/p>\n\u003cp>For example, she quickly realized her students didn’t understand what theme was because, when she asked them to sketchnote the story’s theme, they would draw characters and setting. That was an immediate sign to Freedman she needed to reteach the idea of theme, something she might not have known from the cryptic sentences her students used to write in response to the same kinds of questions.\u003c/p>\n\u003cp>“It allows me to ask better questions because I’m not just looking at a simple answer or a paragraph,” Freedman said. “I’m trying to interpret what’s in front of me, too.”\u003c/p>\n\u003cp>Freedman has also found sketchnoting to be surprisingly helpful dealing with the inevitable conflicts that crop up in the middle grades.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss learning about what sketchnoting is \u003ca href=\"https://twitter.com/HeckAwesome?ref_src=twsrc%5Etfw\">@HeckAwesome\u003c/a> \u003ca href=\"https://twitter.com/hashtag/sketchnote?src=hash&ref_src=twsrc%5Etfw\">#sketchnote\u003c/a> \u003ca href=\"https://twitter.com/manuelherrera33?ref_src=twsrc%5Etfw\">@manuelherrera33\u003c/a> \u003ca href=\"https://twitter.com/ZajacSLP?ref_src=twsrc%5Etfw\">@ZajacSLP\u003c/a> \u003ca href=\"https://twitter.com/hashtag/jjpride?src=hash&ref_src=twsrc%5Etfw\">#jjpride\u003c/a> \u003ca href=\"https://t.co/hIwdRg2vgN\">pic.twitter.com/hIwdRg2vgN\u003c/a>\u003c/p>\n\u003cp>— Rayna Freedman (@rlfreedm) \u003ca href=\"https://twitter.com/rlfreedm/status/1046782566945165312?ref_src=twsrc%5Etfw\">October 1, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I had these two girls that were up each other's throats,” Freedman said. She asked them to stay in from recess one day, but rather than lecturing them, she asked each girl to sketchnote how she was feeling. Then they each looked at the other person’s drawing and drew what it made them think. The drawings revealed the misunderstanding at the bottom of the conflict, and gave each girl enough emotional distance to truthfully express how they were feeling.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/zajacslp?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">Kim Zajac\u003c/a> is the speech and language pathologist at Freedman’s school. She has also found sketchnoting to be a powerful tool for her students. One boy was regularly in conflict with other classmates. Zajac encouraged him to sketch out what happened in those interactions and to imagine and sketch alternative ways to handle it next time.\u003c/p>\n\u003cp>“Make it less of a criticism process and more of a social expectation process,” Zajac said. This student wouldn’t have been able to talk about how these interactions made him feel without the sketches. They gave him a concrete reference for his feelings and reactions to other kids.\u003c/p>\n\u003cp>In another instance, Zojac had a student who struggled to keep his speech rate up when he presented. To support him, she first had him explain his ideas to her while she sketched them. Later, when he presented in front of the class, he had the sketch as reference, which helped him stay on track.\u003c/p>\n\u003cp>“If they can just dump it out, put it in some symbolic form, then it allows them to recall it back, think deeper, and present it in a different form,” Zojac said. And for the kids she supports, who have speech and language issues, sketchnoting offers important insights into their thinking that is otherwise difficult to access.\u003c/p>\n\u003cp>“It isn’t about things being pretty,” Zojac said. “It’s not about creating a piece of art. It’s about creating a piece of thinking.”\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nSketchnoting With Special Needs Students\u003c/strong>\u003c/p>\n\u003cp>Carrie Baughcum teaches students with special learning needs at South Middle in Arlington Heights, Illinois. Her students have a range of disabilities from motor challenges, to language challenges, to emotional and behavioral issues. She usually has students for English, math, social studies and a resource class, but they are integrated into other subjects throughout the day. And, as they become more independent learners throughout their time in middle school, they often transition out to the general classroom more often.\u003c/p>\n\u003cp>Before Baughcum discovered sketchnoting, she used a fairly traditional approach with her students. She was focused on building their comprehension skills and did a lot of skill practice with them. She always saw gains and made solid progress on her students’ Individualized Education Programs (IEPs), but she hadn’t done a lot of thinking about how to get them excited about what they were learning.\u003c/p>\n\u003cp>Baughcum had begun drawing at home with her daughters as a way of spending time with them. It was an uncomfortable experience for her. She didn’t feel like a good artist, but noticed herself improving as she kept at it. And, she loved the insight she got into her own children’s minds through their drawings.\u003c/p>\n\u003cp>“I was certain that the students in my special education classroom, two to three years below grade level, that they couldn’t do it,” Baughcum said at the Building Learning Communities conference. But she decided to test the theory one year with a group of students that happened to be all boys.\u003c/p>\n\u003cp>“It was one of the most challenging groups I’ve had in 20 years of teaching,” Baughcum said.\u003c/p>\n\u003cp>They were reading an adapted version of Edgar Allan Poe's story, \"The Fall of the House of Usher.\" Baughcum asked her students, “What movie is playing in your head when we read this paragraph?” No one said anything. So, she started narrating out loud what she imagined as she read.\u003c/p>\n\u003cfigure id=\"attachment_54660\" class=\"wp-caption aligncenter\" style=\"max-width: 1700px\">\u003cimg class=\"wp-image-54660 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/baughcum-student-margins.png\" alt=\"An example of Carrie Baughcum's students sketchnoting in the margins of a text.\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-margins-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">An example of Carrie Baughcum's students sketchnoting in the margins of a text. \u003ccite>(Courtesy Carrie Baughcum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She modeled drawing those thoughts into the margin of the book. Her students dutifully copied down what she had drawn. That went on for a while. Baughcum would walk around the room and ask her students questions about what they were drawing, even though the drawings were copies of what she had described. One day, a student decided to draw something different. Baughcum calls it the “going rogue moment.” It transformed her classroom; overnight every student wanted to show that they imagined something unique.\u003c/p>\n\u003cp>“Since that moment when he went rogue, all the other students embraced the idea that they had these ideas in their head and we can draw them,” Baughcum said.\u003c/p>\n\u003cp>Her students didn’t have a lot of experience visualizing, but once she started asking them to do so, and they got comfortable with the idea, Baughcum has seen the practice deepen their comprehension. But, she cautions, it doesn’t always look how she expects. She's even written a guide to sketchnoting in the classroom called \u003cem>\u003ca href=\"https://carriebaughcum.com/book/\" target=\"_blank\" rel=\"noopener noreferrer\">My Pencil Made Me Do It\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>“Their drawing could be so off base, but if I can go over and ask them about it, and they can connect it, then that’s the right image for them,” Baughcum said. She’s adamant that the drawings themselves are not the point. It’s the thinking behind the drawing that interests her. To keep her students focused on the process and not the product she’s careful to use phrases like “visual thinking” and “doodling to learn.”\u003c/p>\n\u003cp>Baughcum doesn’t care what the drawings look like, as long as her students can talk about the ideas they represent. She never gives feedback on the drawings themselves, only on the thinking. She often spots misconceptions in the drawings her students have made -- valuable information for her -- but also opportunities to discuss editing the drawing to fill in those comprehension holes.\u003c/p>\n\u003cp>“The conversations we have in my classroom have become richer,” Baughcum said, and there’s less lag time retrieving thoughts. She points out to students how much cognitive processing is happening as they sketchnote. They’re listening to information, making sense of it, connecting it to other information they know and to a visual image, and then drawing it. It’s an active process, which is why Baughcum has found it to be so powerful for her students.\u003c/p>\n\u003cp>“That offers this really wonderful desire to want to do it more because they’re feeling good about what they're thinking,” Baughcum said.\u003c/p>\n\u003cp>Sketchnoting has changed what she expects from her students. But she acknowledges that using this practice in class is a marathon, not a race. It takes time to help students learn how to visualize, to see a picture in their heads. And, she’s worked with them to think carefully about the icons, fonts and containers they’re sketching. She wants them to have a reason for each choice they make in their sketchnote because those choices are directly connected to the material they are learning.\u003c/p>\n\u003cp>“When we’re sketchnoting in class I tell students is it new, is it interesting, does it make you feel something? If so, it’s probably worth taking down.”\u003c/p>\n\u003cp>Baughcum also says it’s important for teachers to sketchnote with their students. Drawing can make people feel vulnerable, so when the teacher acknowledges she’s new to this as well, and makes mistakes, it creates room for students to try new things, too.\u003c/p>\n\u003cp>“Before I started sketchnoting with my students, I wasn’t really a drawer,” Baughcum said. “I have noted that opening up this new permission to draw and learn has opened up opportunities for students to show me parts of themselves they may not have shown before.”\u003c/p>\n\u003cfigure id=\"attachment_54661\" class=\"wp-caption aligncenter\" style=\"max-width: 1700px\">\u003cimg class=\"size-full wp-image-54661\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/10/baughcum-student-sketchnote.png\" alt=\"A student's sketchnote.\" width=\"1700\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote.png 1700w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-800x565.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-768x542.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/10/baughcum-student-sketchnote-1200x847.png 1200w\" sizes=\"(max-width: 1700px) 100vw, 1700px\">\u003cfigcaption class=\"wp-caption-text\">A student's sketchnote. \u003ccite>(Courtesy Carrie Baughcum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And she’s seen huge successes. Like the first-year student who struggled tremendously with reading. Getting through a whole paragraph was almost impossible for him. But by visualizing the story as it was read to him, doodling in the margins, and connecting the ideas on the first read-through, he could then read it on his own. Baughcum was also quick to point out that students can sketch on Post-it notes pasted into books if they aren't allowed to write in the texts themselves.\u003c/p>\n\u003cp>“It surprised me that my students, no matter how impaired their cognitive level might be, or their reading level might be, how well their potential to visualize and connect to doodling is,” Baughcum said. She even has students who use assistive technology to write because their motor skills make handwriting very difficult, but they can sketch. And the social worker on her team has picked up on the sketchnoting success to help make social and emotional learning themes more concrete for students as well. Students have created an icon library of their feelings that they use to express their emotions.\u003c/p>\n\u003cp>Baughcum isn’t suggesting that every teacher drop what they’ve been doing for years to start sketchnoting. But she says if teachers open the door for sketchnoting, even allowing students to sketch as part of another note-taking strategy -- like Cornell notes -- it may be helpful to some students. She thinks of it as a layering strategy. She didn’t stop covering her curriculum to only sketchnote. She gradually exposed her students to different elements of sketchnoting, building up their visualizing capacity and organization skills by practicing it alongside existing social studies or reading activities.\u003c/p>\n\u003cp>She also says teachers have to be patient with themselves and with their students. Often mindsets are the hardest things to overcome. Baughcum has had students who refuse to draw. But she’s found ways around that. One student was adamant that she could not draw, but Baughcum still wanted her to visualize because she saw how much it helped her other students in their comprehension. She let the student print out pictures and glue them to her sketchnote to make visible her thinking. And ultimately, the girl decided to give sketchnoting a shot after all.\u003c/p>\n\u003cp>Baughcum says she’s always been a fearless teacher, ready to try anything that might help her students learn. But sketchnoting has stretched her in ways she didn’t know she needed to be stretched. It’s revealed some of her own mindsets about what she believed students with learning disabilities could and couldn’t do. Her students have shown her those beliefs just weren’t true.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It was never that they couldn’t do it, it was that I never gave it a try to see if they could,” Baughcum said.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting",
"authors": [
"234"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20784",
"mindshift_1040",
"mindshift_21303",
"mindshift_20837",
"mindshift_20934",
"mindshift_21302"
],
"featImg": "mindshift_54657",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=teaching-strategies": {
"isFetching": false,
"latestQuery": {
"from": 192,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 1187,
"relation": "eq"
},
"items": [
"mindshift_54921",
"mindshift_54917",
"mindshift_54904",
"mindshift_54900",
"mindshift_54872",
"mindshift_54869",
"mindshift_54805",
"mindshift_54833",
"mindshift_54504",
"mindshift_54797",
"mindshift_54743",
"mindshift_54655"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_teaching-strategies": {
"isLoading": true
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_160": {
"type": "terms",
"id": "mindshift_160",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "160",
"found": true
},
"relationships": {},
"featImg": null,
"name": "dyslexia",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "dyslexia Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 160,
"slug": "dyslexia",
"isLoading": false,
"link": "/mindshift/tag/dyslexia"
},
"mindshift_20678": {
"type": "terms",
"id": "mindshift_20678",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20678",
"found": true
},
"relationships": {},
"featImg": null,
"name": "education technology",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "education technology Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19955,
"slug": "education-technology",
"isLoading": false,
"link": "/mindshift/tag/education-technology"
},
"mindshift_550": {
"type": "terms",
"id": "mindshift_550",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "550",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Reading",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Reading Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 553,
"slug": "reading",
"isLoading": false,
"link": "/mindshift/tag/reading"
},
"mindshift_21254": {
"type": "terms",
"id": "mindshift_21254",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21254",
"found": true
},
"relationships": {},
"featImg": null,
"name": "reading proficiency",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "reading proficiency Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20526,
"slug": "reading-proficiency",
"isLoading": false,
"link": "/mindshift/tag/reading-proficiency"
},
"mindshift_20935": {
"type": "terms",
"id": "mindshift_20935",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20935",
"found": true
},
"relationships": {},
"featImg": null,
"name": "individualized education program",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "individualized education program Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20207,
"slug": "individualized-education-program",
"isLoading": false,
"link": "/mindshift/tag/individualized-education-program"
},
"mindshift_21128": {
"type": "terms",
"id": "mindshift_21128",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21128",
"found": true
},
"relationships": {},
"featImg": null,
"name": "reading comprehension",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "reading comprehension Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20400,
"slug": "reading-comprehension",
"isLoading": false,
"link": "/mindshift/tag/reading-comprehension"
},
"mindshift_851": {
"type": "terms",
"id": "mindshift_851",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "851",
"found": true
},
"relationships": {},
"featImg": null,
"name": "writing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "writing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 854,
"slug": "writing",
"isLoading": false,
"link": "/mindshift/tag/writing"
},
"mindshift_20784": {
"type": "terms",
"id": "mindshift_20784",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20784",
"found": true
},
"relationships": {},
"featImg": null,
"name": "featured",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "featured Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20061,
"slug": "featured",
"isLoading": false,
"link": "/mindshift/tag/featured"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_21231": {
"type": "terms",
"id": "mindshift_21231",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21231",
"found": true
},
"relationships": {},
"featImg": null,
"name": "consent education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "consent education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20503,
"slug": "consent-education",
"isLoading": false,
"link": "/mindshift/tag/consent-education"
},
"mindshift_21213": {
"type": "terms",
"id": "mindshift_21213",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21213",
"found": true
},
"relationships": {},
"featImg": null,
"name": "relationships",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "relationships Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 20485,
"slug": "relationships",
"isLoading": false,
"link": "/mindshift/tag/relationships"
},
"mindshift_20963": {
"type": "terms",
"id": "mindshift_20963",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20963",
"found": true
},
"relationships": {},
"featImg": null,
"name": "sex education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "sex education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20235,
"slug": "sex-education",
"isLoading": false,
"link": "/mindshift/tag/sex-education"
},
"mindshift_1038": {
"type": "terms",
"id": "mindshift_1038",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1038",
"found": true
},
"relationships": {},
"featImg": null,
"name": "teens",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "teens Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1043,
"slug": "teens",
"isLoading": false,
"link": "/mindshift/tag/teens"
},
"mindshift_108": {
"type": "terms",
"id": "mindshift_108",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "108",
"found": true
},
"relationships": {},
"featImg": null,
"name": "assessment",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "assessment Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 108,
"slug": "assessments",
"isLoading": false,
"link": "/mindshift/tag/assessments"
},
"mindshift_21088": {
"type": "terms",
"id": "mindshift_21088",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21088",
"found": true
},
"relationships": {},
"featImg": null,
"name": "interdisciplinary",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "interdisciplinary Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20360,
"slug": "interdisciplinary",
"isLoading": false,
"link": "/mindshift/tag/interdisciplinary"
},
"mindshift_21311": {
"type": "terms",
"id": "mindshift_21311",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21311",
"found": true
},
"relationships": {},
"featImg": null,
"name": "self-assessment",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "self-assessment Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20583,
"slug": "self-assessment",
"isLoading": false,
"link": "/mindshift/tag/self-assessment"
},
"mindshift_21294": {
"type": "terms",
"id": "mindshift_21294",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21294",
"found": true
},
"relationships": {},
"featImg": null,
"name": "edtech",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "edtech Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20566,
"slug": "edtech",
"isLoading": false,
"link": "/mindshift/tag/edtech"
},
"mindshift_392": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"link": "/mindshift/tag/math"
},
"mindshift_125": {
"type": "terms",
"id": "mindshift_125",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "125",
"found": true
},
"relationships": {},
"featImg": null,
"name": "tech tools",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "tech tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 125,
"slug": "tech-tools",
"isLoading": false,
"link": "/mindshift/tag/tech-tools"
},
"mindshift_20533": {
"type": "terms",
"id": "mindshift_20533",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20533",
"found": true
},
"relationships": {},
"featImg": null,
"name": "civics",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "civics Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19810,
"slug": "civics",
"isLoading": false,
"link": "/mindshift/tag/civics"
},
"mindshift_21309": {
"type": "terms",
"id": "mindshift_21309",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21309",
"found": true
},
"relationships": {},
"featImg": null,
"name": "government",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "government Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20581,
"slug": "government",
"isLoading": false,
"link": "/mindshift/tag/government"
},
"mindshift_21308": {
"type": "terms",
"id": "mindshift_21308",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21308",
"found": true
},
"relationships": {},
"featImg": null,
"name": "impeachment",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "impeachment Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20580,
"slug": "impeachment",
"isLoading": false,
"link": "/mindshift/tag/impeachment"
},
"mindshift_20615": {
"type": "terms",
"id": "mindshift_20615",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20615",
"found": true
},
"relationships": {},
"featImg": null,
"name": "social studies",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "social studies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19892,
"slug": "social-studies",
"isLoading": false,
"link": "/mindshift/tag/social-studies"
},
"mindshift_21303": {
"type": "terms",
"id": "mindshift_21303",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21303",
"found": true
},
"relationships": {},
"featImg": null,
"name": "making thinking visible",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "making thinking visible Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20575,
"slug": "making-thinking-visible",
"isLoading": false,
"link": "/mindshift/tag/making-thinking-visible"
},
"mindshift_20837": {
"type": "terms",
"id": "mindshift_20837",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20837",
"found": true
},
"relationships": {},
"featImg": null,
"name": "sketchnotes",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "sketchnotes Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20115,
"slug": "sketchnotes",
"isLoading": false,
"link": "/mindshift/tag/sketchnotes"
},
"mindshift_20934": {
"type": "terms",
"id": "mindshift_20934",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20934",
"found": true
},
"relationships": {},
"featImg": null,
"name": "special education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "special education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20206,
"slug": "special-education",
"isLoading": false,
"link": "/mindshift/tag/special-education"
},
"mindshift_21302": {
"type": "terms",
"id": "mindshift_21302",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "21302",
"found": true
},
"relationships": {},
"featImg": null,
"name": "visual thinking",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "visual thinking Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20574,
"slug": "visual-thinking",
"isLoading": false,
"link": "/mindshift/tag/visual-thinking"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
